Education of positive personality traits of a preschool child in the process of his communication with peers and adults. Conditions for the development of the personality of a preschooler. The influence of an adult on the development of the personality of a preschooler. Prerequisites for Personal Development
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 preschool age With the help of adults, the child also learns a considerable number of rules related to labor 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 production. Faster than others perceive pedagogical requirements and assimilate them children who have moved from nursery groups to kindergarten groups that came 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. Revealing the most effective ways managing the system of interpersonal relations 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 effective tool normalization of their relations with peers, will increase their self-confidence, 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. Especially important role in the formation of interpersonal relations of children in a group has a game as a 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 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.
Yakobson P. M. The team of the family and the formation of personality / / Owls. pedagogy. 1975. No. 1.
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.
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 hold a parent meeting on 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.
Municipal budgetary preschool educational institution
Kindergarten No. 14 "Little Country"
Kopeysk, Chelyabinsk region
ABSTRACT
« Influence of adults on personality development
preschooler"
Xenia Alexandrovna
educator
Kopeysk 2015
Content
Introduction…………………………………………………………………………………3
1. Stages of development of communication between a child and adults…………………………………4
2. Development of the personality of a preschooler in communication with an adult………………………..9
Conclusion……………………………………………………………………………… 14
List of sources used………………………………………………..16
Introduction
The formation of the child's personality occurs both in the family and in communication with peers, educators. A child needs an adult as much as possible. Communication during this period should be emotionally positive. Thus, the child creates an emotionally positive tone, which is a sign of physical and mental health.
L.S. Vygotsky believed that the relationship of the child to the world is a dependent and derived value from the most direct and specific of his relations to an adult.[2, p.87]
Therefore, it is so important to lay the foundation for a trusting relationship between a child and an adult, providing emotionally and psychologically favorable conditions for the harmonious development of the child.
The problem of the development of the personality of a preschooler was studied by various domestic and foreign researchers A. Vallon, J. Bruner, A.V. Zaporozhets, J. Piaget, N.I. Chuprikova, D. B. Elkonin, L.S. Vygotsky, L.S. Slavina, M.I. Lisin.
The subject of the study was the influence of adults on the development of the personality of preschool children.
The purpose of the work is to study the features of the influence of adults on the development of the personality of preschoolers.
To achieve the goal, the following tasks were set:
To identify the main features and stages in the development of communication between preschool children and adults;
Determine the role of communication with adults in shaping the personality of preschoolers.
1. Stages of development of communication between a child and adults
A child is not born into the world with a ready need for communication. In the first two or three weeks, he does not see or perceive an adult. But, despite this, the parents constantly talk to them, caress him, catch his wandering eyes on themselves. It is thanks to the love of close adults, which is expressed in these seemingly useless actions, that at the end of the first month of life, babies begin to see an adult, and then communicate with him.
Some parents consider all these influences unnecessary and even harmful. In an effort not to spoil their child, not to accustom him to excessive attention, they dryly and formally fulfill their parental responsibilities: feed by the hour, swaddle, walk, etc., without expressing any parental feelings. Such strict formal education in infancy is very harmful. The fact is that in positive emotional contacts with adults, not only the satisfaction of the already existing need of the baby for attention and goodwill occurs, but also the foundation for the future development of the child's personality is laid - his active, active attitude to the environment, interest in objects, the ability to see, hear, perceive the world, self-confidence. The germs of all these most important qualities appear in the most simple and seemingly primitive communication between a mother and her baby.
The baby does not yet distinguish individual qualities of an adult. He is completely indifferent to the level of knowledge and skills of an older person, his social or property status, he does not even care how he looks and what he is wearing. The kid is attracted only by the personality of the adult and his attitude towards him. Therefore, despite the primitiveness of such communication, it is motivated by personal motives, when an adult acts not as a means for something (games, knowledge, self-affirmation), but as an integral and self-valuable personality. As for the means of communication, at this stage they have an exclusively expressive-mimic character. Outwardly, such communication looks like an exchange of glances, smiles, cries and cooing of a child and an affectionate conversation of an adult, from which the baby catches only what he needs - attention and goodwill.
