Coursework: The development of the personality of a preschooler in the process of communication. "Features of communication of preschool children. Communication in the family"

According to the definition of the concept of "communication" - this is a multifaceted process of developing contacts between people, generated by the needs of joint activities, this is the interaction of people aimed at coordinating and combining efforts in order to achieve a common result (M.I. Lisina).

Human communication resembles a kind of pyramid, consisting of four faces: we exchange information, interacting with other people, get to know them and, at the same time, experience our own states that arise as a result of communication. Communication can be seen as a way to bring people together, as well as a way to develop them. Communicating with other people, a person learns universal human experience, historically established social norms, values, knowledge and methods of activity, and is also formed as a person.

He highly appreciated the communication and the word of the educator A.S. Makarenko. “A business strong word well spoken to children,” he said, “is of tremendous importance, and perhaps we still have so many mistakes in organizational forms, because we also often don’t really know how to talk with children. But you need to be able to say it in such a way that they feel your will, your culture, your personality in your word.

The role of communication in moral education is especially great. Purposeful communication with children causes them to strive for self-education, to improve their behavior.

1. Communication is the main condition for the development of the child, the most important factor in the formation of personality, one of the main types of human activity, aimed at knowing and evaluating oneself through other people. From the first days of a child's life, communication is one of the most important factors in his mental development. At preschool age, four forms of communication between a child and adults successively replace each other:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational - personal. (according to M.I. Lisina)

The content of communication, its motives, communication skills and abilities are changing. One of the components of the child's psychological readiness for school is being formed - communicative. The child selectively treats adults, gradually begins to realize his relationship with them: how they treat him and what is expected of him, how he treats them and what he expects from them.

The first form is situational-personal form of communication- characteristic of infancy. Communication at this time depends on the characteristics of the momentary interaction between the child and the adult, it is limited by the narrow framework of the situation in which the needs of the child are met. Direct emotional contacts are the main content of communication, since the main thing that attracts a child is the personality of an adult, and everything else, including toys and other interesting items, remains in the background. At an early age, the child masters the world of objects. He still needs warm emotional contacts with his mother, but this is no longer enough. He has a need for cooperation, which, together with the need for new experiences and activity, can be realized in joint actions with an adult. The child and the adult, acting as an organizer and assistant, manipulate objects together and perform increasingly complex actions with them. An adult shows what can be done with different things how to use them, revealing to the child those qualities that he himself is not able to detect. With the advent of the first questions of the child: “why?”, “Why?”, “Where?”, “How?” - a new stage in the development of communication between the child and the adult begins.

Situational business communication. At the end of the first year of life, the social situation of the fusion of the child and the adult explodes from within. Two opposite, but interconnected poles appear in it - a child and an adult. By the beginning of an early age, the child, acquiring a desire for independence and independence from an adult, remains connected with him both objectively (because he needs the practical help of an adult) and subjectively (because he needs an adult’s assessment, his attention and attitude). This contradiction finds its resolution in the new social situation of the child's development, which is cooperation, or joint activity of the child and the adult.

Communication between a child and an adult loses its immediacy already in the second half of infancy: it begins to be mediated by objects. In the second year of life, the content of substantive cooperation between a child and an adult becomes special. The content of their joint activity is the assimilation of socially developed ways of using objects. The peculiarity of the new social situation of development, according to D. B. Elkonin, lies in the fact that now the child “... lives not with an adult, but through an adult, with his help. An adult does not do it instead of him, but together with him. An adult becomes for the child not only a source of attention and goodwill, not only a "supplier" of the objects themselves, but also a model of human, specific objective actions. And although throughout the early age the form of communication with an adult remains situational and business-like, the nature of business communication is changing significantly. Such cooperation is no longer limited to direct assistance or to the demonstration of objects. Now the complicity of an adult is needed, simultaneous practical activities with him, the performance of the same thing. In the course of such cooperation, the child simultaneously receives both the adult's attention and his participation in the child's actions, and most importantly, new, adequate ways of acting with objects. The adult now not only puts objects into the hands of the child, but together with the object conveys the mode of action with it.

A child's achievements in objective activity and their recognition by adults become for him a measure of his ego and a way of asserting his own dignity. Children have a distinct desire to achieve a result, a product of their activity. The end of this period is marked by a crisis of 3 years, in which the increased independence of the child and the purposefulness of his actions express themselves.

Extra-situational - cognitive form of communication.

In the normal course of development, cognitive communication develops by about four to five years. A clear evidence of the appearance of such communication in a child is his questions addressed to an adult. These questions are mainly aimed at clarifying the patterns of living and inanimate nature. Children of this age are interested in everything: why squirrels run away from people, why fish do not drown, and birds do not fall from the sky, what paper is made of, etc. 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.

It is interesting that children at this age are satisfied with any answers of an adult. They don't have to give scientific justification questions that interest them, and this is impossible to do, since the kids will not understand everything. It is enough just to connect the phenomenon of interest to them with what they already know and understand. For example: butterflies hibernate under the snow, they are warmer there; squirrels are afraid of hunters; paper is made from wood, etc. Such very superficial answers completely satisfy the children and contribute to the fact that they develop their own, albeit still primitive, picture of the world.

At the same time, children's ideas about the world remain in the memory of a person for a long time. Therefore, the answers of an adult should not distort reality and allow all the explaining magical powers into the mind of the child. Although simple and accessible, these answers should reflect the real state of affairs. The main thing is that an adult answers the questions of children so that their interests do not go unnoticed. The fact is that at preschool age a new need develops - the need for respect from an adult. The child is no longer enough simple attention and cooperation with an adult. He needs a serious, respectful attitude to his questions, interests and actions. The need for respect, for recognition by adults becomes the main need that encourages the child to communicate.

In the behavior of children, this is expressed in the fact that they begin to take offense when an adult evaluates their actions negatively, scolds, and often makes comments. If children under three or four years old, as a rule, do not respond to the comments of an adult, then at an older age they are already waiting for an assessment. It is important for them that an adult not only notices, but also praises their actions and answers their questions. If the child is too often reprimanded, constantly emphasized his inability or inability to do something, he loses all interest in this business, and he tries to avoid it.

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

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

Or, on the contrary, it is possible to form and maintain the child's faith in his abilities by praising his most insignificant successes. Even if the drawing is far from perfect, it is better to emphasize its minimal (even if not existing) merits, to show the child's ability to draw, than to give him a negative assessment. The encouragement of an adult not only inspires the child with self-confidence, but also makes the activity for which he was praised important and loved. The child, seeking to maintain and strengthen the positive attitude and respect of the adult, will try to draw better and more. And this, of course, will bring more benefits than fear of the remarks of an adult and the consciousness of one's inability.

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

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

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

the need for respect for an adult, which is expressed in resentment at the remarks and negative assessments of the educator.

Extra-situational - personal form of communication.

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

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

This aspiration, of course, should be supported by parents. To do this, you need to talk with children more often about their actions and relationships with each other, to evaluate their actions. Older preschoolers still need adult encouragement and approval. But they are more concerned not with the assessment of their specific skills, but with the assessment of their moral character and personality in general. If a child is sure that an adult treats him well and respects his personality, he can calmly, in a businesslike way, treat his remarks regarding his individual actions or skills. Now a negative assessment of his drawing does not offend the child so much. The main thing is that he is generally good, so that an adult understands and shares his assessments.

The need for adult understanding distinguishing feature personal form of communication. But if an adult often tells a child that he is greedy, lazy, cowardly, etc., this can greatly offend and hurt the child, and by no means lead to the correction of negative character traits. Here again, in order to maintain the desire to be good, it will be much more useful to encourage his right actions and positive qualities than to condemn the shortcomings of the child.

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

Thus, for extra-situational-personal communication, which develops towards the end preschool age, are characteristic:

the need for mutual understanding and empathy;

personal motives;

speech means of communication.

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

The development of the personality of a preschooler in communication with an adult

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

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

Thus, if the connection between the action and the result of the action is understandable to the child and is based on his life experience, even before the action begins, he imagines the meaning of his future product and emotionally tunes in to the process of its production. In cases where this connection is not established, the action is meaningless for the child, and he either does it badly or avoids it altogether in order to help him understand (realize) his desires and keep them despite situational circumstances. But the child must do the work himself. Not under your pressure or pressure, but of your own free will and decision. Only such assistance can contribute to the formation of his own personality traits.

Features of communication in the family.

“Loneliness is the worst punishment,” said a famous writer of the 19th century. F. M. Dostoevsky. Everyone who has ever needed help, wanted to be understood and heard, will agree with this aphorism, but now we are talking not so much about adults as about children suffering from a lack of love and attention.

In order for a child to want to communicate with parents, it must be remembered that the basis of communication between parents and children are six principles that can be written in the form of a recipe. This recipe can become the basic law of raising children in a family: take acceptance, add recognition to it, mix it with a certain amount of parental love and availability, add your own responsibility, seasoned with loving paternal and maternal authority.

The most weighty principle is the principle of acceptance of the child. This is a manifestation of parental love, when the child understands that he is loved no matter what. Significance lies at the heart of true acceptance of the child - the recognition of his significance in the existence of the family.

