Which children need to develop communication skills. Development of communication skills in young children. Social and communicative education of preschoolers: goals and objectives

Kermen Mandzhieva
Communication skills in preschool children

Research Article

« Communication skills in children

preschool age»

Communication is the main condition for the development of the child, the most important factor in the formation of personality, one of the main types of human activity aimed at knowing and evaluating oneself through other people.

Communication is understood as the interaction of people, that is, their influence on each other and response to the corresponding influences. Communication also refers to the exchange of information between people when they interact with each other in the above understanding of the meaning of the term. From the first days of a child's life, communication is one of the most important factors in his mental development.

According to the new requirements of the Federal State Educational Standard in Russian Federation one of the top priorities is communicative orientation of the educational process. This is significant, since the formation of a personality capable of organizing interpersonal interaction, solving communicative tasks ensures its successful adaptation in the modern socio-cultural space.

AT preschool age successively replace each other four forms of communication of the child with adults:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational-personal.

Group kindergarten- the first social association children where they occupy different positions. At school age various relationships are manifested - friendly and conflict, here children who experience difficulties in communication stand out. FROM age ratio of preschoolers to peers is changing, they are evaluated not only by business qualities, but also by personal, primarily moral. This is due to the development of ideas children about moral standards deepening and understanding the content of moral qualities. The relationship of a child with children is also largely determined by the nature of communication. preschooler with the kindergarten teacher, the adults around him. The teacher's communication style with children, his value attitudes are reflected in the relationship children among themselves, in the psychological microclimate of the group. Thus, the success of the evolution of his relationships with peers has an important impact on the development of the child. As a result, there is a unified system for the formation communication function of the child development of his personality. It is known that communication is carried out through various communication tools. An important role is played by the ability to externally express one's inner emotions and correctly understand the emotional state of the interlocutor. In addition, only in relationships with peers and adults is it possible to prevent various deviations in the development of the child's personality. This involves taking into account the characteristic forms of the child's behavior in various situations, knowledge of the difficulties that arise in interpersonal communication.

To reveal contradictions in the development of communication, to prevent various difficulties in the formation of a child's personality is possible with the timely identification and consideration of the peculiarities of his relationship with peers and adults. Therefore, at the beginning of the school year, I conduct a survey communicative spheres for each child in the following parameters: the formation of self-esteem, moral ideas, features of the child's relationship to himself and others, emotional-volitional relations, behavior in conflict situations, personal behavior. The results of the examination serve as the basis for the conclusion about the personal state of the child, his development communication skills. Survey communicative sphere of children held at the beginning of the school year (October) and at the end of the school year (May). The data obtained during the initial survey make it possible to identify areas for corrective work on this aspect for the year. Individual work is a necessary moment of development communication skills in children, in this regard, according to the results of research for the year, the table “Directions of individual work on the development communication skills in preschoolers”, which serves as the basis for choosing the educational tasks of pedagogical work. Final examination communicative sphere allows you to trace the dynamics of development skills communication for each child, as well as to draw conclusions about the effectiveness of educational work carried out during the school year in this area.

When carrying out educational work with children on the development skills communication, attention is focused on creating a favorable climate and using integrated approach to diagnostic and pedagogical work. The aim of the work is to form children skills active independent activity, social responsibility, the ability to feel, understand oneself and another .... Main goals work:

Teaching self-understanding and ability "be at peace with yourself";

Raising interest in other people, developing a sense of understanding and empathy;

Development skills communication in various life situations;

Formation of skills and skills practical possession of expressive movements (facial expressions, gestures) as a means of human communication;

Formation skills self-control in the process of communication and self-assessment of one's emotional state;

Production at children character traits, which are the basis for the development of positive partnership qualities;

Development creativity and the formation of ways to express them in the process communication activities;

Development of activity, independence, organizational skills;

Correction negative traits character and behaviour.

The game is the main activity of the child, it has a multifaceted influence on his mental development. Through play, children learn new skills and abilities, knowledge and skills. The game masters the rules of human communication. A full-fledged moral and volitional development of a child cannot be achieved outside the game, there is no personality education outside the game.

Therefore, as the main activities that form communication skills, are used the following:

observations;

Examination of drawings and photographs;

Free and thematic drawing;

Exercises of an imitative-executive nature;

Improvisation;

Modeling and analysis of given situations;

- games with rules: role-playing, verbal, musical, mobile;

-creative games: role-playing, dramatization games, directing;

writing stories;

discussions;

Mini contests;

AT educational work development communication skills a variety of didactic, mobile, plot-role-playing, board games and exercises and materials, for example:

Pictograms

pantomimic figures

"Snowflakes"

"blots"

"Set the Mood"

"Guess the Mood"

"Good bad"

"I love - I don't love"

"Merry Blend"

"Flower - seven-flower"

"Tree of Joy and Sorrow"

"Teasers"

"Home photo album"

Emote Cube

Doll "Bobo"

"Pebbles come to life"

"Tell a story with circles"

Games - dramatization with the help of masks, table and puppet theater

Playing out conflict situations and modeling a way out of them.

The effectiveness of ongoing development activities communication skills in preschoolers contributes to the creation of an atmosphere of cooperation and partnership. Targeted pedagogical techniques allow students to develop communicative, speech skills, communication culture, cognitive interests, creative activity, imagination, openness, goodwill. The content of the Federal State Educational Standard notes the urgent need to intensify the process of educating patriotism in preschoolers. Children at this age are very curious.

Communication games for middle-aged children Tasks: to form the ability to observe elementary norms and rules of behavior with adults and peers, to regulate their behavior, to form.

Self-education plan of a teacher-psychologist "Communicative games as a means of developing preschool children" Self-education plan of a teacher-psychologist

age

The life of every person is permeated with contacts with other people. The need for communication is one of the most important human needs. Communication is the main condition and the main way of human life. Only in communication and in relationships with other people can a person feel and understand himself, find his place in the world. Recently, the term "communication" has become widespread, along with the term "communication".

Communication is the process of mutual exchange of information between communication partners. It includes the transmission and reception of knowledge, ideas, opinions, feelings. A universal means of communication is speech, with the help of which not only information is transmitted, but also the participants in joint activities influence each other.

