Relations in the children's team: the social role of the child. Interpersonal relationships in the children's team

The problem of the formation of interpersonal relations in children of senior preschool age is relevant and attracts the attention of many specialists, since the originality of their development is reflected in the social well-being of preschool children and affects the process of social adaptation (L. S. Vygotsky, Ya. L. Kolominsky, A.V. Zaporozhets, D. B. Mendzheritskaya, V. S. Mukhina, and others).

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Interpersonal relationships preschool children in the preschool group

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

Relationships with other people are born and develop most intensively in childhood. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-consciousness, his attitude to the world, his behavior and well-being among people.

The topic of the origin and formation of interpersonal relations is extremely relevant, since many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. This prompts us to consider the development of children's relationships with each other at the early stages of ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.

Preschool age is a crucial stage of childhood. The high level of sensitivity of this age period determines the great potential for the versatile development of the child.

The importance of communication and interpersonal relations between preschoolers and their peers for the formation of their personality has been shown in a number of socio-psychological studies of Soviet psychologists since the 1930s. Experts abroad also studied the interaction and relationships of preschoolers in microgroups. However, among foreign studies, most of the works have a neobehaviorist and neo-Freudian interpretation, and therefore the results of these studies cannot be extrapolated to real ones. preschool groups, since the structural unit in them is, in most cases, a children's dyad artificially created in the laboratory.

It should be noted another trend that dominated foreign studies, especially in the 50s - most psychologists, under the influence of the works of J. Bowlby, studied the social world of the child exclusively through the prism of mother-child relations, and all other social relations were wrongly considered as their derivatives or ignored and not studied at all.

The most common approach to understanding the interpersonal relationships of preschoolers is sociometric. Interpersonal relationships are viewed aschildren's electoral preferencesin a peer group. In numerous studies (Ya.L. Kolominsky, T.A. Repina, V.R. Kislovskaya, A.V. Krivchuk, V.S. Mukhina, etc.) it was shown that during preschool age (from 3 to 7 years), the structuredness of the children's team is rapidly increasing - some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. The content and justification of the choices that children make vary from external qualities to personal characteristics. It was also found that the emotional well-being of children and the general attitude towards kindergarten largely depend on the nature of the child's relationship with peers.

The main subject of these studies was a group of children, but not the personality of an individual child. Interpersonal relationships were considered and evaluated mainly quantitatively (in terms of the number of choices, their sustainability and validity). A peer acted as a subject of emotional, conscious or business evaluation. The subjective image of another person, the child's ideas about a peer, the qualitative characteristics of other people remained outside the scope of these studies.

This gap was partially filled in sociocognitive studies, where interpersonal relationships were interpreted as understanding the qualities of other people and the ability to interpret and resolve conflict situations. In studies performed on preschool children (R.A. Maksimova, G.A. Zolotnyakova, V.M. Senchenko, etc.), it was found out age features preschoolers' perception of other people, understanding emotional state of a person, ways of solving problem situations, etc. The main subject of these studies was the child's perception, understanding and knowledge of other people and the relationship between them, which was reflected in terms « social intelligence» or "social cognitions".The attitude towards the other acquired a clear cognitivist orientation: the other person was considered as an object of knowledge. Characteristically, these studies were carried out in laboratory conditions outside the real context of children's communication and relationships. We analyzed mainly the child's perception of images of other people or conflict situations and not a real, practical-effective attitude towards them.

A significant number of experimental studies have been devoted to the real contacts of children and their influence on the formation of children's relationships. Among these studies, two main theoretical approaches can be distinguished:

the concept of activity mediation of interpersonal relations;
the concept of the genesis of communication, where the relationship of children was seen as a product of the activity of communication.

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 system of interpersonal relations. The nature and direction of these changes depend on the content of the activity and the values adopted by the group. Joint activity from the point of view of this approach determines interpersonal relations, since it generates them, influences their content and mediates the child's entry into the community. Exactly at joint activities and in communication, interpersonal relationships are realized and transformed.