Situational-personal form of communication remains the main and only from birth to six months of life. During this period, the communication of the infant with the adult takes place outside of any other activity and itself constitutes the leading activity of the child.
In the second half of life, with the normal development of the child, the attention of an adult is no longer enough. The kid begins to attract not so much the adult himself, but the objects associated with them. At this age, a new form of communication between a child and an adult is formed - situational business and the need for business cooperation associated with it. This form of communication differs from the previous one in that the adult is needed and interesting to the child not by himself, not by his attention and friendly attitude, but by the fact that he has different objects and he knows how to do something with them. The business qualities of an adult and, consequently, the business motives of communication come to the fore. The means of communication at this stage are also significantly enriched. The child can already walk independently, manipulate objects, take various poses. All this leads to the fact that object-effective means of communication are added to expressive-mimic ones - children actively use gestures, postures, expressive movements. At first, children are drawn only to those objects and toys that adults show them. There may be many interesting toys in the room, but the children will not pay any attention to them and will start to get bored among this abundance. But as soon as an adult (or an older child) takes one of them and shows how you can play with it: move a car, how a dog can jump, how you can comb a doll - all children will be drawn to this toy, it will become the most necessary and interesting. This happens for two reasons.
Firstly, an adult remains the center of his preferences for the child, because of this, he endows the attractiveness of those objects that he touches. These items become necessary and preferred because they are in the hands of an adult.
Secondly, an adult shows children how to play with these toys. By themselves, toys (as well as any objects in general) will never tell you how they can be played or used. Without such a display, the child simply does not know what to do with these objects, and therefore does not reach out to them. In order for children to start playing with toys, an adult must first show what can be done with them and how to play. Only after this the children's play becomes meaningful and meaningful. Moreover, when showing certain actions with objects, it is important not only to perform them, but to constantly address the child, talk to him, look into his eyes, support and encourage his correct independent actions. Such joint games with objects represent business communication or cooperation between a child and an adult. The need for cooperation is fundamental to situational business communication.
The significance of such communication for the mental development of the child is enormous. It consists of the following.
Firstly, in such communication the child masters objective actions, learns to use household items: spoon, comb, pot, play with toys, dress, wash, etc.
Secondly, the activity and independence of the child begins to appear here. By manipulating objects, for the first time he feels independent of an adult and free in his actions. He becomes the subject of his activity and an independent partner in communication.
Thirdly, in situational business communication with an adult, the first words of the child appear. Indeed, in order to ask an adult for the desired item, the child needs to name it, that is, pronounce the word. Moreover, this task - to say this or that word - is again put before the child only by an adult.
The child himself, without the prompting and support of an adult, will never begin to speak. In situational business communication, an adult constantly sets a speech task for the baby: showing the child a new object, he invites him to name this object, that is, to pronounce a new word after it. Thus, in interaction with an adult about objects, the main specifically human means of communication, thinking and self-regulation arises and develops - speech.
The content of the following forms of communication is no longer limited to the visual situation, but goes beyond it. The subject of communication between a child and an adult can be such phenomena and events that cannot be seen in a particular situation of interaction. On the other hand, the content of communication can be one's own experiences, goals and plans, relationships, memories, etc. All this also cannot be seen with the eyes and felt with the hands, however, through communication with an adult, all this becomes quite real, meaningful for the child.
Out of situational communication becomes possible only due to the fact that the child masters active speech. After all, speech is the only universal means that allows a person to create stable images and ideas about objects that are absent in this moment before the eyes of the child, and act with these images and ideas that are not present in this situation of interaction. Such communication, the content of which goes beyond the perceived situation, is called out-of-situation.
There are two forms outside of situational communication - cognitive and personal.
So, for the cognitive communication of a child with an adult, the following are characteristic:
1) good command of speech, which allows you to talk with an adult about things that are not in a particular situation;
2) cognitive motives of communication, the curiosity of children, the desire to explain the world, which is manifested in children's questions;
3) the need for respect for an adult, which is expressed in resentment at the remarks and negative assessments of the educator.
