Features of the development of children's communication abilities. Formation of communication skills in preschool children. Methodology “Study of communication skills”

In modern society, children increasingly interact with tablets and phones rather than with real people.

For parents, it is easier to sit down a child to watch a cartoon than to create conditions in which a preschooler can communicate with peers.

This leads to difficulties in preschool children mastering communication skills.

The beginning of the formation of abilities in preschool children

This often happens - the younger the baby, the more open and sociable he is. Two-year-old children easily make contact, make acquaintances, and exchange toys. After a couple of years, under the influence of the example of adults and their busyness, the desire to establish contacts in communication disappears. As a result, there is a need to deliberately teach preschoolers to communicate effectively.

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

Among these skills are:

• the ability to put oneself in another person’s place, to empathize;
• ability and desire to care for others;
• the ability to contain or adequately express emotions;
• the ability to understand and accept the opinion of another person.

Undoubtedly, the beginning of the formation of these skills laid by parents and close relatives. Then nurseries and kindergartens are involved in this process.

Social and communicative education of preschool children: goals and objectives

Social communicative development of preschool children is one of the most important areas in the education of preschoolers.

These are the skills and abilities that will be useful to kindergarten students when they become adults.

IMPORTANT! The goal of this direction is the socialization of preschool children, introducing them to universal human values, social norms, traditions of the family and the state.

As part of this goal, there are next tasks:

1. In the process of education, create conditions in which preschoolers can accept and master the values ​​and norms of society.
2. Develop children's ability to empathize, communicate kindly and interact with peers and adults.
3. Help children become independent, purposeful, and learn to independently regulate their own activities.
4. To form in them respect for their own family, the team in which they are located, as well as a positive attitude towards work and creativity.
5. Teach children to behave safely at home, in society, and in nature. Prepare them to interact with peers.

Models of raising a child in a family

The family is the first group in which a little person finds himself.

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

Correct behavior of parents in the family helps the child to quickly join the team and more easily find contact with other children and adults.

ATTENTION! Psychologists identify the following patterns of behavior in the family that negatively affect the socialization of preschoolers.

These include:

1. "Pride of the Family"- in this case, the child grows up spoiled, capricious and selfish.
2. "Mom's or Dad's Favorite"- such a child gets used to competing with others in everything and seeking attention.
3. "Obedient Smart Girl"- these children are so indoctrinated with the rules of decency that their personal interests are often neglected. As a result, children who escape from care can commit truly antisocial acts.
4. "Poor Cinderella" grows up thinking of himself as an ugly duckling who must serve others. Such children have a huge inferiority complex, feelings of envy, and dependence.
5. "Crystal Vase"- children who are protected from the slightest breath of wind. They grow up dependent and lacking initiative.
6. "Walking Problem"- These are extremely active children who cause problems for their parents. Most often this is due to the fact that no one is involved in their upbringing.
7. "The culprit of all troubles"— adults unload their bad mood onto such a child, blaming him for all misfortunes. Under these conditions, the baby grows up frightened and lonely.

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

Games for preschool children 5-6 years old

Preschool children spend most of their time playing.

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

They can be divided into the following types:

Liberating

They allow you to cope with tightness.

• "Ocean is shaking". The presenter recites a poem: “The sea worries once, the sea worries two, the sea worries three, the sea figure freezes.” While the words are being heard, the children move freely around the playground. At the last word, the participants in the game freeze in bizarre poses. The presenter tries to make the players laugh and force them to move.
• "The Dragon": players stand in a line and take each other by the shoulders - become a dragon. The “head” must catch up with the “tail” and touch it. When the “head” catches the “tail”, it takes its place. They play until all participants have played the role of “tail” and “head”.

Verbal Interaction Games

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

Games for non-verbal interaction

• "Crocodile". The presenter thinks of a word to one of the participants, and he must show it to the others using facial expressions and gestures, without using sounds or words.

Interaction games

• "Siamese twins". The children are divided into pairs and have one hand tied together. With their free hands they must draw a specific object.

Emotion recognition games

• Participants show emotions through facial expressions or drawings. "Good Animal": The presenter quietly and mysteriously says: “Stand in a circle and hold hands. We are one huge, kind animal. Listen to how it breathes! Now let's breathe together! Inhale - step forward, Exhale - step back. Now, as you inhale, take two steps forward, and as you exhale, take two steps back. So not only does the animal breathe, its huge, kind heart beats just as smoothly and clearly. Knocking is a step forward, knocking is a step back. Let’s take the breath and heartbeat of this animal for ourselves.”

Role-playing games

• Players learn to follow the rules and negotiate.

We can conclude that it is important to develop communication skills in preschoolers. This is the task of both the family and the kindergarten. The development of communication abilities occurs through play and interaction with peers.

Kermen Mandzhieva
Communication skills in preschool children

Research Article

« Communication skills in children

preschool age»

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

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

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

IN preschool age four forms of communication between a child and a child sequentially replace each other adults:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational-personal.

Kindergarten group - the first social association children, in which they occupy different positions. At school age Various relationships are manifested - friendly and conflicting; children who experience difficulties in communication are identified here. WITH age-related attitude of preschoolers attitude towards their peers changes, they are assessed not only by their business qualities, but also by their personal, and above all moral, qualities. This is due to the development of ideas children about moral standards, deepening and understanding the content of moral qualities. The child’s relationship with children is also largely determined by the nature of communication preschooler with the kindergarten teacher and the adults around him. The teacher’s style of communication with children, his values ​​are reflected in the relationship children among themselves, in the psychological microclimate of the group. Thus, the success of the evolution of his relationships with peers has an important impact on the development of the child. As a result, there is a unified system of formation communicative function of the child, the development of his personality. It is known that communication is carried out using various communication means. An important role in this is played by the ability to outwardly express one’s inner emotions and correctly understand the emotional state of the interlocutor. In addition, only in relationships with peers and adults is it possible to prevent various deviations in the development of a child’s personality. This involves taking into account the child’s characteristic forms of behavior in various situations, knowledge of the difficulties that arise in interpersonal communication.

It is possible to reveal contradictions in the development of communication and prevent various difficulties in the formation of a child’s personality by timely identifying and taking into account the characteristics of his relationships with peers and adults. That's why at the beginning of the school year I conduct a survey communicative spheres for each child according to the following parameters: formation of self-esteem, moral ideas, characteristics of the child’s relationship to himself and others, emotional-volitional relationships, behavior in conflict situations, personal behavior. The results of the examination serve as the basis for a conclusion about the child’s personal state and development communication skills. Survey communication sphere of children takes place at the beginning of the school year (October) and at the end of the school year (May). The data obtained during the initial survey allows us to identify areas for correctional work in this aspect for the year. Individual work is a necessary moment of development communication skills in children, in this regard, based on the results of research for the year, the table “Directions of individual work on development communication abilities in preschoolers", serving as the basis for the selection of educational tasks of pedagogical work. Final examination communicative sphere allows you to trace the dynamics of development skills communication for each child, as well as draw conclusions about the effectiveness of educational work carried out during the school year in this area.

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

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

Cultivating interest in the people around you, developing a sense of understanding and empathy;

Development skills communication in various life situations;

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

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

Output from children character traits, which are the basis for the development of positive partnership qualities;

Development of creative abilities and the formation of ways of expressing them in the process communicative activities;

Development of activity, independence, organizational skills;

Correction of negative character traits and behavior.

Play is the main activity of a child; it has a multifaceted impact on his mental development. In the game, children master new skills and abilities, knowledge and abilities. The game teaches you the rules of human communication. Outside of play, the full moral and volitional development of a child cannot be achieved; outside of play, there is no personal development.

