Child's communication skills. "development of communicative abilities of preschool children". On the subject "Psychology"

The problem of the development of communication in preschool age is a relatively young, but rapidly developing area of ​​developmental psychology. Its founder, like many other problems of genetic psychology, was J. Piaget. It was him back in the 30s. drew the attention of child psychologists to peers as an important factor and necessary condition social and psychological development of the child, contributing to the destruction of egocentrism. He argued that only by sharing the point of view of persons equal to the child - first of other children, and as the child grows older, and adults - can true logic and morality replace the egocentrism inherent in all children in relation to other people and in thinking.

In the works of L.S. Vygodsky, M.I. Lisina, A.V. Zaporozhets, T.A. Repina traces the opinion that the ability of a child to communicate positively allows him to live comfortably in a society of people; through communication, the child learns not only another person (adult or peer), but also himself.

T.D. Martsinkowska emphasizes that communication with an adult forms almost all knowledge about oneself, stimulates the child's cognitive activity. Communication with peers actualizes this knowledge, forming in the child a more correct, adequate image of himself.

Currently, the number of works devoted to the communication of children is increasing. Communication of peers in preschool age is devoted not only to individual articles, but also entire monographs. In the general flow of literature on this issue, three different lines of research can be distinguished:

· Experimental analysis of the communication process of preschoolers and factors influencing it;

The specificity of peer communication and its difference from the communication of a child with an adult;

Studying the relationship of children.

M.I. Lisina believes that at preschool age, four forms of communication between a child and an adult successively replace each other: situational-personal, situational-business, extra-situational-cognitive, extra-situational-personal and three forms of communication with peers: emotional-practical, situational-business, extra-situational- business. The content of communication, its motives, communication skills and abilities are changing, one of the components of mental readiness for schooling is being formed - communicative. The child selectively treats adults, gradually beginning to realize his relationship with them: how they treat him and what they expect from him, how he treats them and what he expects from them. Interest in a peer appears somewhat later than interest in an adult. Communication of the child with peers develops in various associations. The development of contacts with other children is influenced by the nature of the activity and the child's skills to perform it.

A striking characteristic of the communication of preschoolers - peers lies in its extreme emotional richness. This is due to the fact that starting from the age of four, a peer, rather than an adult, becomes a more attractive partner for a baby.

Another important feature of children's contacts is their non-standard and unregulated nature. If in communication with an adult, even the smallest children adhere to certain norms of behavior, then when interacting with their peers, preschoolers behave at ease. Peer society helps the child to show their originality. If an adult instills norms of behavior in a child, then a peer encourages manifestations of individuality.

Another important feature of peer communication is the predominance of initiative actions over reciprocal ones. For a child, his own action or statement is much more important, and in most cases the initiative of a peer is not supported by him. As a result, everyone speaks about his own, and no one hears his partner. Such inconsistency in the communicative actions of children often gives rise to conflicts, protests, and resentment.

These features are typical for children's contacts throughout preschool age(from 3 to 6-7 years). However, the content of children's communication does not remain unchanged during all four years: communication and relationships of children go through a complex path of development, in which three main stages can be distinguished - younger, middle and older preschool age.

AT younger age(at 2-4 years old) it is necessary and sufficient for a child that a peer joins his pranks, supports and enhances the general fun. Each participant in such emotional communication is primarily concerned with drawing attention to himself and getting an emotional response from his partner. In a peer, the child perceives only attention to himself, and the peer himself (his actions, desires, moods), as a rule, is not noticed. A peer is for him just a mirror in which he sees only himself. Communication at this age is extremely situational - it entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner.

Only with the help of an adult can a child see an equal personality in a peer. To do this, you should pay the attention of the preschooler to the attractive sides of the peer.

A decisive change in relation to peers occurs in a child in the middle preschool age. Now children consciously prefer to play with another child, rather than with an adult or alone. The main content of children's communication in the middle of preschool age becomes a common cause - the game. If younger children played side by side, but not together, then in business communication, preschoolers learn to coordinate their actions with the actions of a partner and achieve a common result. This kind of interaction is called cooperation. At this age, it prevails in the communication of children.

At this stage, the need for recognition and respect from a peer is no less clearly manifested. The child seeks to attract the attention of others, sensitively catches signs of attitude towards himself in their views and facial expressions, demonstrates resentment in response to inattention or reproaches of partners. The "invisibility" of a peer turns into a keen interest in everything that he does. At the age of four or five, children closely and jealously observe the actions of their peers and evaluate them: they often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. A competitive, competitive beginning appears in children's communication. Children's reactions to the opinion of an adult also become more acute and emotional. The successes of peers can cause grief to children, and his failures cause undisguised joy. It is at this age that the number of children's conflicts increases significantly, envy, jealousy, and resentment towards a peer are openly manifested.

A preschooler forms an opinion about himself, constantly comparing himself with his peers. But the purpose of this comparison is not to discover commonality, but to oppose oneself to another. All this gives rise to numerous conflicts of children and such phenomena as boasting, ostentatious actions, rivalries, which can be considered as age-related features of five-year-olds.

By the senior preschool age (6-7 years), the attitude towards the same age children again changes significantly. At this time, the child is capable of extra-situational communication, in no way connected with what is happening here and now. Children tell each other about where they have been and what they have seen, share their plans or preferences, evaluate the qualities and actions of other children. At this age, communication is already possible between them in the usual sense of the word, that is, not related to games and toys.

The relationship between them also changes significantly. By the age of 6, the friendliness and emotional involvement of the child in the activities and experiences of peers increases significantly. Often older preschoolers carefully observe the actions of their peers and are emotionally included in them. Quite often, even contrary to the rules of the game, they seek to help their peers, suggest the right move, protect a friend, or even support his "opposition" to an adult. At the same time, the competitive, competitive beginning in the communication of children is preserved. However, along with this, older preschoolers develop the ability to see in a partner not only his toys, mistakes or successes, but also his desires, preferences, moods. By the age of six, many children have a desire to help a peer, give or give him something. Malevolence, envy, competitiveness appear less frequently and not as sharply as at the age of five. Sometimes children are already able to empathize with both the successes and failures of their peers. Such emotional involvement in the actions of peers indicates that peers become for the child not only a means of self-affirmation and comparison with themselves. Interest in a peer comes to the fore as a valuable person, important and interesting, regardless of her achievements and the objects that she possesses.

By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear.

At preschool age, it is very important to develop communication skills in children. This is necessary so that preschoolers are adapted to life in society, have an active and responsible social position, can realize themselves, can always find mutual language with anyone and make friends. The communicative development of preschool children is a rather complicated and time-consuming process, but very important, because with development, his emotional sphere will also change, the child begins to become aware and better control his emotions.

Each person occupies a well-defined place in society and, therefore, is always in appropriate relations with the people around him. Through the process of communication, a person has the opportunity to understand himself and other people, evaluate their feelings and actions, and this, in turn, realize himself and his opportunities in life and take his own place in society.

What is "Communication"? The word "communication" comes from the Latin word "communicatio", which translates as "message, transmission", and "communicare", which means "to share, talk, connect, communicate, transmit."

In the dictionary of the Russian language, the concepts of “communication” and “communication”, on the one hand, are identified, on the other hand, the informational meaning of the concept of “communication” is highlighted. "Communication is communication, communication."

most commonly used in modern scientific literature is the definition given by B.D. Parygin, who considers communication as "a complex multifaceted process that can act at the same time as a process of interaction between individuals, and as an information process, and as the attitude of people to each other, and as a process of their influence on each other, and as a process of their empathy and mutual understanding of each other.

With regard to primary school age, “communicative skills” are the ways children have mastered to perform actions in the process of communication, depending on the formation of their communicative motives, needs, value orientations and providing them with conditions for personal development, social adaptation, independent communicative activity based on subject- subject relationships.