Over time, the attention of preschoolers is increasingly attracted to 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, even before parents constantly told their children how to behave, what is possible and what is not, but younger children only obeyed (or did not obey) the requirements of an adult. Now, at six or seven years old, the rules of conduct, human relations, qualities, actions are of interest to the children themselves. This is how the most complex and highest form of communication outside the situational-personal form of communication arises in preschool age.
Thus, for out of situational-personal communication, which develops by the end of preschool age, the following are characteristic:
1) the need for mutual understanding and empathy;
2) personal motives;
3) speech means of communication.
Out of situational-personal communication is important 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 necessary condition 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 communication with them.
These are the main forms of communication between a child and an adult at preschool age. But this is only a general, average age sequence, reflecting the normal course of a child's development. Deviations from it insignificant terms(six months or a year) should not inspire concern.
2. 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.
The development of the personality of a preschooler is the development of motives for behavior and the formation of self-awareness. The personality of the child is formed gradually, step by step, and each new shift in the formation of personality changes the influence of conditions, increases the possibilities for further education. The conditions of personality development are so closely intertwined with development itself that it is practically impossible to separate them.
The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand the world around him and realizes his place in it, this gives rise to new types of behavioral motives, under the influence of which the child performs certain actions. The other side is the development of feeling and will.
They ensure the effectiveness of these motives, the stability of behavior, its certain independence from changes in external circumstances. The main way of influence of adults on the development of the personality of children is the organization of the assimilation of moral norms. These norms are acquired by the child under the influence of patterns and rules of behavior. The models of behavior for children are, first of all, the adults themselves - their actions, relationships.
Preschool children are imitative. Using this feature, adults teach kids personal example, as well as attracting artistic images, be friends with each other, respect elders, take care of plants and animals, and the results of human labor.
The most significant impact on the child is the behavior of his surrounding close people. He is inclined to imitate them, to adopt their manners, to borrow their assessment of people, events, things. However, the matter is not limited to loved ones. A child of preschool age gets acquainted with the life of adults in many ways - by observing their work, listening to stories, poems, fairy tales.
At preschool age, children begin to be guided in their behavior by moral standards. Acquaintance with moral norms and understanding of their value in a child is formed in communication with adults who evaluate opposing actions (telling the truth is good, deceiving is bad) and make demands (it is necessary to tell the truth). From about 4 years old, kids already know that they should tell the truth, and it’s bad to lie. But the knowledge available to almost all children of this age does not in itself ensure the observance of moral standards.
In communication with adults, in the process of assimilation by the child of the norms and rules of behavior, value orientations are formed. At the same time, there is an accumulation of practical experience of direct interaction with the social environment. The transformation of social values into those that are significant for the child himself is carried out at preschool age through the transformation of the emotional sphere, which begins to be associated with the rules of behavior and relationships between people. As a result, by the end of preschool age, there is a transition from emotionally direct to indirect moral criteria and relationships.
In communication with an adult, a child learns moral concepts at first in a categorical form, gradually clarifying and filling them with specific content, which undoubtedly speeds up the process of their formation and at the same time creates the danger of their formal assimilation.
So, the education of a person through moral criteria and assessments is controlled by adults who contribute to the selection and training of socially significant properties. The independence of the child begins to manifest itself in the case when he applies moral assessments to himself and others and regulates his behavior on this basis. This means that at this age such a complex form of personality as self-awareness develops.
The experience of a child's communication with adults is the objective condition outside of which the process of forming a child's self-awareness is impossible or very difficult. Under the influence of an adult, the child accumulates knowledge of self-image, develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:
Providing the child with information about his individual personality traits;
Evaluation of his activities and behavior;
Formation of values, social standards, with the help of which the child will subsequently evaluate himself;
Formation of the ability and motivation of the child to analyze their actions and deeds and compare them with the actions and deeds of other people.