A good relationship between a child and his parents is his recognition by his parents. This is the preservation of the child's self-esteem and self-confidence, in their abilities. On the part of parents, this is an unlimited faith that the child will live up to their expectations. The child should feel that the parents are trying to understand all his actions, even wrong ones, but at the same time they do not threaten him, do not require immediate repentance and awareness of his guilt, and together with him they are trying to understand what prompted him to commit such an act and how such situations can be avoided further. Recognition forms in the child a sense of self-worth and necessity in his family.

Recognition is the drawings and poems of the child on the walls in the house, the most prominent place for his crafts, holiday newspapers and congratulations, letters of commendation and letters of thanks.

Parents' lack of ability to recognize the interests and abilities of their child can lead to extremely undesirable consequences.

No less significant feeling for a child is parental love. There are children who have parents but don't know what love is. A child needs love and affection, regardless of age. Children need to be hugged and kissed at least 4-5 times a day. Sometimes parents complain that a teenage child does not let him in, shuns parental hugs. In such a situation, one cannot look for the cause only in the child. Perhaps, at a younger age, the child rarely felt the manifestation of love and affection on himself from his parents, and he did not develop a need for parental attention.

You sow love and affection in childhood, you will cherish and cherish it in adolescence - and you will reap it in full in old age: it will return to you with care and attention, patience and tolerance of already grown children.

If a child physically and spiritually feels parental love and affection, he will not accept the demands of his parents with hostility.

A very significant principle in communication between children and parents is the principle of accessibility. To be available is to find the strength in yourself to put aside all your affairs, your work at any moment in order to communicate with your child. You can’t dismiss it, you can’t write it off for employment, you can’t transfer it to “later”. If adults do not have time to communicate with a child today, then a grown child will not have time to communicate with parents tomorrow.

However, parents should remember that spending time with a child does not mean endlessly reading morality to him or doing homework with him. Being accessible to a child means reading the question in his eyes in time, answering it, entrusting the child with his experiences and helping him survive his suffering, talking and discussing them in time. When a child begins to search for the truth in the back alley, in bad company, one of the reasons for this state of affairs is parental inaccessibility, indifference to the child.

The upbringing of responsibility and self-discipline in a child depends on the manifestation of these qualities by parents in the family. Every day parents should demonstrate to their children their own manifestation of responsibility towards them. The wisdom of responsible parents is that they always do what they promise their children, and if for some reason this does not happen, they find the courage to admit their inability to keep a promise and try to correct their own mistakes.

One of the main conditions for raising responsibility and self-discipline in a child is that he has certain duties that he must perform daily. If the responsibility of a son or daughter is to clean the house or take out the garbage, then no one else should do it for them. Of course, there are different situations, but if the child is in good health and simply does not want to do anything, he should be punished and at the same time it is necessary that the punishment be conscious of him.

It would be wrong to take responsibility for all the actions of children on yourself, because. such behavior of parents does not teach the child to comprehend his actions.

One of the main skills of parents in raising responsibility in their own children is firmness and the ability to say “no” to the child. There is nothing worse in education if one parent allows and the other forbids. It is even worse when one of the parents, together with the child, hides something from the other parent, fearing his wrath. Indulging the child in his unseemly deeds, hiding misconduct, we contribute to permissiveness, we lose the remnants of our parental authority.

Parental authority is an important component of successful parenting. The acquisition of authority in the eyes of their own children is the painstaking work of the father and mother. The opinion of parents about relatives and friends, people around them, colleagues at work, the behavior of parents in the family circle and outside it, the actions of parents, their attitude to work and to strangers in everyday life, the attitude of parents to each other - all these are components of parental authority.

The authority of parents does not consist in raising their voice, picking up a belt, shouting so that their eardrums cannot stand, but in calmly, without unnecessary tantrums, analyze the situation and make demands to the child so that he understands: about this he say once and for all.

The world is changing, children of the 21st century have other informational opportunities, they know a lot of things that their parents do not know how to do. Parents who want to maintain authority in the eyes of their children should also learn from them. What kind of music is interesting for the child, what books he reads, what speech turns he uses, and what they mean - this and much more should be of interest to parents who claim to be an authority figure for their own child.

Raising a child is a long-term mission of parents, selfless work.

Rules for a successful parent:

1. The more time parents spend with their child in his childhood and adolescence, the more likely elderly parents are to see adult children in their father's home.

2. The sooner parents learn to show patience and tolerance towards the child in childhood, the more likely aged parents are to feel the manifestation of patience and tolerance from adult children towards themselves.

3. Rudeness and rudeness of childhood almost always return in an uncomfortable and offended old age, very sad and very dreary.

4. The more parents involve their children in discussing vital family issues, moral problems, the more likely elderly parents are to be in the thick of things in the life of their adult children.

5. Parents, raising a child, should ask themselves the question not only about what kind of child they want to raise, but also about how they imagine their old age.

Conclusion.

In conclusion, it can be noted that communication is the main condition for the development of the child, one of the most important points that determine the development of the relationship of children to adults. Most of all, the child is satisfied with the content of communication in which he already has a need.

In order for a child to be able to understand others, to communicate with adults, they must treat the child humanely, teach the child to actively enter into contacts with other people and treat the child with respect and love. However, adults do not always pay the necessary attention to communication, as one of the specific means of purposeful and active influence on children. But this influence should be exercised through suggestion and clarification, imitation and persuasion, accustoming and exercise, demand and control, encouragement and punishment. And if the use of these methods does not give the desired effect, then this is often associated with shortcomings and mistakes made by adults in communication and relationships with children, which often causes dissatisfaction in children and alienation from the elders in the family.

At an early age, the social situation of development and the leading activity of the child change. Situational-business communication with an adult becomes a form and means of organizing the child's objective activity.

A. S. Makarenko said, addressing his parents: “Do not think that you bring up a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you dress, how you talk to other people and about other people, how you feel happy or sad, how you treat friends or enemies - all this is of great importance to the child.

Bibliography:

1. Venger L.A., Mukhina V.S. "Psychology". - M., 1998.

2. Lisina M.I. "Problems of the ontogeny of communication". - M., 1996.

3. Nemov R.S. "Psychology. Book 2". - M., 1995.

4. "Mental development of pupils orphanage". // Ed. I.V. Dubrovina, A.G. Ruzskaya. - M., 1990.

5. "Psychology of preschool children" // Ed. Zaporozhets A.V., Elkonina D.B. - M., 1964

6. ChechetV.V. "Do we know how to communicate with children." - M., 1983

A special place in the development of a child's personality in the preschool period belongs to the people around him.

At a younger preschool age, with their help, children get acquainted with some rules of communication (“you can’t fight,” “you can’t shout,” “you can’t take it from a friend,” “you need to politely ask a friend,” “you need to thank him for his help,” etc.) .).

The older the preschooler becomes, the more and more complicated rules relationships he learns. Assimilation of them occurs with great difficulty than the development of household rules. By the end of preschool age, the child also learns with the help of adults a considerable number of rules related to work and educational activities.

Mastering the rules of conduct is a gradual process. V. A. Gorbacheva, who studied this process in detail, characterizes it as follows: “...Children of primary preschool age initially perceive all the rules as private specific requirements of the teacher, directed only to themselves. In the course of the general development of the child, in the process of educational work with him, as a result of the repeated perception of the same requirements for themselves and other children and the observance of these rules, children, as they establish ties with their comrades, begin to master the rule as a rule, i.e. as generalized requirement ... "

The degree of awareness of the learned rules of behavior gradually increases. The life experience of the child, his individual typological features, has a significant influence on their development. Faster than others perceive pedagogical requirements and assimilate them children who have moved from nursery groups to kindergarten groups, who have come from families where they were brought up correctly. Of great importance in the formation of the rules of behavior of preschoolers is pedagogical assessment.

Among the important ways in which the educator influences the formation of the personality of a preschooler is the way of creating a favorable emotional climate in the kindergarten group for the mental development of each child. Identifying the most effective ways to manage the system interpersonal relationships in order to create such a microclimate is an urgent task of modern pedagogical, child and social psychology.

Interesting data in this direction were obtained by scientists in the course of a socio-psychological study conducted under the guidance of T. A. Repina.

When studying the value orientations of preschoolers, their evaluative relationships, psychologists found that the popularity of a child in a group depends primarily on the success that he achieves in joint children's activities. This allowed scientists to suggest that if success in activities is ensured for children with inactive, low sociometric status, this can lead to a change in their position and become an effective means of normalizing their relationships with peers, increasing their self-confidence and activity. In the study, the task was to find out how the child's success in activities affects the attitude of peers towards him, how their status will change if he is given a leading role, having previously prepared him for this. Children were taught how to build building material, taking into account a number of advantages of this activity (its result is objectively expressed, constructive skills formed in this activity can be transferred to gaming activity, the learning process itself constructive activity simple: this activity is of interest to preschool children). The results of the experiment confirmed the proposed hypothesis. Under the influence of the successful activities of less popular children, the attitude of their peers towards them began to change. Success in joint constructive activities of previously unpopular children had a positive impact both on changing their status and on their general self-esteem, the level of claims. The emotional climate for these children in the group improved.

