Conditions for the development of the personality of a preschooler. The influence of an adult on the development of the personality of a preschooler. Prerequisites for the development of personality. Features of communication and personality development of the child
According to the definition of the concept of "communication" - this is a multifaceted process of developing contacts between people, generated by the needs of joint activities, this is the interaction of people aimed at coordinating and combining efforts in order to achieve a common result (M.I. Lisina).
Human communication resembles a kind of pyramid, consisting of four faces: we exchange information, interacting with other people, get to know them and, at the same time, experience our own states that arise as a result of communication. Communication can be seen as a way to bring people together, as well as a way to develop them. Communicating with other people, a person learns universal human experience, historically established social norms, values, knowledge and methods of activity, and is also formed as a person.
He highly appreciated the communication and the word of the educator A.S. Makarenko. “A business strong word well said to children,” he said, “is of tremendous importance, and perhaps we still have so many mistakes in organizational forms, because we also often don’t really know how to talk with children. But you need to be able to say so that in your word they feel your will, your culture, your personality.”
The role of communication in moral education is especially great. Purposeful communication with children causes them to strive for self-education, to improve their behavior.
1. Communication is the main condition for the development of the child, the most important factor in the formation of personality, one of the main types of human activity, aimed at knowing and evaluating oneself through other people. From the first days of a child's life, communication is one of the most important factors in his mental development. At preschool age, four forms of communication between a child and adults successively replace each other:
Situational-personal;
Situational business;
Extra-situational-cognitive;
Extra-situational - personal. (according to M.I. Lisina)
The content of communication, its motives, communication skills and abilities are changing. One of the components of the child's psychological readiness for school is being formed - communicative. The child selectively treats adults, gradually begins to realize his relationship with them: how they treat him and what is expected of him, how he treats them and what he expects from them.
The first form is situational-personal form of communication- characteristic of infancy. Communication at this time depends on the characteristics of the momentary interaction between the child and the adult, it is limited by the narrow framework of the situation in which the needs of the child are met. Direct emotional contacts are the main content of communication, since the main thing that attracts a child is the personality of an adult, and everything else, including toys and other interesting items, remains in the background. At an early age, the child masters the world of objects. He still needs warm emotional contacts with his mother, but this is no longer enough. He has a need for cooperation, which, together with the need for new experiences and activity, can be realized in joint actions with an adult. The child and the adult, acting as an organizer and assistant, manipulate objects together and perform increasingly complex actions with them. An adult shows what can be done with different things how to use them, revealing to the child those qualities that he himself is not able to detect. With the advent of the first questions of the child: “why?”, “Why?”, “Where?”, “How?” - begins new stage in the development of communication between a child and an adult.
Situational business communication. At the end of the first year of life, the social situation of the fusion of the child and the adult explodes from within. Two opposite, but interconnected poles appear in it - a child and an adult. By the beginning of an early age, the child, acquiring a desire for independence and independence from an adult, remains connected with him both objectively (because he needs the practical help of an adult) and subjectively (because he needs an adult’s assessment, his attention and attitude). This contradiction finds its resolution in the new social situation of the child's development, which is cooperation, or joint activities child and adult.
Communication between a child and an adult loses its immediacy already in the second half of infancy: it begins to be mediated by objects. In the second year of life, the content of substantive cooperation between a child and an adult becomes special. The content of their joint activity is the assimilation of socially developed ways of using objects. The peculiarity of the new social situation of development, according to D. B. Elkonin, lies in the fact that now the child “... lives not with an adult, but through an adult, with his help. An adult does not do it instead of him, but together with him. An adult becomes for the child not only a source of attention and goodwill, not only a "supplier" of the objects themselves, but also a model of human, specific objective actions. And although throughout the early age the form of communication with an adult still remains situational and businesslike, the nature business communication changes significantly. Such cooperation is no longer limited to direct assistance or to the demonstration of objects. Now the complicity of an adult is needed, simultaneous practical activities with him, the performance of the same thing. In the course of such cooperation, the child simultaneously receives both the adult's attention and his participation in the child's actions, and most importantly, new, adequate ways of acting with objects. The adult now not only puts objects into the hands of the child, but together with the object conveys the mode of action with it.
A child's achievements in objective activity and their recognition by adults become for him a measure of his ego and a way of asserting his own dignity. Children have a distinct desire to achieve a result, a product of their activity. The end of this period is marked by a crisis of 3 years, in which the increased independence of the child and the purposefulness of his actions express themselves.
Extra-situational - cognitive form of communication.
In the normal course of development, cognitive communication develops by about four to five years. A clear evidence of the appearance of such communication in a child is his questions addressed to an adult. These questions are mainly aimed at clarifying the patterns of living and inanimate nature. Children of this age are interested in everything: why squirrels run away from people, why fish do not drown, and birds do not fall from the sky, what paper is made of, etc. Only an adult can give answers to all these questions. An adult becomes for preschoolers the main source of new knowledge about events, objects and phenomena occurring around.
It is interesting that children at this age are satisfied with any answers of an adult. They don't have to give scientific justification questions that interest them, and this is impossible to do, since the kids will not understand everything. It is enough just to connect the phenomenon of interest to them with what they already know and understand. For example: butterflies hibernate under the snow, they are warmer there; squirrels are afraid of hunters; paper is made from wood, etc. Such very superficial answers completely satisfy the children and contribute to the fact that they develop their own, albeit still primitive, picture of the world.
At the same time, children's ideas about the world remain in the memory of a person for a long time. Therefore, the answers of an adult should not distort reality and allow all the explaining magical powers into the mind of the child. Although simple and accessible, these answers should reflect the real state of affairs. The main thing is that an adult answers the questions of children so that their interests do not go unnoticed. The fact is that at preschool age a new need develops - the need for respect from an adult. The child is no longer enough simple attention and cooperation with an adult. He needs serious respectful attitude to his questions, interests and actions. The need for respect, for recognition by adults becomes the main need that encourages the child to communicate.
In the behavior of children, this is expressed in the fact that they begin to take offense when an adult evaluates their actions negatively, scolds, and often makes comments. If children under three or four years old, as a rule, do not respond to the comments of an adult, then at an older age they are already waiting for an assessment. It is important for them that an adult not only notice, but be sure to praise their actions, answer their questions. If the child is too often reprimanded, constantly emphasized his inability or inability to do something, he loses all interest in this business, and he tries to avoid it.
The best way to teach something to a preschooler, to instill in him an interest in some kind of activity, is to encourage his success, to praise his actions. For example, what if a five-year-old child cannot draw at all?
Of course, you can objectively assess the child's abilities, constantly make comments to him, comparing his bad drawings with the good drawings of other children and encouraging him to learn to draw. But from this, he loses all interest in drawing, he will refuse the lesson that causes continuous comments and complaints from the educator. And, of course, in this way, not only will he not learn to draw better, but he will avoid this occupation and dislike it.
Or, on the contrary, it is possible to form and maintain the child's faith in his abilities by praising his most insignificant successes. Even if the drawing is far from perfect, it is better to emphasize its minimal (even if not existing) merits, to show the child's ability to draw, than to give him a negative assessment. The encouragement of an adult not only inspires the child with self-confidence, but also makes the activity for which he was praised important and loved. The child, seeking to maintain and strengthen the positive attitude and respect of the adult, will try to draw better and more. And this, of course, will bring more benefits than fear of the remarks of an adult and the consciousness of one's inability.
So, for the cognitive communication of a child with an adult, the following are characteristic:
good command of speech, which allows you to talk with an adult about things that are not in a particular situation;
cognitive motives of communication, the curiosity of children, the desire to explain the world, which is manifested in children's questions;
the need for respect for an adult, which is expressed in resentment at the remarks and negative assessments of the educator.
Extra-situational - personal form of communication.