Here it should be emphasized that the study of interpersonal relations of children in most studies (especially foreign ones) is reduced to the study of the characteristics of their communication and interaction. Concepts"communication" and "relationship" as a rule, they are not divorced, and the terms themselves are used synonymously. It seems to us that these concepts should be distinguished.

The issues of the formation of the children's team and interpersonal relations in it, the influence of the school group on the formation of the personality of individual children - all this is of exceptional interest. Therefore, the problem of interpersonal relations, which arose at the junction of a number of sciences - 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. Ideally, a cool team is amateur and self-governing. Great importance has a positive emotional attitude of children to socially useful activities in the classroom. The success of a group in solving its tasks can be determined by the moment of maturity of the group, or the level of group development. The level of group development is simultaneously a characteristic of the formation of interpersonal relations, the result of the process of forming a group.

A variety of approaches to the analysis of the formation of a group forced researchers to consider it depending on the time of existence, on the frequency of communications of different members of the group over a certain period of time, etc. A. I. Dontsov points out that collective properties include “... the stability of existence, the predominance of integrative tendencies, the sufficient distinctness of group boundaries, the emergence of a sense of “We”, the closeness of norms and patterns of behavior, etc.” [Dontsov A. I. On the concept of a group in social psychology // Social psychology: Reader / Comp. E. P. Belinskaya, O. A. Tikhomandritskaya. M, 2003, p.180]. As you know, the child's need for communication with peers arises somewhat later than his need for communication with adults. But it is precisely during the school period that it is already expressed very clearly, and if it does not find its satisfaction, then this leads to an inevitable delay in social development. And creates the most favorable conditions proper development, namely the group of peers in which the child enters at school. Age group class elementary school it is not an amorphous association of children with spontaneously developing random relationships and connections. These relationships and connections already represent a relatively stable system in which each child, for one reason or another, occupies a certain place.

Among them, an important role is played by both the personal qualities of the child, his various skills and abilities, and the level of communication and relationships in the group, which is largely determined by character. It turned out that in the first grades with a stable positive style of relationships, the first place is occupied by motivations related to indicating friendship (28%), attractiveness and overall positive characteristics of a peer (20%), joint games (12%). The next group of motivations is of a "business" nature: an indication of a good study, the desire to provide assistance, and behavior in a team. The basis of interpersonal relationships is always a kind of assessment by one person of another. In an informal interpersonal system of relations, positions are determined by the individuality of each student and the characteristics of each class. Interpersonal interaction is a really functioning connection, mutual interaction between subjects and personalities. Interpersonal relationships are subjectively experienced relationships and mutual influences of people. Interpersonal relations of children in a class team is a form of realization of the social essence of each child, a psychological basis for uniting children. In the team, the junior schoolchild realizes the need for social conformity: the desire to meet social requirements, to comply with the rules of social life, to be socially valuable.

This encourages the child to show interest in peers, to look for friends. The children's team actively forms interpersonal relationships. Communicating with peers, the younger student acquires personal experience of relationships in society, socio-psychological qualities (the ability to understand classmates, tact, politeness, the ability to interact). It is interpersonal relationships that give the basis for feelings, experiences, allow you to show an emotional response, help develop self-control. The spiritual influence of the collective and the individual is mutual. The socio-psychological atmosphere of the team is also important. She must create optimal conditions for the development of a younger student: to generate a sense of psychological security, to satisfy the child's need for emotional contact, to be significant to other people. The positive psychological and pedagogical potential of the children's team cannot develop spontaneously. Need " surrounding the child atmosphere” of social thought (L. S. Vygotsky), external pedagogical influence and guidance. In younger students, the line of relationships “me and the teacher” is clearly traced, and not the line “me and classmates”, which weakens the significance of interpersonal relationships. For many primary school students, interpersonal relationships are based on microgroups (2-3 people). The behavior of junior schoolchildren is impulsive, not everyone has self-control, and it is not always able to restrain the increased emotionality of this age.