Both directly and inconsistently the demands made by adults on the child hinder the development of his self-awareness, disorientate him or lead to opportunism: the preschooler develops several lines of behavior in relation to each member of the family, depending on the nature of his demands. The development of the sphere of self-consciousness is accompanied by the separation of his activities and himself from the adult, which is not present in pre-school age, the appearance of his “own”, “personal” desires.
B.G. Ananiev singled out the formation of self-esteem in the genesis of self-consciousness, which is associated with the development of evaluative relations in the family and collective life of the child. The relative adequacy of the child's value judgments is determined by the constant evaluative activity of educators, the formation of evaluative relations in the group in connection with the implementation of the rules of conduct, in various types of activities (classes, games, duty).
The influence of parents' assessments on the self-esteem of an older preschooler is mediated by the nature of relationships in the family. There is an internalization of the assessments of the parent who is unconditionally presented to the child. significant person, the carrier of reference estimates. The selectivity of internalization is determined, on the one hand, by the parenting style, and, on the other hand, by the children's social perception and understanding of the mother's and father's competence, and the child's need for self-respect. A wide range of factors leading to the formation of personality traits should be emphasized. They develop in communication with adults and children, in various forms of cognition and in various types of activities - in the game, in the classroom, etc. by its very nature of personality.
The main ways of forming the personality of a preschooler, his character, abilities, will, imagination, moral feelings are communication with surrounding adults and children, active creative activity of the child himself.
IN joint game If it is skillfully directed by an adult, the rudiments of collectivism, the desire and ability to reckon with other children develop, such moral feelings as sympathy and sympathy for other people, love and respect for the work of adults are formed, the desire to imitate the courage and heroism of people is brought up.
When organizing the work of a preschooler, it must be remembered that it should be interesting for the child, should correspond to his abilities, requires a positive assessment of adults (it is advisable to indicate individual shortcomings in mild form). If these conditions are met, the child experiences the joy of success in overcoming difficulties, he develops a positive attitude towards work tasks and diligence.
The main strategy for helping children is to keep an attractive motive and its connection with a specific, perhaps not very interesting action. The attitude of preschoolers to the proposed work and its success depend on how clear its meaning is for them.
The realization of the goal and the ability to bring the work to the desired result require the child to purposefully voluntarily behave. The formation of the volitional component of the subject of activity occurs in various directions. Concentration and sequence of actions, self-control, self-assessment of one's actions and the result obtained are manifested. Under the influence of assessments and control of an adult, a senior preschooler begins to notice errors in his own activities, in the work of other children, and at the same time highlight role models. At a younger preschool age, the child does not yet notice his mistakes and cannot correctly assess the quality of the work performed.
Of course, at preschool age, the formation of personality and the orientation of motives is far from over. During this period, the child is just beginning to independently determine his actions. But if, with the help of an adult, he can do something not too attractive for the sake of some other, more significant goal, this is already a clear sign that he is developing strong-willed behavior. However, such assistance must be precise and subtle. You can't force him to do something he doesn't want to. The task of an adult here is not to break or overcome the desires of the child, but to help him understand (realize) his desires and keep them despite situational circumstances. But the child must do the work himself. Not under pressure or pressure, but of their own free will and decision. Only such assistance can contribute to the formation of his own personality traits.
Conclusion
Communication with adults and parents allows preschoolers to learn moral and ethical norms of behavior, develops the emotional sphere, develops communication skills, helps to adopt a positive example. An adult gives the child examples of communication that he does not yet own. In communication with adults, the value orientations of preschoolers are formed. Under the influence of an adult, a child accumulates knowledge and ideas about himself, develops one or another type of self-esteem, self-knowledge is formed and develops. An assessment by an adult of the activity, actions of a preschooler can form a real, underestimated or overestimated self-esteem in a child.
Communication with adults and the organization of adult communication between preschoolers develops a sense of collectivism in the child.
The task of an adult on the path of development of the child's personality is to help him form volitional behavior, develop cognitive activity, and help mental development. Close interaction in the process of communication with adults of emerging complex neoplasms, such as personal characteristics and properties of the subject of activity, communication and cognition, the intensive process of socialization of the individual and, above all, his psychophysiological level, create real prerequisites for the transition to the school period of life.
