Development of communication of children. Forms of development of children's communication

During preschool age, children's communication with each other changes significantly in all respects: the content, needs, motives and means of communication change. These changes can proceed smoothly, gradually, but there are qualitative shifts in them, like fractures. From two to seven years, there are two such fractures; the first occurs at about four years old, the second at about six years old. The first turning point is outwardly manifested in a sharp increase in the importance of other children in the child's life. If at the time of its emergence and within one or two years after that the need for communication with a peer occupies a rather modest place (for a child of two or three years old it is much more important to communicate with an adult and play with toys), then in four-year-old children this need is put forward in the first place ... Now they begin to clearly prefer the company of other children to an adult or single player... The second fracture is less pronounced outwardly, but it is no less important. It is associated with the emergence of selective affection, friendship and the emergence of more stable and deeper relationships between children.

These turning points can be seen as the time boundaries of the three stages in the development of children's communication. These stages were called forms of communication between preschoolers and peers.

The first form is emotional and practical communication with peers (second to fourth years of life). The need to communicate with peers develops at an early age. In the second year, children show interest in another child, increased attention to his actions, and by the end of the second year, there is a desire to attract the attention of a peer to himself, demonstrate his achievements and evoke his response. At the age of one and a half to two years, special play actions appear in the repertoire of children, in which the attitude towards a peer as an equal creature with whom one can play around, compete, and tinker is expressed.

Imitation occupies a special place in such interaction. Children, as it were, infect each other with common movements, a common mood, and through this they feel mutual community. By imitating a peer, the child attracts his attention and wins favor. In such imitative actions, babies are not limited by any norms; they take bizarre poses, tumbling, grimacing, squealing, laughing, jumping with delight. Moreover, all these imitative actions are accompanied by extremely vivid emotions.

Such interaction gives the child a sense of his resemblance to another, equal being. This experience of being in community with another person causes overwhelming joy. Emotional and practical interaction, which takes place in a free, unregulated form, creates optimal conditions for awareness and knowledge of oneself. Reflecting in others, babies better distinguish themselves, receive visible confirmation of their activity and uniqueness. Receiving feedback and support from a peer, the child realizes his originality, which stimulates his initiative.

In the younger preschool age, the content of the need for communication is preserved in the form it developed at the end of early age: the child expects participation from a peer in his own fun and longs for self-expression. It is necessary and sufficient for his peer to join his pranks and, acting with him or alternately, support and enhance the general fun.

Each participant in such emotional and practical communication is primarily concerned with drawing attention to himself and getting an emotional response from his partner. In a peer, children perceive only the attitude towards themselves, and as a rule, they do not notice him (his actions, desires, moods). Another child is like a mirror for them, in which they see only themselves.

Emotional and practical communication is extremely situational, both in content and in terms of means. It entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner. It is characteristic that the introduction of an attractive object into the situation can destroy the interaction of children; they switch attention from a peer to an object or fight over it. At this stage, the communication of children is not yet connected with their substantive actions and is separated from them. The main means of communication are locomotion or expressive-expressive movements. After three years, communication is increasingly mediated by speech, however, speech is still extremely situational and can be a means of communication only if there is eye contact and expressive movements.

The second form of peer communication is situational-business. It develops by about four years old and up to six years of age. After four years of age in children (especially those who attend kindergarten), a peer in his attractiveness begins to overtake an adult and occupy everything more space in life. This age is the heyday of role-playing. Role-playing game becomes collective - children prefer to play together rather than alone.

Communication in a role-playing game unfolds, as it were, on two levels: at the level of role-based relationships (i.e., on behalf of the roles taken - doctor-patient, seller-buyer, mother-daughter) and at the level of real relationships, i.e. existing outside the enacted plot (children assign roles, agree on the conditions of play, evaluate and control the actions of others). In joint play activities, there is a constant transition from one level to another - moving to the level of role relationships, children emphatically change their manners, voice, intonation. This may indicate that preschoolers clearly distinguish between role and real relationships, and these real relationships are aimed at a common cause for them - play. Thus, business cooperation becomes the main content of communication among children in the middle of preschool age.

Collaboration should be distinguished from complicity. During emotional and practical communication, the children acted side by side, in the same way, but not together, the attention and complicity of a peer was important to them. In situational business communication, children are busy with a common cause, they must coordinate their actions and take into account the partner's activity in order to achieve a common result. This kind of interaction was called cooperation. The need for cooperation becomes the main one for communication of children of this age.

Along with the need for cooperation, the need for peer recognition and respect is clearly highlighted. The child seeks to attract the attention of others, sensitively catches signs of attitude towards himself in their looks and facial expressions, demonstrates resentment in response to inattention or reproaches from partners. The “invisibility” of a peer turns into a keen interest in everything that he does. Children carefully and jealously observe each other's actions, constantly evaluate and often criticize partners, and react sharply to an adult's assessment given to another child. At the age of four or five, they often ask adults about the successes of their comrades, demonstrate their advantages, try to hide their mistakes and failures from other children. During this period, some children are upset when they see the encouragement of a peer, and rejoice at his failures.

All this allows us to speak about a qualitative restructuring of attitudes towards a peer in the middle of preschool age. The essence of this restructuring is that the preschooler begins to relate to himself through another child. The peer becomes the subject of constant comparison, with himself. This comparison is not aimed at revealing commonality (as in three-year-olds), but at opposing oneself and the other. Only through comparing his specific merits (skills, abilities) can a child evaluate and assert himself as the owner of certain qualities that are important not in themselves, but only in comparison with others and in the eyes of another. The child begins to look at himself "through the eyes of a peer." So, in situational business communication, a competitive, competitive beginning appears.

Among the means of communication at this stage, speech begins to prevail. Children talk a lot with each other (about one and a half times more than with adults), but their speech continues to be situational. If in communication with an adult during this period non-situational contacts already arise, then communication with peers remains predominantly situational: children interact mainly about objects, actions or impressions presented in the current situation.

At the end of preschool age, many (but not all) children develop new form communication, which was called extra-situational-business. By the age of six or seven, the number of non-situational contacts increases significantly. Approximately half of speech appeals to a peer acquires an extra-situational character. Children tell each other about where they have been and what they saw, share their plans or preferences, assess the qualities and actions of others. At this age, “pure communication” becomes possible again, not mediated by objects and actions with them. Children can talk for a long time without taking any practical action.

However, despite this growing tendency towards non-situationality, communication at this age occurs, as in the previous one, against the background of a joint business, i.e. general game or productive activity (therefore, this form of communication has retained the name business). But the game itself changes by the end of preschool age. The rules of behavior of game characters and the correspondence of game events to real ones come to the fore. Accordingly, the preparation for the game, its planning and discussion of the rules begin to take up much more space than at the previous stage. More and more contacts are carried out at the level of real relationships, and less and less - at the level of role-playing.

Competitive, competitive nature is preserved in the communication of children. However, along with this, the first sprouts of friendship appear between older preschoolers, the ability to see in a partner not only his situational manifestations, but also some non-situational, psychological aspects of his existence - his desires, preferences, moods. Preschoolers no longer only talk about themselves, but also address their peers with personal questions: what he wants to do, what he likes, where he was, what he saw.

