Stages, types, levels of social development of a preschool child. Social development of the child The concept of social development of preschool children

All parents dream of their growing child being successful in communicating with peers. After all, it is through communication in children that the character, type of behavior in society is laid and a personality is formed. That is why social adaptation is so important for preschool children. Coming to any team, people need time to get used to and "open" themselves, while children learn to live in a team, which directly affects their development.

Social characteristics of the child

The social development of preschool children includes the process of assimilation by children of the values, traditions and culture of the society, as well as the social qualities of the individual, which help the child to live comfortably in society. In the process of social adaptation, children learn to live by certain rules and take into account the norms of behavior.

In the process of communication, the child acquires social experience, which is provided to him by his immediate environment: parents, kindergarten teachers and peers. Social competence is achieved through the fact that the child actively communicates and exchanges information. Socially unadapted children most often reject the experiences of other people and do not come into contact with adults and peers. This can lead to antisocial behavior in the future due to the lack of assimilation of cultural skills and necessary social qualities.

Any activity has a goal, and the child's ability to achieve a goal gives him self-confidence and gives him an awareness of his competence. The sense of significance directly reflects the assessment of society and affects its self-esteem. Children's self-esteem directly affects their social health and behavior.

Methods for the formation of the social experience of children

In order for the personality of the child to develop harmoniously, the social development of children must be based on a holistic pedagogical system. The methods that influence the formation of the social status of the child include the following activities:

Thus, when creating conditions for the social development of children, it is necessary not only to transfer social experience to them in the form of knowledge and skills, but also to promote the disclosure of internal potential.

Everyone knows that childhood is a special and unique period in everyone's life. In childhood, not only the foundations of health are laid, but also a personality is formed: its values, preferences, guidelines. The way a child's childhood passes directly affects the success of his future life. A valuable experience of this period is social development. The psychological readiness of a child for school largely depends on whether he knows how to build communication with other children and adults, and how to cooperate with them correctly. It is also important for a preschooler how quickly he acquires knowledge appropriate to his age. All these factors are the key to successful study in the future. Next, about what you need to pay attention to in the social development of a preschooler.

What is social development

What does the term “social development” (or “socialization”) mean? This is a process in which the child adopts the traditions, values, culture of the society in which he will live and develop. That is, the baby is the basic formation of the original culture. Social development is carried out with the help of adults. When communicating, the child begins to live by the rules, trying to take into account his interests and interlocutors, adopts specific behavioral norms. The environment surrounding the baby, which also directly affects its development, is not just the outside world with streets, houses, roads, objects. Environment - first of all, these are people who interact with each other according to certain rules that prevail in society. Any person who meets on the way of a child brings something new into his life, thus directly or indirectly shaping him. The adult demonstrates knowledge, skills and abilities regarding how to make contact with people and objects. The child, in turn, inherits what he sees, copies it. Using this experience, children learn to communicate in their own little world with each other.

It is known that individuals are not born, but become. And the formation of a fully developed personality is greatly influenced by communication with people. That is why parents should pay enough attention to the formation of the child's ability to find contact with other people.

In the video, the teacher shares the experience of socialization of preschoolers

“Do you know that the main (and first) source of a baby’s communicative experience is his family, which is a “guide” to the world of knowledge, values, traditions and experience of modern society. It is from parents that you can learn the rules of communication with peers, learn to communicate freely. A positive socio-psychological climate in the family, a warm homely atmosphere of love, trust and mutual understanding will help the baby adapt to life and feel confident.”

Stages of social development of the child

1. . Social development begins in a preschooler as early as infancy. With the help of a mother or another person who often spends time with a newborn, the baby learns the basics of communication, using communication tools such as facial expressions and movements, as well as sounds.
2. From six months to two years. The communication of the baby with adults becomes situational, which manifests itself in the form of practical interaction. A child often needs the help of parents, some joint actions for which he applies.
3. Three years. In this age period, the baby already requires society: he wants to communicate in a team of peers. The child enters the children's environment, adapts to it, accepts its norms and rules, and parents actively help in this. They tell the preschooler what to do and what not to do: is it worth taking other people's toys, is it good to be greedy, is it necessary to share, is it possible to offend children, how to be patient and polite, and so on.
4. Four to five years old. This age segment is characterized by the fact that babies begin to ask an infinite number of questions about everything in the world (which are not always answered even by adults!). Communication of a preschooler becomes brightly emotionally colored, aimed at cognition. The speech of the baby becomes the main way of his communication: using it, he exchanges information and discusses with adults the phenomena of the world around him.
5. Six to seven years old. The child's communication takes on a personal form. At this age, children are already interested in questions about the essence of man. This period is considered the most important in the formation of the personality and citizenship of the child. A preschooler needs an explanation of many life moments, advice, support and understanding from adults, because they are a role model. Looking at adults, six-year-olds copy their style of communication, relationships with other people, and the peculiarities of their behavior. This is the beginning of the formation of your personality.

Social factors

What affects the socialization of the baby?

• family
• kindergarten
• child's environment
• children's institutions (, developing center, circles, sections, studios)
• child's activity
• television, children's press
• literature, music
• nature

All this makes up the social environment of the child.

When raising a child, do not forget about the harmonious combination of a variety of ways, means and methods.

Social education and its means

Social education of preschoolers- the most important aspect of the development of the child, because preschool age is the best period for the development of the baby, the development of his communicative and moral qualities. At this age, there is an increase in the volume of communication with peers and adults, the complication of activities, the organization of joint activities with peers. social education is interpreted as the creation of pedagogical conditions for the purpose of positive development of a person's personality, his spiritual and value orientation.

Let's list main means of social education of preschoolers:

1. A game.
2. Communication with children.
3. Conversation.
4. Discussing the behavior of the child.
5. Exercises for the development of horizons.
6. Reading.

The main activity of preschool children and an effective means of social education is role-playing game. By teaching the kid such games, we offer him certain patterns of behavior, actions and interactions that he can play. The child begins to think about how relations between people take place, realize the meaning of their work. In their games, the baby most often imitates the behavior of adults. Together with his peers, he creates situation games where he “tryes on” the roles of dads and moms, doctors, waiters, hairdressers, builders, drivers, businessmen, etc.

“It is interesting that by imitating different roles, the child learns to perform actions, coordinating them with the moral norms prevailing in society. So the baby unconsciously prepares himself for life in the world of adults.

Such games are useful in that while playing, a preschooler learns to find solutions to various life situations, including resolving conflicts.

"Advice. Conduct exercises and activities for the child more often that develop the horizons of the baby. Introduce him to the masterpieces of children's literature and classical music. Study colorful encyclopedias and children's reference books. Do not forget to talk with the child: kids also need an explanation of their actions and advice from parents and teachers.

Social development in kindergarten

How does kindergarten affect the successful socialization of a child?

• created a special social-forming environment
• organized communication with children and adults
• organized gaming, labor and educational activities
• a civic-patriotic orientation is being implemented
• organized
• introduced the principles of social partnership.

The presence of these aspects determines the positive impact on the socialization of the child.

There is an opinion that going to kindergarten is not necessary at all. However, in addition to general developmental activities and preparation for school, a child who goes to kindergarten also develops socially. In kindergarten, all conditions are created for this:

• zoning
• play and educational equipment
• didactic and teaching aids
• the presence of a children's team
• communication with adults.

All these conditions simultaneously include preschoolers in intensive cognitive and creative activity, which ensures their social development, forms communication skills and the formation of their socially significant personal characteristics.

It will not be easy for a child who does not attend kindergarten to organize a combination of all of the above developmental factors.

