Social project “Development of social competence of older preschoolers with violations of interpersonal relations by means of play. Pedagogical conditions for the formation of social competence of preschool children in preschool conditions

Preschool childhood and preschool education are at the very beginning of a person's life and educational path. The main value of modern education is a person with the totality of his features as an integral developing system. Therefore, while maintaining the originality and intrinsic value of this period and this educational level, the educational trajectory of the individual in its value-target foundations should be aimed at the formation of competence. In world educational practice, the concept of competence acts as a central key concept, because competence, firstly, combines the intellectual component of education; secondly, the concept of social competence contains the ideology of interpreting the content of education, formed “from the result”; thirdly, social competence has an integrative nature, because it incorporates a number of homogeneous or closely related skills and knowledge related to a wide range of culture and activities.

A number of authors in dissertation research attempted to reveal the essence and content of social competence in relation to school age, the conditions for their formation and development in the system preschool education(E.M. Alifanova, N.I. Belotserkovets, M.V. Krulekht, L.A. Paramonova, E.G. Yudina and others).

The formation of social competence should become one of the priority areas of the competence-based approach in education. This is one of the components of the socialization process in which a person participates throughout his life. The problem under consideration is the formation of the child's social competence, presented in connection with the solution of interpersonal problems. Let us present a brief overview of the main definitions of social competence. Let us dwell on some of the most typical of these definitions.

According to I.A Kudaeva, social competence is “understanding of the relationship “I” - society, the ability to choose the right social guidelines, the ability to organize one’s activities in accordance with these guidelines.” I.A Kudaeva proposes to regard the social competence of a preschooler "as an adaptive phenomenon." In other words, the social competence of a preschooler determines the level of adaptation of the child to the effective fulfillment of given social roles.

In studies of the problem of social competence, I.A. Kudaeva makes reasoned conclusions that the social competence of an individual manifests itself in various forms - as spiritual, civil, professional maturity (competence). But in all these manifestations, it always appears as an orientation of the individual towards cooperation, towards cooperation of joint efforts, towards a harmonious, fair combination of interests. This orientation is so stable that it permeates all spheres of life.

A. Golfrid and R. Zurilla propose to consider social competence as the ability of a child to effectively and adequately solve various problem situations that he encounters. At the same time, A. Golfrid evaluates the social competence of the child as the daily effectiveness of the individual with interaction with his environment. Ford argues that a child's social competence can be viewed as the achievement by the child of appropriate social goals in specific social conditions, using appropriate means, while achieving positive changes in development.

S. Water and R. Srouf believe that social competence is the ability of a preschooler to use the resources of the social environment and personal resources in order to achieve good results in development.

And U. Pfingsten and R. Hintsch focus not on the child's social knowledge, goals, effectiveness of interaction, but on the ways of his behavior. Social competence is defined by them as "possession of cognitive, emotional and motor behaviors that, in certain social situations, lead to a long-term favorable ratio of positive and negative consequences" .

Analysis of psychological and pedagogical scientific literature (O.V. Solodyankina, R.M. Chumicheva, S.A. Lebedeva, O.A. Shvartsman, T.V. Ermolova, Yu.A. Lebedeva, L.V. Trubaychuk, S .V. Nikitina) allows us to formulate the concept of "social competence" in relation to preschool children. Social competence is an integral quality of a child's personality, which allows him, on the one hand, to be aware of his uniqueness and be capable of self-development, self-learning, and on the other hand, to be aware of himself as part of a team, society, be able to build relationships and take into account the interests of other people, take responsibility and act on the basis of common goals, on the basis of both universal human values and the community in which the child develops.

V.N. Kunitsyna distinguishes six components in the composition of social competence: communicative competence, verbal, socio-psychological competence, interpersonal orientation, ego-competence and social competence proper. The structure of social competence is represented by initial competencies, each of which includes a number of psychological criteria, such as, for example, tolerance, adaptability, self-confidence in conditions of uncertainty, focus on success, conflict.

The problems of identifying the structure, levels of social competence, within the framework of the topic under consideration, are noted by such founders as V.E. Kagan, N.I. Kuzmina, E.E. Kuteynikova, V.V. Mamaeva and others. Thus, the initial level is characterized by a low degree of formation of personality neoplasms necessary for social adaptation. An unstable level is determined by a situation where certain indicators of social competence are formed at a sufficient level and can create the basis for achieving success in socially significant activities or interactions, while others are at a low level. In this case, there may be various combinations of the degree of formation of the components of social competence. A sustainable level implies the achievement of sustainable development of all personal age neoplasms that ensure success in social activities, that is high performance development of all the most important components of social competence for the age.

Based on this, the social competence of a preschooler implies the knowledge, skills, and abilities of the child sufficient to fulfill the duties inherent in this life period. However, the above definitions of the study, according to L.V. Kolomiychenko, indicate that the structure of social competence is, first of all, the totality of social knowledge, skills and abilities used in the main areas of human activity. However, according to a number of scientists, the listed components of the competence structure can be supplemented with other equally important components.

Social competence, described, in particular, in the works of M. Argyle, is determined by knowledge of the rules and the ability to act according to the rules. The introduction of the concept of "rules" in the structure of social competence. However, the interpretation of social competence as knowledge of the rules and the ability to follow them is not the only interpretation. Social competence is manifested in the desire and ability to enter into communicative contact with other people. The desire to make contact is determined by the presence of needs, motives, a certain attitude towards future communication partners, as well as their own self-esteem.

Based on this, we believe that the social competence of a preschooler is the competencies acquired by him that are necessary for entering society (cognitive, communicative, general cultural, physical, value-semantic, personal) skills and abilities of collective behavior that are valuable for his subsequent life and collective activity, the ability to accept common goals, to carry out cognitive activities. Thanks to this, social experience and social maturity are formed, hidden potential opportunities are revealed.

In connection with the study of the social competence of children of senior preschool age, a stating experiment was devoted, which included the study of criteria components. Social competence includes the following components:

cognitive component

Children's ideas about the work of adults, about the social significance of work, about the need to protect the results of work;

Ideas about the norms, rules of life in society, expressed in terms of: “it is possible”, “it is impossible”, “bad”, “good”, “necessary”;

The child's understanding of the partner's mood by his verbal and non-verbal signs;

The child's understanding of the consequences of his own and other people's actions, their impact on the emotional state of other people;

Emotional Component:

The attitude of nobility, responsiveness, sympathy, complicity;

The relationship of the child to peers is built in accordance with their desires and interests.

The child's attitude to the emotional state of a peer and an adult is emotionally positive;

Ability to independently find solutions in conflict and problem situations;

Behavioral component:

The child's ability to obtain the necessary information, to conduct a simple dialogue with adults and peers, interacting in the "child-child" "child-adult" systems;

The ability to take part in collective affairs, join in joint labor assignments with adults and provide assistance;

The ability not to quarrel, to respond calmly in conflict situations.

The role of parents in development

the child has social competence.

Socially insecure children - these are children who do not know how to harmoniously interact with themselves, with society, with outside world. If we strictly follow the etymology of the expression "social insecurity", then we need to talk only about the disharmonious interaction of the child with society.

Most often, in the pedagogical and psychological literature, social uncertainty at the level of external behavioral manifestations is described as lack of communication skills, i.e., as hypoactivity.

If uncertainty is understood at a deep, personal level as self-doubt, as a conflict between the individual and the social, then hyperactivity in the form of disobedience and aggressiveness can also be its manifestation. Both are forms of often inadequate defense mechanisms of socially insecure children. The division into hypoactive and hyperactive forms of behavior of socially insecure children is conditional. Even hypoactive children can often show aggressiveness, but, from a methodological point of view, aggressive hyperactivity should be singled out as an independent form of manifestation of social insecurity.

One of critical tasks parents - the formation of self-confidence and self-confidence in children, as well as a positive attitude towards themselves and the world around them.

For normal development every child needs to be in an atmosphere of love and psychological well-being. If this is not the case, the child experiences negative experiences, conscious or not aware of them, which is reflected in his development. The child perceives the love of the people around him physically, intellectually, emotionally. And if he does not receive it through any channel, then this pushes him to infantile behavior, to inadequate defensive reactions, forming social fear in its various forms - anxiety, anxiety, guilt, anger, i.e. what we call social insecurity . In order for a child to feel happy, be able to better adapt and overcome difficulties, he needs to have a positive self-image - a positive I-concept , which is determined by three factors:

Feeling of self worth;

Confidence in the ability to any type of activity, i.e. awareness of one's own competence;

Confidence in impressing other people.

All these factors are social in nature.

