Communication of preschool children. Features of communication of preschool children

The problem has always been relevant in the studies of foreign and domestic figures of pedagogy and psychology.

And this is not without reason, as it is a completely natural phenomenon. Children love to share their impressions during different activities. Joint games of children do not pass without communication, which is the leading need of children. Without communication with peers, a child can observe certain mental disorders.

And, conversely, full communication is an indicator of the harmonious development of the personality of a preschooler.

It should not be limited to relationships within the family. Preschoolers should have contacts with peers, teachers, and other adults.

The kindergarten group is practically a stage on which they unfold between the children - its actors. In the interpersonal, not everything goes smoothly. There is strife and peace. Temporary truce, resentment and petty dirty tricks.

In all positive relationships, preschoolers form and develop positive personality traits.

In the negative moments of communication, a preschooler receives a charge of negative emotions, which is fraught with sad consequences in his personal development.

What are problematic peer relationships?

The forms of communication that are problematic include increased children's aggressiveness, excessive touchiness, shyness, other communication problems.

Let's take a quick look at the factors of wrong with peers.

Aggressive children

If a child is aggressive, then peers are unlikely to become friends with him. Most likely, children will avoid such a child. Such children are objects of increased attention from parents and teachers.

In most preschoolers, aggression manifests itself to one degree or another. And this is normal when a child reacts with some degree of aggression to unfair actions from the outside. However, this form of aggressive behavior does not affect the general condition of the baby and always gives way to peaceful forms of communication.

But there are children whose aggressive manifestations are a stable side of the personality, persist and even develop into the qualitative characteristics of preschoolers. This harms the normal communication of children.

Let us turn to another problem of communication between children.

touchy children

Although touchy children do not cause much harm to others, it is also very difficult to communicate with them. Any wrongly cast glance in the direction of such preschoolers, an accidentally dropped word, and you already lose all contact with such a child.

Resentments are very long. It is not easy for a touchy child to overcome this feeling, and he can withdraw into himself for a long time.

This feeling is destructive to any friendship. Resentment leads to painful experiences in children. They start at preschool age. Younger children are not yet familiar with this feeling.

During preschool childhood, when a child's self-esteem is being formed, resentment arises suddenly and takes root deep in the child's mind.

Unlike an aggressive child, a touchy child does not fight, does not show physical aggression. But the behavior of a touchy preschooler is demonstratively suffering. And it does not encourage friendly communication.

Often, an offended preschooler deliberately attracts the attention of others by deliberately refusing to communicate with anyone who approaches him.

shy kids

Communication with shy children brings little pleasure. With unfamiliar children and adults, they generally refuse to communicate. Getting to know them is a top-level problem.

Unfortunately, in most preschool children, the beginnings of shyness can be observed. And if in 60% of preschoolers shyness disappears as soon as the child is offered something interesting, then it is very difficult to get others to talk.

Not everyone and not always manages to talk to a shy preschooler. When approaching a stranger, whether an adult or a child, a shy baby feels emotional discomfort, becomes shy. In his behavior, you can catch notes of anxiety, and even fear.

Shy preschoolers tend to have low self-esteem, which prevents them from engaging in relationships with peers. It seems to them that they will do something differently from what is required of them. And therefore they refuse to take any steps towards the collective of children.

They stay away from common affairs and any joint activities, watching the games of other children from the sidelines.

I would like to note another type of children who have problems in communication.

Demonstrative children

Such children, as a rule, compare themselves with other children and demonstrate their success to everyone around them. They are arrogant and proud, even when they are children.

Demonstrativeness gradually turns into a stable quality of the child's personality and brings him a lot of negative experiences. On the one hand, the child is upset if he is perceived differently than he exposes himself. On the other hand, he does not want to be like everyone else.

At times, a demonstrative child is able to perform a positive act. But this is not at all for the sake of another, but only in order to once again show oneself, to demonstrate one's kindness.

Communication with a demonstrative child is very complicated at preschool age. Demonstrative children like to attract undue attention to themselves, often bring beautiful toys to kindergarten to show off to other children.

Interestingly, demonstrative children are active in the process of communication. But this communication on their part is devoid of interest in the other.

They only talk about themselves. If they fail to assert themselves in the eyes of their peers, and especially adults, then such children begin to show aggression, scandal, quarrel with everyone.

And although other children do not particularly want to communicate with them, they themselves really need the environment. Because they need someone to listen to them in order to demonstrate themselves in front of society.

Features of communication of preschoolers with peers

As we discussed above, the communication of preschoolers with peers is very dependent on themselves. If they are aggressive, touchy, envious or demonstrative, then they often have problems in the process of communication.

But all children of the age we are considering also have common features of communication with peers.

Preschoolers are highly emotional. In a group of peers, they manifest other forms of communication.

This applies to expressive-mimic manifestations. Children in general are very fond of gesticulating during conversations, reinforcing their statements with facial expressions. This helps them to be emotionally expressive during communication.