There are 3 groups of skills, each of which corresponds to one of the three aspects of communication (communicative, perceptual and interactive). The group of skills corresponding to the communicative side of communication is the goals, motives, means and incentives of communication, the ability to clearly express thoughts, argue, analyze statements. The other group corresponds to the perceptual side of communication and includes the concepts of empathy, reflection, self-reflection, the ability to listen and hear, correctly interpret information, and understand subtexts. The third group is the interactive side of communication: the concept of the ratio of rational and emotional factors in communication, self-organization of communication, the ability to conduct a conversation, a meeting, to captivate, formulate a requirement, the ability to encourage, punish, communicate in conflict situations.

Communication is always directed to another person. Communication involves attention and interest in another person, without which any interaction is impossible. A look into the eyes, attention to the words and actions of another indicate that the subject perceives the other person, that he is directed at him.

The structure of the communicative skills of younger students includes the following components:

• empathic (the desire to establish emotional contact in the process of communication, the ability to feel the emotional state of the interlocutor);
• creative and active (the ability to use previously acquired communicative knowledge, skills in new situations of communication, independently design socially approved forms of communication, take the initiative in communicating with adults and peers, act constructively in conflict situations, use verbal and non-verbal means of communication in various situations communication, the desire to regulate their emotional manifestations);
• evaluative-reflexive (the ability to adequately assess one's personality traits and actions in the process of communication, adequately perceive and evaluate the actions and personality traits of a communication partner).

Based on the concept of communication, it is possible to single out a set of communicative skills, the mastery of which contributes to the development of a person capable of productive communication:

• Interpersonal communication;
• Interpersonal interaction;
• interpersonal perception.
• The components of communication skills are:
  • the ability to listen to another person;
  • the ability to transmit information and receive it with the right meaning;
  • the ability to understand others;
  • the ability to empathize, sympathize;
  • the ability to adequately evaluate oneself and others;
  • the ability to accept the opinion of another;
  • ability to resolve conflict;
  • ability to interact with team members.

Thus, communicative skills are the methods mastered by children to perform actions in the process of communication, depending on the formation of their communicative motives, needs, value orientations and providing them with conditions for personal development, social adaptation, independent communicative activity based on subject-subject relationships.

The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-7 to 10 years.

Primary school age is associated with the child's transition to systematic schooling. The beginning of the education of younger schoolchildren at school leads to a radical change in the social situation of the child's development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. The whole system of the child's life relationships is rebuilt and is largely determined by how successfully he copes with the new requirements.

Educational activity becomes the leader. As part of the educational activities, further physical development child, psychophysiological functions are improved, psychological neoplasms are formed, complex personality neoplasms arise. These new formations characterize the most significant achievements in the development of younger schoolchildren and are the foundation that ensures development at the next age stage.

A feature of the perception of students at the beginning of primary school age is its close connection with the practical activities of the child. To perceive an object for a child means to do something with it, to change something in it, to perform some action, to take it, to touch it. A characteristic feature of students is a pronounced emotionality of perception. Visual perception becomes the leading one when getting acquainted with the surrounding world, purposefulness, planning, controllability, awareness of perception increase, the relationship of perception with speech and thinking is established, and, as a result, perception is intellectualized.

Significant changes occur in the psychological processes associated with memory. Primary schoolchildren have a more developed visual-figurative memory, they better retain specific information in their memory: events, faces, objects, facts, than definitions and explanations. The child remembers better what is of greatest interest to him, gives best experience. Younger students tend to memorize by mechanical repetition, without understanding the semantic connections. But the role of verbal-logical, semantic memorization is gradually increasing, and the ability to consciously manage one's memory and regulate its manifestations (memorization, reproduction, recall) develops.

Thinking becomes the dominant function in primary school age. The younger schoolchild in his development proceeds from the analysis of a separate object, phenomenon to the analysis of connections and relationships between objects and phenomena. Under the influence of learning, there is a gradual transition from the knowledge of the external properties of objects and phenomena to the knowledge of their essential properties and features, which makes it possible to make the first generalizations, the first conclusions, draw the first analogies, understand the causality of phenomena, and build elementary conclusions. The child solves mental problems, imagining their conditions, thinking becomes extra-situational.
The difficulty of identifying the main, essential is clearly manifested in one of the main types of educational activity of the student - in the retelling of the text. Psychologists who have studied the characteristics of oral retelling in younger students have noticed that a short retelling is much more difficult for children than a detailed one. Telling briefly means highlighting the main thing, separating it from the details, and this is precisely what children do not know how to do. Over time, children, when playing educational material, master logical operations, such as systematization, generalization, which leads to a more free and coherent presentation of thoughts.

Gradually, the general nature of the emotionally sensual experiences of the younger schoolchild changes in the conditions of educational, labor, and play activities. Children are increasingly developing the ability to consciously regulate their feelings, to restrain their undesirable manifestations. Emotional connections and relationships begin to be reinforced by moral assessments of the behavior of each child.

The transition from preschool to primary school age is accompanied by the development of a normal age-related developmental crisis - a crisis of 7 years. During the crisis of 7 years, it is manifested that L.S. Vygotsky calls the generalization of experiences. A chain of failures or successes (in school, in broad communication), each time experienced by the child in approximately the same way, leads to the formation of a stable affective complex - a feeling of inferiority, humiliation, hurt pride or a sense of self-worth, competence, exclusivity. Of course, in the future, these affective formations can change, even disappear, as experience of a different kind is accumulated. But some of them, supported by relevant events and assessments, will be fixed in the personality structure and influence the development of the child's self-esteem, his level of aspirations. Thanks to the generalization of experiences, at the age of 7, the logic of feelings appears. Experiences acquire a new meaning for the child, connections are established between them, the struggle of experiences becomes possible.
For a seven-year-old child, mannerisms, fidgetiness, some stiffness, unmotivated behavior are more characteristic, which is associated with the loss of the child's spontaneity, naivety and an increase in arbitrariness, complication of emotions, generalization of experience. Behind these external changes are hidden profound changes in the mental life of the child, which constitute the main psychological meaning of the crisis of 7 years.

Primary school age is the age of a fairly noticeable formation of personality. The foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form. The child begins to understand their value and necessity. It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in a new type of activity - a teaching that imposes a number of serious requirements on the student.
A junior student is a person who actively masters communication skills. There are two forms of communication: "Child - adult", and "Child - children". In the “child-adult” sphere, the adult’s emotional and evaluative attitude to the child’s actions determines the development of his moral feelings, his individual responsible attitude to the rules that he learns in life. In addition to the “child-parent” relationship, new “child-teacher” relationships arise, raising the child to the level of social requirements for his behavior. In elementary school, children accept the new conditions presented to them by the teacher and try to strictly follow the rules. They very trustingly perceive the assessments and teachings of the teacher, imitate him in the manner of reasoning, in intonations. Such psychological features as gullibility, diligence, are a prerequisite for successful training and education. At the same time, undivided obedience to the authority of the teacher, thoughtless implementation of his instructions can further adversely affect the process of education and upbringing.

It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child's life, including relationships with peers. Learning activities are collective in nature, therefore, when entering school, a child must be able to communicate with other people, possess the necessary communication skills, thanks to which he can quickly join a group of peers.

If at the end of the preschool return, the need for communication with peers is only being formalized, then for a younger student it is already becoming one of the main ones. The acquisition of social interaction skills with a group of peers and the ability to establish friendly contacts are one of the important developmental tasks at this age stage. For children 5-7 years old, friends are, first of all, those with whom the child plays, whom he sees more often than others. Most children easily establish friendships, which at this age are based, as a rule, on the commonality of external life circumstances and random interests (children sit at the same desk, live in the same house, etc.). Children pay more attention to behavior than to personality traits. Friendships are fragile and short-lived, they easily arise and can break off quite quickly. Between the ages of 8 and 11, children consider as friends those who help them, respond to their requests and share their interests. For the emergence of mutual sympathy and friendship, such personality traits as kindness and attentiveness, independence, self-confidence, and honesty become important. Gradually, as the child masters school reality, the child develops a system of personal relationships in the classroom. If a child has friendly relations with one of his classmates by the age of 9-10, this means that the child knows how to establish close social contact with a peer, maintain relationships for a long time, that communication with him is also important and interesting to someone. At the same time, they show a certain degree of confidence and initiative. With age, children increase the completeness and adequacy of awareness of their position in the group of peers.