This issue is of particular importance at the present time, when the communicative development of children causes serious concern. Children began to communicate less not only with adults, but also with each other. But live human communication significantly enriches the lives of children, paints the sphere of their sensations with bright colors.

A child who communicates little with peers and is not accepted, or because of the inability to organize communication, to be interesting to others, feels hurt and rejected, which can lead to emotional distress: decreased self-esteem, isolation, the formation of anxiety, or, conversely, to excessive aggressiveness behavior.

The urgency of the problem, its social significance determined the theme of our creative work: "The development of communication skills in children of senior preschool age."

The purpose of this development is to provide practical assistance to children in social adaptation: the elimination of distortions in emotional response and behavioral stereotypes, the reconstruction of full-fledged contacts between the child and peers.

Communication is the main means of communication between people, at the same time the necessary basis of thinking and its tool. The problems of the development of the communicative culture of children are reflected in the works of domestic teachers and psychologists: I. I. Ivanets, G. M. Andreeva, M. G. Elagina, L. V. Chernetskaya, I. A. Kumova and others.

Communication skills are a condition for the development of the personality of children and are manifested in the process of communication, provide a willingness to build relationships in a certain style and with a certain type of preferred partners.

The process of forming a full-fledged communicative activity should be built on the basis of taking into account the leading activity - the game.

The work is carried out in the form of play therapy, since the game is the leading activity in preschool age, and also allows the child to develop and interact with the outside world, with peers and adults. One of the most effective forms of interaction between children is joint communicative games in which children act simultaneously and in the same way. The absence of a competitive beginning in such games, the commonality of actions and emotional experiences create a special atmosphere of unity and closeness with peers, which favorably affects the development of communication and interpersonal relationships.

Games for developing the ability to establish contact with the interlocutor:

Children are offered the following game exercises:

"Smile" - give everyone the most expensive smile there is.

"Compliment" - praise your neighbor, looking into his eyes, say the kindest words.

Situations: “The guys are playing an interesting game. Ask to be accepted into the game."

Games to improve children's ability to communicate without words:

"Guess what we're doing? "," Who, how does he walk? "," Let's tell a fairy tale silently.

Games for expressiveness of speech:

Games for developing skills to behave in a conflict situation:

We analyze a variety of communication situations with children.

"You offended your friend. Try to ask for forgiveness"

“The guys don’t want to take you into the game, what will you do”, “Two boys quarreled, how to reconcile them.”

Games for developing empathic behavior:

"Magic Shop" choose a gift for your best friend.

"Princess Nesmeyana" let's try to make her laugh.

We involve children and adults in the dramatization of fairy tales.

Communication situations:

"You found a hungry kitten on the street, have pity on him"

"The baby is crying, how to calm him down."

We invite kids to visit for joint play and communication.

As the main methods and techniques aimed at developing the communicative sphere, in the classroom and in everyday activities, we use:

Communicative games-exercises;

Conversations on various topics;

Situations of communication, acting out and solving "difficult" situations;

Word games;

Round dances, dances, theatricalization of fairy tales;

Reading and joint discussion of works of art;

Playing with the emotional state;

Sports, outdoor games;

Joint holidays, entertainment, evenings of rest for children and adults.

In the course of improving the communication skills of children, it should, first of all, be taken into account that not only teachers, but also parents take part in this process. Parents improve the ways of communicating with the child in the direction of personality-oriented interaction with him. It is necessary to cooperate with parents on the development of communication skills in children.

At meetings, we raise issues of interest to parents, jointly discuss issues of relationships between adults and children, play out various situations, offer communicative games that will help form and maintain adequate self-esteem in children, teach them how to start a conversation, support it.

We conduct individual conversations:

"How to teach a child to communicate"; "Shy Child"; "How to deal with an aggressive child"; "Self-Esteem of the Child", etc.

An important role in shaping the cohesion of the team of parents, children and teachers is played by the organization of joint holidays and entertainment. In the program of each event, we include a theatrical performance or dramatization of a fairy tale, in which children and parents participate. This contributes to the cohesion of the team, the authority of parents rises in the eyes of children, and parents get to know their children better, see their relationship with their peers.

We have a common task with parents - to make our children happy, to create an atmosphere of joy, to ensure the right of every child to fiction, fun. Only in such an atmosphere can a personality be formed, the circle of communication among children expands, and self-esteem rises.

In our group, we discuss with children certain facts and cases that take place in their communication with peers in joint activities, we encourage them to express their attitude to the actions of a particular child, to compare their actions and the actions of their peers. We talk about how to act towards each other and how to talk to each other when any joint activity is organized, for example, a game. It is essential that children take into account the right of every child to participate in joint game, were able to turn to their peers in a friendly and friendly manner with a request to play together, to respond affably to the request of a friend to take him into the game. We also discuss the form of refusal with them, teach them to express disagreement tactfully, politely respond to refusal. We encourage children when addressing a peer with a proposal: look at him, call him by name, listen carefully to the answer. We draw the attention of children to the inadmissibility of rude, harsh appeals and answers, which express a disdainful attitude towards the interests and desires of a peer.

The expressiveness of speech allows the older preschooler to express himself more clearly in different types activity, characterizes not only the level of formation of children's speech, but also the personality traits of an older preschooler: openness, emotionality, sociability. Expressiveness has a wide influence on the communicative culture of the individual, relationships with others, self-expression in various types of creative activity.

A special role in the process of forming the expressiveness of speech belongs to theatrical games. By participating in them, children get acquainted with the world around them in all its diversity through images, colors, sounds. In the process of working on the expressiveness of the characters’ replicas, their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonational side are improved.

The role played, the uttered remarks put the child in front of the need to express himself clearly, clearly, understandably. Children improve their dialogical speech, grammatical structure, and expressiveness.

The results of the work are ultimately combined into a single holistic product. This is a concert, performance or celebration in which adults and children take part. In common events, each child becomes a member of a team united by a common goal. There is a tradition in our group - we celebrate new, recently admitted children with a holiday, arrange an “Evening of meeting new friends”, and we end each academic year with a holiday “Our Children's Growing Up Day”. The program of holidays, celebrations, in addition to concert numbers, must include a staging of a fairy tale or a puppet show organized by children and parents.