Development of social skills

Development of social skills in preschoolers has a positive effect on their activities in life. General upbringing, manifested in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, sympathize, and help are the most important indicators of the development of social skills. Also important is the ability to talk about your own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction for successful socialization, we suggest following the aspects of developing social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This will be the first social interaction.
2. Talk to the baby. Answer the sounds made by the baby with words, phrases. This way you will establish contact with the baby and soon teach him to speak.
3. Teach your child to be attentive. You should not bring up an egoist: more often let the child understand that other people also have their own needs, desires, worries.
4. When educating, be kind. In education, stand on your own, but without shouting, but with love.
5. Teach your child respect. Explain that items have value and should be treated with care. Especially if it's someone else's stuff.
6. Learn to share toys. This will help him make friends faster.
7. Create a social circle for the baby. Strive to organize the communication of the baby with peers in the yard, at home, in a children's institution.
8. Praise good behavior. The child is smiling, obedient, kind, gentle, not greedy: why not praise him? He will consolidate the understanding of how to behave better, and acquired the necessary social skills.
9. Chat with the child. communicate, share experiences, analyze actions.
10. Encourage mutual assistance, attention to children. Discuss more often situations from the life of a child: this is how he will learn the basics of morality.

Social adaptation of children

Social adaptation- a prerequisite and the result of successful socialization of a preschooler.

It occurs in three areas:

• activity
• consciousness
• communication.

Field of activity implies a variety and complexity of activities, a good command of each of its types, its understanding and possession of it, the ability to carry out activities in various forms.

Developed areas of communication characterized by the expansion of the child's circle of communication, the deepening of the quality of its content, the possession of generally accepted norms and rules of behavior, the ability to use its various forms and types that are suitable for the social environment of the child and in society.

Developed sphere of consciousness characterized by work on the formation of the image of one's own "I" as a subject of activity, understanding one's social role, and the formation of self-esteem.

During the socialization of the child, along with the desire to do everything as everyone else does (mastering the generally accepted rules and norms of behavior), a desire is manifested to stand out, to show individuality (development of independence, one's own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

Social maladaptation

If, when a child enters a certain group of peers, there is no conflict between generally accepted standards and individual qualities of the child, then it is considered that he has adapted to the environment. If such harmony is violated, then the child may show self-doubt, depressed mood, unwillingness to communicate, and even autism. Children rejected by a certain social group are aggressive, non-contact, inadequately evaluating themselves.

It happens that the socialization of a child is complicated or slowed down for reasons of a physical or mental nature, as well as as a result of the negative influence of the environment in which he grows up. The result of such cases is the appearance of asocial children, when the child does not fit into social relations. Such children need psychological help or social rehabilitation (depending on the degree of complexity) for the proper organization of the process of their adaptation to society.

conclusions

If you try to take into account all aspects of the harmonious upbringing of the child, create favorable conditions for the comprehensive development, maintain friendly relations and contribute to the disclosure of his creative potential, then the process of social development of the preschooler will be successful. Such a child will feel confident, which means he will be successful.

The social function of a preschool educational institution is to provide conditions that develop in children a positive attitude towards themselves, other people, the world around them, communicative and social competence.

In the Draft State Standard for Preschool Education, social and personal development is considered as a complex process during which the child learns the values, traditions, culture of the society or community in which he will live.

The methodological basis of this problem is the provision

philosophy about the relationship between man and society, considering a person as a value (apological approach), about the active role of a person in transforming the world around him and himself. In the pedagogy of preschool childhood, the solution of these problems is associated with the formation of value orientations, moral qualities of the child, which constitute the spiritual basis of his personality.

The modern psychological and pedagogical literature shows the main lines of the child's social development, the content of pedagogical work, the technology for the formation of the social world of children, the task of adults is to help children enter the modern world. The formation of social behavior is impossible without the recognition by teachers and parents of the uniqueness of each child, taking into account gender, individuality, age-related characteristics of his psyche.

Difficulties in the social development of children are explained by the fact that children live in the adult world, experience social and economic inequality, lack of a culture of communication and relationships between people, kindness and attention to each other. Unfavorable variants of the manifestation of social behavior often arise under the influence of the observed negative actions of the surrounding people, the influence of a number of

TV shows

The psychological foundations of social development are revealed in the works of L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonina, M.I., Lisina, G.A. Repina etc.

According to L.S. Vygotsky, the social situation of development is nothing but a system of relations between a child of a given age and social reality. The social development of the child in society occurs in the course of joint, partnership activities with adults. Many psychologists distinguish the role of the child's cooperation with the people around him in assimilating the achievements of social experience, mastering moral norms and rules of behavior. The social development of the child also occurs in communication with peers (Ya.L. Kolominsky, M.I. Lisina, V.S. Mukhina, T.A. Repina, B. Sterkina). In the monograph by T.A. Repina revealed the features of the socio-psychological characteristics of the kindergarten group and its socializing role in the development of the child; the dependence of the nature of children's relationships on the style of communication with them by teachers is shown. (See Repina T.A. Social and psychological characteristics of the kindergarten group: Pedagogical science - school reform. // Scientific research institute of preschool education of the Academy of Pedagogical Sciences of the USSR. - M .: Pedagogy, 1988).

"Children's Society" (the term of A.P. Usova), or a kindergarten group, is the most important socializing factor. It is in the group of peers that the child shows his activity, acquires the first social status (“star”, “preferred”, “rejected”). The criteria for fixing a sign of social status are the basic personality traits (competence, activity, independence, freedom of behavior, creativity, arbitrariness).

Results of T.A. Repina, L.V., Gradusova, E.A. Kudryavtseva indicate that the psychological sex of the child develops intensively at preschool age.

This is manifested in the formation of sex-role preferences and interests that are different for boys and girls, as well as behavior in accordance with sex-role standards accepted in society. The main reason for the process of sexual socialization is the different socio-pedagogical requirements for boys and girls on the part of parents and teachers. In modern educational programs ("Childhood" -1995; "Origins" -2001: "Rainbow" - 1989), methods of a differentiated approach have been developed depending on the gender of the child.

A peer group for a child is a source of many positive emotions. It corrects the child's self-esteem, the level of claims. Comparison of oneself with other children, assessment of behavior by peers, provides the basis for positive self-realization of a growing personality. The relationship of the child with the group ("children's society") is mediated through social emotions, which are one of the most important stages of socialization, thus determining the process of entry of the individual into society. In the works of A.V. Zaporozhets. A.N. Leontiev, A.D. Kosheleva. A.V. Neverovich, L.S. Vygotsky, N.N. Ryabonedel and others show the regulatory role of social emotions, their relationship with the incentive motives of the child's behavior. The development of social emotions involves not only the mastery of social competence (as the amount of knowledge about the norms and rules of behavior, evaluative categories, cultural symbols), but also the development of attitudes towards this knowledge, which can be called socio-emotional standards. In a number of psychological and pedagogical studies conducted under the guidance of T.D. Martsinkovskaya, it was revealed that a high level of development of social emotions in preschoolers positively correlates with a high level of intelligence; (see Mitra M. Comparative analysis of the emotional development of preschoolers in Russia, Greece and Cyprus. - Abstract of diss. candidate of pedagogical sciences. - M .. 1995), with the leading position of the child in the kindergarten group (see Kolesnikova E.A. Formation of social emotions in the aesthetic activity of a preschool child //Modernization of the educational work of the kindergarten. - Shadrinsk. 1 ° 94.). It has been established that social emotions affect the nature of communication between preschoolers and peers (see Ryabonedel N.N. The influence of social emotions on the personal characteristics of a preschooler. //Cognitive and affective aspects of personality development at different age stages: Collection of scientific works. - Shadrinsk. 1996).

Thus, in the social development of a child, it is very important to pay professional attention to the psychological mechanisms of the formation of social emotions. The pedagogical value of solving this problem lies in the fact that social emotions not only facilitate the process of the child entering the world of the group, but also the process of self-awareness (I-image), their relationships, feelings, states, experiences.

The psychological and pedagogical foundations are revealed in the modern Concept of the social development of a preschool child, presented in the works of S.A. Kozlova (see Kozlova S.A. Theory and methods of familiarizing preschoolers with social reality. - M., 1998; Kozlova S.A. My world: Introducing the child to the social world. - M .. 2000: Kozlova S.A. The concept of social development of a child of preschool age // Theoretical problems of education and training of preschool children: Collection of scientific works, Moscow, 2001).