And only for some guys, the period of establishing friendly relations is delayed; they are lost in a new environment, they cannot get close to their classmates for a long time, they feel lonely. Such schoolchildren, who have an unfavorable position in the system of personal relations in the classroom, also have some similar characteristics: such children have difficulties in communicating with their peers, are quarrelsome, which can manifest itself both in pugnacity, irascibility, capriciousness, rudeness, and in isolation; often they are distinguished by sneakiness, arrogance, greed; many of these children are sloppy and untidy.
The need for communication in primary school age comes to the fore and therefore determines the development of speech. By the time of entering school, the child's vocabulary increases so much that he can freely explain himself to another person on any occasion related to everyday life and within the scope of his interests. But the statements of a preschooler and a younger schoolchild, as a rule, are direct. Often this is speech-repetition, speech-naming; compressed, involuntary, reactive (dialogical) speech predominates.

At primary school age, children are able to listen and understand someone else's speech, as well as competently build statements that are understandable to the partner, follow the logic of the transmitted information, be able to ask questions in order to obtain the necessary information from the activity partner with their help, and have sufficient planning and regulatory functions. speech. They possess such elements of communication culture as the ability to greet, say goodbye, express a request, gratitude, apology, the ability to express their feelings (basic emotions) and understand the feelings of another, own elementary ways of emotional support for a peer, an adult.

The social position of the student, imposing on him a sense of responsibility. The child is afraid not to be in time, to be late, to do something wrong, not to be judged and punished. At primary school age, the fear of being the wrong one reaches its maximum development, as children try to acquire new knowledge, take their duties as a schoolboy seriously, and are very worried about grades. Children who have not acquired the necessary experience of communicating with adults and peers before school, who are not self-confident, are afraid not to meet the expectations of adults, experience difficulties in adapting to the school team and fear of the teacher.

Formation motivational sphere, subordination, the development of cognitive motivation, a certain attitude to school are closely related to the development of the child's self-awareness, his transition to a new level, with a change in his attitude towards himself, the child will become aware of his social "I". The emergence of this new formation largely determines both the child's behavior and activities, and the entire system of his relationship to reality, including school, adults, and so on.

The basis of initial self-esteem is mastering the ability to compare yourself with other people. The development of the ability to adequately assess oneself is largely due to the child’s ability to look at himself and at the situation with different points vision. Evaluation of progress at the beginning of schooling, in essence, is an assessment of the personality as a whole, determines the social status of the child and directly affects the formation of self-esteem.

A high form of communication between students and with the teacher will be the most important factor in the development of cognitive activity of students, since communication is a certain interaction during which information is exchanged in order to build relationships and combine efforts to achieve a common result. Therefore, it is very important to develop in a child high forms of communication with adults and peers, which is a prerequisite for the formation of a new type of relationship between a teacher and a student, between classmates. The main characteristic of the communicative approach in teaching is “learning to communicate by communicating”.

From the first days of being at school, the child is included in the process of interpersonal interaction with classmates and the teacher. Throughout the primary school age, this interaction has a certain dynamics and pattern of development. During the period of adaptation to school, communication with classmates, as a rule, recedes into the background for first-graders before the abundance of new school experiences. Children communicate with each other through the teacher.

The existing experience of using game methods in domestic and foreign schools proves that it is advisable to develop communication skills and social behavior in the process of role-playing games as the most accurate and accessible model of communication for younger students.

The basis of such a game is the process of role-playing communication of students in accordance with the roles distributed between them and the presence of a communicative game situation that combines game material.

The game involves the creation of imaginary (conditional) situations and their beating. The creation of images and their playback (living) are the components of a communicative game, which is used to train the skills and abilities to communicate and can be carried out in a pair (dialogue) or group (polylogue) form, followed by an analysis of the speech actions of the participants in the game. The plots of such games represent real and fictional situations of communication.

The development of communication skills in the course of role-playing communication of students is carried out by the teacher in stages and is as follows:

• revealing to students the importance of communicative skills;
• familiarization of students with the content and structure of skills in the distribution of roles;
• the inclusion of students in the performance of joint game tasks for mastering communication skills;
• improvement of the communicative skills acquired by schoolchildren in their creative activity.

Game technologies contribute to the development of communication skills, clothe the learning process in an entertaining activity, causing a huge emotional outburst in younger students, allow children to be activated, maintaining their interest, develop their speech, replenishing their vocabulary, forcing them to treat each other correctly and attentively.

A person can effectively participate in the communication process if he owns a set of necessary tools. The first means of communication is speech. The school imposes new requirements on the child in relation to speech development: when answering in a lesson, speech must be literate, concise, clear in thought, expressive; when communicating, speech constructions must correspond to the expectations that have developed in the culture, and this is essential for the formation of communication skills.

The freedom of speech depends on: the vastness of the vocabulary; figurativeness and correctness of speech; accurate perception of the spoken word and accurate transmission of partners' ideas in their own words; the ability to distinguish from the heard essence of the case; specific questions; brevity and accuracy of wording; logical construction and presentation of statements. The lack of freedom of speech leads to the fact that students do not develop that confidence, that looseness that is necessary in business conversations, at meetings, in the classroom.
The task of a teacher who forms a communicative culture is to establish friendly relations among children, develop their interest in everything that happens, create an atmosphere of goodwill, mutual respect and trust, compliance and at the same time initiative. To achieve this, in our opinion, the organization of work in small groups is most suitable. Such work is less tiring for children, as they are in closer contact with each other.

So, for example, the main components of the organization of joint action include (V.V. Rubtsov):

• Distribution of initial actions and operations, given by the subject condition of joint work.
• The exchange of modes of action, given the need to include different models of action for participants as a means to obtain a product of collaboration.
• Mutual understanding, which determines for the participants the nature of the inclusion of various models of action in the general mode of activity (through mutual understanding, the correspondence of one's own action and its product and the action of another participant included in the activity is established).
• Communication (communication), which ensures the implementation of the processes of distribution, exchange and mutual understanding.
• Planning common ways work based on the foresight and determination by the participants of the conditions for the course of activity adequate to the task and the construction of appropriate schemes (work plans).
• Reflection, which ensures overcoming the limitations of one's own action relative to the general scheme of activity (through reflection, the participant's attitude to his own action is established, which ensures a change in this action in relation to the content and form of joint work).

First-graders learn to unite first in pairs, then in fours, sixes for acquaintance and rapprochement, for the emergence of communication.

Only after that a topic for discussion and assignment appears.

Working in a group helps the child to comprehend learning activities. At first, working together, students assign roles, determine the functions of each member of the group, and plan activities. Later, everyone will be able to perform all these operations independently. In addition, group work ensures the emergence of friendly relations between children, allows you to give students emotional and meaningful support, causes a sense of security, and even the most timid and anxious children overcome fear and are included in the overall work of the class.

Group work of younger students implies its own rules: you cannot force children to work in groups or express your displeasure to someone who does not want to work (later you need to find out the reason for the refusal); joint work should not exceed 10-15 minutes, in order to avoid fatigue and reduce efficiency; absolute silence should not be demanded from children, but shouting, etc., must be fought.

Children should be encouraged to express their point of view, as well as educate them in the ability to listen to other people and be tolerant of their opinions. The decisive role in this belongs to the teacher, who must give students speech patterns and assist them in conducting discussions, disputes, arguments, etc.

The results of each group's work are shown on the board.

Children learn:

• defend your opinion;
• present the work of the group;
• discuss;
• listen carefully to each other;
• the ability to ask questions;
• listen to the other.