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

Observations;

Examination of drawings and photographs;

Free and thematic drawing;

Exercises of an imitative-executive nature;

Improvisation;

Modeling and analysis of given situations;

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

-creative games: role-playing games, dramatization games, director's games;

Writing stories;

Discussions;

Mini-competitions;

In educational work on development communication skills a variety of didactic, active, role-playing, board games and exercises and materials are used, For example:

Pictograms

Pantomimic figures

"Snowflakes"

"Blots"

"Create the mood"

"Guess the Mood"

"Good bad"

“I love it - I don’t love it”

"Merry Mix"

"Flower - seven-flowered"

"Tree of Joy and Sorrow"

"Teases"

"Home photo album"

Emotion Cube

Doll "Bobo"

"Bring the Pebbles to Life"

“Tell a story using circles”

Games – dramatization using mask theater, tabletop and puppet theater

Playing out conflict situations and modeling ways out of them.

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

Communication games for middle-aged children Objectives: to develop the ability to observe basic norms and rules of behavior with adults and peers, to regulate one’s behavior, to form.

Self-education plan for a teacher-psychologist “Communicative games as a means of development of preschool children” Self-education plan for a teacher-psychologist

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

But first, some valuable advice: In the fight for communication skills, it is important to know when to stop. You cannot put children in an awkward position, force them to carry out your instructions, or forcefully introduce them to children. Demonstrate patience and sensitivity - only then will the child take the initiative. Be sure to repeat with him the rules of behavior with strangers on the street.

Rules for effective children's communication

1. Expand your baby's social circle already in the second year of life. It used to be enough for him to interact with relatives at home. But two-year-old children are extremely lacking in such limited space to expand their horizons and the need for socialization.
2. When meeting someone, learn to identify yourself and ask the name of your interlocutor. After several repetitions, this will become a habit for your offspring. Encourage every attempt to get closer to peers on the playground.
3. While walking, invite him to ask how a boy or girl he knows is doing. This can be done not only directly, but also through your friend’s parents. A few phrases - and the next day little friends will not just greet and say “goodbye”, but will make their first attempts to establish a dialogue.
4. Find out what your preschooler would like to buy in the store and ask the saleswoman to voice their choice. If he still cannot overcome shyness and uncertainty, do not accuse him of cowardice. When left alone, clarify: “Did you want chocolate? With nuts? What purchase will we make tomorrow? Can you help me choose? What do we ask the aunt behind the counter?” Do the same in other public places: in a cafe, zoo, museum and theater.
5. In a children's group, acute moments and stormy showdowns occur literally at every step. You shouldn’t immediately rush to separate the disputants into different corners of the sandbox; give them time to overcome the misunderstanding themselves. Of course, if the situation has not escalated to the limit. Also teach your child not to aggravate the conflict over trifles, and, at the same time, to behave with dignity.
6. A three-year-old toddler can (and should) still make comments in the yard, but with a schoolchild you should only have a one-on-one conversation. The same applies to new friends: a preschooler can be recommended to get to know someone, but older children should choose their own company.
7. Don’t forget to talk about etiquette and its correct application. Children should have a clear understanding of how to communicate with an adult or peer. For example, it is enough for a friend to say “Hello” and “Bye”, but for a teacher or doctor more respectful phrases are suitable - “Hello”, “All the best”.

Let's Play!

Communication skills are developed, among other things, through gaming activities. Not every entertainment promotes sociability, so we will list the most necessary ones.

• Role-playing games

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

Note to moms!

Hello girls) I didn’t think that the problem of stretch marks would affect me too, and I’ll also write about it))) But there’s nowhere to go, so I’m writing here: How did I get rid of stretch marks after childbirth? I will be very glad if my method helps you too...

• Dramatizations

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

• Games with rules

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

• Facial expressions and gestures

Before you start having fun, tell them that you can communicate not only with words, but also with movements (waving your hand) and facial expressions (smiling). Draw a clumsy bear, and the fidget will guess, then switch places. Older children love to play “Associations”, when the driver plays out some situation or definition through gestures and antics.

Meticulous readers will wonder whether it is generally necessary to develop these same communication skills? Let's say a child has a certain personality type that does not imply a desire to interact with a large number of people.

We agree that there is no point in “breaking” your child, but helping to build relationships with the outside world is simply necessary. There are so many interesting, useful, and unusual things nearby that it is sometimes very difficult to live without communication skills. Therefore, the task of parents is to teach the little person to obtain this information in a variety of ways, which means that children need to be taught to communicate!

READ ALSO: Review of popular methods of early child development with video consultations and films -

VIDEO: How to help your child develop communication skills?

The problem of developing peer communication in preschool age is a relatively young, but intensively developing area of ​​developmental psychology. Its founder, like many other problems of genetic psychology, was J. Piaget. It was he who back in the 30s. attracted the attention of child psychologists to peers as an important factor and necessary in the conditional social and psychological development of a child, contributing to the destruction of egocentrism. At preschool age, the child’s world is no longer limited to the family. Significant people for him now are not only his mother, father or grandmother, but also other children and peers. And as the child grows up, contacts and conflicts with peers will become more and more important for him. In almost every kindergarten group, a sometimes complex and dramatic scenario of children’s interpersonal relationships unfolds. Preschoolers make friends, quarrel, make peace, communicate, get jealous, help each other, and sometimes do small dirty tricks. All these relationships are acutely experienced by the child and are colored by a wide variety of emotions. Parents and educators are sometimes unaware of the rich range of feelings and relationships that their children experience, and, naturally, do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the first experience of relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines a person’s attitude towards himself, towards others, towards the world as a whole, and it is not always positive. Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. Identifying communication problems in a timely manner and helping the child overcome them is the most important task of teachers, psychologists and parents. The development of communication skills in preschoolers is the development of the ability to communicate effectively and successfully interact with the environment. It is based on several personality traits of a preschooler: the desire to interact, the ability to hear and empathize with the interlocutor, resolve complex issues of interaction, and master the rules of effective communication. Teach preschool children to communicate only in close interaction with each other, actively including them in cognitive or play activities.

Download:

Preview:

Communication games

From 3 to 5 years

Tiger Hunt

Goal: development of communication skills.

Age: 4-5 years.

Number of players: at least 4 people.

Necessary equipment: small toy (tiger).

Description of the game: children stand in a circle, the driver turns to the wall, counts loudly to 10. While the driver counts, the children pass the toy to each other. When the leader finishes counting, the child who has the toy covers the tiger with his palms and stretches his arms forward. The rest of the children do exactly the same. The driver must find the tiger. If he guessed right, then the one who had the toy becomes the driver.

You can train children in the ability to restrain emotions and not show them outwardly. This is quite difficult for preschool children.

Mirrors

Goal: development of observation and communication skills.

Age: 4-5 years.

Number of players: group of children.

Game description: the leader is selected. He stands in the center, the children surround him in a semicircle. The presenter can show any movements, the players must repeat them. If the child makes a mistake, he is eliminated. The winning child becomes the leader.

Comment: it is necessary to remind children that they are a “mirror” of the leader, that is, they must perform movements with the same hand (leg) as him.

PASS THE BALL

Target. Reduce excessive physical activity.

In a circle, sitting on chairs or standing, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw or pass the ball as quickly as possible, turning your back in a circle and putting your hands behind your back. You can make the exercise more difficult by asking children to play with their eyes closed or with several balls at the same time.

GAWMAN

Target. Develop voluntary attention, speed of reaction, develop the ability to control your body and follow instructions.

All players walk in a circle, holding hands. At the leader’s signal (the sound of a bell, a rattle, clapping hands, some word), they stop, clap their hands four times, turn and walk in the other direction. Anyone who fails to complete the task is eliminated from the game. The game can be played to music or a group song. In this case, children should clap their hands when they hear a certain (pre-agreed) word of the song.

Touch...

Goal: development of communication skills, ability to ask, removal of bodily pressures.

Age: 4-5 years.

Number of players: 6-8 people.

Necessary equipment: toys.

Description of the game: children stand in a circle and put toys in the center. The presenter says: “Touch... (eye, wheel, right leg, tail, etc.).” Those who have not found the required item drive.

Comment: There should be fewer toys than children. If children's communication skills are poorly developed, conflicts may develop in the initial stages of play. But in the future, with systematic conversations and discussion of problematic situations with moral content, including this and similar games, children will learn to share and find a common language.

Goal: development of interest in peers, auditory perception.