Let us give a brief description of this concept. The main concepts of the concept: social experience, social feelings, social reality, social world, social development, socialization of the individual, social "portrait" of the environment. There are hierarchical links between these concepts. As noted by S.A. Kozlova, a child, having been born in the social world, begins to learn it from what is close, what surrounds him, i.e. with the social reality with which he begins to interact. The social “portrait” of the environment evokes different emotions and feelings in the child. While not yet knowing in detail and meaningfully about the social world, the child already feels it, empathizes, perceiving the phenomena and objects of this world. That is, social feelings are primary, social experience accumulates gradually, social competence is formed, which forms the basis of social behavior of social assessments, awareness, understanding, acceptance of the world of people and leads to social development, to socialization.

Socialization is considered by S.A. Kozlova in the trinity of its manifestations: adaptation to the social world; acceptance of the social world as a given; the ability and need to change, transform social reality and the social world.

An indicator of a socialized personality is its orientation (orientation) to other people and to itself. The task of the teacher is to form in children an interest in another person, in the world of his work, his feelings, in his characteristics as a person. Self-knowledge includes the formation of interest in oneself ("I" physical. "I" emotional, etc.).

In the process of socialization, there is also a contradictory understanding of the relationship between the national and planetary components. Position S.A. Kozlova is that children need to develop interest and respect for other people, the ability to be tolerant of children and adults regardless of social origin, race, nationality, language, gender, age. Planetarity, the feeling of being an inhabitant of the planet Earth, must be combined with the awareness of one's belonging to a particular culture.

Thus, the methodological part of the concept of social development of the personality of a child of preschool age includes the following concepts:

Initial focus on the person;

The primacy of the emotional perception of the social world;

Knowing yourself as awareness, finding your place in the world of people;

Mastering the values ​​of the world in order to realize oneself in it;

Socialization as a triadic process.

The concept contains a technological part. Includes several provisions:

The process of socialization by mechanism coincides with moral education (the formation of ideas, feelings, behavior);

Socialization is a two-way process, it occurs under the influence from the outside (society) and is impossible without a response from the subject.

This concept is implemented in the program of S.A. Kozlova "I am a Man": A program for introducing a child to the social world. - M., 1996, as well as in the guidelines (see Kozlova S.A., Knyazeva O.A.. Shukshina SE. My body. - M., 2000).

Social development is also represented in comprehensive educational programs. In the program "Origins" (2001), the section "Social development" is specially allocated, this section includes the characteristics of age opportunities, tasks, content and conditions of pedagogical work. Social development begins from the first days of a child's life, covers a wide age spectrum: from younger to older preschool age.

The basis of social development is the emergence of a sense of attachment and trust in adults, the development of interest in the world around and oneself. Social development creates the basis for the assimilation of moral values ​​by children, ethically valuable ways of communication. The formed interpersonal relations, in turn, become the moral basis of social behavior, the formation of a sense of patriotism in children - love for their native land, native country, affection, devotion and responsibility towards the people inhabiting it. The result of social development is social confidence, interest in self-knowledge, education of the child to himself and other people.

In the educational program "Childhood" (St. Petersburg, 1995), the social and emotional development of a preschooler is considered as the central direction of the educational process in a modern preschool educational institution. The content of the section "A child in the circle of adults and peers" implements the components of social experience: axeological (value), cognitive, communicative and behavioral-active components. The kindergarten teacher needs to ensure a single process of socialization - the individualization of the personality of a preschooler through the child's emotional acceptance of himself, his self-worth and his connection with the social world. The process of socialization is carried out in the following areas: social adaptation - social orientation - social competence - social and moral orientation.

The result of social and moral development is the general and personal socialization of preschool children. During preschool age, the child develops a sense of self-respect, self-esteem, an optimistic attitude.

Research by T.A. Repina allows teachers to clearly define the possibilities of a "children's society" (group) for the social development of children:

The function of general socialization. Children receive the first social experience of group communication, interaction, cooperation, the experience of association. As a rule, this happens in gaming, labor, artistic and aesthetic, constructive and construction, and other types of activity;

The function of intensifying the process of sexual socialization and sexual differentiation.

Starting from the age of 5, children prefer peers of the same sex in communication, in joint activities, in the system of group relations;

The information function and the function of forming the value orientations of the DOW group. Here the role of the subculture of childhood is great, especially the educational process of children's saz;

Evaluative function that influences the formation of self-esteem and the level of aspirations of the child, his moral behavior.

The preschool teacher needs to consider the conditions for using the functions and capabilities of the children's society:

Using methods for diagnosing communication and relationships between children in various types of joint activities, which make it possible to identify the position of the child in a peer group, social and moral ideas, emotional states, behavior, practical skills;

Using a democratic (helpful) style of interaction with children;

Creation in the group of a positive, emotionally active attitude, microclimate;

Formation in children of focused positive motives, tactics based on focusing on others, on the manifestation of empathy, altruism;

Involvement of traditions, rituals;

Organization of joint activities of children with peers of different age associations;

Organization of individual exhibitions, vernissages of children's creativity;

Timely correction of the social behavior of children: control over behavior in the form of advice, the creation of special educational situations built on the principle of "understand, empathize, act."

An important factor in the social development of children is the family (Work by T.V. Antonova, R.A. Ivankova, A.A. Royak, R.B. Sterknaya, E.O. Smirnova, etc.). The cooperation of educators and parents creates optimal conditions for the formation of the child's social experience, its self-development, self-expression and creativity.

The book “Communication of Children in Kindergarten and the Family” (Edited by T.L. Repina. R.B. Sterkina - M., 1990) presents the distinctive features of communication with children of educators and parents, depending on the styles of education. Adults with a democratic style of communication create conditions for trusting, friendly, emotionally positive relationships. "Authoritarian" adults contribute to conflict, hostility in relationships, create unfavorable conditions for the social and moral development of preschool children. In a special study by G. Stepanova, the significance of the "child-adult" interaction is shown, in which each influences and modifies the behavior of the other. “The child constantly observes, imitates and models the attitudes, behavior and activities of the adults around him. Such modeling has a much greater impact on the social development of the child than verbal instructions and teachings, ”the researcher emphasizes (see: Stepanova G.B. The emotional state of a preschool child and their pedagogical assessment in a kindergarten. // Preschool education. - 1998 .- No. 5).

The general conditions for cooperation between teachers and parents on social development will be:

Ensuring the emotional well-being and satisfaction of the vital needs of the child in the kindergarten group;

Preservation and maintenance of a single line of positive social development of children in preschool educational institutions and families;

Respect for the personality of the child, realized! ie self-values ​​of preschool childhood;

The formation of a child's positive sense of self, confidence in his abilities, that he is good, he is loved.

In the laboratory of social development of the Center "Preschool childhood" them. A.V. Zaporozhets, a collective study of the uniqueness of social competence, social and pedagogical conditions of formation in the family was carried out. According to V.M. Ivanova, R.K. Serezhnikova in

one-child family (having a high economic potential), the child, as a rule, does not attend kindergarten. In view of this, there is a lack of communication with peers, the relationship of the child with parents in the family is complicated. The method of complex theatrical games (“home theater”) was used as the main means of correcting parent-child relationships. The acquired communication and playing skills helped the child to build relationships with peers in the children's society. This tool created an atmosphere of openness, trust with

both sides.

E.P. Arnautova. ON THE. Razgonova confirm the expediency of using for social competence, as a basic characteristic, methods of game art therapy, sketches that involve the active involvement of adults in playing, visual, theatrical activities together with children, in the world of fairy tales, dance, music (see Collection of Preschool Education. Traditions and Modernity - M.. 1996. Article by T.V.Antonova Social competence of the individual in the conditions of its formation in kindergarten).

The problem of social development in a number of works is considered from the perspective of the development of social confidence in preschoolers (see: Development of social confidence in preschoolers: A manual for teachers of preschool institutions. - M .: Humanitarian publishing center VLADOS. 2002) (health-saving pedagogy). Socially competent behavior, according to the author, is the basis of a healthy lifestyle for children.

The authors of the manual E.V. Prima, L.V. Fillipova, I.N. Koltsova, NY. Molostova believe that socially competent behavior provides the child with an adequate attitude to positive and negative situations. Social competence includes a large and varied set of behavioral techniques; adequate perception of the situation: the ability to reflectively control both the situation and alternative behavior. The components of socially competent behavior include: the ability to say "no"; the ability to express desires and requirements; possession of effective communication skills: the ability to establish contacts, conduct and end a conversation; Express both positive and negative feelings.