In particular, such forms of work as the organization of mutual verification of tasks, mutual tasks of groups, educational conflict, and discussion by participants of the methods of their action are very important. In the course of mutual checking, groups carry out those forms of checking that were previously performed by the teacher.

At the first stages of the introduction of this action, one group may note errors and shortcomings in the work of the other, but later on, schoolchildren pass only to meaningful control (they identify the causes of errors, explain their nature).

Schoolchildren have increased responsibility not only for their successes, but also for the results of common work, self-esteem is formed, an assessment of their capabilities and abilities.

Trainings are aimed at mastering expressive (expressiveness), kinetic (reinforcing speech with facial expressions, pantomime, gestures), proxemic (spatial organization of communication) skills, as well as developing dialogue skills.
Building relationships, students follow the rules of dialogue:

• Any opinion is valuable.
• You have the right to any reaction, except inattention.
• Turn around so you can see the speaker's face.
• If you want to talk, raise your hand.
• Give the opportunity to others to express their opinion, and to yourself - to understand it.
• The appeal starts with a name.
• Criticism must be tactful.
• Lack of results is also a result.
• The voice is your divine gift, know how to own it.

However, other forms can be involved, such as project activities. Project activity is a joint educational and cognitive, creative activity students, having a common goal, agreed methods and methods aimed at achieving a common result. The use of the project method increases the cognitive activity of schoolchildren, helps to expand the horizons of students, contributes to obtaining deeper knowledge, develops oral and written speech, and the ability to think creatively. This method is effective tool increasing the independence of highly motivated students. Students speak at school conferences presenting a defense of their work.

As a result of working on the project, students will learn:

• adequately use communicative, primarily speech, means to solve various communicative tasks, build a monologue message, master the dialogic form of communication, using, among other things, the means and tools of ICT and remote communication;
• allow the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction;
• take into account different opinions and strive to coordinate various positions in cooperation;
• formulate personal opinion and position;
• negotiate and come to a common decision in joint activities, including in situations of conflict of interest;
• to ask questions;
• use speech to regulate their actions;
• adequately use speech means to solve various communicative tasks, build a monologue statement, own a dialogic form of speech.

The use of forms and methods that ensure the inclusion of children in the activities of a communicative orientation is achieved through the gradual formation of the communicative skills of schoolchildren, based on the expansion of their communicative knowledge, motives, needs and gradually becoming more complex communicative activity.

The process of communication of younger students is always difficult. This is connected, first of all, with the inability to accept the point of view of another, to see in him a person with his own desires and needs.

To develop communication skills, teachers use:

Games aimed at maintaining interest in communicating with others, the desire for joint interaction with them.

The plots of such games represent real and fictional situations of communication. Children are offered real life situations: a conversation between two fellow travelers, a buyer turns to the seller for advice, in the theater before the performance, the owner receives guests, communication with parents, in the library, etc. Divided into several groups, the participants in the game stage the situation given by the teacher as they see fit. After each dramatization, a discussion is held and errors are identified (if any) or a conclusion is immediately made about the rules of communication in each situation.

Similarly, work is built in the course of role-playing games with a fictional plot, where you need to read the roles of the proposed scene with the participation of famous fairytale heroes and find mistakes in their communication, stage a conversation between two heroes of a work, come up with a conversation between the heroes of a work on the phone, stage works (fairy tales, stories, fables, etc.).

The guys are happy to "get used to the role" and try to convey the main features of their hero. After an impromptu staging, the guys and I “evaluate” the work of the artists with friendly applause.

The knowledge and skills of dialogue acquired by younger students are consolidated in the process of “round table” conversations with elements of a role-playing game: “Why do people communicate?”, “You are a part of humanity”, “I and They”, “What we have - we do not store , lose - weep.

Creative works, mini-essays, work with proverbs and phraseological units in order to develop the speech of younger students in the Russian language lessons.

For the development of speech, children from grade 1 are invited to work on sentences. Tasks: “Dot the dots”, “Insert the missing words”,
“Tell me what you read about”, “From a set of words to make sentences on this topic”, “Composing sentences on pictures”.
The main task of the teacher in the classroom, in addition to working on the literacy of oral and writing, over its correctness to form in children the ability to freely express their thoughts, fully, logically, without fear of showing their individuality.

Work on the development of speech is carried out not only through lessons, but also extracurricular activities (cool watch“Who am I and who is my family”, “These unfamiliar familiar words”, etc.) and extracurricular activities.

Work in pairs, group work, which provides great opportunities for joint activities of students, the ability to conduct a dialogue observing the rules of speech etiquette (retelling, listening, talking, arguing, reasoning, telling a neighbor on the desk).

Working in pairs teaches children to listen and hear the other, to give and take advice, to work together and at the same pace. This is facilitated by joint writing on the board with one small piece, pair reading, juggling with balls.

In small groups, children work according to the principle “You know yourself, tell another”, “You know how, teach another”. It is also important that in small groups an assessment is formed on “oneself”. The child learns to objectively compare his own skill with the skills of his peers, to compare his opinion with the opinions of others.

Trainings

For personal listening, special types of training are intended:

• Each participant of the training should listen to the interlocutor's story (about some incident that happened to him, about an interesting film, etc.), observing the following rules: be attentive, do not interrupt, try to understand the meaning of the story, support the speaker with facial expressions, gestures, replicas. After the training, the children conclude that it is much easier to communicate with the interlocutor when he actively listens, showing interest in what was said.

For the development of expressiveness of speech, the following trainings are used:

• Two or more participants read the text in roles, and each must adhere to a certain intonation (accusing, persuading, encouraging, begging, apologizing, etc.).
• Carefully observing the teacher's gestures, determine whether the gestures correspond to the intonation with which the teacher pronounces the phrase (for example, the phrase is pronounced with bewilderment, and the teacher accompanies it with threatening gestures; the phrase is pronounced with sadness, but is accompanied by gestures of surprise, etc.).
• Express a given emotional state (admiration, distrust, mockery, irritation, joy, etc.) intonation and appropriate gestures, facial expressions.
• Determine where the punctuation mark at the end of the sentence does not match the content of the phrase: “Hurray, are we going home?”, “Where have you been!”, “How beautiful it is here”, etc.

To master the culture of spatial organization of communication, students are offered the following trainings:

• Discuss in pairs interesting film(an important event or any topic that interests both interlocutors), located at different ends of the class, sitting side by side, opposite each other; choose the most convenient location for the situation.
• With the help of distance and location between you and your interlocutor, let him understand that you are offended, dissatisfied, you communicate with pleasure, are interested in conversation, etc.

Practice and from the proposed options for the location of the interlocutors (face to face, sitting half a turn, side by side), select those that correspond to the following communication situations: business conversation, casual friendly conversation, teamwork, assignments.

Assessing each other and yourself.

The child learns to compare work with a sample; develop criteria for evaluating academic work; compare your assessment with the assessment of another person; learns to characterize errors and put forward hypotheses about their causes; formulate assumptions about how to look for the missing mode of action (missing knowledge).

The problem of developing communication skills in younger students is very relevant. The level of development of communication skills affects not only the effectiveness of children's education, but also the process of their socialization and the formation of the personality as a whole.

Primary school age is the optimal period for active learning of social behavior, the art of communication between children of different sexes, the assimilation of communication and speech skills, and ways of distinguishing social situations. During this period, at a qualitatively new level, the potential for the development of the child as an active subject, learning the world and himself, acquiring his own experience of action in this world. His own behavior is characterized by the presence of a formed sphere of cognitive motives and interests, an internal plan of action, the ability to coordinate his actions with peers, regulating his actions with social norms of behavior, the ability to fairly adequately assess the results of his own activities and his capabilities.

Specialists and parents are increasingly noticing that many children of preschool age, locking themselves on the computer and TV, do not know how to communicate properly 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.

1. 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.
2. 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.
3. 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.
4. 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.”
5. 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.
6. 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.

Of course, it is impossible to step over the individual characteristics of your child, but it is extremely important to help build relationships with the outside world.