Age: 3-4 years.

Description of the game: one child stands with his back to everyone else, he is lost in the forest. One of the children shouts to him: “Ay!” - and the “lost” person must guess who called him.

Comment: the game indirectly stimulates children's interest in each other through the game rule. This game is good to use in the process of introducing children to each other. It is easier for a child with his back to everyone else to overcome communication barriers and overcome anxiety when meeting others.

WHO WAS BIT BY THE MOSQUITO?

Goal: to promote the development of mutual understanding between children.

Children sit in a circle. The leader walks along the outside of the circle, strokes the children’s backs, and quietly pinches one of them, unnoticed by the others - “bites him with a mosquito.” A child who has been “bitten by a mosquito” must tense his back and shoulders. The rest look at each other carefully and guess “who was bitten by the mosquito.”

TWO TOYS - LET'S SWAP PLACES

Goal: development of motor dexterity, attention, coordination of movements, cooperation.

Description of the game: children stand in a circle, and the leader simultaneously throws toys to two players, who must quickly change places.

Commentary: The game is played at a fairly fast pace to increase its intensity and difficulty. Moreover, it is still quite difficult for preschool children to perform actions of different directions (as in this game - catch a toy, see the one who got the second one and change places with him).

BLOOM UP, BUBBLE

Goal: developing a sense of cohesion, developing attention.

Description of the game: children stand in a circle very closely - this is a “deflated bubble”. Then they inflate it: they blow into fists placed one on top of the other, like a pipe. After each exhalation, they take a step back - the “bubble” increases, after taking a few breaths, everyone joins hands and walks in a circle, saying:

Blow up, bubble, swell big, Stay like that, but don’t burst!

It turns out to be a big circle. Then the teacher (or one of the children chosen by the leader) says: “Clap!” - the “bubble” bursts, everyone runs to the center (“the bubble” has deflated) or scatters around the room (the bubbles have scattered).

LISTEN TO THE TEAM

Target. Develop attention and voluntary behavior.

The music is calm, but not too slow. Children walk in a column one after another. Suddenly the music stops. Everyone stops, listens to the leader’s whispered command (for example: “Put your right hand on your neighbor’s shoulder”) and immediately carries it out. Then the music starts again and everyone continues walking. Commands are given only to perform calm movements. The game continues until the group is able to both listen well and complete the task.

The game will help the teacher change the rhythm of the actions of the naughty children, and the children will calm down and easily switch to another, calmer type of activity.

Affectionate name

Goal: to develop the ability to make contact and pay attention to peers.

Children stand in a circle, passing the baton (flower, “magic wand”) to each other. At the same time, they call each other by an affectionate name (for example, Tanyusha, Alyonushka, Dimulya, etc.) The teacher draws the children’s attention to the affectionate intonation.

Echo

Goal: to teach children to be open to working with others, to obey the general rhythm of movements.

Children respond to the sounds of the leader with a friendly echo. For example, when the teacher claps, group members respond with friendly clapping. The presenter can give other signals: a series of claps in a certain rhythm, tapping on the table, wall, knees, stamping, etc. The exercise can be performed in a subgroup (4-5 people) or with the entire group of children. When performed in small subgroups, one subgroup evaluates the coherence of the actions of the other.

Stand up and look at someone

Goal: nurturing the partner’s feelings (communication through gaze).

Progress: the presenter looks at one of the children. The child, catching his gaze, stands up. After this, they invite him to sit down.

Who came to visit us?

Purpose of the game: to teach children to switch their attention from themselves to others, take on a role and act in accordance with it.

Age: from 3 years

Progress of the game. At the beginning of the game, the presenter explains to the children that they will now welcome guests. The children's task is to guess who exactly came to visit them. From among the children, the presenter selects players, each of whom is given a specific task - to portray an animal. This can be done through gestures, facial expressions, and onomatopoeia. (The player portraying a dog can “wag his tail” - wave his hand behind him and bark, etc.). The players portraying animals come out to the children-spectators one by one. The audience must guess who exactly came to visit them, greet each guest warmly and seat him next to him.

boot

Goal: to develop composure and independence in children, to cultivate attention to others, and the ability to take them into account.

Age: 4 – 5 years

Progress of the game. At the beginning of the game, children line up at the starting line. The host offers to take a short trip. Children repeat the movements after him, while saying the words:

Our legs, our legs

We ran along the path. (children run towards the finish line)

And we ran through the forest,

We jumped over stumps. (children perform four jumps forward)

Jumping gallop! Jumping gallop!

Lost your shoe! (children squat down and, placing their palm to their forehead, look right and left, looking for the “lost boot”). After this the presenter says:

"We found boots!

Run home!” Children run to the starting line, the game repeats.

Check of knowledge.

Goal: to acquaint children with the habits of a pet, teach them to feel its needs, and empathize with it.

Age: 4-5 years.

Progress of the game. The presenter asks the child what the cat does if it is happy (purrs) and what if it is dissatisfied (arches its back, hisses). The presenter talks about the cat. The child’s task is to guess at what moments the cat will be happy (purr) and at what moments it will be angry (arch its back and hiss).

Once upon a time there lived a cat named Murka. She loved to wash herself with her tongue (children pretend to be a “good cat”) and drink milk from a saucer (“good cat”). One day, the cat Murka left the house to go for a walk. The day was sunny, and Murka wanted to lie on the grass (“good cat”). And suddenly it started to rain heavily, and Murka got wet (“angry cat”). Murka ran home, but the rain fell harder and harder, and the cat ran into a small house standing in the yard. And in this house there lived a dog Sharik, he began to bark at Murka. What do you think Murka ("angry cat") did? Murka got scared and started running.

Having reached her house, Murka scratched at the door, and they immediately let her in (“good cat”). Murka warmed up and drank milk from a saucer. What do you think Murka did?

Show me ("good cat").

Good elves

Age: 4-5 years

The teacher sits on the carpet, seating the children around him.

Educator. Once upon a time, people, fighting for survival, were forced to work day and night. Of course, they were very tired. The good elves took pity on them. As night fell, they began to fly to people and, gently stroking them, lovingly lull them to sleep with kind words. And people fell asleep. And in the morning, full of strength, they set to work with renewed energy.

Now we will play the roles of ancient people and good elves. Those who sit on my right hand will play the roles of these workers, and those on my left will play the roles of elves. Then we will switch roles. So, night came. Exhausted from fatigue, people continue to work, and kind elves fly in and lull them to sleep...

Identify yourself

Goal: learn to introduce yourself to a group of peers.

Age: 3-5 years.

Procedure: the child is asked to introduce himself by calling his name as he likes best, what he is called at home, or what he would like to be called in the group.

Shop

Age: 4-5 years

One child is the “seller”, the rest of the children are “buyers”. Various items are laid out on the “store” counter. The buyer does not show the item he wants to buy, but describes it or tells what it can be useful for, what can be made from it.

The seller must understand exactly what product the buyer needs.

Whose subject?

Purpose of the game: to teach children to show attention to other people.

Age: from 4 years.

Progress of the game: the teacher prepares several items in advance that belong to different children. Children close their eyes. The teacher waits for some time, giving the children the opportunity to calm down and concentrate, then asks them to open their eyes and shows an object that belongs to one of the children. Children must remember who this thing belongs to. The owner of the item should not give any hints. The game may include items such as a hair clip, badge, etc.

Call me kindly

Goal: to cultivate a friendly attitude among children towards each other.

Age: 3-5 years.

Progress: the child is asked to throw a ball or pass a toy to any peer (optional), affectionately calling him by name.

It's the other way around

Purpose of the game: to teach children to identify actions that are opposite in meaning.

Age: from 4 years.

Progress of the game: using a counting rhyme, we choose the driver. Children stand in a circle, hands on their belts, the driver stands in the center of the circle. The driver makes voluntary movements and names them, the rest of the children perform the opposite actions. For example, the driver raises his hands up and says: “Hands up,” all the children lower their hands at their sides. A child who makes a mistake becomes the driver. If all the children perform the actions correctly, after a while a new driver is selected using a counting rhyme.