I would like to note some features of the communication of children at preschool age. Children love to communicate. During communication with peers, they develop speech skills, develop communication skills. There are, of course, some communication problems associated with frequent conflicts in the children's team.

Communication with peers is more relaxed than with adults. Completely different forms of behavior prevail here. Non-standardized communicative patterns can also be attributed to the peculiarities of the behavior of preschool children during communication. Such as bouncing, bizarre poses, antics. One child may intentionally mimic another, which does not happen in communication with an adult.

But in each free manifestation, the child reveals his individual personality traits. And these distinctive features of children's communication with peers remain until the end of preschool childhood.

Another feature of children's communication at preschool age can be considered that the child is dominated by the initiative in response. A preschooler quickly reacts to a replica of another child with response activity. At such moments, the development of dialogue speech occurs. At the same time, problems such as protests, resentment, conflicts can be noticed, because the child is trying to say his weighty word last. And none of the children wants to give in.

On the forms of communication between children and peers

Now it is worth talking a little about the forms of communication of the child in the circle of peers.

The first form of communication of preschool children is usually called emotional and practical.
A child, more often at a younger preschool age, expects complicity in undertakings and pranks. This form of communication is situational and depends on the specific situation.

Problems in this form of communication can arise at the moments of interaction of communication partners. Either the children switch their attention from the interlocutor to some object, or they fight because of this object.

This is due to the fact that the development of objective actions is not yet at a sufficient level, and the need to use objects in communication is already being formed.

In such cases, permission is reluctant.

Another form of communication between peers is called situational business.

Somewhere by the age of four, its formation begins and continues until the age of 6. The features of this stage are that now children begin to develop role-playing skills, even role-playing games. Communication becomes already collective.

The development of cooperation skills begins. This is not the same as complicity. If in the emotional-practical form of communication, children acted and played individually, although they were in the same team. But each represented himself differently. Here, the children in the game are closely connected by a single plot and the roles they have taken on.

One role will fall out, and a problem arises - the plot of the game is broken.

Therefore, it can be stated that the situational business form arises on the basis of a common cause in order to achieve some common result of interaction with peers.

In popular children, the formation of communication skills in this form of cooperation is ahead of the development of communication skills of children who are less visible in the children's team.

It is even worth noting here that aggressive and demonstrative children, which we talked about earlier, are more successful in developing communication skills than touchy and envious children, who are more likely to stay away due to personal characteristics.

At the age of 6-7 years, communication skills in preschool children acquire a more or less formed character. Children become more friendly to peers. The formation of skills of mutual assistance begins. Even demonstrative children are already beginning not only to talk about themselves, but show attention to the statements of other children.

At this time, the formation of an extra-situational form of communication begins, which goes in two directions:

• growth and formation of extra-situational contacts (children talk about what they did and saw, plan further actions and share their plans with others, learn to evaluate the words and actions of others);
• formation of the image of a peer (selective attachments to peers appear regardless of the situation of communication, and these attachments are very stable by the end of the preschool period of childhood).

These are, in general terms, the features of the forms and problems of communication of preschool children. Now let's move on to consider effective ways to develop communication skills between a child in a circle of peers.

How to develop the communication skills of preschool children in preschool?

The communication skills of a preschool child with peers are actively formed in the process dialogue between children. Children's dialogue speech carries the foundations of conversational speech activity in general. Here both the development of monologue skills, and the formation of the preschooler's speech readiness for the upcoming schooling.

Dialogues are actively used by children during games and other joint activities.

At the same time, an important role is assigned to an adult who takes an active part in such communication between children.

Joint games, as a form of social life of a child of this age, help to solve many relationship problems.
The plots of role-playing games help to develop the skills of community and building dialogue communication. In games, you can implement the formation of all forms of communication.

An adult needs to teach children to start, continue and end a dialogue. The child should be able to maintain a conversation, answering the questions posed during the dialogue.

Dialogue is a very difficult form of communication through which social interaction is fully realized. Therefore, an adult should contact the child as often as possible, observing a positive emotional tone. This will encourage the preschooler to talk. Features of communication during a dialogue contribute to the formation of skills for constructing sentences of various types, from simple narrative to complex in their construction and phonetic aspects.

Peculiarities of communication between preschoolers and peers.

Preschool age is a particularly responsible period in education, since it is the age of the initial formation of the child's personality. At this time, in the communication of the child with peers, rather complex relationships arise that significantly affect the development of his personality. Knowledge of the characteristics of the relationship between children in the kindergarten group and the difficulties that they have in this case can be of great help to adults in organizing educational work with preschoolers.

Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities; includes the exchange of information, the development of a single branch of interaction, the perception and understanding of the partner.

Communication is one of the main psychological categories. A person becomes a person as a result of interaction and communication with other people. Communication is a complex, multifaceted process of establishing and developing contacts between people, generated in the need for joint activities and including the exchange of information, the development of a common strategy for interaction, perception and understanding of communication partners.