In the course of A. A. Royak’s research, specific, differing ways were found in establishing relationships between children, depending on what kind of relationship difficulties the child experienced (“operational” or “motivational”). It turned out, for example, that in order to establish positive relationships with peers among preschoolers with “operational” difficulties, it was necessary, first of all, to enrich the subject-content side. gaming activity, which was carried out through joint games-activities of such children with a teacher. The organization of the child's further "active dispensation" in the life of the children's society was also required. Positive results are obtained by combining such children at the beginning with the most benevolent children who have pronounced positive personal qualities.

For children experiencing “motivational” difficulties in communicating with peers, for those who have an insufficiently formed need for communication, contacts with peers should not be activated at first. It is advisable to first select 1-2 partners for them, whose hobbies would coincide with their main hobbies, and only then gradually and carefully expand their circle of contacts. Success in working with children experiencing "motivational" difficulties of a different nature (authoritarian organizers) is facilitated by work aimed at reorienting incorrectly formed motives for communication, and above all overcoming the unwillingness to reckon with the opinion of partners in the game. A particularly important role in shaping the interpersonal relations of children in a group is played by the game as the leading activity of preschoolers, competent management of it by the educator, leadership both indirectly and directly.

The influence of an adult on the formation of the personality of a preschooler is also carried out in the process of other activities - drawing, designing, modeling, appliqué, performing labor and educational tasks. In the process of productive labor, educational activities, preschoolers develop a focus on obtaining a result approved by adults and peers (they made toys for kids, grew flowers as a gift to mothers, sang a song beautifully, learned to read in syllables, etc.), a social orientation is formed, cognitive motives, volitional and other valuable personal qualities.

Literature

Ananiev BG Psychology of pedagogical evaluation//Favorite. psychological works. M., 1980. T. 2.

Bozhovich L. I. Personality and its formation in childhood. M., 1968.

Bondarenko E. A. On the mental development of the child. Mn., 1974.

Vallon A. Mental development of the child. M., 1967.

Vygotsky L. S. Sobr. Op.. In 6 volumes. Child psychology. M., 1984. T. 4.

Kolominsky Ya. L. Psychology of the children's team. Mn., 1984.

Leontiev A. N. On the theory of the development of the child's psyche//Problems of the development of the psyche. M., 1981.

Lisina M. I. Problems of the ontogeny of communication. M., 1986.

Mukhina V.S. Child psychology. M., 1985.

The relationship between peers in the kindergarten group / Ed. T. A. Repina. M., 1978.

Psychology of personality and activity of a preschooler / Ed. A. V. Zaporozhets, D. V. Elkonin. M., 1965.

The development of communication in preschoolers / Ed. A. V. Zaporozhets, M. I. Lisina. M., 1974.

Royak A. A. Psychological conflict and features of the individual development of the child's personality. M., 1988.

Elkonin D. B. Child psychology. M., 1960.

Yakobson S. G., Shur V. G. Psychological mechanisms for the assimilation of ethical norms by children / / Psychological problems of moral education of children. M., 1979.

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Review questions

1. How does the child's need for communication change during preschool childhood? Through what types of communication does she satisfy herself? What is the impact of communication on the formation of a child's personality?

2. What influence does the family microenvironment have on the formation of the personality of a preschooler?

3. What is the influence of the "children's society" on the development of the child's personality?

4. Reveal the main ways in which adults influence the formation of the personality of a preschooler.

Practical tasks

1. Study the system of interpersonal relationships in one of the groups (middle, senior) of the kindergarten, using observation, conversations, sociometry (see: Kolominsky Ya. L. Psychology of the children's team. Mn., 1984; Relations between peers in the kindergarten group / Under the editorship of T. A. Repina, Moscow, 1978). Present the results on a sociogram, a matrix. Determine K.BV (relationship well-being coefficient), KB (reciprocity coefficient). Analyze the status structure of the group; Special attention focus on children with low sociometric status; try to identify the reasons for the low popularity of these children, think over a work plan to optimize the system of interpersonal relations in this group.

2. Consider how best to prepare and conduct Parent meeting devoted to the formation of the personality of a preschooler in the family.

Sample Topics abstracts

1. The influence of activities on the development of the personality of a preschooler.

2. Interpersonal relationships in the kindergarten group and ways to optimize them.

3. Family microenvironment and personality formation.

4. Methods for studying the personal microenvironment of a preschooler.

5. The problem of communication in preschool age in Soviet psychology.

We bring to your attention an excerpt from the book " Formation of the child's personality in communication"Lisina M.I. - Publisher: Piter, 2009

Communication and self-knowledge are closely related to each other. Communication is the best way to get to know yourself. A correct self-image, of course, in turn, affects communication, helping to deepen and strengthen it.

Actually preschool age (from 3 to 7 years) is an important stage in the formation of a person. The child is already relatively independent, he knows how to do a lot and actively moves from one activity to another: he examines, draws, builds, helps the elders, plays with friends. This means that he has many opportunities to test how dexterous he is, how bold he is, how he knows how to get along with his comrades, in order to recognize himself by his deeds. The preschooler, in addition, is closely connected with the surrounding people - adults and peers. Thanks to this, he has communication experience that allows him to compare himself with his peers, hear the opinion of relatives and strangers about himself, and recognize himself according to the assessments of others.

Communication- the interaction of two (or more) people, aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result.

We agree with everyone who emphasizes that communication is not just an action, but precisely an interaction: it is carried out between the participants, each of whom is equally a carrier of activity and assumes it in their partners (K. Obukhovsky, 1972; A. A. Leontiev, 1979a; K. A. Abulkhanova - Slavskaya // Problem of communication ..., 1981).

The need for communication consists in the desire of a person to know and evaluate other people, and through them and with their help - to self-knowledge and self-esteem. People learn about themselves and about others through a variety of activities, as a person is manifested in each of them. But communication plays a special role in this regard, because it is directed at another person as its own object and, being a two-way process (interaction), leads to the fact that the cognizer himself becomes the object of cognition and the relationship of another or other participants in communication.

We fully agree with the statement that communication is a necessary condition for the formation of personality, its consciousness and self-awareness. Already V. N. Myasishchev revealed the personality as a complex system of relations that develops in the process of its activity and communication with other people (1960). One cannot but agree that “it is hardly possible to understand the process of personality formation and development without analyzing those real connections with other people in whom this process can only be carried out.

It follows from the above that the personality of people is formed only in their relations with the people around them, and only in relations with them does this, as E. V. Ilyenkov aptly remarks, “a specific ensemble of social qualities of human individuality” function (1979. p. 200) . Apparently, there is a certain amount of truth in the fact that the formation of a person's inner world is inextricably linked with communication. But the most significant in this respect seems to us the thesis of L. S. Vygotsky that all higher mental functions of a person are initially formed as external, that is, those in the implementation of which not one, but at least two subjects participate.

Communication with adults affects the development of children at all stages of early and preschool childhood. There is no reason to say that with the age of the child, the role of communication increases or decreases. It would be more correct to say that its meaning becomes more complex and deeper, as the spiritual life of the child is enriched, his connections with the world expand and his new abilities appear. The main and, perhaps, the most striking positive effect of communication lies in its ability to accelerate the development of children.

The influence of communication in the form of its positive impact can be traced in all spheres of the child's mental life - from the processes of perception to the formation of personality and self-awareness.

The foregoing gives us the right to assert that communication is indeed a decisive factor in the overall mental development of a child in early and preschool childhood.

The most important way of the influence of communication on the mental development of children is that the child, in contact with an adult, observes his activity and draws role models from it. Communication performs a variety of functions in people's lives. We single out 3 functions among them: organization of joint activities, formation of the development of interpersonal relations and knowledge of each other by people.

In our opinion, the need for communication is of the same nature, regardless of the age of the partner: the main thing is to learn about yourself and evaluate yourself through the other and with his help. And who is the mirror in which you look, determines only how exactly you can use a partner for purposes self-knowledge and self-esteem.

The main groups of motives for children's communication with other people. Analyzing the results of experimental work, we came to the conclusion that the motives that prompt the child to enter into communication with adults are associated with his three main needs: 1) the need for impressions; 2) the need for vigorous activity; 3) the need for recognition and support.

At preschool age, three periods are observed in the formation of communication motives: first, business communication motives take the leading place, then cognitive, and finally, as in infants, personal.

Cognitive motives make children ask adults dozens of questions on a wide variety of topics - from the causes of breakage of toys to the secrets of the universe. Little "why" at first almost do not listen to the answers of adults - it is important for them to express their bewilderment, they do not notice contradictions in the words of an adult (Z. M. Boguslavskaya // Development of communication ..., 1974). But gradually the desire to ask is replaced by the desire to find out, and then children can enter into an argument with adults, repeatedly ask them again, checking the confidence and reliability of the knowledge they communicate (E. O. Smirnova, 1980).