Such an organization of theatrical activity not only creates conditions for the formation of expressiveness of speech, but also for the acquisition of new knowledge, skills, development of abilities and children's creativity, but also allows the child to make contacts with children and adults. It is in a general performance or concert that a child naturally and naturally learns the richest experience of adults, adopting patterns of behavior and expressive speech.

In addition, in such activities, adults and children get to know each other better. A microclimate is being created, which is based on respect for the personality of a small person, care for him, trusting relationships between adults and children.

Communicative behavior in the process of observing children showed the following results: children actively engage in communication with adults and peers, conversations are rich and lengthy in content, children are more emotional, able to enter into a conversation and mutually complete it.

Thus, as a result of the work carried out, there was an expansion of the circle of contacts, an increase in self-esteem, an improvement in status, an increase in the formation of communication skills. These results testify to the effectiveness of the work carried out aimed at developing the communication skills of older preschool children.

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This article is devoted to the problem of the formation of communicative abilities in children of senior preschool age.

Psychological and pedagogical problems of education.

The family and preschool are two important institutions for the socialization of children, and communication is one of the main tasks in social life person. A child's development of culture, universal human experience is impossible without interaction and communication with other people. Through communication, the development of consciousness and higher mental functions occurs. The problem of communication (communication) currently occupies one of the leading places in the studies of philosophers, sociologists, teachers and psychologists. Society expects from the younger generation the ability to communicate and discuss, to distinguish between certain situations of communication, to understand the state of other people in various situations and, on the basis of this, to adequately build their behavior, respect other people and be able to show sympathy and empathy for them. How the child’s relations develop in the first team in his life, that is, the kindergarten group, largely depends on further social and personal development, and hence his future fate. The particular significance of this problem is expressed in the fact that children of older preschool age, and sometimes of primary school age, are characterized by insufficiently developed differentiation of emotional states and self-regulation. An adequate assessment of one's place in the world of adults, and therefore: insufficient development of communication skills and abilities that play a big role in a child's readiness for schooling. Children began to communicate little, both with adults and peers. This is due to the fact that adults, after a working day, do not have enough time to communicate with children. Parents are often so busy with their problems and worries that they absolutely do not notice how they communicate with children. They either do not listen to them at all, or they listen selectively, while capturing only what they want to hear. And it is very important for a child that his words and thoughts are treated with due respect and understanding. It is necessary not only to listen, but also to follow the emotions, intonations, facial expressions of the child. And then computers become the best friends of children in the world of "new technologies": the Internet and various games; TV, watching cartoons, and sometimes not suitable for the child's psyche. We can observe the special significance of the formation of communicative abilities in children at the moment of transition from an older preschooler to a younger schoolchild. Traditionally, in preschool education, the problems of the development of speech communication were considered in line with the problems of "speech development". The tasks of forming communication were reduced to the ability of children to answer questions (to maintain a dialogue) and were not singled out as a separate task. However, the formation of communication skills and their diagnosis becomes priority areas activities of teachers (preschool teachers, psychologists, kindergarten specialists. It should also be noted that in the new Federal state requirements for the structure of the main general education program preschool education(Order of the Ministry of Education and Science of the Russian Federation No. 655 dated November 23, 2009) - "FGT" section "speech development" is separated into a separate section "Communication". The educational area "Communication" is not only the development of speech, but the development of communication, including speech. In this case, the development of a dictionary, coherent speech, and grammatical structure are not ends in themselves, but means of developing communication skills. The development of the problem of "communication" is not new and has extensive theoretical material. This issue of “communication and development of communicative abilities of preschool children” was dealt with by our domestic psychologists and teachers, such as: A. A. Leontiev, M. I. Lisina, A. G. Arushanova, V. S. Mukhina, T. A. Fedoseeva, V. S. Selivanov, Ya. L. Kolomensky, L. A. Wenger and others. However, all these theoretical developments are not in sufficient demand in the system of preschool education. Thus, in the modern conditions of reforming the education system, the problem of the formation of communicative abilities, as well as communicative readiness for school, reaches the level of an actual socio-pedagogical problem, since the success of mastering school knowledge by children largely depends on its solution; the effectiveness of interpersonal interaction with teachers and peers, and in general - the success of school and social adaptation of children. However, despite the sufficient theoretical elaboration of the issue of "communication", the issue of specific methods and technologies for the development of communicative abilities of preschoolers has not been sufficiently developed. While studying this problem, we put forward assumptions (which were later tested in one of the kindergartens in the city of Barnaul). The process of forming the communicative abilities of children of senior preschool age in kindergarten will be more effective if:

The teacher is aware of the importance of the process of forming communicative abilities and carries out work in a comprehensive manner, consolidating the acquired skills and abilities in various types activities; - the pedagogical process is carried out taking into account the age characteristics of children and is built on the basis of the leading activity of this age period - the game, with a gradual complication of the verbal and non-verbal components of communicative activity. - the work will be aimed at the formation of all communicative skills: knowledge of the techniques and rules of verbal communication, the ability to understand and use in practice non-verbal means of communication. Next, we consider modern approaches, means and techniques for solving the problem of developing the communicative abilities of older preschoolers. The effectiveness of the process for the formation of "communicative abilities" in children of senior preschool age largely depends on the teacher building situations of communication and interaction in which the child solves certain communicative tasks. He distinguishes between these situations, determines his own goals and the goals of other people in these situations, chooses adequate methods, transforms situations depending on the goals of the participants. However, not every activity in which a child is included automatically forms and develops abilities for it. In order for an activity to positively influence the development of abilities, it must satisfy certain conditions, which is directly related to the method of stimulating behavior and activity. First, the activity should evoke strong and stable positive emotions and pleasure in the child. The child should feel a sense of joyful satisfaction from the activity, then he will have a desire to engage in it on his own initiative, without coercion. Secondly, the child's activity should be as creative as possible. Thirdly, it is important to organize the child's activity in such a way that he pursues goals that always slightly exceed his current capabilities, the level of activity he has already achieved. Children with already defined abilities are especially in need of more and more complex and diverse creative tasks. One of the forms of stimulating the need for verbal communication is praise as a positive reinforcement of the child's achievements. It is very useful to talk about the achievements of the child in his presence to other teachers, a psychologist and his parents. Communication abilities and skills (representations, actions that are formed in the classroom, are fixed or somewhat modified in free time(during play activity, they must be united in the mind of the child. Game activity. Game is one of the leading means of education and formation of communicative skills and abilities. As well as the most important form of life organization and is based on taking into account the leading activity of preschool age - game. During play activities, children develop and interact with the outside world, with peers and adults, their speech develops: the vocabulary increases, the grammatical structure of speech develops.The influence of the game on the development of the child's personality lies in the fact that through it they get acquainted with the behavior and relationships of adults people who become a model for his own behavior, and in it acquires the basic communication skills, the qualities necessary to establish contact with peers. physical education. In the older preschool age, a special type of game arises, close to collective storytelling - a fantasy game, which is completely carried out in the speech plan in the form of a joint composition of a fairy tale. At the same time, joint activity is based on the principle of sequential exchange of narrative fragments. Where each of the participants must "pick up" the partner's fragment and develop it further in order to obtain a common product - a story. Communication unfolds entirely in speech terms. Game-dramatization, theater based on a fairy tale have special meaning in terms of mastering linguistic means and overcoming an egocentric position. Thanks to the game, children develop the following qualities (components of communicative ability): - knowledge about the techniques and rules of communication, control of their behavior and emotional state. Theatrical activities (games) have great value in the life of a child. They fully develop the speech of the child. In the process of theatrical games: mental processes develop, such as attention, memory, perception, imagination. Activate and improve vocabulary, grammatical structure of speech, sound pronunciation., coherent speech skills, melodic-intonational side of speech, temp. Expressiveness of speech; the emotional-volitional sphere develops; behavior is corrected. a sense of collectivism, responsibility for each other develops, the experience of moral behavior is formed; the development of creative, search activity, independence is stimulated. Visual activity. The child draws, sculpts, builds, cuts. Playing and drawing are those types of activities that contribute to the practical development of real social space: in symbolic actions and substitutions, the child plays the conflicts of people's relations, symbolically identifying and separating himself from the characters whom he voluntarily introduces into play and pictorial plots. By creating a collective work, children communicate, agree and discuss together the result obtained (commented drawing). Next, consider this type of activity with children, like music. In preschool childhood, an important place is given to musical education. Music therapy activates the child, helps to overcome unfavorable attitudes and relationships, improves the emotional state. Music therapy helps to establish relationships between a teacher and a child, between peers, develops a sense of inner control, opens up new abilities, and increases self-esteem. Labor activity: The work of children in kindergarten allows them to maintain their interest in activities, to carry out their comprehensive education. The communication skills of children are also formed. Performing elementary labor duties, children communicate, learn to negotiate, discuss their achieved victories or failures in self-service, they feel like equal members of the children's society. Reading fiction: In fairy tales can be found complete list human problems and imaginative ways to solve them. Listening to fairy tales in childhood, a person accumulates in the unconscious, some experience of life situations. Work with fairy tales begins with its analysis and discussion. When the fabulous meanings are worked out, it is necessary to establish a connection with real life situations. Communicative activity (speech development): By the senior preschool age, the word becomes the leading means of communication. The goal of speech development in kindergarten is to help the child master native language. In the process of developing speech, children develop a dictionary, the grammatical side of speech, phonetics, connected speech (monologue). As a result, the child will learn to speak correctly, will have an impressive vocabulary and correctly pronounce all the sounds of the language. Training (psychological) is one of the leading methods of practical psychology. There are many gaming communication trainings, including the development of communication skills. To consolidate the results obtained in the course of work on the formation of communication skills, it is necessary to conduct conversations with children (in the form of a dialogue). The conversation is preceded by preliminary work, it is characterized by detailed messages. In conversation and conversation, the ability to speak out, ask questions, answer them is formed, personal qualities develop: sociability, politeness, tact, restraint. The conversation is used to systematize the knowledge of children, leads them to correct and clear conclusions, the dictionary is activated, the grammatical form is improved. So let's sum up the above. In order for the process of forming communicative abilities to be most effective, if the teacher carries out work in a complex way, consolidating the acquired skills and abilities in various activities.

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The development of communication skills in children of senior preschool age

1. Girls ask questions and boys answer and vice versa. At the same time, different intonations are offered.

2. Questions are asked in chorus by children, and one child answers.

1. Your shoulders say, "I'm proud."

2. Your back says: "I'm an old man."

3. Your finger says, "Come here."

4. Your head says, “No.”

5. Your mouth says: “Mmm. I love this cookie."

Situation Games

Purpose: to develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express one's thoughts using facial expressions and pantomime.

Children are encouraged to act out a series of situations

1. Two boys quarreled - reconcile them.

2. You really want to play the same toy as one of the guys in your group - ask him.

3. You found a weak, tortured kitten on the street - have pity on him.

4. You offended your friend very much - try to ask him for forgiveness, make peace with him.

5. You came to a new group - meet the children and tell us about yourself.

6. You have lost your car - go up to the children and ask if they have seen it.

7. You came to the library - ask the librarian for the book you are interested in.

8. The guys are playing an interesting game - ask the guys to accept you. What will you do if they don't want to accept you?

9. Children are playing, one child does not have a toy - share it with him.

10. The child is crying - soothe him.

11. You can't tie your shoelace - ask a friend to help you.

12. Guests came to you - introduce them to your parents, show them your room and your toys.

13. You came from a walk hungry - what do you say to your mother or grandmother.

14. Children have breakfast. Vitya took a piece of bread and rolled it into a ball. Looking around so that no one would notice, he threw and hit Fedya in the eye. Fedya clutched his eye and cried out. - What can you say about the behavior of Vitya?

How should bread be handled? Is it possible to say that Vitya was joking?

Present

Purpose: to develop the ability to thank a comrade, express congratulations, determine the opinion and attitude of comrades in communication.