Thus, the development of out-of-situativity in children's communication occurs along two lines: on the one hand, the number of out-of-situational, verbal contacts increases, and on the other, the peer image itself becomes more stable, independent of the specific circumstances of interaction. The child begins to highlight and feel the inner essence of the other, which, although not presented in situational manifestations, is becoming more and more significant for the child.

An unselfish desire to help a peer, to give or give something to him, non-judgmental emotional involvement in his actions may indicate that a special attitude towards another child is formed by the older preschool age, which can be called personal. The essence of this relationship lies in the fact that the peer becomes not only the preferred partner in joint activities, not only the subject of comparison with himself and the means. self-affirmation, but also a self-valuable integral personality. Comparing oneself with a peer and opposing him turns into an inner community that makes deeper interpersonal relationships possible.

However, not all children develop such a personal attitude. For many older preschoolers, an egoistic, competitive attitude towards peers remains predominant. Such children need special psychological and pedagogical correctional work.

The first that arises in ontogenesis (2-3 months) is situational and personal form of communication, which is based on the child's need for the benevolent attention of adults. During this period, the baby does not yet possess any adaptive behaviors and borrows social / experience through emotional communication with adults, which ensure the child's survival and the satisfaction of all his primary organic needs! Presence nearby loved one and his focus on the baby guarantees the latter the safety and the flow of affectionate, loving influences that evoke positive responses in response. Observations of children of this age showed that already at the 2nd month of life, children show love for an adult not only in response to his affection, but also on their own initiative. The operations with the help of which communication is carried out within the framework of the first form of this activity belong to the category of expressive-mimic means of communication. The indifference of an adult to a child in the first six months of life causes a special reaction in the infant: he is alarmed, depressed, his response behavior is sharply inhibited. Thus, the situational-personal form of communication is the leading activity in infancy, that is, it determines the further mental and physical development of the child. The attention and benevolence of adults cause positive experiences in children, which in turn increase the child's vitality and activate all of his functions. Deficiency of emotional contacts with adults can lead to irreversible underdevelopment of the child, disruption of his adaptive mechanisms.

The second appears situational-business form of communication(from 6 months to 3 years), where the main need is for cooperation, within the framework of the leading activity of the period of early childhood - subject-manipulative activity. At this stage, communication is included in the child's practical activities and his main motive becomes business. The child's attitude to the world around him qualitatively changes - he is actively interested in everything that happens around him, imitates, manipulates objects, gradually he develops an awareness of his own personality, his “I”. The relationship between a child and an adult is of the nature of practical cooperation. The kid wants the elders to join with him in classes with subjects, he requires them to participate in their affairs; with the assistance of an adult being the leading one.

The content of the need for cooperation with an adult within the framework of situational-business communication undergoes changes in children. In the first year and a half, when the child has not yet mastered speech, he needs help in object-oriented actions. Later, at the verbal level, the desire for cooperation is transformed. The kid is not limited to waiting for help, he prefers to act and imitate an adult.

At this time there is an important event in the development of the child's personality - he begins to separate the general positive attitude of the adult towards him from his assessment of his individual actions. It is very important not to excessively limit the child's emerging independence and initiative, because he needs the opportunity to gain his own experience.

Within the framework of this form of communication with an adult, acting on his model, in the conditions of practical cooperation with him, children also master speech.

The transition to preschool childhood is also marked by the transition to a new form of communication - extra-situational-cognitive , which exists in early and middle preschool age (3 to 5 years), and is based on the need for respectful attitude from an adult. The emergence of this form of communication is due to the fact that the level of development of thinking, attention, speech of a preschooler allows him to break away from a specific situation and simple manipulation with objects and expand the boundaries of his horizons, penetrate into the interconnection of phenomena. However, Shchebenok's capabilities are still limited, and the only source of knowledge that allows him to get answers to exciting questions is and remains an adult.

The attitude of authoritatively significant adults to the success (failure) of a child in different areas contributes to the formation of self-esteem in the baby, claims for recognition. Overestimation or underestimation of a child's abilities by parents affects his relationship with peers, on the formation of his personality as a whole. A positive parenting relationship helps the child to connect more easily with the children and other adults around them.

By the end of preschool age (from 5 to 7 years), children have the highest form of communication for this period of childhood - extra-situational-personal, arising on the basis of the need for mutual understanding and empathy; This form of communication is closely related to the higher levels of play development for preschool age, the child now pays more attention to the peculiarities of interpersonal contacts, to those relationships that exist in his family, at work with his parents, among their friends and acquaintances.

Non-situational personal communication is based on personal motives that encourage children to communicate, and proceeds against the background of a variety of activities - play, work, cognitive. But now it has an independent meaning for the child and is not an aspect of his cooperation with an adult, now it, rather, allows him to satisfy the need for knowing himself, other people and the relationship between them.

In interaction with an adult, the child seeks to achieve mutual understanding and empathy. This desire testifies to the child's internal readiness to figure out how the other person thinks and feels, and - to step towards him. Most often, a preschooler accepts the opinion of an authoritative adult only after independent reflection. But he can also agree, sacrificing his own views and considerations, since he realistically evaluates his capabilities and understands that he is not yet fully versed in complex problems.

This is what makes 5-7-year-old children ask clarifying questions, be interested in what adults think about this or that occasion. The child needs to compare the opinion of an adult with his own, to understand what has been said.

Older preschoolers learn to navigate in the social sphere, to establish versatile relationships with others. They master the rules of behavior, realize their rights and obligations, their duty and responsibility to other people. And here personal communication with adults plays a huge role. It is especially important how an adult evaluates the actions of others. Comparing his attitude to the actions of others with the assessments of an adult, the child comprehends the basics of social behavior, checks the correctness of his views. Therefore, it is very important for both parents and teachers to demonstrate worthy examples of behavior by their example. Only in this case will the child strive for harmonious relationships with other people. Trust and sincerity - this is the basis on which the relationship between an adult and a child should be built, later this will help the child find his place in society.

By the age of 6-7 years, the preschooler switches to a new type of activity - to educational. Extra-situational personal communication helps the child prepare for school. First, he develops an attitude towards an adult as a teacher and an idea of ​​himself as a student. Secondly, the child can already act "in the mind" without resorting to practical tests. Thanks to this skill, the preschooler is able to concentrate without being distracted by external interference, since he mentally retains the task assigned to him.

Task 4. Follow the book by NA Menchinskaya, in which periods of infancy and early age, perception plays a dominant role in the development of the child, and in which - memory. Bring specific examples from the book to illustrate the answer.

Summary: How to teach a child to communicate. Communication between a child and an adult. Personal development of a preschooler in communication with an adult.

Communication with an adult is of paramount importance to a child at all stages of childhood. But it is especially important in the first seven years of his life, when all the foundations of the personality and activity of a growing person are laid. And the younger the child is, the more important it is for him to communicate with adults.

A child is not born with a ready-made need for communication. In the first two or three weeks, he does not see or perceive an adult. But, despite this, the parents constantly talk to him, caress him, catch his wandering gaze on themselves. It is thanks to the love of close adults, which is expressed in these seemingly useless actions, that at the end of the first month of life, babies begin to see an adult, and then communicate with him.

At first, this communication looks like a response to the influence of an adult: the mother looks at the child, smiles, talks to him, and he also smiles in response, waves his arms and legs. Then (at three or four months), already at the sight of a familiar person, the child rejoices, begins to actively move, walk, attract the attention of an adult, and if he does not pay any attention to him or goes about his business, he cries loudly and resentfully. The need for an adult's attention - the first and basic need for communication - remains with the child for life. But later other needs are added to it, which will be discussed later.