At preschool age, the game acquires the main importance among all types of activity of the child. Special studies have shown that early stages During the development of the game, children try in the course of it to reflect mainly the external, “real” aspect of the activities of adults, which they work through by playing out (D. B. Elkonin, 1978a; M. I. Lisina, 1978). Therefore, they attach great importance to the use various items-substitutes symbolizing "adult" equipment, workwear and characteristic attributes. By the way, the search for suitable "substitutes" allows the child to better comprehend the functions and meaning of various products of human culture and also feeds his greedy curiosity. So cognitive communication is closely intertwined with the game of children.

The book by Corresponding Member of the USSR Academy of Sciences, Doctor of Medical Sciences P. V. Simonov and Candidate of Art History P. M. Ershov is devoted to a popular presentation of the natural science foundations of individual human characteristics in the light of I. P. Pavlov’s teachings on higher nervous activity and the achievements of modern psychophysiology. In a number of chapters, the creative heritage of K. S. Stanislavsky was used, concerning the reconstruction of characters actors and the principles of acting transformation into the individuality of the portrayed character. The book is of interest to the widest range of readers - physiologists, psychologists, teachers, artists, for everyone who in their practical activities is connected with the issues of education, selection, professional orientation of people.

The manual "Personal Development in Education" Shiyanov EN, Kotova IB presents modern theoretical approaches to the learning process, including the concept of developmental and student-centered learning. The main attention is paid to the humanistically oriented approach, the purpose of which is the harmonious development of the individual. The authors present the essence, nature, patterns, principles and concepts of personal development training. The forms, methods and technologies of training that stimulate the development of the individual are considered.

"Motivation of behavior and personality formation" Aseev V.G. - the book is a theoretical study of the structure of human motivation. It analyzes the features of development, the main driving contradictions of motivation (between the desirable and the actual, the possible and the necessary, the positive and the negative, the origins of the formation of specifically human motives: the specifics of the motivational reflection of reality are discussed: the applied problems of motivation associated with the practice of education, management of teams are considered.

The book presents the most significant works of the outstanding domestic psychologist Lidia Ilyinichna Bozhovich: the monograph "Personality and its formation in childhood" (1968) and a series of articles "Stages of personality formation in ontogenesis" (1978, 1979). Completes the book latest work the author - a report prepared for a conference dedicated to L. S. Vygotsky, teacher and long-term colleague L. I. Bozhovich. The book gives a holistic view of the formation of personality on different stages ontogenesis, allows not only to see the texture of psychological studies of the personality of children of different ages, the conditions and patterns of its formation, but also to trace the logic of the development of the ideas of L. I. Bozhovich.

The publication is addressed to psychologists, teachers, students of psychological and pedagogical specialties and all those who are interested in the problems of personality development.

Opening remarks 9

Part I. Personality and its formation in childhood

Section I. Psychological studies of personality and their significance for pedagogy 36

Chapter 1. Actual problems of education and the place of psychology in their solution 36

1.1. The value of psychological research for pedagogy 36

1.2. The role of psychology in specifying the goals of education 37

1.3. The role of psychology in the development of methods of education 45

1.4. The role of psychology in determining the system of educational influences 49

1.5. The role of psychology in taking into account the results of educational influences 51

Chapter 2 54

2.1. Emergence educational psychology and her crisis 54

2.2. Approach to the study of personality in general and individual psychology 58

2.3. Psychology as a "science of the spirit" and its approach to the study of personality 63

2.4. Z. Freud's approach to personality psychology 68

Chapter 3. The State of Personality Research in Contemporary Psychology 80

3.1. Approach to understanding personality in new theories of psychoanalysis 80

3.2. Mechanism and intellectualism in the critique of psychoanalysis 89

3.3. Theory of personality by K. Rogers 92 3.4. K. Levin's theory of personality 97

3.5. The search for a holistic approach to the study of personality and their significance for pedagogy 101

3.6. Research on the problems of "socialization" and their significance for education 104

3.7. "Role" as a mechanism for the assimilation of social experience 107

3.8. Attempts to create a general theory of personality in foreign psychology 110

3.9. Understanding personality and approach to its study in Soviet psychology 114

Section II. Social situation and drivers of child development 127

Chapter 4. The social situation of child development 127

4.1. Different approaches to the characterization of age and the concept of the social situation of development 127

4.2. Experience and its function in the mental development of the child 133

Chapter 5 driving forces its development 151

5.1. Biological approach in understanding the mental development of a child 151

5.2. The need for impressions as leading in the mental development of the child 156

5.3. The Need for Impressions and the Emergence of Individual Psychic Life 161

5.4. The need for impressions as a basis for the development of other social needs of the child 165

Section III. Age patterns of the formation of the student's personality 169

Chapter 6

6.1. Requirements for children entering school and the problem of school readiness 169

6.2. Readiness of the child for schooling in the field of cognitive activity 170

6.3. Readiness of a child for the social position of a junior schoolchild 175

6.4. The process of forming a child's readiness for schooling 179

6.5. The emergence towards the end of preschool age of the so-called "moral authorities" 191

Chapter 7 196

7.1. Formation of attitude to learning and development of cognitive interests in primary school age 196

7.2. Formation of a responsible and conscientious attitude to learning among younger students 200

7.3. Formation of the moral qualities of a personality in a junior schoolchild 204

7.4. Formation of arbitrariness of behavior and activity in younger students 213

7.5. Features of the relationship of children of primary school age in the team 220

Chapter 8 226

8.1. The social situation of development in middle school age 226

8.2. The assimilation of knowledge and the formation of a cognitive attitude towards the environment in adolescents 229

8.3. The meaning of the collective for adolescents and their desire to find their place in it 242

8.4. The development of the moral side of the personality and the formation of moral ideals in the middle school age 245 8.5. Formation of the social orientation of the personality of a teenager 253

8.6. Formation of a new level of self-awareness in adolescent children 261

8.7. Influence of self-awareness of a teenager on other features of his personality 265

8.8. The development of self-esteem and its role in shaping the personality of a teenager 271

Chapter 9 275

9.1. The need to determine one's place in life as the main component of the social situation of the development of an older student 275

9.2. Characteristics of the internal position of older students 281

9.3. The formation of a worldview in senior school age and its influence on the cognitive activity of a schoolchild 285

9.4. Influence of worldview on self-consciousness and attitude of senior schoolchildren 289

9.5. Worldview and features of moral consciousness in senior school age 294

9.6. Worldview and its influence on the structure of the motivational sphere of an older student 304

Part II. Problems of personality formation

Section I. Psychological patterns of personality formation in ontogenesis 312

Section II. Stages of personality formation in ontogenesis (I) 321

Section III. Stages of personality formation in ontogeny (II) 334

Section IV. Stages of personality formation in ontogeny (III) 345

Section V. On the cultural-historical concept of L. S. Vygotsky and its significance for modern research in the psychology of personality 357

Features of communication between older preschoolers and their peers, its influence on the development of the child's personality. Analysis of the problem in the psychological and pedagogical literature. Formation of personal qualities in a preschooler. Self-esteem of the child, awareness of the requirements for him.

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• Introduction

Introduction

The modern period of development of human society is characterized by more close attention To preschool human life, the formation of his personality, the characteristics of socialization, the preservation and formation of mentally and physically healthy generation. A person cannot live, work to satisfy his material and spiritual needs without communicating with other people. From birth, he enters into a variety of relationships with others. Communication is a necessary condition for the existence of a person and, at the same time, one of the main factors and the most important source of his mental development in ontogenesis. Communication belongs to the basic categories psychological science. The problem of the development of peer communication in preschool age is a relatively young, but rapidly developing area of ​​developmental psychology. Its founder, like many other problems of genetic psychology, was J. Piaget. It was he who, back in the 1930s, drew the attention of child psychologists to a peer as an important factor and a necessary conditional social and psychological development of a child, contributing to the destruction of egocentrism. However, in those years, this position of J. Piaget did not have much resonance in the psychological literature and remained at the level of a general proposal. Communication - this is a very important component of a child's life and how much he masters the ways of communication, his success in the process of growing up will depend on this.

According to S.L. Rubinstein "... the first of the first conditions of a person's life is another person. The attitude towards another person, towards people is the main fabric human life, its core. The "heart" of a person is all woven from his relationship to other people; the main content of a person's mental, inner life is connected with them. Attitude towards another is the center of the spiritual and moral development of the individual and largely determines the moral value of a person.

The conceptual foundations for developing the problem of communication are related to the works of: V.M. Bekhtereva, L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, M.I. Lisina, G.M. Andreeva B. Spock, spouses H. and M. Harlau, A. Kimpinski, W. Hartap, B. Coates, J. Piaget and other domestic and foreign psychologists who considered communication as an important condition for the mental development of a person, his socialization and individualization, personality formation.

Next, we define the following:

Targetwork: the study of the features of communication of children of senior preschool age with peers.

An objectresearch: communication of preschoolers.

Itemresearch: the process of communication of children of senior preschool age with peers.

Hypothesis: we assume that in children of older preschool age, communication does not acquire the features of out-of-situation, stable electoral preferences do not develop.

