Types (levels) of relations in the children's team. Methods for the formation of interpersonal relations in a team of children of senior preschool age

The role of the peer group in the social, personal development of a preschool child is covered in many socio-psychological, psychological, pedagogical scientific works and studies. It is in a society of peers that the mechanisms of interpersonal perception and understanding develop most effectively, which underlie the formation of such personal qualities as sympathy, the desire for assistance and friendly support, the ability to share joy, as well as qualities that provide the ability to self-awareness. In a group of peers, the child learns one form or another of behavior, “focusing on the requirements of the group in the form of “role expectations”, that is, exercising in the performance of certain social roles set by the system of interpersonal interaction in a particular group. The approval of the group provides the child with the opportunity for self-expression and self-affirmation, promotes confidence, activity, positive self-perception.

T.A. Repina identifies the following most important functions of the preschool group:

§ the function of general socialization (in the practice of interaction with peers, children receive the first experience of working in a team, the first social experience of group communication, interaction on an equal footing, experience of cooperation);

§ the function of intensifying the process of sexual socialization and sexual differentiation, which is clearly manifested already from the age of five;

§ the information function and the function of the formation of value orientations (the characteristics of a child's life in kindergarten largely determine the nature of his value orientations, the direction of social communication, although, of course, the influence of close adults is still very strong);

§ evaluative function that affects the formation of self-esteem and the level of aspirations of the child, his moral self-awareness and behavior.

The problem of the relationship of the child with peers attracted the attention of many domestic psychologists and teachers. The following main areas related to the study of children's relationships in preschool age can be distinguished:

1. The study of interpersonal relations in the framework of socio-psychological research, where the main subject of research was the structure and age-related changes in the children's team, the study of children's electoral preferences (Ya.L. Kolominsky, T.A. Repina); the influence of children's practical contacts on the development of children's relationships (A.V. Petrovsky).

2. The study of interpersonal relations by the Leningrad Psychological School, where the subject of research was the child's perception, understanding and knowledge of other people (A.A. Bodalev).

3. The study of interpersonal relations within the framework of the concept of the genesis of communication by M.I. Lisina, where relationships were considered as an internal psychological basis for communication and interaction of the child with others.

4. The study of particular types of interpersonal relations in the framework of pedagogical and socio-psychological research (humane, collective, friendly relations, etc.).

Thus, the study of preschool groups in domestic psychology and pedagogy has more than half a century of history. Let us dwell in more detail on the differentiation of concepts that characterize the main interpersonal phenomena in the preschool group.

According to many domestic psychologists, the spheres of activity, communication, and personal relationships are closely interconnected, influence each other, and in real life, the children's group act in unity and unity. But for the purpose of scientific study of interpersonal relations, it is necessary to clearly differentiate the concepts that characterize interpersonal phenomena. These are the concepts of "interpersonal relations", "communication", "interpersonal interaction".

Interaction is an element of any joint activity. In social psychology, interpersonal interaction refers to the objective connections and relationships that exist between people in social groups. This concept is used both to characterize the system of existing interpersonal contacts of people in the process of joint activity, and to describe the time-expanded, mutually oriented reactions of people to each other in the course of joint activity.

Communication is a specific type of human interaction with the help of a variety of communication means, consisting in the exchange between them of information of a cognitive or affective-evaluative nature.

In most foreign studies, the concepts of "communication" and "relationships", as a rule, are not divorced. In domestic psychological and pedagogical science, these terms are not synonymous. So, in the concept of M.I. Lisina's communication acts as a special communicative activity aimed at the formation of relationships. In the studies of T.A. Repina understands communication as a communicative activity, a process of specific face-to-face contact, which can be directed not only to the effective solution of problems of joint activity, but also to the establishment of personal relationships and knowledge of another person.

Interpersonal relations, as well as the concept of "relationship" close to them, is a diverse and relatively stable system of selective, conscious and emotionally experienced connections between members of the contact group. These connections are determined mainly by joint activities and value orientations. They are in the process of development and are expressed in communication, joint activities, actions and mutual assessments of group members. In some cases, when relations are not of an effective nature, they are limited to the sphere of only hidden experiences. Despite the fact that interpersonal relations “appear”, are actualized in communication and for the most part in the actions of people, the very reality of their existence is much wider. As noted by T.A. Repin, interpersonal relationships can be likened to an iceberg, in which only the surface part appears in the behavioral aspects of the personality, and the other, underwater part, larger than the surface, remains hidden.

Many psychologists have tried to classify interpersonal relationships and highlight their main parameters.

V.N. Myasishchev singled out personal emotional relations (attachment, hostility, hostility, feelings of sympathy, love, hatred) and relations of a higher, conscious level - ideological and principled.

Ya.L. Kolominsky speaks of two types of relationships - business and personal, based on a feeling of sympathy or hostility.

A.A. Bodalev attaches great importance to evaluative relationships.

A.V. Petrovsky identifies special forms of relationships - referential and the phenomenon of DHEI (effective group emotional identification).

In the studies of T.A. Repina singled out three types of interpersonal relationships in the preschool group: actually personal, evaluative, and the beginnings of business relationships. T.A. Repina also emphasizes that there is a difference between internal, subjective relationships and the scope of their external manifestation, in ways of communicating with other people, that is, objective relationships. But in general, in preschool age, due to immediacy in children, subjective relations and their objective expression are closer to a greater extent than in adults, and also, to a greater extent than among schoolchildren, the interconnection and interpenetration of different types of relations is manifested and emotionality is especially pronounced. all kinds of relationships.

MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

FEDERAL STATE BUDGET

EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"BASHKIR STATE PEDAGOGICAL

UNIVERSITY IM. M. AKMULLY»

Psychology faculty

Department of Practical Psychology

Specialty: 031000

Course 6, group 601

FATTAKHOV AIRAT KHALISOVICH

SUMMARY ON THE COURSE "INTRODUCTION TO SPECIALIZATION"

INTERPERSONAL RELATIONS IN CHILDREN'S GROUPS: PSYCHOLOGICAL DIAGNOSIS AND CORRECTION

Checked:

assistant Dmitrieva Olga Vyacheslavovna

1.Introduction…………………………………………………………………………3

2.Communication and attitude…………………………………………………………….5

3. Diagnosis of interpersonal relations in children's groups…………………………………………………………………………….…….9

4. Correction of interpersonal interaction in the children's group………………………………………………………………………………….11

5.Conclusion……………………………………………………………………..13

6. Literature……………………………………………………………………….14

INTRODUCTION

It is known that a child at an early age is most sensitive to the formation of a benevolent attitude towards people. In a society of peers, the mechanisms of interpersonal perception and understanding, which underlie the formation of positive personal qualities, develop most effectively. In middle and older preschool age, the child can already differentiate his personal relationships. Interpersonal connections become more selective and acquire a relatively stable character. At this age, the degree of orientation of children as peers is quite high. An important motive for communication between older preschoolers is the need for recognition and respect by peers. Thus, the kindergarten group can be considered as the first children's small group. Its influence on personal development is enormous, which is why the problems of diagnosing and correcting interpersonal interaction are so relevant. Relation to other people is the basic fabric of human life. According to S.L. Rubinstein, a person's heart is all woven from his relationship to other people; the main content of a person's mental, inner life is connected with them. It is these relationships that give rise to the most powerful experiences and actions. Attitude towards another is the center of the spiritual and moral formation of the individual and largely determines the moral value of a person. Relationships with other people are born and develop most intensively in childhood. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-consciousness, his attitude to the world, his behavior and well-being among people. The topic of the origin and formation of interpersonal relations is extremely relevant, since many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. This prompts us to consider the development of children's relationships with each other at the early stages of ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.

COMMUNICATION AND ATTITUDE

Despite the fact that in childhood it is interaction and communication with adults that are the decisive factors in the development of the child's personality and psyche, the role of the child's interpersonal relations with peers should not be underestimated. So, in the studies of T. A. Repina, it was found that under the conditions of strict regulation of the activity of preschoolers by adults, their relationship with each other is characterized by a specific structure. One of its features is that in a group of children, in the process of free communication, there are mainly two types of subgroups of children. Some of them are characterized by fairly stable and relatively long-term contacts of members of the subgroup, while others can be assessed as short-term associations that quickly disintegrate and change their composition.

In the concept of M.I. Lisina's communication acts as a special communicative activity aimed at the formation of relationships. Other authors understand the relationship of these concepts in a similar way (G.M. Andreeva, K.A. Abulkhanova-Slavskaya, T.A. Repina, Ya.L. Kolominsky). At the same time, relationships are not only the result of communication, but also its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized, manifested in the interaction of people. At the same time, the attitude towards another, in contrast to communication, does not always have external manifestations. Attitude can also manifest itself in the absence of communicative acts; it can also be experienced with an absent or even fictional, ideal character; it can also exist at the level of consciousness or inner spiritual life (in the form of experiences, ideas, images, etc.). If communication is carried out in various forms of interaction with the help of some external means, then attitude is an aspect of inner, spiritual life, it is a characteristic of consciousness that does not imply fixed means of expression. But in real life, the attitude towards another person is manifested primarily in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people.

From all of the above, we can conclude that studies by domestic and foreign psychologists have shown that a special structure of interpersonal relations stands out in groups of kindergarten children. It has been established that there are children who are very popular and many preschoolers want to play and be friends with them, which is due to their ability to invent and unfold various plots. They act as leaders of children's play associations and occupy leading, most interesting roles. Along with popular children, there is a category of unpopular preschoolers who do not attract peers and, therefore, find themselves isolated in free activities.

The development of communication with a peer in preschool age goes through a number of stages. In the first of them (2-4 years), a peer is a partner in emotional and practical interaction, which is based on imitation and emotional infection of the child. The main communicative need is the need for the complicity of a peer, which is expressed in parallel (simultaneous and identical) actions of children. At the second stage (4-6 years) there is a need for situational business cooperation with a peer. Cooperation, in contrast to complicity, involves the distribution of game roles and functions, and hence, taking into account the actions and influences of the partner. The content of communication becomes a joint (mainly gaming) activity. At the same stage, another and in many ways opposite need arises for peer respect and recognition. At the third stage (at the age of 6-7), communication with a peer acquires the features of out-of-situation - the content of communication is distracted from the visual situation, stable electoral preferences between children begin to take shape. As the works of R.A. Smirnova and R.I. Tereshchuk, made in line with this direction, selective attachments and preferences of children arise on the basis of communication. Children prefer those peers who adequately satisfy their needs for communication. Moreover, the main of them remains the need for benevolent attention and respect from a peer. Thus, in modern psychology there are various approaches to understanding interpersonal relationships, each of which has its own subject of study:

♦ sociometric (selective preferences of children);

♦ sociocognitive (knowledge and evaluation of the other and the solution of social problems)

♦ activity (relationships as a result of communication and joint activities of children).

A variety of interpretations does not allow more or less clearly define the subject of education of interpersonal relationships. Such a definition is important not only for the clarity of scientific analysis, but also for the practice of raising children. In order to identify the features of the development of children's relationships and try to build a strategy for their upbringing, it is necessary to understand how they are expressed and what psychological reality is behind them. Without this, it remains unclear what exactly needs to be identified and educated: the social status of the child in the group; ability to analyze social characteristics; willingness and ability to cooperate; the need to communicate with peers? Undoubtedly, all these moments are important and require special attention of both researchers and educators. At the same time, the practice of upbringing requires the allocation of some central education, which is of unconditional value and determines the specifics of interpersonal relations, in contrast to other forms of mental life (activity, cognition, emotional preferences, etc.). From our point of view, the qualitative originality of this reality is inextricably linked relationship of man to another and to himself.