The authors of the manual offer a program aimed at developing social abilities and social skills and at preventing insecure behavior and related psycho-emotional problems. The program is implemented through game classes and includes three sections: "Me and the world", "Me and others", "Alone and together".

A feature of the program is the involvement of three forms of socialization (identification, individualization and personalization). The program takes into account the age-related features of the psyche: imaginative thinking, the predominance of the emotional component in the experience, the leading type of activity. The development of children's social confidence goes through the enrichment of sensory experience ("The world of sounds", "The world of touches", "A look at the world around"). Through dramatization games, games with rules, didactic exercises and games, conversations in a circle, there is a unification, emotional rapprochement of children, the development of a system of perception of each other, the development of social abilities (trust, confidence, the formation of a positive image of "I"), the development of social skills .

In the conditions of a family preschool educational institution, the methodological recommendations of the authors of the manual can be used to help children gain experience in socially confident behavior and develop social abilities and skills in the process of communication.

The pedagogical technology “Discover yourself” is devoted to the development of social competence (see Ryleeva E.V. More fun together! Didactic games for developing cooperation skills in children aged 4-6. - M .: Airek-PRESS. 2003). This technology is a comprehensive support for the social development of preschoolers, focused on the formation in children of the beginnings of life self-determination. Technology for integrating didactic games into the educational space of the kindergarten

involves the involvement of training sessions in which cognitive tasks and speech development are solved. Social development is understood by the author of the technology as a process of transfer and further development by a person of the socio-cultural experience accumulated by mankind. Collaboration is what helps to turn any business into interesting and useful for oneself and others. Collaborative skills are habitual ways for children to behave in situations where it is necessary to find the most effective use of their personal potential in a collective effort. The games offered in the pedagogical technology "Discover yourself" are typical difficult situations that a child has to face in kindergarten. In these games, the role-playing behavior of all participants in the game, including the teacher, is prescribed. Consequently, cooperation creates conditions for the development of autonomy and independence of social adaptability, openness and social flexibility. (For example, the game "Find your group." "Let's think together", "Live jump ropes", "Find your place in the row", etc.). Consideration of social development through the prism of partnership, joint activities of adults and children is the most promising in the theory and practice of social development of preschool children.

The most active social development of the child occurs in his first years of life. For example, in the first 12 months of his life, a baby learns a huge amount of skills and knowledge, establishes emotional contact with people around him, learns to control his body, trust adults, memorizes several hundred words and learns to pronounce individual sounds and syllables. In order for the social and personal development of the child to be carried out in the right direction and on time, parents should make certain efforts: constantly communicate with the baby, talk, sing songs and tell fairy tales, as well as show their love, walk and acquaint with the outside world.

What is social development?

The very concept of "social development of a child" implies a process in which the baby learns the values, culture of society, traditions, etc. In the process of growing up, he is exposed to various social factors in the development of the child: communication with adults and peers, education in kindergarten and school, games, etc. .d. That is, the baby gradually learns to live in society, obeying the generally accepted rules and norms of behavior, taking into account the interests and feelings of others.

Naturally, the closest environment - the family - has the greatest influence on the social and personal development of the child. We can say that the family is a kind of translator, passing on experience, knowledge, traditions and values ​​to the younger generation. Therefore, for the normal, full development of the child, a warm, loving family atmosphere, saturated with respect and trust in each other, is very important.

Consider the main social factors in the development of the child:

Communication with children and adults. Among the key factors influencing the development of the child, the main place is occupied by communication. It is through communication that the child’s friendly relationships with peers are formed, education is carried out at home, in kindergarten and school. From early childhood, the child has the basic elements of communication. In the first six months of his life, the baby expresses his sensations and feelings through movements, facial expressions and sounds. Here are the stages of communication that a child goes through in different age periods:

• Infancy. Starting from the age of six months, the infant's communication with loved ones is mainly of a situational-business form. That is, the child practically interacts with adults, he needs not only care and attention, but also live communication, joint actions and advice. When interacting with adults, the child quickly learns the role of various objects and learns to handle them.
• Three to five. At this age, communication takes on an extra-situational-cognitive form. That is, the child is able to formulate and ask questions about people, objects and phenomena. Having mastered speech, he can discuss phenomena and objects. At the age of 3-5 years, the baby seeks to learn new information, share it with others and discuss everything that happens.
• Six to seven. During this period, the child has a personal form of communication, that is, the baby is increasingly asking about a person and his essence. It is important that from 6 to 7 years old the child does not stop feeling love, understanding and sympathy from the parents. At this age, adults are a role model for the baby, he copies the behavior of loved ones. Also at this moment, communication with peers is extremely important; in educational institutions, the child should feel relaxed and free.

Socialization through play. For the correct social and personal development of the child, the game is extremely important. Therefore, parents need to encourage the child in every possible way to the game process, teaching him the principles of the game. The basis of the game is communication. Game activity is the main activity for a child under 7 years old. If a child plays correctly and a lot, he develops at a rapid pace, both emotionally and socio-emotionally. Usually, in the games of children, the life of adults is reproduced, they can play mother-daughters, doctors, school, shops, etc. It is in the game that options for resolving conflict situations are developed and lived, communication skills are honed, etc.

Cultural development. The kid is receptive to the beautiful, and various types of art influence the social development of the child, so he should certainly be introduced to the masterpieces of human art: painting, sculpture, music, etc. Versatile classes, exercises, conversations, reading books, etc. are also important for the correct social development of the child. listening to music, observing and discussing life situations, etc. These components form the child's personality.

Diagnostics of the child's social development

Methods for diagnosing the social development of a child are associated with a variety of manifestations of his personality in communication and various activities. The main method for diagnosing the social development of a child is observation, during which the following points are revealed:

• Emotional manifestations: how often the child is cheerful, with what mood he comes to the kindergarten or school, how often the baby is sad or angry, and what causes such emotions, how much the child is conflicted, how often he shows stubbornness and aggression.
• The manifestation of activity in communication, the initiative of the child in contacts with peers and adults, timidity and shyness.
• Ability to communicate and interact with peers and seniors.
• Compliance with established rules, ability to resolve conflicts.
• Respect for the feelings and desires of others.
• The culture of communication, polite manners, the ability to start a conversation, understanding the basic manners of behavior, response to suggestions from adults and peers.
• The presence of cognitive interest in others, the desire to understand the inner world of relatives and friends.
• Individual manifestation of the child in a variety of activities (the ability to put forward a personal idea, develop a plan of action, correct mistakes, attitude to the advice of peers and adults, etc.).

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Non-state educational institution of higher professional education

Eastern Economic and Legal Humanitarian Academy (VEGU Academy)

Direction Pedagogy

Profile focus - Preschool education

COURSE WORK

Preschool Pedagogy. Co Featuressocial development of preschoolers

Khusainova Irina Vladimirovna

Almetyevsk 2016

• 1. Social and personal development
• 2. What influences the social development of preschoolers
• 3. Assistance in the social development of preschoolers
• 4. Stages of personality formation
• 5. Methods of social and moral education
• 6. Five Essential Elements of Early Childhood Development
• 7. Social factors in the development of the child's personality
• 8. Basic principles of organizing the process of social education
• Conclusion
• Literature

1. Social and personal development

The full formation of children largely depends on the specifics of the social environment, the conditions for its formation, the personal characteristics of the parents, which serve as the most important example for the formation of the personality of children. The closest circle of a child is considered to be parents and close relatives - grandparents, that is, his family. It is in it that the final basic experience of relationships with others will be instilled, during which the child develops ideas about adult life. It is their child who then transfers into communication with a wide circle - in kindergarten, on the street, in a store. The child's assimilation of social norms, patterns of role-playing behavior is commonly called socialization, which is considered by well-known scientific researchers as a process of social development through a system of various types of relationships - communication, play, cognition.

The social processes taking place in modern society create the prerequisites for the development of new goals of education, the center of which is the personality and its inner world. The foundations that determine the success of personal formation and development are laid in the preschool period. This important stage of life makes children full-fledged individuals and gives rise to such qualities that help a person to decide in this life, to find his worthy place in it.