List of sources used
Avdeeva N. Personal development in early childhood: Child psychology: the child's attitude to other people, himself and the objective world, the image of I / N. Avdeeva // Preschool education.-2006.- No. 3.- P. 103-110
Vygotsky L.S. Psychology of child development / L.S. Vygotsky; A.S. Vygotsky. – M.: Meaning: Eksmo, 2005.-512s.
Zenkovsky V.V. Psychology of childhood: Textbook for higher. textbook institutions / V.V. Zenkovsky.- Yekaterinburg: Business book, 1995.-347p.
Mironov N. Formation of moral assessment in preschool children / N. Mironov // Science and school.-2003.-№9.-p.21-26
Elkonin D.B. Child psychology: Proc. allowance for universities / D.B. Elkonin; Ed.-stat. B.D. Elkonin. - 2nd ed., Ster.-M .: Academy, 2005.-384s.
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 term "personality" includes various characteristics Key words: sociality, creative activity, morality, I 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 between adults develops certain style relations, 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 contributes democratic style relations. The authoritarian style asserts dictate in the family, alienation, hostility, fear, and can cause neurosis in a child, develop negative character traits: lies, hypocrisy, conformity, envy, etc. yourself.
Features of communication
mediocre parent-child relationship, types of education in the family, allowing us to talk about the disharmony of family education.
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 a child's development. 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. an emotionally positive reaction of a child to an adult, accompanied by a smile, active movements, vocalization, fixing the adult's face with a look and listening to his voice. All this indicates that the child has switched to new stage 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 provide the formation good relations child to people, to the world around 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 the practical activities of the baby and, as it were, serves his “business interests”.
The second half of infancy is marked by qualitative changes in the child's relationship to the world around him. various forms imitation, a 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. cognitive activity the child is drawn 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 communicative activity. Although the actual communicative activity with peers occurs precisely in the period early childhood(at the end of the second-beginning of the third year of life) and has 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 an initiative, freedom (independence), allows the child to see his capabilities, helps the further formation of self-consciousness, the development of emotions.
In the first half before infancy (3-5 years), the child observes a new form of 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 start to be frustrated and throw 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, the child 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 of 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) the readiness of mental processes, i.e. definite
their level of development ( initial forms 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 very important indicator, since it is he who 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 proposed by E. E. Kravtsova to solving the actual problem of a child’s psychological readiness for schooling shows that forms of cooperation with adults and peers are behind the schemes of intelligence. The author practically proved the importance 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 activity(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.
The well-formedness of the preschooler's plot game makes it possible to recreate in an active, visually effective form an immeasurably wider sphere of reality, which goes 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 the child lies in actions with them, in recreating the relationships between adults: all this introduces the 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. Condemnation of the game, the desire of parents to immediately switch the child to learning activities, gives rise to an intrapersonal conflict in a preschooler. The child develops a feeling 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, to a greater extent taking into account self-personal relationships and sympathies, however, sometimes in game group an unpopular child falls into 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, etc. - 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 of the moral development of a preschooler, form the ability to communicate in a team of peers.
Society is an institution that always produces an image of a person, the process of development of which is aimed at comprehending society, its objects and relations, historically developed forms and methods of communication with nature and the norms of human relationships. However, a child realizes himself when he becomes a person, a carrier of social and human activity as a result of its implementation.
In the preschool years, the psychological mechanisms of the personality, new psychological qualities and forms of behavior, the self-concept, a system of qualities that provide psychological readiness child to school, the foundations of moral development are laid.
Conditions for the development of the personality of a preschool child
The personality of a person is a complex formation, the process of development, formation and formation of which depends on many factors: biological, natural and social environment, education and training, the child's own activity.
From infancy, a person develops as a social being. The source and condition of this development is the social environment. With the help of people, through people, she constantly interacts with the surrounding reality. The interaction of the child with the environment, primarily with the social environment, the micro-environment, the assimilation of the culture of mankind play an important role in his mental development, his formation as a person.