Diagnostics of interpersonal relations in children's groups

Interpersonal interaction includes relationships - communication - mutual evaluation. The position of the child in the system of mutual evaluations is distinguished using different variants of evaluation methods. The most important principle of diagnosing interpersonal interaction is a comprehensive study of all phenomena in their interconnection, interdependence and interdependence. The identification and study of interpersonal relationships is associated with significant methodological difficulties, since the relationship, unlike communication, cannot be directly observed. Verbal methods are mediated by the speech activity of the subjects; the components of these task techniques appeal to memory, imagination, belief systems in their language-mediated form. They are widely used in the study of interpersonal relationships in adults, and they also have a number of diagnostic limitations when we are dealing with preschoolers. Questions and tasks of an adult addressed to preschoolers, as a rule, provoke certain answers and statements of children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal answer reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious representations and real relationships of children. The attitude is rooted in deeper layers of the psyche, hidden not only from the observer, but also from the child himself. At the same time, in psychology, there are certain methods and techniques that make it possible to identify the features of interpersonal relations of preschoolers. These methods can be conditionally divided into objective and subjective. Objective methods include those that allow you to fix the external perceived picture of the interaction of children in a peer group. This picture somehow reflects the nature of their relationship. At the same time, the psychologist or teacher ascertains the behavior of individual children, their likes or dislikes and recreates a more or less objective picture of relationships in children's groups. These include various questionnaire tests that involve a set of items (questions, statements) about which the subject makes judgments ( as a rule, a two- or three-alternative choice of answers is used.The same psychological variable is represented by a group of items (at least 6).Items of the test-questionnaire can be direct, appealing directly or to the experience of the subject (for example: Are you afraid of the dark? ), or to the opinions, judgments of the subject, in which his personal experience or feelings are indirectly manifested (for example: Are most people honest?) Questionnaires are built as one-dimensional or multidimensional, including a number of psychological variables. In contrast, subjective methods are aimed at identifying the inner deepest characteristics of attitudes towards other children, which are always associated with the characteristics of his personality and self-consciousness. Therefore, subjective methods in most cases have a projective character. Faced with “indefinite” unstructured stimulus material (pictures, statements, unfinished sentences, etc.), the child, without knowing it, endows the depicted or described characters with their own thoughts, feelings, experiences, i.e., projects (transfers) their I.

Correction of interpersonal interaction in the children's group

The most typical and private is the problem of the unpopularity of the child in the peer group.

The goals and objectives of correctional work should be correlated with the identified reasons for the unpopularity of the child, develop social behavior, form a positive attitude towards peers. The main ones can be: unformed skills of activity (game, constructive); lack of formation of communicative skills (they do not find words corresponding to the task of communication and the situation, they do not know how to find out if the partner of interaction with him is satisfied or not, they do not find acceptable forms to express an invitation, refusal, assessment, etc.); unacceptable appearance of the child (ugliness, untidiness, physical defects). The main direction of the correction will be the desire to improve the status of the child (sociometric, evaluative). An expedient way of corrective influences is social therapy, in which, thanks to a stable positive system of assessments of an adult, peer assessments are reoriented, and it is also necessary to teach a child to express his attitude towards other people in different ways. Correction of the child should be aimed at removing the factors of emotional tension. The main direction of correctional work should be the creation of conditions for the implementation of the dominant motives of children to interact. If the younger ones are happy with any situation that presents the opportunity to communicate with the older ones, that for the latter it is necessary to make it attractive. An opportunity should be provided for the realization by older children of the motives of positive dominance. It is important to gradually and consistently increase the mutual dependence of children in joint activities. This can be successfully achieved not only in a plot-role-playing game, but also in visual, labor, constructive activities by creating gaps (violations in the rhythm of joint activities) in the working chain of older children sequentially connected to each other. Thus, all correctional work is aimed at creating favorable conditions for the development of the personality of a preschooler, at optimizing interpersonal interaction in a group.

In correctional work, it is necessary to use various games aimed at rallying the group, developing arbitrary control, and the ability to obey the rules of others. Such games include, for example, the game "Engine". During the game, children are built one after another, holding on to their shoulders. The "engine" is carrying the "trailer", overcoming various obstacles. You can also use the game "Catch a fish", during which children reach mutual understanding. To play this game, you need to divide the children into two groups. The first group of children stands in a circle holding hands (“nets”). And the second group - ("fish") "swim" (run, jump) inside the circle "float" out of it (crawl under the children's clasped hands). At the signal of the "network" - children holding hands sit down. Which of the fish remained in the circle, he was caught.

Dance therapy is also applicable, which is necessary when working with children with emotional disorders, communication disorders, interpersonal interaction. It is necessary to use a projective drawing, thanks to which children freely express their thoughts and feelings, get rid of conflicts and strong feelings, develop empathy, they show their own self, freely express dreams and hopes. Fairy tale therapy is also used for correction - a method that uses a fairy tale form to integrate the personality, develop creative abilities, and expand consciousness. The use of puppet therapy is based on the processes of identifying a child with a favorite cartoon character, a fairy tale, and with a favorite toy.

Conclusion

So, having traced the dynamics of the formation of interpersonal relations of children in children's groups, having singled out their indicators, such as the prosocial nature of actions and emotional involvement with a peer, having determined the features of the appearance of stability in children's relations and the identification of popular and unpopular children in a group, we can say that already By the older group of the kindergarten, the child is not only more active with peers in an effort to share experiences with them, but the level of functioning of this need is higher. The prosocial actions of older preschoolers are no longer aimed at a positive assessment of an adult and not at observing moral standards, but directly at another child. Gradually, a peer becomes for a preschooler not only an object of comparison with himself, but also a valuable personality, and therefore the emotional involvement in his actions increases. Peer equality allows the child to directly “impose” his attitude to the world he perceives on the attitude of his partner. Thus, the need for a peer is transformed from the younger preschool age to the older one: from the need for benevolent attention and playful cooperation in the younger preschool age through the middle preschool age with its dominant need for the benevolent attention of a peer - to the older preschool age with its needs not only in benevolent attention, but also in an effort to share experiences with peers.

Bibliography:

1. Andrushchenko T.Yu., Shashlova G.M. "Psychodiagnostic and correctional developmental work of a psychologist" - M., 2003.

2. Volkov B.S. Child psychology: Psychological development of the child before entering school.-M., 2000.

3.Motova E.K. "Child psychology and psychotherapy". - M., 2003.

4.Uruntaeva G.A. "Psychology of a preschooler". - M., 2000.