The role of communication in childhood is especially great. For a child, his communication with other people is not only a source of various experiences, but also the main condition for the formation of his personality, his human development. The formation of a child as a person is a social process in the broadest sense.

From birth, a child gradually masters social experience through emotional communication with adults, through toys and objects surrounding him, through speech, etc. To independently comprehend the essence of the surrounding world is an impossible task for a child. The first steps in socialization are made with the help of an adult. In this connection, an important problem arises - the problem of the child's communication with other people and the role of this communication in the mental development of children at different genetic levels.

Research M.I. Lisina and others show that the nature of a child's communication with adults and peers changes and becomes more complicated during childhood, taking the form of either direct emotional contact, or contact in the process of joint activity, or verbal communication.

Communication at preschool age is of a direct nature: a preschool child in his statements always has in mind a certain, in most cases, close person (parents, educators, acquaintances of children).

The development of joint activities with peers and the formation of a children's society leads not only to the fact that one of the most important motives of behavior is to win a positive assessment of peers and their sympathy, but also to the emergence of competitive motives. Older preschoolers introduce competitive motives and activities that competitions themselves do not include. Children constantly compare their successes, like to brag, and are acutely experiencing failures.

Communication dynamics. The specifics of communication between preschoolers and peers differs in many respects from communication with adults. Contacts with peers are more vividly emotionally saturated, accompanied by sharp intonations, screams, antics, and laughter. In contacts with other children, there are no strict norms and rules that should be observed when communicating with an adult. When talking with elders, the child uses generally accepted statements and ways of behavior. In communication with peers, children are more relaxed, say unexpected words, mimic each other, showing creativity and imagination. In contacts with comrades, initiative statements prevail over answers. It is much more important for a child to express himself than to listen to another. And as a result, a conversation with a peer often fails, because everyone talks about his own, not listening and interrupting each other. At the same time, the preschooler more often supports the initiative and suggestions of an adult, tries to answer his questions, complete the task, and listen carefully. Communication with peers is richer in purpose and function. The actions of the child, aimed at peers, are more diverse. From an adult, he expects an assessment of his actions or information. A child learns from an adult and constantly turns to him with questions (“How to draw paws?”, “Where to put a rag?”). An adult acts as an arbiter for resolving disputes that have arisen between children. Communicating with comrades, the preschooler controls the actions of the partner, controls them, making comments, teaches, showing or imposing his own pattern of behavior, activities and comparing other children with himself. In an environment of peers, the baby demonstrates his abilities and skills. During preschool age, three forms of communication with peers develop, replacing each other.

By the age of 2, the first form of communication with peers is formed - emotional and practical. In the 4th year of life, speech occupies an increasing place in communication.

At the age of 4 to 6, preschoolers have a situational-business form of communication with their peers. At 4 years old, the need to communicate with peers is put forward in one of the first places. This change is due to the fact that the role-playing game and other activities are rapidly developing, acquiring a collective character. Preschoolers are trying to establish business cooperation, coordinate their actions to achieve the goal, which is the main content of the need for communication.

The desire to act together is so strongly expressed that children compromise, giving each other a toy, the most attractive role in the game, etc. Preschoolers have an interest in actions, methods of action, acting in questions, ridicule, remarks.

Children clearly show a tendency to compete, competitiveness, intransigence in assessing comrades. In the 5th year of life, children constantly ask about the successes of their comrades, demand recognition of their own achievements, notice the failures of other children and try to hide their mistakes. The preschooler seeks to draw attention to himself. The child does not highlight the interests, desires of a friend, does not understand the motives of his behavior. And at the same time, he shows a keen interest in everything that his peer does.

Thus, the content of the need for communication is the desire for recognition and respect. Contacts are characterized by bright emotionality.

Middle preschoolers are more likely to demonstrate to their peers what they can do and how they do it. At 5-7 years old, children talk a lot about themselves, about what they like or dislike. They share with their peers their knowledge, “plans for the future” (“what will I be when I grow up”).

Despite the development of contacts with peers, conflicts between children are observed at any period of childhood. Consider their typical reasons.

In infancy and early childhood, the most common cause of conflict with peers is the treatment of another child as an inanimate object and the inability to play around even with enough toys. A toy for a baby is more attractive than a peer. It obscures the partner and inhibits the development of positive relationships. It is especially important for a preschooler to demonstrate himself and at least surpass his friend in some way. He needs the confidence that he is noticed, and to feel that he is the best. Among children, the baby has to prove his right to be unique. He compares himself to his peers. But the comparison is very subjective, only in his favor. The child sees a peer as an object of comparison with himself, so the peer himself and his personality are not noticed. Peer interests are often ignored. The kid notices the other when he starts to interfere. And then immediately the peer receives a severe assessment, the corresponding characteristic. The child expects approval and praise from a peer, but since he does not understand that the other needs the same, it is difficult for him to praise or approve a friend. In addition, preschoolers are poorly aware of the reasons for the behavior of others.

