Interpersonal relationships of children. Coursework Interpersonal relationships in the children's team: diagnosis and correction

The mental mechanism for individuals to gain freedom in a team, when various individual opinions and points of view are not suppressed by the mechanisms of imitation and suggestion, as in a simple group, but get the opportunity for a relatively free existence, when each member of the team consciously chooses his position, is collective self-determination. But such relationships develop gradually and have a multi-level structure.

First level (view) forms a set interpersonal relationships of direct dependence(personal (personal) relations). They manifest themselves in emotional attractiveness or antipathy, compatibility, difficulty or ease of contacts, coincidence or mismatch of tastes, greater or lesser suggestibility.

Second level (view) forms a set of interpersonal relations mediated by the content of collective activity and the values ​​of the team (partnership (business) relations). They manifest themselves as relations between participants in joint activities, comrades in study, sports, work, and recreation.

Third level forms a system of links expressing the attitude to the subject of collective activity (motivational relations): motives, goals, attitude to the object of activity, the social meaning of collective activity.

At the highest stage of team development, collectivist identification- a form of humane relations that arises in joint activities, in which the problems of one of the group become the motives for the behavior of others: our partner has a problem, we must help him (support, protect, sympathize, etc.).

In the process of team development, relationship of mutual responsibility the individual in front of the collective and the collective in front of each member. It is difficult to achieve a harmonious combination of all types of relations in the children's team: the selectivity of the members of the team to each other, to various types of activities, their content, means and methods of achieving the goal will always exist. The educator teaches to be patient with the shortcomings of others, to forgive unreasonable actions, inflicted insults, to be tolerant, to cooperate and help each other.

2.2.4. Stages of development of the student team

The educator needs to understand that the process of forming a team goes through several stages (stages) of development on the way to becoming a subject of the pedagogical process. His task is to understand the psychological and pedagogical foundations of the ongoing changes in the team and in each pupil. There are different definitions of these stages: diffuse groups, associations, cooperations, corporations, collectives; "sand placer", "soft clay", "flickering beacon", "scarlet sail", "burning torch" (A.N. Lutoshkin).

A.S. Makarenko identified 4 stages of team development by the nature of the requirements presented by the teacher and the position of the teacher.

1. The teacher organizes life and activities of the group, explaining the purpose and meaning of the activity and making direct, clear, decisive demands. An asset (a group that supports the requirements and values ​​of the educator) is just being identified, the level of independence of the members of the asset is very low. Developing personal relationships predominate, they are still very mobile, often conflicting. Relations with other collectives develop only in the system of personal relations of members of different collectives. The first stage ends with the formation of an asset.

The subject of education- educator.

2. The requirements of the teacher are supported by the asset, this most conscious part of the group presents them to comrades, the requirements of the educator become mediated. The second stage is characterized by the transition of the team to self-government. The organizational function of the teacher is transferred to the permanent and temporary bodies of the team (asset), a real opportunity is created for all members of the team to actually participate in managing their lives, the practical activities of students become more complicated, and independence in its planning and organization increases. The joy of creativity, achieved success, self-improvement is experienced. The asset becomes the support of the teacher and authority for other members of the team. He not only supports the requirements of the educator, but also develops his own. Its independence is expanding. The teacher helps to strengthen the position of the asset and expanding its composition, involving all children in joint activities, specifies the tasks in relation to individual groups of students and to each member; performs a communicative function - organizing and establishing relationships within the team. More stable interpersonal relationships and relationships of mutual responsibility are established. Business relationships are developing. Motivational and humanistic relations are born. A collective self-consciousness is being formed - “We are a team”. Stacked up real connections with other children's groups.

The subject of education is an asset.

3. Most of the group members make demands on their comrades and themselves. and helps teachers to adjust the development of each. Requirements presents collective in the form of public opinion.public collective opinion is a cumulative value judgment expressing the attitude of the team (or a significant part of it) to various events and phenomena in the life of society and this team. The emergence of the ability to form public opinion indicates a high level of development of intra-collective relations and the transformation of a group into a collective.

Motivational and humanistic relations are formed between individual groups and members of the team. In the process of development, the attitudes of children to goals and activities, to each other, develop common values ​​and traditions. A favorable socio-psychological climate of emotional comfort and personal security develops in the team. The team has systematic links with other teams in the educational institution and outside it. Full self-management and self-management.

The subject of education is the collective.

If the collective reaches this stage, then it forms an integral, moral personality, turns into an instrument for the individual development of each of its members. Common experience, the same assessment of events is the main feature and the most characteristic feature of the team. The teacher supports and stimulates self-management and interest in other groups.

4. There is an incentive for all members of the team to self-education, conditions are created for the development of the creative individuality of each member of the team. The position of the individual is high, there are no superstars or outcasts. Relations with other teams are expanding and improving, activities are increasingly pro-social in nature. Each pupil thanks to the well-established collective experience makes certain demands on himself. the fulfillment of moral norms becomes his need, the process of education passes into the process of self-education.

The subject of education is the personality.

The teacher, together with the activists, relying on the public opinion of the children's team, supports, preserves and stimulates the need for self-education and self-improvement in each member of the team.

The process of team development does not proceed as a smooth process of transition from one stage to another; jumps, stops, and backward movements are inevitable. There are no clear boundaries between the stages - the opportunities for moving to the next stage are created within the framework of the previous one. Each subsequent stage in this process does not replace the previous one, but, as it were, is added to it. The team cannot and should not stop in its development, even if it has reached a very high level. A.S. Makarenko believed that moving forward is the law of the life of the children's team, stopping is death.

Team formation dynamics can be generally defined on the basis of the following features:

o general socially significant goals;

o joint organized activity;

o responsible dependency relationships;

o rational distribution of social roles;

o equality of rights and obligations of team members;

o active organizational role of self-government bodies;

o sustainable positive relationships;

o cohesion, mutual understanding, collectivist self-determination of members;

o collectivist identification;

o level of reference (relations of significance linking the subject with another person or group of persons);

o the possibility of isolation of the individual in the group.

Indicative is, depending on the level of development, the behavior of the group in stressful situation(according to L.I. Umansky).

Groups of a low level of development show indifference, apathy, and become disorganized. Mutual communication acquires a conflict character, the effectiveness of work is sharply reduced.

Groups of an average level of development in the same conditions are characterized by tolerance and adapt. The performance is not reduced.

Groups of a high level of development are the most stress-resistant. Critical situations that arise are answered with an increase in activity. The efficiency of their activity not only does not decrease, but even increases.

Interpersonal relationships in children in the kindergarten group

Introduction

Among the variety of problems modern psychology, communication with peers is one of the most popular and intensively researched. Communication acts as one of the most important factors in the effectiveness of human activity.

At the same time, relevant, in particular in connection with solving the problems of educating children of preschool age, is the consideration of the problem of communication - the formation of personality in it. As the results of psychological and pedagogical research show, it is in direct communication with significant others (parents, educators, peers, etc.) that the formation of a personality comes, the formation of its most important properties, moral sphere, worldview.

In preschool children, relatively stable sympathies are formed, joint activities are formed. Communication with peers plays an important role in the life of a preschooler. It is a condition for the formation of the social qualities of the child's personality, the manifestation and development of the beginnings of the collective relationships of children. Interaction with a peer is communication with an equal, it enables the child to know himself.

Communication between children is a necessary condition for the mental development of a child. The need for communication early becomes his basic social need.

Of great importance and relevance is the study of the child in the system of his relations with peers in the kindergarten group, since preschool age is a particularly crucial period in education. The leading activity of preschool children is the game in which the child learns new things, masters the ability to build relationships and tries out different social roles. This is the age of the initial formation of the personality of the child. At this time, in the communication of the child with peers, rather complex relationships arise, which significantly affect the development of his personality.

Therefore, the problem of interpersonal relations, which arose at the junction of a number of sciences - philosophy, sociology, social psychology, personality psychology and pedagogy, is one of critical issues our time. Every year it attracts more and more attention of researchers at home and abroad and is, in essence, the key problem of social psychology, which studies diverse associations of people - the so-called groups. This problem merges with the problem of "personality in the system of collective relations", which is so important for the theory and practice of educating the younger generation.

Thus, we can single out the purpose of the course work: the study of the problem of interpersonal relations in children in the kindergarten group through a social game.

1.Consider psychological and pedagogical research on the problem of interpersonal relationships.

2.The study of interpersonal relationships as a factor in the personal development of preschool children.

.Study of the characteristics of interpersonal relations in a group of children of senior preschool age.

The object of the study is preschool children, the subject is relationships in a kindergarten group.

It can be assumed that the status position of the child in the system of interpersonal relations in the group of peers determines the characteristics of these relations.

CHAPTER I. FEATURES OF INTERPERSONAL RELATIONSHIPS

1.1 Different approaches to understanding interpersonal relationships

Human relations represent a special kind of reality, which is not reducible either to joint activity, or to communication, or to interaction. The subjective and fundamental significance of this reality for a person's life and the development of his personality is beyond doubt.

The extreme subjective significance of relationships with other people attracted the attention of many psychologists and psychotherapists of various directions to this reality. These relationships have been described and studied in psychoanalysis, behaviorism, cognitive and humanistic psychology, perhaps the only exception is the cultural and historical direction, where interpersonal (or human) relationships have practically not been the subject of special consideration or research, despite the fact that they are mentioned constantly. According to the practical psychologist Bodalev A.A.: Suffice it to recall that the attitude to the world is always mediated by the attitude of a person to other people. The social situation of development constitutes a system of the child's relations with other people, and relations with other people are an organically necessary condition. human development. But the question of what these relations themselves are, what is their structure, how they function and develop, was not raised and was considered self-evident. In the texts of L.S. Vygotsky and his followers, the relationship of the child with other people act as a universal explanatory principle, as a means of mastering the world. At the same time, they naturally lose their subjective-emotional and energy content.

The exception is the work of M.I. Lisina, in which the subject of the study was the child's communication with other people, understood as an activity, and relations with others and the image of oneself and another act as a product of this activity.

It should be emphasized that the focus of attention of M.I. Lisina and her colleagues was not only and not so much on the external, behavioral picture of communication as on its internal, psychological layer, i.e. needs and motives of communication, which in fact are relationships and others. First of all, the concepts of "communication" and "relationship" should be correlated as synonymous. However, these concepts should be distinguished.

As the works of M.I. Lisina, interpersonal relationships are, on the one hand, the result of communication, and on the other hand, its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized, appear in the interaction of people. At the same time, the attitude towards another, in contrast to communication, does not always have external manifestations. Attitude can also appear in the absence of communicative acts; it can be experienced with an absent and even fictional, ideal character; it can also exist at the level of consciousness or inner mental life(the form of experiences, ideas, images). If communication is always carried out in some form of interaction with the help of some external means, then relationships are an aspect of inner, spiritual life, this characteristic of consciousness, which does not imply fixed means of expression. But in real life, the relationship to another person is manifested, first of all, in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people.