5. Reana A.A. "Psychology of a child from birth to 11 years old". - M., 2007.

6. Smirnova E.O. Interpersonal relationships of preschoolers: Diagnostics, problems, correction.-M., 2005.

7. Tsukerman G.A. “Psychological examination of younger schoolchildren” M., 2001.

8. Osipova A.A. "General psychocorrection". Tutorial. M.: Sfera, 2002.

9. Stolin V.V. "General psychodiagnostics". St. Petersburg: Publishing house "Rech", 2000.

BIG LENINGRAD LIBRARY - SUMMARY - Interpersonal relations in a children's group

Interpersonal relationships in the children's group

Content IntroductionChapter 1. Theoretical aspects of the study of interpersonal relations in psychological and pedagogical science 1.1 The problem of interpersonal relations in the children's group and its development in psychological science 1.2 Dynamics and conditions for the development of interpersonal relations in the children's group Chapter 2 Teacher's Value Orientations as a Condition for the Development of Interpersonal Relations of Children in a Group 2.1 The concept of "values" and "value orientations" of the teacher 2.2 The Influence of the Teacher's Value Orientations on the Development of Interpersonal Relations of Children in the Kindergarten Group Chapter 3. Experimental study of the influence of value orientations of educators on the development of interpersonal relations of children in the kindergarten group ConclusionList of referencesAppendix Introduction Relation to other people is the basic fabric of human life. According to S.L. Rubinstein, a person's heart is all woven from his relationship to other people; the main content of the mental, inner life of a person is connected with them. It is these relationships that give rise to the most powerful experiences and actions. Attitude towards another is the center of the spiritual and moral development of a person and largely determines the moral value of a person. Relationships with other people are born and develop most intensively in preschool age. problem today is the fact that since a year and a half the child has been in the environment of peers, therefore, the mental health of the child depends on how favorably the relationship between children develops. In the same period, the foundations of the personality of the baby are laid, therefore, increased requirements are placed on the skill, personality, level of spiritual development of the teacher in kindergarten. The richness of the personality of the educator is an indispensable condition for the effectiveness of the impact on the child and the versatility of his worldviews. Therefore, in preschool pedagogy, a view of the work of preschool institutions is being formed and is increasingly expanding its positions, not so much in terms of education, but in terms of familiarizing children with universal human values ​​and developing the ability to communicate and contact with other people. Children attending preschool educational institutions during the day are under the supervision of a teacher who builds his work in accordance with the program of this institution, professional skills, refracting them through their personal characteristics. It follows that the professional activity of a teacher is a process of continuous communication with preschoolers, the effectiveness of which determines the results of educational work in kindergarten. Constant involvement in communication with children during the working day requires the educator to have great neuropsychic costs, emotional stability, patience, and control over external forms of behavior. The process of upbringing is carried out constantly in direct contact with children as an uninterrupted choice and justification by the teacher of his scale of values, his beliefs, attitudes, moods. Topics our research, which sounds as follows: The influence of the teacher's value orientations on the development of interpersonal relations in the children's group. In our opinion, the relevance of the study lies in the increasing need to humanize the influence of educators on the development of the personality of preschoolers, on the formation of socially acceptable skills acquired by children among peers under the guidance of a teacher . The process of communication with others, the establishment of friendly relations depends on many factors, one of which is the neuropsychic state of the individual in the process of life and at the time of interaction with others. Considering the special relationship of educators with preschool children, namely, imitation of the behavior of adults, the desire to demonstrate actions approved by the teacher, we pay attention to the personal characteristics of educators, their value orientations. The problem of pedagogical communication was studied by B.G. Ananiev, A.L. Bodalev, Ya.L. Kolominsky, M.I. Lisina, A.A. Leontiev, T.A. Repin and other prominent Russian psychologists. Particular attention to this problem is associated with the realization of the exceptional role of the process of pedagogical communication in the socio-psychological development of the child's personality. Research conducted by L.N. Bashlakova (1986), D.B. Godovikova (1980), R. I. Derevyanko (1983), T. I. Komissarenko (1979), S.V. Kornitskaya (1974), M.I. Lisina (1974), G.P. Lavrentieva (1977), L.B. Miteva (1984), A. B. Nikolaeva (1985) and others, reveal various aspects of the mutual influence of educators and children in a preschool institution. When choosing the age of children, we proceeded from the socio-psychological data obtained in the works of Ya.L. Kolominsky and T.A. Repina, indicating that by the older preschool age (compared to the younger and middle ones), the relationships of children acquire relative stability, differentiation, and emotional well-being in the system of relations of the social environment begins to play an increasingly important role in shaping the child's personality. An object study: the development of interpersonal relationships in a group of children. Subject of study: the influence of the teacher's value orientations on the development of interpersonal relations in the children's group. The purpose of the study appeared : Study of the influence of value orientations of a kindergarten teacher on the development of interpersonal relations of children in a group. Tasks our research: 1. Consider the concept of "interpersonal relations" in preschool age; 2. Determine the dynamics of interpersonal relationships and the conditions for their development in preschool age; 3. To study the concept of teacher's value orientations; 4. Organize an experimental study to study the influence of value orientations of a kindergarten teacher on the development of interpersonal relations of children in a group using the example of senior preschool age; 5. Provide an analysis of the results obtained during the study. Based on the analysis of the literature, we formulated the following research hypothesis: The dominance of certain value orientations of the teacher affects the nature of interpersonal relations in the children's group, that is: - on the stability of status relations of certain categories of children; determination of the motives of one's attitude towards a peer; - on the development of prosocial actions and emotional involvement with a peer;- on the stability and sustainability of children's associations. Chapter 1. Theoretical aspects of the study of interpersonal relations and their development in psychological and pedagogical science 1.1 The problem of interpersonal relations in the children's group in psychological and pedagogical science Relationship to another person, to people is the basic fabric of human life, its core. According to S. L. Rubinshtein, the heart of a person is all woven from his human relations with people; the main content of the mental, inner life of a person is connected with them. It is these relationships that give rise to the most powerful experiences and the main human actions. Relations between a person and people are the area in which psychology is combined with ethics, where the spiritual and spiritual (moral) are inseparable. Attitude towards another is the center of personality formation and largely determines the moral value of a person. As we have already noted earlier, interpersonal relationships are born and develop most intensively in childhood. A huge influence on the development of the child's personality has the ability to meet their needs for self-affirmation, recognition from the immediate environment - peers and adults. The formation and development of these needs takes place in conditions of active and fairly broad interpersonal interactions. So what is interpersonal relationship? and interaction? To define this concept, we turned to various sources - both psychological and pedagogical and philosophical, because "relationship is a philosophical category that characterizes the relationship of elements of a particular system" Philosophical Encyclopedic Dictionary / Ch. ed. L. F. Il'ichev, P. N. Fedoseev, S. M. Kovalev, V. G. Panov. - M.: Modern Encyclopedia, 1983. - 840 p. Interpersonal attitude - subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences of people in the course of joint activities and activities. This is a system of attitudes, orientations, expectations, stereotypes and other dispositions through which people perceive and evaluate each other. . Kolominsky Ya.L. says that “relations and relationships are phenomena of the inner world, the internal state of people” Kolominsky Ya. L., Pleskacheva N. M., Zayats I. I., Mitrakhovich O. A. Psychology of pedagogical interaction: Textbook / Ed. . Ya. L. Kolominsky. - St. Petersburg: Rech, 2007. - P. 124. spiritual values." Philosophy: Exam answers, glossary of terms / Comp. S. P. Sergeev. - M.: BUKLINE, 2003. - S. 140. Thus, Considering the concept of interpersonal relationships, we determined that - this is a phenomenon of the inner world and the state of people, subjectively experienced connections between them, manifested in the nature and methods of mutual influences of people in the course of joint activities. Having defined the concept of the phenomenon we are studying, we turned to the origins of the formation of this problem of interpersonal relations in preschool age in the psychological and pedagogical literature .In our country, initially the problem of interpersonal relations of preschool children was considered mainly in the framework of socio-psychological research, by such authors as Kolominsky Ya.L., Repina T.A., Kislovskaya V.R., Kirichuk A.V., Mukhina V. S., where the main subject was the structure and age-related changes in the children's team. These studies showed that during preschool age the structuredness of the children's team rapidly increases, the content and justification of children's choices change, and it was also found that the emotional well-being of children largely depends on the nature of the child's relationship with peers. In the works of the authors listed above, the main subject of research was a group of children, but not the personality of an individual child. However, a little later, works appeared devoted to real, practical contacts of children and studying their influence on the formation of children's relationships. Among them, two main theoretical approaches stand out: the concept of activity mediation of interpersonal relations by A.V. Petrovsky and the concept of the genesis of communication, where the relationship of children was considered as a product of the activity of communication by M. I. Lisina. In the theory of activity mediation, the main subject of consideration is the group, the collective. Joint activity in this case is a system-forming feature of the team. The group achieves its goal through a specific subject of activity and, thereby, changes itself, its structure and the system of interpersonal relations. The nature and direction of these changes depends on the content of activities and values ​​adopted by the community. The group, therefore, is inextricably linked with the individual: in the individual, the group manifests itself, in the group, the personal. Joint activity, from the point of view of this approach, determines interpersonal relations, since it generates them, influences their content and mediates entry into the community. It is in joint activity that interpersonal relations are realized and transformed. At the same time, V.V. Abramenkova identifies three levels of interpersonal relationships: * functional-role - fixed in the norms of behavior specific to a given culture and realizing themselves in the performance of various roles (game or social); * emotional-evaluative - manifested in preferences, likes and dislikes and in various kinds of selective attachments; * linnost semantic - in which the motive of one subject acquires a personal meaning for another. Despite the fact that in preschool childhood it is interaction and communication with adults that are the decisive factors in the development of the child's personality and psyche, the role of the child's interpersonal relations with peers should not be underestimated. So, in the studies of T. A. Repina, it was found that under the conditions of strict regulation of the activity of preschoolers by adults, their relationship with each other is characterized by a specific structure. One of its features is that in a group of children, in the process of free communication, there are mainly two types of subgroups of children. Some of them are characterized stable and relatively long contacts members of the subgroup, while others can be evaluated as short-term associations, which quickly disintegrate and change their composition. However, Smirnova E. O. considers the most common approach to understanding the interpersonal relations of preschoolers sociometric . The same method is singled out by Kolomensky, pointing out that the main idea of ​​sociometry is that the subjects express, in one form or another, their preferences to other members of the group. After analyzing the work of Smirnova E.O. "Interpersonal relations of preschoolers", we found out that interpersonal relations are considered in this approach as the selective preferences of children in the peer group. And in numerous studies by such authors as Ya.L. Kolominsky, T.A. Repin, V.R. Kislovskaya, A.V. Krivchuk, B.C. Mukhin, it was shown that during the preschool age (from 2 to 7 years) the structure of the children's team is rapidly increasing - some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. It was found that the content and justification of the choices that children make change from external qualities to personal characteristics. Veraksa N.E. suggests that the specifics of interpersonal perception of children and the assessment of peers in terms of the presence of positive and negative qualities is largely determined by gender-role characteristics. Girls are much more likely than boys to evaluate each other positively, while boys are prone to more negative mutual evaluations. relations. It has been established that there are children who are very popular and many preschoolers want to play and be friends with them, which is due to their ability to invent and unfold various plots. They act as leaders of children's play associations and occupy leading, most interesting roles. Along with popular children, the category stands out unpopular preschoolers who do not attract peers and therefore find themselves isolated in free activities. As for individual authors, T.A. Repina, the main subject of research was not the personality of one child, but a group of children as a whole. And interpersonal relationships were considered and evaluated mainly quantitatively (in terms of the number of choices, their sustainability and validity). A peer acted as a subject of emotional, conscious or business evaluation. The subjective image of another person, the child's ideas about a peer, the qualitative characteristics of other people remained outside the scope of these studies. This gap was partially filled in “studies of the sociocognitive direction, where interpersonal relationships were interpreted as understanding the qualities of other people and the ability to interpret and resolve conflict situations” Smirnova E. O., Kholmogorova V. M. Interpersonal relationships of preschoolers: Diagnostics, problems, correction. - M.: VLADOS, 2003. - P. 60. In studies performed on preschool children, R.A. Maksimova, G.A. Zolotnyakova, V.M. Senchenko, age-related features of preschoolers' perception of other people, understanding of a person's emotional state, ways to solve problem situations, etc. social cognitions". The attitude towards the other acquired a clear cognitivist orientation: the other person was considered as an object of knowledge. Characteristically, these studies were carried out in laboratory conditions outside the real context of children's communication and relationships. The child's perception of images of other people or conflict situations was analyzed mainly, and not a real, practical-effective attitude towards them. A significant number of experimental studies were devoted to the real contacts of children and their influence on the development of children's relationships. main theoretical approaches: - the concept of activity-based mediation of interpersonal relations (A.V. Petrovsky); - the concept of the genesis of communication, where the relationship of children was considered as a product of communication activities (M. I. Lisina). It should be emphasized here that the study of interpersonal relations of children in most studies (especially foreign ones) is reduced to the study of the features of their communication and interaction. The concepts of "communication" and "relationship", as a rule, are not divorced, and the terms themselves are used synonymously. It seems to us that these concepts should be distinguished. “In the concept of M. I. Lisina, communication acts as a special communicative activity aimed at forming relationships” Smirnova E. O., Kholmogorova V. M. Interpersonal relationships of preschoolers: Diagnostics, problems, correction. - M .: VLADOS, 2003. - S. 55 .. In a similar way, the relationship of these concepts is understood by other authors such as G.M. Andreeva, K.A. Abulkhanova-Slavskaya, T.A. Repin, Ya.L. Kolominsky. At the same time, relationships are not only the result of communication, but also its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized, manifested in the interaction of people. At the same time, the attitude towards another, in contrast to communication, does not always have external manifestations. Attitude can also manifest itself in the absence of communicative acts; it can also be experienced with an absent or even fictional, ideal character; it can also exist at the level of consciousness or inner spiritual life (in the form of experiences, ideas, images, etc.). If communication is carried out in various forms of interaction with the help of some external means, then attitude is an aspect of inner, mental life, it is a characteristic of consciousness that does not imply fixed means of expression. But in real life, the attitude towards another person is manifested, first of all, in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people. As shown by the works of R.A. Smirnova and R.I. Tereshchuk, selective attachments and preferences of children arise on the basis of communication. Children prefer those peers who adequately satisfy their needs for communication. Moreover, the need for benevolent attention and peer respect remains the main one. Thus, in modern psychology there are various approaches to understanding interpersonal relationships, each of which has its own subject of study: sociometric (selective preferences of children); and solving social problems); - activity (relationships as a result of communication and joint activities of children).

Thus, the study of human relations, which, according to prominent scientists, has become the “problem of the century,” is today a key problem for psychology. In kindergarten, we must instill in children a sense of love for the Motherland; collectivism, respect for elders, parents, to educate the younger generation in the spirit of high responsibility for their behavior. The study of the child in the system of his relations with peers in the kindergarten group acquires great importance and relevance. preschool age is a particularly important period in education. It is the age of the initial formation of the child's personality. At this time, in the communication of the child with peers, rather complex relationships arise, which significantly affect the development of his personality. Relationships with other children are a necessary condition for the mental development of a child. The need for communication and interaction early becomes his basic social need. Relationships with peers play an important role in the life of a preschooler. They are a condition for the formation of the social qualities of the child's personality, the manifestation and development of the beginnings of the collective relationships of children.

The issues of the formation of the children's team, the characteristic features of the kindergarten group and interpersonal relations in it, the influence of the preschool group on the formation of the personality of individual children, all this is of exceptional interest. Therefore, the problem of interpersonal relations, which arose at the junction of a number of sciences of philosophy, sociology, social psychology, personality psychology and pedagogy, is one of the most important problems of our time. This problem merges with the problem of "personality in the system of collective relations", which is so important for the theory and practice of educating the younger generation. Despite the fact that preschool psychology and pedagogy has done a lot in this area, many issues still remain insufficiently investigated.