If a child does not have success and positive skill in communication, in resolving social conflicts or in overcoming setbacks, that he cannot be strong both mentally and physically.

An analysis of socially insecure behavior indicates what skills the child lacks and what reasons underlie this. Socially competent behavior provides the child with an adequate attitude to positive and negative situations.

Socially competent behavior differs on three levels: a large and varied set of behavioral techniques; adequate perception of situations; the ability to reflectively control both the situation and alternative behavior.

Components of socially competent behavior:

The ability to say "no";

Ability to express desires and requirements;

Possession of effective communication skills, the ability to establish contacts, conduct and end a conversation;

Express both positive and negative feelings.

Socially competent behavior is characterized by the following facts:

1. The ability to show will, make your own decision. Forecasting all the consequences of situations as a manifestation of reflection.

2. The choice of rationally justified behavior: understand and correctly accept the social signal; recognize the principles of social control mechanisms; control your condition and free yourself from social fear in communicating with others.

3. The ability to manage blocking feelings (hatred, aggression, anger), reshape them into a productive form of behavior, isolate the factors hindering behavior and eliminate them.

4. Show self-affirming behavior and implement it without aggressive self-affirmation at the expense of others. Give others the opportunity to form their views and arguments.

5. Adequately perceive and interpret praise. In communication with others, do not underestimate or overestimate self-esteem.

6. Recognize a conflict or a situation close to it. Along with forecasting and correct assessment conflict situation to develop a strategy for its elimination, to look for various opportunities to satisfy various claims.

So, The main factors contributing to the development of social confidence in a child are: the example of parents in communicating with other people; sincere interest to the child and his problems; providing psychological support to the child.

"Graceful" expressions

in children's vocabulary.

With the expansion of the circle of communication, visiting various circles, the child begins to acquire a lot of new things. And it's not always new - good. One of these far from joyful moments is swear words. Having heard such an “innovation” from their child, adults are often lost and do not know how to behave in such situations. After recovering from the shock, the parents choose one of the following options.

Option 1. Scold.

“And who did he go to? ..” - parents are often surprised. To understand this, you just need to observe your manners, your style of behavior. After all, it often happens that, without noticing our own behavioral patterns, we track them in the behavior of our children. Think about it, is incontinence, aggressiveness, excessive emotionality characteristic of you? In this case, act on the principle of "start with yourself."

Option 2. Leave it unattended (“Nothing happened!”)

Justifying themselves by the fact that such words should not be emphasized, that the child himself will forget them, the parents are partly right. But what is the guarantee that, once having forgotten these expressions, the child will not remember them at the most inopportune moment?.. Also, adults need to remember that the logic of children differs from the logic of adults. On reflection, the baby will most likely come to the conclusion that if you do not react to these words in any way, then it should be so.

Option 3. We intimidate (“If you swear, they will cut off your tongue!”)

Very effective method especially when immediate action is needed. But it has two very big disadvantages. Firstly, with age it will be more and more difficult to find an effective character of intimidation, and secondly, in case of abnormal use, this method can provoke the appearance and development of neurotic states. Especially "popular" with parents medical procedures: injections, surgical operations, etc. in this case, you should not be surprised that the next time you visit a medical office, the child will start to become hysterical.

Option 4. Explain.

The most efficient but the most the hard way, as it requires a lot of effort and clear consistent tactics. Faced with the fact that your child includes obscene language in his speech, immediately explain to the baby in a firm tone that these expressions are used either by bullies or stupid little children; neither one nor the other is allowed into decent places. Let your child make their choice!

One of the reasons children start swearing is to get attention. Having got into your arsenal good way shocking adults, and thus the opportunity to get into the spotlight, the child will use it more and more often. First, try to find an acceptable way of self-affirmation for the child. Secondly, immediately give "feedback" - calmly, but firmly negative. It is necessary to show the baby that those around him lose all desire to communicate with him when he screams and swears. Thus, you can take care of mental hygiene and peace of mind for both you and your child. Be healthy!

Prepared

senior teacher of the preschool department No. 11 of the MOU "Gymnasium No. 6"

The content of the concept of "social competence of a preschooler"

Modern society in its development undergoes a number of economic, social, psychological, ethnic and other neoplasms, each of which creates certain difficulties in the process of the child's social entry into the society in which he will live and develop as a person and the subject of any activity. The introduction of a child to society, the assimilation of traditions, norms, values and requirements of this society is a necessary process. Its complexity lies in the variety of social functions assigned to a person from the moment of her birth.

Preschool age is an essential stage in the development of purposeful behavior, cognitive activity and social orientation of the child. The changes in the structural and functional organization of the brain that occur during this period determine the readiness of the child for school, determine the possibility and success of educational activities.

In the period from 3 to 5-6 years, there is a specialization of neurons, their typification in the projection and associative areas of the cortex. The most significant point in the structural maturation of the cerebral cortex by 5-6 years is the complication of the system of horizontal connections both between neurons of closely spaced ensembles and between different areas of the cortex. At the same time, interhemispheric connections also undergo significant changes: by the age of 6-7, the corpus callosum is formed, connecting both hemispheres. Thus, morphological transformations create real prerequisites for the formation of integrative processes in the activity of the central nervous system.

Neural networks that form with age create all the prerequisites for the implementation of the integrative activity of the brain as the basis of purposeful behavior and cognitive processes.

At the age of 3-4 years, a close interaction of visual perception and motor actions is still preserved. Practical manipulations with an object (grasping, feeling), inherent in infancy, are a necessary factor in visual recognition. By the end of preschool age, visual and tactile examination of the subject becomes more organized and systematic. The identified features correlate with each other and with a holistic representation of the object, which contributes to the formation of a differentiated and more adequate sensory image. By the age of 5-6, the success of detecting various modifications of an object increases. When presented as changing stimuli, drawings of people and objects, it was found that the number of unnoticed changes at 5-6 years of age, compared with 3-4-year-old children, decreases twofold in response to faces and more than three times - when objects are presented.

By the age of 6-7, there are significant changes in the system organization visual perception, reflecting the progressive maturation of the neural apparatus of the cerebral cortex and the increasing specialization of the cortical zones.

At the age of 6, identification is based on the selection of a complex feature, it takes more time and depends on the number of images distinguished on its basis. During training, this time decreases and ceases to depend on the number of stimuli in the set. The mechanisms of such identification are associated with internal standards developed in the experiment. This testifies to the significantly increasing opportunities for the child to get acquainted with the outside world during preschool age, to the transition of the mechanisms underlying information processes to a qualitatively different level.

IN preschool period a personal form of behavior appears, associated not only with the allocation of one's own "I", but also with a fundamentally new type of relationship of the child to the world around [Vygotsky: 1984, 77]. The predominance of topics related to the image of a person in the work of a preschooler indicates his primary orientation towards the social environment. This creates a broad basis for the formation of primary forms of socially significant values and moral criteria.

Value orientations are formed in communication with adults, in the process of assimilation by the child of the norms and rules of behavior. At the same time, there is an accumulation of practical experience of direct interaction with the social environment. The transformation of social values into those that are significant for the child himself is carried out at preschool age through the transformation of the emotional sphere, which begins to be associated with the rules of behavior and relationships between people. As a result, by the end of preschool age, there is a transition from emotionally direct to indirect moral criteria and relationships.

P.M. Yakobson shows that in an older preschooler, the moral assessments of actions and deeds are transformed from external demands into their own assessments and are included in the complex of attitudes they experience towards certain actions and deeds [Mudrik: 1989, 114]. The assimilation of moral values is the process of formation in the child's mind of their structure, which includes the following three elements in their relationship: an ever deeper understanding of the moral meaning of actions, their evaluative side and emotional attitude towards them. An example of such assimilation of moral values in terms of age during preschool age is the experiments of A.E. Kozyreva, described in the book by A.A. Lyublinskaya [Lublinskaya: 1971, 213]. The experiments clearly showed that at preschool age there is a transition from a direct emotional attitude to relationships that are built on the basis of the assimilation of moral assessments of behavior in various situations and which begin to regulate and subjugate the emotional sphere itself. [Mudrik: 1989, 114.]

In older preschool age, the relationship of the child with adults changes. At the very beginning of preschool age, the social situation of joint activity between the child and the adult falls apart. Separation from the adult creates a new social situation in which the child strives for independence. The trend is natural and understandable. Since the child has already discovered that there are adults, the complex world of adults appears before him. Until that time, the child is accustomed to living with adults. This trend continues, but should be different living together- the life of a child in the life of adults. But the child cannot yet take part in the life that adults lead, and the tendency turns into perfect shape life together with adults. Thus, the child for the first time goes beyond the limits of his family world and establishes a relationship with the world of adults.