Some parents consider all these influences unnecessary and even harmful. In an effort not to pamper their child, not to accustom him to excessive attention, they dryly and formally fulfill their parental duties: they feed by the hour, swaddle, walk, etc., without expressing any parental feelings. Such a strict formal education in infancy very harmful. The fact is that in positive emotional contacts with an adult, not only the already existing need of the baby for attention and goodwill is satisfied, but also the foundation for the future development of the child's personality is laid - his active, active attitude to the environment, interest in objects, the ability to see, hear, perceive the world, self-confidence. The embryos of all these most important qualities appear in the simplest and at first glance, communication between a mother and an infant.

If, for some reason, in the first year of life, the child does not receive sufficient attention and warmth from close adults (for example, isolation from the mother or the busyness of the parents), this somehow makes itself felt in the future. Such children become constrained, passive, insecure, or, on the contrary, very cruel and aggressive. It can be very difficult to compensate for their unmet need for the attention and kindness of adults later in life. Therefore, parents need to understand how important the simple attention and goodwill of close adults is for an infant.

An infant does not yet distinguish individual qualities of an adult. He is completely indifferent to the level of knowledge and skills of an older person, his social or property status, he does not even care how he looks and what he is wearing. The kid is attracted only by the personality of the adult and his attitude towards him. Therefore, despite the primitiveness of such communication, it is stimulated by personal motives, when an adult acts not as a means for something (play, cognition, self-affirmation), but as an integral and self-valuable person. As for the means of communication, at this stage they have an exclusively expressive-mimic character. Outwardly, such communication looks like an exchange of glances, smiles, screams and humming of a child, and an affectionate conversation of an adult, from which the baby catches only what he needs - attention and benevolence.

Situational-personal form of communication remains the main and only one from birth to six months of life.

During this period, the communication between the infant and the adult takes place outside of any other activity and itself constitutes the leading activity of the child.

In the second half of life, with the normal development of the child, the attention of an adult is no longer enough. The baby begins to be attracted not so much by the adult himself as by the objects associated with him. At this age, a new form of communication between a child and an adult develops - situational-business and the associated need for business cooperation... This form of communication differs from the previous one in that an adult is needed and interesting to a child not by himself, not by his attention and benevolent attitude, but by the fact that he has different objects and he knows how to do something with them. The "business" qualities of an adult and, therefore, business motives of communication come to the fore.

The means of communication at this stage are also significantly enriched. The child can already walk independently, manipulate objects, take various poses. All this leads to the fact that objective-effective means of communication are added to the expressive-mimic ones - children actively use gestures, postures, expressive movements.

At first, children are drawn only to those objects and toys that adults show them. There may be many interesting toys in the room, but the children will not pay any attention to them and will begin to get bored amid this abundance. But as soon as an adult (or older child) takes one of them and shows how you can play with it: move the car, how a dog can jump, how to brush a doll, etc. - all children will be drawn to this particular toy, it will become the most necessary and interesting. This happens for two reasons.

Firstly, an adult remains for the child the center of his preferences, because of this, he endows the objects with attractiveness that he touches. These objects become necessary and preferred because they are in the hands of an adult.

Secondly, an adult shows children how to play with these toys. By themselves, toys (as well as any objects in general) will never tell you how to play or use them. Only another, older person can show that rings need to be put on the pyramid, that the doll can be fed and put to bed, and a tower can be built from the cubes. Without such a show, the child simply does not know what to do with these objects, and therefore does not reach for them. For children to start playing with toys, an adult must first show what can be done with them and how to play. Only after that the children's play becomes meaningful and meaningful. Moreover, showing certain actions with objects, it is important not only to perform them, but to constantly address the child, talk to him, look him in the eyes, support and encourage his correct independent actions. Such joint games with objects represent business communication or cooperation between a child and an adult. The need for cooperation is fundamental to situational business communication.

The value of such communication for the mental development of a child is enormous. It is as follows.

Firstly, in such communication, the child masters object-related actions, learns to use household items: a spoon, comb, pot, play with toys, dress, wash, etc.

Secondly, the activity and independence of the child begins to appear here. Manipulating objects, for the first time, he feels independent from an adult and free in his actions. He becomes the subject of his activity and an independent communication partner.

Thirdly, in situational-business communication with an adult, the first words of the child appear. Indeed, in order to ask an adult for the desired object, the child needs to name it, that is, pronounce the word. Moreover, this task - to say this or that word - is again set before the child only by an adult. The child himself, without the encouragement and support of an adult, will never begin to speak. In situational business communication, an adult constantly sets a speech task for the child: showing the child new item, he invites him to name this object, that is, pronounce a new word after him. So, in interaction with an adult about objects, the main specifically human means of communication, thinking and self-regulation - speech, arises and develops.

The emergence and development of speech makes possible the next stage in the development of communication between a child and an adult, which differs significantly from the two previous ones. The first two forms of communication were situational, because the main content of this communication was directly present in a specific situation. AND good relationship an adult, expressed in his smile and affectionate gestures (situational personal communication), and objects in the hands of an adult that can be seen, touched, examined (situational business communication) were next to the child, in front of his eyes.

The content of the following forms of communication is no longer limited to a visual situation, but goes beyond it. The subject of communication between a child and an adult can be such phenomena and events that cannot be seen in a specific situation of interaction. For example, they can talk about rain, that the sun is shining, about birds that flew to distant countries, about the device of a car, etc. On the other hand, the content of communication can be their own experiences, goals and plans, relationships, memories, etc. All this also cannot be seen with the eyes and felt with the hands, however, through communication with an adult, all this becomes quite real, meaningful for the child. It is obvious that the emergence of non-situational communication significantly expands the horizons of the life world of the preschooler.

Non-situational communication becomes possible only due to the fact that the child masters active speech. After all, speech is the only universal means that allows a person to create stable images and ideas about objects that are absent at the moment in front of the child's eyes, and to act with these images and ideas that are not in this situation of interaction. Such communication, the content of which goes beyond the perceived situation, is called non-situational .

There are two forms of non-situational communication - cognitive and personal.

In the normal course of development, cognitive communication develops by about four to five years. A clear evidence of the appearance of such communication in a child is his questions addressed to an adult. These questions are mainly aimed at clarifying the laws of living and inanimate nature. Children of this age are interested in everything: why squirrels run away from people, why fish do not drown, and birds do not fall from the sky, what paper is made of, etc. Answers to all these questions can only be given by an adult. The adult becomes the main source for preschoolers new knowledge about events, objects and phenomena occurring around.

It is interesting that children at this age are satisfied with any answers of an adult. They do not have to give scientific justification for the questions they are interested in, and this is impossible to do, since the kids will not understand everything. It is enough to simply link the phenomenon of interest to what they already know and understand. For example: butterflies hibernate under the snow, they are warmer there; squirrels are afraid of hunters; paper is made of wood, etc. Such very superficial answers are quite satisfying for children and contribute to the fact that they have their own, albeit primitive, picture of the world.