In addition, the very complexity of the problem requires the use of new methodological tools used at the present stage by socio-psychological science. As is already known, the study of preschool groups has its own traditions in psychology. Based on the fundamental provisions in the relationship between the individual and the team, presented in the works of A.S. Makarenko and N.K. Krupskaya, socio-psychological studies of kindergarten groups began in the 1930s by E.A. Arkin and A.S. Honored. Further, starting from the 50s, Soviet psychology began to develop at a rapid pace, and many works appeared on the problem of interpersonal relations. Among them, unfortunately, there are only a few studies of kindergarten groups. Separate works by Ya.L. Kolominsky, L.V. Artemova and others. In 1968, at the Institute of Preschool Education, the laboratory "Formation of the Child's Personality" was created. The efforts of the laboratory staff were mainly aimed at developing a set of methods and studying such issues as the structure of relationships between children at different stages of preschool childhood; features of communication and mutual assessments of children in the kindergarten age group, as well as on the solution of some issues related to the sphere of self-awareness of preschoolers. As you know, the child's need for communication with peers arises somewhat later than his need for communication with adults. But it is precisely in the preschool period that it is already expressed very clearly, and if it does not find its satisfaction, then this leads to an inevitable delay in social development. And it creates the most favorable conditions for proper upbringing and development, namely the group of peers, in which the child enters in kindergarten. So in his works, the American psychologist T. Shibutani, developing this idea, says that children whose parents keep them from playing with their peers often experience difficulties in relationships in life. He wrote that only "a group of equals accustoms the child to mutual actions and severely corrects mistakes." T. Shibutani suggested that the lack of that experience of a child's communication with peers dulls the ability to understand other people. And according to the definition of the famous teacher A.P. Usova, the preschool group is the first kind of children's society that arises in the joint games of children, where they have the opportunity to independently unite with each other and act both in small and large groups. It is in these joint games that the child acquires the social experience necessary for the development of his social qualities.

Special methods made it possible to obtain rich material that characterizes a number of features of communication and interpersonal relations of preschool children. T. A. Repina paid special attention to the study of communication between boys and girls in different age groups of the kindergarten. The work of L.A. Royak is devoted to the study of children with special communication difficulties, which often lead to the isolation of such children from the team. T.V. Antonova studied the age tendencies of manifestation of some features of communication.

In foreign science, there is a subjectively idealistic theory, which believes that relations between people, in particular, relations of sympathy and antipathy, are determined by their innate qualities. Accordingly, this or that child will allegedly be doomed to " unpopularity” and falls into the category of “isolated” or will be “ star" among children, i.e. he will be provided with a particularly high "popularity" in any children's group. Representatives of this theory are trying to find in it a justification for the class structure of society, arguing that the division into classes is a law of nature.

Research by our psychologists has proven otherwise. It turned out that positive relationships in children also arise when they perform a task not for themselves personally, but for other people. Pedagogical and psychological studies show what a great role in shaping the relationship of children with each other can play, which for a small child is not only a school of knowledge of the world of adults, but also a school of human relations. The way of life of children in kindergarten and the peculiarities of their activities also leave a certain imprint on the relationship of children.

And according to the definition of the famous teacher A.P. Usova, a preschool group is the first kind of children's society that arises in the joint games of children, where they have the opportunity to independently unite with each other and act both in small and large groups. It is in these joint games that the child acquires the social experience necessary for the development of his social qualities.

Thus, we examined the concept of interpersonal relations of children in the kindergarten group in domestic and foreign psychology, and determined that this is - subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences of people in the course of joint activities and activities; it is a system of attitudes, orientations, expectations, stereotypes and other dispositions through which people perceive and evaluate each other. We also considered the problem of the development of interpersonal relations in preschool age in domestic and foreign psychological and pedagogical literature. Additionally, we separated the concepts of communication and relationship. However, in order to understand the mechanisms of these relations and the factors influencing their development, it is necessary to determine the dynamics and conditions for the development of these relations throughout preschool childhood.

The development of the child's personality occurs under the influence of various social institutions: the family, preschool institutions, the media (press, radio, television), as well as the child's live, direct communication with other people.

Considering a child in an ensemble of interpersonal relations, we direct our view on solving issues related to the development of a child in a family and in a preschool educational institution, where the source of his development is an adult whom the child tries to imitate, tries to be like him.

The ensemble of interpersonal relations into which the child is woven is formed in the process of joint activity and communication of the child in the family, where he occupies a certain position; and in a group of peers, in a team led by a teacher. The main meaning of the joint activity and communication of the child with adults and peers is the child's knowledge of the surrounding reality and mastery of the "children's subculture", in the appropriation of the social essence of a person. M. Snyder considers the ensemble of interpersonal relations as "a system of social relations that arise between the child and his environment and determine his personal development."

So, the personal development of the child and the formation of his relationships with other people are greatly influenced by the family and the traditions that have developed in it, on the one hand, and the educational space created by the teacher - spiritual mentor and conductor of sociocultural experience, on the other.

Based on the concept of the remarkable teacher and psychologist P. P. Blonsky, who pointed out that “the educator himself must create his own upbringing technique in relation to the individual conditions of the given situation and to the personality of his own and the pupil”, mastering the “technique of pedagogical work”, developing “ pedagogical intuition", the author of the article "Communicative development: problems and prospects" Arushanova A. developed a strategy of pedagogical interaction "not as a means of the teacher's activity" (teacher), but "as a means of realizing the personality" of the teacher and the child.

At the first stage of the strategy, the teacher and the child choose positions for establishing psychological contact and, developing joint actions (feelings of acceptance and sympathy, trust in each other, emotional empathy, mutual understanding and consistency of interaction), "translate" psychological contact into emotional and personal.

The second stage of the strategy is based on the emotional-personal contact between the interacting parties and is aimed at satisfying the child's need for psychological support, which manifests itself in the form of appeals, requests and complaints in order to obtain concrete-emotional, practically effective and cognitive-ethical contact in communicating with adults ( L. N. Abramova, A. I. Volkova, I. B. Kotova, M. I. Lisina, A. G. Ruzskaya, E. N. Shiyanov, etc.). Psychological support for the development of the child's personality is understanding, acceptance, recognition of the child's problems and assistance in solving them. The main goal of psychological support for a child's personality is to develop emotional and personal relationships between an adult and a child in everyday acts of pedagogical communication (A.I. Volkova, 1998).

To create and develop emotional-personal relationships, the teacher implements psychological support strategies: advance payment strategies, anticipatory assessment strategies, psychological defense strategies, and transaction organization strategies.

By implementing psychological support strategies, the adult acts as the main source of development of the pupil's personality, taking responsibility for the conditions, nature and prospects of development, and the pupil, in turn, reflects the attitude of the adult and provides him with psychological support.

Thus, the implementation of psychological support leads to the development of emotional and personal relationships between the teacher and the child. In search of emotional and personal support, the child interacts with the teacher, during which he recognizes the adult from the side of the quality that was shown during communication, and the next time he comes into contact for the sake of this quality, counting on him in advance. As a result, the child develops an emotionally positive sense of self, an experience of his significance for others (T.V. Guskova, M.I. Lisina, etc.).

So, having determined the conditions that affect the development of the child's personality in an ensemble of interpersonal relations, and having found out what the nature of the child's interaction with social reality (the level of his social activity) can be, we can summarize and proceed to consider issues related to the concept of value orientations, main approaches to the study of this problem, as well as to move on to the main topic of our study - to assess the influence of the teacher's value orientations on the formation of interpersonal relations of children in a group.

Chapter 22.1 The concept of "values" and "value orientations" of the teacher F The formation of value orientations is an integral part of the development of a person's personality. In transitional, crisis periods of development, new value orientations, new needs and interests arise, and on their basis the personality traits characteristic of the previous period are rebuilt. Thus, value orientations act as a personality-forming system and are associated with the development of self-consciousness, awareness of the position of one's own "I" in the system of social relations. Value orientations are among the most important components of the personality structure, according to the degree of formation of which one can judge the level of personality formation. Interest in the value foundations of the individual and society has always increased at the turn of eras. XX century introduced the problem of understanding the values ​​of human existence to the forefront of scientific knowledge. Human values ​​and value orientations have always been one of the most important objects of study in philosophy, sociology, pedagogy and psychology at all stages of their formation and development as certain branches of knowledge. Thus, the philosophers of European antiquity analyzed various aspects of the relationship between values ​​and human goals. Eastern philosophy paid considerable attention to the issues of correlation between internal and external sources of origin of ethical values ​​and norms. In modern times, the very possibility of using value categories is being questioned, and an attempt to re-attach scientific significance to the ethical values ​​of the individual was made by I. Kant. He believed that morality and duty exist in the mind and do not need any divine purpose. From morality follows the goal, which in itself has an "absolute value" - the personality of each individual person. Any intelligent creature "exists as an end in itself, and not only as a means" in contrast to objects. The highest moral value begins with a sense of duty. In Russian philosophy, the first studies in this area are devoted to the social conditioning of personal values ​​(V. A. Vasilenko, V. P. Tugarinov, O. G. Drobnitsky). In the West, the position on the socio-historical nature of values ​​was developed in the works of the classics of the sociological tradition (P.A. Sorokin, E. Durkheim, M. Weber, W. Thomas and F. Znanetsky, T. Parsons). In scientific research on pedagogy and psychology, as N.M. Mukhamedzhanova, the problem of the values ​​of the individual and society from the very beginning took an important place, becoming the subject of its "higher" area. At the same time, for most theories, values ​​are not scientific, i.e. empirically verifiable categories (3. Freud, B. Skinner). The theory of Z. Freud is a set of both unconscious and socially conditioned moral institutions of ethical values ​​and norms of behavior that serve as a kind of judge, or censor of the activities and thoughts of the Ego, setting for it has certain boundaries. The value orientations of the individual occupy the greatest importance in humanistic pedagogy and psychology (A. Maslow, K. Rogers, G. Allport, V. Frankl). N.M. Mukhamedzhanova also draws attention to the opinion of A. Maslow that “the chosen values ​​are the values”, while the really right choice is the one that leads to self-actualization. A person's choice of higher values ​​is predetermined by his very nature, and not by the divine principle or anything else that is outside the human essence. In the presence of free choice, a person himself “instinctively chooses the truth, not a lie, good, not evil.” G. Allport, believing that the source of most personal values ​​is the morality of society, identifies a number of value orientations that are not dictated by moral norms (curiosity, erudition, communication). Moral norms and values ​​are formed and maintained through external reinforcement. They act rather as conditions for achieving internal values, which are the goals of the individual. The child realizes the value whenever the meaning is of fundamental importance for him. Thus, we can say that the value orientations of the individual, like any other multi-valued interdisciplinary scientific concept, are interpreted differently in the works of various authors. In a number of studies, the concept of “personal value orientations” essentially coincides with the terms that characterize the motivational-need or semantic sphere. So, A. Maslow actually does not share the concepts of "values", "needs" and "motives", V. Frankl - "values" and "meanings". So what are value orientations? Here are a few definitions that, in our opinion, most fully reflect the content and functions of value orientations in human life.