New relationships between a child and an adult, in which the image of an adult orients the actions and deeds of the child, serve as the basis for the formation of such an ability of a preschool child as arbitrariness of behavior. So the subordination of motives, characteristic of children of this age, is an expression of the clash between the tendency to direct action and the desire to act according to the model, in accordance with the requirement of an adult. The formation of arbitrary actions and deeds marks the process of the emergence of a new type of behavior, which in the full sense can be called subjective.

From this point of view, preschool age can be understood as a period of intensive development of examples. adult life(norms and rules of behavior, which act as a generalization of people's relations) and the formation of mechanisms of subjective behavior itself. The control of one's behavior becomes the subject of awareness of the children themselves, and this means a new stage in the development of the child's consciousness, a stage in the formation of his self-awareness, the subject of which is to determine his place in the system of relations with other people. The formation of the child's consciousness is inextricably linked with the formation of arbitrariness in the control of one's own behavior.

Accounting for age characteristics is one of the fundamental pedagogical principles. Based on it, teachers regulate the workload, establish reasonable volumes of employment by various types of activities, determine the most favorable daily routine for development, the mode of work and rest. Age features oblige to correctly solve the issues of selection and location of educational subjects and educational material in every subject. They also determine the choice of forms and methods of educational activity.

Modern pedagogical interaction is focused on the formation of a person's ability to be mobile, dynamic, acquiring stability in the process of self-realization. That is, in the educational process there should be social development(socialization) - the process of assimilation and further development by an individual of the socio-cultural experience necessary for its inclusion in the system public relations, which consists of:

work skills;

knowledge;

norms, values, traditions, rules;

· social qualities personalities that allow a person to comfortably and effectively exist in a society of other people, the development of tolerance in the consciousness of parents, teachers and children (tolerance for someone else's lifestyle, opinion, behavior, values, the ability to accept the point of view of the interlocutor, which differs from one's own). [Mikhailenko, Kotrotkova: 1993, 98]

The development of social competence is an important and necessary step socialization of the child in the general process of mastering the experience of social life and social relations. Man by nature is a social being. All the facts describing cases of forced isolation of young children, the so-called "Mowglis", show that such children never become full-fledged people: they cannot master human speech, elementary forms of communication, behavior and die early.

Social experience is acquired by the child in communication and depends on the variety of social relations that are provided to him by his immediate environment. A developing environment without an active position of an adult, aimed at broadcasting cultural forms of relationships in human society, does not carry social experience. Assimilation by a child of the universal human experience accumulated by previous generations occurs only in joint activities and communication with other people. This is how a child acquires speech, new knowledge and skills; his own beliefs, spiritual values and needs are formed, his character is laid.

The social significance of a competent personality of a preschooler in various activities is considered in domestic pedagogy and socionics. In the works of K. Ushinsky, an anthropological concept of the child's ability to "be ready" for social and professional action is formulated. Special attention the teacher pays to the characteristic of professional and pedagogical readiness. He connects it for the first time not only with the social order of society, but also shows the existing inextricable relationship between the readiness of the individual and its natural data [Mardakhaev: 2003, 56].

In the work of S.A. Uchurova "Social Competence: Definition of Essence and Search for Ways of Development" [Mardakhaev: 2003, 58] examines the problems of a child's social competence in connection with solving interpersonal problems and provides a brief overview of the main definitions of social competence. Let us dwell on some of the most typical of these definitions.

So A. Golfrid and R. Dzurilla propose to consider social competence as the ability of a child to effectively and adequately solve various problem situations that he faces [Mardakhaev: 2003, 60]. At the same time, A. Golfrid evaluates the social competence of the child as the daily effectiveness of the individual with interaction with his environment. Ford argues that a child's social competence can be viewed as the achievement by the child of appropriate social goals in specific social conditions, using appropriate means, while achieving positive changes in development.

According to I.A. Kudaeva, social competence is “understanding the relationship “I” - society, the ability to choose the right social guidelines, the ability to organize one’s activities in accordance with these guidelines.” I.A Kudaeva proposes to regard the social competence of a preschooler “as an adaptive phenomenon” [Mardakhae: 2003, 62], and the functioning of the adaptive mechanism is ensured by socio-psychological preparedness. In other words, the social competence of a preschooler determines the level of adaptation of the child to the effective fulfillment of given social roles.

Based on the foregoing, social competence can be defined as an individual set of qualities of character, knowledge, skills, and socio-psychological characteristics that determine the level of relationships between the individual and society and allow him to make the only right decision in different life situations.

Social competence is represented by a set of social competences. Translated from Latin, competentia means a range of issues in which a person is aware, has knowledge and experience, and, accordingly, performs certain actions.

Each of the social competencies is represented by a number of psychological criteria, such as tolerance, adaptability, self-confidence in conditions of uncertainty, focus on success, conflict, the level of formation of which determines how comfortable a person feels in society.

It should be noted that, since social competencies are components of social competence, then, accordingly, the above criteria are characteristics of both a separate competence and social competence as a whole.

The main functions of social competence:

social orientation;

Adaptation;

Integration of general social and personal experience.

The structure of social competence includes:

Communicative and verbal competence;

Socio-psychological competence and interpersonal orientation;

Ego-competence and proper social competence.

Thus, we can say that:

social competence consists of several components: - motivational, including the attitude towards another person as the highest value; manifestations of kindness, attention, care, help, mercy; - cognitive, which is associated with the knowledge of another person (adult, peer), the ability to understand his characteristics, interests, needs; to see the difficulties that arose before him; notice changes in mood emotional state etc.;

Behavioral, which is associated with the choice of communication methods adequate to the situation, ethically valuable patterns of behavior;

The social competence of a preschooler is understood as a personality quality formed in the process of active creative development of social relations that arise at different stages and different types of social interaction, as well as the child's assimilation of ethical norms, which are the basis for the construction and regulation of interpersonal and intrapersonal social positions, relations;

The accumulation by the child independently and under the guidance of adults of the necessary social experience contributes to the disclosure of the age potential of the preschooler, successful preparation for schooling, and later for adulthood. It follows from this that it is at preschool age that the foundations of the social maturity (competence) of the child are laid, determining the trajectories of development and successful adaptation in a changing society.

Over the past 10-15 years, preschool education has significantly updated its arsenal: new programs in various fields life of a preschooler, methodological developments, didactic material. At the heart of this update is the recognition of the inherent value of preschool age and, accordingly, such an interpretation of the development of a preschooler, which would assess his social competence, adaptation to the relevant conditions of life (and we are talking about a comprehensive and systematic assessment, which includes intellectual development, and the development of the emotional-volitional sphere, and certain value orientations of the preschooler, etc.).

Today, there are already various practical options for implementing unified programs that form the social competence of preschool children (including those of senior preschool age).

Socio-pedagogical activity in terms of preschool- this is the work that includes pedagogical and psychological activities aimed at helping the child, teacher and parent in the development of their own individuality, organization of themselves, their psychological state; assistance in solving emerging problems and overcoming them in communication; as well as help in becoming a small person in society.

The main tasks of the activity of a social pedagogue are the following [Prima: 2002, 37]:

1. Work to enrich the child's social development environment by:

* increasing the activity and responsibility of parents and teachers in solving problems of social development;

* involvement in the educational space of the kindergarten of potential subjects of the social development environment;

* Increasing the level of competence of parents.

2. To promote the active involvement of the families of pupils in the educational space of the kindergarten and to involve them in cooperation in matters of the social development of children as a process of assimilation and further development by the individual of the socio-cultural experience necessary for its inclusion in the system of social relations, which consists of:

* labor skills;

* norms, values, traditions, rules;

* social qualities of a person that allow a person to comfortably and effectively exist in a society of other people.

3. To improve the communication skills of children, which serve as one of the parameters of a high level of social competence of children.

4. To promote the development of tolerance in the consciousness of parents, teachers and children as tolerance for someone else's lifestyle, opinion, behavior, values, the ability to accept the point of view of the interlocutor, which differs from one's own.

5. To promote the development of a respectful attitude among teachers to the traditions of family education of children and the recognition of priority parental rights in the upbringing of the child.

6. Identify and meet the needs of preschool families not covered by the preschool education system.

7. Coordinate the work of all preschool services aimed at implementing the tasks of the social development of the child.

The work of a social teacher in the formation of social competence of preschoolers is carried out in the following areas: 1. Working with families of pupils:

* pedagogical education parents;

* "education" of parents - an active position of the institution in raising the level of parental competence is assumed;

* satisfaction of individual requests of parents in individual and group forms of work;

* study of the state of environmental factors of the child's social development associated with his family.