Pine trees, fir trees, stumps

Purpose of the game: to develop attentiveness and the ability to manage one’s behavior.

Age: from 4 years.

Progress of the game: children stand in a circle, holding hands. The teacher is in the center of the circle. Quiet music plays and children move in a circle. At the teacher’s command “Pines”, “Fir-trees” or “Stumps”, children must stop and depict the named object: “Pines” - raising their arms high up, “Fir-trees” - spreading their arms to the sides, “Penechki” - squatting. Players who make a mistake are eliminated from the game or receive a penalty point. Then the game continues.

Communication games

From 5 to 7 years

Siamese twins

Goal: development of communication skills, the ability to coordinate one’s actions, development of graphic skills.

Age: 6-7 years.

Number of players: multiple of two.

Necessary equipment: dressing bandage (scarf), large sheet of paper, wax crayons.

Description of the game: children are divided into pairs, sit at the table very close to each other, then tie the right hand of one child and the left hand of the other from elbow to hand. Each person is given a piece of chalk. Crayons should be different colors. Before starting to draw, children can agree among themselves what they will draw. Drawing time is 5-6 minutes. To complicate the task, one of the players can be blindfolded, then the “sighted” player must direct the movements of the “blind” one.

Palm to palm

Goal: developing communication skills, gaining experience interacting in pairs, overcoming the fear of tactile contact.

Age: any.

Number of players: 2 or more people.

Necessary equipment: table, chairs, etc.

Description of the game: children stand in pairs, pressing their right palm to their left palm and their left palm to their friend’s right palm. Connected in this way, they must move around the room, avoiding various obstacles: a table, chairs, a bed, a mountain (in the form of a pile of pillows), a river (in the form of a laid out towel or a children's railway), etc.

Path

Goal: developing the ability to act together as a team.

Age: 6-7 years.

Hold hands. On the command “walk” - walk in a circle;

“Path” - children put their hands on the shoulders of the person in front and tilt their heads down;

“Kopna” - children raise their arms above their heads;

“Bumps!” - everyone squats.

I can speak very quietly. Which team will be the most attentive?

Goal: developing the ability to negotiate and work in a team.

Age: 6-7 years.

Number of players: 5-6 people.

Necessary equipment: folding meter; 2-3 wooden cubes (can be of different sizes) for each child.

Description of the game: children sit in a circle, and in the center of the circle they need to build a skyscraper. Children take turns placing their cubes (one at a time). At the same time, they can discuss where it is better to put the cube so that the skyscraper does not fall. If at least one cube falls, construction begins again. An adult observing the progress of construction periodically measures the height of the building.

KIND ANIMAL

Goal: to promote the unity of the children's team, teach children to understand the feelings of others, provide support and empathy.

The presenter says in a quiet, mysterious voice: “Please stand in a circle and hold hands. We are one big, kind animal. Let's listen to how it breathes! Now let's breathe together! When you inhale, take a step forward, when you exhale, take a step back. Now, when you inhale, take two steps forward, and when you exhale, take two steps back. Inhale - two steps forward. Exhale - two steps back. This is how the animal not only breathes, its big, kind heart beats just as clearly and evenly. A knock is a step forward, a knock is a step back, etc. We all take the breath and heartbeat of this animal for ourselves.”

THE DRAGON

Goal: to help children with communication difficulties gain confidence and feel like part of a team.

The players stand in a line, holding each other's shoulders. The first participant is the “head”, the last one is the “tail”. The “head” should reach out to the “tail” and touch it. The dragon's "body" is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles.

FOLD THE PICTURE

Goal: to develop children's ability to cooperate.

To complete this exercise, you need several pictures of animals, cut into 3-4 parts (head, legs, body, tail), for example, a dog, a cat. Children are divided into groups of 3-4 people. Each group member receives a piece of his picture. The group needs to “put the picture together,” that is, each group member needs to depict their own piece so that the result is a whole animal.

SNAIL

Goal: development of endurance and self-control.

Description of the game: children stand in one line and, at a signal, begin to slowly move towards a pre-agreed place, and they cannot stop and turn around. The last one to reach the finish line wins.

Comment: To follow the rules of this game, preschool children need to put in a lot of effort, as they are active and mobile.

It is especially useful to include this game in the work of groups in which conflict-ridden, aggressive children participate. It can also be used in working with hyperactive children, but only at the last stages of correction.

CROCODILE

Goal: development of dexterity, observation, removal of fears.

Game description: children choose a “crocodile”. The chosen one stretches his arms forward, one above the other - this is the mouth of a crocodile - and walks around the room (platform), singing songs, dancing, jumping. Meanwhile, the children put their hands in their mouths. At some point, the “crocodile” closes its mouth. Whoever did not have time to pull his hand out becomes a “crocodile”.

Comment: as many children as possible should play the role of a “crocodile” in order to feel the change in role sensations.

CHANGERS

Target. Develop communication skills and activate children.

The game is played in a circle. Participants choose a driver - he takes his chair out of the circle. It turns out that there are one fewer chairs than there are players. Then the presenter says: “Those who have ... (blonde hair, watches, etc.) change places.” After this, those with the named sign quickly get up and change places, and the driver tries to take an empty seat. The participant in the game who is left without a chair becomes the driver.

TRAFFIC PROHIBITED

Target. Teach games with clear rules that organize, discipline, unite, develop speed of reaction and cause emotional uplift.

Children stand facing the leader. To the music, at the beginning of each measure, they repeat the movements shown by the presenter. Then a movement is selected that cannot be performed. Anyone who violates this prohibition leaves the game. Instead of showing the movement, you can say the numbers out loud. The participants in the game repeat all the numbers in chorus, except for one that is forbidden, for example the number 5. When the children hear it, they will have to clap their hands (or spin around in place).

LISTEN TO THE CLAPS

Target. Train attention and control of motor activity.

Everyone walks in a circle or moves around the room in a free direction. When the leader claps his hands once, the children should stop and take the stork pose (stand on one leg, arms to the sides) or some other pose. If the leader claps twice, the players should take the frog position (squat, heels together, toes and knees to the sides, hands between the feet on the floor). After three claps, the players resume walking.

COMPLIMENT

Children sit in a circle. Each participant says to the neighbor on the right (or left) a phrase that begins with the words: “I like about you...”. The exercise helps the child see his positive sides and feel accepted by other children.

Wish

Goal: to cultivate interest in a communication partner.

Children sit in a circle and, passing a ball (“magic wand” or other), express wishes to each other. For example: “I wish you a good mood”, “Always be as brave (kind, beautiful...) as you are now”, etc.

Give a gift

Goal: to introduce children to nonverbal methods of communication.

The teacher depicts various objects using gestures and expressive movements. The one who guesses correctly receives this item “as a gift.” Then the presenter invites the children to make a gift for each other.

The day comes, everything comes to life...

Goal: to develop expressive postures in children, to teach them to be attentive.

The presenter pronounces the first half of the opening, all participants begin to move around the room in a chaotic order. When the presenter pronounces the second half of the opening, everyone freezes in bizarre poses. Then, at the choice of the presenter, individual participants “die off” and justify the pose in an invented way.

Blackbirds

Goal: develop communication skills, cultivate a friendly attitude towards peers.

Children are divided into pairs and repeat the words and actions after the teacher:

I'm a thrush. (Point to themselves.)

And you are a blackbird. (Point to their partner.) I have a nose. (They touch their nose.)

You have a nose. (They touch their partner’s nose.)

My lips are sweet. (They touch their lips.)

Your lips are sweet. (They touch their partner’s lips.)

My cheeks are smooth. (Stroke their cheeks.)

Your cheeks are smooth. (They stroke their partner’s cheeks.)

“Let's join hands, friends”

Goal: to teach children to feel the touch of another person. The teacher and children stand in a circle, at a short distance from each other, with their arms along their torso. You need to hold hands, but not immediately, but one by one. The teacher begins. He offers his hand to the child standing next to him. And only after the child feels the adult’s hand does he give his free hand to his neighbor. Gradually the circle closes.