Value Orientations- this is a relatively stable, selective attitude of a person to the totality of material and spiritual goods and ideals, which are considered as objects, goals or means to meet the needs of a person's life. In value orientations, as it were, the entire life experience accumulated in the individual development of a person is accumulated, which determines his relationship with other people, the transformation of the personality, including in relation to itself, which reveals the essence of the individual's lifestyle.

The above definition, in our opinion, most fully reflects the content of a person's value orientations, their dynamic nature, their functions and significance in a person's life, in the development of his personality. However, we find it interesting and useful to have another definition:

Value Orientations- an integral (informative-emotional-volitional) property and the state of readiness of the individual to consciously determine and evaluate their location in time and space of the natural and social environment, choose a style of behavior and direction of activity based on personal experience and in accordance with specific conditions constantly changing situation. This definition notes the most important role of a person's value orientations as one of the regulators of his behavior and activities.

Here are a few more definitions that, one way or another, complement those proposed above.

Value Orientations is a component of personality orientation. These are material and spiritual values ​​shared and internally accepted by it, a predisposition to perceive the conditions of life and activity in their subjective significance. Value orientations serve as reference points for making decisions and regulating behavior.

Value orientations are the most important elements of the internal structure of the personality, fixed by the life experience of the individual, the totality of his experiences and limiting the significant, essential for a given person from the insignificant, insignificant. A set of established, established value orientations form a kind of axis of consciousness that ensures the stability of the individual, the continuity of a certain type of behavior and activity, expressed in the direction of needs and interests.

However, when defining the concept of value orientations, it is impossible not to pay attention to the concept of what “value” is.

Value is a concept used in philosophy and sociology to refer to objects, phenomena and properties, as well as abstract ideas that embody social ideals and, thanks to this, act as a standard of the given.

Value is a function of phenomena to serve the activity of people, to be its goal and means, a certain social and individual significance of phenomena.

Values ​​are generalized goals and means to achieve them, acting as fundamental norms. They ensure the integration of society, helping individuals to make a socially approved choice of their behavior in vital situations. The value system forms the inner core of culture, the spiritual quintessence of the needs and interests of individuals and social communities.

Value is a term widely used in the philosophical and sociological literature to indicate the human, social and cultural meaningful definition of the phenomena of reality. In essence, the whole variety of objects of human activity, social relations and inclusion in their circle of natural phenomena can act as "objects of value" as objects of value relations, that is, it is evaluated in terms of good and evil, truth or untruth, beauty or ugliness, permissible or forbidden , fair or unfair .

Values ​​are material or ideal objects that are significant for a given social subject in terms of meeting his needs and interests. Thus, in such a generalized formulation, one can present those numerous definitions of values ​​that exist in Russian science.

So, we have determined that value orientations are special psychological formations that always make up a hierarchical system and exist in the personality structure only as its elements. It is impossible to imagine the orientation of a person to a particular value as a kind of isolated formation that does not imply its priority, subjective importance relative to other values, that is, not included in the system.

The system of value orientations of the individual, according to E. B. Manuzina, can be considered as a subsystem of a wider system, described by various authors as “the life world of a person”, “image of the world”, etc., and which, in turn, has a complex and multilevel nature. The principle of the hierarchy of values, multilevelness, is the most important characteristic of the system of value orientations of the individual. The acceptance of values ​​by a person automatically implies the construction of an individual value hierarchy.

The structural nature of the system of value orientations of the personality, its multilevelness and multidimensionality determine the possibility of implementing its diverse functions. The system of value orientations of the individual, occupying an intermediate position between internal attitudes and norms of the social environment, between the motivational-required sphere and the system of personal meanings, ensures the interaction of these elements of the more general system "man". The dual nature of the system of values, conditioned both by individual and social experience, determines its dual functional significance.

On the one hand, the system of value orientations is an important regulator of human activity, since it allows one to correlate individual needs and motives with the values ​​and norms of society realized and accepted by the individual (K. Rogers, A.G. Zdravomyslov, F.E. Vasilyuk, V.G. Alekseeva). On the other hand, the system of value orientations of a person not only determines the forms and conditions for the realization of a person's motives, but also becomes the source of his goals (A.I. Dontsov, N.F. Naumova). Therefore, the system of value orientations determines the life perspective, the “vector” of personality development, being its most important internal source and mechanism.

The complex and heterogeneous structure of the value orientations of the individual, the duality of the sources of their development, the diversity of the functions they perform determine the presence of many classification models of value formations that differ in the criteria underlying them. So, in various philosophical concepts, absolute and relative, objective and subjective, ideal and real, individual and social, internal and external values ​​are divided (N.O. Lossky, N.A. Berdyaev, V.P. Tugarinov, V.F. Serzhantsov, O.G. Drobnitsky, Ya. Gudechek) .

M. Rokeach divides values ​​on the basis of the traditional opposition of values-goals and values-means. Accordingly, he distinguishes between terminal and instrumental values.

The value that has the greatest significance for the individual, i.e. which occupies the highest position in his system of value orientations, determines the leading orientation of the personality. The system of human values ​​is changeable, because it is largely determined by both the changing social environment and the current level of development of the individual.

In the process of personal development, its internal driving forces are gradually becoming increasingly important. The system of value orientations of the individual acts as a regulator and mechanism of such development, determining the form of realization of the intended goals and, if they lose their motive power as a result of their achievement, stimulating the setting of new significant goals. In turn, the achieved level of personality development consistently creates new prerequisites for the development and improvement of the system of its value orientations.

The main function of values ​​and value orientations is regulatory function, namely the regulation of the behavior of the individual in certain social conditions. How is this function of values ​​carried out?

A person, in order to feel like a full member of society, must evaluate himself, his activities and his behavior from the standpoint of compliance with their cultural requirements. The conformity of the life and activity of the individual with the norms and rules accepted in society creates in her a sense of her own social usefulness, which is a condition for normal social well-being, and vice versa, the feeling of inconsistency of behavior with the requirements of society plunges a person into a state of discomfort, can cause severe experiences of the individual. Thus, a person needs constant monitoring of the degree of his social usefulness. External control over the degree of social usefulness is carried out thanks to the institution of public opinion, legal bodies, etc. Internal control is carried out by the individual himself from the standpoint of the norms and requirements of society, assimilated by him in the process of socialization, and acts as self-control.

An individual's assessment of his social usefulness is carried out thanks to the values ​​that act as "one of the templates inherent in the individual for assessment, for conscious or unconscious measurement of acceptable patterns of social behavior in specific circumstances" Istoshin I.Yu. Value Orientations in the Personal System of Behavior Regulation // Psychological Mechanisms of Social Behavior Regulation. - M.: Science. - 1979.- S. 263 .. . V. B. Olshansky compares values ​​with a kind of beacons that help “notice in the flow of information what is most important (in a positive or negative sense) for human life; these are guidelines, adhering to which a person retains his certainty, the internal consistency of his behavior” Olshansky V.B. Personality and social values ​​// Sociology in the USSR. - M.: Thought.-1966.-vol.1.- P.471..

Values ​​act as criteria for evaluating both the entire life of a person and her individual actions and actions; because they provide a basis for choosing alternative courses of action, for selecting and evaluating these alternatives. This evaluation activity is carried out by a person not from the point of view of usefulness or necessity, but from the point of view of ideas about good and bad, from the point of view of what is due. Values ​​are the criteria for evaluation and the surrounding reality: through the value system, as it were, all the information perceived and processed by the person is filtered. The "prism of values" strengthens one information and, conversely, weakens or ignores another. All the phenomena and events taking place in the world are presented to her in a different light, according to the position from which she looks at them. Therefore, values ​​are defined as "locators of the moral consciousness of the individual", the main function of which is the creation of an orderly, stable picture of the world that has meaning for a person.

The values ​​summarize the entire life experience of the individual, this component of the personality structure, from the standpoint of scientists, “represents a certain axis of consciousness around which the thoughts and feelings of a person revolve and from the point of view of which many life issues are resolved” Zdravomyslov A.G., Yadov V. A. Attitude to work and value orientations of the individual // Sociology in the USSR. - M .: Thought. - 1966.-v.2.- S. 197-198 .. According to A.G. Zdravomyslov, the presence of well-established value orientations characterizes the maturity of a person and ensures his stability and stability. So, for example, a stable structure of value orientations determines such personality traits as an active life position, perseverance in achieving goals, loyalty to certain principles and ideals, integrity, reliability; and, on the contrary, inconsistency in value orientations entails inconsistency, unpredictability of human behavior; the underdevelopment of the value orientations of the individual determines its infantilism, the dominance of external incentives in the behavior of the individual, and, consequently, conformism, the facelessness of a person.

As E. Fromm emphasizes, most people vacillate between different value systems and therefore never fully develop in one direction or another; they have neither special virtues nor special vices; they are like a worn coin, because they have no self, no self-identity.

Thus, values ​​are the core of the personality structure, which determines its direction, the highest level of regulation of the personality's social behavior.

Another important function of values ​​is predictive function, since on their basis the development of a life position and life programs, the creation of an image of the future, and the prospects for the development of the individual are carried out. Consequently, values ​​regulate not only the present state of the individual, but also its future state; they determine not only the principles of her life, but also her goals, tasks, ideals. Values, acting as ideas of the individual about what is due, mobilize the vitality and abilities of the individual to achieve a specific goal.

The introduction of a person to culture is, first of all, the process of forming an individual system of values. In the process of mastering culture, an individual becomes a personality, since a personality is a person whose totality of properties allows him to live in society as a full and full member of it, interact with other people and carry out activities for the production of cultural objects.

Thus, the culture of the individual is a system of personal properties-values, generally valid principles, ideals that determine the direction and motivation of human activity, behavior, actions, assimilated by the individual in the process of socialization.

Due to the limited individual life resource, a person is forced to build his goals and values, determine their priorities for himself. In practice, this is expressed in the fact that the smaller the life resource of the individual, the more rigid the system of values ​​of the individual becomes, the more clearly its hierarchy is manifested, and the number of elements decreases.

Thus, the selectivity of mastering the values ​​of culture ensures the hierarchy of the individual system of values ​​of the individual, its unique originality and uniqueness. In turn, the uniqueness and originality of the individual value system determines the uniqueness and originality of the personality itself, because to answer the question: what is this or that personality is, first of all, to answer the question: what are the values ​​of the personality that determine its attitude to the main spheres of life - to the world, others people and yourself.

Thus, having considered the state of the problem of value orientations in philosophy, psychology and pedagogy, having defined the concepts of “values” and “value orientations”, we consider it appropriate to move on to understanding the current state of this problem and find out what value orientations dominate in a modern person.

At the present stage, the growth of interest in the measurement of values ​​and value orientations has been outlined since the beginning of the 60s and was associated with counseling on education and career choice, predicting the social behavior of individuals. In some countries, primarily in the United States, such research has become an integral part of society. Among the well-known tests for diagnosing various aspects of personality orientation are the methodology of the Slovak psychologist T. Tarochkova "Life Goals", the test of American authors D. Super and D. Nevil "Scale of Values", the method of M. Rokeach "Studying Human Values", the Allport questionnaire - Verona-Lindsay and others. As the main diagnostic construct, the authors of these tests, as N.M. Mukhamedzhanova points out, consider the orientation of the personality, understood as the significance for a person of certain life goals and value orientations that guide him in his life. Depending on the aspirations that a person is trying to realize, life spheres (professional, training and education, family, social life and the sphere of hobbies) have different degrees of significance for different people.