2. Work with kindergarten students:

* organization of activities aimed at the development of the individuality of children and their socialization;

* correction of the social development of children according to the results of diagnostics and the requests of teachers and parents;

* organization of children's leisure.

3. Work with other services of the preschool educational institution:

* coordination of interaction of services on work with a family;

* Satisfaction of individual requests of services on relations with parents;

* participation in the preparation and holding of pedagogical meetings.

4. Working with documentation:

* formation of an information data bank on the level of formation of social competence in children;

* development of a long-term and current work plan;

* preparation of annual and interim reports; replenishment methodical piggy bank social educator.

In general, it can be noted that the process of socialization of a preschooler through the formation of an appropriate level of social competence in him is complex, complex, systematic, which must be carried out according to a plan, be theoretically substantiated and methodically provided. And one of important conditions its correct socio-pedagogical organization is the inclusion of a diagnostic technique as an obligatory component of the preschooler's social competence model.

FORMATION OF SOCIAL COMPETENCE IN PRESCHOOL CHILDREN.

Socialization is a continuous process that lasts throughout life. It is divided into stages, each of which specializes in solving certain problems, without which the next stage may not come, may be distorted or slowed down. Childhood is a special period, the essence of which is the process of growing up a child, his entry into the social world of adults. Therefore, a modern preschool educational institution should become a place where the child will have the opportunity for broad social and practical independent contact with the most significant and close areas of life for his development. The accumulation of valuable social experience by a child under the guidance of an adult is a way that contributes, firstly, to the disclosure of the age potential of a preschooler and, secondly, to a successful entry into adulthood. From which it follows that the age potential cannot be realized in the absence of a person's social competence at a certain stage of his development. The structure of social competence is, first of all, the totality of social knowledge, skills and abilities used in the main areas of human activity, and includes the following components:

Motivational, including the attitude towards another person as the highest value; manifestations of kindness, attention, care, help, mercy;

Cognitive, which is associated with the knowledge of another person (adult, peer), the ability to understand his characteristics, interests, needs; to see the difficulties that arose before him; notice changes in mood, emotional state, etc.;

Behavioral, which is associated with the choice of communication methods adequate to the situation, ethically valuable patterns of behavior. From this it follows that it is at preschool age that the foundations of the social maturity (competence) of the child are laid, determining the trajectories of development and successful adaptation in a changing society.

A socially competent child is well oriented in a new environment, is able to choose an adequate alternative of behavior, knows the extent of his abilities, knows how to ask for help and provide it, respects the wishes of other people, can join in joint activities with peers and adults. He will not interfere with his behavior to others, knows how to restrain himself and express his needs in an acceptable form. A socially competent child is able to avoid unwanted interactions. He feels his place in the society of other people, understanding different character the attitude of those around him, controls his behavior and ways of communication.

Starting from preschool age, the child goes through a "school" of real interaction with other children as equal partners. The child in the team masters the appropriate communication skills, acquires the ability to coordinate their actions, taking into account the position of the partners in the game, learns to negotiate, find a way out of various situations. The accumulation by the child independently and under the guidance of adults of the necessary social experience contributes to the disclosure of the age potential of the preschooler, successful preparation for adulthood.

One of the directions pedagogical activity educator on the formation of social competence in a preschooler should be the development of skills for constructive conflict resolution, education of tolerance in communication.

Childhood is a special period, the essence of which is the process of growing up a child, his entry into the social world of adults. As he masters the cultural, moral rules and patterns of social life, his social competence develops - the ability to evaluate his own actions, to effectively interact with others.

The accumulation by the child independently and under the guidance of adults of the necessary social experience contributes to the disclosure of the age potential of the preschooler, successful preparation for schooling, and later for adulthood. From this it follows that it is at preschool age that the foundations of the social maturity (competence) of the child are laid, determining the trajectories of development and successful adaptation in a changing society.

A preschool educational institution as a socio-pedagogical system is part of social institution education and, being its initial stage, considers the problems of child development and solves the issues of early socialization of children.

The process of socialization is determined by the individual characteristics of the child, as well as the age-related characteristics of the course of mental processes and the characteristics of external influences.

Personal development cannot be carried out independently, it is necessary to purposefully influence it, creating psychological and pedagogical conditions for this - through the content of educational subjects and technologies and methods adequate to it.

A necessary condition for constructing a functional model of the social competence of preschoolers is the use of various diagnostic methods at all stages: to diagnose the level of initial social knowledge of a preschooler, to track the dynamics of the process, to identify the level of formation of social competence in children.

Neural networks that form with age create all the prerequisites for the implementation of the integrative activity of the brain as the basis of purposeful behavior and cognitive processes.

By the age of 6-7, significant changes occur in the systemic organization of visual perception, reflecting the progressive maturation of the neural apparatus of the cerebral cortex and the increasing specialization of cortical zones.

In the preschool period, a personal form of behavior appears, associated not only with the allocation of one's own "I", but also with a fundamentally new type of relationship of the child to the world around him. The predominance of themes associated with the image of a person in the work of a preschooler indicates his predominant orientation to the social environment. This creates a broad basis for the formation of primary forms of socially significant values and moral criteria.

In older preschool age, the relationship of the child with adults changes. At the very beginning of preschool age, the social situation of joint activity between the child and the adult falls apart. Separation from the adult creates a new social situation in which the child strives for independence. The trend is natural and understandable. Since the child has already discovered that there are adults, the complex world of adults appears before him. Until that time, the child is accustomed to living with adults. This trend continues, but there must be another life together - the life of a child in the life of adults. But the child cannot yet take part in the life that adults lead, and the trend turns into an ideal form of living together with adults. Thus, the child for the first time goes beyond the limits of his family world and establishes a relationship with the world of adults.

From this point of view, preschool age can be understood as a period of intensive assimilation of examples of adult life (norms and rules of behavior that act as a generalization of people's relations) and the formation of mechanisms of subjective behavior proper. The control of one's behavior becomes the subject of awareness of the children themselves, and this means a new stage in the development of the child's consciousness, a stage in the formation of his self-awareness, the subject of which is to determine his place in the system of relations with other people. The formation of the child's consciousness is inextricably linked with the formation of arbitrariness in the control of one's own behavior.

Accounting for age characteristics is one of the fundamental pedagogical principles. Based on it, teachers regulate the workload, establish reasonable volumes of employment by various types of activities, determine the most favorable daily routine for development, the mode of work and rest. Age features oblige to correctly solve the issues of selection and arrangement of educational subjects and educational material in each subject. They also determine the choice of forms and methods of educational activity.

Modern pedagogical interaction is focused on the formation of a person's ability to be mobile, dynamic, acquiring stability in the process of self-realization. That is, in the educational process, social development (socialization) should take place - the process of assimilation and further development by the individual of the socio-cultural experience necessary for its inclusion in the system of social relations, which consists of:

work skills;

knowledge;

norms, values, traditions, rules;

social qualities of a person that allow a person to comfortably and effectively exist in a society of other people, the development of tolerance in the consciousness of parents, teachers and children (tolerance for someone else's lifestyle, opinion, behavior, values, the ability to accept the point of view of the interlocutor, which differs from one's own) Development of social competence - an important and necessary stage in the socialization of a child in the general process of assimilation of the experience of social life and social relations.Man by nature is a social being.All the facts describing cases of forced isolation of small children, the so-called "Mowgli", show that such children never become full-fledged people: they cannot master human speech, elementary forms of communication, behavior and die early.

The main functions of social competence:

social orientation;

Adaptation;

Integration of general social and personal experience.

The structure of social competence includes:

Communicative and verbal competence;

Socio-psychological competence and interpersonal orientation;

Ego-competence and proper social competence.

Thus, we can say that:

Behavioral, which is associated with the choice of communication methods adequate to the situation, ethically valuable patterns of behavior;

The accumulation by the child independently and under the guidance of adults of the necessary social experience contributes to the disclosure of the age potential of the preschooler, successful preparation for schooling, and later for adulthood. From this it follows that it is at preschool age that the foundations of the social maturity (competence) of the child are laid, determining the trajectories of development and successful adaptation in a changing society.

Over the past 10-15 years, preschool education has significantly updated its arsenal: new programs in various areas of a preschooler's life, methodological developments, and didactic material. At the heart of this update is the recognition of the inherent value of preschool age and, accordingly, such an interpretation of the development of a preschooler, which would assess his social competence, adaptation to the relevant conditions of life (and we are talking about a comprehensive and systematic assessment, which includes intellectual development, and the development of the emotional-volitional sphere, and certain value orientations of the preschooler, etc.).