A personality is a person who has reached a certain level of mental development, in which their own views on others have developed, a certain level of self-understanding, acquired structures mental processes and properties
It arises as a result of cultural and social development.
At preschool age, the psychological qualities and mechanisms of the personality are formed, connections and relationships are established, which form the core of the personality. During this period, a stable inner world is formed, forms of behavior that give reason to consider the child as a person.
The influence of adults on the development of the personality of a preschooler
The conditions for the development of a preschooler are significantly different from the conditions of the previous age stage. The requirements of adults to his behavior are significantly increased. The central requirement is the observance of the obligatory for all rules of conduct, the norms of public morality. New opportunities for understanding the world contribute to the assimilation of the forms of relationships that exist between adults. The child is included in joint activities with peers, learns to coordinate their actions with them, to take into account their interests and opinions. All the time, its activity changes and becomes more complicated, puts forward new requirements for perception, thinking, memory, and the ability to organize one's behavior. All this gradually forms the personality of the child, and each personal property changes, expands the possibilities for education. The conditions of development and the development of the individual are interconnected.
The development of the child's personality covers such qualitative changes:
1) understanding by the child of the surrounding world, awareness of his place in it, which gives rise to new motives of behavior, under the influence of which she carries out her actions;
2) the development of feelings and will, ensuring the effectiveness of motives, the stability of behavior, its independence from external circumstances.
The main influence of adults on the development of a child's personality lies in the organization of his assimilation of moral norms that regulate the behavior of people in society. The behavior of people close to her affects the child most strongly. She imitates them, adopts their mannerisms, borrows their way of judging people, events, things. However, this influence is not limited to loved ones. A preschool child gets to know the life of adults by watching how they work, listening to stories, fairy tales, watching movies and the like. For her, the behavior of people who are respected, about whom they speak approvingly, authoritative peers, characters of fairy tales, cartoons, etc. the child is authoritative.
Adults play a leading role in the development of the child's personality, teach the child the rules of behavior that organize it in everyday affairs, set it up for positive actions. Making demands, evaluating actions, they require children to comply with the rules. Gradually, children begin to independently evaluate their actions based on their own ideas about what behavior adults and peers expect from them.
At a younger preschool age, children learn the rules regarding cultural and hygienic skills, adherence to the regimen, handling toys. Obeying the requirements of adults, they themselves try to master these rules. Often in preschool children turn to the teacher about violations of the rules of behavior by their peers. These statements are often a kind of request to confirm the rule and its binding on all. Sometimes they are an attempt to discover a new, unknown rule. In such a situation, children ask if it is possible to do this.
In middle and especially older preschool age, it is too important to master the rules of relationships with other children, since the complications in the activities of children give rise to the need to take into account the rights and interests of comrades. It is not easy for children to master such rules, they often apply them formally, without understanding the essence and features. specific case. They are mastered through experience.
The closest social environment of the child is, as a rule, the family. For a long time it significantly affects the formation of the personality of a growing person. The special significance of the family microenvironment is explained by the relative independence of the child, the dependence of life and well-being on the care and help of adults who bring her up. Such influences as the approval and disapproval of parents is the regulator and stimulus of the mental development of the child. The formation of certain properties of the child and his behavior depends on their character.
Education with the use of strict but contradictory requirements and prohibitions, according to psychiatrists, leads to neurosis, obsessive-compulsive states and psychosthenia in children. Attempts by adults to isolate a child from peers, depriving him of elementary independence, annoying edification and moralizing (with the aim of accustoming him to good, positive), insults, humiliation, ridicule and physical punishment for mistakes and failures, suggestion to the child of his weakness and inferiority.
In each family, a special individual relationship develops between a child and parents, despite certain common features. Depending on the use of influence methods by parents, their relationship with children is qualified as democratic and authoritarian.
By democratic form family influence adults try to contact the child on an equal footing, trust her, respect her opinion, explain the rules adopted in the family, meaningfully answer children's questions, and the like.