In the domestic practice of vocational counseling, for a long time, an approach based on the fact that professional activity is the main content of human life has been widespread. However, practice has shown that for one person professional life is an opportunity to satisfy the need for communication, for another it is a means of earning money, and for a third, the sphere of family life comes to the fore, etc. Thus, comparing the prevailing value orientations of the individual with the life spheres that dominate for him, it is possible to determine the dominant orientation of this personality.

N.M. Mukhamedzhanova in the article "Value Orientations of the Personality as a Result of Introduction to Culture" gives the data of her study of the dominant life goals and life spheres of students' activities according to the "Questionnaire of Terminal Values ​​(OTeC)". This technique allowed the author to identify the hierarchy of human value orientations and the predominant spheres of his life. Her research made it possible to diagnose the following value orientations of a person:

1) own prestige;

2) high financial position;

3) creativity;

4) active social contacts;

5) self-development;

6) achievements;

7) spiritual satisfaction;

8) preservation of one's own individuality.

The questionnaire also made it possible to determine the degree of significance for the individual of a particular life sphere, within which he is trying to realize himself. This:

1) sphere of professional life;

2) the field of training and education;

3) the sphere of family life;

4) the sphere of public life;

5) sphere of hobbies.

N.M. Antonchik gives the idea that value attitudes towards life integrate the following characteristics: recognition of the right to life of every person; perception of life in all its varieties, forms; promotion of life to the extent of one's strength and ability; meaningful life position. Aware of life, a person simultaneously makes demands on it, they are reflected in such categories as “happiness”, “freedom”, “justice”, “conscience”, etc.

Thus, summing up the above, we can conclude that the problem of value orientations is one of the most urgent today and thus attracts the attention of various scientists. There are a large number of definitions of the concept of "value" and "value orientations", which consider one or more aspects of "value", however, the most complete and interesting, in our opinion, is the definition of A. G. Zdravomyslov, who says that " Value orientations are a relatively stable, selective attitude of a person to a set of material and spiritual goods and ideals, which are considered as objects, goals or means to meet the needs of a person's life. In value orientations, as it were, all life experience accumulated in the individual development of a person is accumulated, which determines his relationship with other people, the transformation of the personality, including in relation to itself, which reveals the essence of the individual's lifestyle.».

Also in the course of our study, we found out that the problem of value orientations of the individual has always been and in the course of the historical process one can notice such a trend - the problem of values ​​has always been updated, its formulation has become aggravated, acquired a wide social and moral significance in difficult, turning points, when the old traditions and the foundations lost their relevance and significance, and then they began to be replaced by new ideals and goals, and according to N. M. Antonchik, human value orientations are dynamic: they change with age, as they gain experience, receive education, etc. To date, many studies have been devoted to this issue, and we can say that the main values ​​of modern man are as follows: own prestige, high financial position, creativity, active social contacts, self-development, achievements, spiritual satisfaction, preservation of one's own individuality. Therefore, value orientations characterize, on the one hand, a person’s connection with his life in society, his needs and interests, and on the other hand, with a person’s life in culture, his strategic goals, ideals, meanings of life. This means that they characterize the individual spiritual and cultural being of the essence of man.

The problem of values ​​and value orientations belongs to the "eternal" problems of philosophy, sociology and psychology. “To say that a person has value means to say that he has a deep conviction that a certain way of behavior or the ultimate meaning of existence is individually or socially preferred to alternative ways and meanings,” N.M. refers to Klanson and Vinson. Antonchik .

"Before we begin to demand from others that they turn to their values, we must begin with ourselves." - K. Rogers "Modern Approach to the Value Process".

"The work of a teacher (teacher and educator) is in a complex and inseparable way connected with the problem of values." - K. Rogers "Modern Approach to the Value Process".

Indeed, all the above quotes confirm the idea that the teacher, as the bearer of universal human values, as the creator of a creative personality, is a key figure. The complexity and ambiguity of the changes taking place in society objectively put the teacher before the need for value self-determination, require him to implement humanistic principles in pedagogical activity. Proceeding from this, the value orientations of the teacher appear, on the one hand, as a spiritual matrix of the real image of the personality, and on the other hand, they act as internal culture providing self-development.

The discussion of ways to develop education, the creation of new technologies for the professional and personal development of specialists, which has been widely unfolded in recent years, indicates an interest in the value foundations of a teacher (E.A. Artamonova, B.Z. Vulfson, B.T. Likhachev, M.M. Mukombaev, N.D. Nikandrov, N.E. Shchurkova).

However, L. Korotkova in the article “The School of L.N. Tolstoy" considers the teacher's value orientations in the system of the teacher's professional skills. Here she talks about the spiritual, moral and intellectual readiness for creative understanding of the socio-cultural values ​​of society, or the self-awareness of the teacher, and gives general and professional value orientations (General : the ability to think critically, the presence of a clear, active civic position, resistance to difficulties, conscientious, responsible attitude to work, stability of interests, adequacy of self-esteem; professional: the formation of a system of pedagogical principles and humanistic value orientations for working with children, activity in protecting the interests of children and helping them, the desire for self-education, enthusiasm, satisfaction with their own pedagogical activities, attitude towards the child as the main value, the presence of a favorite creative work, the presence power of persuasion, authority, desire for cooperation).

N.M. Mukhamedzhanova in the article "Value orientations of the individual as a result of familiarization with culture" considers teacher's value orientations as a component of hisculture . We will adhere to this position in our work.

We do think that value orientations areVclose connection with scientific eruditionnecessary for any teacher in working with childrenand cognitiveskills, and they make up special blockstill the sameindividual pedagogical culture. In the value orientations of the teacher, his professional positions, attitudes, and views are expressed. Thus, J. Korchak was guided in his practical activities by the idea of ​​the absolute value and even sanctity of childhood. In the book How to Love Children, addressing his contemporaries, he wrote: “Let us demand respect for clear eyes, smooth skin, youthful effort and trustfulness... A new generation is growing, a new wave is rising. They come with both disadvantages and advantages; give the conditions for children to grow up better! A homeless Cinderella is wandering around the world - a feeling. But it is children who are the princes of feelings, poets and thinkers. Respect, if you do not honor, pure, clear, immaculate, holy childhood! Robotova A. S., Leontyeva T. V., Shaposhnikova I. G. Introduction to pedagogical activity.// www.tspu.edu.ua.ru.

The world of modern pedagogy is many-sided, dynamic, changeable. The same problem can be viewed from different points of view. Traditionally, in the works of domestic and foreign authors, the dominant role of ethical, aesthetic beliefs, feelings, habits, i.e., those personality traits that are formed mainly through educational influence, was noted. Education was assigned a narrower sphere of intellectual development of children and youth. In modern conditions of creating the latest information technologies using cybernetics and electronics, the functions of education have expanded. Today, the educational programs of schools, preschool and out-of-school institutions, universities are aimed at introducing the younger generation and young people to culture, at creating the necessary prerequisites for their creative self-realization and self-determination in a changing world.

Often the teacher has to reflect on the very essence of educational influence and adjust his methods in the interests of the development of the child's personality. A teacher focused on humanistic values ​​seeks to harmonize the age needs of the pupil with the promising lines of his development, the tasks of social adaptation. The tools of such a mentor exclude methods of suppressing the child's personality. Cognitive interest, mutual trust, cooperation, joy of creativity are put at the forefront.

According to A.S. Robotov in the book "Introduction to Pedagogy", studying the theoretical foundations of pedagogy, analyzing his own experience and the practice of his colleagues, the educator crystallizes the leading idea, the "super task" of his professional activity - the "pedagogical credo". Usually it is formulated in accordance with the personal beliefs of the author and has an individual connotation.

However, what value orientations are dominant in a modern teacher?

E.B. Manuzina in the article "Development of the system of value orientations among future teachers" cites the data of her study of the features of the structure of value orientations among future teachers. She used the "Value Orientations" method by M. Rokeach.

Having built a hierarchical structure of values, it was revealed that the dominant position in the hierarchy of terminal values ​​among future teachers is “health”. Students clearly realized that it is health, both physical and mental, that is the main value of life.

One of the main terminal values, as shown by this study, is “love (spiritual and physical intimacy with a loved one)”, as well as “having good and true friends”.

Less significant than the above values ​​for future teachers are the following terminal values: “happy family life”, “freedom”, “active active life”, “life wisdom”, “beauty of nature and art”. Much less importance is given to such values ​​as "entertainment", "social recognition", "knowledge", "productive life", "creativity". And insignificant values ​​in the hierarchical structure of terminal values ​​are “development” and “happiness of others”.

Oddly enough, but such values ​​as "knowledge", "social recognition", "productive life" occupy one of the distant places in the structure of value orientations. This indicates overload and lack of time for a person in the modern world. In modern society, little attention is paid to caring for others. Therefore, for students, the "development and improvement" of other people takes the last place in the value structure.

Thus, the analysis of this study indicates that some terminal and instrumental values, such as "development", "knowledge", "productive life", "sensitivity", "breadth of views" are values ​​below the average and lower status. However, the presence of these values ​​is necessary for the implementation of successful professional pedagogical activity.

At different stages of individual development, adherence to the norms and values ​​of the social environment is consistently determined by the desire to avoid punishment and receive encouragement, orientation towards significant others, and the operation of the internal autonomous system of values. These stages are not clearly tied to a specific age and successively replace each other throughout a person's life. The system of value orientations of a person does not remain unchanged throughout a person's life, including adulthood. In this regard, it seems to us that, in relation to the dynamics of the system of values, it is not the term “formation”, which implies a certain final result, but the term “development”, which has a broader meaning, that is more adequate.

An analysis of pedagogical research on the problem of value orientations of teachers made it possible to conclude that one of the necessary conditions for the effective development of these value orientations is the implementation of the following system of principles:

- the principle of value orientations, which orients the teacher to the future, to striving for the ideal and requiring awareness of the hierarchy of value orientations (semantic certainty). It allows you to plan and predict self-development and pedagogical activity;

- the principle of the picture of the world, which orients the educator towards the creation of an integral (consistent) picture of the world, implies the formation of a natural-scientific and philosophical worldview, aims at understanding the value-semantic potential of the teacher;

- the principle of the integrity of the subject, orienting the teacher to the awareness of his thoughts, words, deeds, requiring self-assessment of control and correction of activities for self-improvement and bringing into line with each other the internal "I" of the educator (conceptual, ideological, legislative, legal, ethical, executive, informational) ;

- the principle of creativity, which allows one to comprehend the activity chosen by a person as a tool for creatively building oneself in accordance with the requirements of the ideal and moral law;

ь the principle of the socio-cultural context of development involves improving the professional readiness of the teacher, taking into account the requirements of the dynamics of informatization of modern society through the dialectic of innovative and traditional. Updating information leads to the dynamic existence of the value-semantic field of the teacher. The very image of a modern educator is associated with the socio-cultural trends of the world community towards sustainable development;

- the principle of specificity implies a good command of the teacher of ethnic, national values ​​and the values ​​of his team;

- the principle of continuity of culture encourages the teacher in his work to rely on social experience, on a rich layer of domestic and world culture and develop them;

The principle of taking into account all-round connections means the expression of the culture of thinking, expression of will and emotional-sensory culture through the qualities of the personality of the teacher and his ability to use both sciences and art, physical culture and labor in spiritual development.