Today, there are already various practical options for implementing unified programs that form the social competence of preschool children (including those of senior preschool age).

Social and pedagogical activity in the conditions of a preschool educational institution is that work that includes pedagogical and psychological activities aimed at helping the child, teacher and parent in developing their own individuality, organizing themselves, their psychological state; assistance in solving emerging problems and overcoming them in communication; as well as help in becoming a small person in society.

Therefore, it is important for the teacher to remember that this process is long, complex and multifaceted: the tasks of developing the intellect, feelings, moral foundations personalities are solved in a complex and require from the teacher not only skill, but also their own experience, a pronounced attitude, because the teacher's story about kindness, beauty, examples of mutual assistance, playing moral situations with a bad or indifferent mood is unlikely to evoke reciprocal feelings and form an appropriate attitude. This is our responsibility to the child.

The educator is not a well-oiled machine, not a judge or a magician, but no one except the educator will do this job better, the educator is a person walking next to the child and leading him by the hand into Big world, this is the closest person in kindergarten.

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays

Borisova Oksana Feliksovna Formation of social competence of preschool children: dissertation ... candidate of pedagogical sciences: 13.00.07 / Borisova Oksana Feliksovna; [Place of protection: Chelyab. state ped. un-t].- Chelyabinsk, 2009.- 201 p.: ill. RSL OD, 61 10-13/554

Introduction

CHAPTER I Theoretical substantiation of the formation of social competence of preschool children 15

1.1. Understanding the concept of "social competence of preschool children" 15

1.2. Model of formation of social competence of preschool children 45

1.3. Organizational and pedagogical conditions for the formation of social competence of preschool children 69

CONCLUSIONS ON THE FIRST CHAPTER 101

CHAPTER P. Research on checking the organizational and pedagogical conditions for the formation of social competence of preschool children 105

2.1. Goals, objectives and content of the experimental work 105

2.2. Implementation of organizational and pedagogical conditions for the formation of social competence of preschool children 118

2.3. Analysis of the results of experimental work 154

CONCLUSIONS ON THE SECOND CHAPTER 163

Conclusion 165

References 167

Applications 193

Introduction to work

The relevance of research

Consistent and constructive reform of the existing education system deeply affects the organizational, methodological, subject-content and other aspects Russian system education. In the modern paradigm of education, the formation of key competencies of the younger generation comes first.

The problem of developing the social competence of children is an important social and psychological and pedagogical problem, the solution of which affects the pressing issues of society and education. In the context of socio-economic changes, education is tasked not only to give pupils a certain level of knowledge, skills and abilities in the main areas of development, but also to ensure the ability and willingness to live in a modern super-complex society, achieve socially significant goals, interact effectively and solve life problems. .

Relevance of the research on socio-pedagogical level is determined by the fact that the social strategy of the state, aimed at creating conditions for the sustainable development of our society on the basis of more effective use and improvement of human potential, involves the transition to competence-based education. The recommendations of the Council of Europe, focused on the renewal of education, its approximation to the order of society, directly related to the development of a competency-based approach in assessing the quality of readiness for life and constructive practical activity of graduates of educational institutions. IN Russian Federation the transition to competence-oriented education was normatively fixed in 2001 in the government's "Concept for the modernization of Russian education until 2010" and confirmed in the decision of the Collegium of the Ministry of Education and Science of the Russian Federation "On priority directions for the development of the educational system of the Russian Federation" in 2005.

A theoretical analysis of the psychological and pedagogical literature has shown that the competence-based approach in education is currently being actively developed, the choice of key competencies is substantiated, and ways of implementing this approach in practice are being explored. It is indicated that social competencies are basic for the formation of a personality demanded by modern society. It is they who contribute both to successful self-realization and self-education of a graduate of an educational institution for the rest of his life, and to the fullest realization of his potential for the benefit of society. But the complex of problems associated with the development of competence-based education, including the formation of social competence, is solved mainly for higher and general education. In preschool education, only one basic program for the development of preschool children "Origins" uses the competency-based approach as the main one. In scientific works (A.G. Gogobiridze, T.V. Ermolova, Yu.A. Lebedeva, L.V. Trubaychuk, R.M. Chumicheva, etc.), the issues of forming the social competence of a preschooler are being developed, but not actively enough, which determines the relevance of the study. at the scientific and theoretical level.

At the scientific and methodological level the relevance is due to the fact that the development of the social competence of children requires new approaches and forms of work that meet the requirements of the humanization of education. Teachers of preschool educational institutions hardly switch to humanistic principles of building relationships with children and organizing the educational process, which are the main factors in the formation of social competence of preschool children. Classes on social development continue to be in the nature of instructions, theoretical discussions, and, despite the fact that children receive certain knowledge about the norms of social behavior, their transfer to the level of practical skills does not occur due to the lack of conditions for constant practice, working out behavior patterns. The meaning is not well understood

a prepared object-spatial environment in the formation of social skills in children, which, if properly organized, provides an opportunity to develop independence, responsibility, the ability to work independently, develop communication skills and other social skills. The potential of different age groups is not used in the practice of preschool educational institutions, which provide an opportunity to live different roles, learn to empathize, help, accept people as they are. It is required to introduce socially active forms of work with children, such as, for example, project activity, problem solving, playing social situations, but preschool teachers either do not know these methods at all, or use them on the basis of old experience.

Thus, there are currently contradictions between:

the growing need of society for the positive socialization of children and the existing traditional approaches to the social development of children in preschool institutions, which do not allow to fully form the initial social competence of children;

the need to form the social competence of preschool children and the underdevelopment theoretical aspects and adequate practical ways and means of developing the social competence of preschool children;

the requirement of practice for the scientific and methodological support of the process under study and the insufficient methodological and meaningful development of the solution to this problem.

Based on the analysis of psychological and pedagogical literature, the problem research, which consists in finding conditions for the formation of social competence of a preschooler in preschool educational institutions.

The urgency of the problem and the shown contradictions determined research topic:"Formation of social competence of preschool children"

Target research is theoretical justification and approbation of organizational and pedagogical conditions for the formation of social competence of preschool children.

Object of study: the process of forming the social competence of children in a preschool educational institution.

Subject of study: a complex of organizational and pedagogical conditions for the formation of social competence of preschool children.

Research hypothesis: the formation of social competence of preschool children is possible under the following organizational and pedagogical conditions:

the formation of groups of preschool children according to the principle of different ages, which ensures the effective development of general cultural, value-semantic, cognitive, communicative and personal competencies;

creation and maintenance of a socio-cultural subject-spatial developing environment that promotes the development of independence, the ability to make choices, responsibility, self-knowledge, self-change in children;

professional competence of teachers in the field of formation of social competence of pupils.

In accordance with the goal and the hypothesis put forward, the following were formulated. tasks:

1. Analyze the state of the problem in the psychological and pedagogical literature
rature and clarify the concept of "social competence of a preschooler".

On the basis of competency-based, anthropological and activity approaches, to design a structural and functional model for the formation of social competence of preschool children in different age groups.

To carry out the selection and development of diagnostic tools for studying the levels of formation of social competence of children before

school age, dynamics of development.

4. Substantiate the conditions for the formation of the social competence of children in a preschool educational institution and experimentally test the effectiveness of their combination in the process of forming the social competence of preschool children.