Over time, the attention of preschoolers is increasingly attracted by events taking place among the people around them. Human relations, norms of behavior, qualities of individuals begin to interest the child even more than the life of animals or natural phenomena. What is possible and what is not, who is kind and who is greedy, what is good and what is bad - these and other similar questions are already worrying older preschoolers. And the answers to them, again, can only be given by an adult. Of course, even before parents constantly told their children how to behave, what is possible and what is not, but younger children only obeyed (or did not obey) the requirements of an adult. Now, at the age of six or seven, the rules of conduct, human relations, qualities, actions are of interest to the children themselves. It is important for them to understand the requirements of adults, to establish themselves in their rightness. Therefore, at older preschool age, children prefer to talk with an adult not in English. educational topics, but on personal, relating to people's lives. This is how the most complex and highest non-situational-personal form of communication arises in preschool age.
An adult is still a source of new knowledge for children, and children still need his respect and recognition. But it becomes very important for a child to evaluate certain qualities and actions (both his own and other children) and it is important that his attitude to certain events coincide with the attitude of an adult. The commonality of views and assessments is for the child an indicator of their correctness. It is very important for a child at an older preschool age to be good, to do everything right: to behave correctly, to correctly assess the actions and qualities of their peers, to build their relationships with adults and peers correctly.
This aspiration, of course, should be supported by parents. To do this, you need to talk with children more often about their actions and relationships with each other, to evaluate their actions. Older preschoolers still need adult encouragement and approval. But they are more concerned not with the assessment of their specific skills, but with the assessment of their moral qualities and personality in general. If a child is sure that an adult treats him well and respects his personality, he can calmly, in a businesslike way, treat his remarks regarding his individual actions or skills. Now a negative assessment of his drawing does not offend the child so much. The main thing is that he is generally good, so that an adult understands and shares his assessments.
The need for mutual understanding of an adult is a distinctive feature of the personal form of communication. But if an adult often tells a child that he is greedy, lazy, cowardly, etc., this can greatly offend and hurt the child, and by no means lead to the correction of negative character traits. Here again, in order to maintain the desire to be good, it will be much more useful to encourage him to do the right thing and positive qualities than condemning the shortcomings of the child.
In older preschool age, extra-situational-personal communication exists independently and is a “pure communication” that is not included in any other activity. It is motivated by personal motives when the other person attracts the child by itself. All this brings this form of communication closer to the primitive personal (but situational) communication that is observed in infants. However, the personality of an adult is perceived by a preschooler in a completely different way than by an infant. The older partner is no longer an abstract source of attention and benevolence for the child, but a concrete personality with certain qualities ( marital status age, profession, etc.). All these qualities are very important for a child. In addition, an adult is a competent judge who knows "what is good and what is bad" and a role model.
Thus, for extra-situational-personal communication, which develops by the end of preschool age, the following are characteristic:
the need for mutual understanding and empathy;
personal motives;
speech means of communication.
Extra-situational-personal communication is important for the development of a child's personality. This meaning is as follows. First, the child consciously learns the norms and rules of behavior and begins to consciously follow them in his actions and deeds. Secondly, through personal communication, children learn to see themselves as if from the outside, which is a necessary condition for conscious control of their behavior. Thirdly, in personal communication, children learn to distinguish between the roles of different adults: educator, doctor, teacher, etc. - and, in accordance with this, build their relationships in different ways in communicating with them.
The development of the personality of a preschooler in communication with an adult
Speaking of a person's personality, we always mean his leading life motives, subjugating others. Each person always has something most important, for which you can sacrifice everything else. And the more clearly a person realizes what is most important for him, the more persistently he strives for this, the more his behavior is volitional. We are talking about the volitional qualities of a person in cases where a person not only knows what he wants, but stubbornly and persistently achieves his goal himself, when his behavior is not chaotic, but directed towards something.
If there is no such direction, if individual impulses are adjacent and enter into a simple interaction, a person's behavior will be determined not by himself, but by external circumstances. In this case, we have a picture of the disintegration of the personality, a return to purely situational behavior, which is normal for a child of two or three years old, but should cause anxiety at older ages. That is why the period in the development of the child is so important, when there is a transition from situational behavior, dependent on external circumstances, to volitional, which is determined by the person himself. This period falls on preschool childhood (from three to seven years).
Thus, if the connection between the action and the result of the action is understandable to the child and is based on his life experience, even before the action begins, he imagines the meaning of his future product and emotionally tunes in to the process of its production. In cases where this connection is not established, the action is meaningless for the child, and he either does it badly or avoids it altogether in order to help him understand (realize) his desires and keep them despite situational circumstances. But the child must do the work himself. Not under your pressure or pressure, but of your own free will and decision. Only such assistance can contribute to the formation of his own personality traits.
Features of communication in the family.
“Loneliness is the worst punishment,” said a famous writer of the 19th century. F. M. Dostoevsky. Everyone who has ever needed help, wanted to be understood and heard, will agree with this aphorism, but now we are talking not so much about adults as about children suffering from a lack of love and attention.
In order for a child to want to communicate with parents, it must be remembered that the basis of communication between parents and children are six principles that can be written in the form of a recipe. This recipe can become the basic law of raising children in a family: take acceptance, add recognition to it, mix it with a certain amount of parental love and availability, add your own responsibility, seasoned with loving paternal and maternal authority.
The most weighty principle is the principle of acceptance of the child. This is a manifestation of parental love, when the child understands that he is loved no matter what. Significance lies at the heart of true acceptance of the child - the recognition of his significance in the existence of the family.
A good relationship between a child and his parents is his recognition by his parents. This is the preservation of the child's self-esteem and self-confidence, in their abilities. On the part of parents, this is an unlimited faith that the child will live up to their expectations. The child should feel that the parents are trying to understand all his actions, even wrong ones, but at the same time they do not threaten him, do not require immediate repentance and awareness of his guilt, and together with him they are trying to understand what prompted him to commit such an act and how to avoid similar situations further. Recognition makes the child feel self-importance and needs in your family.
Recognition is the drawings and poems of the child on the walls in the house, the most prominent place for his crafts, holiday newspapers and congratulations, letters of commendation and letters of thanks.
Parents' lack of ability to recognize the interests and abilities of their child can lead to extremely undesirable consequences.
No less significant feeling for a child is parental love. There are children who have parents but don't know what love is. A child needs love and affection, regardless of age. Children need to be hugged and kissed at least 4-5 times a day. Sometimes parents complain that a teenage child does not let him in, shuns parental hugs. In such a situation, one cannot look for the cause only in the child. Perhaps, at a younger age, the child rarely felt the manifestation of love and affection on himself from his parents, and he did not develop a need for parental attention.
Sow love and affection in childhood, you will cherish and cherish her in adolescence - and you will reap in full in old age: she will return to you with care and attention, patience and tolerance of already grown children.
If the child physically and spiritually feels parental love and affection, he will not accept the demands of his parents with hostility.
A very significant principle in communication between children and parents is the principle of accessibility. To be available is to find the strength in yourself at any moment to put aside all your affairs, your work in order to communicate with your child. You can’t dismiss it, you can’t write it off for employment, you can’t transfer it to “later”. If adults do not have time to communicate with a child today, then a grown child will not have time to communicate with parents tomorrow.
However, parents should remember that spending time with a child does not mean endlessly reading morality to him or doing homework with him. Being accessible to a child means reading the question in his eyes in time, answering it, entrusting the child with his experiences and helping him survive his suffering, talking and discussing them in time. When a child begins to search for the truth in the back alley, in bad company, one of the reasons for this state of affairs is parental inaccessibility, indifference to the child.