They do not understand that a peer is the same person with their own interests and needs.

By 5-6 years, the number of conflicts is reduced. It becomes more important for a child to play together than to establish himself in the eyes of a peer. Children are more likely to talk about themselves in terms of “we”. An understanding comes that a friend may have other activities, games, although preschoolers still quarrel, and often fight.

The contribution of each form of communication to mental development is different. Early contacts with peers, beginning in the first year of life, serve as one of the most important sources for the development of methods and motives for cognitive activity. Other children act as a source of imitation, joint activities, additional impressions, bright positive emotional experiences. With a lack of communication with adults, communication with peers performs a compensatory function.

The emotional-practical form of communication encourages children to take the initiative, influences the expansion of the range of emotional experiences. Situational-business creates favorable conditions for the development of personality, self-awareness, curiosity, courage, optimism, creativity. And the non-situational-business one forms the ability to see a self-valuable personality in a communication partner, to understand his thoughts and experiences. At the same time, it allows the child to clarify ideas about himself.

The age of 5 years is characterized by an explosion of all manifestations of a preschooler addressed to a peer. After 4 years, a peer becomes more attractive than an adult. From this age, children prefer to play together rather than alone. The main content of their communication becomes a joint gaming activity. Children's communication begins to be mediated by subject or game activity. Children closely and jealously observe the actions of their peers, evaluate them and react to the assessment with vivid emotions. Tension in relations with peers increases, more often than at other ages, conflict, resentment, and aggressiveness are manifested. A peer becomes the subject of constant comparison with oneself, opposing oneself to another. The need for recognition and respect turns out to be the main one in communication, both with an adult and with a peer. At this age, communicative competence is actively formed, which is found in solving conflicts and problems that arise in interpersonal relationships with peers.

Bibliography:

1. Lisina M.I. The problem of the ontogeny of communication. - M.: "Pedagogy" 1986. – S. 144

2. Kryazheva N.A. Development of the emotional world of children. A popular guide for parents and educators. Yaroslavl, 1997. - S. 205
3. V. Mukhina, Developmental Psychology: Phenomenology of Development, Childhood, Adolescence. - M.2002.-456s.
4. Buber M. I and You. M., 1993. - S. 211
5. Mavrina I.V. "Development of interaction between younger preschoolers and peers in the educational process" // Psychological science and education, 2005, No. 2.
6. Martsinkovskaya T.D. Diagnosis of the mental development of children. A guide to practical psychology. M., 1997. - S. 211

1.2 Features of communication of preschool children

At preschool age, other children of the same age are firmly and forever included in the life of a child. A complex and sometimes dramatic picture of relationships unfolds between preschoolers. They make friends, quarrel, reconcile, get offended, jealous, help each other, and sometimes do small "dirty things". All these relationships are acutely experienced and carry a lot of different emotions. Emotional tension and conflict in the sphere of children's relations is much higher than in the sphere of communication with an adult. Parents are sometimes unaware of the wide range of feelings and relationships that their children experience, and, of course, do not attach much importance to children's friendship, quarrels, and insults.

Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built. This first experience largely determines the nature of a person's relationship to himself, to others, to the world as a whole. It doesn't always work out well. In many children already at preschool age, a negative attitude towards others is formed and consolidated, which can have very sad long-term consequences. It is the most important task of parents to identify the problematic forms of the child's relationship to peers in time and help to overcome them. To do this, it is necessary to know the age characteristics of children's communication, the normal course of development of communication with peers.

Communication of younger preschoolers is completely different from their communication with adults. They talk differently, look at each other, behave differently.

The first thing that catches your eye is the extremely bright emotional richness of children's communication. They literally cannot talk calmly - they scream, squeal, laugh, rush about, scare each other and at the same time choke with delight. Increased emotionality and looseness significantly distinguishes children's contacts from their interaction with adults. In the communication of peers, there are approximately 10 times more vivid expressive-mimic manifestations expressing a variety of emotional states: from furious indignation to violent joy, from tenderness and sympathy to a fight.

Another important feature of children's contacts is their non-standard behavior and the absence of any rules and decency. If in communication with an adult, even the smallest children adhere to certain norms of behavior, then when interacting with their peers, babies use the most unexpected and unpredictable sounds and movements. They jump, take bizarre poses, make faces, mimic each other, crackle, croak and bark, come up with unimaginable sounds, words, fables, etc. Such eccentricities bring them unbridled gaiety - and the more wonderful, the merrier.

At the age of 3-4, communication with peers brings mostly joyful emotions. But later, more complex and not always rosy relationships arise.

In the middle of preschool age, a decisive change occurs in relation to peers. The picture of interaction between children is changing significantly. After four years, communication (especially with children attending kindergarten) with a peer becomes more attractive than communication with an adult and takes an increasing place in a child's life. Preschoolers already quite consciously choose the society of peers. They clearly prefer to play together (rather than alone), and other children become more attractive partners than adults.