Theory - methodological basis studies are:

theoretical and methodological provisions on the essence of personality socialization (T.F. Borisova, B.Z. Vulfov, V.N. Gurov, R.G. Gurova, I.B. Kotova, S.A. Kozlova, L.V. Kolomiychenko , O. B. Koneva, I. R. Koltunova, T. Yu. Kupach, V. G. Morolov, A. V. Mudrik, V. S. Mukhina, I. V. Ravich-Shcherbo, L. V. Trubaichuk, D. I. Feldstein, E. N. Shiyanov and others);

theoretical and methodological provisions on the competency-based approach in education (A.L. Andreev, L.N. Bogolyubov, E.F. Zeer, V.I. Baidenko, I.A. Zimnyaya, A.N. Demin, A.G. Kasprzhak, A. G. Kirillov, N. V. Kuzmina, V. N. Kunitsina, O. E. Lebedev, A. K. Markova, A. M. Novikov, J. Raven, G. K. Selevko, N. A. Sokolova , A.V. Khutorskoy, I.D. Frumin and others);

theoretical and methodological provisions on the essence and formation of social competence (G.E. Belitskaya, N.I. Belotserkovets, A.V. Brushlinsky, Yu.N. Emelyanov, N.V. Kalinin, E.V. Koblyanskaya, L.V. Kolomiichenko, S. N. Krasnokutskaya, A. B. Kulin, V. N. Kunitsyn, O. P. Nikolaev, U. Pfingsten, K. Rubin, L. Rose-Kresnor, L. V. Trubayuk, R. M. Chumicheva, V. V. Tsvetkov, M. G. Yaroshevsky and others);

Concepts of humanization of education (Sh.A. Amonashvili,
M.V. Boguslavsky, E.V. Bondarevskaya, O.S. Gazman, E.D. Dnipro,
I.D. Zverev, I.A. Zenkovsky, V.A. Karakovsky, S.A. Kozlova,

G.B. Kornetov, V.M. Korotov, I.A. Kolesnikova, I.Ya. Lerner, A.V. Mudrik, P.I. Pidkasisty, M.S. Skatkin, V.A. Slastenin, E.N. Shiyanov and others);

Theoretical and methodological foundations of pedagogical technology
M. Montessori (M. Montessori, M.G. Sorokova, D.G. Sorokov,

K.E. Doubtful, N.G. Tarasenko, Yu.I. Fausek, E.A. Hiltunen and others);

Modern approaches to the formation of educational development
environment (A.G. Asmolov, L.I. Bozhovich, L.S. Vygotsky, V.P. Zinchenko,
M.V. Clarin, T.S. Komarova, L.I. Novikova, E.V. Novoselova, V.V. Serikov,
A.V. Petrovsky, I.D. Frumin, N.E. Shchurkov, E.A. Yamburg, V.Ya. Yasvin, and

Anthropological approach (B.G. Ananiev, V.S. Barulin, .M. Bim-Bad,
P.S. Gurevich, V.I. Maksakova, G.B. Kornetov, L.E. Ponkratova,
OK. Rakhlevskaya, L.L. Redko, V.A. Slastenin, L.A. Stepashin,
N.V. Filinova, E.N. Shiyanov and others);

activity approach (A.G. Asmolov, L.S. Vygotsky, A.A. Leontiev, A.N. Leontiev, E.Yu. Nikitina, S.L. Rubinshtein, V.D. Shadrikov, D.B. Elkonin, etc. .);

Theory and methodology of pedagogical research (Yu.K. Babansky,
V.P. Bespalko, V.I. Zagvyazinsky, V.V. Kraevsky, N.V. Kuzmina,
A.M. Novikov, V.A. Slastenin and others);

Works on modeling as a method of pedagogical research (V.P. Bespalko, B.S. Gershunsky, F.F. Korolev, N.V. Kuzmina, etc.);

Research in the field of vocational education
(O.A. Abdulina, Yu.P. Azarov, S. Arkhangelsky, E.P. Belozertsev,
R.S. Bure, I.A. Kolesnikova, N.V. Kuzmina, Yu.N. Kulyutkin,

E.Yu. Nikitina, L.V. Poznyak, V.A. Slastenin, G.A. Sukhobskaya,

A.P. Tryapitsina and others).

The dissertation uses the following methods:

theoretical: analysis of psychological, pedagogical, sociocultural and methodological literature on the research problem, classification, comparison, generalization, systematization, modeling;

empirical: analysis of the products of pedagogical activity, observation, questioning, conversation;

methods of mathematical statistics: Student's criterion, correlation analysis.

Research base. Experimental and search work was carried out on the basis of MDOU No. 14, No. 24 of Snezhinsk, No. 55 of Ozersk. The study covered 120 preschool pupils and 38 teachers.

The study was carried out in several stages.

First stage (2005-2006)- search-theoretical. The philosophical, psychological and pedagogical literature on the problem under study was studied and analyzed. The goal, the working hypothesis of the study were determined and its tasks were outlined. At the same time, the ascertaining stage of experimental and search work was carried out.

The following methods were used: analysis of psychological and pedagogical literature on the problem under study, study pedagogical experience, pedagogical observation, conversation, questioning.

Second stage (2006-2008)- experimental. It includes testing the hypothesis, clarifying the stages and conducting a formative experiment, during which the designed structural and functional model of the process of forming the social competence of children and a complex of organizational and pedagogical conditions were studied.

Third stage (2008 -2009 gg.) - generalizing. Dedicated to the systematization and generalization of the results of the study, the formulation of theoretical conclusions, the analysis and interpretation of data obtained as a result of the experimental search work, the formulation of general conclusions, and the design of the work.

Scientific novelty of the research:

substantiates the necessity and proves the possibility of forming the social competence of children in preschool education as a basis for the development of the personality of a child of preschool age, providing preparation for life in society through the formation of general cultural, value-semantic, cognitive, communicative and personal competencies;

on the basis of competency-based, anthropological and activity approaches, a structural-functional model of the process was designed

formation of social competence of preschool children, reflecting the process of formation of social competence of preschoolers in an educational institution, leading to the socialization of the child;

The effectiveness of a complex of organizational and pedagogical conditions for the formation of social competence of preschool children has been substantiated and experimentally proved:

o the formation of groups of preschool children according to the principle of different ages ensures the development of initial competencies (general cultural, value-semantic, cognitive, communicative, personal);

o creation and maintenance of a socio-cultural subject-spatial developing environment that contributes to the formation of independence, the ability to make subject and life choices, and responsibility;

o the possession of professional competence by teachers in the field of the formation of social competence;

Identified and experimentally tested diagnostic tools for assessing the formed social competence, which is based on such criteria as independence, arbitrariness of behavior and self-discipline, empathy, cognitive activity, interaction and cooperation with peers and adults.

The theoretical significance of the study lies in the fact that:- the concept of "social competence of a child of preschool age" is theoretically substantiated and meaningfully disclosed, understood as an integral quality of a child's personality, allowing him, on the one hand, to realize his uniqueness and be capable of self-knowledge and self-change, and on the other hand, to manifest himself as part of a team, society be able to build relationships and take into account the interests of other people, take on

responsibility and act on the basis of universal and national values;

in the theoretical substantiation of the structural and content components of social competence, which includes general cultural, value-semantic, cognitive, communicative and personal competences that ensure the entry of a preschool child into society;

the theoretically substantiated structural and functional model of the formation of social competence of preschool children in the conditions of a preschool educational institution, which is a complex systemic education, the result of which is the socialization of a preschool child;

A complex of organizational and
pedagogical conditions for the formation of children's social competence
preschool age in an educational institution, provide
their socialization.

The practical significance of the study is in that: the content of the process of forming the social competence of a preschooler is disclosed, which can be implemented in the work of a preschool educational institution;

a set of organizational and pedagogical conditions for the process of forming the social competence of preschool children was identified and tested, which can be used in the work of preschool educational institutions;

Research materials can be used in the system by
advanced training of preschool education specialists, as well as
allow to enrich the content of the course "Social development of children in preschool
age” for students of secondary and higher educational pedagogical institutions
Deny.

Validity and reliability the results of the study were provided by the initial theoretical provisions, the use of a set of methods adequate to the subject and objectives of the study, the repeatability of pell

results at different stages of experimental and search work and confirmation of the research hypothesis, quantitative and qualitative analysis of the data obtained.

Personal participation of the applicant in the study and obtaining scientific results, it is expressed in the study of the theoretical and practical state of the problem; development of a model of the process of formation of social competence of preschool children in preschool educational institutions; highlighting the main parameters (indicators, criteria, levels) of the formation of competencies that make up the social competence of preschool children; organization of experimental work to test the effectiveness of a complex of organizational and pedagogical conditions; implementation of research results in pedagogical practice; analysis of the results and discussion of research prospects.

Approbation And implementation of research results into practice were carried out in preschool educational institutions of the region (MDOU No. 52 in Chelyabinsk, MDOU No. 55 in Ozersk, NDOU "Neposedy" in Revda, NDOU "Svetlyachok" in Izhevsk, MDOU No. 14 in Snezhinsk); through the participation of the author in the work of the International Congress "M. Montessori's idea of "cosmic education" and educational process XXI century” (Belgorod, 2006), in the XI All-Russian conference “Traditional and innovative processes in education: expertise of the humanitarian content of innovations”, (Tomsk, 2006), an open seminar “Schools of Humanitarian Management and Research in Education” (Tomsk , 2007), International Scientific and Practical Conference " Actual problems preschool education: a child in the world of information culture" (Chelyabinsk, 2009), International scientific and practical conference "Gifted children of preschool age of the XXI century: prerequisites, factors and prospects for development" (Chelyabinsk, 2009), International conference "Every child - special” (Krakow, 2009), as well as through the publication of research results

research in scientific journals and collections (Chelyabinsk, Moscow, Novosibirsk).