In the field of communication with peers, M.I. Lisina distinguishes three main categories of means of communication: in younger children (2-3 years old), expressive and practical operations occupy a leading position. From the age of 3, speech comes to the fore and occupies a leading position. At senior preschool age, the nature of interaction with a peer is significantly transformed and, accordingly, the process of learning a peer: a peer, as such, as a certain individuality, becomes the object of the child's attention. The child's understanding of the partner's skills and knowledge expands, and there is an interest in such aspects of his personality that were not noticed before. All this contributes to the selection of stable characteristics of a peer, the formation of a more holistic image of him. The hierarchical division of the group is due to the choice of preschoolers. Considering the estimated relations, M.I. Lisina defines how the processes of comparison and evaluation arise when children perceive each other. In order to evaluate another child, it is necessary to perceive, see and qualify him from the point of view of the evaluation standards and value orientations of the kindergarten group that already exist at this age. These values, which determine children's mutual assessments, are formed under the influence of surrounding adults and largely depend on changes in the child's leading needs. Based on which of the children is the most authoritative in the group, what values ​​and qualities are the most popular, one can judge the content of the children's relations, the style of these relations. In a group, as a rule, socially approved values ​​predominate - to protect the weak, to help, etc., but in groups where the educational influence of adults is weakened, a child or a group of children who try to subjugate other children can become the "leader".

1.2 Features of the relationship of children in the kindergarten group

The kindergarten group is defined as the simplest kind of social group with direct personal contacts and certain emotional relationships between all its members. It distinguishes between formal (relations are regulated by formal fixed rules) and informal (arising on the basis of personal sympathies) relations.

Being a kind of small group, the kindergarten group is the genetically earliest stage of social organization, where the child develops communication and various activities, the first relationships with peers are formed, which are so important for the formation of his personality.

With regard to the children's group T.A. Repin distinguish the following structural units:

· Behavioral, it includes: communication, interaction in joint activities and the behavior of a group member addressed to another.

· Emotional (interpersonal relationships). It includes business relations (in the course of joint activities),

· Estimated (mutual evaluation of children) and actually personal relationships.

· Cognitive (gnostic). It includes the perception and understanding of each other by children (social perception), the result of which are mutual assessments and self-assessments.

Interpersonal relationships are certainly manifested in communication, in activity and in social perception.

In the kindergarten group, there are relatively long-term attachments between children. There is a certain degree of situationality in the relations of preschoolers. The selectivity of preschoolers is due to the interests of joint activities, as well as positive qualities peers. Also significant are those children with whom they interact more, and these children often turn out to be peers of the same sex. The nature of social activity and initiative of preschoolers in role-playing games was discussed in the works of T.A. Repina, A.A. Royak, V.S. Mukhina and others. The studies of these authors show that the position of children in a role-playing game is not the same - they act as leaders, others - as followers. The preference of children and their popularity in the group largely depend on their ability to invent and organize joint play. In the study of T.A. Repina, the position of the child in the group was also studied in connection with the success of the child in constructive activities.

The success of the activity has a positive effect on the position of the child in the group. If the success of the child is recognized by others, then the attitude towards him from his peers improves. In turn, the child becomes more active, self-esteem and the level of claims increase.

So, the basis of the popularity of preschoolers is their activity - either the ability to organize joint play activities, or success in productive activities.

There is another line of work that analyzes the phenomenon of children's popularity from the point of view of children's need for communication and the degree to which this need is satisfied. These works are based on the position of M.I. Lisina that the formation of interpersonal relationships and attachment is based on the satisfaction of communicative needs.

If the content of communication does not correspond to the level of the communicative needs of the subject, then the attractiveness of the partner decreases, and vice versa, adequate satisfaction of the basic communicative needs leads to a preference specific person that satisfies these needs. A study by O.O. Papir (under the guidance of T.A. Repina) discovered that popular children themselves have an acute, pronounced need for communication and recognition, which they seek to satisfy

So, the analysis of psychological research shows that the basis of children's elective attachments can be a variety of qualities: initiative, success in activities (including games), the need for communication and recognition of peers, recognition of an adult, the ability to satisfy the communicative needs of peers. The study of the genesis of the group structure showed some trends that characterize the age dynamics of interpersonal processes. From the younger to the preparatory groups, a persistent, but not in all cases, a pronounced age trend of increasing "isolation" and "stardom", reciprocity of relationships, satisfaction with them, stability and differentiation depending on the sex of their peers was found.

Different stages of preschool childhood are characterized by unequal content of the need for communication with peers. By the end of preschool age, the need for mutual understanding and empathy increases. The very need for communication is transformed from the younger preschool age to the older one, from the need for benevolent attention and play cooperation to the need not only for benevolent attention, but also for experience.

The need for communication of a preschooler is inextricably linked with the motives of communication. The following age dynamics of the development of motives for communication with peers among preschoolers has been determined. At each stage, all three motives operate: the position of leaders in two or three years is occupied by personal and business ones; in three or four years - business, as well as dominant personal; in four or five - business and personal, with the dominance of the former; at five or six years old - business, personal, cognitive, with an almost equal position; at six or seven years old - business and personal.

Thus, the kindergarten group is a holistic education, it is a single functional system with its own structure and dynamics. There is a complex system of interpersonal hierarchized connections of its members in accordance with their business and personal qualities, the value orientations of the group, which determine which qualities are most highly valued in it.

1.3 Unity of interpersonal relationships and self-awareness

In the relation of a person to other people, his I always manifests itself and declares itself. The main motives and life meanings of a person, his attitude towards himself is always expressed in relations to another. That is why interpersonal relationships (especially with loved ones) are almost always emotionally intense and bring the most vivid and dramatic experiences (both positive and negative).

E.O. Smirnova suggests in her research to turn to psychological structure human self-awareness.

Self-consciousness includes two levels - "core" and "periphery", or subjective and objective components. The so-called "core" contains a direct experience of oneself as a subject, as a person, it originates the personal component of self-consciousness, which provides a person with the experience of constancy, identity of himself, a holistic feeling of himself as a source of his will, his activity. The “periphery” includes private, specific representations of the subject about himself, his abilities, capabilities, external internal qualities- their evaluation and comparison with others. The "periphery" of the self-image consists of a set of specific and final qualities, and form the objective (or subject) component of self-consciousness. These two principles - objective and subjective are necessary and complementary aspects of self-consciousness, they are necessarily inherent in any interpersonal relationship.

In real human relations, these two principles cannot exist in their pure form and constantly "flow" one into the other. It is obvious that a person cannot live without comparing himself with another and using the other, but human relations cannot always be reduced to competition, evaluation and mutual use. The psychological basis of morality is, first of all, a personal or subjective attitude towards another, in which this other acts as a unique and equal subject of his life, and not a circumstance of my own life.

Various and numerous conflicts between people, severe negative experiences (resentment, hostility, envy, anger, fear) arise in those cases when the objective, objective principle dominates. In these cases, the other person is perceived solely as an adversary, as a competitor to be surpassed, as a stranger who interferes with my normal life, or as a source of expected respect. These expectations are never justified, which gives rise to feelings that are destructive to the individual. Such experiences can become a source of serious interpersonal and intrapersonal problems for an adult. In time to recognize this and help the child overcome them is an important task of the educator, teacher, psychologist.

4 Problematic forms of interpersonal relationships of preschool children

Children of preschool age quarrel, reconcile, take offense, make friends, be jealous, help each other, and sometimes do each other small "dirty things". Of course, these relationships are acutely experienced by preschoolers and carry a variety of emotions. Emotional tension and conflict in children's relationships take a greater place than communication with an adult.

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 the nature of a person's relationship to himself, to others, to the world as a whole. This experience is not always successful. For many children already in preschool age develops and consolidates negative attitude to others, which can have very sad long-term consequences. The most typical for preschool children of conflict relations with peers are: increased aggressiveness, resentment, shyness and demonstrativeness.

One of the most common problems in the children's team is increased aggressiveness. Aggressive behavior already in preschool age takes a variety of forms. In psychology, it is customary to distinguish between verbal and physical aggression. Verbal aggression is aimed at blaming or threatening a peer, which are carried out in various statements and even insults and humiliation of another. Physical aggression is aimed at bringing any material damage to another, through direct physical actions. This happens in most cases with attracting the attention of peers, infringing on the dignity of another, in order to emphasize one's superiority, protection and revenge. However, in a certain category of children, aggression as a stable form of behavior not only persists, but also develops. A special feature in the relationship with peers in aggressive children is that the other child acts for them as an adversary, as a competitor, as an obstacle that needs to be eliminated. Such an attitude cannot be reduced to a lack of communication skills, it can be assumed that this attitude reflects a special warehouse of the personality, its orientation, which gives rise to a specific perception of the other as an enemy. The attribution of hostility to another is manifested in the following: representation of one's underestimation on the part of a peer; attributing aggressive intentions in resolving conflict situations; in the real interaction of children, where they are constantly waiting for a trick or attack from a partner.

Also, among the problematic forms of interpersonal relationships, a special place is occupied by such a difficult experience as resentment towards others. In general terms, resentment can be understood as a painful experience by a person of being ignored or rejected by peers. The phenomenon of resentment occurs at preschool age: 3-4 years - resentment is situational in nature, kids do not focus on resentment and quickly forget; after 5 years in children, the phenomenon of resentment begins to manifest itself and this is connected with the emergence of a need for recognition. It is at this age that the main object of resentment begins to be a peer, and not an adult. Distinguishes between an adequate (reacts to the real attitude of another) and inadequate (a person reacts to his own unjustified expectations) reason for the manifestation of resentment. A characteristic feature of touchy children is a bright setting for an evaluative attitude towards themselves, a constant expectation of a positive assessment, the absence of which is perceived as a negation of oneself. The peculiarity of the interaction of touchy children with their peers lies in the child's painful attitude towards himself and self-assessment. Real peers are perceived as sources of negative attitudes. They need continuous confirmation of their own value, significance. He ascribes neglect and disrespect to himself to those around him, which gives him grounds for resentment and blaming others. The features of self-esteem of touchy children are characterized by a fairly high level, but its difference from the indicators of other children is marked by a large gap between their own self-esteem and assessment from the point of view of others.

Getting into a conflict situation, touchy children do not seek to resolve it, blaming others and justifying themselves is the most important task for them.

The characteristic features of the personality of touchy children indicate that the basis of increased touchiness is the intensely painful attitude of the child towards himself and self-assessment.