The upbringing of responsibility and self-discipline in a child depends on the manifestation of these qualities by parents in the family. Every day parents should demonstrate to their children their own manifestation of responsibility towards them. The wisdom of responsible parents is that they always do what they promise their children, and if for some reason this does not happen, they find the courage to admit their inability to keep a promise and try to correct their own mistakes.
One of the main conditions for raising responsibility and self-discipline in a child is that he has certain duties that he must perform daily. If the responsibility of a son or daughter is to clean the house or take out the garbage, then no one else should do it for them. Certainly there are different situations, but if the child is in good health and simply does not want to do anything, he must be punished and at the same time it is necessary that the punishment be conscious of him.
It would be wrong to take responsibility for all the actions of children on yourself, because. such behavior of parents does not teach the child to comprehend his actions.
One of the main skills of parents in raising responsibility in their own children is firmness and the ability to say “no” to the child. There is nothing worse in education if one parent allows and the other forbids. It is even worse when one of the parents, together with the child, hides something from the other parent, fearing his wrath. Indulging the child in his unseemly deeds, hiding misconduct, we contribute to permissiveness, we lose the remnants of our parental authority.
Parental authority is an important component of successful parenting. The acquisition of authority in the eyes of their own children is the painstaking work of the father and mother. The opinion of parents about relatives and friends, people around them, colleagues at work, the behavior of parents in the family circle and outside it, the actions of parents, their attitude to work and to strangers in everyday life, the attitude of parents to each other - all these are components of parental authority.
The authority of parents does not consist in raising their voice, picking up a belt, shouting so that the eardrums cannot withstand, but in calmly, without unnecessary tantrums, analyze the situation and make demands to the child so that he understands: he is told about this once and for all.
The world is changing, children of the 21st century have other informational opportunities, they know a lot of things that their parents do not know how to do. Parents who want to maintain authority in the eyes of their children should also learn from them. What kind of music is interesting for the child, what books he reads, what speech turns he uses, and what they mean - this and much more should be of interest to parents who claim to be an authority figure for their own child.
Raising a child is a long-term mission of parents, selfless work.
Rules for a successful parent:
1. The more time parents spend with their child in his childhood and adolescence, the more likely elderly parents are to see adult children in their father's home.
2. The sooner parents learn to show patience and tolerance towards the child in childhood, the more likely aged parents are to feel the manifestation of patience and tolerance from adult children towards themselves.
3. Rudeness and rudeness of childhood almost always return in an uncomfortable and offended old age, very sad and very dreary.
4. The more parents involve their children in discussing vital family issues, moral problems, the more likely elderly parents are to be in the thick of things in the life of their adult children.
5. Parents, raising a child, should ask themselves the question not only about what kind of child they want to raise, but also about how they imagine their old age.
Conclusion.
In conclusion, it can be noted that communication is the main condition for the development of the child, one of the most important points that determine the development of the relationship of children to adults. Most of all, the child is satisfied with the content of communication in which he already has a need.
In order for a child to be able to understand others, to communicate with adults, they must treat the child humanely, teach the child to actively enter into contacts with other people and treat the child with respect and love. However, adults do not always give right attention communication as one of the specific means of purposeful and active influence on children. But this influence should be exercised through suggestion and clarification, imitation and persuasion, accustoming and exercise, demand and control, encouragement and punishment. And if the use of these methods does not give the desired effect, then this is often associated with shortcomings and mistakes made by adults in communication and relationships with children, which often causes dissatisfaction in children and alienation from the elders in the family.
At an early age, the social situation of development and the leading activity of the child change. Situational-business communication with an adult becomes a form and means of organizing the child's objective activity.
A. S. Makarenko said, addressing his parents: “Do not think that you bring up a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you dress, how you talk to other people and about other people, how you feel happy or sad, how you treat friends or enemies - all this is of great importance to the child.
Bibliography:
1. Venger L.A., Mukhina V.S. "Psychology". - M., 1998.
2. Lisina M.I. "Problems of the ontogeny of communication". - M., 1996.
3. Nemov R.S. "Psychology. Book 2". - M., 1995.
4. "Mental development of pupils orphanage". // Ed. I.V. Dubrovina, A.G. Ruzskaya. - M., 1990.
5. "Psychology of preschool children" // Ed. Zaporozhets A.V., Elkonina D.B. - M., 1964
6. ChechetV.V. "Do we know how to communicate with children." - M., 1983
In child psychology, the problem of a child's communication with other people is considered as the most significant, because it is in childhood that the main phenomena of social behavior develop, including in the conditions of a child's communication with other people. The main aspects of the study are the ontogeny of the child's communication with adults and peers, the child's mastery of communication methods, the connection between communication and children's activities, the role of communication in the realization of the child's intellectual abilities and his personal parameters, etc.
Considering the problem of the influence of communication on the development of a child's personality, it is necessary to turn to the studies of L.I. Bozhovich, in which she noted that there are some successively emerging neoplasms that characterize the stages of the central line of the ontogenetic development of the personality, its rational aspects. These neoplasms arise as a result of the active attitude of the subject to environment and are expressed in dissatisfaction with their position, their way of life (crises of 1 year, 3 years, 7 years). These relations of the subject to the environment appear, develop and qualitatively change in communication.
V.N. Belkina points out that “there is a sequence in the child's awareness of the objects of communication: at first it is an adult, and only at a certain stage it is a peer. Gradually, the circle of communication also expands, and then the motives and methods of communication become differentiated and complicated” (1, p. 27).
It is important at the same time that the child's mastery of various parameters of communication occurs in almost the same sequence - first in the conditions of interaction with an adult, and later with a peer. This is especially evident at the level of verbal communication: at about the third year of life, the baby is already actively using speech as a means of communication with an adult, and only after one and a half to two years we observe the same picture in the child’s communication with peers. With regard to pedagogical tasks, this regularity seems to be important. Another aspect of the process of the child's mastery of communication as one of the significant species activity. In some psychological works, attention is drawn to the emergence of a special "crisis" around the fifth year of a child's life, the symptoms of which are especially pronounced in situations of communication with peers. The reason for it is the contradiction between the aggravated need of the preschooler for contacts with peers and the inability to realize this need. The validity of raising the question of the corresponding “crisis” is questioned in the literature, since difficulties in communicating children with peers arise not only during this period and have more complex reasons (T.A. Repina, 24), however, the role of an adult in the development of adequate forms of social activity in a child is indicated quite definitely.
Communication with peers affects the development of the personality of a preschooler: he learns to coordinate his actions with the actions of other children. In games and real life When communicating with comrades, children reproduce the relationships of adults, learn to put into practice the norms
Behavior, evaluate their comrades and themselves. In communicating with peers, a preschooler uses and checks the effectiveness of the methods of activity and norms of human relationships appropriated to them in communication with adults. Considering peers equal to himself, the child notices their attitude towards himself, but practically does not know how to single out their stable personal qualities. Relationships between preschoolers in peer groups are characterized by situationality and instability (quarrels and reconciliations with each other occur several times a day, but this communication is a necessary condition for the assimilation of certain norms of interaction. The unfavorable position of the child in the group, the inability to communicate, unpopularity in the peer group, sharply reducing the intensity of the communication process, slow down the process of socialization, prevent the formation of valuable personality traits.
Child psychology is interested in the process of establishing communication in children, the influence of a child's communication with adults and peers on his mental development.
We will try to highlight the most important directions in the development of communication in childhood. V.N. Belkina identifies the following main areas in the development of communication in childhood:
1) a gradual change in the direction of communication. In the first month and a half, the child develops a need to communicate with an adult, but the initiator of communication is an adult, since he creates a situation of communication. At an early age, the child himself begins to show initiative in contacts with an adult, the range of interests of which expands. Then, in the middle, older preschool age, the child discovers for himself a new interesting object of the world around him - his peer, a "children's society" develops, which implies a special communication of children with each other. Consequently, the orientation of the child's communication is characterized by two sides: child - adult and child - child.