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

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Ministry of Education and Science of the Udmurt Republic

State educational institution secondary vocational education

"Udmurt Republican Socio-Pedagogical College"

COURSE WORK

On the subject "Psychology"

On the topic: "R conditionsdevelopIcommunication skills in childrensenior preschool age "

IZHEVSK 2011

Introduction

1.3 Features of the development of communicative abilities of preschoolers

2.1 Definition of research methods and organization of the experiment

Conclusion

Bibliography

Application

communicative preschooler communication development

Introduction

The problem of the development of children's communicative abilities preschool age very relevant and topical. Studies of outstanding domestic psychologists have proven that communication is the most important factor child's mental development L. A. Wenger , M.I. Lee sina, and others ) . P the need for communication in children is the basis for further development the whole psyche and personalities e in the early stages of ontogeny ( L. S. Vygotsky , M. I. Lisina , E. O. Smirnov a , AT. FROM. flies ina, etc.) . It is in the process of communicating with other people that the child learns human experience. Without communication, it is impossible to establish psychic contact between people. Outside of human communication is impossible the development of the personality of the child . Communication deficit child , according to experts c, leads to various disorders : in some cases, to the occurrence of mental retardation, in others - to pedagogical neglect, and in more severe cases - even to the death of a child and in the early stages of ontogeny ( in infancy and early childhood) . This problem especially important at the present stage in connection with humane preschool education. Yes, the authors « Co. concepts of preschool education » note that the child's communication is the basis the howl of his mental development ( sensations, recollection riyatiya, thinking, memory, etc.) and personal development ia: needs, emotional- volitional sphere, interests and abilities, self-awareness, self-esteem, level of claims, etc.

Communication is understood as informational, emotional and subject interaction, during which interpersonal relationships are realized, manifested and formed. In the process of communication, certain relationships are formed. The nature of the relationship of the child with others largely depends on what kind of personal qualities will be formed in him.

Experimental studies conducted under the direction of M. AND. Lisina showed that during the first seven years of life, several forms of communication between children and adults - throughout preschool childhood, the child falls into various kinds of contacts with about adults, the content of his communication with others changes. It is communication, its content and communication skills are one of the most important points that determine the development of children with about adults. Most of all, the child is satisfied with the content of communication in which he already has a need. When the content of communication corresponds to the level of need, the child develops disposition and affection for an adult. y, in case of discrepancy (lead or lag) the degree of attachment of the child to the adult is reduced. Knowledge conditions development communication skills preschoolers help you find the right approach to solve communication problems , h that determined the relevance of the chosen research topics.

An object: the process of developing the communicative abilities of a preschooler .

Subject of study: conditions for the development of communicative abilities of a preschooler .

Target: izu read psychological and pedagogical conditions for the development of communicative abilities of a preschooler .

Hypothesis: the communicative abilities of a preschooler will develop more successfully if you create appropriate programs for their development With

Activize ing

, as complex means aimed at: overcoming difficulties communication;

- accounting age and individuals developmental features of preschoolers.

Tasks:

1) to identify the psychological and pedagogical conditions that affect the development of the communicative abilities of a preschooler;

2) to study the means and methods used by the educator to develop the communicative abilities of a preschooler;

3) to develop a system of requirements for psychological and pedagogical conditions for the dynamic development of the communicative abilities of a preschooler;

4) experimentally check the influence of psychological and pedagogical conditions on the success of the development of the communicative abilities of a preschooler;

Research methods:

1) theoretical: analysis and generalization of psychological and pedagogical literature, modeling research hypotheses, designing results and processes for achieving them at various stages of work;

2) empirical: conversations, observation, diagnostic methods for studying the forms of communication of preschoolers, experiment.

The following psychological methods:

1. Methodology "Identification of the ability to communicate" (E. N. Proshitskaya);

2. Methodology "Studying communication skills", developed on the basis of the methodology proposed in the manual "Workshop on child psychology", ed. G. A. Uruntaeva, Yu. A. Afonkina;

3. Observation of children in games and joint activities and an initial introductory conversation with parents and a teacher of the study group.

Research base: MDOU No. 266, the city of Izhevsk, the Udmurt Republic. The study involved 10 children of preschool age (5-6 years).

1. Theoretical aspects of the study of the conditions for the development of communicative abilities of preschoolers

1.1 Approaches to the problem of communication and communicative abilities of preschoolers in the concepts of foreign and domestic psychologists

The study and description of the development of any aspect of the child's mental life always presents significant difficulties. Communication and self-knowledge are two big problems which have long troubled the minds of mankind. Back in the 17th century, the English philosopher John Locke considered the child as a blank slate (“Tabula rasa”), on which the environment and society, represented by their representatives, write what they need. If parents and the environment have the right influence on the child, he learns positive forms of behavior and becomes a good member of society. Mental development, based on this, consists in the accumulation of socially acceptable forms of behavior and the development of useful habits and skills.

Another direction is based on the views of the 18th century French philosopher Jean-Jacques Rousseau, who already saw in a newborn child a human personality with innate abilities and positive inclinations. The main task of educators is not to disturb the natural maturation of these inclinations and not to change the innate nature of the child. Mental development is seen as the maturation of natural inclinations and their implementation. Few psychologists today hold these views. pure form. Usually, both the role of heredity and the role of the environment in the child's mental development are recognized, but either one or the other factor comes to the fore.

One of the first to develop the problem of the genesis of communication was the English psychologist John Bowlby. He talked about the importance of the relationship between the child and the mother. René Spitz in France and Anna Freud in Austria, close to him in their creative positions, also believed that the lack of communication with the mother endangers the life of the child, hinders his physical and mental development.

The lack of communication at an early age leaves a fatal seal on the subsequent fate of the individual, determining the formation of her aggressiveness, antisocial inclinations and spiritual emptiness. Proponents of the "imprinting" theory - Impressions also assign a primary role to the child's early experience in shaping his relationship to others. Its essence is is involved in the transfer of the "imprinting" mechanism (described for the first time by K. Lorenze m based on observations of chicks) without proper reason and on behavior baby. According to the "imprinting" hypothesis , in young children, the features characteristic of an adult are imprinted, caring for them, his appearance, voice, clothes, smell. They make up the image that causes affection in the child. by analogy with the image of the mother or another adult who replaces her.

In the 50s. US scientists in the framework of the theory of "social learning" have carried out a lot of work aimed at analyzing the child's contacts with adults and other children on different stages childhood. The communication of a child with his mother and with peers was interpreted in their works as a kind of phenomena that obey the “stimulus-reaction” law.

In the early 60s. a broad study of the genesis of communication unfolded in the USSR. N. M. Shchelovanov, his colleagues and students: N. M. Askarina [Education of children ..., 1955], M. Yu. Kistyakovskaya, R. V. Tonkova-Yampolskaya [Social adaptation ..., 1980] studied the interaction of children with surrounding adults . In Soviet child psychology, an approach to development is being implemented as the transformation of gradually accumulating quantitative changes into fundamental qualitative ones, based on the principles of dialectical materialism [D. B. Elkonin, 1960; A. V. Zaporozhets, D. B. Elkonin - in the book: Psychology of children ..., 1964; Psychology of personality ..., 1965; A. N. Leontiev, 1972].

A huge contribution to the study of the formation of children's communication was made by the domestic psychologist M. I. Lisina and her students. Maya Ivanovna Lisina introduced a new subject into Russian psychology - communication between a child and an adult - and developed its concept, in which communication is considered as a special type of activity (communicative activity), which has its own specific structural components: need, motives and means [M. I. Lisina The problem of ontogeny of communication. - M.: Pedagogy, 1986].

Only an adult for a small child is a carrier human culture and only he can pass it on to the child. This position is traditional and generally recognized in Russian psychology. The process of interiorization of external, material means, which become the internal means of the child, has been repeatedly studied by Russian psychologists on the basis of various mental processes - thinking, perception, memory, attention, etc. In all these studies, cultural experience was transmitted to the child in the process of communication and the child's relationship with an adult beyond the scope of these studies as something secondary and not directly related to the assimilation of cultural patterns.