Another of the most common and most difficult problems in interpersonal relationships is shyness. Shyness manifests itself in various situations: communication difficulties, timidity, uncertainty, tension, expression of ambivalent emotions. It is very important to recognize shyness in a child in time and stop it. overdevelopment. The problem of shy children in his research is considered by L.N. Galiguzov. In her opinion, shy children are more sensitive to adult assessment (both real and expected) . Shy children have heightened perception and anticipation of evaluation. Luck inspires and calms them, but the slightest remark slows down activity and causes a new surge of timidity and embarrassment. The child behaves shyly in situations in which he expects failure in activities. The child is not confident in the correctness of his actions and in the positive assessment of an adult. The main problems of a shy child are connected with the sphere of his own attitude towards himself and the perception of the attitude of others.

Features of self-esteem of shy children are determined by the following: children have high self-esteem, but they have a gap between their own self-esteem and the assessment of other people. The dynamic side of activity is characterized by the greatest caution of their actions than that of their peers, thus the pace of activity is reduced. The attitude to the praise of an adult causes an ambivalent feeling of joy and embarrassment. The success of the activity does not matter to them. The child prepares himself for failure. shy child benevolent towards other people, strive for communication, but does not dare to show himself and his communicative needs. In shy children, self-attitude is manifested in a high degree of fixation on their personality.

Interpersonal relationships during preschool age have a number of age patterns. So, at 4-5 years old, children have a need for recognition and respect from their peers. At this age, a competitive, competitive beginning appears. Thus, demonstrative behavior appears in the character trait.

The peculiarity of the behavior of demonstrative children is distinguished by the desire to attract attention to themselves by any possible ways. Their actions are focused on the assessment of others, by all means to receive a positive assessment of themselves and their actions. Often self-affirmation is achieved by reducing the value or depreciation of the other. The degree of involvement of the child in the activities is quite high. The nature of participation in the actions of a peer is also colored by bright demonstrativeness. Reprimands cause a negative reaction in children. Helping a peer is pragmatic. Correlating oneself with others is manifested in a bright competitiveness and a strong orientation towards the assessment of others. Unlike other problematic forms of interpersonal relationships, such as aggressiveness and shyness, demonstrativeness is not considered a negative and, in fact, a problematic quality. However, it must be taken into account that the child does not show a painful need for recognition and self-affirmation.

Thus, it is possible to distinguish common features children with problematic forms of relationships with peers.

· Fixing the child on his subject qualities.

· Hypertrophied self-esteem

· The main cause of conflicts with oneself and others is the dominant own activities"What do I mean to others".

1.5 Features of relations with peers of preschoolers and the impact on the ethical development of the child

The attitude towards another person is inextricably linked with the attitude of a person towards himself and with the nature of his self-consciousness. According to E.O. Semenova, moral behavior is based on a special, subjective attitude towards a peer, not mediated by one's own expectations, assessments of the subject.

Freedom from fixation on oneself (one's expectations and ideas) opens up the possibility to see another in all its integrity and completeness, to experience one's commonality with him, which gives rise to both empathy and assistance.

E.O. Semenova in her research distinguishes three groups of children with different types of moral behavior and the attitude towards other children differs significantly based on this type of moral behavior.

· So the children of the first group, who did not show a moral and moral type of behavior, did not enter the path of ethical development at all.

· Children of the second group, who showed a moral type of behavior

· Children of the third group with criteria of moral behavior.

As indicators of attitude towards a peer, E.O. Semenova highlights the following:

.The nature of the child's peer perception. Does the child perceive the other as an integral person or as a source of certain forms of behavior and evaluative attitude towards himself.

2.The degree of emotional involvement of the child in the actions of a peer. Interest in a peer, heightened sensitivity to what he is doing, may indicate an inner involvement in him. Indifference and indifference, on the contrary, indicate that a peer is an external, separate being for the child.

.The nature of participation in the actions of a peer and the general attitude towards him: positive (approval and support), negative (ridicule, abuse) or demonstrative (comparison with oneself)

.The nature and degree of empathy for a peer, which are clearly manifested in the child's emotional reaction to the success and failure of another, censure and praise by adults of the peer's actions.

.The manifestation of help and support in a situation where the child is faced with a choice to act “in favor of another” or “in his own favor”

The nature of a child's perception of a peer is also determined by his type of moral behavior. So the children of the first group focus on their attitude towards themselves, i.e. their assessments are mediated by their own expectations.

Children of the second group describe other guys, while often mentioning themselves and talking about others in the context of their relationship.

The children of the third group with the criteria of moral behavior described the other regardless of their attitude towards him.

Thus, children perceive the other differently, using the subjective and objective vision of the peer.

The emotional and effective aspect of interpersonal relations is also manifested in children based on the type of their moral behavior. Children who have not embarked on the path of ethical development, the 1st group, show little interest in the actions of their peers, or express a negative assessment. They do not empathize with failures and do not rejoice at the successes of their peers.

A group of children in whom the initial form of moral behavior is observed show a keen interest in the actions of their peers: they make a remark and comment on their actions. They help, try to protect their peers, although their help is pragmatic.

Children with the criteria of moral behavior try to help their peers, empathize with failures, rejoice at their successes. Help is shown regardless of their interests.

Thus, children perceive and relate to each other differently, based on the characteristics of their self-consciousness. So, in the center of self-consciousness of children of the 1st group, who did not show any moral or moral type of behavior, the object component dominates, overshadowing the subjective one. Such a child sees himself or his attitude towards himself in the world and in other people. This is expressed in fixation on oneself, lack of empathy, promotion of interest in a peer.

In the center of self-awareness of children of the 2nd group, who showed a moral type of behavior, the objective and subjective components are equally represented. Ideas about one's own qualities and abilities need constant reinforcement through comparison with someone else's, the carrier of which is a peer. These children have a pronounced need for something else, in comparison with which to evaluate and assert themselves. We can say that these children are still able to "see" their peers, albeit through the prism of their own "I".

Children of the 3rd group, who have shown a moral type of behavior, have a special attitude towards their peers, in which the center of attention and consciousness of the child is another. This is manifested in a vivid interest in a peer, in empathy and disinterested help. These children do not compare themselves to others and do not demonstrate their advantages. The other acts for them as an intrinsically valuable person. Their attitude towards their peers is characterized by the predominance of a subjective attitude towards themselves and others, and to the greatest extent meets the criteria of moral development.

1.6 Age features of the formation and development of interpersonal relationships

The origins of interpersonal relationships in infancy. Relationships with other people are born and most intensively developed in early and preschool age. The experience of the first relationships with other people is the foundation for the further development of the child's personality and, above all, his ethical development. This largely determines the features of a person's self-consciousness, his attitude to the world, his behavior and well-being among people. Many negative and destructive phenomena among young people observed in Lately(cruelty, increased aggressiveness, alienation, etc.), have their origins in early and preschool childhood. Smirnova E.O. in her research proposes to consider the development of children's relations with each other at the most early stages ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.

In the studies of S.Yu. Meshcheryakova based on the origins personal relationship to oneself and to another in infancy determines what even before the birth of a child, in relation to the mother, two principles already exist for him - an objective one (as an object of care and beneficial effects) and subjective (as a full-fledged personality and subject of communication). On the one side, future mother prepares to take care of the child, buys the necessary things, takes care of her health, prepares a room for the baby, etc. him as complete and very important person. Moreover, the severity of these principles in different mothers varies significantly: some mothers are mainly concerned with preparing for childbirth and buying the necessary equipment, others are more inclined to communicate with the child. In the first months of a baby's life, these features of the mother's attitude have a significant formative influence on his relationship with his mother and his overall mental development. The most important and favorable condition for the formation of the first relationship of the infant is the subjective, personal component of the mother's relationship. It is she who provides sensitivity to all manifestations of the baby, a quick and adequate response to his condition, "adjustment" to his moods, the interpretation of all his actions as addressed to the mother. . Thus, all this creates an atmosphere of emotional communication, in which the mother in the first days of the child's life stands for both partners and thus awakens in the child a sense of himself as a subject and a need for communication. Moreover, this attitude is absolutely positive and disinterested. Although caring for a child is associated with numerous difficulties and worries, this everyday side is not included in the relationship between the child and the mother. The first six months of life is a completely unique period in the life of both a child and an adult. The only content of such a period is the expression of the relationship to another. At this time, the subjective, personal principle clearly dominates in the relationship between the infant and the mother. It is very important that a child needs an adult on his own, regardless of his subject attributes, his competence or social role. The baby is not at all interested in the appearance of the mother, her material or social position - for him, all these things simply do not exist. He singles out, first of all, the integral personality of an adult, addressed to him. That is why this type of relationship, of course, can be called personal. In such communication, an affective connection between the child and the mother is born, which gives rise to his sense of self: he begins to feel confident in himself, in his uniqueness and need for another. Such a sense of self, like an affective connection with the mother, is already an internal property of the infant and becomes the foundation of his self-awareness.

In the second half of the year, with the appearance of interest in objects and manipulative activity, the child's attitude to an adult changes (the attitude begins to be mediated by objects and objective actions). The attitude towards the mother already depends on the content of communication, the child begins to differentiate the positive and negative influences of an adult, to react differently to close and unfamiliar people. An image of one's physical self appears (recognition of oneself in the mirror). All this may indicate the appearance of an objective principle in the image of oneself and in relation to another. At the same time, the personal beginning (which arose in the first half of the year) is clearly reflected in the subject activity of the baby, his sense of self and in relations with close adults. The desire to share their impressions with a close adult and a sense of security in anxious situations, which is observed in children from normal family, testifies to the internal connection, the involvement of the mother and the child, which opens up new opportunities for mastering the world, gives confidence in oneself and one's competence. In this regard, we note that children who are brought up in the orphanage and did not receive the necessary personal, subjective attitude of the mother in the first half of the year are characterized by reduced activity, stiffness, they are not inclined to share their impressions with an adult and perceive it as an external means of physical protection from possible danger. . All this indicates that the absence of affective-personal ties with a close adult leads to serious deformations in the child's self-awareness - he loses the inner support of his existence, which significantly limits his ability to master the world and to manifest his activity.

Thus, the underdevelopment of the personal principle in relations with a close adult hinders the development of an objective relationship to the world around and to oneself. However, under favorable conditions of development, already in the first year of life, the child develops both components of the relationship to other people and to himself - personal and objective.