2) The content of the need for communication is changing, becoming more complicated: according to M.I. Lisina, the following stages of development of this need should be distinguished: in the attention and goodwill of an adult (from 0 to 6 months; in cooperation ( early age); in a trusting attitude to the needs of the child (younger and middle preschool age); in mutual understanding and empathy (senior preschool age).
3) Communication motives: cognitive, business and personal. Cognitive ones are connected with the child's interest in the world around him, which is reflected in children's questions. Business motives accompany the situation of the child's cooperation with adults or peers in the performance of any activity. Personal characterize the interest of a growing person in the inner world of an adult and a peer, the child's attitude to another person as a representative of a social group.
4) The child gradually masters the ways of communication. In the process of direct communication, facial expressions and pantomime are used, then from the third year of life, the child begins to use speech as a means of communication. At first, he communicates through speech mainly with adults, and only in the second half of preschool age does speech become the main means of communication with his peers. The leading role in the child's mastery of various means of communication belongs to an adult.
5) Already from the first years of life, the child is included not only in direct communication with other people, but also in indirect communication: through books, television, radio (2, p. 30–31).
Thus, communication plays a significant role in the mental development of the child. In the process of communication, he receives information about objects, phenomena of the surrounding world, gets acquainted with their properties and functions. In communication, the child's interest in knowledge is acquired. Communication with other people allows him to learn a lot about the social environment, the norms of behavior in society, his own strengths and weaknesses, other people's views on the world around him. Communicating with adults and peers, the child learns to regulate his behavior, make changes in activities, correct the behavior of other people. Communication develops, shapes emotional sphere preschooler. The whole spectrum is specifically human emotions arises in the conditions of communication of the child with other people.
1.1 Child and peer. Communication of the child with peers
At preschool age, the child's world is no longer limited to the family. Significant people for him now are not only mom, dad or grandmother, but also other children, peers. And as your baby grows older, contacts and conflicts with peers will become more important for him. In almost every kindergarten group, a complex and sometimes dramatic scenario unfolds. interpersonal relationships children. Preschoolers make friends, quarrel, reconcile, get offended, jealous, help each other, and sometimes do minor dirty tricks. All these relationships are acutely experienced by the child and are colored by a mass of various emotions. Emotional tension and conflict in children's relationships is much higher than among adults. Parents and educators are sometimes unaware of the richest range of feelings and relationships that their children experience, and, naturally, they do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built. This first experience largely determines a person's attitude towards himself, towards others, towards the world as a whole, and it is by no means always positive. In many children already at preschool age, a mentality is formed and consolidated negative attitude to others, which can have very sad long-term consequences. To identify problems in interpersonal relationships in time and help the child overcome them is the most important task of parents. Adult assistance should be based on an understanding of the psychological causes underlying certain problems in the interpersonal relationships of children. It is the internal causes that cause a child's stable conflict with peers, lead to his objective or subjective isolation, make the baby feel lonely - and this is one of the most difficult and destructive experiences of a person. The timely identification of an internal conflict in a child requires from adults not only attention and observation, but also knowledge psychological characteristics and patterns of development of children's communication.
Features of communication of preschoolers
However, before talking about problematic forms of interpersonal relationships, it is necessary to understand that a child communicates with peers in a completely different way than with an adult. First, a striking characteristic of peer communication lies in its extreme emotional richness. Contacts of preschoolers are characterized by increased emotionality and looseness, which cannot be said about the interaction of a baby with an adult. If a child usually speaks relatively calmly with an adult, then conversations with peers are usually characterized by sharp intonations, screaming, and laughter. On average, in peer communication, 9-10 times more expressive-mimic manifestations are observed, expressing various emotional states- from furious indignation to violent joy, from tenderness and sympathy - to a fight. With an adult, the child, as a rule, tries to behave smoothly, without extreme expression of emotions and feelings. Such a strong emotional richness of the contacts of preschoolers is due to the fact that, starting from the age of four, a peer, rather than an adult, becomes a more attractive partner for a child. Preschoolers themselves clearly understand that they are interested in children like them, and not just with mom and dad. The second important feature of children's contacts is their non-standard and unregulated nature. If in communication with an adult, even the smallest children adhere to certain norms of behavior, then when interacting with their peers, preschoolers behave at ease. Their movements are characterized by a special looseness and naturalness: children jump, take bizarre poses, grimace, squeal, run after each other, mimic each other, invent new words and come up with fables, etc. Such free behavior of preschool children usually tires adults, and they strive to stop this "disgrace". However, for the children themselves, such freedom is very important. Oddly enough, such "grimacing" is of great importance for the development of the child. Peer society helps the child to show their originality. If an adult instills norms of behavior in a child, then a peer encourages manifestations of individuality. It is no coincidence that those activities that require the manifestation of creativity - playing, fantasizing, dramatization - are so popular among peers. Naturally, growing up children are more and more subject to generally accepted rules of behavior. However, the looseness of communication, the use of unpredictable and non-standard means remains a hallmark children's communication until the end of preschool. The third distinctive feature of peer communication is the predominance of initiative actions over reciprocal ones. Communication involves interaction with a partner, attention to him, the ability to hear him and respond to his proposals. Young children do not have such abilities in relation to their peers. This is especially evident in the inability of preschoolers to conduct a dialogue, which breaks up due to the lack of reciprocal activity of the partner. For a child, his own action or statement is much more important, and in most cases the initiative of a peer is not supported by him. As a result, everyone speaks about his own, and no one hears his partner. Such inconsistency in the communicative actions of children often gives rise to conflicts, protests, and resentment. These features are typical for children's contacts throughout the entire preschool age (from 3 to 6-7 years). However, the content of children's communication does not remain unchanged during all four years: communication and relationships of children go through a complex path of development, in which three main stages can be distinguished.
When referring to the problem of personality, one has to face an ambiguous understanding of this term, as well as a variety of its characteristics.
Personality is considered in the light of different sciences: psychology, sociology, pedagogy, philosophy, etc. This sometimes leads to the loss of the psychological content of this concept.
Domestic psychologists (L. S. Vygotsky, S. Ya. Rubinshtein, P. Ya. Galperin, L. I. Bozhovich and others) call social experience embodied in the products of material and spiritual production, which is assimilated by the child throughout childhood, as the dominant side in personality development. In the process of assimilation of this experience, not only the acquisition of individual knowledge and skills by children occurs, but the development of their abilities, the formation of personality.
The concept of "personality" includes various characteristics: sociality, creative activity, morality, self-system, measure of responsibility, motivational orientation, integrity, etc.
Prominent representatives of Russian psychology note that the child’s familiarization with the spiritual and material culture created by society does not occur passively, but actively, in the process of activity, on the nature of which and on the characteristics of the relationship that the child develops with other people, the process of personality formation largely depends.
Thus, the innate properties of the organism and its maturation are a necessary condition for the formation of personality, but do not determine either its content or its structure.
As A. N. Leontiev emphasized, “personality is not an integrity, conditioned genotypically: they are not born a personality, they become a personality” .
Game therapy of communication
Human develops as a person precisely in the course of his activities. Although, in general, personality is the result of ontogenetic development, appearing at certain stages of it, but as a quality that expresses the social essence of a person, personality begins to form from birth as a result of communication with close adults.
Considering the problem of the influence of communication on the development of a child's personality, it is necessary to turn to the studies of L. I. Bozhovich, in which she noted that there are some successively emerging neoplasms that characterize the stages of the central line of the ontogenetic development of the personality, its rational aspects. These neoplasms arise as a result of the active attitude of the subject to the environment and are expressed in dissatisfaction with their position, their way of life (crises of 1 year, 3 years, 7 years). These relations of the subject to the environment appear, develop, qualitatively change in communication.