Social development, acting as the main task of education, begins during the period of primary socialization in infancy and early childhood. At this time, the child receives the necessary skills in life to communicate with others. All this is known through sensations, touches, everything that a child sees and hears, feels, is laid in his subconscious as a basic basic development program.

In the future, cultural experience is assimilated, aimed at reproducing by the child the historically formed abilities, methods of activity and behavior fixed in the culture of each society, and acquired by him on the basis of cooperation with adults. This also includes ceremonial traditions.

As children master the social reality, the accumulation of social experience, it becomes a full-fledged subject, personality. However, in the early stages, the priority goal of the child's development is the formation of his inner world, his intrinsically valuable personality.

The behavior of children is somehow correlated with his ideas about himself and about what he should or would like to be. A child's positive perception of his own "I - personality" directly affects the success of his activities, the ability to make friends, the ability to see their positive qualities in communication situations. His quality as a leader is determined.

In the process of interaction with the outside world, the child is an actively operating world, cognizes it, and at the same time cognizes himself. Through self-knowledge, the child comes to a certain knowledge about himself and the world around him. He learns to distinguish good from bad, to see what to strive for.

Morality, morality, rules of behavior in society, unfortunately, are not laid down in a child at birth. Not particularly conducive to their acquisition and the environment. Therefore, purposeful systematic work is needed with the child to organize his personal experience, where he naturally forms self-knowledge. This is not only the role of parents, the role of the teacher also plays a big role. In the types of activities available to him, the following will be formed:

Moral consciousness - as a system of simple moral ideas in a child, concepts, judgments, knowledge about moral norms, rules adopted in society (cognitive component);

Moral feelings - feelings and attitudes that these norms of behavior cause in a child (emotional component);

The moral orientation of behavior is the real behavior of the child, which corresponds to the moral standards accepted by others (behavioral component).

Direct training and education of a preschooler occurs through the formation of an elementary system of knowledge in him, streamlining disparate information and ideas. The social world is not only a source of knowledge, but also a comprehensive development - mental, moral, aesthetic, emotional. With the correct organization of pedagogical activity in this direction, the perception, thinking, memory and speech of the child develops.

At this age, the child masters the world through acquaintance with the main aesthetic categories that are in opposition: truth - lies, courage - cowardice, generosity - greed, etc. To get acquainted with these categories, he needs various material for study; this material is contained in many respects in fairy tales, folklore and literary works, in everyday life events. By participating in the discussion of various problem situations, listening to stories, fairy tales, performing game exercises, the child begins to better understand himself in the surrounding reality, compare his own and the actions of the characters, choose his own line of behavior and interaction with others, learn to evaluate his own and other people's actions. When playing, the child is always at the junction of the real and the game world, along with this, he occupies two positions: the real one - the child and the conditional one - the adult. This is the most important achievement of the game. It leaves behind a plowed field on which the fruits of abstract activity - art and science - can grow.

And the didactic game acts as a means of comprehensive education of the child's personality. With the help of instructive games, the teacher teaches children to think independently, to use the acquired knowledge in various conditions in accordance with the established task.

Children's play is a type of children's occupation, which consists in repeating the actions of adults and the relationships between them, aimed at orientation and comprehension of objective activity, one of the means of physical, mental, mental and moral education of children. In working with children, they suggest using fairy tales of a public nature, in the process of telling which children learn that they need to find friends for themselves, that one can be bored, sad (the fairy tale "How the truck was looking for a friend"); that you need to be polite, be able to communicate with the help of not only verbal, but also non-verbal means of communication ("The Tale of an Ill-mannered Mouse").

Through the children's subculture, the most important social needs of the child are satisfied:

- the need for isolation from adults, closeness with other people apart from the family;

- the need for independence and participation in social transformations.

Many didactic games set the task for children to use the existing knowledge expediently in mental operations: to find inherent features in objects and phenomena of the world around them; classify, compare objects according to certain criteria, draw correct conclusions, generalizations. The activity of children's thinking is the main prerequisite for a conscious attitude to the acquisition of solid, deep knowledge, the establishment of reasonable relations in the team.

2. What influences the social development of preschoolers

preschool personality social education

The social development of preschoolers is strongly influenced by the environment, namely the street, the house and people who are grouped according to a certain system of norms and rules. Each person brings something new to the life of the baby, affects his behavior in a certain way. This is a very important aspect in the formation of a person, his perception of the world.

The adult serves as an example for the child. The preschooler seeks to copy all actions and deeds from him. After all, an adult - and especially parents - is the standard for a child.

Personal development occurs only in the environment. To become a full-fledged person, the child needs contact with the people around him. He needs to realize himself as separate from the family, to realize that he is responsible for his behavior, actions not only in the family circle, but also in the world around him. The role of the teacher in this regard is to guide the child correctly, to show on the example of the same fairy tales - where the main characters also experience some moments of life, solve situations. All this will be very useful to the child, especially in the recognition of good and evil. After all, in Russian folk tales there is always a hint that helps the baby to understand, using the example of another, what is good and what is bad. How to do it and how not to.

The most important source of development of the child's personality is the family. She is a guide that offers the baby knowledge, experience, teaches and helps to adapt to the harsh conditions of life. A favorable home atmosphere, trust and mutual understanding, respect and love are the key to success in the proper development of a person. Whether we like it or not, the child will always be like his parents in some sense - behavior, facial expressions, movements. By this he tries to express that he is a self-sufficient, adult person.

From six to seven years of age, children's communication takes on a personal form. Children begin to ask questions about the person and his essence. This time is the most responsible in the social development of a small citizen - he often needs emotional support, comprehension and empathy. Adults are role models for children, therefore they actively adopt their communication style, behavioral characteristics and develop their own individuality. They start asking a lot of questions, which are often very difficult to answer directly. But it is necessary to reveal the problem together with the child, to explain everything to him. In the same way, in due time, the child will give his knowledge to his baby, remembering how the parents or the teacher did not push him away with a lack of time, but competently and clearly explained the essence of the answer.

The child's personality is formed from the smallest bricks, among which, in addition to communication and play, various activities, exercises, creativity, music, books and observation of the world around play a significant role. At preschool age, every child deeply perceives everything interesting, therefore the task of parents is to acquaint him with the best human works. Children ask adults a lot of questions that need to be answered completely and honestly. This is very important, because for a child, your every word is an indisputable truth, so do not allow the collapse of faith in your infallibility. Show them your openness and interest, participation in them. The social development of preschoolers also occurs through the game as a leading children's activity. Communication is an important element of any game. During the game, the social, emotional and mental development of the child takes place. The game gives children the opportunity to reproduce the adult world and participate in the social life represented. Children learn to resolve conflicts, express emotions and interact appropriately with others.

3. Assistance in the social development of preschoolers

The most convenient and effective form of social development of children is the game form. Play until the age of seven is the main activity of every child. And communication is an integral part of the game.

During the game, the child is formed both emotionally and socially. He strives to behave like an adult, "trying on" the behavior of his parents, learns to take an active part in social life. In the game, children analyze different ways of resolving conflicts, learn to interact with the outside world.

However, in addition to playing, conversations, exercises, reading, study, observation and discussion are important for preschoolers. Parents should encourage the moral deeds of the child. All this helps the child in social development.

The child is very impressionable and receptive to everything: he feels the beauty, you can visit the cinema, museums, theaters with him.

It must be remembered that if an adult feels unwell or is in a bad mood, then you should not organize joint events with the child. After all, he feels hypocrisy and deceit. And therefore can copy this behavior. In addition, it has been scientifically proven that the child very subtly feels the mood of the mother. It is better at such moments to distract the child with something else, for example, give him paints, paper and offer to draw a beautiful picture on any topic you choose.

Preschoolers, among other things, need sociable communication - joint games, discussions. They, like small children, learn the adult world from the very beginning. They are learning to be adults just like we learned in our time.

The social development of preschoolers occurs mainly through communication, the elements of which we see in the facial expressions, movements, and sounds of children.