Along with the need to play together, a child of 4-5 years old usually has a need for peer recognition and respect. This natural need creates a lot of problems in the relationship of children and causes many conflicts. The child does his best to attract the attention of others, sensitively catches signs of attitude towards himself in their glances and facial expressions, demonstrates resentment in response to inattention or reproaches of partners. For a child, his own action or statement is much more important, and in most cases the initiative of a peer is not supported by him. This is especially evident in the inability to continue and develop the dialogue, which falls apart due to the inability to hear the partner.

At the age of 4-5, children often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive, competitive beginning appears. The "invisibility" of a peer turns into a keen interest in everything that he does. The successes and failures of others acquire special significance for the child. In any activity, children closely and jealously observe the actions of their peers, evaluate them and compare them with their own. Children's reactions to an adult's assessment - whom he will praise, and whom, perhaps, he will scold - also become more acute and emotional. The successes of a peer in many children can cause grief, but his failures can be an undisguised joy. At this age, such difficult experiences arise as envy, jealousy, resentment towards a peer. They, of course, complicate the relationship of children and become the reason for numerous children's conflicts.

We see that in the middle of preschool age there is a profound qualitative restructuring of the child's relationship to his peers. The other child becomes the subject of constant comparison with himself. This comparison is not aimed at discovering commonality (as with three-year-olds), but at opposing oneself and the other. It is important for everyone to show that he is at least somewhat better than others - he jumps better, draws better, solves problems, has the best things, etc. Such a comparison primarily reflects changes in the child's self-awareness. Through comparison with a peer, he evaluates and asserts himself as the owner of certain virtues that are important not in themselves, but "in the eyes of another." This other for a 4-5-year-old child becomes a peer. All this gives rise to numerous conflicts of children and such phenomena as boasting, demonstrativeness, competitiveness. Some children literally "get bogged down" in negative experiences and suffer in earnest if someone surpasses them in something. Such experiences can become a source of many serious problems in the future, which is why it is very important to "slow down" the impending wave of envy, jealousy and boasting in time. At preschool age, this can be done through the joint activities of children, and above all through the game.

This age is the heyday of the role-playing game. At this time, the game becomes collective - children prefer to play together, and not alone. The main content of the communication of children in the middle of preschool age is now in a common cause or business cooperation. Cooperation should be distinguished from complicity. The younger children, as we have already noted, acted simultaneously and in the same way, side by side, but not together. It was important for the kids to share their emotions and repeat the movements of their peers. In business communication, when preschoolers are engaged in a common business, they must coordinate their actions and take into account the activity of their partner in order to achieve a common result. Here it is completely unacceptable to repeat the actions or words of another, because everyone has their own role. Most role-playing games are designed so that each role involves a partner: if I am a doctor, I need a patient; if I am a seller, then I need a buyer, and so on. Therefore, cooperation, coordination of actions with a partner is a necessary condition for a normal game.

In a role-playing game, there is absolutely no reason to compete and compete - after all, all participants have a common task that they must complete together. It is no longer so important for children to assert themselves in the eyes of their peers; it's much more important to play together to make a good game, or a nice doll room, or a big brick house. It does not matter who built this house. The main thing is the result that we achieve together. Thus, it is necessary to shift the interests of the child from self-affirmation as the main meaning of his life to joint activities with other children, where the main thing is the overall result, and not his personal achievements. By creating conditions for common play and uniting the efforts of children to achieve a common goal, you will help the child get rid of many personality problems.

However, for many five-year-old children, the heightened need for peer recognition and respect is only an age-related feature. By the older preschool age, the attitude towards peers again changes significantly.

By the age of 6-7, preschool children have a significant increase in friendliness towards peers and the ability to help each other. Of course, the competitive, competitive beginning persists for life. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations: what he has and what he does, but also some psychological aspects of the partner’s existence: his desires, preferences, moods. Preschoolers now not only talk about themselves, but also ask questions to their peers: what he wants to do, what he likes, where he was, what he saw, etc. An interest in the personality of a peer is awakening, not related to his specific actions.

By the age of 6, many children have an immediate and disinterested desire to help a peer, give him something or give in something. Malevolence, envy, competitiveness appear less frequently and not as sharply as at the age of five. Significantly also increases during this period emotional involvement in the activities and experiences of a peer. It is important for children what and how the other child does (what he plays, what he draws, what books he watches), not in order to show that I am better, but just because this other child becomes interesting in itself. Sometimes, even contrary to accepted rules, they seek to help another, suggest the correct move or answer. If 4-5-year-old children willingly, following an adult, condemn the actions of a peer, then 6-year-old boys, on the contrary, can unite with a friend in their "opposition" to an adult, defend or justify him.