Tasksresearch:

· theoretical consideration of the problem in the psychological and pedagogical literature.

study of the concept of personality.

study of the concept of communication.

Investigate the influence of communication on the development of the personality of a child of senior preschool age.

MMethodsAndresearch:

theoretical analysis of psychological and pedagogical literature;

methods of mass collection of material (conversations, observations);

experimental work;

testing.

communication preschooler peer personal

1. Psychological and pedagogical foundations of the influence of communication with peers on the development of the personality of a child of senior preschool age

1.1 Characteristics of personality development

Preschool age, occupying a period of time from three to six years on the scale of the physical development of the child, makes a great contribution to the mental development of the child. Over the years, the child acquires much of what remains with him for a long time, determining his personality and subsequent intellectual development.

From the point of view of the formation of a child as a person, preschool age can be divided into three parts. The first refers to the age of three or four years and mainly with the strengthening of emotional self-regulation. The second covers the age from four to five years and concerns moral self-realization, and the third refers to the age of about six years and includes the formation of business personal qualities of the child.

At preschool age, children begin to be guided in their behavior, in the assessments given to themselves and other people, by certain moral standards. They form more or less stable moral ideas, as well as the ability for moral self-regulation.

The sources of moral ideas of children are adults who are involved in their education and upbringing, as well as peers. Moral experience from adults to children is transmitted and assimilated in the process of communication, observation and imitation, through a system of rewards and punishments. Communication plays a special role in the development of the personality of a preschooler. Knowing the history and content of interpersonal contacts of a child at preschool age, we can understand a lot in his development as a person. Communication is associated with the satisfaction of the need of the same name, which manifests itself quite early. Its expression is the child's desire to know himself and other people, to evaluate and self-esteem. Careful consideration of how communication develops in ontogenesis, what character it takes on when a child is included in different kinds joint activities with other people helps to better understand the opportunities that open up with age for personal development.

In preschool childhood, as in infancy and early childhood, one of the main roles in the personal development of the child is still played by the mother. The nature of her communication with the child directly affects the formation of certain personal qualities and types of behavior in him. The desire for approval from the mother becomes one of the incentives for behavior for a preschool child. Significant importance for the development of the child is acquired by the assessments that are given to him and his behavior by close adults.

One of the first children to assimilate the norms and rules of the so-called "everyday" behavior, cultural and hygienic norms, as well as norms related to the attitude to one's duties, observing the daily routine, handling animals and things. The last of the moral norms to be assimilated are those relating to the treatment of people. They are the most complex and difficult for children to understand, and following them in practice is given to children with great difficulty. Role-playing games with rules, common in older preschool age, are of positive importance for the assimilation of such rules. It is in them that the representation, observation and assimilation of rules, their transformation into habitual forms of knowledge takes place. At first, children follow the assimilated norms and rules of behavior by imitation (younger preschool age), then they begin to become more aware of the essence of the rules and norms themselves (senior preschool age). They not only fulfill them, but carefully monitor that other children next to them follow the same rules and norms. In the behavior of children at preschool age, there comes a period when it goes beyond the framework of cognitive self-regulation and is transferred to management. social action and deeds. In other words, along with the intellectual, personal and moral self-regulation arises. Moral norms of behavior become habitual, acquire stability, lose their situational character. By the end of preschool childhood, most children develop a certain moral position, which they adhere to more or less consistently.

Quite early in a child, a quality arises that plays a very significant role in his further personal destiny, giving rise to many other individually useful qualities. The desire for recognition and approval from the people around. From this quality, as from a common root, with normal upbringing, the need to achieve success, aspiration, a sense of self-confidence, and many others are independent. It is also associated with the formation of such important qualities personality as responsibility and a sense of duty.

At a preschool age, a child also develops personal qualities associated with relationships with people. This is, first of all, attention to a person, to his worries, troubles, experiences and failures. Sympathy and concern for people are present in many preschool children, and not only in game situations, but also in real life.

An older preschooler is in many cases able to explain his actions, using certain qualitative categories for this. This means that he has formed the principles of moral self-awareness and moral self-regulation of behavior. True, due to the special responsiveness of children of this age to the judgments, opinions and actions of other people external manifestations the corresponding personal qualities do not seem to be sufficiently stable.

At the senior preschool age, communication motives are further developed, by virtue of which the child seeks to establish and expand contacts with people around him. Noting that in addition to the natural curiosity of preschool children, the approval of adults in older preschool childhood adds new motives for communication. Business motives are understood as motives that encourage a person to communicate with people in order to solve a personal problem - motives associated with internal problems that concern the child (he did well or badly, how others treat him, how his deeds and actions are evaluated. These communication motives are joined by the motives of learning, acquiring knowledge, skills and abilities.They replace the natural curiosity that is characteristic of an earlier age.By the older preschool age, most children develop an internal, motivational-personal readiness for learning, which is the central link in the general psychological readiness for the transition to the next age.

The desire to earn praise and approval from adults, to establish and maintain good relations with people is one of the most significant motives for interpersonal behavior in older preschool age for a child. Another equally important motive is the desire for self-affirmation. In the role-playing games of children, it is realized in the fact that the child seeks to take on the main role, to lead others, is not afraid to enter the competition and strives to win it at all costs. Along with motives of this type, prosocial motives begin to play a significant role in the behavior of preschool children: empathy, the desire to help another person, and some others.

Preschool age is characterized by the fact that at this age children attach great importance to the assessments given to them by adults. The child does not expect such an assessment, but actively seeks it himself, strives to receive praise, tries very hard to deserve it. All this indicates that the child has already entered a period of development that is sensitive for the formation and strengthening of his motivation to achieve success and a number of other vitally useful personal qualities that in the future will have to ensure the success of his educational, professional and other activities.

How does the development of motivation to achieve success proceed in practice, and what stages does a child go through in preschool childhood along this path?

In the beginning - this refers to the younger preschool age - children learn to distinguish tasks according to their degree of difficulty. Then, when this goal is achieved, they begin to judge their capabilities, and both are usually interconnected. The ability to accurately determine the degree of difficulty of the problem being solved corrects the child's ability to correctly assess his capabilities. Until the age of three or four, children are probably not yet fully able to assess the outcome of their activities as success or failure. But their independent search and selection of tasks of varying degrees of difficulty leaves no doubt that even at this age, children are able to distinguish between gradations of complexity of the tasks they choose, practically solving them in an ascending or descending sequence of arrangement according to the degree of difficulty.

Many children already at an early age mark their successes or failures in activities with appropriate emotional reactions to them. Most children of this age simply state the result achieved; some perceive success and failure, respectively, with positive and negative emotions. In the same age group the first manifestations of self-esteem are observed, and mainly only after success in activity. The child not only rejoices in success, but shows a peculiar sense of pride, deliberately and expressively demonstrating his merits. However, even such elementary self-evaluative reactions at this age are still extremely rare.

At about 3.5 years old, children can already observe mass reactions to success and failure, obviously related to self-esteem. The child perceives the corresponding results of activity as depending on his abilities, and the result own activities it correlates with personal capabilities and self-esteem. The data obtained in one of the psychological experiments suggests that three-year-old children have the simplest idea of ​​their own capabilities. However, the division of their abilities and the efforts made, the elucidation of the cause-and-effect relationships between each of these factors and the results of activities for children of this age is still practically inaccessible.

Children of four years of age can already assess their capabilities more realistically. The corresponding ideas that arise in the child, being differentiated, initially play on a scale that is given by information about successes and failures in solving problems of varying degrees of complexity, and information about the sustainability of successes. In children younger age Of great importance, apparently, is information about the sustainability of their successes, i.e. about the gradual and regular growth of success in solving problems of the same type. Correlating his successes and failures with the results of similar activities of others, the child learns to correctly assess his own capabilities.

Further, in the process of the individual development of the child, an idea of ​​the efforts being made is formed, after which the idea of ​​abilities arises and is concretized. However, the task of identifying and understanding all these factors as the reasons for the results achieved - successes and failures in activities - is probably still inaccessible to a child at the age of 4-5 years. "Ability" as a concept and as the cause of one's own successes and failures is recognized by a child from about 6 years of age.

Four-five-year-old children are not yet able to perceive and draw certain conclusions about themselves on the basis of information about the success of their activities, regardless of whether this information is qualitative or quantitative. They are not able to correct their actions and judgments based on information received from other people.

A direct relationship between the difficulty of the problem being solved and the response to success is also observed starting at about 4.5 years of age. On the contrary, the first signs of a similar inverse relationship between the difficulty of a task and the reaction to failure are not observed at this age. Three-four-year-old children do not yet see a positive relationship between the difficulty of a task and the attractiveness of success. The same can be said about six-year-olds.

Summarizing the results of relevant studies and presenting them in terms of age, it can be argued that children's understanding of the relationship between the cause and the achieved result is found already at the age of four or five years, and the efforts made earlier begin to be considered as possible cause than ability. By the age of five or six, children can already see the reason for the result achieved both in their abilities and in the efforts they make, but most often one of the explanations - from the side of abilities or efforts - dominates over the other.