At the same time, children's ideas about the world remain in the memory of a person for a long time. Therefore, the answers of an adult should not distort reality and admit all explanatory magical powers into the child's mind. Despite the simplicity and availability, these answers should reflect the reality. The main thing is for an adult to answer the questions of children, so that their interests do not go unnoticed. The fact is that in the preschool age a new need develops - the need for respect on the part of an adult. The child is no longer enough simple attention and cooperation with an adult. He needs a serious, respectful attitude towards his questions, interests and actions. The need for respect, for recognition by adults becomes the main need that prompts the child to communicate.

In the behavior of children, this is expressed in the fact that they begin to take offense when an adult negatively evaluates their actions, scolds, and often makes comments. If children under three or four years old, as a rule, do not respond to the comments of an adult, then at an older age they are already waiting for an assessment. It is important for them that the adult does not just notice, but be sure to praise their actions and answer their questions. If remarks are made to a child too often, his inability or inability to do something is constantly emphasized, he loses all interest in this matter and he seeks to avoid it.

The best way to teach a preschooler something, to instill in him an interest in some activity, is to encourage his success, to praise his actions. For example, what if a five-year-old child cannot draw at all?

Of course, you can objectively assess the child's capabilities, constantly make comments to him, comparing his bad drawings with the good drawings of other children and encouraging him to learn to draw. But from this he loses all interest in drawing, he will refuse that occupation, which causes continuous remarks and complaints from the educator. And of course, in this way he will not only not learn to draw better, but will avoid this activity and dislike it.

Or, on the contrary, you can form and maintain a child's faith in his abilities by praising his most insignificant successes. Even if the drawing is far from perfect, it is better to emphasize its minimal (even if not existing) advantages, to show the child's ability to draw, than to give him a negative assessment. Encouraging an adult not only instills confidence in the child, but also makes the activity for which he is praised important and loved. The child, in an effort to maintain and strengthen the positive attitude and respect of the adult, will try to paint better and more. And this, of course, will do more good than the fear of an adult's remarks and the consciousness of one's own inability.

So, for the cognitive communication of a child with an adult, the following are characteristic:

1) good command of speech, which allows you to talk with an adult about things that are not in a specific situation;

2) the cognitive motives of communication, the curiosity of children, the desire to explain the world, which is manifested in children's questions;

3) the need for respect from an adult, which is expressed in resentment against comments and negative assessments of the educator.

Over time, the attention of preschoolers is increasingly attracted by events taking place among the people around them. Human relations, norms of behavior, the qualities of individuals begin to interest the child even more than the life of animals or natural phenomena. What is possible and what is not, who is kind and who is greedy, what is good and what is bad - these and other similar questions are already worrying older preschoolers. And the answers to them, again, can only be given by an adult. Of course, in the past, parents constantly told their children how to behave, what is allowed and what is not, but the younger children only obeyed (or did not obey) the requirements of an adult. Now, at the age of six or seven, the rules of behavior, human relations, qualities, actions are of interest to the children themselves. It is important for them to understand the requirements of adults, to assert themselves in their righteousness. Therefore, in older preschool age, children prefer to talk with an adult not on cognitive topics, but on personal ones, concerning people's lives. This is how the most difficult and highest in preschool age arises. non-situational personal form of communication .

The adult is still a source of new knowledge for children, and children still need his respect and recognition. But it becomes very important for a child to evaluate certain qualities and actions (both his own and other children’s) and it is important that his attitude towards certain events coincides with the attitude of an adult. The commonality of views and assessments is an indicator of their correctness for a child. It is very important for a child in senior preschool age to be good, to do everything right: to behave correctly, to correctly assess the actions and qualities of his peers, to build his relationships with adults and peers correctly.

This desire, of course, must be supported by the parents. To do this, you need to talk with children more often about their actions and relationships with each other, to assess their actions. Older preschoolers still need the encouragement and approval of an adult. But they are no longer concerned with the assessment of their specific skills, but with the assessment of their moral qualities and personality in general. If the child is sure that the adult treats him well and respects his personality, he can calmly, in a businesslike manner, treat his comments regarding his individual actions or skills. Now a negative assessment of his drawing does not offend the child so much. The main thing is that he is generally good, that the adult understands and shares his assessments.

The need for mutual understanding of an adult is a distinctive feature of the personal form of communication. But if an adult often tells a child that he is greedy, lazy, cowardly, etc., this can greatly offend and hurt the child, and will by no means lead to the correction of negative character traits. Here again, rewarding the right actions and positive qualities will be far more useful to sustain the desire to be good than judging the child's shortcomings.

In older preschool age, non-situational-personal communication exists independently and is a "pure communication" not included in any other activity. It is motivated by personal motives when the other person attracts the child by himself. All this brings this form of communication closer to that primitive personal (but situational) communication that is observed in infants. However, the personality of an adult is perceived by a preschooler in a completely different way than by a baby. The older partner is no longer an abstract source of attention and benevolence for the child, but a concrete person with certain qualities (marital status, age, profession, etc.). All these qualities are very important for a child. In addition, an adult is a competent judge, knowing “what is good and what is bad,” and a role model.

Thus, extra-situational-personal communication, which develops by the end of preschool age, is characterized by:

1) the need for mutual understanding and empathy;
2) personal motives;
3) speech means communication.

Non-situational and personal communication is essential for the development of the child's personality. This meaning is as follows. First, the child consciously learns the norms and rules of behavior and begins to consciously follow them in his actions and deeds. Secondly, through personal communication, children learn to see themselves as if from the outside, which is necessary condition conscious management of their behavior. Thirdly, in personal communication, children learn to distinguish the roles of different adults: educator, doctor, teacher, etc. - and, in accordance with this, build their relationships in different ways in communicating with them.

These are the main forms of communication between a child and an adult in preschool age. With the normal development of a child, each of these forms of communication takes shape at a certain age. So, the first, situational-personal form of communication arises in the second month of life and remains the only one up to six to seven months. In the second half of life, situational-business communication with an adult is formed, in which the main thing for a child is joint play with objects. This communication remains the main one until about four years of age. At the age of four to five years, when the child is already fluent in speech and can talk with an adult on abstract topics, extra-situational-cognitive communication becomes possible. And at the age of six, that is, by the end of preschool age, verbal communication with an adult on personal topics arises.

But this is only a general, average age sequence that reflects the normal course of a child's development. Deviations from it for insignificant periods (six months or a year) should not inspire concern. However, in real life, it is quite often possible to observe significant deviations from the indicated dates for the emergence of certain forms of communication. It happens that children until the end of preschool age remain at the level of situational-business communication. Quite often, preschoolers do not form verbal communication on personal topics at all. And in some cases, among preschoolers of five years, situational-personal communication prevails, which is characteristic of infants of the first half of the year. Of course, the behavior of preschoolers in this case is not at all similar to that of an infant, but in essence, the attitude towards an adult and communication with him in a quite large child can be the same as in a baby.

For example, a preschooler strives only for physical contact with a teacher: hugs, kisses him, freezes with bliss when an adult strokes him on the head, etc. Moreover, any meaningful conversation or even joint play causes him embarrassment, isolation and even refusal communication. The only thing he needs from an adult is his attention and kindness. This type of communication is normal for a child of two to six months, but if it is the main one for a five-year-old child, it is an alarming symptom that indicates a serious delay in development.