Features of interpersonal relationships in children at an early age. Considering the features of communication and interpersonal relationships in young children from 1 to 3 years. L.N. Galiguzova argues that in the first forms of attitude towards a peer and the first contacts with him, it is reflected, first of all, in experiencing his resemblance to another child (they reproduce his movements, facial expressions, as if reflecting him and being reflected in him). Moreover, such mutual recognition and reflection bring the kids stormy, joyful emotions. Imitation of the actions of a peer can be a means of attracting attention to oneself and the basis for joint actions. In these actions, the kids are not limited by any norms in showing their initiative (tumble, take bizarre poses, make unusual exclamations, come up with sound combinations that are not like anything, etc.). Such freedom and unregulated communication of young children suggests that a peer helps the child to show his original beginning, to express his originality. In addition to the very specific content, the contacts of babies have one more distinguishing feature: they are almost always accompanied by vivid emotions. Comparison of children's communication in different situations showed that the most favorable for child interaction it turns out the situation of "pure communication" i.e. when the children are one on one with each other. The introduction of a toy into the communication situation at this age weakens interest in a peer: children manipulate objects without paying attention to a peer, or they quarrel over a toy. Adult involvement also distracts children from each other. This is due to the fact that the need for objective actions and communication with an adult prevails over interaction with a peer. At the same time, the need for communication with a peer is already taking shape in the third year of life and has a very specific content. Communication of young children can be called emotional and practical interaction. Communication of the child with peers, proceeding in a free, unregulated form, creates optimal conditions to understand and know oneself. Perceiving their reflection in another, babies better distinguish themselves and receive, as it were, one more confirmation of their integrity and activity. Receiving a response and support from a peer in their games and undertakings, the child realizes his originality and uniqueness, which stimulates the initiative of the baby. It is characteristic that during this period, children react very weakly and superficially to the individual qualities of another child (his appearance, skills, abilities, etc.), they do not seem to notice the actions and states of their peers. At the same time, the presence of a peer increases the overall activity and emotionality of the child. Their relation to another is not yet mediated by any objective actions, it is affective, direct and non-judgmental. The child recognizes himself in the other, which gives him a sense of his community and involvement with another. In such communication there is a sense of immediate community and connection with others.

The objective qualities of another child (his nationality, his property, clothes, etc.) do not matter in this case. Toddlers do not notice who his friend is - a Negro or a Chinese, rich or poor, capable or backward. Common actions, emotions (mostly positive) and moods that children easily infect from each other create a sense of unity with equal and equal people. It is this sense of community that can subsequently become the source and foundation of such an important human quality as morality. Deeper human relationships are built on this foundation.

However, at an early age this community has a purely external, situational character. Against the background of similarities for each child, his own individuality is most clearly highlighted. “Look at a peer”, the child, as it were, objectifies himself and singles out specific properties and qualities in himself. Such objectification prepares the further course of development of interpersonal relations.

Interpersonal relationships in preschool age.

The type of emotional-practical interaction lasts up to 4 years. A decisive turning point in relation to peers occurs in the middle of preschool age. The age of five in developmental psychology is usually not considered as critical. However, many facts obtained in various studies indicate that this is a very important turning point in the development of a child's personality, and the manifestations of this turning point are especially acute in the sphere of relationships with peers. There is a need for cooperation and joint action. Children's communication begins to be mediated by subject or game activity. In 4-5-year-old preschoolers, emotional involvement in the actions of another child will increase dramatically. In the process of playing or joint activities, children closely and jealously observe the actions of their peers and evaluate them. Children's reactions to an adult's assessment also become more acute and emotional. During this period, empathy with peers sharply increases. However, this empathy is often inadequate - the successes of a peer can upset and offend the child, and his failures can please. It is at this age that children begin to show off, envy, compete, and demonstrate their advantages. The number and severity of children's conflicts are sharply increasing. Tension in relations with peers increases, more often than at other ages, ambivalence of behavior, shyness, touchiness, aggressiveness are manifested.

The preschooler begins to relate to himself through comparison with another child. Only when compared with a peer can one evaluate and affirm oneself as the owner of certain virtues.

If two-three-year-old children, comparing themselves and another, are looking for similarities or common actions, then five-year-olds are looking for differences, while the evaluative moment prevails (who is better, who is worse), and the main thing for them is to prove their superiority. A peer becomes an isolated, opposing being and the subject of constant comparison with oneself. Moreover, the correlation of oneself with another occurs not only in the real communication of children, but also in the inner life of the child. There is a steady need for recognition, self-affirmation and self-assessment through the eyes of another, which become important components of self-consciousness. All this, of course, increases the tension and conflict of children's relationships. Moral qualities are of particular importance at this age. The main carrier of these qualities and their connoisseur is an adult for a child. At the same time, the implementation of prosocial behavior at this age faces significant difficulties and causes an internal conflict: to yield or not to yield, to give or not to give, etc. This conflict is between the “inner adult” and the “inner peer”.

Thus, the middle of preschool childhood (4-5 years) is the age when the subject component of the image of the Self is intensively formed, when the child objectifies, objectifies and defines his Self through comparison with another. By the older preschool age, the attitude towards peers again changes significantly. By the end of preschool age, emotional involvement in the actions and experiences of a peer increases, empathy with another becomes more pronounced and adequate; gloating, envy, competitiveness are manifested much less frequently and not as sharply as at the age of five. Many children are already able to empathize with both the success and failures of their peers, ready to help and support him. The activity of children directed at their peers (help, consolation, concessions) increases significantly. There is a desire not only to respond to the experiences of a peer, but also to understand them. By the age of seven, the manifestations of children's shyness, demonstrativeness are significantly reduced, the severity and intensity of conflicts of preschool children are reduced.

So, in the older preschool age, the number of prosocial actions, emotional involvement in the activities and experiences of a peer increase. As many studies show, this is due to the appearance of arbitrariness of behavior and the assimilation of moral norms.

As observations show (E.O. Smirnova, V.G. Utrobina), the behavior of older preschoolers is far from always being arbitrarily regulated. This is evidenced, in particular, by one-step decision-making. According to E.O. Smirnova and V.G. Utrobina: Prosocial actions of older preschoolers, in contrast to 4-5-year-olds, are often accompanied by positive emotions addressed to a peer. In most cases, older preschoolers are emotionally involved in the actions of their peers. . If 4-5-year-old children willingly, following the adult, condemned the actions of their peers, then 6-year-olds, on the contrary, seemed to unite with a friend in their “opposition” to the adult. All this may indicate that the prosocial actions of older preschoolers are not aimed at a positive assessment of an adult and not at observing moral standards, but directly at another child.

Another traditional explanation for the growth of prosociality in preschool years is the development of decentration, whereby the child becomes able to understand the "point of view" of another.

By the age of six, many children have an immediate and unselfish desire to help a peer, give something or give in to him.

A peer has become for the child not only an object of comparison with himself, but also an intrinsically valuable, integral personality. It can be assumed that these changes in relation to peers reflect certain shifts in the preschooler's self-awareness.

The peer becomes the inner other for the older preschooler. By the end of preschool age, in relation to children to themselves and to others, the personal beginning is strengthened. The peer becomes the subject of communication and treatment. The subjective component in the relationship of a six-seven-year-old child to other children transforms his self-awareness. The child's self-consciousness goes beyond its object characteristics and to the level of experiencing another. Another child becomes not only an opposing being, not only a means of self-affirmation, but also the content of his own I. That is why children willingly help their peers, empathize with them and do not perceive other people's successes as their defeat. Such a subjective attitude towards themselves and their peers develops in many children by the end of preschool age, and this is what makes the child popular and preferred among peers.

Having considered the features of the normal age-related development of a child's interpersonal relations with other children, it can be assumed that these features are by no means always realized in the development of specific children. It is widely known that there are significant individual variations in children's relationships with peers.

peer interpersonal preschooler social play

So, the theoretical study of this problem made it possible to reveal various approaches to understanding interpersonal relations, both the electoral preferences of children and the understanding of others, through consideration of the psychological basis of communication and interaction between people.

Interpersonal relationships have their own structural units, motives and needs. Some age dynamics of the development of motives for communication with peers is determined, the development of relationships in the group is based on the need for communication, and this need changes with age. She is satisfied with different children differently.

In the studies of Repina T.A. and Papir O.O. the kindergarten group was considered as an integral education, which is a single functional system with its own structure and dynamics. In which, there is a system of interpersonal hierarchical connections. Its members in accordance with their business and personal qualities, value orientations of the group, which determine what qualities are most highly valued in it.

The attitude towards another person is inextricably linked with the attitude of a person towards himself and with the nature of his self-consciousness. Research by Smirnova E.O. about the unity of interpersonal relations and self-consciousness indicates that they are based on two contradictory principles - object and subject. In real human relations, these two principles cannot exist in their pure form and constantly "flow" one into the other.

The general features of children with problematic forms of attitude towards peers are singled out: shy, aggressive, demonstrative, touchy. Features of their self-esteem, behavior, personality traits and the nature of their relationship to peers. Problematic forms of behavior of children in relationships with peers cause interpersonal conflict, main reason of these conflicts is the dominant on one's own values.

The nature of interpersonal relationships depends on the development of morality in the behavior of the child. Moral behavior is based on a special, subjective attitude towards a peer, not mediated by the subject's own expectations, assessments. This or that position of the child in the system of personal relationships not only depends on certain qualities of his personality, but, in turn, contributes to the development of these qualities.

The age features of formation and development of interpersonal relations are considered. The dynamics of their development from manipulative actions through emotional and practical interaction to a subjective attitude towards peers. An adult plays an important role in the development and formation of these relations.

CHAPTER II. STUDY OF INTERPERSONAL RELATIONS IN THE GROUP OF KINDERGARTEN

1 Techniques aimed at identifying interpersonal relationships

The identification and study of interpersonal relationships is associated with significant methodological difficulties, since relationships, unlike communication, cannot be directly observed. Questions and tasks of an adult addressed to preschoolers, as a rule, provoke certain answers and statements of children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal answer reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious representations and real relationships of children. Relationships are rooted in deeper, hidden layers of the psyche, hidden not only from the observer, but also from the child himself.

In psychology, there are certain methods and techniques that allow you to identify the features of interpersonal relationships of preschoolers. These methods are divided into objective and subjective.

Objective methods include those that allow you to fix the external perceived picture of the interaction of children in a peer group. At the same time, the teacher states the features of the relationship of individual children, their likes or dislikes, recreates an objective picture of the relationship of a preschooler. These include: sociometry, the method of observation, the method of the problem situation.

Subjective methods are aimed at revealing the internal deep characteristics of the attitude towards other children, which are always associated with the characteristics of his personality and self-consciousness. These methods in most cases have a projective character. Faced with unstructured stimulus material, the child, without knowing it, endows the depicted or described characters with their own thoughts, feelings, experiences, i.e. projects (transfers) his Self. These include: the method of unfinished stories, identifying the assessment of the child and the perception of the assessment of others, pictures, statements, unfinished sentences.

2.2 Organization and research methods

An experimental study was conducted with children of senior preschool age on the basis of preschool educational institution No. 6 "Vasilyok" in the village of Shushenskoye. The kindergarten group is the first social association of children in which they occupy a different position. At preschool age, friendly and conflict relationships are manifested, children who experience difficulties in communication stand out. In older preschool children, the need for mutual understanding and empathy increases. Communication is transformed into a need not only for benevolent attention, but also for experience. The dominant motives of communication are business and personal. The features of the strategy of behavior are most clearly manifested in role-playing games, where partners must simultaneously navigate both in real and in game relationships. At this age, the number of conflict relationships with peers increases.

Thus, we can single out the purpose of the study: the diagnosis of interpersonal relations of children of senior preschool age in the kindergarten group.