By this age, a certain subordination of motives arises, thanks to which children learn to act on the basis of qualitatively higher, significant motives, subordinating their actions to them and resisting momentary desires that contradict the main motives of behavior.

The ability for self-awareness in a child of older preschool age, unlike children of an earlier age, goes beyond the present time and concerns the assessment of both past and future deeds. The child perceives and evaluates what happened to him in the past, tries to think about what will happen in the future. This is evidenced by children's questions such as: "What was I like when I was little?" or "What will I be when I grow up?" Thinking about the future, preschool children strive to become people endowed with certain valuable qualities: kind, courageous, smart, etc.

1.2 Formation of personal qualities in a preschool child

The basic, or basic, personality traits are those that, starting to take shape in early childhood, are quickly fixed and form a stable individuality of the century, defined through the concept social type, or personality trait. These are fundamental personality traits, dominant motives and needs, other properties by which a person can be recognized many years later. Such qualities differ from other personal properties of a person in that their origins go back to infancy and early age, and the prerequisites for the formation are formed in that period of the child's life, when he still did not speak. The vital stability of these qualities is explained by the fact that in the initial period of data formation, the child's brain is still immature, and its ability to differentiate stimuli is not sufficiently developed.

Basic personality traits are different from others. Such personal qualities include, for example, extraversion and introversion, anxiety and emotionality, and others. They are formed and consolidated in a child at preschool age, under the conditions of a complex interaction of many factors: the genotype and the environment, consciousness and the unconscious, conditioned reflex learning, imitation, and a number of others.

The self-esteem of the child, the awareness of the requirements placed on him, appear by about three or four years on the basis of comparing himself with other people. On the threshold of the school there is a threshold level of self-awareness and volitional regulation of behavior. It is characterized by the formation in the child of his "internal position" - a fairly stable system of relations with himself, with people, with the world around him. "The emergence of such a neoplasm," writes L.I. Bozhovich, "becomes a turning point throughout the entire ontogenetic development of the child." In the future, the child's internal position becomes the starting point for the emergence and development of many other personality traits, in particular strong-willed ones, in which his independence, perseverance, independence and purposefulness are manifested.

Awareness of oneself as an individual comes to a child at the age of about two years. At this time, children recognize their faces in the mirror and in the photograph, call their own name. Up to seven years, the child characterizes himself mainly with outside without separating your inner world from describing behavior.

The emerging self-awareness, when it reaches a sufficiently high level, leads to the appearance in children of a tendency to introspection, to taking responsibility for what happens to them and around them. There is a pronounced desire of the child in any situation to do everything possible in order to achieve the goal. The process of personality development and improvement of the child's behavior on the basis of direct imitation of other people, especially adults and peers, becomes very noticeable at preschool age. It can be said that this age is a sensitive period in the development of a personality based on imitation, accompanied by the consolidation of observed forms of behavior, initially in the form of external imitative reactions, and in the form of demonstrated personality traits. Being initially one of the mechanisms of learning, imitation can then become a stable and useful quality of the child's personality, "which consists in the constant readiness to see in people, reproduce and assimilate it. True, imitation at this age does not have special ethical selectivity, so children with equal ease can learn both good and bad patterns of behavior.

At the senior preschool age, the child learns to interact with other people in joint activities with them, learns the elementary rules and norms of group behavior, which allows him to get along well with people in the future, to establish normal business and personal relationships with them.

In children, starting at about three years of age, is clearly a desire for independence. Being unable to realize it in the conditions of the difficult, inaccessible life of adults, children are usually content with defending their independence in the game. According to the hypothesis that was proposed by D.B. Konin, children's play arises precisely due to the existence of such a need in a child. In times distant from us, as well as among children from modern society, brought up in conditions where life itself encouraged them to be independent from early childhood, children's games arose much less frequently, in the conditions of the latest European civilization. The emergence and further development of games led to the identification of childhood as a preparatory period of life. Modern toys are substitutes for those items that a child must meet in real life as he grows up.

By the middle preschool age, many children develop the ability and ability to correctly evaluate themselves, their successes, personal qualities, not only in play, but also in other activities: learning, work and communication. This should be considered as another step towards normal schooling in the future, since from preschool education the child constantly has to be assessed in various activities, and if his self-assessment turned out to be inadequate, then self-improvement in this type of activity is usually delayed.

A special role in planning and predicting the results of a child's personal development is played by the idea that children of different ages perceive and evaluate their parents, who is a good role model and at the same time evokes a positive attitude towards themselves and is capable of exerting the strongest influence on his psychology and behavior. Some studies have found that children between the ages of three and eight years experience noticeable parental influence, with some differences between boys and girls. Yes, girls psychological impact parents begins to be felt earlier and lasts longer than in boys. This time period covers years from eight years. As for boys, they are significantly less under the influence of parents in the period of time from five years, i.e. three years less.

Let's sum up some results: what does a child acquire in the process of his development during preschool childhood?

At this age, in children, internal mental actions and operations are distinguished and formalized intellectually. They concern the solution of not only cognitive, but also personal problems. We can say that at this time the child has an inner personal life, and first in the cognitive area, and then in the emotional and motivational area. Development in both directions goes through its stages, from figurativeness to symbolism. Imagery is understood as the ability of a child to create images, change them, arbitrarily operate with them, and symbolism is the ability to use sign systems, perform sign operations and actions: mathematical, linguistic, logical and others.

Here, in preschool age, originates creative process, expressed in the ability to transform the surrounding reality, to create something new. Creative abilities in children are manifested in constructive games, in technical and artistic creativity. During this period of time, the existing inclinations to special abilities receive primary development. Attention to them in preschool childhood is a prerequisite for the accelerated development of abilities and sustainable, creative attitude child to reality.

IN cognitive processes there is a synthesis of external and internal actions, combined into a single intellectual activity. In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control the internal and external plans of action, in memory - by the combination of external and internal structuring of the material during its memorization and reproduction.

At the same time, the process of forming the speech of the means of communication is being completed, which prepares a fertile ground for the activation of education and, consequently, for the development of the Rebbe as a person. In the process of education; conducted on a speech basis, elementary moral norms and rules of cultural behavior are mastered. Being learned and becoming characteristic features personality of the child, these norms and rules begin to control his behavior, turning actions into arbitrary morally regulated actions. Diverse relationships arise between the child and the surrounding people, which are based on various motives, both business and personal. By the end of early childhood, the child develops and consolidates many useful human qualities, including business ones. All this together forms the individuality of the child and makes him a personality different from other children, not only in the intellectual, but in the motivational and moral sense. The pinnacle of a child's personal development in preschool childhood is personal self-consciousness, which includes awareness of one's own personal qualities, abilities, reasons for success and failure.

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Determination of the main individual psychological neoplasms in preschool children, features of their motivational sphere, assessment of the role and significance interpersonal communication. Directions of interaction of preschoolers with adults and peers.

When referring to the problem of personality, one has to face an ambiguous understanding of this term, as well as a variety of its characteristics.

Personality is considered in the light of different sciences: psychology, sociology, pedagogy, philosophy, etc. This sometimes leads to the loss of the psychological content of this concept.

Domestic psychologists (L. S. Vygotsky, S. Ya. Rubinshtein, P. Ya. Galperin, L. I. Bozhovich and others) call social experience embodied in the products of material and spiritual production, which acquired by the child throughout childhood. In the process of assimilation of this experience, not only the acquisition of individual knowledge and skills by children occurs, but the development of their abilities, the formation of personality.

The concept of "personality" includes various characteristics: sociality, creative activity, morality, self-system, measure of responsibility, motivational orientation, integrity, etc.

Prominent representatives of Russian psychology note that the child's familiarization with the spiritual and material culture created by society does not occur passively, but actively, in the process of activity, the nature of which and the characteristics of the relationship that the child develops with other people largely depend on the process personality formation.

Thus, the innate properties of the organism and its maturation are a necessary condition for the formation of personality, but do not determine either its content or its structure.

As A. N. Leontiev emphasized, “personality is not an integrity, conditioned genotypically: they are not born a personality, they become a personality” .

Game therapy of communication

Human develops as a person precisely in the course of his activities. Although, in general, personality is the result of ontogenetic development, appearing at certain stages of it, but as a quality that expresses the social essence of a person, personality begins to form from birth as a result of communication with close adults.

Considering the problem of the influence of communication on the development of a child's personality, it is necessary to turn to the studies of L. I. Bozhovich, in which she noted that there are some successively emerging neoplasms that characterize the stages of the central line of the ontogenetic development of the personality, its rational aspects. These neoplasms arise as a result active relationship subject to environment and are expressed in dissatisfaction with their position, their way of life (crises of 1 year, 3 years, 7 years). These relations of the subject to the environment appear, develop, qualitatively change in communication.

Communication is a process of interaction between specific individuals, reflecting each other in a certain way, relating to each other and influencing each other.

Even before the birth of a child, a certain style of relations develops between adults, which will be projected both on the attitude towards the child and on the type of upbringing applied to him (authoritarian, democratic, intermediate).