4. Stages of personality formation

The theoretical foundations of the social and moral education of preschool children were laid by R.S. Bure, E.Yu. Demurova, A.V. Zaporozhets and others. They identified the following stages of personality formation in the process of moral education:

the first stage is the formation of moral feelings and social emotions;

the second stage - the formation of moral ideas and the accumulation of knowledge;

the third stage is the transition of knowledge into beliefs and the formation on this basis of a worldview and value orientations;

the fourth stage is the transformation of beliefs into concrete behavior, which can be called moral.

In accordance with the stages, the following tasks of social and moral education are distinguished:

- formation of moral consciousness;

- the formation of social emotions, moral feelings and attitudes towards different aspects of the social environment;

- the formation of moral qualities and the activity of their manifestation in activities and actions;

- the formation of benevolent relations, the beginnings of collectivism and the collectivist orientation of the personality of a preschooler;

- education of useful skills and habits of behavior.

To solve the problems of moral education, it is necessary to organize activities in such a way as to create maximum conditions conducive to the realization of the possibilities contained in it. Only under appropriate conditions, in the process of various independent activities, does the child learn to use the rules known to him as a means of regulating relations with peers.

The conditions of socio-moral education in kindergarten should be compared with the conditions for the implementation of other areas of development of children, since it is pivotal for organizing the entire educational process: for example, the integration of lines of social-moral and socio-ecological education of preschoolers.

The content of socio-moral education at the same time includes the development of a socio-moral culture of the personality of a preschooler and its individual components - motivational-behavioral and emotional-sensory.

These components are formed and added into a single system during the following stages of work (according to S.A. Kozlova):

preliminary,

artistic and introductory,

Emotionally active.

Their content is selected in accordance with educational programs (for example, the program of social development and education of preschoolers and younger schoolchildren "I am a man!" by S.A. Kozlova, the program of moral education of preschoolers "Friendly guys" by R.S. Bure, etc.).

5. Methods of social and moral education

There are several classifications of methods of social and moral education.

For example, the classification of V.I. Loginova, based on the activation of the mechanism of moral development in the process of education:

* Methods for stimulating feelings and relationships (example of adults, encouragement, demand, punishment).

* Formation of the moral behavior of the child (accustoming, exercise, leadership activities).

* Formation of the child's moral consciousness (persuasion in the form of clarification, suggestion, ethical conversations).

The classification of B. T. Likhachev is based on the logic of the process of moral education itself and includes:

* Methods of trusting interaction (respect, pedagogical requirements, discussion of conflict situations, persuasion).

* Educational influence (clarification, stress relief, appeal to consciousness, will, deed, feeling).

* Organization and self-organization of the educational team in the future (game, competition, uniform requirements).

As methods aimed at comprehending the meaning and correctness of moral rules by a child, researchers suggest: reading literature, in which the meaning of the rules is revealed by influencing the consciousness and feelings of a preschooler (E.Yu. Demurova, L.P. Strelkova, A.M. Vinogradova ) ; conversations using the likening of positive and negative images of characters (L.P. Knyazeva); solving problem situations (R.S. Bure); discussion with children of acceptable and unacceptable ways of behavior in relation to others. Examination of plot pictures (A.D. Kosheleva). Organization of games-exercises (S.A. Ulitko), games-dramatizations.

The means of social and moral education are:

- acquaintance of children with different aspects of the social environment, communication with children and adults;

- communication with nature;

- artistic means: folklore, music, films and filmstrips, fiction, fine arts, etc.

- organization of children's activities - games, work, etc.,

- the inclusion of children in subject-practical activities, the organization of collective creative affairs;

Thus, the content of the educational process may vary depending on the direction of social and moral education. At the same time, the originality of the process of social and moral education of preschool children lies in the decisive role of the environment and upbringing in the formation of the child, in the absence of principles of interchangeability in the process of moral education and the flexibility of educational actions.

Socio-moral education is an active purposeful process of a child's entry into the social environment, when moral norms and values ​​are comprehended, the child's moral consciousness is formed, moral feelings and habits of behavior develop.

The upbringing of ethical norms of behavior in a child is a moral problem that has not only social, but also pedagogical significance. At the same time, the development of children's ideas about morality is influenced by the family, the kindergarten, and the surrounding reality. Therefore, teachers and parents are faced with the task of educating a highly educated and well-bred young generation, who owns all the achievements of the created human culture. It is necessary to convey to children, especially preschoolers, all the most important aspects of human life. Try to bring as much as possible from your life experience the positive moments of education.

Social and moral education at preschool age is determined by the fact that the child develops the very first moral assessments and considerations, he begins to understand what a moral norm is, and develops his attitude towards it, which, however, does not always ensure its observance in real actions. The social and moral upbringing of children takes place throughout their lives, and the environment in which they develop and grow plays a decisive role in the development of a child's morality. Therefore, it is very important not to miss important moments in the life of a child, thereby giving him a chance to become a person.

The solution of the problems of social and moral development is facilitated by the organization of the educational process on the basis of a personality-oriented model, which provides for close interaction of children with a teacher who allows and takes into account the presence of preschoolers' own judgments, suggestions, and disagreements. Communication in such conditions takes the form of dialogue, joint discussion and development of common solutions.

6. Five Essential Elements of Early Childhood Development

This is the development of the child's nervous system and its reflex activity, as well as certain hereditary characteristics. This type of development is primarily influenced by heredity and the close environment of the baby.

If you are interested in the smooth development of your child, then pay special attention to special courses that help parents better understand their child and learn how to interact with him in the most effective way. Thanks to such courses, the child easily passes preschool development and grows up to be a very successful and self-confident person.

This type of development is influenced by absolutely everything that surrounds the baby, starting with music and ending with the observation of people who are in the close environment of the child. Also, the emotional development of preschool children is greatly influenced by games and stories, the place of the child in these games and the emotional side of the game.

Cognitive development is the process of processing information, as a result of which the aggregate facts add up to a single store of knowledge. Preschool education of children is very important and requires taking into account all stages of this process, namely: what information the child will receive and how he can process and apply it in practice. For example, these are retellings of fairy tales for practice. For the harmonious and successful development of preschoolers, you need to select information that will:

· Stated from an authoritative source by the right people;

· Appropriate for all cognitive abilities;

· Opened and properly processed and analyzed.

Thanks to the preschool development of children in special courses, the child will receive the most necessary information, which will have a very positive effect on his overall development, as well as the development of logical thinking and social skills. In addition, the baby will replenish his baggage of knowledge and rise one more step in his development.

PsychologicalOe development of preschool children

This type of development includes all aspects that are associated with age-related characteristics of perception. At the age of three, the child begins the process of self-knowledge, develops thinking and awakens initiative. In any course, teachers will help the baby cope with psychological problems in development, which will contribute to the rapid socialization of the child.

Speech development is personal for each child individually. Parents, as well as teachers, are obliged to help the formation of the baby’s speech, increase his vocabulary and the formation of clear diction, and eliminate speech defects. The development of children at preschool age will help the child master oral and written speech, the baby will learn to feel his native language and will be able to easily use complex speech techniques, as well as form the necessary communication skills.

It is important not to leave the development of the child without due attention. The temporary intervention of experienced teachers, as well as the attention of parents, will help the child to assimilate as painlessly and easily as possible in this adult world that frightens them.

If you feel that you cannot give all the necessary skills and abilities to your own child, be sure to contact the specialists at the center for the development of preschool children. Thanks to experienced teachers, the child will learn to speak, write, draw and behave in society correctly.

Social and personal development of preschool children

The development of the baby in society means that he understands the customs, values ​​and culture of the society in which he is brought up. The child receives the first skills of social development when communicating with his parents and close relatives, then from communicating with peers and adults. He is constantly being formed as a person, he learns what can and cannot be done, take into account his personal interests and the interests of others, how to behave in this or that place and environment.

The social development of preschool children plays a significant role in shaping the formation of personality. Helps the child to become a full-fledged person with his own interests, principles, principles and desires, which should not be infringed upon by his environment.

In order for social development to occur rhythmically and correctly, each baby needs communication, love, trust and attention, first of all, from parents. It is mom and dad who can give their baby experience, knowledge, family values, teach the ability to adapt in life to any conditions.