Interpersonal interaction is due to several mechanisms of mutual influence:

A) persuasion. This is the process of logical substantiation of any judgment or conclusion. Persuasion involves such a change in the consciousness of the interlocutor or audience, which creates a willingness to defend this point of view and act in accordance with it.

B) Mental infection. It "is carried out through the perception of mental states, moods, experiences." [N. P. Anikeeva. Teacher about the psychological climate in the team. - M., 1983, p.6]. Children are especially susceptible to infection, because they do not yet have firm life convictions, life experience, they have the ability to easily adapt, accept various attitudes.

B) imitation. It is aimed at reproducing by the child the external features of behavior, or the internal logic of the mental life of another significant person.

D) suggestion. Occurs with trust in the speaker's messages and generates a willingness to act in accordance with the assigned settings. Children are also particularly sensitive to suggestion, as teachers and parents in their eyes have authority, so they know how to think and act.

Interpersonal relations of children develop not only due to the mechanisms of interpersonal interaction, but also through interpersonal perception and communication. Their manifestation can be noticed, first of all, in communication. Empathy and reflection are important mechanisms of interpersonal perception. Moreover, reflection is understood not in a philosophical sense, but “...reflection is understood as the awareness by each of the participants in the process of interpersonal perception of how he is perceived by his communication partner.” [Interpersonal perception in the group /Ed. G. M. Andreeva, A. I. Dontsova. M., 1981, S. 31]. Primary school age is a period of positive changes and transformations that occur with the child's personality. That is why the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not gain confidence in his abilities and capabilities, it will be more difficult to do this in the future. And the position of the child in the structure of personal relationships with peers will also be more difficult to correct.

The group of peers also includes a group of children of primary school age. Acquiring the skills of social interaction with a group of peers and the ability to make friends are one of the most important tasks in the development of a child at this age stage [Kolominsky Ya. L. Psychology of relationships in small groups (general and age characteristics). - Minsk, 1976. p.199]. Relationship is the mutual position of one person to another, the position of the individual in relation to the community. In relation to children, attitudes and relationships are also manifested. They are born between children during the game, joint labor activity, in the classroom, etc. A fairly wide range of relationships is found between school-age children. Usually children begin to communicate on sympathy, commonality of any interests. The proximity of their place of residence and gender also plays a significant role.

A characteristic feature of the relationship between younger schoolchildren is that their friendship is based, as a rule, on the commonality of external life circumstances and random interests; for example, they sit at the same desk, live side by side, are interested in reading or drawing ... The consciousness of younger schoolchildren has not yet reached the level to choose friends according to any essential personality traits. But in general, children of grades I-III are more deeply aware of certain qualities of personality and character. And already in the third grade, if it is necessary to choose classmates for joint activities, about 75% of students in the third grades motivate the choice of certain moral qualities of other children [Kolominsky Ya. L. Psychology of relationships in small groups (general and age characteristics). - Minsk, 1976. p. 214]. It is in the younger school age there is a socio-psychological phenomenon of friendship as an individually selective deep interpersonal relationship of children, characterized by mutual affection based on a sense of sympathy and unconditional acceptance of the other. At this age, group friendships are most common.

Friendship performs many functions, the main of which is the development of self-consciousness and the formation of a sense of belonging, communication with a society of their own kind [Kolominsky Ya. L. Psychology of relationships in small groups (general and age characteristics). - Minsk, 1976. p.219]. According to the degree of emotional involvement of the child's communication with peers, it can be comradely and friendly. Friendly communication - emotionally less deep communication of the child, is realized mainly in the classroom and mainly with the same sex. Friendly - both in the classroom and outside it, and also mostly with the same sex, only 8% of boys and 9% of girls with the opposite sex. [Kolominsky Ya. L. Psychology of relationships in small groups (general and age characteristics). - Minsk, 1976. p. 213]. The relationship between boys and girls in the lower grades is spontaneous. The main indicators of humanistic relations between boys and girls are sympathy, camaraderie, friendship. With their development, there is a desire for communication. personal friendship in elementary school is established very seldom in comparison with personal fellowship and sympathy. Typical inhumane relations between boys and girls are (according to Yu. S. Mitina):