Many children are already able to empathize with both the successes and failures of their peers. So, for example, they rejoice when a kindergarten teacher praises their friend, and get upset or try to help when something does not work out for him. A peer, thus, becomes for the child not only a means of self-affirmation and an object of comparison with himself, not only a preferred partner, but also a valuable person, important and interesting, regardless of his achievements and his toys.

Children become interested in what the other child experiences and prefers.

In older preschool age, children are increasingly doing something on purpose for another, in order to help him or somehow make him better. They themselves understand this and can explain their actions.

At the older preschool age, the attitude towards peers becomes more stable, independent of the specific circumstances of the interaction. By the end of preschool age, strong selective attachments arise between children, the first shoots of true friendship appear. Preschoolers gather in small groups (2-3 people each) and show a clear preference for their friends. They care most about their friends, prefer to play with them, sit next to the table, go for a walk, etc. Friends tell each other about where they have been and what they have seen, share their plans or preferences, evaluate qualities and the actions of others.

Thus, the features of communication of older preschoolers are that the above sequence of development of communication and attitudes towards peers at preschool age is not always realized in the development of specific children. It is widely known that there are significant individual differences in the attitude of the child to peers, which largely determine his well-being, position among others and, ultimately, the characteristics of the formation of personality. Children often have a negative attitude towards peers of a different nationality. It is necessary to educate children in the ethics of interethnic communication already at preschool age.

The means of educating the ethics of interethnic communication in children of senior preschool age will be discussed in the next paragraph.

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Communication of a preschooler becomes more complex, this is facilitated by a higher level of development of thinking, imagination, speech and other mental processes. In preschool childhood, there is a transition to extra-situational forms of communication, i.e. beyond the immediate perception of the situation. The child becomes able to communicate about various objects and phenomena that are absent in the field of perception.

M. I. Lisina highlighted two forms of communication with adults at preschool age: extra-situational-cognitive and extra-situational-personal(Table 8.2).

Extra-situational-cognitive form of communication with adults develops in the first half of preschool age (3-4 years). It is connected not with practical cooperation with adults, but with "theoretical". Preschoolers begin to ask adults a large number of questions, due to their growing cognitive needs. With your questions "why?", "why?", "how?" preschoolers seek to identify various aspects of phenomena, to establish connections between them. The questions are random and varied: "Why do the trees make noise?", "Where does the water flow in the river?", "Where does the rain come from?", "What is the sun?" etc. The leading motive of the extra-situational-cognitive form of communication is cognitive, and the adult acts as a source of knowledge about the surrounding reality. The main means of this form of communication are speech operations, since they allow you to go beyond the directly perceived situation. The non-situational-cognitive form of communication is characterized by the desire of a preschooler to respect his adults, which is expressed in increased resentment and sensitivity of children to comments, an intense emotional response to them.

Table 8.2

Forms of communication between a child and an adult at preschool age

By the end of preschool age, the highest level of development of communication for preschool age is formed - non-situational form of communication. It differs from the extra-situational-cognitive form in that its content is the world of people, which is outside objects. Children talk about themselves, their parents, rules of conduct, etc. The leading motive is personal. An adult, who is the main motivator of communication, acts as a holistic person with knowledge, skills and social and moral standards. Extra-situational-personal communication is not a side of any other activity, but is an independent value. Children are characterized by a desire to earn the benevolent attention and respect of an adult, his mutual understanding and empathy. Speech operations are also a means of communication. Extra-situational-personal communication of a child with an adult plays an important role for the conscious assimilation of norms and rules of behavior by children, for the development of self-awareness and self-control, for the differentiated building of relationships with adults depending on their social roles.

At preschool age, the importance of communication with peers increases significantly, during which the child implements the norms and values ​​learned in communication with adults. A peer is a partner in joint activities, whose benevolent attention, respect and recognition becomes important for a preschooler.

Practical example

In an experimental study by L. B. Miteva, conducted under the guidance of M. I. Lisina, it was proved that the communication of a child with an adult is ahead of the communication of a child with a peer in terms of its level of development. Age dynamics shows that the younger the child, the greater the gap between the level of communication with an adult and with a peer, by the end of preschool age, the level of communication of children in both areas is somewhat converging, but at the same time, communication with an adult is ahead of the corresponding indicators of peer communication in key parameters. . This indicates that communication with an adult, setting the "zone of proximal development", leads to communication with peers.

There are three main types of motives for communication between preschoolers and peers. :

• business motive, under the influence of which a preschooler encourages a peer to communicate as a partner in practical interaction, both have positive emotional states from the very process of joint activity;
• personal motive, which manifests itself in the phenomenon of the "invisible mirror", i.e. a preschooler sees in the actions of a peer an attitude towards himself and almost does not notice everything else in him;
• educational motive, under the influence of which communication with a peer is carried out as with a partner equal to the child, which can be used to develop cognition and self-knowledge.

At preschool age, all three types of motives operate: the position of leaders at three or four years is occupied by business ones with clearly defined personal ones; at four or five years old - business and personal with the dominance of the former; at five or six years old - business, personal, cognitive, with an almost equal position of business and personal and with a close interweaving of personal and cognitive; at six or seven years old - business and personal.