Usually this lag is caused by the fact that children at an early age did not receive the necessary personal, emotional communication with an adult; it is usually seen in orphanages. V normal conditions upbringing, this phenomenon is quite rare. But "getting stuck" at the level of situational-business communication until the end of preschool age is more typical. It lies in the fact that children only want to play with an adult, they are only concerned about what toys the teacher will allow to take today, what kind of game he will offer them. They are happy to play with an adult, but avoid any conversation on cognitive and personal topics. This is natural for a child from one to three years old, but not for five or six-year-old children. If, up to the age of six, the child's interests are limited to object-related actions and games, and his statements relate only to surrounding objects and momentary desires, we can talk about an obvious delay in the development of communication between a child and an adult.

At the same time, in some, rather rare cases, the development of communication is ahead of the child's age. For example, some children already at three or four years old show interest in personal problems, human relations, love and can talk about how to behave, strive to act according to the rule. In such cases, we can talk about out-of-situ-personal communication already in early preschool age. However, such a lead is also far from always favorable. In those cases when extra-situational-personal communication arises immediately after situational-business communication, the period of extra-situational-cognitive communication turns out to be missed, which means that the child does not form cognitive interests and the rudiments of a child's worldview.

The correct course of the development of communication lies in the consistent and full-fledged living of each form of communication at the appropriate age.

And each age, as shown above, is characterized by a form of communication with an adult corresponding to it.

Of course, the presence of a leading form of communication does not mean at all that all other forms of interaction are excluded and that a child who, for example, has achieved a non-situational-personal form of communication, should only do what to talk to an adult about personal topics. In real life, the most different types communication that come into play depending on the situation. The ability to communicate (for both a child and an adult) is precisely how a person's behavior corresponds to the tasks and requirements of the environment, how widely he uses and varies business, cognitive and personal contacts with another person. But the level of development of communication is determined by the highest achievements of the child in the field of communication. An indicator of the development of communication is not the predominance of certain contacts, but the ability and ability to communicate on different topics, depending on the situation and on the partner.

How to teach a child to communicate

But what if the child is significantly behind his age in the development of communication? If at four years old he does not know how to play with another person, and at five or six years old he cannot maintain a simple conversation? Can a child be taught to communicate with an adult? Yes, you can. But this requires special classes aimed at developing communication. The nature of these activities depends on the individual characteristics and capabilities of each child. However, despite the endless variety of specific individual activities with children to develop their communication, one can single out general principle organizing such classes. This is a proactive adult initiative. An adult should give the child samples of communication that he does not yet possess. Therefore, in order to teach children this or that type of communication, you need to be able to communicate yourself. The main difficulty in conducting such classes is not just to demonstrate to the child more perfect and so far inaccessible forms of communication - cognitive and personal, but to lead the child along, include him in this communication.

This is possible only if the parent knows and understands the already existing interests and ideas of the preschooler and relies on the level of development he has already achieved. That's why it is better to start classes with the level of communication that the child has already reached, that is, with what is interesting to him. It can be a joint game that the child especially likes and chooses: outdoor games, games with rules, etc. In this case, the adult must play the role of an organizer and participant in the game: monitor compliance with the rules, evaluate the actions of children and at the same time to get involved in the game myself. In such joint games, children feel the joy of joint activities with an adult, they feel included in a common activity.

During or after such a game, you can involve children in a conversation on cognitive topics: tell them about the life and habits of animals, about cars, about natural phenomena, etc. For example, after playing cat and mouse, you can ask children what a cat is different from a mouse and from a dog (by outward appearance and by nature), where she lives, tell about wild cats. It is better to accompany the conversation by showing pictures that illustrate the content of the stories. Various types of children's loto can serve as a good visual material for such conversations: zoological loto, botanical loto, etc.

But an adult doesn't just have to communicate interesting information, but try to include the child in the conversation, make him an equal participant in the conversation. To do this, you need to ask children more often about their knowledge, lead them to the correct answers, stimulate their own questions. It is important that an adult supports and encourages any cognitive activity on the part of children, any manifestations of curiosity: he praised for interesting questions and always answered them, supported all active statements concerning the main topic of the conversation. Such a conversation can last from 5 to 15 minutes, depending on the wishes of the children themselves. It is important that during this time the topic of the conversation remains constant. Children's picture books that provide new information (about cars, animals, etc.) can be used as a basis for conversation. However, it is important to remember here that the task of such activities is not only to convey new knowledge to children, but, most importantly, to form their ability to communicate on cognitive topics. Therefore, you should not choose questions that are too difficult and inaccessible to children. It is better to select topics that are interesting to the children themselves and about which they already have their own knowledge and ideas, allowing them to be equal participants in the conversation.

The peculiarity of these formative activities lies in the fact that the cognitive material becomes the center of the communication situation, creates a community between the child and the adult. Affection and a positive attitude towards an adult should be manifested through the child's participation in the discussion of cognitive content. To do this, you need to gradually reduce joint games with elements of cognitive communication to special activities, where only those statements and actions of children that are relevant to the topic under discussion are supported and encouraged.

A good support for cognitive communication can be not only illustrative material (books, pictures), but also the child's past experience. The child himself usually begins to involve his impressions in a conversation with an adult. Looking at pictures, for example, children like to remember where they saw such animals or birds, where they went with their parents, etc. While encouraging and developing such statements, the adult should make sure that the child does not deviate from the main topic of conversation and does not bring informative conversation about the events of your life.

The formation of personal communication takes place in a different way. Here it is important to create conditions that make the child appreciate and realize his own and others' actions and deeds. At first, a conversation with a child can be based on his concrete objective actions. At the same time, an adult must express and justify his attitude to the results of children's activities, but not imposing it as the only one and not suppressing the initiative of children. In the future, this ability to express and substantiate one's opinion, to compare oneself with others must be filled with personal content.

After that, you can offer the child a conversation on personal topics. It is advisable to start by reading and discussing children's books about events in the life of children: about their conflicts, relationships, actions. Good material for such conversations can be stories for children by L.N. Tolstoy, L. Panteleev, or fairy tales, in which the moral assessment of certain qualities and actions of the characters is especially vivid.

After reading such a book, you can ask the child which of the characters he liked the most and why, whom he would like to be like. If the child cannot answer such questions, the adult must express his own opinion and justify it.

It is important that the child himself still try to comprehend and evaluate human actions and relationships. Gradually, you can translate the conversation from a specific book to any general topic related to the life of the child and the children around him. So, you can ask which of his friends the characters in the book remind him of, how he would act in a given situation. In other words, an adult must show the child that in the life around him, in his relations with children, one can see the same problems as in the books he has read. In this case, an adult should not only ask the child, but also be an active participant in the conversation: express his opinion about conflicts and events taking place in a group of children, talk about himself, about his friends.

Interest in the opinion of an adult is usually clearly manifested in the child's behavior: in his gaze into the eyes, in concentration on the words of an adult, in the child's answers to all the questions and statements of the teacher. Starting from the specific stories described in the books, you can turn the conversation into the most general human themes... At the same time, as in the case of the formation of cognitive communication, it is important that the topic of the conversation remains constant throughout the entire lesson. This is especially difficult for 5-6 year olds. If in the previous case this topic was held by visual material (pictures, illustrations), then there is no such visual support here and cannot be. Therefore, you need to think over and prepare in advance several personal topics that are necessarily associated with real life child, so that he can recognize in himself and in the people around him. These can be topics about the qualities of peers (kindness, stubbornness, greed), about events in the life of a child (going to dad to work, watching a movie, etc.), about various professions of adults and about those qualities and skills that require professions of a doctor, teacher, artist.