The attitude of boys to girls: swagger, pugnacity, rudeness, arrogance, refusal of any relationship

Attitude of girls to boys: shyness, complaints about the behavior of boys ... or in some cases the opposite phenomena, for example, children's flirting

Thus, first-graders evaluate their peers, first of all, by those qualities that are easily manifested outwardly, as well as by those that the teacher most often draws on. By the end of primary school age, the eligibility criteria change somewhat. When evaluating peers, social activity also comes first, in which children already appreciate really organizational skills, and not just the very fact of a public assignment given by the teacher, as it was in the first grade; and still beautiful appearance. At this age, certain personal qualities also acquire significance for children: independence, self-confidence, honesty. It is noteworthy that indicators related to learning are less significant among third-graders and fade into the background. For "unattractive" third graders, the most significant features are social passivity; dishonest attitude to work, to other people's things.

The criteria for evaluating classmates, characteristic for younger students, reflect the peculiarities of their perception and understanding of another person, which is associated with the general patterns of development of the cognitive sphere at this age: a weak ability to highlight the main thing in a subject, situationality, emotionality, reliance on specific facts, difficulties in establishing cause-and-effect relationships . Emotional well-being, or the well-being of a student in the system of personal relationships that have developed in a team, depends not only on how many classmates sympathize with him, but also on how much these sympathies and the desire for communication are mutual. In other words, not only the number of choices is important for the student, but also which classmates chose him. These data are important both for identifying the structure of relationships in a team and for studying student satisfaction in communicating with classmates. In the relations of younger schoolchildren, the emotional attitude prevails over all the others.

In the classroom, in relationships with peers, the child can take different positions:

Be the center of attention;

Communicate with a large number of peers;

Strive to be a leader;

Communicate with a select circle of peers;

Keep aloof;

Adhere to the line of cooperation;

Express goodwill to all;

Take a position of rivalry;

Look for faults and shortcomings in others;

Strive to help others.

First-graders evaluate their peers, first of all, by those qualities that are easily manifested outwardly, as well as by those that the teacher most often draws on. It should be noted that, as a rule, with age, children increase the completeness and adequacy of awareness of their position in the peer group. But at the end of this age period, that is, among third-graders, the adequacy of the perception of their social status is sharply reduced even in comparison with preschoolers: children who occupy a favorable position in the class tend to underestimate it, and, on the contrary, having unsatisfactory indicators, as a rule, consider their position quite acceptable. This indicates that by the end of primary school age there is a kind of qualitative restructuring of both interpersonal relationships themselves and their awareness. Of course, this is due to the emergence during this period of the need to occupy a certain position in the group of peers. The tension of this new need, the growing importance of the opinions of peers are the reason for the inadequacy of the assessment of one's place in the system of interpersonal relations. Pupils treat their comrades differently: the student chooses some classmates, does not choose others, rejects others; relation to some is stable, to others is not stable. There are three social circles for each student in each class.

In the first circle of communication are those classmates who are the object of constant stable choices for the child. These are the students for whom he experiences steady sympathy, emotional attraction. Among them there are those who, in turn, sympathize with this student. Then they are united by a mutual connection. Some students may not even have a single comrade for whom he would feel stable sympathy, that is, this student does not have the first circle of desired communication in the class. The concept of the first circle of communication includes both special case and grouping. The grouping consists of students who are united by a mutual connection, that is, those who are in the first circle of communication with each other. All classmates, for whom the student feels more or less sympathy, make up the second circle of his communication in the class. The psychological basis of the primary team becomes such a part of the general team, where the students mutually make arcs for each other the second circle of desired communication. These circles are certainly not a frozen state. A classmate who used to be for a student in the second circle of communication can enter the first one, and vice versa. These circles of communication also interact with the widest third circle of communication, which includes all students in this class. But schoolchildren are in personal relationships not only with classmates, but also with students from other classes. In the primary grades, the child already has a desire to occupy a certain position in the system of personal relationships and in the structure of the team. Children often have a hard time with the discrepancy between the claims in this area and the actual state.