M. I. Lisina and A. G. Ruzskaya highlighted the features of communication between preschoolers and peers, which differ significantly from their communication with adults (Fig. 8.2):

• a wide variety and wide range of communicative actions, which is due to the extensive functional composition of peer communication and the variety of communicative tasks;
• intense emotional saturation, which is expressed in a large number of expressive-mimic manifestations and emotional orientation of actions in relation to a peer;
• non-standard and irregular communication of children, looseness and irregularity of actions, the use of unpredictable and non-standard means of communication;
• the dominance of initiative actions over response ones, which manifests itself in the inability to continue and develop a dialogue that can break up due to the lack of a response and cause conflicts.

Rice. 8.2.

There are three forms of communication between preschoolers and peers: emotional-practical, situational-business and out-of-situation-business.

Emotionally-practical form of communication children with peers is typical between the ages of two and four years. With this form of communication, the child, first of all, expects participation in his games from his peers and strives for self-expression. For a preschooler, it is enough that a peer joins his fun and, acting with him, supports and enhances the general fun. Any participant in such emotional and practical communication seeks to draw attention to himself and receive an emotional response from his partner. In a peer, children perceive only the attitude towards themselves, and the actions, desires, moods of a communication partner most often do not notice. Emotional and practical communication is situational in content and means: it completely depends on the specific situation of interaction and on the practical actions of a peer. The appearance of an attractive object in a communication situation of younger preschoolers can disrupt the interaction of children: they switch their attention to this object, they can start fighting over it. The main means of such communication are locomotion or expressive-mimic movements. After three years of communication, children increasingly use speech, but it remains very situational and can only be a means of communication with eye contact and expressive movements.

Situational-business form of communication develops around the age of four and remains most typical until older preschool age. After the age of four, for preschoolers (especially those who go to kindergarten), the attractiveness of a peer as a communication partner begins to surpass the attractiveness of an adult and play an increasingly important role in their lives. Along with this, the role-playing game begins to acquire a collective character - children like to play together more than one at a time. Communication with others in a role-playing game is carried out at two levels: at the level of game relationships and at the level of real relationships that exist outside the game plot (children agree on the distribution of game roles, discuss the conditions of the game, evaluate and control the actions of others and etc.). Joint gaming activity constantly involves the transition from one level to another.

The main content of children's communication in the middle of preschool age is business cooperation. In the process of situational business communication, children are busy with a common cause, they need to coordinate their actions with other partners and take into account their activity in order to obtain a common result. Such interaction can be called cooperation, the need for which becomes very significant for the communication of children. In addition to the need for cooperation, the need for peer recognition and respect is also clearly manifested. In the communication of preschoolers with their peers, elements of competition and competitiveness begin to appear. Among the means of communication at this stage, speech means begin to dominate.

At the end of preschool, many (but not all) children develop non-situational business form of communication, the number of out-of-situ contacts increases significantly. At this stage, one can single out "pure communication" that is not associated with specific objects and actions with them. Preschoolers can communicate for quite a long time without performing any practical actions. Nevertheless, despite the growing trend towards out-of-situation, communication between children at senior preschool age is carried out against the background of joint activities, i.e. common games, drawing, modeling, etc. Competitiveness and competitiveness are preserved in the relationships of children. Between older preschoolers, there arises the ability to see in a communication partner not only his situational characteristics, but also certain extra-situational, psychological aspects of his personality - desires, interests, moods.

By the end of preschool age, stable selective attachments are formed between children, the first prerequisites for friendships arise. Older preschoolers unite in small groups (two or three people each) and express a clear preference for their friends. Throughout preschool age, differentiation in the children's team increases: some preschoolers become popular, preferred, while others are rejected. The status of a child in a peer group is influenced by a large number of factors, the most significant of which is the ability to empathize and help peers.

Thus, at preschool age there are significant changes in the content, motives and means of communication with adults and peers, among which the transition to extra-situational forms and the predominance of speech means are common. All the factors that contribute to the communication of a preschooler with adults and peers in the form of joint activity, verbal communication or only mental communication are the strongest stimulators of his mental development.

Ludmila Kutepova
Communication of preschool children

Definition communication is necessary, primarily because the term itself is widely used in Russian everyday everyday speech, where it has an intuitively understood, but scientifically undefined meaning. Such a definition is also required because in the scientific literature the meaning of the term « communication» depends on the theoretical positions of the researchers who use it.

Nature communication, its individual and age features, the mechanisms of flow and change became the subject of study of philosophers and sociologists (B. D. Parygin, I. S. Kon, psycholinguists (A. A. Leontiev), specialists in social psychology (B. F. Porshnev, G. M. Andreeva, children and developmental psychology(V. S. Mukhina, Ya. L. Kolominsky). However, different researchers invest in the concept communication far from the same meaning.