Communication is a process of interaction between specific individuals, reflecting each other in a certain way, relating to each other and influencing each other.
Even before the birth of a child between adults develops certain style relations, which will be projected both on the attitude towards the child and on the type of upbringing applied to him (authoritarian, democratic, intermediate).
It is very important for the development of the future personality of the child that there is respect, mutual understanding, empathy, mutual assistance, support and trust in the family. This contributes democratic style relations. Authoritarian style establishes dictate in the family, alienation, hostility, fear and can cause neurosis in a child, develop negative character traits: lies, hypocrisy, conformity, envy, etc. Hyper-custody hinders the formation of a creative independent personality, leads to feelings of anxiety, self-doubt.
Features of communication
Mediocre parent-child relationships, types of upbringing in the family, allowing us to talk about the disharmony of family upbringing.
This made it possible to single out four parental attitudes and their corresponding behaviors: “acceptance and love”, “explicit rejection”, “excessive exactingness”, “excessive guardianship”. There is a certain relationship between the behavior of parents and the behavior of children: “acceptance and love” give rise to a sense of security in the child and contribute to the harmonious development of the personality, “explicit rejection” leads to aggressiveness and emotional underdevelopment.
Parents create a certain atmosphere of communication in the family, where from the first days of the baby's life, the formation of his personality takes place. Contacts with adults decisively determine the direction and pace of development of the child. It is in the process of communication that he receives various and necessary information.
The genesis of the child's communication with an adult and a peer
From birth, a child gradually masters social experience through emotional communication with adults, through toys and objects that surround him, through speech, etc. To independently comprehend the essence of the surrounding world is a task beyond the strength of a child. The first steps in his socialization are made with the help of an adult. In this regard, an important problem arises - the problem of the child's communication with other people and the role of this communication in the mental development of children at different genetic levels. Studies by M. I. Lisina and others show that the nature of a child’s communication with adults and peers changes and becomes more complicated during childhood, acquiring the form of something direct emotional contact, then contact in the process of joint activity, then verbal communication. The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to assimilate various kinds of knowledge and skills from others, which
Game therapy of communication
Features of communication
It is of paramount importance for the entire course of mental development and for the formation of the personality as a whole.
Reciprocity in communication with adults begins to appear in infants at 2 months. The kid develops a special activity, trying to attract the attention of an adult in order to become the object of the same activity on his part. M.I. Lisina called this first form of communication with adults in a child’s life situational-personal or directly emotional. Its appearance is preceded by considerable work of both the adult and the child. A newborn comes into the world without the need for communication and without the ability to communicate. From the first days of his birth, an adult organizes an atmosphere of communication, establishes a signal connection with the baby, constantly alters his behavior, highlighting and strengthening some actions in him, muffling and slowing down others.
By 2-2.5 months, the child, under the influence of the influence of an adult and with his help, develops a communicative need with all four of its signs: interest in an adult, emotional attitude towards him, intensity in establishing contacts with adults and sensitivity to his assessments. This first form manifests itself in the form of a "complex of revival", i.e. emotionally positive reaction a child to an adult, accompanied by a smile, active movements, vocalization, fixing the gaze of the adult's face and listening to his voice. All this indicates that the child has moved to a new stage of development. Contact with parents is necessary for him, the baby actively requires communication. Thanks to an adult, the baby discovers the surrounding objects, learns his abilities, the characteristics of the people around him and develops his own relationship to them.
rye can ensure the formation of a good attitude of the child to people, to the world around him and to cultivate self-confidence.
In addition to the benevolent influence of an adult, practical cooperation with him is important for an infant. And by the end of the first six months of life, a situational-business form of communication with an adult arises. Communication is now included in the practical activities of the baby and, as it were, serves his “business interests”.
The second half of infancy is marked by qualitative changes in the child's relationship to the world around him. various forms imitation, a manifestation of an insatiable need to manipulate objects, which L. S. Vygotsky defined as a "period of active interest."
The main neoplasm of infancy is the transition of the initial consciousness of the mental community - "PRA - WE", to the emergence of consciousness of one's own personality - "I".
The first acts of protest, opposition, opposing oneself to others - these are the main points that are usually described as the content of the crisis of the first year of life.
The first year of life is the formation of a subject who has taken the first step towards the formation of personality. The cognitive activity of the child is directed not only to external world but also on himself. The kid requires attention and recognition from the adult.
In infancy, a child treats a peer as a very interesting subject: he studies and feels him, does not see him as a person. But even at this age, an adult can contribute to the education of a child in relation to peers of such personality traits as sympathy, empathy, etc.
From one to three years, a new stage in the development of the child's personality begins - early childhood. The activity of the child on the part of relationships with adults can be characterized as a joint activity. The kid wants the elders to join with him in classes with objects, he requires them to participate in their affairs, and the object action of the child becomes a joint action between him and the adult, in which the element of adult assistance is the leading one.
Game therapy of communication
Features of communication
The content of the need for cooperation with an adult in the framework of situational business communication undergoes changes in children. In the first year and a half, at the pre-speech level of development, they need help in substantive actions. Later, at the speech level, the desire for cooperation takes on a new connotation. The kid is not limited to waiting for the help of the elder. Now he wants to act like an adult, and follow the example and model, copy him.
At this time it happens an important event in the development of the child's personality - he begins to separate the adult's unconditionally positive general attitude towards himself from his assessment of his individual actions. However, a child of this age ignores many of the comments of an adult. When acting with objects, children are overly self-confident. They are brave, and they must be protected, but wisely. This is a time of formalization of initiative and independence, which may be hindered by excessive restrictions. At the same time, the child also becomes a concentrated observer: he carefully listens to the instructions of his elders, tries to subordinate his behavior to their advice.
Within the framework of this form of communication with an adult, acting on his model, in conditions of business cooperation with him, children also master speech.
The situational-business form of communication plays a very important role in shaping the personality of the child. A delay at the directly emotional stage of communication with an adult is fraught with delays in the development of the baby, difficulties in adapting to new living conditions.
By the age of three, a child can already eat, wash, dress and do many other things on their own. He has a need to act independently of adults, to overcome some difficulties without their help, even in a sphere that is still inaccessible. This finds its expression in the words "I AM".
The emergence of a desire for independence means at the same time the emergence of a new form of desires that do not directly coincide with the desires of adults, which, in particular, is confirmed by the persistent "I WANT".
The contradiction between “I want” and “I have to” puts the child in front of the need to choose, causes opposite emotions.
emotional experiences, creates an ambivalent attitude towards adults and determines the inconsistency of his behavior, leading to an aggravation of the crisis of the age of three.
L. I. Bozhovich considers the emergence of a “SYSTEM OF I” as the central neoplasm of three years, which gives rise to the need to act on one’s own. The self-awareness of the child develops, which is very important for the formation of his personality.
The formation of "SYSTEM I" contributes to the emergence of self-esteem and the associated desire to meet the requirements of adults.
The presence of a crisis indicates the need to create new relationships between the child and the adult, other forms of communication.
In early childhood, not only the elder influences the development of the child's personality. There comes a time when the child seeks to communicate with other children. The experience of communicating with adults largely determines communication with peers and is realized in relationships between children.
In her research, A. G. Ruzskaya notes that the communication of a child with an adult and a peer is a variety of the same communicative activity. Although the actual communicative activity with peers occurs precisely in the period early childhood(at the end of the second-beginning of the third year of life) and has the form of emotional and practical communication. The main goal of this communication is participation. Children are pleased with joint pranks, the process of action with toys. Babies don't do anything common. They become infected with fun, show themselves to each other.
An adult during this period should reasonably correct such communication.
Emotional and practical communication with peers contributes to the development of such personal qualities, as an initiative, freedom (independence), allows the child to see his capabilities, helps the further formation of self-consciousness, the development of emotions.