It is very important for the development of the future personality of the child that there is respect, mutual understanding, empathy, mutual assistance, support and trust in the family. This is facilitated by the democratic style of relations. Authoritarian style establishes dictate in the family, alienation, hostility, fear and can cause neurosis in a child, develop negative character traits: lies, hypocrisy, conformity, envy, etc. Hyper-custody hinders the formation of a creative independent personality, leads to feelings of anxiety, self-doubt.

Features of communication

Mediocre parent-child relationships, types of upbringing in the family, allowing us to talk about the disharmony of family upbringing.

This made it possible to single out four parental attitudes and their corresponding behaviors: “acceptance and love”, “explicit rejection”, “excessive exactingness”, “excessive guardianship”. There is a certain relationship between the behavior of parents and the behavior of children: “acceptance and love” give rise to a sense of security in the child and contribute to the harmonious development of the personality, “explicit rejection” leads to aggressiveness and emotional underdevelopment.

Parents create a certain atmosphere of communication in the family, where from the first days of the baby's life, the formation of his personality takes place. Contacts with adults decisively determine the direction and pace of development of the child. It is in the process of communication that he receives various and necessary information.

The genesis of the child's communication with an adult and a peer

From birth, a child gradually masters social experience through emotional communication with adults, through toys and objects that surround him, through speech, etc. To independently comprehend the essence of the surrounding world is a task beyond the strength of a child. The first steps in his socialization are made with the help of an adult. In connection with this, there important problem- 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 by M. I. Lisina and others shows 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. The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to assimilate various kinds of knowledge and skills from others, which

Game therapy of communication

Features of communication

It is of paramount importance for the entire course of mental development and for the formation of the personality as a whole.

Reciprocity in communication with adults begins to appear in infants at 2 months. The kid develops a special activity, trying to attract the attention of an adult in order to become the object of the same activity on his part. M.I. Lisina called this first form of communication with adults in a child’s life situational-personal or directly emotional. Its appearance is preceded by considerable work of both the adult and the child. A newborn comes into the world without the need for communication and without the ability to communicate. From the first days of his birth, an adult organizes an atmosphere of communication, establishes a signal connection with the baby, constantly alters his behavior, highlighting and strengthening some actions in him, muffling and slowing down others.

By 2-2.5 months, the child, under the influence of the influence of an adult and with his help, develops a communicative need with all four of its signs: interest in an adult, emotional attitude towards him, intensity in establishing contacts with adults and sensitivity to his assessments. This first form manifests itself in the form of a "complex of revival", i.e. emotionally positive reaction of a child to an adult, accompanied by a smile, active movements, vocalization, fixing the look of the face of an adult and listening to his voice. All this indicates that the child has moved to a new stage of development. Contact with parents is necessary for him, the baby actively requires communication. Thanks to an adult, the baby discovers the surrounding objects, learns his abilities, the characteristics of the people around him and develops his own relationship to them.

rye can ensure the formation of a good attitude of the child to people, to the world around him and to cultivate self-confidence.

In addition to the benevolent influence of an adult, practical cooperation with him is important for an infant. And by the end of the first six months of life, a situational-business form of communication with an adult arises. Communication is now included in practical activities the baby and, as it were, serves his “business interests”.

The second half of infancy is distinguished by qualitative changes in the child's relationship to the outside world, various forms of imitation, the manifestation of an insatiable need to manipulate objects, which L. S. Vygotsky defined as a "period of active interest."

The main neoplasm of infancy is the transition of the initial consciousness of the mental community - "PRA - WE", to the emergence of consciousness of one's own personality - "I".

The first acts of protest, opposition, opposing oneself to others - these are the main points that are usually described as the content of the crisis of the first year of life.

The first year of life is the formation of a subject who has taken the first step towards the formation of personality. The cognitive activity of the child turns not only to the outside world, but also to himself. The kid requires attention and recognition from the adult.

In infancy, a child treats a peer as a very interesting subject: studies and feels it, does not see a person in it. But even at this age, an adult can contribute to the education of a child in relation to peers of such personality traits as sympathy, empathy, etc.

From one to three years, a new stage in the development of the child's personality begins - early childhood. The activity of the child on the part of relationships with adults can be characterized as a joint activity. The kid wants the elders to join with him in classes with objects, he requires them to participate in their affairs, and the object action of the child becomes a joint action between him and the adult, in which the element of adult assistance is the leading one.

Game therapy of communication

Features of communication

The content of the need for cooperation with an adult in the framework of situational business communication undergoes changes in children. In the first year and a half, at the pre-speech level of development, they need help in substantive actions. Later, at the speech level, the desire for cooperation takes on a new connotation. The kid is not limited to waiting for the help of the elder. Now he wants to act like an adult, and follow the example and model, copy him.

At this time it happens an important event in the development of the child's personality - he begins to separate the adult's unconditionally positive general attitude towards himself from his assessment of his individual actions. However, a child of this age ignores many of the comments of an adult. When acting with objects, children are overly self-confident. They are brave, and they must be protected, but wisely. This is a time of formalization of initiative and independence, which may be hindered by excessive restrictions. At the same time, the child also becomes a concentrated observer: he carefully listens to the instructions of his elders, tries to subordinate his behavior to their advice.

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

The situational-business form of communication plays a very important role in shaping the personality of the child. A delay at the directly emotional stage of communication with an adult is fraught with delays in the development of the baby, difficulties in adapting to new living conditions.

By the age of three, a child can already eat, wash, dress and do many other things on their own. He has a need to act independently of adults, to overcome some difficulties without their help, even in a sphere that is still inaccessible. This finds its expression in the words "I AM".

The emergence of a desire for independence means at the same time the emergence of a new form of desires that do not directly coincide with the desires of adults, which, in particular, is confirmed by the persistent "I WANT".

The contradiction between “I want” and “I have to” puts the child in front of the need to choose, causes opposite emotions.

emotional experiences, creates an ambivalent attitude towards adults and determines the inconsistency of his behavior, leading to an aggravation of the crisis of the age of three.

L. I. Bozhovich considers the emergence of a “SYSTEM OF I” as the central neoplasm of three years, which gives rise to the need to act on one’s own. The self-awareness of the child develops, which is very important for the formation of his personality.

The formation of "SYSTEM I" contributes to the emergence of self-esteem and the associated desire to meet the requirements of adults.

The presence of a crisis indicates the need to create new relationships between the child and the adult, other forms of communication.

In early childhood, not only the elder influences the development of the child's personality. There comes a time when the child seeks to communicate with other children. The experience of communicating with adults largely determines communication with peers and is realized in relationships between children.

In her research, A. G. Ruzskaya notes that the communication of a child with an adult and a peer is a variety of the same communication activities. Although the actual communicative activity with peers occurs precisely in the period of early childhood (at the end of the second or beginning of the third year of life) and takes the form of emotional and practical communication. The main goal of this communication is participation. Children are pleased with joint pranks, the process of action with toys. Babies don't do anything common. They become infected with fun, show themselves to each other.

An adult during this period should reasonably correct such communication.

Emotional and practical communication with peers contributes to the development of such personal qualities as initiative, freedom (independence), allows the child to see his capabilities, helps to further the formation of self-awareness, the development of emotions.

In the first half before ni k l o n about a year (3-5 years), the child has new form communication with an adult, which is characterized by their cooperation in cognitive

Game therapy of communication

Features of communication

Activities. M. I. Lisina called this "theoretical cooperation". The development of curiosity makes the baby set himself more and more difficult questions. " Why"turn to an adult for an answer or for an assessment of their own thoughts. At the level of out-of-situation and cognitive communication, children experience an acute need for respect for elders, show hypersensitivity to their attitude. The child is insecure, afraid that they will laugh at him. Therefore, an adult needs to take the child’s questions seriously and support his curiosity.

The attitude of parents to the success and failure of the child in various creative or other areas contributes to the formation of the child's self-esteem, claims to recognition. Overestimation or underestimation of the child's abilities by parents affects his relationships with peers, the characteristics of his personality.

The alienated attitude of an adult towards a child significantly reduces his social activity: the child can withdraw into himself, become constrained, insecure, ready to burst into tears for any reason or begin to be frustrated and splash out his aggression on his peers.

A positive relationship with parents helps the child to more easily come into contact with other children and other adults.

Communication with peers is becoming more and more attractive for the child, a situational-business form of communication with peers (4-5 years old) is being formed. The role-playing game is the leading activity in this period. Relationships between adults begin to be played out by children, and it is very important for them to cooperate with each other, to establish and play roles, norms, rules of behavior, but the adult still remains the regulator of the game. The transition from complicity to cooperation represents a noticeable progress in the field of communicative activity with peers.

Within the framework of situational-business communication, the child eagerly strives to become an object of interest and evaluation of his comrades. He sensitively catches in their looks and facial expressions signs of attitude towards himself, forgetting about his comrade. M. I. Lisina called this the phenomenon of the “invisible mirror”.

Later baby begins to see the features of a peer, fixing, however, mostly negative manifestations. The child seeks to establish himself in his best qualities, there is a need for recognition and respect for a peer.

The lag in the development of this form of communication greatly affects the development of the child's personality. Children have a hard time experiencing their rejection, they develop passivity, isolation, hostility, and aggressiveness. An adult should see the child's problem in a timely manner to help prevent communication delays.