The system of personal relationships in the classroom develops in the child as he masters and school reality. The basis of this system is made up of direct emotional relationships that prevail over all others [Dontsov AI Psychology of the team: Methodological problems of research: Textbook. M.: Publishing House of Moscow State University, 1984.]. In the manifestation and development of children's need for communication, primary school students have significant individual characteristics. Two groups of children can be distinguished according to these characteristics. For some, communication with comrades is mainly limited to school. For others, communication with comrades already occupies a considerable place in life. Primary school age is a period of positive changes and transformations that occur with the child's personality. That is why the level of achievements made by each child at this age stage is so important. If at this age the child does not feel the joy of learning, does not gain confidence in his abilities and capabilities, it will be more difficult to do this in the future. And the position of the child in the structure of personal relationships with peers will also be more difficult to correct. [Dontsov AI Psychology of the team: Methodological problems of research: Textbook. M.: Publishing House of Moscow State University, 1984]. The position of the child in the system of personal relationships is also influenced by such a phenomenon as speech culture. The speech culture of communication consists not only in the fact that the child pronounces correctly and correctly selects the words of politeness. A child with only these capabilities can cause peers to feel a condescending superiority over him, since his speech is not colored by his volitional potential, expressed in expression, self-confidence and self-esteem. Thus, we can conclude that the interpersonal relationships of peers of primary school age depend on many factors, such as academic success, 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. Thus:

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

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;

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.

Interpersonal relationships in children in the kindergarten group

Introduction

Among the variety of problems of modern psychology, communication with peers is one of the most popular and intensively researched. Communication is one of critical factors efficiency 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 mental development 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 intersection of a number of sciences - philosophy, sociology, social psychology, personality psychology and pedagogy, is one of the most important problems of 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 to this reality. various directions. 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 the system of the child's relations with other people, and relations with other people are an organically necessary condition for 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 spiritual life (in 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 attitude towards another person is manifested, first of all, in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people.

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 the positive qualities of their 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 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).

EO Smirnova suggests in her research to turn to the psychological structure of human self-consciousness.

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 assessment 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. Many children already at preschool age develop and consolidate a negative attitude towards 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 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.

Characteristics The personality of touchy children indicates 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. problem shy children in his research considers 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. A shy child is friendly to other people, strives to communicate, but does not dare to show himself and his communication needs. In shy children, attitudes towards themselves are manifested in high degree fixation on one's 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 identify common features of children with problematic forms of attitude towards peers.

· Fixing the child on his subject qualities.

· Hypertrophied self-esteem

· The main cause of conflicts with oneself and others is the dominant in one's own activity, "what 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 type moral behavior and 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".

In children of the 3rd group, who showed a moral type of behavior, there is special treatment to a peer, 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 recently (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 relationships with each other at the earliest stages of 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, relying on the origins of a personal relationship to oneself and to another in infancy, determines what even before the birth of a child, in relation to the mother, there are already two principles for him - the objective (as an object of care and beneficial influences) and the subjective (as a full-fledged personality and the subject of communication). On the one hand, the expectant mother is preparing to take care of the child, buying the necessary things, taking care of her health, preparing a room for the baby, etc. to him, in a word, perceives him as a full-fledged 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 status- 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 one's impressions with a close adult and the sense of security in anxious situations that is observed in children from a normal family testifies to the internal connection, the involvement of mother and 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 an orphanage and did not receive the necessary personal, subjective attitude of their 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 stormy, joyful emotions to the kids. 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. A comparison of children's communication in different situations showed that the situation of "pure communication" is the most favorable for children's interaction. 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 for awareness and knowledge of 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 or three-year-old children, comparing themselves and others, are looking for similarities or general actions, then the 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 their peers. 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.