In the first half before ni k l o n about a year (3-5 years), the child has new form communication with an adult, which is characterized by their cooperation in cognitive
Game therapy of communication
Features of communication
Activities. M. I. Lisina called this "theoretical cooperation". The development of curiosity makes the baby set himself more and more difficult questions. " Why"turn to an adult for an answer or for an assessment of their own thoughts. At the level of out-of-situation and cognitive communication, children experience an acute need for respect for elders, and show increased sensitivity to their attitude. The child is insecure, afraid that they will laugh at him. Therefore, an adult needs to take the child’s questions seriously and support his curiosity.
The attitude of parents to the success and failure of the child in various creative or other areas contributes to the formation of the child's self-esteem, claims to recognition. Overestimation or underestimation of the child's abilities by parents affects his relationships with peers, the characteristics of his personality.
The alienated attitude of an adult towards a child significantly reduces his social activity: the child can withdraw into himself, become constrained, insecure, ready to burst into tears for any reason or start to be frustrated and throw out his aggression on his peers.
A positive relationship with parents helps the child to more easily come into contact with other children and other adults.
Communication with peers is becoming more and more attractive for the child, a situational-business form of communication with peers (4-5 years old) is being formed. The role-playing game is the leading activity in this period. Relationships between adults begin to be played out by children, and it is very important for them to cooperate with each other, to establish and play roles, norms, rules of behavior, but the adult still remains the regulator of the game. The transition from complicity to cooperation represents a noticeable progress in the field of communicative activity with peers.
Within the framework of situational-business communication, the child eagerly strives to become an object of interest and evaluation of his comrades. He sensitively catches in their looks and facial expressions signs of attitude towards himself, forgetting about his comrade. M. I. Lisina called this the phenomenon of the “invisible mirror”.
Later baby begins to see the features of a peer, fixing, however, mostly negative manifestations. The child seeks to establish himself in his best qualities, there is a need for recognition and respect for a peer.
The lag in the development of this form of communication greatly affects the development of the child's personality. Children have a hard time experiencing their rejection, they develop passivity, isolation, hostility, and aggressiveness. An adult should see the child's problem in a timely manner to help prevent communication delays.
At the end of preschool childhood (5-7 years old), children have a different form of communication with adults - extra-situational-personal. Conversations between a child and an adult are focused on the adult world, it is important for a preschooler to know - "as needed", he strives for mutual understanding and empathy with his elders. Thanks to an adult, moral laws are assimilated, a child evaluates his own actions and the actions of those around him. Parents act for him as a model of behavior.
The child is very sensitive to the remarks and instructions of an adult, which is a favorable condition for the upbringing, education and preparation of children for school. But the preschooler himself is gradually coming to the realization of himself as a subject of relationships.
By the age of 6-7, a child begins to experience himself as a social individual, and he has a need for a new position in life and for socially significant activities that provide this position. This neoplasm leads to a crisis of seven years of age. The child has a desire to take a significant place for the world of "adults" in life, in their activities. School education realizes this desire, however, the surrounding adults need to understand the features of a new stage in the development of the child's personality, treat him not as a preschooler, but give him more independence, develop responsibility for the performance of a number of duties. The child develops an “internal position”, which in the future will be inherent in a person at all stages of his life path and will determine his attitude not only to himself, but also to his position in life.
Game therapy of communication
At senior preschool age, communication with peers has an extra-situational-business form. The main desire of some preschoolers is the thirst for cooperation, which occurs in a more developed form. gaming activity- in the game with the rules. This form of communication contributes to the development of awareness of one's duties, actions and their consequences, the development of arbitrary, volitional behavior, which is a necessary condition for subsequent educational and work activities.
By the age of 6-7, the senior preschooler moves on to a new type of activity - to learning. The question arises about the possibility of making such a transition in optimal forms.
The psychological readiness of the child to study at school is the sum of all his achievements over the previous periods of mental maturation.
The problem of a child's readiness for school is dealt with by many researchers in different directions, with different approaches. Summarizing the research material, we can identify some indicators of psychological readiness for schooling:
1) the readiness of mental processes, i.e. definite
their level of development ( initial forms verbal-logical
whom thinking; a certain degree of arbitrariness and
mediation of mental processes: attention,
memory, etc.; initial forms of contextual speech, times
development of all aspects of speech, including its forms and functions);
2) emotional and motivational readiness (the presence of knowledge
important motive, the need for a socially significant
and socially valued activities; emotional
naya stability, lack of impulsiveness);
3) the presence of arbitrariness, volitional behavior;
4) with the formation of the vanity of communication.
The formation of communication is very important indicator, since it is he who is a factor in the development of other indicators of readiness for schooling. A. V. Zaporozhets, D. V. Elkonin and their collaborators paid great attention to the study of the child’s communication and its role in psycho-
chemical development. Thus, the non-traditional approach to solving actual problem The psychological readiness of the child for schooling shows that behind the schemes of intelligence are forms of cooperation with adults and peers. The author practically proved the importance of the role-playing game for the formation of skills and new forms of communication, noted the need for the existence of games with rules for the maturation of mental processes and the development of the emotional-volitional sphere of the future student.
Game and communication
At preschool age, the role-playing game is the leading activity, and communication becomes a part and condition of it. At this age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although not fully developed, but capable of further development and improvement.
This is facilitated by gaming and various types of productive activity(design, modeling, drawing, etc.), as well as the initial forms of labor and learning activities. Through play, the personality of the child is improved:
1. The motivational-need sphere is developing:
a hierarchy of motives arises, where social motives
become more important to the child than personal
(there is a subordination of motives).
2. Cognitive and emotional ego is overcome
centrism:
the child, taking the role of some character, hero, etc., takes into account the peculiarities of his behavior, his position. The child needs to coordinate his actions with the actions of the character - a partner in the game. This helps to navigate the relationships between people, contributes to the development of self-awareness and self-esteem in a preschooler.
Game therapy of communication
3. Arbitrariness of behavior develops:
playing a role, the child seeks to bring it closer to the standard. Reproducing typical situations of relationships between people in the social world, the preschooler subordinates his own desires, impulses and acts in accordance with social patterns. This helps the child to comprehend and take into account the norms and rules of behavior.
4. Mental actions develop:
a plan of representations is formed, the abilities and creative possibilities of the child develop.
The well-formedness of the preschooler's plot game makes it possible to recreate in an active, visually effective form an immeasurably wider sphere of reality, which goes far beyond the limits of the child's personal practice. In the game, the preschooler and his partners, with the help of their movements and actions with toys, actively reproduce the work and life of the surrounding adults, the events of their life, the relationship between them, etc.
From the point of view of D. B. Elkonin, “the game is social in its content, in its nature, in its origin, i.e. arises from the conditions of the child's life in society.
The social conditionality of the role-playing game is carried out in two ways:
1) sociality of motives;
2) the sociality of the structure.
A preschooler cannot really participate in the production activities of adults, which gives rise to the child's need to recreate the world of adults in game form. The child himself wants to drive a car, cook dinner, and it becomes within his power thanks to play activities.
An imaginary situation is created in the game, toys are used that copy real objects, and then substitute objects, which, thanks to their functional features, make it possible to replace real objects. After all, the main thing for a child lies in actions with them, in recreating relationships between adults: all this introduces a preschooler to social life, makes it possible to become, as it were, a participant in it.
The sociality of the structure and modes of existence of the game
Features of communication
Activities were first noted by L. S. Vygotsky, who emphasized the mediating role of speech signs in the game, their importance for specifically human mental functions - speech thinking, arbitrary regulation of actions, etc.
A preschool child, entering a group of peers, already has a certain stock of rules, patterns of behavior, some moral values that have developed in him due to the influence of adults and parents. A preschooler imitates close adults, adopting their manners, borrows their assessment of people, events, things. And all this is transferred to play activities, to communication with peers, forms the personal qualities of the child.