Drawing on the back

Goal: to develop skin sensitivity and the ability to distinguish tactile images.

Children are divided into pairs. One child gets up first, the other follows. The player standing behind draws an image (a house, a sun, a Christmas tree, a ladder, a flower, a boat, a snowman, etc.) on the partner’s back with his index finger. The partner must determine what is drawn. Then the children change places.

“Stream”

Goal: to help children get in touch and make emotionally significant choices.

Children are randomly divided into pairs. Couples sit behind each other, holding hands and raising their clasped hands up. The one who does not have enough pair passes under the closed hands and chooses a partner. The new couple stands behind, and the freed participant in the game enters the stream and looks for a couple, etc.

Find a friend (for children from 5 years old)

The exercise is performed among children or between parents and children. One half is blindfolded, given the opportunity to walk around the room and asked to find and recognize a friend (or their parent). You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.

“The wind blows on...” (for children 5-10 years old)

With the words “The wind blows on...” the leader begins the game. In order for the participants in the game to learn more about each other, the questions could be as follows: “The wind blows on the one with blond hair,” all the blond ones gather in one pile. “The wind blows on the one who... has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc.

The presenter must be changed, giving each participant the opportunity to ask questions.

Secret (for children from 6 years old)

The presenter gives each participant a “secret” from a beautiful chest (a button, a bead, a brooch, an old watch, etc.), puts it in his palm and clasps his fist. Participants walk around the room and, fueled by curiosity, find ways to persuade everyone to show him their secret.

Mittens (for children from 5 years old)

To play, you need mittens cut out of paper; the number of pairs is equal to the number of pairs of participants in the game. The presenter throws mittens with the same pattern, but not painted, around the room. The children scatter around the hall. They find their “pair,” go to a corner and, using three pencils of different colors, try to color the mittens exactly the same as quickly as possible.

Note: The facilitator observes how the couples organize their work together, how they share pencils and how they negotiate. The winners are congratulated.

Touch... (for children from 5 years old)

All players are dressed differently. The presenter shouts: “Touch... the blue one!” Everyone must instantly orient themselves, find something blue in the participants’ clothes and touch this color. The colors change periodically; those who didn’t have time are the presenter.

Note: An adult ensures that each participant is touched.

Shadow (for children from 5 years old)

One player walks around the room and makes different movements, unexpected turns, squats, bends to the sides, nods his head, waves his arms, etc. Everyone else stands in a line behind him at a short distance. They are his shadow and must quickly and clearly repeat his movements. Then the leader changes.

Broken phone

Age: from 5 years

Children in a chain pass a word into each other's ears. The latter must say this word out loud. Then the guys figure out what word they were supposed to convey, where the “phone” went bad.

Tsarevna-Nesmeyana

Age: from 5 years

The players are divided into two teams.

The members of the first team of “Princess Nesmeyana” sit on chairs and take on a serious or sad look.

Participants of the other team - “mixers”, take turns or together must make “Nesmeyan” laugh.

Each “Nesmeyana” who smiles leaves the game or joins the team of “mixers”.

If within a certain period of time it is possible to make all the “Nesmeyans” laugh, the team of “mixers” is declared the winner; if not, the “Nesmeyan” team is declared the winner.

After the winners are announced, teams can switch roles.

Exercise Fun Counting

Goal: relieving the internal tension of the participants, uniting the group by jointly and simultaneously performing the exercise.

Age: from 5 years

Progress of the exercise: The leader names a number not exceeding the number of people in the group. The named number of participants stands up. In performing the exercise, it is necessary to achieve synchronicity; participants should not deliberate.

Psychological meaning of the exercise: the exercise allows participants to feel another, understand his thoughts in order to more effectively complete the task.

Discussion: Why couldn’t you complete the task at first? What helped you complete the task?

Exercise Who is faster?

Goal: team building.

Age: from 5 years

Progress of the exercise: The group must quickly, without words, build the following figures using all the team players:

square; triangle; rhombus; letter; school of birds.

The psychological meaning of the exercise: coordination of joint actions, distribution of roles in the group.

Pyramid of Love

Goal: to cultivate a respectful, caring attitude towards the world and people; develop communication skills.

Age: 5-7 years.

Procedure: children sit in a circle. The teacher says: “Each of us loves something or someone; We all have this feeling, and we all express it differently. I love my family, my children, my home, my city, my job. Tell us who and what you love. (Children's stories.) Now let's build a “pyramid of love” from our hands. I will name something I love and put my hand, then each of you will name your favorite and put your hand. (Children build a pyramid.) Do you feel the warmth of your hands? Do you enjoy this state? Look how tall our pyramid is. High, because we are loved and love ourselves.”

Wizards

Age: 5-7 years.

Goal: continue to cultivate a friendly attitude towards each other, the ability to show attention and care.

Progress: children are asked to imagine that they are magicians and can make their own wishes and the wishes of others come true. For example, we will add courage to Volodya, agility to Alyosha, etc.

Game with spinning top

Goal: Developing the ability to collaborate.

The players sit on the floor in a circle. One child goes to the middle of the circle, spins the spinning top, calls the name of another child, and returns to the circle. The one he named must have time to touch the spinning top while it is spinning. Spins it again and names the next player. Whoever did not have time to run to the top and pick it up is eliminated from the game.

Cold - hot, right - left

Age: 5-7 years

The teacher hides a conditional object (toy), and then, using commands like “Step right, two steps forward, three left,” leads the player to the goal, helping him with the words “warm,” “hot,” “cold.” When children learn to navigate in space using verbal instructions from an adult, they can use the verbal instructions of another child.

Chain of words

Age: 5-7 years

The driver is selected. He comes up with and names three to five words, then points to any player who must repeat the words in the same sequence. If the child copes with the task, he becomes a driver.

Pack your suitcase

Goal: development of auditory perception.

Age: 5-7 years

Children are invited to go on a trip. What is needed for that?

Pack things in a suitcase: “Think: what do you need to take with you on the road?” The first traveler names one object, the second repeats and names his own object. The third repeats what the second traveler named and names his own. Etc. Condition: cannot be repeated.

Echo

Goal: development of auditory perception.

Age: 5-7 years

1st option. A poem is read to the children and they repeat the last word of each line.

2nd option. Children are divided into two teams: “Echo” and “Inventors”.

The “inventors” agree on who will say what word on a certain topic, take turns pronouncing the hidden words and asking the players: “What word did Kolya say? Sasha? Etc.".

Mutual citation

Goal: development of auditory perception.

Age: 5-7 years

“We will play this game. I will knock my palms on my knees twice and say my name twice, then clap my hands in the air, calling the name of one of you, for example, “Vanya - Vanya.” Vanya will first knock on his knees twice, calling himself, and then clap his hands and call someone else, for example, “Katya-Katya.” Then Katya, taking over the move, will do the same. Etc. It is important not to look at the participant you are calling, but to pronounce his name into space, looking, for example, in the other direction or at the ceiling.

Chest

Age: 5-7 years

There is a chest on the table containing some object. They call one child, he looks into the chest. The other children ask him questions about color, shape, quality,

properties, etc. of this item until they guess what is in the chest.

Rule: All questions must be answered only “Yes” or “No”.

Art Gallery

Goal: teach children to ask open and closed questions

Age: 5-7 years

Children are asked to look at the paintings they already know and think about the one they like best. Then all the children sit in a circle, one child is called. He says: “All the pictures are good, but one is better.”

Children use questions to try to guess which picture this child liked. If it is guessed, the child says: “Thank you everyone! It’s really her – the painting called (names).”

Explain to Dunno!

Goal: to teach children to paraphrase what was said, leaving the main meaning.

Age: 5-7 years

The teacher says: “Dunno doesn’t understand what I’m telling him. Let's help him. How can you say it differently? Labor feeds, but laziness spoils. Know how to start, know how to finish. Dunno lies, and Know-it-all runs far.” Etc.