Considering the features of the normal age development interpersonal relations of the child with other children, it can be assumed that these features are not 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, the main cause of these conflicts is the dominant on their 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, between conscious representations and real relationship children in most cases there is a gap. 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 I. 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 a 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

Children's names No. 123456789101112131415 Alina B.1123 Liza Ch. 2321 Tanya V. 3321 Artem Sh. I G.12312Nikita N.13321Sasha Sh.141Vika R.15123Number of received 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. Most numerous in number II and Group III.

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 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 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. While playing, children learn about the world around them, themselves and their peers, their body, invent, create the environment, and also establish relationships with peers, while developing harmoniously and holistically. Social play contributes to the formation of interpersonal relationships and communication between peers, mental development child, improvement of 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 relationships of preschool children are formed most effectively when purposeful pedagogical tool a social game acts, in which the child masters the rules of relationships with peers, learns the morality of the society in which he lives, thus, contributes to the relationship of children.

An auxiliary means of improving interpersonal relations in the structure of classes is 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 a collective children's creative activity, 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 role-playing game, corrects the choice of children, allowing the rejected 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, “evening in the family”, “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 with feedback on 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

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Each child develops in an interweaving of connections of various kinds and relationships. Interpersonal relationships, reflecting the interconnections of participants, are formed precisely in childhood and teenage groups.

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

Characteristics of interpersonal relationships of children

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

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

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

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

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

What interpersonal relationships can develop in children's groups?

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

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

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

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

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

Preschool period

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Formed at preschool age rather complex and relatively stable system of interpersonal relations, defined cohabitation children in kindergarten, daily communication of children.

The arrival of a child in kindergarten is a very important moment in his mental life. The social situation of his mental development is changing (L.S. Vygotsky). From the moment a child enters a peer group, individual development already cannot be considered and studied outside the relationship with them. The nature of interpersonal relationships in the children's group is of no small importance in shaping the child's personality.

In the process of studying the interpersonal relations of children, it was revealed three qualitatively unique stages in the development of interpersonal relationships in preschool children.

In the younger age group (3-3.9 years old) for children, the most characteristic was a significant number of prosocial actions (actions with the intention to help others without counting on a reward) with a general indifferent attitude (indifference) to another child.

Children of 3 years old were indifferent to the actions of their peers and their assessment by an adult. At the same time, they easily solved problem situations in favor of others: they gave way to the queue in the game, shared toys. The ease and immediacy with which the children performed prosocial actions speaks of a special commonality with their peers, which is expressed in the discovery of the same properties of things or actions. The child, “looking at a peer”, as it were, objectifies himself and singles out specific properties in himself.

Mid preschool (4-5 years old) going on decisive change in relation to peers. The number of prosocial actions falls by more than 2 times, while emotional involvement in the actions of a partner increases significantly. Children closely and jealously observe the actions of their peers, constantly evaluate them and react sharply to the assessment of an adult given to another child. At this age, some children experience chagrin at the encouragement of a peer and joy at his censure. The competitive principle appears and dominates in relations with a peer, he becomes the subject of constant comparison with himself. The preschooler begins to relate to himself through another child. The comparison is not aimed at discovering commonality, as with three-year-olds, but at opposing oneself and the other. Only through a comparison of their specific qualities, skills and abilities can a child evaluate and assert himself as the owner of certain virtues, which are important not in themselves, but only if someone evaluates them, i.e. "in the eyes of others".

By senior preschool age (5-6 years) attitude towards peers again changes significantly. Significantly increased by age 6 the number of prosocial actions and emotional involvement in the activities and experiences of a peer. Characteristically, the prosocial actions of older preschoolers, as a rule, were accompanied by positive emotions addressed to their peers. Against the rules of the game, the children tried to help him by arguing with an adult, they defended and justified the actions of another child. All this may indicate that the prosocial actions of older preschoolers are performed not only and not always from the desire to fulfill a moral norm, and that these actions are mainly aimed not at maintaining their own positive assessment (or that of an adult), but directly at another child.