Encouraging attitude to play activities on the part of parents is of great positive importance for the development of the child's personality. The condemnation of the game, the desire of parents to immediately switch the child to educational activities, gives rise to an intrapersonal conflict in a preschooler. The child develops a feeling of guilt, which outwardly can manifest itself in reactions of fear, a low level of claims, lethargy, passivity, and contributes to the emergence of a feeling of inferiority.
Conflicts between parents or grandparents in the family are reflected in the role-playing game of a preschooler.
In the conditions of play and real communication with peers, the child is constantly faced with the need to put into practice the assimilated norms of behavior, to adapt these norms and rules to a variety of specific situations. In the play activity of children, situations constantly arise that require the coordination of actions, the manifestation of a benevolent attitude towards partners in the game, the ability to give up personal desires in order to achieve a common goal. In these situations, children do not always find the right ways to behave. Often conflicts arise between them, when everyone defends their rights, regardless of the rights of their peers. Depth,
Game therapy of communication
Features of communication
The duration of conflicts among preschoolers largely depends on the patterns of family communication they have learned.
In the group of peers, public opinion and mutual assessment of children are gradually formed, which significantly affect the development of the child's personality.
Evaluation by a group of peers in older preschool age is especially important. The child more often tries to refrain from actions that cause disapproval of peers, seeks to earn their positive attitude.
Each child occupies a certain position in the group, which is expressed in the way his peers treat him. The degree of popularity that a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, the ability to establish contacts with other people, appearance, etc.
Peers unite in the game, to a greater extent taking into account self-personal relationships and sympathies, however, sometimes in game group an unpopular child falls into roles that no one wants to fulfill.
Instead of an adult, peers become regulators of the role-playing game and games with rules at the senior preschool age. They distribute the roles themselves, monitor the implementation of the rules of the game, fill the plot with the appropriate content, etc. At this age, relationships with peers in some cases become more important for the child than relationships with adults. A preschooler seeks to establish himself in his best qualities in a peer group.
The actions and relationships that children play in accordance with the roles they have assumed allow them to get to know certain motives of behavior, actions, feelings of adults, but do not yet ensure their assimilation by children. The game educates children not only with its plot side, with what is depicted in it. In the process of real relationships unfolding about the game - when discussing the content, the distribution of roles, game material, etc. - children learn to actually take into account the interests of a friend, to sympathize with him, to yield, to contribute to the common cause. As studies by S. N. Karpova and L. G. Lysyuk showed, relationships about the game contribute to the development of children's
natural motives of behavior, the emergence of "internal ethical authority".
The nature of the real relationships that develop between children in connection with the game depends to a large extent on the characteristics of the behavior of the "leaders", on the ways in which they achieve the fulfillment of their requirements (by settling, negotiating or resorting to physical measures).
In the studies of L.G. Lysyuk, the assimilation of the moral norm by preschoolers in various situations is considered: 1) in the verbal plan; 2) in real life situations; 3) in a relationship about the game; 4) in plot-role relations. Relationships with peers about the game and role-playing relationships have a significant impact on the development of the child's personality, contribute to the development of such personal qualities as mutual assistance, responsiveness, etc. Of particular importance for the development of the child's personality, for the assimilation of elementary moral norms by him, are relations about the game, since it is here that the learned norms and rules of behavior are formed and really manifest themselves, which form the basis moral development preschooler, form the ability to communicate in a team of peers.
Society is an institution that always produces an image of a person, the process of development of which is aimed at comprehending society, its objects and relations, historically developed forms and methods of communication with nature and the norms of human relationships. However, a child realizes himself when he becomes a person, a carrier of social and human activity as a result of its implementation.
In the preschool years, the psychological mechanisms of the personality, new psychological qualities and forms of behavior, the self-concept, a system of qualities that provide psychological readiness child to school, the foundations of moral development are laid.
Conditions for the development of the personality of a preschool child
The personality of a person is a complex formation, the process of development, formation and formation of which depends on many factors: biological, natural and social environment, education and training, the child's own activity.
From infancy, a person develops as a social being. The source and condition of this development is the social environment. With the help of people, through people, she constantly interacts with the surrounding reality. The interaction of the child with the environment, primarily with the social environment, the micro-environment, the assimilation of the culture of mankind play an important role in his mental development, his formation as a person.
Personality - a person who has reached a certain level of mental development, in which their own views on others have developed, a certain level of self-understanding, mental processes have acquired structures and properties
It arises as a result of cultural and social development.
At preschool age, the psychological qualities and mechanisms of the personality are formed, connections and relationships are established, which form the core of the personality. During this period, a stable inner world is formed, forms of behavior that give reason to consider the child as a person.
The influence of adults on the development of the personality of a preschooler
The conditions for the development of a preschooler differ significantly from the conditions of the previous age stage. The requirements of adults to his behavior are significantly increased. The central requirement is the observance of the obligatory for all rules of conduct, the norms of public morality. New opportunities for understanding the world contribute to the assimilation of the forms of relationships that exist between adults. The child joins in joint activities with peers, learns to coordinate his actions with them, to take into account their interests and opinions. All the time, its activity changes and becomes more complicated, puts forward new requirements for perception, thinking, memory, and the ability to organize one's behavior. All this gradually forms the personality of the child, and each personal property changes, expands the possibilities for education. The conditions of development and the development of the individual are interconnected.
The development of the child's personality covers such qualitative changes:
1) understanding by the child of the surrounding world, awareness of his place in it, which gives rise to new motives of behavior, under the influence of which she carries out her actions;
2) the development of feelings and will, ensuring the effectiveness of motives, the stability of behavior, its independence from external circumstances.
The main influence of adults on the development of a child's personality lies in the organization of his assimilation of moral norms that regulate the behavior of people in society. The behavior of people close to her affects the child most strongly. She imitates them, adopts their mannerisms, borrows their way of judging people, events, things. However, this influence is not limited to loved ones. A preschool child gets to know the life of adults by watching how they work, listening to stories, fairy tales, watching movies and the like. For her, the behavior of people who are respected, about whom they speak approvingly, authoritative peers, characters of fairy tales, cartoons, etc. is exemplary. Decisive in mastering patterns of behavior are the assessments that adults, children, characters of fairy tales, films, stories give people whose opinion is authoritative for the child.
Adults play a leading role in the development of the child's personality, teach the child the rules of behavior that organize it in everyday affairs, set it up for positive actions. Making demands, evaluating actions, they require children to comply with the rules. Gradually, children begin to independently evaluate their actions based on their own ideas about what behavior adults and peers expect from them.
At a younger preschool age, children learn the rules regarding cultural and hygienic skills, adherence to the regimen, handling toys. Obeying the requirements of adults, they themselves try to master these rules. Often in preschool children turn to the teacher about violations of the rules of behavior by their peers. These statements are often a kind of request to confirm the rule and its binding on all. Sometimes they are an attempt to discover a new, unknown rule. In such a situation, children ask if it is possible to do this.
In middle and especially older preschool age, it is too important to master the rules of relationships with other children, since the complications in the activities of children give rise to the need to take into account the rights and interests of comrades. It is not easy for children to master such rules, they often apply them formally, without understanding the essence and features. specific case. They are mastered through experience.
The closest social environment of the child is, as a rule, the family. For a long time, it significantly affects the formation of the personality of a growing person. The special significance of the family microenvironment is explained by the relative independence of the child, the dependence of life and well-being on the care and help of adults who bring her up. Such influences as the approval and disapproval of parents is the regulator and stimulus of the mental development of the child. The formation of certain properties of the child and his behavior depends on their character.