Children are invited to act out the situation of celebrating the birthday of one of their comrades. Since it is customary to give gifts on a birthday, the teacher tells the children that each of them can give the birthday boy something that could truly please him and, one way or another, characterize the author of the gift. A “birthday boy” is chosen, he is given the task of guessing the author of the gift.

Then the "birthday boy" goes out the door. The rest of the guys tell the teacher about what “gift” each of them will “give” to the birthday boy. The teacher makes a list of "gifts".

The birthday boy enters. The teacher calls the first one from the list of gifts and asks the “birthday boy” who can give it. Next, all the gifts are named in turn.

Press conference

Purpose: to develop the ability to politely answer the questions of interlocutors, briefly and correctly formulate the answer; develop speech skills.

All children of the group participate in a press conference on any topic (for example: “Your day off”, “Excursion to the zoo”, “Friend's birthday”, “At the circus”, etc.). One of the participants in the press conference “guest” (the one who will be asked all the questions) sits in the center and answers any questions from the children.

At the King's Ball

The best

make the princess laugh;

persuade mom to go to the circus;

make peace with a friend;

make the guys laugh;

At the King's Ball

Purpose: to develop the ability to express greetings, requests, invitations; learn to correlate the means of verbal and non-verbal communication.

Children "arrive" in the fairy kingdom and get to the ball to the king. They must come up with masquerade costumes and talk about them. The rest of the guests must guess the costume invented by the child.

The best

Purpose: to develop the ability to act in accordance with a given goal, to select verbal and non-verbal means to enhance communicative impact, to evaluate the communicative skills of a peer.

Children are invited to compete for the best clown, best friend, king (queen) of courtesy, protector of animals. The title is assigned based on the results of playing situations:

make the princess laugh;

persuade mom to go to the circus;

make peace with a friend;

ask the guys to take you into the game;

make the guys laugh;

tell us about a puppy living on the street in such a way that you would like to take him home.

call a friend

Purpose: To develop the ability to enter into the process of communication and navigate in partners and communication situations.

Game rule: the message must be good, the caller must follow all the rules of the “telephone conversation”.

Children stand in a circle. In the center of the circle is the driver. The driver stands with his eyes closed with his arm outstretched. Children move in a circle with the words:

Call me call And tell me what you want. Maybe a true story, or maybe a fairy tale You can say a word, you can do two - Only so that without a hint I understand all your words.

To whom the hand of the driver will show, he must “call” him and send a message. The driver can ask clarifying questions.

Witch

Purpose: to develop the ability to use non-verbal means of communication.

The “sorcerer” bewitches children so that they “lose” the ability to speak. The child answers all questions with gestures. With the help of questions, he tries to tell the story of how he was bewitched.

With his index finger, he shows the direction and objects, the size and shape of objects, using gestures characterizing them, shows the mood of the wizard and his mood at the moment of witchcraft. Children tell in words what he shows.

Draw a proverb

Purpose: to develop the ability to use non-verbal means of communication.

Children are invited to depict any proverb with the help of gestures, facial expressions:

“The word is not a sparrow - it will fly out, you won’t catch it”

“Tell me who your friend is and I will tell you who you are”

“There is no friend - look for it, but if you find it - take care”

“As it comes around, it will respond”

We control the robot

Purpose: to develop the ability to select appropriate verbal means (ethical formulas) for various situations of communication.

The child is called - "robot". The children take turns giving him tasks. The robot follows the instructions. For example: “Robot, ask permission to play”, “Robot, apologize to a friend”, “Robot, learn how to find your way”.

Various situations are offered: promise, advice, apology, offer, consent, request, gratitude, concession.

Games focused on the development of regulatory and communication skills

glue stream

Purpose: to develop the ability to act jointly and exercise self- and mutual control over activities; learn to trust and help those with whom you communicate.

Before the game, the teacher talks with the children about friendship and mutual assistance, that together you can overcome any obstacles.

Children stand one after another and hold on to the shoulders of the person in front of them. In this position, they overcome various obstacles.

1. Get up and get off the chair.

2. Crawl under the table.

4. Get through the "dense forest".

5. Hide from wild animals.

An indispensable condition for the guys: throughout the game they should not unhook from each other.

The blind and the guide

Purpose: to develop the ability to trust, help and support fellow communicators.

Children are divided into pairs: “blind” and “guide”. One closes his eyes, and the other leads him around the group, makes it possible to touch various objects, helps to avoid various collisions with other couples, gives appropriate explanations regarding their movement.

Commands should be given standing behind your back, at some distance. Then the participants switch roles. Each child, therefore, goes through a certain “school of trust”.

At the end of the game, the teacher asks the children to answer who felt safe and confident, who had the desire to completely trust their friend. Why?

Toy shop

Purpose: to develop the ability to perform various roles, to learn to evaluate the emotional behavior of communication partners.

Children are divided into buyers and toys. Children-buyers go to the opposite end of the room, children-toys sit in a row on a bench, depicting goods placed on the shelves in the store. The seller approaches each child and asks what kind of toy he will be.

The buyer must guess the toy that is shown to him. Whoever guesses, leaves without a purchase.

Looking for treasure

Purpose: to develop the ability to coordinate one's actions, opinions, attitudes with the needs of comrades; learn to help and support those with whom you communicate; to form the ability to apply their individual abilities in solving joint problems.

This game includes two parts. The first part contributes to the development of children's trust in each other and helps them to better understand and understand themselves and their comrades. The teacher asks the children to break into two teams in a somewhat unusual way, according to the color of their hair - dark and light.

In the second part of the game, the children are told that now each team will start looking for a “treasure” hidden in the room. To do this, the children are offered a room plan with a marked place where the treasure is hidden.

sculptors

Purpose: to develop the ability to coordinate their opinions, desires with a communication partner; learn to apply their individual abilities in solving joint problems.

The game is played in a modeling class.

All children are "sculptors". They play in pairs. Everyone sculpts his craft from plasticine. Then the children change crafts so that another “sculptor” adds his elements to the partner’s craft.

Then the guys tell each other whether their intention was correctly understood and what each of them really wanted to portray.