The length of such a personal conversation should be determined by the child himself. If you feel that the child is burdened by the conversation and cannot be interested, it is better to stop this activity or put him into play.

The formation of personal communication can be included in the child's daily life, in his games, activities, communication with friends. But for this it is important to constantly draw the child's attention to himself, to his inner life: what are you doing now, what is your mood, why did you do this (or said), what will you do later, etc. By asking such questions, the adult gives the child the opportunity to look into himself, try to realize and evaluate his actions, relationships, intentions. The significance of these questions (and, of course, the answers) is not even that they reveal some already established relationships and intentions, but that these questions make the preschooler think about himself, formulate, and therefore, in many ways, and form your own attitude, intention, action.

So, we talked about the possible and proven in practice methods of forming the most difficult types of communication with an adult for preschoolers. The described techniques are not the only possible ones, since each time it is necessary to take into account the behavior of a particular child, his attitude to previous activities, his character traits. But I would like to emphasize once again the importance of communication between a child and an adult.

One might argue that it is good to engage in such conversations when there are no other worries. And what if the child does not obey, does not respect adults, is disgraceful, rude, etc.? That's where the real life problems are! But the fact is that all these problems are somehow connected with the relationship between children and adults, and therefore with their communication. If the parents understand the child well, know what interests him, are able to find simple, intelligible words and methods of influence, many problems may not arise. In this case, it is not at all necessary to give up everything and arrange special "sessions" of communication. After all, you can talk about something important at lunch, and on the way to kindergarten, and on a walk, and before bedtime. This does not take much time, but you need attention to the little person, respect for his interests, understanding of his feelings.

Many of our accusations and demands arise from the fact that we, parents, have a poor understanding of the psychology of the baby and think that a preschooler should have the same outlook on life, the same opportunities and needs as adults. But this is far from the case. By developing communication, an adult not only teaches the child new types of interaction with other people, not only facilitates his contacts with others, but also contributes to the formation of his spiritual life, opens up new facets of the external and inner peace, shapes his personality.

Personal development of a preschooler in communication with an adult

Speaking about a person's personality, we always mean his leading life motives, subjugating others. Each person always has something most important, for the sake of which you can sacrifice everything else. And the more clearly a person realizes that the main thing for him is, the more persistently he strives for this, the more his behavior is strong-willed. We are talking about volitional qualities of a person in those cases when a person not only knows what he wants, but stubbornly and persistently achieves his goal, when his behavior is not chaotic, but directed towards something.

If there is no such direction, if individual motives are side by side and enter into simple interaction, a person's behavior will be determined not by himself, but by external circumstances. In this case, we have a picture of personality breakdown, a return to purely situational behavior, which is normal for a child of two or three years old, but should cause anxiety at older ages. That is why that period in the development of the child is so important when there is a transition from situational behavior, dependent on external circumstances, to volitional behavior, which is determined by the person himself. This period falls on preschool childhood (from three to seven years).

By the age of two or three, the child has already come a long way in his mental development. He already moves freely in space, speaks well, understands the speech of others, is consciously guided (or just as consciously not guided) by the requirements and instructions of adults, shows a certain initiative and independence. At the same time, until the end of an early age, he remains, as it were, at the mercy of external impressions. His experiences and his behavior entirely depend on what he perceives here and now. He is easily attracted to something, but just as easily distracted. If, for example, a baby cries bitterly after losing a toy, he can be easily consoled by offering a new one. Such a situational nature of two-three-year-old children is explained by the fact that no relationship has yet been established between the motives that induce the child's actions. All of them are equal, equal and in parallel. The child's motives are determined from the outside, independently of himself. The greater or lesser importance of an item can be determined by the biological needs of the baby.

For example, when a child really wants to sleep, he will be capricious, yawn and not pay attention to anything. And if he wants to eat, he will be drawn to himself by any edible and tasty item. Adults can also direct and organize his activities by offering interesting toys or activities. But in all cases Small child he himself still does not decide what is more important for him, what, how and in what sequence he should do it. The behavior of the child himself does not yet form any stable system. That's why up to three years old, he cannot consciously sacrifice something attractive for another, more significant goal, but even his strong grief can be easily dispelled with some trifle: offer a new toy or take it on handles and spin around.

After three years, children can already hold on to more distant goals and achieve them by performing not very attractive actions. They are already capable of doing something for a reason, but for something (or someone). And this is possible only if the child maintains a connection (or ratio) of individual motives, if specific actions are included in broader and more significant motives. This inclusion of the goal of a specific action in some other, more attractive motive sets the meaning of this action.

So, starting from the age of three, children develop a more complex internal organization of behavior. The child's activity is more and more prompted and directed not by separate random impulses, which are replaced or come into conflict with each other, but by a certain subordination of the motives of individual actions. Now the child can strive to achieve a goal that in itself is not very attractive to him, for the sake of something else. As a result, his individual actions can acquire for him a more complex, as it were, a reflected meaning, which is determined by something else. For example, an undeserved candy acquires the meaning of its own failure, and an uninteresting cleaning in a room can be understood through the joy of receiving a doll as a gift. This connection between individual actions is extremely important for the formation of the child's personality. From these knots, that general pattern begins to weave, against the background of which the main semantic lines of a person's life, characterizing his personality, stand out.

Thanks to this, the ability to comprehend their actions appears. True, this ability does not arise immediately and requires the help and support of adults.

The main strategy for helping children is to retain an attractive motive and link it to a specific, perhaps not very interesting action.

For example, you want to teach your child to do something interesting and useful, let's say weaving paper rugs from colorful stripes. He also wants to make such a rug, but for this he needs to cut a lot of strips of paper, and this is no longer so exciting. He quickly loses interest in this boring occupation and forgets why they are needed. You can hold together the meaning of his actions. Try to help him see the future beautiful rug behind these monotonous stripes.

This can be done in words, recalling that each strip is needed for the rug, or by placing a sample in front of his eyes, or by laying out the cut strips in a specific sequence. It is important that the child does not lose purpose and that each strip cut with difficulty would be a step for him to achieve what he conceived and decided. After all, even boring and repetitive actions can become fun if they are aimed at achieving an attractive goal.

For younger preschoolers (three to four years old), adult help is needed here. Only he will help children retain the meaning of their actions. For older children, something related to the content of the action can help, for example, a teddy bear, for which the rug is being prepared, or cups that will stand on our rug. These objects, even in the absence of an adult, will remind of the distant goal of his actions and make them meaningful.

The attitude of preschoolers to the proposed work and its success depend on how clear its meaning is for them. Studies have shown that the process and result of making the same item (flag or napkin) significantly depend on who the item is intended for. Even three-year-old children made a flag as a gift to a younger brother very diligently. But when the same flag was made as a gift to their grandmother, the children quickly stopped work, because it made no sense to them. With the napkin, everything was the other way around: the children willingly cut it out as a present for their grandmother and refused to make it for the kids.

Thus, if the connection between the action and the result of the action is clear to the child and relies on his life experience, he, even before the beginning of the action, represents the meaning of his future product and is emotionally tuned in to the process of its production. In cases where this connection is not established, the action is meaningless for the child and he either does it badly or avoids it altogether.