Interpersonal relationships (in childhood)- subjectively experienced connections between children, determined by interpersonal interaction And the content of the joint activity.

A holistic system of relations with its own structure and dynamics begins to take shape in the course of the emergence of a role-playing game, i.e. in the leading activity of a preschooler. As it develops, it becomes more and more noticeable structural components of interpersonal relationships, including functional-role, emotional-evaluative and personal-semantic relations (A.V. Petrovsky, 1982), which gradually begin to play the role of regulators in relationships with people.

Functional-role relations manifest themselves in various types of activities (labor, educational, playful, productive, etc.) and unfold in the course of the child's assimilation of norms and methods of action in a group under the direct supervision and control of an adult or independently in informal groups. They allow answering the questions: “in what specific joint activity do they arise” and “what do they reflect?”

Emotional-evaluative relationships make it possible to understand: does the behavior of children in a group correspond to social norms? What emotions does it evoke? What do they like or dislike about their peers? main function emotional-evaluative relations in the children's group - the implementation of the correction of the peer's behavior in accordance with the accepted norms of joint activity.

Personal-meaning relationships - these are relationships in a group in which the motive of one child acquires a personal meaning for other peers, meaning - "for me". At the same time, the participants in joint activities begin to experience the interests and values of this child as their own, for the sake of which they, taking various social roles, act.

That is, turning on in various activities and performing appropriate roles, children not only learn the world of adults, but, above all, learn to interact with people, mastering, Thus, norms of human relations.

The main condition for the emergence of interpersonal relationships speaks Team work. Children are united not only by direct sympathy for each other, but also by relationships associated with the performance of certain tasks.

The most important factor in the formation of personality child involved in interpersonal relationships is activity mediation, acting as a stimulating sign of the team.

Main mediating factors of interpersonal relationships are:

- form of organization of joint activities children. The higher the degree of compatibility of the activities of children in the group, the more clearly the relations of mutual consistency and cooperation are manifested;

- motivation for joint activities children, acting as a negative or positive motivation, stimulation-punishment or rewards for group members for the successes and failures of joint activities;

The main features of joint activities are:

The unity of all members of the group in place, time and action;

The coincidence of individual goals with a group goal or a group goal becomes the goal of each member of the group;

The presence of connections, interdependence in the process of activity;

The presence of joint experiences, thanks to which in the children's group the socio-psychological effects of imitation of adults and peers, assimilation of oneself to them and their own, achieve special strength.

Cooperative activity has its own dynamics. In its development, it goes through several stages.

The first stage is infancy. In this period, emotional compatibility arises in the "adult-child" system. If an adult does not communicate and interact with a child, the latter develops such a condition as "hospitalism" - a delay in mental and personal development. This is especially often observed in closed children's institutions - orphanages. emotional warm attitude to the child leads him to a positively colored perception of the world, interest in relation to peers and other people.

The second stage is early preschool age. The activity of children of this age in a group forms only a formal unity in place, time, and action. Although there is a pronounced emotional background, in such a group, activity proceeds in parallel, “next to”, but not together. This is the stage pre-cooperation with peers.

The third stage in the development of joint activity is the middle preschool age. At this age, children develop prerequisites for joint action in the form of cooperation, manifested in establishing contacts with peers, in uniting children on the basis of mutual interest in the game, in the appearance of a selective attitude - likes and dislikes. A child develops a subjective attitude towards a peer as a partner in joint activities, without which it is not interesting to play.

The fourth stage of development - senior preschool age. At this stage, there are "playing groups" in which there is a commonality of requirements, coordination of actions, the unity of "public opinion" about certain aspects of cooperation in the game. The child in his relationships with peers begins to take into account their interests and, in some cases, be guided by an assessment of their moral qualities.