The use of many restrictions on children includes authoritarian form of family influence. Parents-dictators care about the steadfastness of their own authority, the steady submission of children to their will, minimize communication in order to explain the rules of behavior, etc.
Children from democratic families more often show an inclination and desire for creativity, initiative, leadership skills, non-conformism (non-acceptance of opportunism), adequate emotionality in social relationships.
The psychological climate in the family, which is reflected in the nature of communication with children, the level of interest in them, their problems, care and attention to them, is an essential factor in the formation of the child's moral character. The less affection, care and warmth a child receives, the slower it develops as a person, the more prone to passivity and apathy, the higher the likelihood of her developing a weak character. Friendly relations, a warm family atmosphere in which a child grows up, contribute to the formation of a sense of personal security, self-confidence, and optimism.
The composition of the family also influences the formation of the personality of a preschooler. A child, in whose upbringing, in addition to parents, grandparents are involved, is more capable of compassion, friendly, but less independent and stubborn, she lacks organizational skills.
The influence of relatives on the development of the child depends on how she treats them, evaluates them. The child's attachment to relatives is expressed in the desire to be near (especially when the child is sick or experiencing fears, frightened), to play with them, to make them nice gift in empathy with the joys and sorrows of parents. Children realize these feelings in drawings and statements.
A special role in the family microenvironment of the child belongs to the mother, since she is preferred by children of all age groups. Relationships with father, brother, sister, grandfather and grandmother are also important, often with distant relatives.
Formation of the child's personality in communication Lisina Maya Ivanovna
B. The influence of communication on the development of PA in preschoolers
Preschoolers, of course, are still very young children, but in terms of their experience, independence and complexity of mental life, they are so much superior to babies and children. early age that against them again with absolutely special meaning the question arises whether their cognitive activity depends on communication with other people. In the laboratory team, he has long been engaged in the study of PA of preschoolers and the influence on it of children's communication with adults and with peers of D. B. Godovikov. One of her works involved 16 children from 4 to 5 and a half years old. Their PA was revealed in the game and in the situation with “problem boxes”. The children were shown three identical-looking objects, of which one actually differed from the others - its lid did not open in the usual way. The child's interest in such a "secret" and attempts to reveal it can be regarded as an analogue of creativity at the level of subject-effective thinking. Peculiarities of communicative activity were also revealed in children. It turned out that children who had differences in communication with adults also had different PA, which indicates their connections with each other. At the same time, it turned out that the intensity of communication was not associated with PA; mattered content communication, direction. If the adult approved the activity of the subjects, then PA increased: search activity unfolded more widely, under these conditions it more often ended with a solution to the problem.
In Kh. T. Bedelbayeva's dissertation, it was established that preschool children have a selective attitude to visual influences emanating from a person, similar to that established in experiments with children under three years of age. Using as an object of perception drawings of people and various items, Kh. T. Bedelbaeva found, firstly, an increased efficiency in the perception of "social" influences. So, when replacing two pictures in a set of postcards, children more often detected a change in the picture of a person (93% of cases) than an object (80%). In cases where children found a replacement of drawings in both categories, they more often indicated a change in the "social" category first of all (76% of cases). Second, the time it took for them to detect a replacement for the “social” impact was, on average, shorter than for the detection of the “non-social” one (7 s versus 11 s). And finally, in conflict situations, preschoolers showed a predominant orientation towards the “social” component of a complex impact, which also included the drawing of an object.
The connection of the phenomenon of selectivity with communication was subjected to experimental verification. Children were selected from low level communication (for preschoolers, this was the level of situational-business communication, while the most developed of them had an extra-situational-personal form). The development of communication contributed to the increase in the PA of children, and in two different ways: first, it increased the child's attention to what served as the material of communication; secondly, communication increased children's attention to human behavior and increased the efficiency of their perception and discrimination of communication signals. In both cases, the effectiveness of teaching preschool children was noticeably increased and the subsequent transfer of the learned methods to new conditions was facilitated.