If you want to educate your child for hard work, perseverance and accuracy (and at preschool age it is already time to think about this), remember that your calls, moralizing and positive examples most likely will not work. Make sure that the meaning of the child's actions is completely clear to him, and the result is desirable and attractive. So that he clearly understands for what (or for whom) he is doing something. How exactly to do this is not an easy question. Each time it is solved differently and each time it requires your ingenuity.

Take, for example, the traditional problem of cleaning up scattered toys. Most parents dream of teaching their children to clean up their toys, but very few people succeed in doing this. Explanations and calls for cleanliness and orderliness, as a rule, do not help. The fact is that this action (cleaning the room) remains little meaningful for most preschoolers. It is difficult for them to understand why this should be done, because the next time we play, everything will be scattered again. Adults have nothing to oppose to this iron logic, and their calls for cleanliness and order remain incomprehensible and meaningless for the preschooler: order in the house is not as unconditional value for him as for an adult. You can explain for as long as you like that there should be order in the group and that it is time to clean up the toys yourself, but these explanations will remain an empty phrase, since they do not affect the semantic sphere of the preschooler. And in order to touch it, you need to think and find what is really important and meaningful for the child (and not for you).

If a girl loves to play with dolls, convince her that her daughter (doll) cannot play with scattered toys, she gets very upset when the room is messy, and is happy if everything is in place. You will have to portray the joy and grief of the doll with maximum convincingness. The same doll, with your help, can tensely and expressively observe how the cleaning is going on, and rejoice at every correct action. If the boy likes to walk, explain that the walk will be possible only if all the toys are in their places - they need to rest and sit in their houses. You can also promise that the child will receive something interesting and important (a new typewriter or picture) if he cleans up quickly and well. Just do not show the reward in advance, before completing the task - this can distract the child from the desired activity.

The options can be very different. It is only important that the child understands why he needs to perform this not too attractive business, so that he comprehends it through something more important and desirable. This technique makes it possible to activate emotional imagination in preschoolers, which contributes to the fact that children in advance imagine and experience the long-term consequences of their actions, they have an emotional anticipation (affect) of the results of their actions. At preschool age, this is already possible.

If up to three years old affects and experiences arise at the end of an action as an assessment of the perceived situation and the result already achieved, then in preschool age they can appear before the action is performed, in the form of emotional anticipation of its possible consequences. Such emotional anticipation allows the child not only to imagine the results of his actions, but also to feel in advance the meaning that they will have for others and for himself. Obviously, emotional anticipation allows the child to subordinate his random, momentary desires to what is more important to him.

The game can provide invaluable help in this. Any game always contains rules that limit the child's impulsive actions and require obedience to the established game laws (after all, a rule is the law of a game, without which it cannot take place). Play continuously creates situations that require the child to act not on an immediate impulse, but along the line of greatest resistance. The specific pleasure of playing is associated with overcoming immediate impulses, with obeying the rule inherent in the role.

E. V. Subbotsky: "... If a child has not learned to play, if he is not attracted to toys, if he is unable to create a role-playing game, to attract his friends to it, such a kid will not have success in" serious "activities. the school necessary for the normal development of the child. "

If a girl plays "mother", she should not leave her children, even if she is tired of them and wants to run; if a boy is playing "hide-and-seek", he should not spy on who is hiding where, even if you really want to know. For a child under three years old, this is almost impossible. After three or four years, it is possible, but very difficult. However, given that the preschooler loves and wants to play and, as a rule, understands what and how he plays, he should not be forced to act correctly. He himself, voluntarily undertakes the obligation to comply with the game rules, which means that he, of his own free will, limits his impulsive activity and restrains his immediate desires in order for the game to take place.

Moreover, this self-restraint in the game, that is, adherence to the rules, brings the preschooler maximum pleasure. If someone breaks these rules, the game simply disintegrates and the children are clearly disappointed. Thus, in play, children freely and naturally do what is not yet available to them in everyday life or in an educational situation.

Numerous studies of psychologists have shown that in play, children are much ahead of their capabilities: what a preschooler is able to do in play, he will not be able to do it in a non-play situation. For example, one study compared the ability of preschoolers to voluntary behavior in play and outside play. In particular, the child's ability to voluntarily maintain a posture of immobility, which is quite difficult for preschoolers. In one situation, children played the role of sentries in a collective game; in another, the adult simply asked the child to stand motionless for as long as possible in the presence of the entire group. The criterion for completing the task was the time during which the children could hold the "soldier" pose. The results of the comparison eloquently showed that the duration of maintaining the posture of immobility in a situation of performing a role is significantly longer than in a situation of a direct task. This advantage is especially great in children of four to six years old. Moreover, in the presence of a group, the posture of the sentry was performed longer and more strictly than in a situation of loneliness.

In another study, it was shown that, fulfilling the role of a student, four-five-year-old children are ready for quite a long time to perform a task that is not too attractive for them - rewrite recipes, draw circles, etc.

Experienced educators actively use this feature of preschoolers. For example, such a case is known. Returning from a long walk, the children complained of their fatigue, some refused to go, referring to the fact that their legs hurt. Then the teacher invited them to play at the swift-footed deer that proudly gallop through the mountains. Forgetting fatigue, the children rushed forward and quickly ran to the kindergarten.

What is the reason for such a "magical" role? Undoubtedly great importance here is the motivation of the activity. The performance of the role is extremely attractive for the child, the role has a stimulating effect on the performance of those actions in which it finds its embodiment. Actions that were not very attractive before become meaningful and take on new meaning.

In addition, the pattern contained in the role becomes a standard against which the child compares his behavior, independently controlling it. Voluntary behavior is characterized not only by the presence of a sample, but also by the presence of control over the implementation of this sample. The child in the game not only performs an attractive action, but also controls its implementation. Of course, this is not yet conscious control. The control function is still very weak and requires support from the participants in the game (adults and peers). But the meaning of the game is that this function is born here. Therefore, the game is called the "school of voluntary behavior".

Play is the activity in which the formation of motivational sphere... At the beginning of preschool age, the child does not yet know either the social relations of adults, or the social roles, or the meaning of relations between people. He acts in the direction of his desire (to be like an adult) and objectively puts himself in the position of an adult. At the same time, an emotionally effective orientation occurs in the relationships and meanings of the activities of adults. Awareness and understanding here follow emotions and actions. Therefore, in the game there is an awareness of its place in the system. human relations and the desire to be an adult (to be older, better, smarter, stronger, etc.). It is important to emphasize that this desire is precisely the result of the game, and not its starting point.

Hence the obvious advice: play with your child as much and often as possible. An ordinary children's game (role-playing or with a rule) cannot be replaced by a video recorder with cartoons, or a computer with diggers, or the most intricate construction set. Because in the game the child needs to control his behavior and understand what and why he is doing.

Of course, in preschool age, the formation of personality and orientation of motives is far from over. During this period, the child is just beginning to independently determine his actions. But if, with your help, he can do something not very attractive for the sake of some other, more significant goal, this is already a clear sign that he is developing volitional behavior. However, your help must be precise and subtle. In no case do not force him to do what he does not want! Your task here is not to break or overcome the child's desires, but to help him understand (realize) his desires and keep them despite the situational circumstances. But the child must do the job himself. Not under your pressure or pressure, but at your own will and decision. Only such help can contribute to the development of his own personality traits.

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Elena Vasyukhno
Developing communication skills in young children

Theme: "Formation communication skills in young children».