I throw you the ball

Age:5-7 years

Children stand in a circle and throw the ball to each other, calling the name of the person to whom they throw it, and say: “I’m throwing you a piece of candy (a flower, a cat, etc.).” The one to whom the ball was thrown catches it and answers something like this: “Thank you, you know that I love sweets (I like to play with a kitten, I like to look at flowers, etc.).”

Word artist

Goal: develop the ability to express your thoughts accurately and concisely

Age: 5-7 years

Children (one at a time) think of someone from the group and begin to draw a verbal portrait of him, without saying the name of this person. First, you can offer children an exercise on associative perception: “What animal does it look like? What piece of furniture?” Etc.

Box of good deeds

The purpose of the game: to develop in children a friendly attitude towards each other, to create a positive emotional mood in the children's team, to educate children in the ability to notice and appreciate positive actions performed by other people.

Age: from 5 years.

Progress of the game: the teacher shows the children a box filled with cubes, pours them out and invites the children to imagine that each cube is a good deed performed by one of the children. The game continues for a certain period of time, for example, one day. Each child can put a cube in the box for any good deed, no matter who did it - this child or someone else. The children report to the teacher about each cube placed in the box, and at the end of the game the results are summed up. The teacher, together with the children, counts the number of cubes, the good deeds for which the cubes were placed in a box are remembered and analyzed, the children who committed these deeds are encouraged and set as an example.

The same action should not be judged twice.

Conspirator

Goal: increase the degree of trust in an adult.

Age: for children of senior preschool and primary school age.

A group of children and one or more adults can take part in the game.

Players are placed in a circle, facing the center. The driver stands in the center of the circle, blindfolded. The players dance around him until he says: “Stop!” Then the driver must recognize all the players by touch, starting from the head (they, naturally, remain silent). The recognized player leaves the circle. The best conspirator is the one who was discovered last.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Ministry of Education and Science of the Udmurt Republic

State educational institution of secondary vocational education

"Udmurt Republican Social Pedagogical College"

COURSE WORK

In the academic discipline "Psychology"

On the topic of: "Conditions pdevelopmentIcommunication abilities in childrensenior preschool age"

IZHEVSK 2011

Introduction

1.3 Features of the development of communication abilities of preschoolers

2.1 Determination of research methods and organization of the experiment

Conclusion

Bibliography

Application

communicative preschooler communication development

Introduction

The problem of developing children's communication abilities preschool age very relevant and topical. Research by outstanding domestic psychologists has proven that communication is the most important factor mental development of the child ( L. A. Wenger , M.I. Lee Sina, And etc. ) . P The need for communication in children is the basis for the further development of the entire psyche and personalities e in the early stages of ontogenesis ( L. S. Vygotsky , M. I. Lisina , E.O. Smirnov A , IN. WITH. Much 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 mental contact between people. Outside of human communication it is impossible development of a child’s personality is important . Communication deficit baby , according to specialists c, leads to various violations : in some cases, to the occurrence of mental retardation, in others - to pedagogical neglect, and in more severe cases - even to the death of the child th in the early stages of ontogenesis ( V infancy and early childhood) . This problem is especially important at the present stage in connection with humani tion of preschool education. Yes, the authors « Co. preschool education concepts » note that the child’s communication is the basis howl of his mental development ( sensations, memories attitude, thinking, memory, etc.) and personal development ia: needs, emotional volitional sphere, interests and abilities, self-awareness, self-esteem, level of aspirations, etc.

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

Experimental studies conducted under the guidance 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 rises falls into various kinds of contacts with O adults, the content of his communication with others changes. It is communication, its content and communication skills I demonstrate is one of the most important moments determining the development of sewing children with O adults. Most of all, the child is satisfied with the content of communication for which he already has a need. When the content of communication corresponds to the level of need, the child develops disposition and affection for the adult y, in case of discrepancy (lead or lag) the degree of attachment of the child to the adult decreases. Knowledge conditions development communication skills preschoolers will help you find the right approach to solving communication problems , h this determined the relevance of the chosen research topics.

An object: the process of developing the communication 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 communication abilities of a preschooler will develop more successfully if appropriate conditions for their development are created. With

Activiz irovanie

, as comprehensive means aimed at: overcoming difficulties communication;

- accounting age and individuals developmental aspects of preschool children.

Tasks:

1) identify psychological and pedagogical conditions that influence the development of a preschooler’s communicative abilities;

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

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

4) experimentally test the influence of psychological and pedagogical conditions on the successful development of a preschooler’s communicative abilities;

Research methods:

1) theoretical: analysis and synthesis 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 preschool children, experiment.

The following psychological methods were used in the work: techniques:

1. Methodology “Identifying 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 the parents and teacher of the study group.

Research base: MDOU No. 266, Izhevsk city, Udmurt Republic. 10 preschool children (5-6 years old) took part in the study.

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

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

Studying and describing the development of any aspect of a child’s mental life always presents significant difficulties. Communication and self-knowledge are two big problems that have been troubling the minds of mankind for a long time. Back in the 17th century, the English philosopher John Locke viewed 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 environment influence the child correctly, he will learn positive behaviors and become a good member of society. Mental development, based on this, consists of 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 in a newborn child saw a human personality with innate abilities and positive inclinations. The main task of educators is not to disrupt the natural maturation of these inclinations and not to change the innate nature of the child. Mental development is considered as the maturation of natural inclinations and their implementation. Currently, few psychologists adhere to these views in their pure form. Usually, both the role of heredity and the role of environment in the mental development of a child are recognized, but either one or the other factor comes first.

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

A lack of communication at an early age leaves a fatal mark on the subsequent fate of the individual, determining the formation of aggressiveness, antisocial tendencies and spiritual emptiness. Proponents of the “imprinting” theory - imprinting, also assign a primary role to the child’s early experience in the formation of his relationships with others. Its essence is lies in the transfer of the “imprinting” mechanism (first described by K. Lorenze m based on observations of chicks) without proper grounds and on behavior child's education. According to the "imprinting" hypothesis , in young children the characteristics characteristic of an adult are imprinted, caring for them - his appearance, voice, clothes, smell. They make up the image that evokes attachment in the child by analogy with the image of a mother or another adult replacing her.

In the 50s US scientists, within the framework of the theory of “social learning,” have carried out many works aimed at analyzing a child’s contacts with adults and other children at different stages of childhood. The child’s communication with his mother and peers was interpreted in their works as a type of phenomena that obeys the “stimulus-response” law.

In the early 60s. extensive research into the genesis of communication began in the USSR. N. M. Shchelovanov, his colleagues and students: N. M. Askarina [Raising 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 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 ontogenesis of communication. - M.: Pedagogy, 1986].

Only an adult is the bearer of human culture for a small child, and only he can pass it on to the child. This position is traditional and generally accepted in Russian psychology. The process of internalization of external, material means, which become the child’s internal means, 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 remained outside the scope of these studies as something secondary and not directly related to the assimilation of cultural patterns.

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

The successful development of communication abilities is part of social competence, which means the child’s readiness to meet new social situations.

1.2 Development of forms of communication in ontogenesis

The need for communication in a child appears early, at about 1 month, after the neonatal crisis (according to some data at 2 months). He begins to smile at his mother and rejoice wildly when she appears. The mother (or another loved one caring for the child) must satisfy this new need as fully as possible. Direct - emotional communication with O for adults, it creates a joyful mood in the child and increases his activity, which becomes a necessary basis for the development of his movements, perception, thinking, and speech.

During the transition de, by infancy, the activity of maintaining habitual living conditions loses its leading status, although, of course, it does not disappear. A new leading activity is emerging, the content of which is direct emotional communication between an adult and a child [M. I. Lisina and S. Yu. Meshcheryakova, 1986]. The functions of the child and the adult in this activity are the functions of communication partners. Accordingly, their functioning is represented by similar manifestations: mutual smiles, vocalizations, etc. In the mental regulation of the child’s functioning, the motive of communication becomes dominant. Initially, it represents a type of motive for preserving familiar living conditions: a communicating adult acts as one of the elements of the situation of satisfying needs. Over time, the motive for communication acquires independence.