The following provisions are put forward for defense:

The primary task of modern education is the positive socialization of children, the education of self-sufficient responsible citizens of the country, capable of self-realization for the benefit of society. There is a need to form the social competence of preschool children in a preschool educational institution. By social competence, we understand the integral quality of a child's personality, which allows him, on the one hand, to realize his uniqueness and be capable of self-knowledge, self-change, and on the other hand, to show himself as part of a team, society, be able to build relationships and take into account the interests of other people, take on take responsibility and act on the basis of universal and national values.

The effectiveness of the process of forming the social competence of preschool children in a kindergarten is ensured by a complex of organizational and pedagogical conditions: the formation of groups according to the principle of different ages; creation and maintenance of a socio-cultural developing subject-spatial environment; professional competence of teachers in the work on the formation of social competence of preschool children.

The process of forming the social competence of preschoolers takes place in accordance with the structural-functional model based on competence-based, active and anthropological approaches, which is a complex systemic education, the result of which is the socialization of a preschool child.

The approved diagnostic tools allow using such socially significant qualities of a person as independence, arbitrariness of behavior, empathy, cognitive activity, co-operation as criteria for assessing the formation of social competence.

labor and interaction, which together make it possible to judge the level of formation of the social competence of a preschool child.

Work structure. The dissertation consists of an introduction, two chapters, a conclusion, a list of used and cited literature. The work presents 12 figures, 27 tables. The list of references includes 289 titles. Of these, 5 are foreign language.

Understanding the concept of "social competence of preschool children"

In recent years, the concepts of "competence", "competence", "competence-based approach" have been actively discussed, and a unified approach to their definitions is being developed. The reason for such close attention is the requirements that are placed on a graduate of a school and a higher educational institution by a modern dynamically developing society. Increased attention to these concepts is also due to the recommendations of the Council of Europe related to the renewal of education, its approximation to the order of society. In Russia, the transition to competence-oriented education was legally fixed in 2001. in the government Concept for the modernization of Russian education until 2010 and confirmed in the decision of the Collegium of the Ministry of Education and Science of the Russian Federation "On priority directions for the development of the educational system of the Russian Federation" in 2005.

It is generally accepted that the competency-based approach originated in the United States, and one of the first publications that “discovered” this issue was the article by D. McClelland “Testing competence, not intelligence”, published in 1973. However, not in America, but in the UK, the concept of competence-based education since 1986 has been the basis of the national system of qualification standards and has received official government support. D. Raven is considered to be one of the first who scientifically comprehensively considers the concepts of "competence" in his research work "Competence in modern society". He gave the following definition: “Competence is a specific ability necessary for the effective performance of a specific action in a specific subject area and includes highly specialized knowledge, special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one’s actions.” J. Raven considers the development of the individual through the development of his fundamental abilities, such as knowledge, skills, ways of thinking, respectively, a competent person is a person with developed abilities.

Through the category of “readiness”, competence was studied both by the classics, E. Durkheim, and modern scientists, in particular, M.A. Choshanov. Competence is closely related to personality and is the result of a person's self-development (J.-P. Sartre, E. Chartier). J. Raven, J.L. Peter, A.V. Khutorskoy, A.K. Markova et al. believe that it is necessary to judge the presence of competence only by the result of the activity, and not by the efforts invested. Competence is also studied as an active part of culture (N.S. Rozov, A.K. Markova, E.F. Zeer, etc.) from the point of view that the practical component (skills) is fundamental in the structure of competence.

In psychological and pedagogical theory and practice, there are different approaches to understanding the terms "competence" and "competence". The concepts of "competence" and "competence" are interpreted in different ways. The dictionary of foreign words reveals the concept of "competent" as having competence - the terms of reference of any institution, person or range of affairs, issues subject to someone else's jurisdiction: Competent (French) - competent, competent. Competens (lat.) - appropriate, capable. Competere - to demand, to correspond, to be fit. Competence (English) - ability (competence). It follows that competence and competence are complementary and interdependent concepts.

The explanatory dictionary of the Russian language gives such definitions: “Competent, -th, -th; -ten, -tna. 1. Knowledgeable, knowledgeable, authoritative in some way. area (book) К.specialist. Competent judgment. 2. Competent (in 2 meanings; special), n. competence ... Competence, -i, f. (lat. competentia) (book) 1. The range of issues in which someone. well informed. 2. The circle of someone's powers, rights. ..."

According to N.S. Kirabaeva "competence or competence is some integrative quality of the subject, which includes cognitive, motivational, value and practical aspects, which is manifested in successful actions in any area." He proposes to consider competence as the ability of the person himself, under the competence characteristic as a component of this ability, and competence to be understood as a universal term, “denoting, depending on the context, both competence and competence characteristics, and sometimes even the scope of competence” . IN Lately a reasonable division of these concepts appeared, which 15-20 years ago were often considered as synonyms.

S. Shishov and A. Agapov define competence as “the ability and readiness of an individual to act, based on the knowledge and experience acquired through training, focused on the individual’s independent participation in the educational and cognitive process, as well as aimed at its successful inclusion in labor activity» .

OA Ilchenko breeds the concepts of "competence and competence". According to the definition of this author, competence is a set of competencies, the availability of knowledge and experience necessary for effective activity in a given subject area. Competence, according to the definition of the same author, is the personal ability of a specialist to solve a certain class of professional tasks. The author singled out the components of professional competencies such as educational and cognitive, informational, communicative, social and labor and the competence of personal self-improvement.

Organizational and pedagogical conditions for the formation of social competence of preschool children

Any pedagogical system can function only under appropriate conditions (Yu.A. Konarzhevsky, G.N. Serikov, Yu.P. Sokolikov, etc.). Synthesizing the definitions of Yu.K. Babansky, A.Ya. Naina, V.A. Slastenina and others, we understand pedagogical conditions as a set of objective possibilities, content, forms, methods, pedagogical techniques aimed at solving the set research problems. When determining the conditions, the implementation of which will contribute to the formation of social competence among kindergarten students, we proceeded from:

Taking into account the social order of society and the tasks set in the "Concept for the modernization of Russian education for the period up to 2010";

Analysis of psychological and pedagogical literature on the problems of social development of children and the formation of social competence;

Using the possibilities of competence-based, anthropological and activity approaches.

Based on the research problem and the developed model, we assume that the model of the formation of social competence of preschool children in an educational institution will be effective if the following conditions are met:

Formation of groups of preschool children according to the principle of different ages;

Creation and maintenance of a socio-cultural subject-spatial developing environment;

Possession by teachers of professional competence in the field of formation of social competence of pupils.

The first condition is the formation of preschool groups according to the principle of different ages. Many researchers evaluate different-age groups and teams as optimal model environment for the development of the child (L.S. Baiborodova, B.Z. Vulfov, E.N. Gerasimova, S.L. Ilyushkina, O.V. Soloviev, etc.). A.G. Kharchev notes that if a family unites people different ages, genders, professions, includes several children, emotional and intellectual development them becomes more meaningful and comprehensive. As for the nature of the mutual influences of older and younger, the roles of leaders, educators, organizers, and advisers are played by the elders, they pass on their experience to the younger ones, and the younger ones develop more quickly under the influence of the experience of older sisters and brothers. Emphasizing that modern family, as a rule, of the nuclear type, unable to provide the child with a meaningful completeness of communication, they see the peasant patriarchal multigenerational family as the prototype of the ideal educational environment (G.G. Kravtsov).

The importance of constant communication with children of different ages is, notes L.I. Bozhovich, that it creates in the child the experience of diverse relationships: he must yield to the younger, protect him, take care of him; he must obey the elder, can imitate his actions, learn from him organization, responsibility. All this experience of relationships contributes to the formation of various traits of mind and character in children, contributes to their multilateral development.