In addition to the above principles, it is also necessary to emphasize that the development of the system of value orientations of an individual is carried out by several simultaneously occurring and interconnected processes. Such processes include adaptation, which consists in eliminating anxiety and maintaining balance in the human-environment system by modifying value orientations; socialization, reflecting the internal acceptance of the values ​​of significant others; individualization aimed at developing their own, autonomous system of values.

In conclusion, it should be noted that the specific characteristics and patterns of the process of forming a system of value orientations of a teacher are determined by the action of various internal and external factors: the level of development of the cognitive and emotional-volitional spheres, the characteristics of the social environment, the nature and form of psychological influence. These operating factors, which may be common or different for each individual person, together form the background against which pedagogical activity is implemented. At the same time, the described factors have an impact both directly on the features of the system of value orientations and on the nature of the processes that form it, influencing the choice of mechanisms for their implementation.

Thus, having considered the concept of value and value orientations of a person, having defined the value orientations of a modern teacher as a component of his culture (own prestige, high financial position, creativity, active social contacts, self-development, achievements, spiritual satisfaction, preservation of one's own individuality), we consider it appropriate move on to studying the influence of the teacher's value orientations on the development of interpersonal relations of children in the group.

2.2 The influence of the teacher's value orientations on the development of interpersonal relations of children in the kindergarten group The modern period of development of human society is characterized by closer attention to the preschool period of a person's life, the formation of his personality, the characteristics of socialization, the preservation and formation of a mentally and physically healthy generation. Therefore, in preschool pedagogy, a view of the work of preschool institutions is being formed and is increasingly expanding its position, not so much in terms of education, but in terms of developing universal human values ​​in children, the ability to communicate and contact people. For the development of full-fledged communication between children, for the formation of humane relations between them simply having other children and toys is not enough. By itself, the experience of attending a preschool educational institution does not provide a significant "increase" in the social development of children. “Thus, it was found that children from an orphanage who have unlimited opportunities to communicate with each other, but who are brought up in a deficit of communication with adults, contacts with peers are poor, primitive and monotonous. These children, as a rule, are not capable of empathy, mutual assistance, and independent organization of meaningful communication. Smirnova E. O., Kholmogorova V. M. Interpersonal relationships of preschoolers: Diagnostics, problems, correction. - M .: VLADOS, 2003. - S. 144. Therefore, we believe that for the emergence of these most important abilities, the correct, purposeful organization of the children's society is necessary. inner feelings and meanings.” Snyder M., Snyder R. Child as a person: Formation of a culture of justice and education of conscience. - M .: Smysl, 1994. - S. 13. And indeed, the teacher is an indisputable authority for children - at preschool age he becomes a kind of moral standard for pupils, children often like to imitate the teacher not only in the manner of walking and gesticulating, but also in the way you speak and communicate. In the process of pedagogical interaction, an exchange is carried out between the teacher and children, both information and personal qualities, emotional and communicative experience, value orientations. This exchange is carried out both in formal role-playing (teacher - pupil, control - submission), and in informal human communication, interpersonal relations. One of the functions of pedagogical interaction - value-orientation - determines the formation and development of socio-cultural values ​​and attitudes in children, stimulates on certain relationships of children to each other. It can be said with confidence that the teacher of a preschool institution is the central figure in the educational process - he is the bearer of the value orientations of culture, the value attitude to the world, that is, he is a kind of conductor of the value attitude to life for his pupils. Based on this, we can say that the value orientations of the teacher, his orientation towards the possession of some things (both spiritual and material) will most likely stimulate children to certain relationships with each other. Today, the complexity and ambiguity of what is happening in a society of change, it objectively puts the teacher in front of the need for value self-determination. The value orientations of the teacher appear, on the one hand, as the spiritual matrix of the real image of the individual, and on the other hand, act as an internal culture that ensures self-development. Among other things, the constant involvement in communication with children during the working day requires the teacher to have great neuropsychic costs, emotional stability, patience, and control over external forms of behavior. The process of upbringing is carried out constantly in direct contact with children as an uninterrupted choice and justification by the educator of his own scale of values, his beliefs, views, and moods. Exploring this aspect, namely the interaction of a teacher with children, is especially important in our opinion also because preschoolers, interacting, communicating with adults, assimilatehisbehavior, communication, its culture is a component of which are value orientations, by imitation, as a result of which transfer the nature and characteristics of adult behavior to their environmentand build relationships with peers Based on the foregoing, we can conclude that the teacher's dominance of certain value orientations will manifest itself in his work and affect his relationship with children, as a result of which relationships between the preschoolers themselves will also be built. And, conducting a theoretical analysis of psychological and pedagogical literature, we determined that these relationships are manifested in the stability of the status categories of children, the allocation of "stars" and "outcasts", emotional involvement with a peer, prosocial behavior, as well as in the stability of certain associations of children. All of the above is confirmed by Ya. L. Kolomensky, saying that “the nature of pedagogical interaction has a significant impact on the development of the personality of children,” and relationships in the children's team depend on the style of pedagogical leadership, its culture and value orientations. “Studies conducted in our country and abroad have revealed that pupils of teachers of a democratic style of communication are much more likely to show a desire for creativity, rivalry, ..., communication than their peers who are brought up by a teacher with an authoritarian style of communication.” Kolominsky Ya. L., Pleskacheva N. M., Zayats I. I., Mitrakhovich O. A. Psychology of pedagogical interaction: Textbook / Ed. Ya. L. Kolominsky. - St. Petersburg: Speech, 2007. - P. 150. For example, the desire of a teacher to achieve high results in the field of training and education can manifest itself in the fact that children, uniting for a game, will select their peers who are most successful in their educational activities; and vice versa, the teacher's desire for self-realization in public life will encourage children to pay attention to peers who are more active and mobile and not necessarily successful in one activity or another. According to Ya. L. Kolominsky, given that value orientations are found in goals, ideals, ideas, beliefs, interests and other manifestations of the personality, the value orientations of the teacher form the content side of the orientation of his personality and express the inner basis of its attitude to reality. Therefore, children are so sensitive to this attitude and are already building their relationships with others in accordance with this. Thus, the basis of the interaction of the teacher with children is the child's need for emotional support, his desire for mutual understanding and empathy. In preschool childhood, the formation of the child as a person takes place, its social orientation is laid, the skills of social behavior are formed. This is the importance and great importance of the kindergarten as an organizational and social form of education and development of a preschooler, including the process of interaction between a teacher and children. The richness of the personality of the educator is an indispensable condition for the effectiveness of the impact on the child and the versatility of his attitudes. In the content of the studies presented in the theoretical part of our work, the role of the educator in the intellectual, moral development of the preschooler, in the development of his humanistic orientation of communication, the formation of the prerequisites for high learning ability, and the development of speech are analyzed in detail and other qualities and skills. However, the problem of the influence of the value orientations of educators on the characteristics of the relationship of children in a kindergarten group deserves no less attention. In childhood, in the process of interaction between a child and a peer, the foundation of his personality is laid, therefore, it is of particular importance for us to study the influence of value orientations of teachers on the formation and development of relations between children. Chapter 3 To confirm our hypothesis, we conducted a psychological and pedagogical study, which was conducted on the basis of preschool educational institution No. 131 from January to April 2009 . It was attended by teachers of the senior and preparatory groups, as well as narrow specialists working with the children of these groups - a music director and a physical education instructor, and children of senior preschool age in the amount of 40 people. A detailed description of the sample is presented below in tables No. 1 a and 1 b. Table No. 1 a

	Full name of the teacher			Job title	additional information
	Ivanova Natalia Nikolaevna			caregiver	Not married, no children, devotes all his free time to work, education - secondary special
	Petrova Anna Ilyinichna			caregiver	Not married, no children, higher education
	Vetrova Olga Petrovna			caregiver	Secondary education, married, reads a lot, strives for self-development
	Korshunova Olga Alexandrovna			Musical director	Higher education, married, one child
	Somov Zoya Vladimirovna			caregiver	Not married, no children, education - incomplete higher education
	Mamontova Antonina Vasilievna			Physical Education Instructor	Single, two children, secondary education

Table number 1 b

	Child's name		additional information
Senior group
123456789101112131415161718	Bagdinov VladBakhtinov VanyaBobrovnik PolinaBudryashov MishaGlushchenko NadyaZhuravlev AndreyKabina NadyaKalacheva LizaKrasilov StepaKuznetsov VityaKukhtenko MashaLazareva ArinaNoskov EdikNoshchenko InessaRaduzhnaya MashaAlyosha SavelievUdavchenko AlyoshaShestakov Alyosha Yakovleva Nadia	5 years5 years5.5 years5 years5.5 years5.5 years5.5 years5 years5.5 years5 years5 years5.5 years5.5 years5 years5 years5 years5.5 years5.5 years	Engaged in a military sports clubPlays the pianoDoes rhythmic gymnastics Doing rhythmic gymnastics	BIG LENINGRAD LIBRARY
	© 2010

Olga Lobanova
Features of interpersonal relations in a group of peers in a preschool educational institution

An important step in personal development preschoolers becomes the emergence of stable contacts with peers. It has been noticed that children begin to communicate with each other even before they learn to speak, using gestures, facial expressions, pantomime, they express their emotional state to each other, asking for help. Two-year-old children are able to speak directly with each other, with adults, react in short, jerky phrases to familiar phenomena of the surrounding reality. To most addressed personally to them appeals children of this age answer quite correctly. Two-three-year-old children feel good in the company of children they know, they are less dependent on their parents. Between three and four years of contact with peers become more frequent, the first children's mutual attachments are formed. Further development relationships children goes in line with the joint game. In role-playing games, according to the domestic psychologist D. B. Elkonin, between children develop cooperation relationship, mutual assistance, division and cooperation of labor, care and attention to each other, and sometimes power relations, even despotism and rudeness, that is, those in which both positive and negative personal qualities of the child are formed.

peer group has a significant impact on the development of the personality of the child, since it is precisely in terms of communication with peers the child needs to put into practice the norms of behavior according to attitude towards other people, adapt these rules apply to specific situations. In a children's society, in the process of communication, situations constantly arise in which it is necessary to coordinate actions, be able to give up personal desires in order to achieve a common goal and show benevolent behavior. relationship with peers. Children do not always find the right ways behavior and very often conflicts arise between them, while defending each of their rights. The educator, intervening in these conflicts and settling them, teaches children to comply with the norms of behavior.

Public opinion about certain objects, events, and actions also has a significant impact on the development of the individual. Often in groups conformity arises, that is, submission to the opinion of the majority, even if it contradicts one's own opinion, impressions and knowledge. At six years of age preschoolers conformity is a transitional stage in mastering the ability to coordinate one's opinions. But often in some children it is fixed, in the form of a negative personality trait.

Each child takes group a specific place, depending on how to include peers. Assessment from the outside groups are very important for preschoolers, they refrain from actions that cause disapproval peers and in many ways trying to earn positive attitude. Usually there are two or three children who are most popular - leaders: many want to sit next to them in class, be friends, they willingly imitate, willingly fulfill their requests, yield toys. There are also children who are completely unpopular among peers - outcasts: they have little contact with them, they are not accepted into games, they do not want to give toys. The rest of the children are between these "stripes".