Twins

Purpose: to develop the ability to navigate one's own tastes and desires, to establish similarities with various partners on one or another basis.

The teacher offers to draw on a small sheet of paper what the children love (from food, from classes, from toys, etc.). At the signal of the teacher, the children run around the group, at the signal “Find a friend” - they are looking for a couple - someone with whom their tastes and interests coincide. The game ends with a pair (or group) of children using gestures to show what they have in common.

Understand me

Purpose: to develop the ability to navigate in the role positions of people and communicative situations.

The child comes forward and comes up with a speech of 4-5 sentences, Children must guess who is speaking (tour guide, journalist, educator, literary hero) and in what situation such words are possible. For example, “And so everyone went to the start. 5,4,3,2,! – start! (The situation is a competition of athletes, says a sports commentator).

Say it differently

Purpose: to develop the ability to feel each other, to differentiate auditory perception.

Children are invited to take turns repeating various phrases with different feelings, with different intonation (evil, joyfully, thoughtfully, with resentment).

Let's go for a walk;

Give me a toy etc.

Conversation through glass

Purpose: to develop the ability of facial expressions and gestures.

Children stand opposite each other and perform the game exercise “Through the Glass”. They need to imagine that there is thick glass between them, it does not let sound through. One group of children will need to be shown (for example, “You forgot to put on a hat”, “I'm cold”, “I'm thirsty ...”), and the other group will have to guess what they saw.

Development-oriented games

Without a mask

Purpose: to develop the ability to share your feelings, experiences, mood with comrades.

Before the start of the game, the teacher tells the children how important it is to be honest, open and frank in relation to their loved ones, comrades.

All participants sit in a circle. Children without preparation continue the statement started by the teacher.

Here is the approximate content of unfinished sentences:

“What I really want is...”;

“I especially don't like it when...”;

“Once I was very frightened by the fact that...”;

“I remember a time when I felt unbearably ashamed. I...".

Playing with masks

Purpose: to develop the ability to show sensitivity, responsiveness, empathy.

The teacher invites the children to optionally wear a mask of a pet. Two masks can build a dialogue about how they live with their owners, how they treat them, and also how they themselves treat their owners.

In conclusion, they conclude that it is necessary to treat their pets with care and responsibility.

How do you feel

Purpose: to develop the ability to feel the mood of another.

The game is played in a circle. Each child carefully looks at the neighbor on the left and tries to guess how he feels, talks about it. The child whose condition is being described listens and then agrees or disagrees with what is being said.

My mood

Purpose: to develop the ability to describe your mood, to recognize the mood of others.

Children are invited to tell others about their mood: it can be drawn, it can be compared with any color, animal, state, you can show it in motion - it all depends on the child’s imagination and desire.

Gift for everyone

Purpose: to develop the ability to make friends, make the right choice, cooperate with peers, team spirit.

The children are given the task: “If you were a magician and could work miracles, what would you give now to all of us together?” or “If you had a Flower-Semitsvetik, what wish would you make?”. Each child makes one wish by tearing off one petal from the common flower.

Fly, fly petal, through the west to the east,

Through the north, through the south, come back, make a circle,

As soon as you touch the ground, to be, in my opinion, led.

Tell me to...

At the end, you can hold a competition for the best wish for everyone.

Hands get acquainted, hands quarrel, hands make up

Purpose: to develop the ability to express their feelings and understand the feelings of another person.

The game is performed in pairs with their eyes closed, the children sit opposite each other at arm's length. The teacher gives assignments

Close your eyes, stretch your hands towards each other, get to know your hands, try to get to know your neighbor better, lower your hands;

stretch your arms forward again, find your neighbor's hands, your hands are quarreling, lower your hands;

AT modern society children are increasingly interacting with tablets and phones, rather than with real people.

It is easier for parents to sit the baby down to watch a cartoon than to create conditions in which a preschooler can communicate with peers.

This leads to difficulties in mastering communication skills by preschoolers.

The beginning of the formation of abilities in preschool children

Often this happens - the younger the baby, the more open and sociable he is. Children of two years old easily make contact, make acquaintances, exchange toys. After a couple of years, under the influence of the example of adults, their employment, the desire to establish contacts in communication disappears. As a result, there is a need to purposefully teach preschoolers to communicate effectively.

REFERENCE: The communicative development of preschool children is understood as purposeful training in the skills of effective interaction, joint activities, and communication.

Among these skills are:

the ability to put oneself in the place of another person, to empathize;
the ability and desire to take care of others;
the ability to restrain or adequately express emotions;
the ability to understand and accept the opinion of another person.

Undoubtedly, the beginning of the formation of these skills pledged by parents and close relatives. Then nurseries and kindergartens are connected to this process.

Social and communicative education of preschoolers: goals and objectives

The social and communicative development of preschool children is one of the most important areas in the education of preschoolers.

These are the skills that kindergarten students will need when they become adults.

IMPORTANT! The purpose of this direction is the socialization of preschoolers, familiarizing them with universal values, social norms, traditions of the family and the state.

Within this goal, there are following tasks:

In the process of education, create conditions in which preschoolers can accept and master the values and norms of society.
To develop the ability of children to empathize, communicate kindly and interact with peers and adults.
To help children become independent, purposeful, learn to independently regulate their own activities.
To form in them respect for their own family, the team in which they are, as well as a positive attitude towards work and creativity.
Teach children to behave safely in everyday life, in society, in nature. Prepare them to interact with peers.

Models of raising a child in a family

The family is the first team in which a small person turns out to be.

And it is not surprising that it leaves an imprint on the nature of the child's communication.

The correct behavior of parents in the family helps the baby to quickly join the team and easier to find contact with other children and adults.

ATTENTION! Psychologists distinguish the following models of behavior in the family, which negatively affect the socialization of preschoolers.