Research on the possibilities of different age groups and associations of schoolchildren in social education teenagers and young men were held in different years of the last century (A.S. Makarenko, V.A. Sukhomlinsky, L.I. Umansky, V.P. Sitnikov, L.I. Novikov, ST. Shatsky), continue to the present (L.V. Byborodova, M.I. Rozhkov), go to a new level in the world modern tasks education (E.I. Anokhin, E.V. Dymov and others). It has been established that the association of children of different ages has a beneficial effect on the development of both intellectual skills (M.A. Balaban, E.B. Davidovich, V.K. Dyachenko, M.I. Peretyatka, etc.), and personal qualities(V.A. Karakovsky, V.A. Sukhomlinsky, O.V. Solovyov). Research was carried out on the possibilities of the community of children of preschool and primary school age in the process of playing, cognitive, labor, artistic, sports activities (N.K. Vinogradova, O.G. Zhukova, V.V. Zaiko, A.E. Kondratenkov, E. E. Kravtsova, M.M. Pashkova, N.F. Tarlovskaya, L.V. Timoshenko). The study of the problems of preschool groups of different ages has a certain history. It is based on fundamental research on the interaction of children of different ages by L.V. Baiborodova, L.I. Bozhovich, A.V. Zaporozhets, E.E. Kravtsova, G.G. Kravtsova, M.I. Lisina, G.F. Suvorova, E.I. Tiheeva and others. A significant contribution to the study of preschool associations of different ages was made by A.G. Arushanova, V.V. Gerbova, A.N. Davidchuk, T.N. Doronova, T.A. Makeeva, V.G. Shchur, S.G. Yakobson and others. Communication and interaction of different ages provides, first of all, the effect of social development - the achievement of the optimal form of social activity, which makes a person able to influence his life circumstances and himself.

Implementation of organizational and pedagogical conditions for the formation of social competence of preschool children

In accordance with the hypothesis, we had to prove the effectiveness of the following conditions:

Formation of groups of preschool children according to the principle of different ages;

Creation and maintenance of a socio-cultural subject-spatial developing environment that contributes to the formation of initial competencies;

Professional competence of teachers of a humanistic orientation of activity, working in a group of different ages;

Conducting a formative experiment made it possible to study the designed structural and functional model of the process of forming the social competence of children and a complex of organizational and pedagogical conditions.

Consider the implementation of the first condition concerning the provision effective development tolerance, empathy, as well as communication skills, partnerships and mentoring in a children's team formed on the principles of different ages. For the study, groups of different ages were selected from three kindergartens that work according to the Program of Vasilyeva T.A. At the same time, two kindergartens use in their work the pedagogical technology of M. Montessori, based on humanistic principles. It was important for us to show, on the one hand, the influence of different-age recruitment of groups on the social development of children, and on the other hand, on the need to fulfill other significant conditions for the humanization of the educational process in order to enhance the effectiveness of the factor of different ages.

In recent years, the number of groups of different ages has increased dramatically both in the city and in the countryside, where the staffing of small preschool educational institutions, as a rule, was carried out according to the principle of different ages. This led to different reasons in different regions and regions: the closure of kindergartens during a period of declining birth rates, the organization of the activities of groups and kindergartens of a compensating type, integrated groups. But the lack of elaboration of the psychological and pedagogical foundations and models of the organization of the educational process in similar groups, the willingness of teachers to work with children of different ages at the same time, leads to the fact that the expected effect of the interaction of children of two or three ages is lost.

A comparison was made of the organization of the educational process in different age groups of different kindergartens. At the same time, the initial attitudes of teachers, their view of a group of different ages are important. During conversations with teachers, we were faced with the fact that in kindergartens operating within the framework of traditional programs and technologies, groups of different ages are perceived as a problem that complicates the life of educators and specialists: they have to prepare for several classes, breed by age, which leads to the complication of the curriculum and increases the workload of teachers. Indeed, working according to the Program of T.A. Vasilyeva, the methodologists of the preschool educational institution draw up a curriculum in which all classes of a group of different ages are brought to a subgroup level. Children in the educational process practically do not have the opportunity to communicate and interact. Free and joint activity of children is possible only during the time allotted for playing, walking, regime moments. This, of course, is important, but a huge potential is being lost. training sessions during which children of different ages can exchange experiences, teach each other. In a preschool educational institution that uses the pedagogical technology of M. Montessori in its work, almost all the life of a group of different ages is built on the basis of the joint living of all the events of the day. Certainly, subgroup lessons, focused on a certain age, are carried out (physical education, part of the classes on art and musical development), but they are not decisive, they do not destroy the general situation of joint activities of children of different ages. This happens because the main emphasis in the curriculum is placed on the free independent and joint activities of children of three ages in a specially prepared subject-spatial developing environment. According to the drawn up schedule, some of the children of the group can go to physical education and return, joining again in free activity, which does not violate the integral activity of the group. Table 14 compares the organization of classes in the study groups.

Thus, the uneven age of the groups undoubtedly affects the indicators of the formation of initial competencies, but is not sufficient. The age difference effect is enhanced when:

Conditions have been created for the free activity of children, the independent choice of activities, the realization of their potentialities;

Teachers build the educational process in such a way that the interaction of children of three ages takes place in a wide variety of activities, including in the learning process, when mentoring by elders, mutual learning, and the development of adequate self-esteem are most clearly manifested.

Besides, an important factor, reinforcing the effect of different age groups is the possession of teachers working in such a group with sufficient professional competence of a humanistic orientation of activity.

The effectiveness of the second condition - the influence of the socio-cultural object-spatial developing environment on the formation of social competencies of preschoolers was also studied in all experimental groups.

Rules for the construction by teachers of a socio-cultural subject-spatial developing environment prepared and supported by them, in which the formation of social competence, the formation of the child's personality, the best way worked out in the world practice of Montessori kindergartens and schools. To create a socio-cultural object-spatial developing environment, we relied on the basic principles of its construction and maintenance in accordance with the pedagogical technology of M. Montessori: thoughtful zoning, arrangement of materials in a certain order and compliance with this order, the availability of any material for each child, the presence of only one didactic material in the medium, prevention of saturation of the medium, and some others. These principles are justified and their observance, along with the implementation of the rules of group life and the implementation of methods for organizing the interaction of children with subject environment, contribute to the formation of certain social and educational and cognitive competencies.

Analysis of the results of experimental work

To test the proposed hypothesis, a final diagnosis was carried out. The same methods were used as in the control stage.

The main task of the formative stage of the study was to test the influence of the identified organizational and pedagogical conditions on the formation of the social competence of preschool children and the result - their socialization.

At the final stage of the study, we identified the main tasks:

1. Carrying out the final cut

2. Processing, analysis and systematization of the results of the formative stage of the study;

3. Identification of the dynamics of changes;

4. Comparison of the results of the initial and final stages of the experiment;

5. Formulation of the findings of the study.

At this stage of the work, a final cut was made in all groups according to all criteria. Tables 21, 22, 23, 24, 25 and the corresponding diagram show the results obtained.

For quantitative proof of the scientific validity, objectivity and reliability of the research results, the data obtained in the course of experimental and search work were subjected to processing by methods of mathematical statistics.

Of the possible criteria for evaluating the reliability of the proposed hypothesis, Student's test was chosen, which is used to compare two average values (for different groups of children) with unknown sample variances.

The use of Student's statistical test allows answering the question of whether there are differences in the level of formation of indicators in the experimental groups of children.

Student's criterion is calculated by the formula: \x-7\ = -!=-T where V P \ "2 X - the value of the average score of the first group of children; Y - the value of the average score of the second group of children; S] - standard deviation for the first group; "% - standard deviation in the second group; n\ - the number of children in the first group; n2 - the number of children in the second group. Null hypothesis H0 - the absence of significant differences in the intermediate and final results of the formation of indicators between the experimental groups of children.

The alternative hypothesis Hb, respectively, is the presence of significant differences in the intermediate and final results of the formation of indicators between the experimental groups of children. Increasing the level of formation of social significant qualities could occur either as a result of random factors, or under the influence of purposeful pedagogical influence. If the difference in the levels of children in the experimental groups is significant, t obs t Crit (t crit is a tabular value), then, according to the Student's criterion, it cannot be explained by random causes, but is the result of specially organized activities. In this case, the null hypothesis H0 is rejected and the alternative hypothesis Hh is considered true.

The results of statistical testing of the reliability of hypotheses for significance levels a=0.05 and a=0.025 are shown in Table 26.

Based on the data presented in the table, we concluded that the alternative hypothesis was accepted at the end of the formative stage of the experimental work, which proves the statistical significance of the differences observed in the experimental groups.

Based on the presented results, one can judge the dynamics of the changes occurring during the experiment and the level of formation of the socially significant qualities we have chosen as criteria in children of senior preschool age. So in the experimental groups of EG1 and EG2, implementing the structural and functional model of social competence formation that we are testing, the number of children who are on average and high levels. While in groups not implementing the model, there were minor changes.

In order to obtain a generalized result by which we could judge the formation of children's social competence, we determined how many children showed high results in all or most of the criteria, how many showed average and low results. Then a comparison was made with the total result shown by the children at the initial stage of the experiment. The data obtained are given in Table 27 and shown in Figure 12.