The following diagnostic measures were taken:

Objective Methods:

· Sociometry "Captain of the ship", to identify the attractiveness and popularity of children.

Subjective methods:

· "Conversation about a friend", to identify the nature of the perception and vision of a peer.

Sociometry is a method that is already traditionally used in domestic psychology in the study of interpersonal relationships in small group. This method was first proposed by the American psychologist and psychiatrist J. Moreno. The sociometric method makes it possible to identify mutual (or non-reciprocal) electoral preferences of children. As sociometrics, I used the "Captain of the Ship" method.

"Captain of the ship"

Visual material: A drawing of a ship or a toy boat.

Implementation of the technique. During an individual conversation, the child was shown a drawing of a ship (or a toy boat) and asked next questions:

.If you were the captain of a ship, which of the group would you take as assistants when you went on a long journey?

2.Who would you invite to the ship as guests?

.Who would you never take on a cruise with you?

As a rule, such questions did not cause any special difficulties in children. They confidently named two or three names of peers with whom they would prefer to "sail on a ship." Children who received the largest number of positive choices from their peers (1st and 2nd questions) were considered popular in this group. Children who received negative choices (3rd and 4th questions) fell into the group of rejected (or ignored).

Stages of the sociometric method:

.Conducting a preparatory conversation (it is necessary to set up the subjects for cooperation, trust).

2.The subjects were asked questions.

.The results of the selection of subjects were recorded in a table indicating the name of the child.

.Compilation of a sociometric matrix.

.Summing up the results of sociometric research (determination of the sociometric status of each member of the group, the coefficient of the well-being of relations in the group, the coefficient of optimal relations, the coefficient of "isolation", the coefficient of mutual elections).

As noted above in my work, the relationship to another is always associated with the characteristics of the child's self-awareness. The other person is not an object of detached observation and knowledge of interpersonal relationships and the perception of another always reflects the person's own "I". To obtain the subjective aspects of the relationship to the other, the technique "Conversation about a friend" was carried out.

Stages of the method "Conversation about a friend":

1.During the conversation, questions were asked with which of the children the child is friends, and with whom he is not friends.

2.Then it was proposed to characterize each of the named guys: “What kind of person is he? What could you tell about him?

.The children's responses were analyzed according to the types of statements: 1) statements about a friend; 2) a statement about the attitude of a friend towards himself.

.The results of the selection of subjects were recorded in the table.

.The percentage ratio of statements of the first type and the second type was calculated.

.Summing up the projective research.

Thus, the presented methods reveal:

intra-group connections,

relationship system,

communication system,

consequently, the structure of interpersonal relations in peer groups, including peer groups of older preschool age.

2.3 The results of the study of the characteristics of interpersonal relations in a group of peers of senior preschool age

Conducting a sociometric study among children of the older group, in the amount of 15 people, preschool №6 "Vasilek" p. Shushenskogo showed the following data presented in the sociometric matrix. (See table 1)

Table 1. Sociometric matrix of election results

Names of children No. 1234567891011112131415ALALIN B.1123iz. elections610554641041105Number of mutual elections310232220020102

According to the sociometric matrix, the first status group of "stars" (C1) includes: 1) Alina B.; 2) Artem Sh.; 3) Lena D.; 4) Natasha S.; 5) Vika R.

(C2) To "preferred": 1) Ivan N.; 2) Dasha S.; 3) Andrey Sh.

(S3) To the "neglected": 1) Lisa Ch.; 2) Luda R.; 3) Victor G.; 4) Nikita N.

(C4) To "isolated": 1) Tanya V.; 2) Ilya S.; 3) Sasha Sh.

Differentiation of subjects according to status groups makes it possible to determine diagnostic individual and group indicators of interpersonal relations of children:

· Relationship well-being coefficient - KBO

KBO \u003d (C1 + C2) / n

where C1 is the number of "stars",

C2 is the number of “preferred”, and n is the number of children in the group.

KBO \u003d 5 + 3 / 15 * 100% \u003d 50%

Relationship well-being coefficient (BWC = 0.5) of the study group is defined as high.

· Relationship optimality coefficient - KOO.

KOO \u003d (C2 + C3) / n

where C2 is the number of preferred ones in these.

C3 - the number of neglected.

CCW = 3+3/15 = 0.4

· Coefficient of "star" - KZ.

KZ \u003d C1 / n \u003d 5/15 \u003d 0.3

· The coefficient of "isolation" - CI.

where C4 is the number of "isolated" in the group.

CI = 3/15 = 0.2

· The coefficient of reciprocity of elections is calculated by the ratio of the sum of mutual elections (SBB) in the group to the sum of all choices made by the subjects (SВ).

KV \u003d SBB / SВ.

In our study, CV = 20/43 * 100% = 50%

The coefficient of reciprocity of children's choices in the group is characterized as high.

· Coefficient of awareness - KO.

KO = R0/Rx*100%,

where R0 is the number of expected choices that came true,

and Rx is the number of expected choices.

In our study, CR = 20/45 * 100% = 44.4%, therefore, the awareness coefficient is low.

The results of the relationship are shown in Fig. No. 1

Rice. 1 Correlation of the status structure of the kindergarten group.

An analysis of the status structure obtained from the results of sociometry shows that the choices among the children in the group are unevenly distributed. In the kindergarten group there are children of all groups, that is, those who received a greater number of choices - group I, and those who have an average number of choices - group II, and who received 1 - 2 choices - group III, and children who did not receive no choice, - IV group. According to sociometric data, in the study group of the kindergarten, the first group includes 2 people, which is 13% of the total number of children; the second group is 40% of the total number of children; the third group 27%; fourth group 20%.

Least of all preschoolers are in the extreme groups I and IV. Groups II and III are the most numerous in number.

About 53% of the children in the study group are in a favorable position. 46% of children were in an unfavorable position.

As additional method To study the subjective side of interpersonal relationships in a group of kindergarten children, the "Talk about a Friend" technique was used.

Names of children Types of statements Alina B. Liza Ch. Tanya V. Artem Sh. Lena D. Ivan N. Natasha S. Dasha S. Lyuba R. Ilya S. Andrey Sh. Vitya G. Nikita N. Sasha Shvika R. Statement about a friend * ******Statements about the attitude of a friend to himself********

When processing the results of this technique, the percentage ratio of statements of the first and second types was calculated. These results are presented in fig. No. 2

Rice. 2 The subjective aspect of relationships in the kindergarten group

An analysis of the subjective aspect of the relationship in the kindergarten group showed that in the children's descriptions of their friend, statements of the first type prevailed (kind / evil, beautiful / ugly, etc.; as well as an indication of his specific abilities, skills and actions - he sings well, etc. ) What testifies in attention to a peer, about the perception of another as the most valuable independent person.

Thus, I found:

important diagnostic indicators of the state of general group processes (the sociometric status of each child in the group, favorable relations, the coefficient of "stardom", "isolation", the coefficient of "reciprocity").

subjective aspect of interpersonal relations of children in the kindergarten group (using the projective method).

Conclusion

Thus, the following conclusions were drawn from the study:

Interpersonal relationships have a number of forms, features that are realized in a team, a group of peers in the process of communication, depending on various factors affecting them.

Interpersonal relationships of peers of senior preschool age depend on many factors, such as mutual sympathy, common interests, external life circumstances, gender characteristics. All these factors influence the choice of the child's relationship with peers and their significance.

Each member of the group occupies a special position both in the system of personal and in the system of business relations, which are influenced by the success of the child, his personal preferences, his interests, speech culture and individual moral qualities.

The position of the child depends on mutual choices based on sympathy, personality traits and public opinion.

Children occupy a different position in the system of personal relationships, not everyone has emotional well-being.

Having determined the position of each child in the group and his sociometric status, it is possible to analyze the structure of interpersonal relations in this group.

An analysis of the subjective aspect of the relationship in the kindergarten group showed that children show attention to each other and this attention to their peers manifests itself as a valuable, independent personality. A peer does not act as a bearer of a certain relationship.

With the help of appropriate methods and following the basic methodological principles, the hypothesis of the study of interpersonal relations in a group of peers of older preschool age is confirmed, that the status position in the system of interpersonal relations in a group of peers determines the features of these relations.

CHAPTERIII. FORMING PART

1 Program

The basis for creating a program for improving interpersonal relations was the conclusions drawn during the ascertaining experiment.

When analyzing the status structure obtained from the results of sociometry, it shows that the choices among the children in the group are unevenly distributed.

About 53% of the children in the study group are in a favorable position. 46% of children were in an unfavorable position. Children occupy a different position in the system of personal relationships, not everyone has emotional well-being.

The attitude among peers is manifested, first of all, in actions directed at him, i.e. in communication. Relationships can be seen as a motivational basis for communication and interaction between people.

The well-being of interpersonal relationships of preschoolers depends on the ability to establish contact of interaction and communication with peers.

The team can influence the individual development of the personality only when the position of the child in the system of interpersonal relations is safe.

The attitude of the child to a peer can be seen in the actions directed at him, which the child shows in various types activities. Particular attention should be paid to the leading activity of preschool children - play activities. One of the main methods for improving interpersonal relationships is a social game, which includes role-playing, communicative games and theatrical games. The game is the leading activity of children 3-7 years old. While playing, the child begins to take on a certain role. There are two types of relationships in the game - game and real. Game relationships reflect relationships according to the plot and role, real relationships are the relationships of children as partners, comrades performing a common task. The social game has a comprehensive impact on the child of preschool age. By playing, children learn the world, themselves and peers, their body, invent, create the environment, as well as establish relationships with peers, while developing harmoniously and holistically. Social game contributes to the formation of interpersonal relationships and communication between peers, mental development of the child, improvement cognitive processes, development of creative activity of children.

These games bring up a sense of collectivism and responsibility, respect for teammates, teach to follow the rules and develop the ability to obey them.

Social games are characterized by morally valuable content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative.

Social games create an atmosphere of emotional well-being. Such games create effective conditions for the development of interpersonal relationships of a preschool child.

Social games are one of the conditions for the development of a child's culture. In them, he comprehends and cognizes the world around him, in them his intellect, fantasy, imagination develop, social qualities are formed.

Interpersonal relations of preschool children are most effectively formed when a social game acts as a targeted pedagogical tool, in which the child masters the rules of relationships with peers, learns the morality of the society in which he lives, and thus contributes to the relationship of children.

Auxiliary means improvement of interpersonal relations in the structure of classes, the use of elements of children's creative activity.

The purpose of the program: to help children of senior preschool age improve interpersonal relationships in a group of kindergarten peers, through social games.

Program objectives:

Establishing a friendly atmosphere and developing communication skills among preschoolers;

Creation of situations for creative self-expression in the process of communicative activity;

Development of intergroup interaction skills and fostering interest in their peers;

Developing a sense of understanding and empathy for others.