From the first days, newborn babies learn to communicate with their mother: to catch her voice, mood, facial expressions, some movements, and also try to show what they want at a certain point in time. From six months to about two years old, the baby can already communicate with parents more consciously, can ask for help or do something with them. Help around the house for example.

The need to be surrounded by peers arises by about three years. Children learn to interact and communicate with each other. Come up with different games, situations together, beat them.

The development of children in society from three to five years. This is the age of "why". Precisely because there are many questions about what surrounds the child, why it happens this way, why it happens and what will happen if ... Children begin to diligently study the world around them and what is happening in it.

Learning takes place not only by examining, feeling, tasting, but also by speaking. It is with its help that a child can receive information of interest to him and share it with the children and adults around him.

Preschool children, six to seven years old, when communication is personal. The child begins to be interested in the human being. At this age, children should always be given answers to their questions, they need the assistance and understanding of their parents.

Because close people are the main example for them to copy.

The social and personal development of children occurs in several directions:

obtaining social skills;

communication with children of the same age;

teaching the child to be good to himself;

development during the game.

In order for a child to treat himself well, it is necessary to create certain conditions that help him understand his significance and value to others. It is important for children to be in situations where they will be the center of attention, they are always drawn to this themselves.

Also, every child needs approval for their actions. For example, collect all the drawings made by children in the garden or at home, and then show them to guests or other children at family celebrations. On the birthday of a child, all attention should be paid to the birthday man.

Parents should always see the experiences of their baby, be able to sympathize with him, rejoice or be upset together, provide the necessary assistance in case of difficulties.

7. Social factors in the development of the child's personality

The development of children in society is influenced by some aspects that play a significant role in the development of a full-fledged personality. Social factors of child development are divided into several types:

· microfactors are family, close environment, schools, kindergartens, peers. What most often surrounds the child in everyday life, where he develops and communicates. Such an environment is also called a microsociety;

Mesofactors are the place and living conditions of the child, region, type of settlement, ways of communicating with people around;

Macrofactors are the influence of the country, state, society, political, economic, demographic and environmental processes in general on the child.

Development of social skills

The development of social skills in preschoolers has a positive effect on their activities in life. General upbringing, expressed in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, sympathize, help are the most important indicators of the development of social skills. Also important is the ability to talk about your own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction for successful socialization, we suggest following the aspects of developing social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This will be the first social interaction.

2. Talk to the baby. Answer the sounds made by the baby with words, phrases. This way you will establish contact with the baby and soon teach him to speak.

3. Teach your child to be sympathetic. You should not bring up an egoist: more often let the child understand that other people also have their own needs, desires, worries.

4. Parenting, be affectionate. In education, stand on your own, but without shouting, but with love.

5. Teach your child respect. Explain that items have value and should be treated with care. Especially if it's someone else's stuff.

6. Learn to share toys. This will help him make friends faster.

7. Create a social circle for the baby. Strive to organize the communication of the baby with peers in the yard, at home, in a children's institution.

8. Praise for good behavior. The child is smiling, obedient, kind, gentle, not greedy: why not praise him? He will fix the understanding of how to behave better, and acquire the necessary social skills.

9. Talk to your child. Teach preschoolers to communicate, share worries, analyze actions.

10. Encourage mutual assistance, attention to children. Discuss more often situations from the life of a child: this is how he will learn the basics of morality.

Social adaptation of children

Social adaptation is a prerequisite and the result of the successful socialization of a preschooler.

It occurs in three areas:

· activity

· consciousness

· communication.

The field of activity implies a variety and complexity of activities, a good command of each of its types, its understanding and possession of it, the ability to carry out activities in various forms.

Indicators of a developed sphere of communication are characterized by an expansion of the child's circle of communication, an increase in the quality of its content, possession of generally established norms and rules of behavior, the ability to use its various forms and types suitable for the child's social environment and society.

The developed sphere of consciousness is characterized by work on the formation of the image of the personal "I" as a subject of activity, understanding one's social role, and the formation of self-esteem.

During socialization, the child, along with the desire to do everything as everyone does (mastering the established rules and norms of behavior), shows a desire to stand out, to express individuality (development of independence, one's own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

socialization

individualization.

In the case when, during socialization, a balance is established between socialization and individualization, an integrated process takes place, aimed at the successful entry of the child into society. This is social adaptation.

Social maladaptation

If, when a child enters a certain group of peers, there is no conflict of generally established standards and personal qualities of the child, then it is considered that he has adapted to the environment. If such harmony is violated, then the child may show indecision, isolation, depressed mood, unwillingness to communicate, and even autism. Rejected by a certain social group, children are hostile, withdrawn, inadequately evaluating themselves.

It happens that the socialization of a child is complicated or inhibited for reasons of a physical or mental nature, as well as as a result of the negative influence of the environment in which he grows up. The result of such cases is the appearance of asocial children, when the child does not fit into social relations. Such children need psychological help or social rehabilitation (depending on the degree of complexity) for the proper organization of the process of their adaptation to society.

The childhood of any kid consists of a certain number of different periods, some of them are very easy, and some are quite difficult. Children are constantly learning something new, learning about the world around them. In a few years, the child will have to overcome a lot of crucial stages, each of which becomes decisive in the worldview of the crumbs.

Features of the development of preschool children are that this period is the formation of a successful and mature personality. Preschool development of children lasts for several years, during this period the child needs caring parents and competent teachers, only then the child will receive all the necessary knowledge and skills.

At preschool age, the child enriches his vocabulary, develops socialization skills, and develops logical and analytical skills.

The development of children at preschool age covers the period from 3 to 6 years, each subsequent year you must take into account the characteristics of the child's psychology, as well as methods of getting to know the environment.

Preschool development of a child is always directly related to the play activity of the baby. For the development of personality, story games are necessary, in which the child unobtrusively learns from the people around him in different life situations. Also, the tasks of preschool development of toddlers are that kids need to be helped to realize their role in the whole world, they need to be motivated to succeed and taught to endure all failures with ease.

In the development of preschool children, many aspects must be taken into account, of which five main ones stand out, they need to be developed smoothly and harmoniously along the entire path of preparing the child for school, and for the rest of his life.

If you try to take into account all aspects of the harmonious upbringing of the child, create favorable conditions for the comprehensive development, maintain friendly relations and contribute to the disclosure of his creative potential, then the process of social development of the preschooler will be successful. Such a child will feel confident, which means he will be successful.

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

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

The very word "society" comes from the Latin "societas", meaning "comrade", "friend", "buddy". From the very first days of life, a child is a social being, since any of his needs cannot be satisfied without the help and participation of another person.

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

All adults who communicate with the child and influence his social development can be divided into four levels of proximity, characterized by various combinations of three factors:

the frequency of contact with the child;

Emotional richness of contacts;

information content.

On the first level there are parents - all three indicators have a maximum value.

Second level occupied by educators of preschool educational institutions - the maximum value of information content, emotional richness.

Third level- adults who have situational contacts with the child, or those whom children can observe on the street, in the clinic, in transport, etc.

Fourth level - people whose existence the child may know, but whom he will never meet: residents of other cities, countries, etc.

The immediate environment of the child - the first and second levels of proximity - due to the emotional saturation of contacts with the child, not only influence his development, but also change themselves under the influence of these relationships. For the success of the social development of the child, it is necessary that his communication with the closest adult environment be dialogic and free from directives. However, even direct communication between people is actually a complex and multifaceted process. In it, communicative interaction is carried out, information is exchanged. The main means of human communication are speech, gestures, facial expressions, pantomime. Even before speaking, the child accurately responds to the smile, tone and intonation of the voice. Communication involves people understanding each other. But young children are self-centered. They believe that others think, feel, see the situation in the same way as they do, so it is difficult for them to enter into the position of another person, to put themselves in his place. It is the lack of understanding between people that most often causes conflicts. This explains the so frequent quarrels, disputes and even fights between children. Social competence is achieved through productive communication of the child with adults and peers. For most children, this level of development of communication can only be achieved in the educational process.