In 1980, T. D. Sartorius completed (under our supervision) experimental study the impact of communication on PA in preschoolers. Let us briefly present its idea and results. The first part of the work of T. D. Sartorius is similar to the study of T. M. Zemlyanukhina. In ascertaining experiments, children compared indicators of communication with adults, communication with peers, and cognitive activity. Two groups of children were selected - 12 pupils of the daytime groups of the kindergarten and the same number of pupils of the preschool orphanage.
A study of the communicative activity of preschoolers showed that the attitude towards an adult in children of both groups was approximately equally positive, but in kindergarten it was revealed much more intensively, using more effective techniques, and most importantly, much more complex and meaningful. This is evidenced by the fact that five children in the kindergarten had the highest - extra-situational-personal - form of communication, while in the orphanage this form was never registered, but three children showed primitive situational-business communication that was absent in their children. peers in kindergarten. In the sphere of communication with peers, the differences went in the same direction, but were even more pronounced. harsh character. In accordance with our hypothesis, it was to be expected that objective activity, stimulated by cognitive activity children, in orphanage should also be lower than in kindergarten. And so it turned out.
Kindergarten pupils began examining objects 2.5 times faster, they were much more varied and intensive. Among the indicators studied by T. D. Sartorius are behavior parameters similar to speed, ergic and all other aspects of activity, identified by various authors who studied this phenomenon both in general and in its particular varieties: latent period, duration of the survey, the number of indicative and practical objective actions in 1 minute, the intensity of emotional manifestations, the number of statements. The indicators of PA were in a statistically significant direct relationship with the indicators of children's communication (for the sample as a whole, r = 0.865 with R< 0,01).
The second part of T. D. Sartorius' research included formative experiences. They were attended by 12 children aged 5–6 years, pupils of an orphanage with a low level of communication. The experiments were of a collective nature: 6 children participated in them at the same time, with whom an adult organized role-playing games. After 24 lessons, communication in all children increased significantly. Statistically reliably increased the frequency of children choosing the most difficult (extra-personal) contacts, attention to partners, emotional response on their impact, the number of statements addressed to them, the total duration of the desired communication. At the same time, PA increased in all children.
Statistical processing showed reliable differences (Student's t-test) between the final and initial measurements of PA in the series important parameters. The children who completed the classes developed an acute curiosity, inquisitiveness, a desire to explore interesting phenomena by all means available to the child. Consequently, communication with peers specially organized by an adult, which proceeded with his participation, really had a positive impact on the PA of children.
Let's try to understand how the increase in the level of communication could have an impact on the PA of children. Recall that the situation of the formative lessons was very different from the situation of the control trials: in the classroom the child was in a group of peers and together with them participated in a role-playing game, while in the trials he was alone in the room and without familiar toys. Following D. B. Godovikova, we believe that the influence of communication with peers and adults on PA can only be explained through some deeper acquisitions of the child made in the classroom and become the common property of his personality, capable of manifesting itself in a variety of circumstances, in including the examination of new subjects. We tend to think that the child's personal acquisition was the development of his self-image and attitude towards himself. We judged changes in this area of the personality of the subjects by significant changes in their behavior in the classroom: they abandoned a passive-friendly position, they had an initiative aimed at demonstrating their skills and knowledge to their comrades; children clearly sought to arouse the interest of their peers and adults, to earn their approval. Finally, some children showed a willingness to reach common opinions and views with a peer group, which further increased their self-confidence. The changes in the personality of the subjects listed above are very close to the shifts described by A. I. Sylvester, who worked with preschoolers who underestimated their abilities, and sought from them a more optimistic view of their abilities. It can be assumed that similar processes also took place in the experiments of T. D. Sartorius. The games in the classroom were very successful (the experimenter monitored this) and brought great joy and satisfaction to each child. The children's self-confidence increased, the need for self-respect increased, courage and perseverance appeared in defending their interests. All of the above should have been found on the control samples exactly as they were: in increased curiosity, ingenuity, perseverance in unraveling the "secret".
Table 2.4
List of PA indicators for which statistically significant changes occurred after formative experiments in children (in conditional points, on average for the group)
* Differences are significant at R? 0,05.
** Differences are significant at R< 0,01.
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