The stages of the program are compiled according to the principle proposed by O.A. Karabanova.

Indicative - 3 lessons.

The main goal of the stage is to establish emotionally positive contact with the child.

The main tactic of adult behavior is non-directive. Giving the child initiative and independence. The necessary conditions for establishing an emotionally positive relationship between the child and the caregiver will be an attitude towards empathic acceptance of the child, emotional support, benevolent attention to the initiative coming from the child, and readiness to cooperate in joint activities. These conditions are realized through the use of empathic listening techniques and the provision of initiative and independence to the child in choosing.

At this stage, communicative games are used, aimed at relieving tension, establishing contacts and interactions and developing the perception of a peer as a gaming partner. At this stage, the games are conducive to the expression of the first sympathy in the form of choosing a preferred peer. As well as collective children's creative activities, teamwork will help preschoolers to form a desire to communicate with peers

Games "Loaf", "Brook", "The wind blows on ..." we will describe in detail one of the games

"The wind blows on..."

Children are seated on rugs, the first in the role of leader, educator.

With the glory of "the wind blows on .." the host starts the game. In order for the participants of the game to learn more about each other, questions can be as follows: “the wind blows on the one who has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc.

The leader must be changed, giving everyone the opportunity to ask around the participants.

Collective drawing "Our house" Gives each child the opportunity to participate in common activities.

Objectification of the difficulties of interpersonal relationships - 3 lessons

The main goal of this stage is the actualization and reconstruction of conflict situations and the objectification of negative trends in the child's personal development in a social game, communication with adults.

The main tactic of adult behavior at the second stage is a combination of directiveness aimed at actualizing developmental difficulties and nondirectiveness in giving the child freedom in choosing the form of response and behavior.

Preference at this stage of the program is given to games that are improvised, i.e. provide initiative in the choice of partners in the game and do not have a rigid predetermined character. An adult pays attention to the choice of roles by children for a role-playing game, corrects the choice of children, allowing the rejected ones to choose the leading roles of the game.

"Family", "Kindergarten", "Hospital", "Daughters - mothers".

Let us describe one social game in more detail.

"Daughters - mothers"

Purpose: formation and consolidation of a positive attitude towards all participants in the game.

This game is useful for both girls and boys in developing interpersonal relationships among peers. During the game, the questions “Why is it important in a family to love each other” are solved, the game helps the child to feel like a parent, to realize how difficult it is sometimes for mom and dad with their children. In this game, you can play life situations, for example, “an evening in the family”, “a holiday in the family”, “how to reconcile quarreling family members”.

Additional identification of the features of self-esteem and the degree of self-confidence in the peer group, as well as to confirm emotional stability at this stage, the methods of thematic and free creativity are used on the topics:

"My family". "Our friendly group»

To stimulate activity and develop joint actions, a round dance theatricalization of the fairy tale "Teremok" is carried out.

Children are divided into subgroups. The first subgroup - are distributed by roles (camar - squeaker, mouse - norushka, frog - frog, bunny - jumper, fox - cunning, wolf - click with teeth, bear - topty). The second subgroup of preschoolers - stand in a circle holding hands, depicting a strong tower.

Children of the second subgroup walk together in a circle with the words “There is a terem-teremok in the field, it is not low, not high. Suddenly across the field, the field Kamar flies. He sat down at the door and squeaked:

A child from the first group with a mosquito cap on his head depicts a mosquito, pronounces the words.

Who, Who lives in a teremochka, who lives in a low house? »

He gets up in a round dance with the children. Etc. according to a fairy tale.

Structurally - formative. - 3 lessons

The main goal of the stage: Formation of adequate ways of behavior in conflict situations, development of communicative competence. Formation of the ability to voluntary regulation of activity.

At the constructive - formative stage of the program, social games are used, which include playing conditional and real situations. As well as techniques that contribute to the development of the ability to make group decisions, to increase the self-esteem of children and establish a real and adequate level of aspiration and increase a sense of confidence in the participants in a social game.

The main tactics of adult behavior: directive, expressing in the choice of a social game and art-therapeutic influence; providing children feedback about the effectiveness of resolving conflict situations by preschoolers.

Social games at this stage are "Desert Island", "Zoo", "Building a City", "Shop", "Confusion".

To consolidate this stage, a creative children's activity "Artists draw their hometown" is carried out

In social games, the child chooses a certain role. Describes how he looks, talks, dresses, moves, etc. Much attention is paid to how he will behave, what to do, playing this role. Here are some examples:

"Zoo"

Purpose: To promote the ability of children to communicate, the ability to take into account the wishes and actions of others, defend their opinions, and jointly build and implement plans while playing together with peers

Game progress: Create conditions for the game by guessing a riddle about the zoo, the children distribute roles among themselves (nurse, veterinarian, cook). The cook cooks porridge, pours it into bottles for a camel and a giraffe; puts the food on the cart and carries the animals.

The doctor makes a round. Measures the temperature of the water in the pool. Orders to take the teddy bear for vaccination.

The nurse distributes vitamins, weighs the babies, listens to them, writes them down on a card. Then the children prepare to receive visitors. The role of the guide is taken by the educator, so it is easier to correct the game.

"Shop"

Goal: Development of communication skills, the ability to overcome embarrassment and visit a peer group in the main role of a salesperson.

Game progress: From a group of children, one seller is selected, the second cashier. The remaining children (customers) choose goods on their own. Children are polite to each other. The cashier lets (customers) pass on the condition that they say what can be cooked from it, or how these vegetables and fruits grow. If the cashier did not like the answer, he does not let the buyer through, who in this case consults with other participants in the game and answers the question in more detail. Children can join in small groups for joint purchases.

Another option is also possible. The seller or cashier evaluates the answer (in this case, the role of the seller must be a child) and compares the score for the answer with the cost of the selected purchase; sell or require "pay extra", i.e. improve the answer.

"Confusion"

Purpose: To help children feel that they belong to a group.

Game progress: A driver is chosen who leaves the room. The rest of the children join hands and stand in a circle. Without unclenching their hands, they begin to get confused, as best they can. When confusion has formed, the driver enters the room and tries to unravel what happened, also without opening his hands.

Creative children's activity "Artists draw their hometown"

Purpose: To develop in children a sense of freedom and collective creative activity.

The course of the lesson: Each participant in the collective work draws a detail of a pre-selected plot. For example: Zoo, shops, pedestrian crossing, slide, people, trees, children playing, birds, etc.

Bibliography

1.Bozhovich, L.I. Personality and its formation in childhood/ L.I. Bozovic. - M.: Pedagogy, 1968. - 296 p.

2.Wenger, L.A., Mukhina, V.S. Psychology: textbook. allowance for students ped. schools in the specialties “Doshk. Education "and" Education in doshk. institutions” / L.A. Wenger, V.S. Mukhin. - M.: Enlightenment, 1988 - 336 p.

.Vygotsky L.S. Pedagogical psychology, M: 1991.

.Galiguzova L.N. Psychological analysis of the phenomenon of child shyness.// Questions of Psychology, 2000, No. 5.

.Galiguzova L.N. Formation of the need for communication with peers in young children.// Development of communication between preschoolers and peers. Moscow: Pedagogy, 1989.

.Karpova S.N., Lysyuk L.G. game and moral development preschoolers. M., 1986.

.Kirichuk, A.V. Problems of communication and education / A.V. Kirichuk. - part 2 - Tartu, 1974. - 375 p.

.Klyueva N.V., Kasatkina Yu.V. We teach children how to communicate. Ya.: "Academy of Development" 1997.

.Lisina M.I. Communication, psyche and personality of the child. Moscow: Voronezh, 1997.

.Interpersonal attitude of a child from birth to seven years (under the editorship of Smirnova E.O.) M .: 2001.

.Meshcheryakova S.Yu. Psychological readiness for motherhood // Questions of Psychology, 2000, No. 5.

.Mukhina, V.S. Developmental psychology: developmental phenomenology, childhood, adolescence: a textbook for university students: 4th ed., stereotype / V.S. Mukhin. - M.: Publishing Center "Academy", 1999. - 456 p.

.Psychological formation and development of personality (under the editorship of A. V. Petrovsky). M., 1981

.Repina T.A. Peer Relationships in the Kindergarten Group. M.: 1978

.Smirnova E.O. , Kholmogorova V.M. "Interpersonal relations of children: diagnostics, problems and correction" M.: VLADOS 2003

.Smirnova E.O. Moral and moral development of preschoolers.// Preschool education, 2006, No. 17,18,

.Smirnova E.O. The problem of interpersonal relations of preschoolers. / / Preschool education, 2006, No. 19 - 23.

.Smirnova E.O. Systems and programs of preschool education. M.: VLADOS, 2005.

.Smirnova E.O., Utrobina V.G. The development of attitudes towards peers in preschoolers.// Questions of psychology, 1996, No. 3.

.Smirnova E.O., Kholmogorova V.M. "Interpersonal relations of preschoolers" M .: VLADOS, 2005

.emotional development preschooler (under the editorship of A.D. Kosheleva). M., 1985.

.Yakobson S.G. Problems of ethical development of children. M., 1984.

.O.A. Karabanova. A game in the correction of the mental development of the child. Textbook. Russian Pedagogical Agency. 1997.

.N.L. Kryazheva. development of the emotional world of children / A popular guide for parents and educators. -Yaroslavl: "Academy of Development", 1997.

.N.V. Klyueva., Yu.V. Kasatkin. We teach children how to communicate. Character, communication. A popular guide for parents and educators. - Yaroslavl: "Academy of Development", 1997.