8. Basic principles of organizing the process of social education

individual assistance in the elimination of conflict and critical

Situations in the social interaction of the individual, the value formation of her life relations;

education in a person of abilities and needs to discover and create himself in the main forms of human activity;

development of the ability to know oneself in unity with the world, in dialogue with it;

development of the ability of self-determination, self-actualization on the basis of reproduction, development, appropriation of the cultural experience of self-development of mankind;

· the formation of the need and ability to communicate with the world on the basis of humanistic values ​​and ideals, the rights of a free person.

Current trends in the development of the education system in Russia are associated with the implementation of a request for an optimal update of its content and methods in accordance with the growing progress of society, science, and culture. The public order for the development of the education system is predetermined by its main goal - preparing the younger generation for active creative life in the world community, capable of solving the global problems of mankind.

The current state of science and practice of preschool education indicates the presence of a huge potential in the development and implementation of programs and technologies for the social development of preschoolers. This direction is reflected in the requirements of the state educational standard, included in the content of federal and regional comprehensive and partial programs ("Childhood", "I am a person", "Kindergarten - a house of joy", "Origins", "Rainbow", "I, you , we", "Introducing children to the origins of Russian folk culture", "The enduring values ​​of a small Motherland", "The development of children's ideas about history and culture", "Community", etc.). These programs allow to reveal the problem of preschool development.

An analysis of the available programs makes it possible to judge the possibility of implementing certain areas of social development of preschool children.

Social development is a process during which a child learns the values, traditions of his people, the culture of the society in which he will live. This experience is represented in the personality structure by a unique combination of four components that are closely interdependent:

1. Cultural Skills - are a set of specific skills that society imposes on a person in various situations as mandatory. For example: the skill of ordinal counting to ten before entering school. Learning the alphabet before school.

2. Specific knowledge - representations received by a person in the individual experience of mastering the surrounding world and bearing the imprints of his interaction with reality in the form of individual preferences, interests, value systems. Their distinctive feature is the close semantic and emotional relationship between them. Their combination forms an individual picture of the world.

3. Role behavior - behavior in a specific situation, due to the natural and socio-cultural environment. Reflects a person's acquaintance with the norms, customs, rules, regulates his behavior in certain situations, is determined by his social competence. Even in preschool childhood, a child already has many roles: he is a son or daughter, a kindergarten pupil, someone's friend. It is not for nothing that a small child behaves differently at home than in kindergarten, and communicates with friends differently than with unfamiliar adults. In each situation and environment, the child feels differently and tries to present himself from a different point of view. Each social role has its own rules, which can change and are different for each subculture, the system of values, norms, and traditions adopted in this society. But if an adult freely and consciously accepts this or that role, understands the possible consequences of his actions and realizes responsibility for the results of his behavior, then the child has only to learn this.

4. social qualities, which can be combined into five complex characteristics: cooperation and concern for others, rivalry and initiative, autonomy and independence, social openness and social flexibility.

All components of social development are closely interconnected. Therefore, changes in one of them inevitably entail changes in the other three components.

For example: the child has achieved acceptance into the games of peers who previously rejected him. His social qualities immediately changed - he became less aggressive, more attentive and open to communication. He felt like a person to be reckoned with and accepted. His horizons expanded with new ideas about human relations and himself: I am also good, it turns out that children love me, children are not evil either, it’s fun to spend time with them, etc. His cultural skills will inevitably be enriched after a while with new methods of communicating with objects of the world around him. , because he will be able to observe and try these tricks with playmates. Previously, this was impossible, the experience of others was rejected, because the children themselves were rejected, the attitude towards them was unconstructive.

All deviations in the social development of a preschool child are the result of the wrong behavior of surrounding adults. They simply do not understand that their behavior creates situations in the child's life that he cannot cope with, so his behavior begins to take on an antisocial character.

The process of social development is a complex phenomenon, in the course of which the child appropriates the objectively set norms of human society and constantly discovers, asserts himself as a social subject.

The content of social development is determined, on the one hand, by the totality of social influences of the world level of culture, universal values, on the other hand, by the attitude of the individual himself, the actualization of his own "I", the disclosure of the creative potentials of the individual.

How to contribute to the social development of a preschooler? We can offer the following tactics of interaction between the educator and children in order to form socially acceptable forms of behavior and assimilate the moral norms of society:

discuss more often the consequences of the actions of a child or an adult on the feelings and emotions of another person;

emphasize the similarities between different people;

offer children games and situations in which cooperation and mutual assistance are needed;

Involve children in the discussion of interpersonal conflicts arising on moral grounds;

Consistently ignore instances of negative behavior, pay attention to a child who behaves well;

Do not repeat endlessly the same requirements, prohibitions and punishments;

Clearly formulate the rules of conduct. Explain why you should do this and not otherwise.

The social experience, to which the child joins from the first years of his life, is accumulated and manifested in social culture. The assimilation of cultural values, their transformation, contributing to the social process, is one of the fundamental tasks of education.

With regard to the content of preschool education in the aspect of social development, we can talk about the following sections of culture and the directions of the organization of the pedagogical process corresponding to them: the culture of communication included in the content of moral education; psychosexual culture, the content of which is reflected in the section on sex education; national culture, implemented in the process of patriotic education and religious education; ethnic culture included in the content of international education; legal culture, the content of which is presented in the section on the foundations of legal consciousness. Such an approach, perhaps, slightly limits the content of social development, omitting the sections of ecological, mental, labor, valeological, aesthetic, physical, and economic education. But these approaches are fundamental in the social development of the child.

However, the process of social development involves the implementation of an integrated approach, the legitimacy of the conditional allocation of these sections from a holistic pedagogical process is confirmed by one of the essential grounds associated with the social identification of a child at preschool age: species (child - person), generic (child - family member), gender ( a child is a carrier of sexual essence), national (a child is a carrier of national characteristics), ethnic (a child is a representative of the people), legal (a child is a representative of the rule of law).

The social development of the personality is carried out in activity. In it, a growing person goes from self-distinction, self-perception through self-affirmation to self-determination, socially responsible behavior and self-realization.

Due to the specifics of the development of mental processes and functions, the identification of a preschooler is possible at the level of emotional experience that arises in the course of comparing oneself with other people. The effectiveness of social development as a result of socialization-individualization is due to the influence of various factors. In the aspect of pedagogical research, the most important of them is education, the purpose of which is familiarization with culture, its reconstruction, appropriation and creation. Modern studies of the child's personal development (in particular, the group of authors for the development of the basic program "Origins") make it possible to supplement, concretize the indicated list and classify a number of basic personality characteristics as universal human abilities, the formation of which is feasible in the process of social development: competence, creativity, initiative, arbitrariness, independence, responsibility, security, freedom of behavior, self-awareness of the individual, the ability to self-esteem.

The social experience that a child joins from the first years of his life is accumulated and expressed in social culture. The study of cultural values, their transformation, contributing to the social process, is one of the fundamental tasks of education.

Of great importance in the process of assimilation of culture and in the development of universal social abilities is the mechanism of copying as one of the ways of penetrating into the semantic structures of human activity. Initially, imitating the people around him, the child masters the generally accepted ways of behavior, regardless of the characteristics of the communicative situation. Interaction with other people is not divided according to species, generic, gender, national characteristics.

With the actualization of mental activity, the enrichment of the semantic social spectrum of interaction, there is an awareness of the value of each rule, norm; their use becomes associated with a specific situation. Actions previously mastered at the level of mechanical imitation acquire a new, socially meaningful meaning. Awareness of the value of socially oriented actions means the emergence of a new mechanism of social development - normative regulation, the influence of which in preschool age is inestimable.

The implementation of the tasks of social development of preschool children is most effective in the presence of a unified pedagogical system, built in accordance with the main approaches of the general scientific level of pedagogy methodology.

· The axiological approach allows to determine the set of priority values ​​in education, formation and self-development of a person. In relation to the social development of preschoolers, the values ​​of communicative, national, legal culture can act as such.

· The culturological approach allows taking into account all the circumstances of the place and time in which a person was born and lives, the specifics of his immediate environment and the historical past of his country, city, the main value orientations of representatives of his people, ethnic group. The dialogue of cultures, which is one of the dominant paradigms of the modern education system, is impossible without familiarization with the values ​​of one's own culture. Parents from childhood teach their children the customs of their culture, unconsciously instilling in them cultural development, which children in turn will pass on to their descendants.

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