At the end of preschool childhood (5-7 years old), children have a different form of communication with adults - extra-situational-personal. Conversations between a child and an adult are focused on the adult world, it is important for a preschooler to know - "as needed", he strives for mutual understanding and empathy with his elders. Thanks to an adult, moral laws are assimilated, a child evaluates his own actions and the actions of those around him. Parents act for him as a model of behavior.

The child is very sensitive to the remarks and instructions of an adult, which is a favorable condition for the upbringing, education and preparation of children for school. But the preschooler himself is gradually coming to the realization of himself as a subject of relationships.

By the age of 6-7, a child begins to experience himself as a social individual, and he has a need for a new position in life and for socially significant activities that provide this position. This neoplasm leads to a crisis of seven years of age. The child has a desire to take a significant place for the world of "adults" in life, in their activities. School education realizes this desire, however, the surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for the performance of a number of duties. The child develops an “internal position”, which in the future will be inherent in a person at all stages of his life path and will determine his attitude not only to himself, but also to his position in life.

Game therapy of communication

At senior preschool age, communication with peers has an extra-situational-business form. The main desire of some preschoolers is the thirst for cooperation, which arises in a more developed form of play activity - in a game with rules. This form of communication contributes to the development of awareness of one's duties, actions and their consequences, the development of arbitrary, volitional behavior, which is a necessary condition for subsequent educational and work activities.

By the age of 6-7, the senior preschooler moves on to a new type of activity - to learning. The question arises about the possibility of making such a transition in optimal forms.

The psychological readiness of the child to study at school is the sum of all his achievements over the previous periods of mental maturation.

The problem of a child's readiness for school is dealt with by many researchers in different directions, with different approaches. Summarizing the research material, we can identify some indicators of psychological readiness for schooling:

1) readiness mental processes, i.e. definite
the level of their development (initial forms of verbal-logical
whom thinking; a certain degree of arbitrariness and
mediation of mental processes: attention,
memory, etc.; initial forms of contextual speech, times
development of all aspects of speech, including its forms and functions);

2) emotional and motivational readiness (the presence of knowledge
important motive, the need for a socially significant
and socially valued activities; emotional
naya stability, lack of impulsiveness);

3) the presence of arbitrariness, volitional behavior;

4) with the formation of the vanity of communication.

The formation of communication is a very important indicator, since it is a factor in the development of other indicators of readiness for schooling. A. V. Zaporozhets, D. V. Elkonin and their collaborators paid great attention to the study of the child’s communication and its role in psycho-

chemical development. Thus, the non-traditional approach to solving actual problem The psychological readiness of the child for schooling shows that behind the schemes of intelligence are forms of cooperation with adults and peers. The author practically proved the importance of the role-playing game for the formation of skills and new forms of communication, noted the need for the existence of games with rules for the maturation of mental processes and the development of the emotional-volitional sphere of the future student.

Game and communication

At preschool age, the role-playing game is the leading activity, and communication becomes a part and condition of it. At this age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although not fully developed, but capable of further development and improvement.

This is facilitated by gaming and various types of productive activities (designing, modeling, drawing, etc.), as well as the initial forms of labor and educational activities. Through play, the personality of the child is improved:

1. The motivational-need sphere is developing:
a hierarchy of motives arises, where social motives
become more important to the child than personal
(there is a subordination of motives).

2. Cognitive and emotional ego is overcome
centrism:

the child, taking the role of some character, hero, etc., takes into account the peculiarities of his behavior, his position. The child needs to coordinate his actions with the actions of the character - a partner in the game. This helps to navigate the relationships between people, contributes to the development of self-awareness and self-esteem in a preschooler.

Game therapy of communication

3. Arbitrariness of behavior develops:

playing a role, the child seeks to bring it closer to the standard. Reproducing typical situations of relationships between people in the social world, the preschooler subjugates his own desires, impulses and acts in accordance with social patterns. This helps the child to comprehend and take into account the norms and rules of behavior.

4. Mental actions develop:

a plan of representations is formed, the abilities and creative possibilities of the child develop.

Formation story game in a preschooler, it makes it possible to recreate in an active, visually effective form an immeasurably wider sphere of reality, far beyond the limits of the child's personal practice. In the game, the preschooler and his partners, with the help of their movements and actions with toys, actively reproduce the work and life of the surrounding adults, the events of their life, the relationship between them, etc.

From the point of view of D. B. Elkonin, “the game is social in its content, in its nature, in its origin, i.e. arises from the conditions of the child's life in society.

The social conditionality of the role-playing game is carried out in two ways:

1) sociality of motives;

2) the sociality of the structure.

A preschooler cannot really participate in the production activities of adults, which gives rise to the child's need to recreate the world of adults in a playful way. The child himself wants to drive a car, cook dinner, and it becomes within his power thanks to play activities.

An imaginary situation is created in the game, toys are used that copy real objects, and then substitute objects, which, thanks to their functional features, make it possible to replace real objects. After all, the main thing for a child lies in actions with them, in recreating relationships between adults: all this introduces a preschooler to social life, makes it possible to become, as it were, a participant in it.

The sociality of the structure and modes of existence of the game

Features of communication

Activities were first noted by L. S. Vygotsky, who emphasized the mediating role of speech signs in the game, their importance for specifically human mental functions - speech thinking, arbitrary regulation of actions, etc.

A preschool child, entering a group of peers, already has a certain stock of rules, patterns of behavior, some moral values ​​that have developed in him due to the influence of adults and parents. A preschooler imitates close adults, adopting their manners, borrows their assessment of people, events, things. And all this is transferred to play activities, to communication with peers, forms the personal qualities of the child.

Encouraging attitude to play activities on the part of parents is of great positive importance for the development of the child's personality. The condemnation of the game, the desire of parents to immediately switch the child to educational activities, gives rise to an intrapersonal conflict in a preschooler. The child develops a sense of guilt, which outwardly can manifest itself in reactions of fear, a low level of claims, lethargy, passivity, and contributes to the emergence of a feeling of inferiority.

Conflicts between parents or grandparents in the family are reflected in the role-playing game of a preschooler.

In the conditions of play and real communication with peers, the child is constantly faced with the need to put into practice the assimilated norms of behavior, to adapt these norms and rules to a variety of specific situations. In the play activity of children, situations constantly arise that require the coordination of actions, the manifestation of a benevolent attitude towards partners in the game, the ability to give up personal desires in order to achieve a common goal. In these situations, children do not always find the right ways behavior. Often conflicts arise between them, when everyone defends their rights, regardless of the rights of their peers. Depth,

Game therapy of communication

Features of communication

The duration of conflicts among preschoolers largely depends on the patterns of family communication they have learned.

In the group of peers, public opinion and mutual assessment of children are gradually formed, which significantly affect the development of the child's personality.

Evaluation by a group of peers in older preschool age is especially important. The child more often tries to refrain from actions that cause disapproval of peers, seeks to earn their positive attitude.

Each child occupies a certain position in the group, which is expressed in the way his peers treat him. The degree of popularity that a child enjoys depends on many factors: his knowledge, mental development, behavioral characteristics, the ability to establish contacts with other people, appearance, etc.

Peers unite in the game, taking into account personal relationships and sympathies to a greater extent, but sometimes an unpopular child gets into the game group for roles that no one wants to fulfill.

Instead of an adult, peers become regulators of the role-playing game and games with rules at the senior preschool age. They distribute the roles themselves, monitor the implementation of the rules of the game, fill the plot with the appropriate content, etc. At this age, relationships with peers in some cases become more important for the child than relationships with adults. A preschooler seeks to establish himself in his best qualities in a peer group.

The actions and relationships that children play in accordance with the roles they have assumed allow them to get to know certain motives of behavior, actions, feelings of adults, but do not yet ensure their assimilation by children. The game educates children not only with its plot side, with what is depicted in it. In the process of real relationships unfolding about the game - when discussing the content, the distribution of roles, game material and so on. - children learn to actually take into account the interests of a friend, to sympathize with him, to yield, to contribute to the common cause. As studies by S. N. Karpova and L. G. Lysyuk showed, relationships about the game contribute to the development of children's

natural motives of behavior, the emergence of "internal ethical authority".

The nature of the real relationships that develop between children in connection with the game depends to a large extent on the characteristics of the behavior of the "leaders", on the ways in which they achieve the fulfillment of their requirements (by settling, negotiating or resorting to physical measures).

In the studies of L.G. Lysyuk, the assimilation of the moral norm by preschoolers in various situations is considered: 1) in the verbal plan; 2) in real life situations; 3) in a relationship about the game; 4) in plot-role relations. Relationships with peers about the game and role-playing relationships have a significant impact on the development of the child's personality, contribute to the development of such personal qualities as mutual assistance, responsiveness, etc. Of particular importance for the development of the child's personality, for the assimilation of elementary moral norms by him, are relations about the game, since it is here that the learned norms and rules of behavior are formed and really manifest themselves, which form the basis moral development preschooler, form the ability to communicate in a team of peers.