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• Content
• 2. The personality of the child as an object and subject of education and upbringing. Education, development and formation of personality in preschool age
• 3. Holistic pedagogical process: concept, structure. Patterns and principles of organization of the pedagogical process in a preschool educational institution.
• 4. Pedagogical foundations for building the educational process in different age groups of a preschool educational institution.
• 5. Conceptual approaches to education and educational systems. Structures and stages of functioning of systems. Examples of educational systems based on various concepts of education.
• 6. The educational process, its essence, features, structure, driving forces. Features of education of children of preschool age.
• 7. The problem of the purpose of education in pedagogy. The specifics of setting the goal of preschool education.
• 8. Methods, means and forms of education. Classification of methods of education. The choice of methods of education in a preschool educational institution.
• 9. Moral education in the integral development of the personality: tasks, content, methods. Features of the moral education of preschool children.
• 10. Aesthetic education in the integral development of personality: tasks, content, methods. Features of aesthetic education of preschool children.
• 11. Physical education in the integral development of the personality: tasks, content, means. Health-saving technologies in a preschool educational institution.
• 12. Mental education in the integral development of personality: tasks, content, methods. Features of mental education and intellectual development of preschool children.
• 13. Education system of the Russian Federation: principles, structure. Preschool educational institutions in the system of continuous education. Normative-legal base of the system of preschool education.
• 14. The concept of "education". Humanization of the content of preschool education.
• 15. Personal-activity approach as the basis of personality education. Subject-subject relations between a child and a teacher as the basis for the implementation of the modern standard of preschool education
• 16. The problem of goal setting in pedagogy. Technology of setting pedagogical tasks.
• 17. Learning in the structure of a holistic pedagogical process. Problems of training and development. New requirements for teaching preschool children.
• 19. Forms of organization of education in modern didactics. Modern approaches to the organization of the educational process in the system of preschool education in accordance with the standard.
• 20. Innovative technologies for teaching and developing a preschooler in accordance with the standard of preschool education.
• 21. The essence of pedagogical communication. Psychological and pedagogical foundations of the humanistic orientation of the teacher's pedagogical communication with children in a preschool educational institution.
• 22. The main characteristics of the personal and professional qualities of a preschool teacher in the interpretation of the modern standard of preschool education. Style of pedagogical activity.
• 23. Problems of family education of a preschooler. Forms of cooperation between families and preschool educational institutions.
• 24. Standard of preschool education as the first stage of general education: structure, content, requirements.
• 25. The program as the main document regulating the content of education in a preschool educational institution. Designing educational programs for preschoolers.
• 26. Requirements for preschool education programs in accordance with the standard. Characteristics of modern integrated and partial programs of preschool education.
• 27. The concept of management and pedagogical management. The main functions of pedagogical management in a preschool educational institution.
• 29. History of pedagogy and education as a field of scientific knowledge. Development of ideas of upbringing, training, education in the history of world culture. (On a specific example at the choice of the examinee).
• 30. Leading trends in the modern development of the world educational process.
• 31. Theoretical foundations laid down in the content, technologies for the development of the child's personality in accordance with the standard of preschool education.
• 32. New principles for organizing the educational process in preschool in accordance with the requirements of the modern standard of preschool education.
• 33. Implementation of the problem of interdisciplinary integration in the pedagogical process of the modern dow.
• 34. Pedagogical conditions for the formation of mathematical representations in preschoolers. Methodical systems for familiarizing preschoolers with numbers and computational activities.
• 35. Pedagogical technologies for the formation of ideas about space in preschoolers.
• 36. Interdisciplinary integration as a means of developing knowledge and ideas of a preschooler about the form and structure of the subject.
• 37. Modern requirements for environmental education of preschool children; performance indicators.
• 38. Priority directions, content, tasks, forms, methods and technologies of physical education of preschoolers.
• 39. The role of music in the education of the personality of a preschooler. Modern requirements for the musical education of preschool children; performance indicators.
• 41. Modern technologies for teaching preschoolers subject and plot drawing; learning outcome indicators.
• 42. Modern requirements for teaching preschoolers subject and plot applications; learning outcome indicators.
• 43. Modern requirements for teaching preschoolers subject and plot modeling; learning outcome indicators.
• 44. Psychological and pedagogical aspects of the organization of joint productive activities of preschoolers (on the example of a collective application).
• 45. Operational cards as a means of developing the cognitive activity of preschool children; performance indicators.
• 46. ​​The value of non-traditional methods of teaching fine arts for the development of preschool children. (Expand on the example of drawing, application, modeling).
• 47. Modern requirements for teaching preschoolers their native language. Methods and means of speech development for preschool children.
• 48. Modern requirements for the literary development of preschool children. Features of the perception of literary works by preschoolers; performance indicators.
• 50. Psychological features of play activity in preschool age. Classification of games and the significance of the game in the development of a preschooler.
• 51. Childhood as a socio-cultural phenomenon, features of the formation of various spheres of the psyche in different social and historical conditions.
• 52. Modern approaches to prenatal education.
• 53. Psychological and pedagogical features of infants and young children.
• 54. Psychological and pedagogical features of children of younger, middle and older preschool age. (Comparative analysis).
• 55. Psychological features of the child's adaptation to a preschool educational institution.

• During the preschool age, the structuredness of the children's team is rapidly increasing, the content and justification of the children's choices are changing, and it has also been established that the emotional well-being of children largely depends on the nature of the child's relationship with peers. In the works of the authors listed above, the main subject of research was a group of children, but not the personality of an individual child.

  V.V. Abramenkova highlights three levels interpersonal relationships:

  Functional-role - fixed in the norms of behavior specific to a given culture and realizing themselves in the performance various roles(gaming or social);

  Emotional-evaluative - manifested in preferences, likes and dislikes and in various kinds of selective attachments;

  Personal-semantic - in which the motive of one subject acquires a personal meaning for another.

  Smirnova E. O. considers the sociometric approach to understanding the interpersonal relations of preschoolers to be the most common approach to understanding. The same method is singled out by Kolomensky, pointing out that the main idea of ​​sociometry is that the subjects express, in one form or another, their preferences to other members of the group. After analyzing the work of Smirnova E.O. "Interpersonal relations of preschoolers", we found out that interpersonal relations are considered in this approach as the selective preferences of children in the peer group. And in numerous studies by such authors as Ya.L. Kolominsky, T.A. Repin, V.R. Kislovskaya, A.V. Krivchuk, B.C. Mukhin, it was shown that during preschool age (from 2 to 7 years) structured children's team- some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. It was found that the content and justification of the choices that children make vary from external qualities to personal characteristics.

  Veraksa N.E. suggests that the specifics of interpersonal perception of children and the assessment of peers in terms of the presence of positive and negative qualities is largely determined by gender-role characteristics. Girls are much more likely than boys to evaluate each other positively, while boys tend to have more negative mutual evaluations.

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

Chapter 1. Theoretical aspects of the study of interpersonal relations in psychological and pedagogical science

1.1 The problem of interpersonal relations in the children's group and its development in psychological science

1.2 Dynamics and conditions for the development of interpersonal relations in the children's group

Chapter 2

2.1 The concept of "values" and "value orientations" of the teacher

2.2 The influence of the teacher's value orientations on the development of interpersonal relations of children in the kindergarten group

Chapter 3

Conclusion

Bibliography

Application

Introduction

Relation to other people is the main fabric human life. According to S.L. Rubinstein, a person's heart is all woven from his relationship to other people; the main content of the mental, inner life of a person is connected with them. It is these relationships that give rise to the most strong feelings and deeds. Attitude towards another is the center of the spiritual and moral development of the individual and largely determines moral value person.

Relationships with other people are born and develop most intensively in preschool age. problem today is the fact that since a year and a half the child has been in the environment of peers, therefore, the mental health of the child depends on how favorably the relationship between children develops. In the same period, the foundations of the personality of the baby are laid, therefore, increased requirements are placed on the skill, personality, level of spiritual development of the teacher in kindergarten. The richness of the personality of the educator is an indispensable condition for the effectiveness of the impact on the child and the versatility of his attitudes.

Therefore, in preschool pedagogy, a view of the work of preschool institutions is being formed and is increasingly expanding its position, not so much in terms of education, but in terms of familiarizing children with universal human values ​​and developing the ability to communicate and contact with other people.

Children attending preschool educational institutions during the day are under the supervision of a teacher who builds his work in accordance with the program of this institution, professional skills and abilities, refracting them through his personal characteristics. It follows that the professional activity of a teacher is a process of continuous communication with preschoolers, the effectiveness of which determines the results of educational work in kindergarten. Constant involvement in communication with children during the working day requires the educator to have a lot of neuropsychic costs, emotional stability, patience, control over external forms behavior. The education process is ongoing direct contact with children as a continuous choice and justification by the teacher of his scale of values, his beliefs, attitudes, moods. This prompts us to turn to consideration Topics our research, which sounds like this: The influence of the value orientations of the teacher on the development of interpersonal relations in the children's group.

In our opinion, the relevance of the study lies in the growing need to humanize the influence of educators on the development of the personality of preschoolers, on the formation of socially acceptable skills acquired by children among peers under the guidance of a teacher. The process of communication with others, the establishment of friendly relations depends on many factors, one of which is the neuropsychic state of the individual in the process of life and at the time of interaction with others. Given the special relationship of educators with preschool children, namely, imitation of the behavior of adults, the desire to demonstrate actions approved by the teacher, we pay attention to the personal characteristics of educators, their value orientations.

problem pedagogical communication studied B.G. Ananiev, A.L. Bodalev, Ya.L. Kolominsky, M.I. Lisina, A.A. Leontiev, T.A. Repin and other prominent Russian psychologists. Particular attention to this problem is associated with the realization of the exceptional role of the process of pedagogical communication in the socio-psychological development of the child's personality.

Research conducted by L.N. Bashlakova (1986), D.B. Godovikova (1980), R. I. Derevyanko (1983), T. I. Komissarenko (1979), S.V. Kornitskaya (1974), M.I. Lisina (1974), G.P. Lavrentieva (1977), L.B. Miteva (1984), A. B. Nikolaeva (1985) and others, reveal various aspects of the mutual influence of educators and children in a preschool institution.

When choosing the age of children, we proceeded from the socio-psychological data obtained in the works of Ya.L. Kolominsky and T.A. Repina, indicating that by the older preschool age (compared to the younger and middle ones), the relationships of children acquire relative stability, differentiation, and emotional well-being in the system of relations of the social environment begins to play an increasingly important role in shaping the child's personality.

Object studies: the development of interpersonal relationships in a group of children.

Subject of study: the influence of the teacher's value orientations on the development of interpersonal relations in the children's group.

The purpose of the study was: To study the influence of the value orientations of a kindergarten teacher on the development of interpersonal relations of children in a group.

The objectives of our study:

1. Consider the concept of "interpersonal relations" in preschool age;

2. Determine the dynamics of interpersonal relationships and the conditions for their development in preschool age;

3. To study the concept of teacher's value orientations;

4. Organize an experimental study to study the influence of value orientations of a kindergarten teacher on the development of interpersonal relations of children in a group using the example of senior preschool age;

5. Provide an analysis of the results obtained during the study.

Based on the analysis of the literature, we formulated the following research hypothesis: The dominance of certain value orientations of the teacher affects the nature of interpersonal relations in the children's group, that is:

- on the stability of status relations of certain categories of children;

- to determine the motives of their relationship to their peers;

- on the development of prosocial actions and emotional involvement with a peer;

- on the stability and sustainability of children's associations.

Chapter 1. Theoretical aspects of the study of interpersonal relations and their development in psychological and pedagogical science

1.1 The problem of interpersonal relations in the children's group in psychological and pedagogical science

Relationship to another person, to people is the basic fabric of human life, its core. According to S. L. Rubinshtein, the heart of a person is all woven from his human relations with people; the main content of the mental, inner life of a person is connected with them. It is these relationships that give rise to the most powerful experiences and the main human actions.

The relationship of a person with people is the area in which psychology is combined with ethics, where the mental and spiritual (moral) are inseparable. Attitude towards another is the center of personality formation and largely determines the moral value of a person.