The level of popularity of the child among peers depends on: his knowledge, mental development, behavior patterns, the ability to establish contacts with other children, appearance, physical strength and endurance, and many more reasons. The child's position in group shows how accepted the child is peers how realized lil is infringed on his claims to recognition among peers. Since in preschool age, the leading activity is the game, then claims are first of all worked out in the game and in real relationship with the game. In play, the need for recognition manifests itself in two ways. plans: "to be like everyone else" And "to be better than everyone else". Children focus on achievement and behavior peers, pursuit "to be like everyone else" to a certain extent stimulates the development of the child and pulls him up to the general average level. At the same time, this can lead to conformism as a personal characteristic. However, the desire "to be better than everyone else" may be accompanied by negative components.

The process of formation and development relationships in preschool age can be represented as "entry" peer into the child's inner world. For younger children groups characterized by a significant number of prosocial actions with a general indifferent relationship with another child. Children of three years are indifferent to actions peer and its assessment by adults. At the same time, they easily solve problematic situations. "in favor" others: give way to the game, share toys. Most often, their gifts are addressed to adults. This indicates that peer does not yet play a significant role in the life of the child and is not part of his self-consciousness. Fracture in relation to peers happens in the middle preschool age. Baby starts relate to himself through another child. The other becomes the subject of constant comparison with oneself. Comparison is aimed at opposing oneself to another. In the self-consciousness of the child, certain skills, abilities and qualities have already been identified, but they can only be realized in comparison with someone else, the carrier of which is peer. To the elder preschool age, attitudes towards peers change. There is an immediate and unselfish desire to help peer. A peer becomes for the child not only an object of comparison with himself, but also a valuable, integral personality. So way, to senior preschool peer is for the child not only the preferred partner for communication and joint activities, not only a means of self-affirmation, but also a valuable, self-sufficient personality, subject appeals his integral indecomposable I.

This is how the age dynamics looks in general terms peer relationships in early childhood. However, it may vary depending on individual features.

Based on the studies of E. O. Smirnova and V. G. Utrobina, several types can be distinguished relationship with peers.

The first type is passive-positive attitude. Characterized by the absence of any involvement in actions and experiences peer.

For the second type - selfish relationship also characterized by a lack of interest in peer and any emotional manifestations associated with it. All problem situations are children of the selfish relationship with peers decide in their favor.

The third type is competitive attitude. Children are actively involved in activities peer, they evaluate and condemn them, demonstrate their advantage. Children willingly agree with the adult's remarks about peer but tensely meet promotions.

Children with a personality type relationship interested in peer, emotionally and practically involved in his actions. Choice in favor peer these kids, as a rule, carry out without hesitation and grief.

The last type is the unstable type relations, it differs in that no specific behavioral strategy is observed here. In some cases, children show personal attitude, in others competitive.

As a result, it can be concluded that interpersonal relationships have a significant impact on the formation of a number of stable characteristics, mental processes, states and personality traits. The children's society has its own structure, peculiar moral norms and features of the relationship between its members.

Each child develops in an interweaving of connections of various kinds and relationships. Interpersonal relationships, reflecting the interrelationships of participants, are formed precisely in children's and adolescent groups.

At different age stages, there are general patterns of formation and development of interpersonal relations, despite the fact that their manifestations in each specific group have their own unique history.

Characteristics of interpersonal relationships of children

A significant influence on children's perception is exerted by the attitudes of teachers and other significant adults surrounding the child. The kid will be rejected by classmates if he is not accepted by the teacher.

In many areas of the mental development of the child, the influence of an adult can be traced, this is due to the fact that:

1. An adult for children is a source of various influences (auditory, sensorimotor, tactile, etc.);
2. Reinforcement of the efforts of the child is carried out by an adult, their support and correction;
3. When enriching the experience of a child, an adult introduces him to something, and then sets the task of mastering some new skill;
4. In contacts with an adult, the child observes his activities and sees role models.

How does the importance of an adult change in a child's life in different age periods?

In the preschool period, the role of adults for children is the maximum and the minimum role of children.
In the primary school period, the decisive role of adults fades into the background and the role of children increases.
In the senior school period, the role of adults is leading, by the end of this period the role of peers becomes dominant, during this period personal, business relationships merge together.

What interpersonal relationships can develop in children's groups?

In children's and adolescent groups, the following types of relatives can be distinguished:

Functional-role relations, develop in various types of children's life activities such as labor, educational, productive, play. In the course of these relationships, the child learns the norms and ways of acting in a group under the control and direct guidance of an adult.

Emotional-evaluative relationships between children is the implementation of correcting the behavior of a peer in accordance with the norms that are accepted in joint activities. Here, emotional preferences come to the fore - antipathies, sympathies, friendly attachments, etc. They arise early, and the formation of this type of relationship may be due to external moments of perception or an assessment of an adult, or past communication experiences.

Personal-meaning relationships between children - these are relationships in a group in which the goals and motives of one child in a group of peers acquire personal meaning for other kids. When comrades in the group begin to worry about this child, his motives become their own, for which they act.

Features of interpersonal relations in children of preschool, junior and senior school age

Preschool period

The period of preschool childhood begins from about 2-3 years old, when the child begins to realize himself as a member of human society and until the moment of systematic education at 6-7 years old. During this period, the prerequisites for the formation of the socio-moral qualities of the individual are created, the main individual psychological characteristics of the child are formed. Preschool childhood is characterized by the following features:

1. Excessively high role of the family in meeting material, spiritual, cognitive needs;
2. The maximum need of the child for the help of adults to meet the basic needs of life;
3. Low possibility of self-defense of the child from the harmful influences of his environment.

During this period, the child intensively develops (through relationships with adults) the ability to identify with people. The kid learns to be accepted in positive forms of communication, to be appropriate in relationships. If the surrounding people treat the baby affectionately and with love, fully recognize his rights, give him attention, he becomes emotionally prosperous. This contributes to the formation of the normal development of the personality, the development in the child of positive qualities of character, a benevolent and positive attitude towards people around him.

The specificity of the children's team in this period is that the elders act as the bearer of leadership functions. Parents play a huge role in shaping and regulating children's relationships.

Signs of interpersonal relationships that develop between children in preschool age.

The main function of the team of preschool children is the formation of the model of relations with which they will enter life. It will allow them to join the process of social maturation and reveal their moral and intellectual potential. Thus, for interpersonal relationships in preschool age, the following features are characteristic:

1. Formed and developed the basic stereotypes and norms that regulate interpersonal relationships;
2. The initiator of relations between children is an adult;
3. Contacts are not long-term;
4. Children are always guided by the opinion of adults, in their actions they always equal the elder. Show identification with people who are close to them in life and peers;
5. The main specificity of interpersonal relationships at this age lies in the fact that it is clearly manifested in imitation of adults.

Junior school childhood- this period starts at the age of 7 and lasts up to 11 years. At this stage, the process of further development of the individual psychological qualities of the individual takes place. Intensive formation of the basic social and moral qualities of the individual. This stage is characterized by:

1. The dominant role of the family in meeting the emotional, communicative, material needs of the child;
2. The dominant role belongs to the school in the development and formation of social and cognitive interests;
3. The child's ability to withstand the negative influences of the environment increases while maintaining the main protective functions of the family and school.

The beginning of school age is determined by an important external circumstance - admission to school. By this period, the child has already achieved a lot in interpersonal relationships:

1. He is oriented in family relations;
2. He has self-control skills;
3. Can subordinate himself to circumstances - i.e. has a solid foundation for building relationships with adults and peers.

In the development of the child's personality, a significant achievement is the predominance of the motive "I must" over "I want." Educational activity requires the child to achieve new achievements in the development of attention, speech, memory, thinking, and imagination. This creates new conditions for personal development.

With admission to school, children take a new step in the development of communication, the system of relationships becomes more complicated. This is determined by the fact that the baby's social circle is expanding, new people are involved in it. There are changes in the external and internal position of the child, the subject of his communication with people is expanding. The circle of communication between the kids includes questions that are correlated with educational activities.

The teacher is the most authoritative person for children of primary school age. Estimates of the teacher and his judgments are perceived as true, not subject to verification, control. In the teacher, the child sees a fair, kind, attentive person and understands that the teacher knows a lot, be able to encourage and punish, create a general atmosphere of the team. Much is determined by the experience that the child received and learned in preschool age.

In interpersonal relationships with peers, the role of the teacher is important. Children look at each other through the prism of his opinions. They evaluate the actions, misconduct of comrades by the standards that the teacher introduced. If the teacher positively evaluates the child, then he becomes the object of the desired communication. The negative attitude towards the child on the part of the teacher makes him an outcast in his team. This sometimes leads to the fact that the child develops arrogance, disrespectful attitude towards classmates, the desire to achieve the encouragement of the teacher at any cost. And sometimes, children emotionally perceive, not realizing their unfavorable situation, but they experience it.

Thus, interpersonal relationships in primary school age are characterized by:

1. Functional-role relations are replaced by emotional-evaluative ones, peer behavior is corrected in accordance with the accepted norms of joint activity;
2. The formation of mutual assessments is influenced by educational activities and teacher assessment;
3. The role-playing rather than personal characteristics of a peer become the dominant basis for each other's assessments.

senior school age- this is the period of development of a child from 11 to 15 years, which is characterized by the following features:

1. The family plays a dominant role in meeting the material, emotional and comfortable needs of the child. By the end of the senior preschool age, it becomes possible to independently realize and satisfy some of these needs;
2. The school plays a decisive role in meeting the socio-psychological and cognitive needs of the child;
3. The ability to resist the negative influences of the environment begins to appear, in turn, it is combined with the child's tendency to obey them under unfavorable circumstances;
4. There remains a high dependence on the influence of surrounding adults (teachers, grandparents, parents) in the development of personal self-knowledge and self-determination.

In the older (adolescent) age, a number of important changes occur in the physical, mental, emotional development of the student. By the age of 11, intensive physical growth begins to occur in children, significant changes occur in the structure of the whole organism. There are not only external and internal changes in the body of adolescents, due to physical development. The potential abilities that determine the intellectual and mental activity of the child also change.

During this period, the determining factor in the child's behavior is external data and the nature of comparing himself with older people. Children have an inadequate assessment of their capabilities and themselves.

Domestic psychologists, starting with L. S. Vygotsky, believe that the main neoplasm in adolescence is a sense of adulthood. But comparing oneself with adults and focusing on adult values ​​very often make a teenager see himself as dependent and relatively small. This gives rise to a conflicting sense of adulthood.

Any teenager psychologically belongs to several social groups: school class, family, friendly and yard companies, etc. If the values ​​and ideals of the groups do not contradict each other, then the formation of the child's personality takes place in the same socio-psychological conditions. If there is a conflict of norms and values ​​between these groups, then this puts the teenager in a position of choice.

Thus, we can draw the following conclusion that interpersonal relations in senior school age are characterized by:

1. Emotional-evaluative relations between children are gradually replaced by personal-semantic ones. This suggests that the motive of one child can acquire personal meaning for other peers;
2. The formation of mutual assessments and relationships is no longer influenced by adults, but only by the personal, moral characteristics of a communication partner;
3. The moral and volitional qualities of a partner at this age become the most important basis for choosing to establish relationships;
4. But during this period, the role of an adult still remains essential for choosing the form and stereotypes of regulating interpersonal relations.
5. Relationships between teenagers become more stable and selective;
6. The level of development of interpersonal relations between partners in communication at this age very clearly determines the specifics of the processes of individualization of adolescents.