These include:

"Family Pride"- in this case, the child grows up spoiled, capricious and selfish.
"Mom's or Dad's Favorite"- such a baby gets used to competing with others in everything, to seek attention.
"Obediant Clever"- these children are so indoctrinated with the rules of decency that their personal interests are often neglected. As a result, escaping from care, children can commit really asocial acts.
"Poor Cinderella" grows up thinking of himself as an ugly duckling who should serve others. Such children have a huge inferiority complex, a sense of envy, dependence.
"Crystal Vase"- children who are protected from the slightest breath of the breeze. They grow dependent and lack of initiative.
"Walking Trouble" These are extremely active children who cause problems for their parents. Most often this is due to the fact that no one is engaged in their education.
"The culprit of all troubles"- on such a child, adults unload their Bad mood blaming him for all the misfortunes. In these conditions, the baby grows intimidated and lonely.

The above problems can be avoided if you treat the child with respect, talk, explain the reasons for certain actions and decisions, and be fair.

Games for preschoolers 5-6 years old

Most of the time preschool children spend in the game.

Communication games teach interaction, communication rules, ways to act in the world.

They can be divided into the following types:

liberating

They allow you to deal with tightness.

"Ocean is shaking". The host pronounces a rhyme: “The sea worries once, the sea worries two, the sea worries three, freeze the sea figure.” While the words are sounding, the children move freely around the playground. At the last word, the participants of the game freeze in bizarre poses. The host tries to make the players laugh and force them to move.
"The Dragon": players stand in a line and take each other by the shoulders - become a dragon. The "head" should catch up with the "tail" and touch it. When the "head" has caught the "tail", it takes its place. They play until all participants are in the role of "tail" and "head".

Games for verbal interaction

"Broken Phone", "Chain of Words". The host comes up with chains of words (one, two, three words, gradually increasing their number), and the one he points to must repeat all the words in the correct order.

Games for non-verbal interaction

"Crocodile". The host makes a word to one of the participants, and he must show it to the others with the help of facial expressions and gestures, without using sounds and words.

Interaction Games

"Siamese twins". Children are divided into pairs, they are tied together with one hand. With their free hands, they must draw a specific object.

Emotion Games

Participants show emotions through facial expressions or drawings. "Good Animal": The leader quietly and mysteriously says: “Stand in a circle and hold hands. We are one huge, kind animal. Hear how it breathes! Now let's breathe together! Inhale - step forward, Exhale - step back. Let's take two steps forward while inhaling and two steps back while exhaling. So not only the animal breathes, its huge kind heart also beats evenly and clearly. A knock is a step forward, a knock is a step back. Let's take the breath and heartbeat of this animal for ourselves.

Role-playing games

Players learn to follow the rules, to negotiate.

It can be concluded that it is important to develop communication skills in preschoolers. This is the task of both the family and the kindergarten. The development of communication skills occurs in the game and interaction with peers.

Specialists and parents are increasingly noticing that many preschool children, being isolated on the computer and TV, do not know how to properly communicate with peers and adults. They are not able to politely ask for something, adequately respond to the request and appeal to them, cannot empathize, are often unfriendly or refuse to communicate at all.

However, without communication, children's life becomes boring and inexpressive, and the ability to interact is the key to successful personal development.

That is why the education of communication skills in preschoolers is the main goal of parents who want to prepare the baby for adulthood.

From the outside, it seems that socialization and the process of developing communication skills should go by themselves, without the participation of mom and dad.

In practice, children are faced with a large number complexities and ambiguities - starting with the desire to become a leader and ending with the inability (or unwillingness) to obey the rules of behavior in a team.

The beginning of the formation of communication skills in children

The child is sociable from birth - he comes into contact with his mother and other significant relatives, carefully monitors all methods of communication and shows character - cries, demanding attention, hums in response to his mother's words.

Interacting with parents, the baby learns the principles of bad and good communication with people around. Because children are receptive, this learning sometimes happens invisibly, but the results can be seen as early as preschool age.

The communication skills of preschoolers by the time they leave kindergarten should include:

the ability to treat others with understanding;
the ability to take the place of another person;
negative attitude to words that can hurt the feelings and emotions of the interlocutor;
the desire to make contact and conduct a conversation with both peers and adults.

Many books and reports have been written about the formation of communication skills, but we will not repeat the complex connections and schemes of psychologists and will try to specifically talk about how parents themselves and, first of all, mothers can teach their children correctly and productively at home. communicate.

Gradually expand the circle of communication of kids. If it was enough for a one and a half year old baby to play and interact with parents, then a two-year-old limited space is contraindicated. It is important to realize their need for socialization and the desire to broaden their horizons.
Conflicts are another way of teaching communication skills, so to speak in the “field conditions”. Do not immediately rush to breed small bullies on different sides of the playground or sandbox. Give them some time to resolve the conflict themselves, of course, if it does not turn into a fight. Children need to learn to resolve conflicts on their own.
Communicate with children, taking into account their age - for example, three-year-old toddlers can still make comments in the presence of other children, but it is better for a schoolchild to express complaints in private. The age factor should also be taken into account when meeting peers - preschoolers can be recommended a friend, but older children themselves should choose with whom they are interested in communicating.
Teach your child to find pleasant and interesting character traits in every interlocutor. Pay attention to the other person’s pluses, for example, if a child does not want to play with a classmate because he “dresses ugly”, give another argument: “But he tells interesting stories that are very interesting to listen to.”
Enter the rule of authority, that is, tell (and even better - show by example) why you need to respect adults. It used to be possible to simply tell the baby: “Listen to Aunt Masha, because she knows more than you.” The grown-up child should explain in more detail, but in an accessible and understandable way, why adults are more authoritative - they are wiser, more experienced, deserve respect.
Explain that all people are different, with their own desires, feelings and characteristics. For example, one person likes to be hugged, while another wants to be at a distance. And this does not mean at all that the first is better than the second. Everyone needs to find their own special approach. Let the baby know from childhood that you need to be flexible and pick up the right words for different interlocutors.

And one more important advice - do not go too far with communication skills.

It is unacceptable to put kids in an awkward position, forcing them to do your errands or forcibly introducing them to peers on the playground.

Try to be patient and sensitive - only in this case your child will take the initiative. And, of course, it would not be superfluous to repeat the rules of conduct with strangers on the street.

Forming communication skills in the game

The development of communication skills in a child is a process that involves active interaction between children.