As we have already noted earlier, interpersonal relationships are born and develop most intensively in childhood. A huge impact on the development of the child's personality has the ability to meet their needs for self-affirmation, recognition from the immediate environment - peers and adults. The formation and development of these needs takes place in conditions of active and fairly broad interpersonal interactions.

So what are interpersonal relationships and interactions?

To define this concept, we turned to various sources - both psychological and pedagogical, and philosophical, because "attitude is a philosophical category that characterizes the relationship of elements of a particular system" .

Interpersonal attitude- subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influences of people in the course of joint activities and activities. This is a system of attitudes, orientations, expectations, stereotypes and other dispositions through which people perceive and evaluate each other.

Kolominsky Ya.L. says that "relationships and relationships are phenomena inner world, the internal state of people.

"The relationship of social groups and national communities is manifested in their interaction regarding the satisfaction of their needs and the realization of their interests in appropriate working conditions, the consumption of material goods, the improvement of life, education, access to spiritual values."

Thus, having considered the concept of interpersonal relations, we determined that this is a phenomenon of the inner world and the state of people, subjectively experienced connections between them, manifested in the nature and methods of mutual influences of people in the course of joint activities.

Having defined the concept of the phenomenon we are studying, we turned to the origins of the formation of this problem of interpersonal relations in preschool age in the psychological and pedagogical literature.

In our country, initially the problem of interpersonal relations of preschoolers was considered mainly in the framework of socio-psychological research, by such authors as Kolominsky Ya.L., Repina T.A., Kislovskaya V.R., Kirichuk A.V., Mukhina V.S. , where the main subject was the structure and age-related changes in the children's team. These studies showed that during preschool age the structuredness of the children's team rapidly increases, the content and justification of children's choices change, and it was also found that the emotional well-being of children largely depends on the nature of the child's relationship with peers. In the works of the authors listed above, the main subject of research was a group of children, but not the personality of an individual child. However, a little later, works appeared devoted to real, practical contacts of children and studying their influence on the formation of children's relationships. Among them, two main theoretical approaches stand out: the concept of activity mediation of interpersonal relations by A.V. Petrovsky and the concept of the genesis of communication, where the relationship of children was considered as a product of the activity of communication by M. I. Lisina.

In the theory of activity mediation, the main subject of consideration is the group, the collective. Joint activity in this case is a system-forming feature of the team. The group achieves its goal through a specific subject of activity and, thereby, changes itself, its structure and the system of interpersonal relations. The nature and direction of these changes depends on the content of activities and values ​​adopted by the community. The group, therefore, is inextricably linked with the personality: the group manifests itself in the personality, and the personal in the group. Joint activity, from the point of view of this approach, determines interpersonal relations, since it generates them, influences their content and mediates entry into the community. It is in joint activities that interpersonal relationships are realized and transformed.

At the same time, V.V. Abramenkova identifies three levels of interpersonal relationships:

functional-role - fixed in the norms of behavior specific to a given culture and realizing themselves in the performance of various roles (playing or social);

emotional-evaluative - manifested in preferences, likes and dislikes and in various kinds of selective attachments;

linnost-semantic - in which the motive of one subject acquires a personal meaning for another.

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

T.A. Repina conducted studies that proved that the group in preschool is not an amorphous association in which relationships and connections between children develop randomly and spontaneously.

Relationships between older preschoolers are a very stable system in which all children have a role to play. What place the child will take in this system depends on the qualities of the personality of the baby, as well as how it is in the group itself.

By this age, children not only acquire certain behavioral characteristics, but each of them acquires their own individual ways of building relationships with peers. This is a particularly bright side of the child's life, in which he reveals his personality most fully. Of course, it often happens that the relationship between a preschooler and peers is far from harmonious.

Children are often involved in many conflicts, which is a manifestation of internal distortion in the formation. We believe that the psychological reason individual ways building relationships with peers is the difference between children in how they carry out objective activities and what kind of personal qualities. Usually, as a result of disagreements between the guys, difficult emotions are born, such as resentment, anger, or even fear.

This is especially acute in cases where the objective principle comes to the fore, that is, children perceive other children only as competitors who need to be defeated in order to achieve a proper attitude towards themselves and feel confident. Often such expectations are not justified, which leads to personality-destroying feelings.

As a result, even in adulthood, a person may experience serious problems with himself and with those around him. An important task lies before the teacher and parents - to notice dangerous tendencies in the child's behavior as early as possible and help to overcome them in the early stages.

Classification of interpersonal relationships

In kindergarten groups, one can distinguish the following varieties interpersonal relationships:

1. Functional-role. These relationships are formed in the course of activities such as labor activity, learning activity or joint role-playing game. Through these types of activities, the preschooler begins to develop the habit of applying the norms of behavior in a team under the reliable supervision of an adult educator.
2. Emotionally appraisal. This is a kind of relationship that is characterized by the fact that a person begins to correct the behavior of another person that is wrong in his opinion, especially when it contradicts the norms of behavior accepted in society. Usually this type of relationship is formed under the influence of emotional ties that arise between people - their likes or dislikes, as well as friendly relations. Emotional-evaluative relationships begin to form very early, which is influenced by how the adult with whom the child often interacts evaluates others.
3. Personal and semantic. These relationships within the group in kindergarten, which are manifested in the fact that the motives of one pupil become endowed with personal meaning for other children. Peers begin to worry about each other, the motives of such a person for them become their motives, which is expressed in their actions.

Consider what are the signs of interpersonal relationships that arise in older preschoolers.

The main task of collective activity in the preschool period is the development of such models of relationships that will need to be applied later in life. This will allow children to mature socially and reveal their potential in terms of morality and intelligence.

Signs of Interpersonal Communication in Children

It turns out that for preschoolers in their interpersonal relationships there are the following signs:

1. Children develop norms and stereotypes that influence emerging interpersonal relationships.
2. To start a relationship, the initiative is shown by an adult.
3. Contacts appear for a short time.
4. Children try to build relationships with those who are younger, while their actions show that they imitate those who are older. They try to imitate those who are close to them.
5. A feature of interpersonal relationships in the preschool period is that they try to resemble adults as much as possible.

The main activity during this period of life is. D.B. Elkonin wrote that the game is essentially a social activity. Children during the game try to project the world of adults. It is the game in certain period human life has the maximum impact on the development of the psychological component of the development of the child and the main way of knowing the adult world.

Psychologists believe that the development of a person is a process during which he assimilates the universal experience and values ​​of society. With the help of the game, children reproduce the way they see reality, therefore, the generally accepted norms and rules recognized in society are often reflected in the rules of the games. The repetition of the same game becomes a kind of training for social development.

A.N. Leontiev shows that only through play is a child able to acquire a wider range of reality than he can perceive from ordinary activity. Thanks to the game, the child realizes his individuality and acquires personal qualities. Through play, children show social creativity and try to express themselves. The game is very informative.

With the help of the game, the preschooler tries to determine his place within the team, gains social experience of behavior, tries to reproduce the norms and rules of behavior learned in life in society.

The play activity of preschool children includes real social relations that develop between the participants in the game. It is relationships that are the main component of the gameplay.

Usually, the relationships that are shown during play activities are very different from what their relationship actually is. The game implies a certain plot in which each player plays a role and obeys certain rules. Children do not have the opportunity to independently decide how to build their relationships with other players.

It turns out that the conditions of most games neutralize the relationship of children, which deprives them of the opportunity to acquire real social experience, which is very important for the proper development of preschool children's society.

It is necessary to organize games in such a way as to meet the needs of children in the social sphere. At the same time, you need to tune in to the fact that a lot of time will pass until the child is able to show individuality in his behavior and begins to independently make decisions regarding collective activities.

When educating children, you need to help them develop concentration during individual play, and you need to help them improve their relationships with classmates. By playing alongside other peers, children can simultaneously do what they love and at the same time form true independent relationships with other members of the group. And the fact that everyone is busy with their own game helps to eliminate situations that can provoke conflicts.

Children become tolerant of the shortcomings of others because everyone is focused on their own play.

Watching the games of the baby, as well as talking with their parents and caregivers, you can find out how actively he interacts with others. If the child tends to play by himself, then you can help him get involved in joint games with parents and with peers in the group. To do this, you can create game situations. Role-playing games form good conditions that form interpersonal relationships.

A.P. Usova conducted research that showed that there are several stages in the formation of interpersonal relationships.

Each stage is characterized by its level of development of the public. By public, Usova means the ability to be part of a team of players, to cooperate with them properly and to establish relationships with the guys.

By studying the sequence of development of social development in preschool children, we can understand what kind of children's societies are, what should be expected from the individual behavior of each and from his relations with others, as well as how the game itself proceeds.

Age stages in the communication of children

There are several age stages that affect the child's ability to live in the company of other children.

1. Stage one. At a very early age, when children first enter kindergarten, they tend to play alone with toys without the interaction of others. This allows you to calmly get along with the team with which they do not maintain almost any communication. The preschooler is completely focused on what he plays himself. This is a very important stage that allows children to show independence in the environment of other people.
2. Second phase. They start playing their games next to each other. They still do not get distracted by each other's games, but now they strive to be around those who they like best. At this stage, an awareness is formed of how to properly relate to the games of another person so as not to interfere with him.
3. Third stage. Begins to build attempts to act in accordance with the general plan. He tries to negotiate with others to play together and even picks up the right toys for this. However, such joint attempts to play quickly end.
4. Stage four. Characterized by the fact that children begin to unite in groups and play together according to a common plan. At the same time, they begin to give an internal assessment of their own actions in accordance with the general plan, as well as the actions of others. Children are able to come up with joint games, organize them and play them together for a long time.
5. Stage five. It is characterized by the fact that babies acquire the ability to act, taking into account the interests of others. During the game, they tend to give in to others in the distribution of roles.

The stages described above are typical between the ages of one and seven years.
The game includes two types of relationships: game relationships and real relationships. Game relations are formed on the basis of the plot and distributed roles. Naturally, the wolf will treat the kids badly.

However, real relationships are those relationships that actually exist between preschoolers, united in one game.

Being constantly in the children's environment, the child often enters into certain interactions with them: he asks to bring a toy, encourages him to play together, etc. These interactions at the first stages often arise spontaneously and proceed purely mechanically - perceives other people at the level of things. As soon as the task is solved, the interaction immediately ends.

At first, when the kids are just starting to play together, you can often observe some inconsistency in their actions. This usually causes conflicts that often arise, and bonds between children are still fragile. As a result, joint games end quickly, kids often change their game plan, often change roles with each other.

This is natural for children, because they have not yet developed the ability to fully exercise collective activity. It is the game that is that wonderful tool that allows you to gain experience in interacting with others and learn to follow the norms of behavior accepted in society.

It is in games that the whole life of a society of children takes place. They themselves form relationships in this society.

Therefore, in order to play activity contributed to the formation of a full-fledged children's team, it is necessary to give this activity those features that include pedagogical conditions.

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