The motive for preserving familiar conditions was not specified in any external objects and existed only in the form of certain subjective states. In contrast, the motive of communication has external addressing and is expressed in various manifestations directly directed at the adult: smiling, laughing, crying, etc. While communicating, the child looks at the adult all the time. An adult becomes the external object in which the motive is concretized, that is, the goal of individual acts of communication. This determines the central psychological new formations of the infancy period. These include an objective image and emotions of a new type: determined not only by motive, but also by goal (positive - if it is present in the field of view, negative - if absent). Later, along with the adult’s face, the child begins to identify other objects - in particular, toys. Manipulation with them becomes 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 “business”.

During the transition to an early age (lasting throughout the 2nd -3rd years of life), manipulations with objects are isolated from the activity of communication (just as earlier it itself was isolated from the activity that preceded it). As a result, a new leading activity is emerging - subject activity. Its content is the development of objective 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 serves as a model for constructing an objective action. The function of the child is the function of the performer. His functioning (direct execution of actions) can proceed largely independently from the adult, which gives rise to the illusion of individuality of objective activity.

During the transition to preschool age, under the influence of patterns set by adults, the child’s individual objective actions begin to be integrated into more complex systems. The content of leading activity becomes the modeling of holistic behavior of adults, a holistic situation. It is reflected both in role-playing games and in children’s drawing, design, etc. [L.A. Venger, 1979]. The function of an adult, as in 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 a person’s relationships with the world and, above all, with other people. The child’s function is to indirectly (symbolically) imitate these models (in contrast to early childhood, in which performance directly imitates the model).

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-related crises - M., 2000]. The child tries to be completely like adults. However, many forms of their behavior are inaccessible or prohibited to him. A collision with these prohibitions gives rise to negative manifestations of the crisis of the third year - just as a previously similar collision that occurred 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 truly 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 holistic behavior of a preschooler. This determines the main psychological neoplasms of preschool age. The child begins to focus on the relationship between an individual action and the general structure of behavior in which it is included, that is, he realizes the meaning of both his action and the situation in which it is performed. As a result of this, he becomes able to form his own intention. Awareness of the meaning of actions is inextricably linked with the appearance of the primary image of “I”, that is, with the awareness of oneself as a subject possessing the same qualities as the adults around us [L. S. Vygotsky, 1996].

The need for communication is the desire to know and evaluate other people, and through them and with their help - to self-knowledge and self-esteem. The specific motives that motivate 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. Means of communication are those operations through which communicative activities are carried out. These means can be expressive-facial, object-effective and speech.

At different stages of child development, these parameters form stable combinations that represent qualitatively unique forms of communication. M. I. Lisina presented 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) Time of occurrence of this form;

2) The main content of the need for communication satisfied by children during 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 this form, communication between a child and an 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 “end-to-end” mechanism for changing a child’s activity. Adults are always for the child not only the bearer of means and models of action, but also living, unique individuals who embody their individual motives and meanings. They are for the child a kind of personification of those holistic and motivational levels that he does 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 characteristic of children of a certain age were identified [A. V. Zaporozhets, M. I. Lisina - in the book: Development of communication in preschoolers, 1974].

Name forms of communication	Time appearance		Motives for communication	Communication means
Situational-personal	1 - 6 months	Attention and kindness from an adult	Personal	Expressive-facial
Situational business	6 months - 3 years	Collaboration with adults		Subject-effective
Extra-situational-cognitive		Respect for an adult	Cognitive
Extra-situational-personal		Adult empathy and mutual understanding	Personal

Situational-personal form of communication It arises first in ontogenesis 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 satisfying the child’s need for friendly 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 essentially guarantees the latter’s safety and a flow of affectionate, loving influences, which children have already managed to distinguish from all other manifestations of an adult and evaluate as extremely important actions.

Situational business form of communication the second appears in ontogenesis. But it is very different from the first genetic form of communication. To begin with, it no longer occupies the place of leading activity - the object-manipulative activity of children is now moving to this place. Communication with adults is woven into the new leading activity, helping and serving it. The main reasons for contacts between children and adults are now connected with their common cause - practical cooperation, and therefore, among all motives for communication, business motive. A child is unusually interested in what an adult does with things and how, and elders now reveal themselves to children precisely from this side - as amazing craftsmen and artisans, capable of creating 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 woven not 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 identifying the properties of objects; The child’s practical “trials and errors” serve as the basis on which his orienting and perceptive actions are then 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, insignificant 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 increasingly complex questions. It is shown that the preschooler is trying to understand nothing less than the origin and structure of the world, the relationships in nature, the secret essence of things. Children asking “why” bring down an avalanche of questions on their elders. Therefore, it is natural that the leader in the third form of communication is cognitive motive.

By the end of preschool age, children develop the fourth and highest form of communication with adults for preschoolers - non-situational-personal. As can be seen from its name (personal), it is similar to the first genetic form of communication and signifies that the development process has thus completed the first turn and, describing the spiral, has moved on to the second turn. The difference between the first and fourth genetic forms is that one of them is situational, and the other is non-situational. But the difference in the degree of situationality actually turns out to be the greatest differences in the possibility of contacts, their nature and influence on the overall mental development of children. The situational nature of primitive personal communication in an infant determined the amorphous nature of his 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 and emotionally. Personal motive communication - the leader in the fourth form of communicative activity - has a completely different character than in the first. An adult appears before children to the fullest extent of his talents, characteristics and life experience. Now for a preschooler he is not just an individual or an abstract person, but a concrete historical and social person, a member of society, a citizen of his country and his time. A child reflects not only the side in which an adult treats, feeds, teaches him, but the adult receives his own, independent existence in the child’s eyes.

For a child, an adult is the highest authority, whose instructions, demands, and comments are accepted in a business-like manner, without offense, without whims or refusal of difficult tasks. This form of communication is important when preparing for school, and if it has not developed by the age of 6-7, the child will not be psychologically ready for school. L. S. Vygotsky called the system of relationships with other people, which is characteristic of a specific period of ontogenesis 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 development situation, or more broadly - social environment can be stable or changing, which means relative stability and changes in the social community in which the swarm is a child, a person. The entry of the child as a social being into the life of this community involves passing through three phases: adaptation to the norms, forms of interaction, and activity in force in this community; individualization how to satisfy the individual’s need for maximum personalization and inte G walkie-talkies 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 differences in the community that are significant for him and the need for the community to accept, approve and cultivate only those individual characteristics demonstrated by him that appeal to it, correspond to its values, and contribute to the success of joint activities.

Joint activity, carried out within the framework of leading activity, given by a specific social development situation in which his (the child’s) life takes place, is one of the main conditions for the development of the 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 like 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 .

Currently, in our society there is a tendency 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 development situation can vary greatly among children of the same age due to social stratification in society.

1.3 Features of the development of communicative abilities of preschoolers

Communication ability or communication skills need to be developed from an early age. Communication skills include:

Desire to make contact;

Ability to organize communication;

Knowledge of norms and rules when communicating.

Development of children's communication abilities - change of qualitatively unique 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, non-situational-cognitive communication develops around four to five years of age. A clear evidence of the emergence of such communication in a child is his questions addressed to an adult. These questions are mainly aimed at clarifying the patterns of living and inanimate nature. Children of this age are interested in everything e: why squirrels run away from people, where butterflies spend the winter, what paper is made from, etc. Only an adult can give answers to all these questions. An adult becomes for preschoolers the main source of new knowledge about events, objects and phenomena occurring around them. So, cognitive communication between a child and an adult is characterized by:

1) good command of speech, which allows you to talk with an adult about things that are not in a specific 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 from an adult, which is expressed in resentment at comments and negative evaluations.

Over time, the attention of preschoolers is increasingly attracted to events occurring among the people around them. Human relationships, norms of behavior, and the qualities of individual people begin to interest the child even more than the lives 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 only an adult can give.