Early age-« age undisclosed reserves ", especially important stage in the formation of a person. As L. S. Vygotsky emphasized, early age"Sensitive in everything"... It was during this period development child largely depends on the social conditions of life. The foundation of the future personality is being formed, the most important neoplasms: the child masters such human qualities as upright walking and speech, the primary orientation of the personality, gender identification is formed. The child develops self-awareness, the baby becomes a person. Impressions of this age period leave an indelible mark on the mind of a person and are often the cause of many complexes and problems that accompany him throughout his later life. Conversational speech is a means communication, but not only. It is also a means of thinking, imagination, mastering your behavior, awareness of your experiences and your "I AM" generally.

The new requirements for preschool education communication of children with peers and adults presented in educational areas "Communication", "Socialization".

For children For 2-3 years, the program has identified the following task related to development of communication: familiarization with elementary generally accepted norms and rules of relationships with peers and adults. Development of free communication with adults and children; practical mastering by pupils of the norms of speech. The expected results are expressed in the formation of integrative qualities: "Emotionally responsive""Mastered the means communication and ways of interacting with adults and peers "" able to manage their behavior and plan their actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of conduct ".

Communication is an activity, which a person masters already in the first year of life and the improvement of which continues throughout his life. V communication develops the child's speech, in turn influencing the character communication... The passive vocabulary is formed depending on the active position of the adult introducing the child to the world around him. During communication with child necessary: - expand vocabulary based on the enrichment of ideas about the immediate environment (clarify the names of items of clothing, shoes, hats, dishes, furniture, modes of transport; learn to distinguish and name essential parts and details of objects, surface features, some materials and their properties, location ; verbs that govern the behavior of the child); - pay attention children on some objects similar in purpose (to learn to understand generalizing words; to name parts of the day; to distinguish by the appearance of pets and their cubs, vegetables and fruits); - provide children with pictures, books, booklets for self-examination in order to developing initiative speech.

In the process of organizing communication rules should be followed and techniques should be applied to help establish mutual understanding: monitor intonation and its correspondence to the meaning of speech, when pronouncing words, pay attention to their endings.

In this period is developing"business cooperation"... By the age of 2, the child begins to feel the need to assess their participation in « common cause» ... Of course, in a positive assessment, but precisely for the cause. How an adult should meet a child's need for communication? How develop communication about subjects? With the right methods of education, direct communication characteristic of infancy soon gives way to communicating about toys, objects, growing into joint activities adult and child. An adult kind of introduces him into the world, draws his attention to objects, clearly demonstrates all kinds of methods of action with them, often directly helps the child to perform the action, directing his movements. He teaches behavior and handling things, each time verbalizing these actions.

Up to 3 years for a situational business form communication characterized by the need for cooperation, business motives and substantively effective means communication... In such communication child: - masters object-related actions, learns to use household items, actions with toys, learns to dress, wash, etc.; - shows activity and independence (becomes an independent subject of its activities and an independent partner in communication). To get an object, the child needs to name it, that is, pronounce the word. The child himself will not begin to speak without the promptings of an adult. The adult offers to name the proposed object - he says a new word after the child. An emotionally positive attitude of an adult forms a communicative need in a child. For a child to speak, an adult's speech and his own should be included in practical actions, game manipulations, real impressions and, most importantly, in his communication with adults... Speech sounds that are not addressed to the child personally and do not imply a response, do not affect his will and feelings, do not prompt action and do not cause any images. It is important to know if the child understands what is being said. To do this, you need to give instructions, for example: "Look into the dressing room and tell me who's come.", "Find out from Aunt Tanya and tell me ...", "Warn Masha ... what did he answer you?"... In addition, you need to offer pictures, books, toys for self-examination as visual material for communication of children with each other and the caregiver. Tell children about these items, as well as about interesting events (for example, about the habits and tricks of pets on pictures: "Dog with puppies", "Cow with a calf", "Chickens", "Cat with kittens"). It is necessary to strive to ensure that by the end of the third year of life, speech becomes a full-fledged means communication of children with each other... While looking at pictures, organized activities, on walks it is necessary to constantly enrich vocabulary children: nouns, verbs, adjectives, adverbs.

During washing, an adult should voice this process in such a way as to evoke positive emotions in the child. For example: "We wash my handles with warm water, it gurgles, pours, the soap foams, the handles will be clean ...". And since this happens regularly, the vocabulary expands, and emotionally colored speech fosters a positive attitude towards water procedures.

It is necessary to place toys objects above the reach level, but within the child's field of vision. This will encourage him to ask an adult. Toys allow the child to explore the world, develop and show your Creative skills, express feelings, teach to communicate and know yourself. Toy-remedy development of communication... With a child of 2-3 years old, you can play plots with cars, cubes, dolls, constructors. Any poem you read is easy to turn into a dramatization game with toys. When offering a child a toy, you need to immediately imagine how the child will act with it, what to talk about. The teacher, showing actions with a toy, should address the child, talk to him, look him in the eyes, support and encourage his correct, independent actions. Such joint games with objects represent a business communication(cooperation) a child with an adult. One of the requirements for a toy is that it can become an object of the child's action and a means communication.

Properly organized communication:

Enriches children with impressions;

Is the source of a variety of emotions;

Teaches you to empathize, rejoice, get angry, defend your rights, etc.;

Helps to overcome shyness;

Contributes to the formation of personality;

Forms an idea of ​​another person (the same age);

Starts develop the ability to understand other people;

Prepares for the next communication with peers.

From what moment should you teach children communicate with peers? Usually since then, as interest in each other begins to show. It should be borne in mind that attention to a peer is often combined with an attitude towards him as an interesting object. Children prefer to communicate with those who understand them better.

The teacher at the same time:

Helps the child to see something interesting in a peer;

Organizes joint games children, approves of their actions related to episodes communication;

Teaches a benevolent expressive look;

Call a peer by name, etc.

Children 2-3 years old often quarrel, complain about each other. Possible reasons children's quarrels can be the following:

Children in this age don't know the rules yet communicating with each other;

They do not know how to express their state in words;

They cannot wait for another child to satisfy their needs.

For development of full-fledged communication in kindergarten О... M. Eltsova, A. N. Terekhova offer such a form of work with children as play training situations:

Illustrative situations;

Exercise situations;

Problem situations;

Assessment situations.

In illustrative situations, adults are played out simple scenes from life. children... Most often used in work with children of primary preschool age... With the help of various play materials and didactic aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates them effective communication skills. ("Let's arrange a room for the doll", "Let's build a garage for a car", "Let's set the table").

Exercise situation, when the child is not only listening and observing, but also actively acting. By engaging in exercise situations, children not only train in performing individual game action and tying them into a plot, but also learn to regulate relationships with peers.

Communication- the leading type of activity, in the conditions of which the tasks of a comprehensive child development... Therefore, it is important to observe conditions:

1. Communication an adult with a child in all spheres and types of activity and, as a result, the child's trust in the adult and the willingness to talk to him.

2. Meeting the child's need for communication with peers and children of different age.

3. High culture adults: teachers, parents, loved ones, etc.

4. Promotion development of the speech apparatus.

5. Ensuring the relationship of sensory, mental and speech development.

6. Conducting games, exercises for the formation communication skills.

7. Providing children with enough toys, books, pictures, etc.