It is possible to single out general socio-psychological patterns that manifest themselves in interpersonal relationships at all age stages.

1. Group status structure. The position of the subject in the system of interpersonal relations, which determines his rights, features and privileges, is determined by the concept of status. Status is an indicator of the socio-psychological properties of a person as an object of communication in a group, fixing the position and magnitude of a person's prestige in his communication with other people.

At any age in the group there are always people who arouse affection, sympathy, and there are people who, on the contrary, arouse antipathy, due to which they find themselves in a kind of psychological isolation.

2. The following general pattern, manifested in interpersonal relationships - the relationship of the probabilistic nature of a person's choice with the stability of his relationship to him.

The essence of this pattern is that the probability of choice depends on the degree of stability of a positive emotional attitude of a person to a person. The structural unit of relationships in the group are "circles of desired communication". There are two circles of such communication.

The first circle of desired communication are peers (1-4 people), to whom the child experiences the most stable sympathy. To the second round desired communication (its volume - b-8 peers) includes members of the group, the probability of choosing which is in second place.

3. One of the common factors of positive communication for all age groups is subjective awareness of the individual, which refers to the ability of one person to be a source of cognitive or emotional information for another.

In the course of special studies, it was found that subjects of all age groups show a tendency to overestimate their position in the group. Of the total number studied, about 70 percent have a high level of claims for their position in the system of interpersonal relations. Worst of all, the situation of psychological isolation is realized.

It was revealed that people who are objectively in an unsatisfactory position in the group overestimate their position. In this case, we are faced with the action of psychological defense, which is a kind of repression of the thought of an unsatisfactory situation that can cause internal conflict, since it is faced with a high level of claims in this area.

Group members who are in a favorable position tend to underestimate their place in the group. The discovered phenomenon was called "the phenomenon of inadequacy of awareness".

So, interpersonal relationships of children how the subjectively experienced connections established between them in the course of joint activity and communication are system of executable roles, attitudes, orientations, expectations through which children learn to perceive and evaluate each other.

How the child's relationship develops with the first social formation in his life - the kindergarten group - largely depends on the subsequent path of his personal and social development, his future fate. If everything is fine, the child is drawn to peers and knows how to communicate without offending or offending anyone, then we can hope that in the future he will feel normal among the people around him.

In the middle, senior group of the kindergarten, there are fairly stable electoral relations. Children occupy different position among peers: some become more preferred, others less. They want to play with some, they do not accept others in the game. Here it is already possible to distinguish the social statuses of children: leaders, preferred, neglected, outcasts. Psychologists believe that the term "leader" is not very appropriate in kindergarten. Therefore, we will talk about such types: preferred, accepted, not accepted, isolated.

Preferred - these children are in a group in an atmosphere of love and worship. They are valued for their beauty, charm, quick response in different situations and loyalty, for confidence, the ability to take responsibility without hesitation, not to be afraid of risk. However, such children may suffer from star disease.

Accepted - they do not particularly stand out, they have kind soul, they are trusted, they are consulted, they want to play, although the teacher sometimes does not see anything remarkable in them.

Neglected, unaccepted - often feel indifferent or hostile peers. Unaccepted children are most often fighters, bullies, they do not want to play with them precisely because of this.

Isolated - usually quiet, they are not seen, not heard, they do not participate in common affairs and games, they refuse everything that they are offered, if such a child does not come to kindergarten, his absence may not be noticed.

The job of the educator is to help the child overcome the alienated attitude towards peers, to see them not as opponents and competitors, but as people associated with him. Such a task can be solved in the real practice of children's relations in a particular group of kindergarten. For this there are special corrective games and classes.

To overcome an alienated position in relation to peers, games are held in which children say affectionate words, learn to see and emphasize only the good in each other, and try to please each other. This helps problem children to realize their aggressive behavior, to remove the negative in communicating with their peers.