Education with the use of strict but contradictory requirements and prohibitions, according to psychiatrists, leads to neurosis, obsessive-compulsive states and psychosthenia in children. Attempts by adults to isolate a child from peers, depriving her of elementary independence, annoying edifications and moralizing (with the aim of accustoming to good, positive), insults, humiliation, ridicule and physical punishment for mistakes and failures, suggesting to the child his weakness and inferiority.
In each family, a special individual relationship develops between a child and parents, despite certain common features. Depending on the use of influence methods by parents, their relationship with children is qualified as democratic and authoritarian.
By democratic form of family influence adults try to contact the child on an equal footing, trust her, respect her opinion, explain the rules adopted in the family, meaningfully answer children's questions, and the like.
The use of many restrictions on children includes authoritarian form of family influence. Parents-dictators care about the steadfastness of their own authority, the steady submission of children to their will, minimize communication in order to explain the rules of behavior, etc.
Children from democratic families more often show an inclination and desire for creativity, initiative, leadership skills, non-conformism (non-acceptance of opportunism), adequate emotionality in social relationships.
The psychological climate in the family, which is reflected in the nature of communication with children, the level of interest in them, their problems, care and attention to them, is an essential factor in the formation of the child's moral character. The less affection, care and warmth a child receives, the slower it develops as a person, the more prone to passivity and apathy, the higher the likelihood of her developing a weak character. Friendly relations, a warm family atmosphere in which a child grows up, contribute to the formation of a sense of personal security, self-confidence, and optimism.
The composition of the family also influences the formation of the personality of a preschooler. A child, in whose upbringing, in addition to parents, grandparents are involved, is more capable of compassion, friendly, but less independent and stubborn, she lacks organizational skills.
The influence of relatives on the development of the child depends on how she treats them, evaluates them. The child's attachment to relatives is expressed in the desire to be near (especially when the child is sick or experiencing fears, frightened), to play with them, to make them nice gift in empathy with the joys and sorrows of parents. Children realize these feelings in drawings and statements.
A special role in the family microenvironment of the child belongs to the mother, since she is preferred by children of all age groups. Importance they also have relationships with their father, brother, sister, grandparents, often with distant relatives.
A special place in the development of a child's personality in the preschool period belongs to the people around him.
At a younger preschool age, with their help, children get acquainted with some rules of communication (“you can’t fight,” “you can’t shout,” “you can’t take it from a friend,” “you need to politely ask a friend,” “you need to thank him for his help,” etc.).
The older the preschooler becomes, the more and more complicated rules relationships he learns. Assimilation of them occurs with great difficulty than the development of household rules. By the end of preschool age, the child also learns with the help of adults a considerable number of rules related to work and educational activities.
Mastering the rules of conduct is a gradual process. V. A. Gorbacheva, who studied this process in detail, characterizes it as follows: “...Children of primary preschool age initially perceive all the rules as private specific requirements of the teacher, directed only to themselves. During general development child, in the process of educational work with him, due to the repeated perception of the same requirements for themselves and other children and the observance of these rules, the children, as they establish ties with their comrades, begin to master the rule as a rule, that is, as a generalized requirement ... "
The degree of awareness of the learned rules of behavior gradually increases. The life experience of the child, his individual typological features, has a significant influence on their production. Faster than others perceive pedagogical requirements and assimilate them children who have moved from nursery groups to kindergarten groups that came from families where they were brought up correctly. Of great importance in the formation of the rules of behavior of preschoolers is pedagogical assessment.
Among the important ways in which the educator influences the formation of the personality of a preschooler is the way of creating a favorable emotional climate in the kindergarten group for the mental development of each child. Revealing the most effective ways to manage the system of interpersonal relations in order to create such a microclimate is an urgent task of modern pedagogical, child and social psychology.
Interesting data in this direction were obtained by scientists in the course of a socio-psychological study conducted under the guidance of T. A. Repina.
When studying the value orientations of preschoolers, their evaluative relationships, psychologists found that the popularity of a child in a group depends primarily on the success that he achieves in joint children's activities. This allowed scientists to suggest that if success in activities is ensured for children with inactive, low sociometric status, this can lead to a change in their position and become effective tool normalization of their relations with peers, will increase their self-confidence, activity. In the study, the task was to find out how the child's success in activities affects the attitude of peers towards him, how their status will change if he is given a leading role, having previously prepared him for this. Children were taught how to build building material, taking into account a number of advantages of this activity (its result is objectively expressed, the constructive skills formed in this activity can be transferred to play activity, the process of teaching constructive activity is simple: this activity is of interest to preschool children). The results of the experiment confirmed the proposed hypothesis. Under the influence of the successful activities of less popular children, the attitude of their peers towards them began to change. Success in joint constructive activities of previously unpopular children had a positive impact both on changing their status and on their general self-esteem, the level of claims. The emotional climate for these children in the group improved.
In the course of A. A. Royak’s research, specific, differing ways were found in establishing relationships between children, depending on what kind of relationship difficulties the child experienced (“operational” or “motivational”). It turned out, for example, that in order to establish positive relationships with peers among preschoolers with “operational” difficulties, it was necessary, first of all, to enrich the subject-content side of play activity, which was carried out through joint games-activities of such children with an educator. The organization of the child's further "active dispensation" in the life of the children's society was also required. Positive results are obtained by combining such children at the beginning with the most benevolent children who have pronounced positive personal qualities.
For children experiencing “motivational” difficulties in communicating with peers, for those who have an insufficiently formed need for communication, contacts with peers should not be activated at first. It is advisable to first select 1-2 partners for them, whose hobbies would coincide with their main hobbies, and only then gradually and carefully expand their circle of contacts. Success in working with children experiencing "motivational" difficulties of a different nature (authoritarian organizers) is facilitated by work aimed at reorienting incorrectly formed motives for communication, and above all overcoming the unwillingness to reckon with the opinion of partners in the game. A particularly important role in shaping the interpersonal relations of children in a group is played by the game as the leading activity of preschoolers, competent management of it by the educator, leadership both indirectly and directly.
The influence of an adult on the formation of the personality of a preschooler is also carried out in the process of other activities - drawing, designing, modeling, appliqué, performing labor and educational tasks. In the process of productive labor, educational activities, preschoolers develop a focus on obtaining a result approved by adults and peers (they made toys for babies, grew flowers as a gift to mothers, sang a song beautifully, learned to read in syllables, etc.), a social orientation, cognitive motives, strong-willed and other valuable personal qualities are formed.
Literature
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Review questions
1. How does the child's need for communication change during preschool childhood? Through what types of communication does she satisfy herself? What is the impact of communication on the formation of a child's personality?
2. What influence does the family microenvironment have on the formation of the personality of a preschooler?
3. What is the influence of the "children's society" on the development of the child's personality?
4. Reveal the main ways in which adults influence the formation of the personality of a preschooler.
Practical tasks
1. Study the system of interpersonal relationships in one of the groups (middle, senior) of the kindergarten, using observation, conversations, sociometry (see: Kolominsky Ya. L. Psychology of the children's team. Mn., 1984; Relations between peers in the kindergarten group / Edited by T. A. Repina. M., 1978). Present the results on a sociogram, a matrix. Determine K.BV (relationship well-being coefficient), KB (reciprocity coefficient). Analyze the status structure of the group; pay special attention to children with low sociometric status; try to identify the reasons for the low popularity of these children, think over a work plan to optimize the system of interpersonal relations in this group.
2. Consider how best to prepare and conduct Parent meeting devoted to the formation of the personality of a preschooler in the family.
Approximate essay topics
1. The influence of activities on the development of the personality of a preschooler.
2. Interpersonal relationships in the kindergarten group and ways to optimize them.
3. Family microenvironment and personality formation.
4. Methods for studying the personal microenvironment of a preschooler.
5. The problem of communication in preschool age in Soviet psychology.