At six or seven years old, children themselves are already interested in rules of behavior, human relationships, qualities, and actions. It is important for them to understand the demands of adults and to confirm that they are right. Therefore, in older preschool age children prefer talk to O adults not on educational 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 coincides 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 in senior preschool age to be good, to do everything correctly: to behave correctly, to correctly evaluate the actions and qualities of his peers, to act correctly. but build your relationship with O adults and with 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 interconnected forms of organizing 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 of integrated classes into the educational process the use of gaming methods for the development of communication abilities (since play is the leading activity in preschool age);

-

Methods for developing children's communication abilities could be t - both specially organized activities of the teacher - classes, exercises, training sessions, and free play activities of children, but under the supervision and guidance of the teacher.

Of utmost importance in the emergence and development of communication in children are the influences of an adult, whose anticipatory initiative constantly “pulls up” the child’s activity to a new, higher level according to the “zone of proximal” mechanism. development" [L. S. 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 can, in a relatively short time, cause favorable changes in the communication of children even of older preschool age, and correct defects and deviations in their communicative activities. ness.

Thus, in preschool age, a 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 reason for changes in mood, and communication abilities develop.

2. Experimental study of the conditions for the development of communicative abilities of preschool children

2.1 Organization and conduct of ascertaining research

• The purpose of the experimental study was study of psychological and pedagogical conditions for the development of preschoolers’ communicative abilities.

Hypothesis: TO A preschooler’s communicative abilities will develop more successfully if appropriate tools are created for their development. and psychological and pedagogical conditions:

Activation and stimulation by the teacher of the communication process of older preschoolers with the help of special interconnected forms of organizing 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 of integrated classes into the educational process , as comprehensive means aimed at: overcoming communication difficulties; the use of gaming methods for the development of communication abilities (since play is the leading activity in preschool age);

- taking into account age and individual developmental characteristics of preschool children.

AND trace The training took place on the basis of MDOU No. 266 , Izhevsk city , Udmurt republic . IN 1 took part in the study 0 children up to school age (5-6 years).

Methods of ascertaining experiment:

1. Methodology “Identifying the ability to communicate” (E.N. Proshitskaya) (see Appendix 1);

2. “Study of 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 the parents and teacher of the study group (see Appendix 1).

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

2.2 Conducting a confirmatory experiment and analyzing the results obtained

The first stage The study involved 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 teachers are reflected in Table No. 1.

Table No. 1

Results of a conversation-survey of parents and teachers on the 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 had 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 related to the characteristics of family upbringing, intellectual development, psychophysical development, and also, as a consequence, 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 children examined.

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, conflict-ridden, and has almost no friends. He tries to create problematic situations himself and does not try to solve them. Does not want to make contact either with peers or with adults and in 7 children - 70% (according to the teacher).

The remaining children have an average level of sociability (2 points) in the opinion of both parents and teachers, which indicates that the child, in the opinion of adults, is sociable out of necessity; when communicating, he tries not to engage in lengthy dialogues, resolves necessary issues and stops communication. As a rule, children from this group are considered uncommunicative by their peers and are reluctant to enter into negotiations. There are also no problems in communication with adults, but communication itself does not happen so often.

Second stage The ascertaining study was the diagnosis of methodology"Study of 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 using this methodology, the results reflected in Table No. 2 were obtained.

Table No. 2

Results of the methodology “Study of communication skills” (ascertaining experiment)

		Methodology “Study of communication skills”
		Level No.	Leveldevelopment of communication skills

It can be noted that in the experimental group of children there is an extremely low level of development of communication skills. In the study group, only 3 children (30%) had an average level of development of communication skills, which indicates that when making a general decision, children experience slight difficulties, which may be associated either with passive participation and little interest, or with reluctance and inability accept your partner's plan. In the process of contracting, one can observe such means as persuasion and persuasion. Mutual control is situational in nature. The activity tools are used with some difficulty, which manifests itself in an argument with a partner due to reluctance to share pencils and wait for their turn. The emotional atmosphere is generally positive, but there are some negative reactions to the partner’s actions.

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

At the next stage, the experimental group was tested on method "Revealing the ability to communicate"(E.N. Proshitskaya; see Appendix 1), where the ability of the children participating in the experiment to communicate (communication abilities) was determined. Table No. 3 presents the results of this survey.

Table No. 3

Results of the “Methodology for identifying the ability to communicate” (E. N. Proshitskaya)

		Number of points	Level communication development

As a result, according to the data obtained during the examination using the method of 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 ability to communicate, in 3 children ( 30%) in the experimental group - average results, which indicates some difficulties in communication, shyness and some reticence of the child, fear of being the first to start a conversation, 7 children (70%) of the experimental group - a low level of development of communication skills, which indicates that that these children are extremely withdrawn, uncommunicative and do not strive to communicate.

The last stage of diagnosis was observationlooking after children during free play activities. The level of development of communication skills was assessed on a 10-point scale.

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

Table No. 4

Results of observation of children during play activities

		Number of points	Levelcommunication development

During the observation of children, it was found that in the experimental group of 10 people, only 3 children had an average level of development of communication skills, which indicates that the child is sociable out of necessity, when communicating he tries not to engage in lengthy dialogues, decides necessary questions and stops communication. As a rule, children from this group are considered uncommunicative by their peers and are 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 that the child is insufficiently sociable and prone to conflict; a preschooler in this subgroup has almost no friends. He tries to create problematic situations himself and does not try to solve them. Does not want to make contact either with peers or with adults. High indicators that determine a good level of development of the child’s communication skills and indicate that the preschooler has many friends, conflicts and disputes with them rarely arise, and when they arise are resolved peacefully; there are also practically no difficulties in communicating with adults - no high indicators have been identified. .

Conclusion: Analyzing the data obtained during the entire experimental study, it was found that children from preschool age have insufficient development of communication skills, abilities, and 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 had an average level of development of communication skills and abilities, while the remaining children had 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 appropriate PS for their development and psychological and pedagogical conditions:

Activation and stimulation by the teacher of the communication process of older preschoolers with the help of special relationships given 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 of integrated classes into the educational process , as comprehensive means aimed at: overcoming communication difficulties; the use of gaming methods for the development of communication abilities (since play is the leading activity in preschool age);

...

Similar documents

The essence of communication and communication abilities. Ways to develop children's communicative abilities and the role of play communication in the life of preschoolers. Methods for forming a game. Experimental study of the level of communication abilities in preschool children.

course work, added 01/31/2014


The concept of communication and communicative abilities, features of their development in preschoolers. Music therapy in preschool childhood and its role in the development of communication. A correctional and developmental program aimed at changing the communication abilities of children.

thesis, added 12/20/2010


Studying the concept of business communication, its forms and types. Introduction to the concept of communication skills. Study of the peculiarities of the methodology “Assessment of communicative and organizational aptitudes - COS”. Analysis of Michelson's communication skills test.

course work, added 04/22/2015


The problem of organizing independent play activities of preschool children. Role-playing games as a means of developing communication skills in preschoolers. A set of measures to enrich communicative abilities as a condition for the development of role-playing games.

course work, added 01/18/2015


Definition and types of abilities according to their focus, or specialization. Structure and levels of abilities, conditions for their full development. Experimental study of the level of manifestation of communicative and organizational inclinations among students.

course work, added 11/23/2010


General characteristics of the age characteristics of adolescents. The process of formation of communicative abilities in adolescence. Basic methods for developing communication abilities in children on the basis of a creative (choreographic) group.

course work, added 06/15/2015


Role-playing game: features, structure and role in the development of communication skills of older preschoolers. Experimental study and establishment of the degree of influence of role-playing games on the development of communicative abilities of preschool children.

course work, added 02/24/2015


Characteristics and classification of abilities and their reflection in the works of domestic and foreign psychologists. Features of development and components of creative abilities in preschool children. Test study of the influence of intelligence on creativity.

course work, added 11/28/2011


The problem of abilities in the context of psychological theories. The concept and distinctive features of human communication abilities. Creation of an express method for determining the development of communication abilities, testing it for reliability and validity.

course work, added 05/26/2010


The essence of the theory of artificial intelligence. Assessing the degree of communication skills of an individual. The ability of a neural network to determine communication abilities based on personal characteristics. Methodology for determining children's communication abilities.