Communication skills allow the child to solve various kinds of tasks that arise in communication: to overcome egocentrism (i.e., to understand the position and state of another person that does not coincide with his own), to recognize various communicative situations and the rules of action in them, to build their behavior adequately in a communicative situation and creative. In modern preschool education, the development of the communicative sphere occurs spontaneously, it is not the subject of special formation. At the same time, it is precisely the formation of well-defined forms of communication (“cooperative-competitive” with peers and “contextual” with adults) that is a necessary prerequisite for readiness for school (see the studies of E. E. Kravtsova).

The successful development of communication skills is part of social competence, which means that the child is also ready to face new social situations.

1.2 Development of forms of communication in ontogeny

The need for communication in a child appears early, at about 1 month, after the neonatal crisis (according to some sources, at 2 months). He begins to smile at his mother and rejoice violently at her appearance. The mother (or other close person caring for the child) must satisfy this new need as fully as possible. Directly - emotional communication with about for adults creates a joyful mood in the child and increases his activity, which becomes the necessary basis for the development of his movements, perception, thinking, speech.

At the transition de to infancy, the activity to maintain the usual conditions of life loses its leading status, although, of course, it does not disappear. A new leading activity is taking shape, the content of which is directly emotional communication between an adult and a child [M. I. Lisina and S. Yu. Meshcheryakova, 1986]. The functions of a child and an adult in this activity are the functions of communication partners. Accordingly, their functioning is also represented by similar manifestations: mutual smiles, vocalizations, etc. In the mental regulation of the functioning of the child, the motive of communication becomes dominant. Initially, it is a kind of motive for maintaining habitual living conditions: the communicating adult acts as one of the elements of the situation of satisfaction of needs. Over time, the motive of communication acquires independence.

The motive for maintaining habitual conditions was not concretized in any external objects and existed only in the form of certain subjective states. In contrast, the motive of communication has an external address and is expressed in various manifestations directly directed at the adult: smiling, laughing, crying, etc. When communicating, the child looks at the adult all the time. An adult becomes that external object in which the motive is concretized, that is, the goal of individual acts of communication. This determines the central psychological neoplasms of the infantile period. These include an objective image and emotions of a new type: determined not only by a motive, but also by a goal (positive - if it is present in the field of vision, negative - if it is absent). In the future, along with the face of an adult, the child begins to highlight other objects - in particular, toys. Manipulations with them become a means of communication with adults. The child begins to use other means of communication: babbling, gestures. Thus, communication loses its direct character and turns into a "business" one.

During the transition to an early age (continuing throughout the 2nd-3rd years of life), manipulations with objects are isolated from the activity of communication (just as it had previously been isolated from the activity that preceded it). As a result, a new leading activity is formed - the subject. Its content is the development of subject and speech actions. The joint nature of this activity often falls out of the field of view of researchers, however, D. B. Elkonin [Children's psychology ..., 1960] rightly emphasized the decisive importance of an adult, who performs the function of a model for constructing an objective action. The child's function is the performer's function. Its functioning (the direct execution of actions) can proceed to a large extent autonomously from the adult, which gives rise to the illusion of the individuality of objective activity.

During the transition to the preschool age, under the influence of patterns set by adults, the individual objective actions of the child begin to be integrated into more complex systems. The content of the leading activity is modeling the holistic behavior of adults, the holistic situation. It is reflected both in the plot-role-playing game, and in children's drawing, designing, etc. [L.A. Venger, 1979]. The function of an adult, as at an early age, is to set patterns, but now these are patterns not of individual actions, but of holistic behavior in which they are included in the system of human relations with the world and, above all, with other people. The child's function consists in the indirect (symbolic) imitation of these samples (in contrast to the early age, in which the performance directly imitates the sample).

During the crisis of the third year of life, the desire to reproduce the behavior of adults is very generalized [K. N. Polivanova. Psychology of age crises - M., 2000]. The child tries to become completely like adults. However, many forms of their behavior are inaccessible or forbidden to him. A collision with these prohibitions gives rise to the negative manifestations of the crisis of the third year - just as an earlier similar collision, which took place at the level of individual actions, became a source of negative manifestations of the crisis of one year.

The functioning of a preschooler is much more complex and structural than at an early age. Only now does it really become "non-additive", that is, it ceases to be reduced to a set of individual actions. They are combined into a more general structure of the preschooler's holistic behavior. This determines the main psychological neoplasms of preschool age. The child begins to focus on the relationship between a particular action and overall structure behavior in which it is included, that is, it is aware of the meaning of both its action and the situation in which it is performed. As a result, he becomes able to form his own intention. Awareness of the meaning of actions is inextricably linked with the emergence of the primary image of the "I", that is, with the awareness of oneself as a subject with the same qualities as the surrounding adults [L. S. Vygotsky, 1996].

The need for communication consists in the desire for knowledge and evaluation of other people, and through them and with their help - to self-knowledge and self-esteem. Specific motives that encourage communicative activity are those qualities of the person himself and other people, for the sake of which a person enters into communication. Among these qualities are business, cognitive and personal. The means of communication are those operations with the help of which communicative activity is carried out. These means can be expressive-mimic, object-effective and speech.

At different stages of a child's development, these parameters form stable combinations, which are qualitatively unique forms of communication. M. I. Lisina represented the development of communication with adults from birth to seven years as a change in several forms of communication.

The forms of communication are:

1) The time of occurrence of this form;

2) The main content of the need for communication, satisfied by children in the course of this form of communication;

3) The main motives that encourage the child at this stage to communicate with adults;

4) The main means of communication, with the help of which, within the limits of this form, communication between the child and the adult is carried out.

The subject of communication activity is another person - a communication partner. M. I. Lisina formulated the position that communication is a "through" mechanism for changing the child's activity. Adults are always for the child not only the bearer of means and models of action, but also living, unique personalities embodying their individual motives and meanings. For the child, they are a kind of personification of those integral and motivational levels that they do not yet possess. A child can rise to these levels only together with them - through communication, joint activities and common experiences. Motivation, like any other higher mental function, reveals itself twice: first as a form of interaction and cooperation between people (that is, as an interpsychic category), and then as the subject’s own, internal property (as an intrapsychic category).

As a result of the research, four main forms of communication were identified that are characteristic of children of a certain age [A. V. Zaporozhets, M. I. Lisina - in the book: The development of communication among preschoolers, 1974].

Name forms of communication	Time appearance		Communication motives	Means of communication
Situational-personal	1 - 6 months	Attention and friendliness of an adult	Personal	Expressive-mimic
Situational business	6 months - 3 years	Cooperation with adults		Subject-effective
Extra-situational-cognitive		adult respect	cognitive
Extra-situational-personal		Adult empathy and understanding	Personal

Situational-personal form of communication arises in ontogeny first and has the shortest time of existence in an independent form - until the end of the first six months of life. The most essential feature of situational-personal communication is the satisfaction of the child's need for kind attention adult. The attention of an adult is especially important for a baby. And this is understandable, since the presence of a loved one near the child and focus on the baby, in essence, guarantee the latter safety and the flow of affectionate, loving influences that children have already managed to isolate from all other manifestations of an adult and appreciate as extremely important actions.

Situational-business form of communication appears in the ontogeny of the second. But it is very different from the first genetic form of communication. To begin with, it no longer occupies the place of the leading activity - the object-manipulative activity of children is now moving forward in this place. Communication with adults is woven into the new leading activity, helping her and serving her. The main reasons for contacts between children and adults are now connected with their common cause - practical cooperation, and therefore, the central place among all motives for communication is put forward business motive. The child is unusually interested in what and how an adult does with things, and the elders are now revealed to children from this side - as amazing craftsmen and artisans who are able to create true miracles with objects.

Extra-situational-cognitive form of communication.