Psychologists consider gaming activity to be the best way to establish communication.

It is in the game that kids not only communicate, but also develop speech, imagination, learn to empathize, increase self-esteem. What to play with the child?

1. Dramatization games

They are ideal for improving communication skills in children.

Arrange theatrical performances and home mini-performances at home. Such activities are liberating - at first the baby will be a silent spectator, and then he will become an acting "actor".

Involve other children in the action, because it is much more interesting to conquer the stage together!

2. Role play

No wonder teachers consider the ability to accept the plot and act according to roles as an important achievement of preschool age.

The child, putting on different “masks”, learns to evaluate his actions and the behavior of others, behave in accordance with the chosen role, and, finally, communicate with other children.

Let the baby play "Mothers and Daughters", "go" to the doctor, "visit" the supermarket.

3. Games by the rules

These exercises teach children to interact with each other, observing all sorts of conditions: the sequence of moves, the result, the game rules.

Surely you have noticed that kids do not like to lose, striving to always be the first. However, it is in competitions that it becomes clear that you can win by playing by the rules in a team of like-minded people.

4. Plastic studies

Shy and withdrawn children are often constrained in their movements and have difficulty expressing their emotions. In this case, call for help exercises for gestures and facial expressions.

Tell them that communication takes place not only through words, but also through gestures (we wave our hands), as well as facial expressions (smile, frown).

Try to portray a frog, a bear cub, asking the baby to guess the hidden animal, then you should change places.

Some readers may wonder if it is worth it to purposefully develop communication skills in children? After all, all babies are different, perhaps a child is an obvious introvert who does not want to communicate and interact with a large number of interlocutors.

Definitely go through individual characteristics you can’t have your own child, but helping to build relationships with the outside world is extremely important.

There are so many unusual, curious and unknown things next to children that sometimes you can’t do without communication skills.

Constant communication and interaction with adults and peers is an important condition for the development of a psychologically healthy child. Of course, you need to have a special talent to find mutual language with any person. However, almost everyone can learn to keep a conversation, with dignity to get out of conflict situations, to acquire acquaintances. Like other skills, it is advisable to develop communication skills from childhood. And in this case, the first assistants are you, dear parents!

But first, some valuable advice: in the struggle for sociability, it is important to know the measure. You can’t put children in an awkward position, force them to carry out your instructions, or force them to introduce you to the children. Demonstrate patience and sensitivity - only then the child will take the initiative. Be sure to repeat with him the rules of behavior with strangers on the street.

Rules for Effective Children's Communication

Expand your baby's social circle already in the second year of life. It used to be enough for him to interact with relatives at home. And for two-year-old children, such a limited space for broadening their horizons and the need for socialization is extremely lacking.
Teach when meeting to call yourself and ask the name of the interlocutor. After a few repetitions, this will become a habit for your offspring. Encourage every attempt to bond with your peers on the playground.
During the walk, invite him to ask around how the familiar boy or girl is doing. This can be done not only directly, but also through the parents of a friend. A few phrases - and the next day little friends will not just say hello and say goodbye, but make the first attempts to establish a dialogue.
Find out what the preschooler would like to buy in the store, and ask the saleswoman to voice her own choice. If he still cannot overcome shyness and insecurity, do not accuse him of cowardice. Left alone, clarify: “Did you want a chocolate bar? With nuts? What will we buy tomorrow? Can you help me choose? What are we going to ask the aunt behind the counter?” Do the same in other public places: in a cafe, zoo, museum and theater.
In the children's team, sharp moments and violent showdowns occur literally at every turn. Do not immediately rush to breed disputants in different corners of the sandbox, give them time to overcome misunderstandings themselves. Of course, if the situation has not escalated to the limit. Also teach your child not to escalate the conflict because of small things, and at the same time, to behave with dignity.
A three-year-old toddler can still (and should) make comments in the yard, but with a schoolboy you should only have a face-to-face conversation. The same applies to new friends: a preschooler can be recommended to get to know someone, and older children should choose their own company.
Do not forget to talk about etiquette and its correct application. Children should have a clear understanding of how to communicate with an adult or peer. For example, it’s enough for a friend to say “Hello” and “Bye”, but for a teacher or doctor, more respectful phrases are suitable - “Hello”, “All the best”.

Let's play!

Communication skills are formed, including in the game activity. Not every entertainment contributes to sociability, so we list the most necessary ones.

Role-playing games

They are ideal for developing communication skills. Children, putting on various “masks”, learn to consider a certain thing from many angles, evaluate their own behavior and the actions of others, and in the end, try to talk to each other. The most popular version is “Mothers and Daughters”, as well as many other options: visiting a supermarket, seeing a doctor, going to the zoo.

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Dramatizations

Arranging theatrical performances at home is wonderful and very useful idea. Such activities liberate, give room for imagination and creativity. Even if at first your child participates in scenes as a silent spectator, his vocabulary is still enriched, and his memory becomes stronger. Gradually involve him in the action: ask questions about the fairy tale, pretend that you do not remember the continuation.

Games with rules

Such exercises, as well as all sorts of competitions, instill perseverance, attentiveness, the desire to win, and teach you how to interact with other people. Little children are already getting acquainted with the conditions that must be met: the sequence of moves, the result. Often kids get upset because of the loss and even try to change the principles of the game. You can give in at an early age, thereby increasing your offspring's self-confidence, but otherwise do not give in - the rules must be followed!

Facial expressions and gestures

Before starting the fun, tell them that you can communicate not only with words, but also with movements (waving your hand) and facial expressions (smiling). Depict a clubfoot bear, and the fidget will guess, then change places. Older children love to play “Associations”, when the driver plays up any situation or definition through gestures and antics.

Meticulous readers will ask if it is necessary to develop these very communication skills at all? Let's say a child has a certain personality type that does not imply a desire to interact with a large number of people.

We agree that it is not worth "breaking" your child, but it is simply necessary to help build relationships with the outside world. There are so many interesting, useful, unusual things nearby that it is sometimes very difficult to live without communication skills. Therefore, the task of parents is to teach the little man to draw this information in a variety of ways, which means that children need to be taught to communicate!

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