So, N. M. Shchelovanov and N. M. Aksarin are called communication affectionate speech of an adult addressed to a baby; M. S. Kagan considers it legitimate to talk about communication man with nature and with himself.

Some researchers (G. A. Ball, V. N. Branovitsky, A. M. Dovgchllo) recognize the reality of the human-machine relationship, while others believe that "talking about communication with inanimate objects (for example, with a computer) has only a metaphorical meaning. It is known that many definitions have been proposed abroad communication. So, referring to the data of D. Dens, A. A. Leontieva reports that by 1969 alone in the English-language literature, 96 sentences of the concept communication.

Communication is a complex and multifaceted process that can act at the same time as a process of interaction between individuals and as an information process, as the attitude of people to each other and as a process of their mutual influence on each other, as a process of empathy and mutual understanding.

Subjects communication are living beings, people. Basically communication characteristic of any living beings, but only at the human level the process communication become conscious, connected by verbal and non-verbal acts.

For communication is also characteristic that here each participant acts as a person, and not as a physical object, "body". Examination by a doctor of an unconscious patient is not communication. When communicating, people are tuned in to the fact that the partner will answer them, and count on his feedback. For this feature communication pay attention A. A. Bodalev, E. O. Smirnova and other psychologists. On this basis, B. F. Lomov claims that “ communication is the interaction of people entering into it as subjects," and a little farther: "For communication is necessary at least two people, each of which acts precisely as a subject. Communication- the interaction of two (or more) people, aimed at harmonizing and uniting their efforts in order to establish relationships and achieve overall result.

We agree with all who emphasize that communication is not just action, but precisely interaction: it is carried out between participants, each of whom is equally a carrier of activity and assumes it in their partners.

concept communication closely related to the concept of communication. Act communication evaluated and analyzed according to the following components: addressee - subject communication, addressee - to whom it was sent message; message- transmitted content; code - means of transmission messages, communication channel and result - what was achieved as a result communication.

This approach is presented in the works of C. Osgood, J. Miller, G. M. Andreeva, Yu. A. Sherkovin and others. This is a system-communicative-information approach.

Another common approach to communication, considering it as a psychological category, we interpret it as an activity, and therefore a synonym for communication is for us the term communicative activity.

Therefore, there are several approaches to understanding communication. It is most appropriate to consider communication as an inseparable unity communication and activities.

Several different theories of activity have been developed. The concepts of S. L. Rubinshtein, B. G. Ananiev, L. S. Vygotsky, A. N. Leontiev received the greatest recognition among them.

The following sides are distinguished communication: communicative, interactive, perceptual. These sides communication appear simultaneously. The communicative side is manifested in the exchange of information, the interactive side - in the implementation of the interaction of partners communication provided that they unambiguously encode and decode sign (verbal, non-verbal) systems communication, perceptual - in "reading" interlocutor due to such psychological mechanisms as comparison, identification, apperception, reflection.

The most versatile means of human communication - language and speech. Language is the main system by which we encode information and is the main tool of communication. With the help of language, knowledge of the world is carried out, self-knowledge of the individual is objectified in language. Language exists and is realized through speech.

In speech communication features that matter how:

Meaning, meaning of words, phrases. The accuracy of the use of words, its expressiveness, accessibility, correct pronunciation of sounds, flexibility and expressiveness of intonation play an important role.

Speech sound phenomena: speech rate, voice modulation, tonality, rhythm, timbre, intonation, diction.

Non-verbal influences include facial expressions, pantomime, gestures, as well as the distance at which the interlocutors communicate.

monologue communication provides for interpersonal communication of unequal partners that do not have equal activity. Dialogue, on the other hand, presupposes conjugation and simultaneity of actions; change of positions of influencing and reflecting, mutual intellectual-volitional activity; exchange action.

There are two types of monologue communication: imperative and manipulation.

role-playing communication involves some form of regulation of the content, means communication; communication carried out from the standpoint of the respective social roles. personal communication possible with knowledge of the partner's personality, the ability to anticipate his reactions, interests, beliefs, attitude.

ritual communication- most often a prologue to building relationships, but it can also perform independent functions in the life of a modern human: strengthening the psychological connection with the group, increasing self-esteem, demonstrating one's attitudes and values, that is, in a ritual communication man confirms his existence as a member societies some important group. At its core, it is role-playing. A distinctive feature of ritual relations is their impersonality.

Dialogic communication is an equal subject-subject interaction aimed at mutual knowledge, self-knowledge and self-development of partners in communication.

Relations on which social norms and rules have an unexpressed, indirect influence can be characterized as direct, contact, and type communication their creator - interpersonal type communication.

In this way, communication is many-sided; includes many forms, types. Until now, there is no consensus in the interpretation of the concept « communication» , its mechanisms. This gives rise to different approaches to the study communication, however, almost all researchers note that without human communication full development of the child is impossible; communication- the most important factor in the formation of personality, as well as communication is the best way to know yourself.