In the first half of preschool childhood, the child can observe the following, third form of communicative activity. Like the second, it is mediated, but not woven into practical cooperation with adults, but into joint cognitive activity - one might say, into "theoretical" cooperation. Object manipulations of young children were also largely aimed at revealing the properties of objects; practical "trial and error" of the child serve as the basis on which then his orienting and perceptive actions are formed [A. V. Zaporozhets, 1960; N. N. Poddyakov, 1977]. But the primitiveness of early manipulations and elementary forms of cooperation with adults allow children to establish only the most superficial, unimportant properties of things. However, the development of curiosity and the constant improvement of ways to satisfy it (perception, visual-effective, and later visual-figurative thinking on the basis of mastering speech) force the child to pose ever more complex questions. It is shown that a preschooler is trying to understand nothing less than the origin and structure of the world, relationships in nature, the secret essence of things. Children of the “why” bring down an avalanche of questions on the elders. Therefore, it is natural that the leader in the third form of communication is cognitive motive.

By the end of preschool age, children have the fourth and highest form of communication with adults for preschoolers - extra-situational-personal. As can be seen from its name (personal), it is similar to the first genetic form of communication and marks that the development process has thus completed the first round and, describing the spiral, has moved on to the second round. The difference between the first and fourth genetic forms is that one of them is situational, and the other is extra-situational. But the difference in the degree of situationality actually turns into the greatest differences in the possibility of contacts, their nature and influence on the general mental development children. The situationality of primitive personal communication in an infant determined the amorphous perception of an adult and himself, a peculiar limitation in the analysis of the influences of the people around him and the ability to express his attitude towards them only directly-emotionally. Personal motive communication - leading in the fourth form of communicative activity - has a completely different character than in the first. An adult appears before children in the fullest of his talents, characteristic features and life experience. Now, for a preschooler, he is not just an individual or an abstract personality, but a concrete historical and social person, a member of society, a citizen of his country and his time. The child reflects not only the side in which the adult treats him, feeds, teaches him, - the adult receives in the eyes of the child his own, independent existence.

An adult for a child is the highest authority, whose instructions, demands, comments are accepted in a businesslike manner, without offense, without whims and refusal of difficult tasks. This form of communication is important in preparing for school, and if it has not developed by the age of 6-7, the child will not be psychologically ready for schooling. The system of relations with other people, which is characteristic of a particular period of ontogenesis, L. S. Vygotsky called social situation of development. The social situation of development is the most important characteristic of the period.

According to A. V. Petrovsky [Learning to communicate with a child … , 1993] socially th situation of development, or more broadly - social environment can be stable or changing, which means relative stability and change in the social community in which swarm is a child, man. The entry of the child as a social being into the life of this community involves passing through three phases: adaptation to the norms operating in this community, forms of interaction, activity; individualization how to meet the individual's need for maximum personalization and inte G walkie-talkie individuals in this community. If individualization is characterized by the search for means and ways to designate one's individuality in order to remove the contradiction between this desire and the result of adaptation (became the same as everyone else in the community), then integration is determined by the contradictions between the desire of the subject that developed in the previous phase to be ideally represented by his own characteristics. and significant for him differences in community and the need of the community to accept, approve and cultivate only those individual features that they demonstrate that appeal to it, correspond to its values, and contribute to the success of joint activities.

Joint activity, carried out within the framework of the leading activity, given by a specific social situation of development in which his (child's) life takes place, is one of the main conditions for the development of an individual in any social situation. The position occupied by a child in a given society is determined, on the one hand, by existing ideas about what a child should be at each age stage, and on the other hand, by the level of development achieved by the child, his individual capabilities to satisfy social requirements for a particular stage of age development. .

At present, there is a tendency in our society to change the requirements for the child, to strengthen his independence and, at the same time, to realize the special rights of the child. The social situation of development can vary greatly in children of the same age due to social stratification in society.

1.3 Features of the development of communicative abilities of preschoolers

The ability to communicate or communicate needs to be developed from an early age. Communication skills include:

Desire to make contact;

Ability to organize communication;

Knowledge of communication rules and regulations.

Development of children's communication skills - change of qualitatively peculiar integral formations representing a certain genetic level of communicative activity and called forms of communication [M. I. Lisina ; Development principles… , 1978 ] .

There are two forms of extra-situational communication - cognitive and personal. In the normal course of development, extra-situational-cognitive communication develops around the age of four or five. 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 patterns of animate and inanimate nature. Children of this age are interested in yo: why squirrels run away from people, where butterflies hibernate, what paper is made of, etc. Only an adult can answer all these questions. An adult becomes for preschoolers the main source of new knowledge about events, objects and phenomena occurring around. 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 particular situation;

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

3) the need for respect for an adult, which is expressed in resentment at comments and negative assessments.

Over time, the attention of preschoolers is increasingly attracted by events taking place among the people around them. Human relations, norms of behavior, 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 good and who is evil, what is good , and what is bad - These and other similar questions are already worrying older preschoolers. And the answers are here again can only be given by an adult.

At the age of six or seven, the rules of conduct, human relations, qualities, actions are already of interest to the children themselves. It is important for them to understand the requirements of adults, to establish themselves in their rightness. Therefore, in older preschool age, children prefer ra talk to about adults not on cognitive topics, but on personal ones relating to people's lives. This is how the most complex and highest in preschool age arises. e - extra-situational-personal form of communication.

An 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) and it is important that his attitude to certain events coincide with the attitude of an adult. The commonality of views and assessments is for the child an indicator of their correctness. It is very important for a child at an older preschool age to be good, to do everything right: to behave correctly, to correctly evaluate the actions and qualities of their peers, to but build your relationship with about adults and peers.

The development of communicative abilities of preschoolers is facilitated by the work of a teacher, taking into account psychological and pedagogical conditions, such as :

activation and stimulation by the teacher of the process of communication of older preschoolers with the help of special interrelated forms of organization of the educational process;

Analysis of the reasons causing difficulties in communication (lack of communication with others, lack of full-fledged, age-appropriate activity and speech development);

Introduction to the educational process of integrated classes the use of gaming methods for the development of communication skills (since the game is a leading activity in preschool age);

-

Methods for developing children's communication skills can be th - as a specially organized activity of the teacher - classes, exercises, training sessions, and free play activities of children, but under the supervision and guidance of the teacher.

Of paramount importance in the emergence and development of communication in children are the influences of an adult, whose anticipatory initiative constantly "pulls" the child's activity to a new, higher level according to the mechanism of the "zone of the nearest development” [L. C. You gothic, 1996 ]. The practice of interaction with children organized by adults contributes to the enrichment and transformation of their social needs. Without the constant support of an adult, especially in the first months and years of life, the development of communication with others slows down or even stops. But the active intervention of an adult is capable of relatively short term cause favorable shifts in the communication of children even of older preschool age, correct defects and deviations in their communicative activity ness.

Thus, at preschool age, the child develops the need for a trusting relationship with an adult and the ability to feel his emotional state (joyful, enthusiastic, sad, calm, angry, etc.), understand the cause of mood changes, develop communication skills.

2. Experimental study of the conditions for the development of communicative abilities of preschoolers

2.1 Organization and conduct of ascertaining research

• The aim of the experimental study was study of the psychological and pedagogical conditions for the development of the communicative abilities of a preschooler.

Hypothesis: To the communicative abilities of a preschooler will develop more successfully if you create appropriate PS for their development ichologo-pedagogical conditions:

Activation and stimulation by the teacher of the process of communication of older preschoolers with the help of special interrelated forms of organization of the educational process;

Analysis of the reasons causing difficulties in communication (lack of communication with others, lack of full-fledged, age-appropriate activity and speech development);

Introduction to the educational process of integrated classes , as complex means aimed at: overcoming the difficulties of communication; the use of gaming methods for the development of communication skills (since the game is a leading activity in preschool age);

- taking into account age and individual characteristics development of preschoolers.

And after The training took place on the basis of MDOU No. 266 , city ​​of Izhevsk , Udmurt republic . AT study involved 1 0 children up to school age (5-6 years).

Methods of ascertaining experiment:

1. Methodology "Identification of the ability to communicate" (E.N. Proshitskaya) (see Appendix 1);

2. "Studying communication skills" a methodology developed on the basis of the methodology proposed in the manual "Workshop on Child Psychology", ed. G.A. Uruntaeva, Yu.A. Afonkina (see Appendix 1).

3. Observation of children in games and joint activities and an initial introductory conversation with parents and a teacher of the study group (see Appendix 1).

Thus, the goal, hypothesis and methods of experimental research were determined. The results of the ascertaining experiment are presented below.

2.2 Conducting a stating experiment and analyzing the results

First step The study was a survey, a conversation with parents and a teacher who spent the maximum amount of time with children during classes. The results of the survey - conversations with parents and with a teacher are reflected in table No. 1.

Table #1

The results of a conversation-survey of parents and a teacher on the subject of sociability of preschool children

		Parents' opinion	Teacher's opinion
		Number of points	Sociability level	Number of points	Sociability level

This table shows that in the experimental group, according to a survey of parents and a teacher of 10 people, none of the children showed a high level of sociability. All parents, to one degree or another, note the difficulties and difficulties of children's communication with peers, the reason for which is associated with the peculiarities of family education, the development of intelligence, psychophysical development, and, as a result, with possible difficulties in adapting to a new team, to new conditions and type of activity. The teacher did not note a high level of communication in any of the examined children.

A low level of sociability (1 point) was noted in 6 children - 60% (according to parents), which determines the fact that the child is unsociable, conflicted, has almost no friends. He tries to create problem situations and does not try to solve them. He does not want to make contact either with peers or with adults and in 7 children - 70% (according to the teacher).

The rest of the children have an average level of sociability (2 points) according to both the parents and the teacher, which indicates that the child, according to adults, is sociable by necessity, tries not to enter into lengthy dialogues when communicating, solves the necessary questions and stops communication. As a rule, peers consider children from this group to be uncommunicative and reluctant to enter into negotiations. There are also no problems in communication with adults, but communication itself does not occur so often.

Second stage ascertaining study was the diagnosis of methodology"Learning Communication Skills"(see Appendix 1), developed on the basis of the methodology proposed in the manual "Workshop on Child Psychology", ed. G. A. Uruntaeva, Yu. A. Afonkina. As a result of the survey according to this method, the results shown in Table No. 2 were obtained.

Table number 2

The results of the methodology "Study of communication skills" (stating experiment)

		Methodology "Studying communication skills"
		level number	Levelformation of communication skills

It can be seen that in the experimental group of children there is an extremely low level development of communication skills. In the study group, only 3 children (30%) have an average level of development of communication skills, which indicates that children experience little difficulty in making a general decision, which may be due either to passive participation and little interest, or to unwillingness and inability to accept the partner's intention. In the process of the contract, one can observe such means as persuasion and persuasion. Mutual control is situational. The means of activity are used with some difficulty, which is manifested in a dispute with a partner because of the unwillingness to share pencils and wait in line. The emotional atmosphere is generally positive, but there are some negative reactions to the partner's actions.

The remaining 7 children (70%) have low rates - the children do not come to a mutual agreement. Performing work, they cannot coordinate their actions with the actions of a partner. There is no mutual control and mutual assistance. Indifference is noted, both to the activity itself and to its result, negative reactions to the partner, in the process of making a common decision and using the means of activity.

In the next step, the experimental group was tested on methodology "Identification of the ability to communicate "(E. N. Proshitskaya; see Appendix 1), where the ability of the children participating in the experiment to communicate (communicative abilities) was determined. Table 3 presents the results of this survey.

Table #3

The results of the "Methodology for identifying the ability to communicate" (E. N. Proshitskaya)

		Number of points	Level development of communication

As a result, according to the data obtained during the survey according to the method for identifying the level of development of communication according to the method of E. N. Proshitskaya, it was noted that in the experimental group, again, none of the subjects had a high level of communication ability, in 3 children ( 30%) in the experimental group - average results, which indicates some difficulties in communication, shyness and a certain isolation of the child, fear of being the first to start a conversation, 7 children (70%) of the experimental group have a low level of development of communication skills, which indicates that that these children are extremely closed, unsociable and do not seek to communicate.

The last step in the diagnosis was observationfor children in the process of free play activities. The level of formation of communicative skills was assessed on a 10-point scale.

In the course of observing the children's play, the results presented in Table No. 4 were obtained (see the protocol of observation in Appendix 1).

Table No. 4

The results of observing children in the process of playing activities

		Number of points	Leveldevelopment of communication

During the observation of children, it was found that in the experimental group of 10 people, only 3 children have an average level of communication skills, which indicates that the child is sociable by necessity, tries not to engage in long dialogues when communicating, decides necessary questions and terminate the conversation. As a rule, peers consider children from this group to be uncommunicative and reluctant to enter into negotiations with them. There are also no problems in communication with adults, but communication itself does not occur so often, the remaining 7 children have a low level of sociability, which indicates insufficient sociability of the child, conflict, the preschooler of this subgroup has almost no friends. He tries to create problem situations and does not try to solve them. Does not want to make contact with either peers or adults. High indicators that determine a good level of formation of the child’s communication skills and indicate that a preschooler has many friends, conflicts and disputes with them rarely arise, and if they arise, they are resolved peacefully, there are practically no difficulties in communication with adults - it was not revealed .

Conclusion: Analyzing the data obtained during the entire experimental study, it was found that children from preschool age have insufficiently developed communicative skills, abilities, communication skills - children do not know how and do not always want to communicate with adults and peers. It was determined that in the study group only 30% of children have an average level of development of communication skills and abilities, the rest of the children have low indicators. The results obtained determined the need to select recommendations, a system of classes, games and exercises aimed at developing the communicative abilities, skills and abilities of preschool children, taking into account the psychological and pedagogical conditions for the development of communicative abilities.

Based on the results of the ascertaining study, it can be noted that the development communication skills in children of senior preschool age should be more effective, if you create ps appropriate for their development ichologo-pedagogical conditions:

Activation and stimulation by the teacher of the process of communication of older preschoolers with the help of special relationships these forms of organization educational process;

Analysis of the reasons causing difficulties in communication (lack of communication with others, lack of full-fledged, age-appropriate activity and speech development);

Introduction to the educational process of integrated classes , as complex means aimed at: overcoming the difficulties of communication; the use of gaming methods for the development of communication skills (since the game is a leading activity in preschool age);

...

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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 impact on each other of the participants in joint activities is carried out.

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 occur 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 necessary that children take into account the right of each child to participate in a joint game, be able to ask their peers in a friendly and benevolent manner to play together, to respond affably to a friend's request to take him to 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 activities 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 the status position, and 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 the preschool institution are two important institutions for the socialization of children, and communication is one of the main tasks in a person's social life. 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 consequently: insufficient development of communication skills and opportunities 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 educational program of preschool education (Order of the Ministry of Education and Science Russian Federation No. 655 of November 23, 2009) - "FGT" section "development of speech" 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 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 development 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 formation of communicative abilities of children of senior preschool age in kindergarten would be more efficient 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 are always slightly superior to 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 should be united in the mind of the child. Play activity. Play is one of the leading means of education and the 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 - play. 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. At the senior 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 are of particular importance in terms of mastering language 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. Vocabulary, grammatical structure of speech, sound pronunciation, coherent speech skills, melodic-intonational side of speech, tempo are activated and improved. 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 collisions 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 the teacher and the 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 one can find a complete list of human problems and figurative 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 purpose of speech development in kindergarten is to help the child master his 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 the 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 for 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 communication skills of a peer.

Children are invited to compete for the best clown, best friend, king (queen) of courtesy, animal advocate. 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 time 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 for another “sculptor” to add their 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 depict.

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;