Coursework: The development of the personality of a preschooler in the process of communication. Education of positive personality traits of a preschool child in the process of his communication with peers and adults

The influence of an adult on the development of the personality of a preschooler

TOPIC 14. PERSONAL DEVELOPMENT OF A PRESCHOOL CHILD

1. The influence of an adult on the development of the personality of a preschooler.

2. Communication as an important factor in the development of a child's personality.

3. Communication of the child with peers.

4. The influence of the family on the development of the individual.

Personality formation is a complex social process. The child develops as a social being and the environment is the source and condition for the development of personality.

The child interacts with the environment - this plays a primary role in his mental development and personality development. Specific human properties and personal qualities are formed in the process of interaction and one's own activity. It is at preschool age that personal mechanisms of behavior are formed, connections and relationships appear, which in the aggregate are the unity of the individual. Features of development and psychological and pedagogical prerequisites for the formation of personality are considered in the works of L.I. Bozhovich.

Great importance for the development of the child's self-awareness, they have relationships with adults, tk. they are the main sources of information about themselves, about people, about the world of things. Adults help the child to realize his gender, and also introduce the rules of behavior and communication.

Pedagogical assessment is of great importance in the formation of rules of conduct. The popularity of a child depends on the success and appreciation of an adult. Studies show that even in less popular children, with success in activities and a positive assessment, the status, self-esteem and level of claims change. The emotional climate in the group changes for them.

In dealing with a child, an adult can take an authoritarian, democratic and liberal position.

Communication is an important factor in the development of a child's personality. Personal relationships develop in communication, and the nature of these relationships with the outside world largely determines what qualities the child will develop.

At preschool age, several forms of communication between a child and an adult arise and replace each other.

The form of communication is understood as communicative activity at a certain stage of its development and characterized by the following parameters (M.I. Lisina):

the time of occurrence of this form of communication;

the place it occupies in the child's life;

leading motives that encourage the child to communicate with adults;

main means of communication.

Let us characterize each form of communication between a child and an adult.

Situational-personal form (directly emotional communication)

(infancy)

A newborn is a preparatory stage for communication with an adult (the child learns to single out an adult).

smile (starting from the 4th week), first in response to an adult's smile, then on its own initiative;

· the revitalization complex (on the 2nd month) completes the formation of the need for communication.

Indicators of the formed need for communication

1) attention and interest in an adult;

2) emotional manifestations about an adult (adult's assessment);

3) initiative actions in order to attract the attention of an adult;

4) the sensitivity of the child to the attitude of an adult.

The need for communication is based on organic needs, the need for new experiences, the behavior and position of an adult in relation to a child. Treating the child as a person is a decisive condition for the formation communication activities.

Society is an institution that always produces an image of a person, the process of development of which is aimed at comprehending society, its objects and relations, historically developed forms and methods of communication with nature and the norms of human relationships. However, a child realizes himself when he becomes a person, a carrier of social and human activity as a result of its implementation.

In the preschool years, the psychological mechanisms of the personality, new psychological qualities and forms of behavior, the self-concept, a system of qualities that provide psychological readiness child to school, the foundations of moral development are laid.

Conditions for the development of the personality of a preschool child

A person's personality is a complex formation, the process of development, formation and formation of which depends on many factors: biological, natural and social environment, upbringing and education, and the child's own activity.

From infancy, a person develops as a social being. The source and condition of this development is the social environment. With the help of people, through people, she constantly interacts with the surrounding reality. The interaction of the child with the environment, primarily with the social environment, the micro-environment, the assimilation of the culture of mankind play important role in his mental development, his formation as a person.

Personality - a person who has reached a certain level of mental development, in which their own views on others have developed, a certain level of self-understanding, mental processes have acquired structures and properties

It arises as a result of cultural and social development.

At preschool age, the psychological qualities and mechanisms of the personality are formed, connections and relationships are established, which form the core of the personality. During this period, a stable inner world, forms of behavior that give reason to consider the child as a person.

The influence of adults on the development of the personality of a preschooler

The conditions for the development of a preschooler are significantly different from the conditions of the previous age stage. The requirements of adults to his behavior are significantly increased. The central requirement is the observance of the obligatory for all rules of conduct, the norms of public morality. New opportunities for understanding the world contribute to the assimilation of the forms of relationships that exist between adults. The child joins in joint activities with peers, learns to coordinate his actions with them, to take into account their interests and opinions. All the time, its activity changes and becomes more complicated, puts forward new requirements for perception, thinking, memory, and the ability to organize one's behavior. All this gradually forms the personality of the child, and each personal property changes, expands the possibilities for education. The conditions of development and the development of the individual are interconnected.

The development of the child's personality covers such qualitative changes:

1) understanding by the child of the surrounding world, awareness of his place in it, which gives rise to new motives of behavior, under the influence of which she carries out her actions;

2) the development of feelings and will, ensuring the effectiveness of motives, the stability of behavior, its independence from external circumstances.

The main influence of adults on the development of a child's personality lies in the organization of his assimilation of moral norms that regulate the behavior of people in society. The behavior of people close to her affects the child most strongly. She imitates them, adopts their mannerisms, borrows their way of judging people, events, things. However, this influence is not limited to loved ones. Child preschool age gets acquainted with the life of adults, watching how they work, listening to stories, fairy tales, watching movies and the like. For her, the behavior of people who are respected, about whom they speak approvingly, authoritative peers, characters of fairy tales, cartoons, etc. the child is authoritative.

Adults play a leading role in the development of the child's personality, teach the child the rules of behavior that organize it in everyday affairs, set it up for positive actions. Making demands, evaluating actions, they require children to comply with the rules. Gradually, children begin to independently evaluate their actions based on their own ideas about what behavior adults and peers expect from them.

At a younger preschool age, children learn the rules regarding cultural and hygienic skills, adherence to the regimen, handling toys. Obeying the requirements of adults, they themselves try to master these rules. Often in a preschool institution, children turn to the teacher about violations of the rules of conduct by their peers. These statements are often a kind of request to confirm the rule and its binding on all. Sometimes they are an attempt to discover a new, unknown rule. In such a situation, children ask if it is possible to do this.

In middle and especially older preschool age, it is too important to master the rules of relationships with other children, since the complications in the activities of children give rise to the need to take into account the rights and interests of comrades. It is not easy for children to master such rules, they often apply them formally, without understanding the essence and features of a particular case. They are mastered through experience.

The closest social environment of the child is, as a rule, the family. For a long time it significantly affects the formation of the personality of a growing person. The special significance of the family microenvironment is explained by the relative independence of the child, the dependence of life and well-being on the care and help of adults who bring her up. Such influences as the approval and disapproval of parents is the regulator and stimulus of the mental development of the child. The formation of certain properties of the child and his behavior depends on their character.

Education with the use of strict but contradictory requirements and prohibitions, according to psychiatrists, leads to neurosis, obsessive-compulsive states and psychosthenia in children. Attempts by adults to isolate a child from peers, depriving her of elementary independence, annoying edifications and moralizing (with the aim of accustoming to good, positive), insults, humiliation, ridicule and physical punishment for mistakes and failures, suggesting to the child his weakness and inferiority.

In each family, a special individual relationship develops between a child and parents, despite certain common features. Depending on the use of influence methods by parents, their relationship with children is qualified as democratic and authoritarian.

By democratic form of family influence adults try to contact the child on an equal footing, trust her, respect her opinion, explain the rules adopted in the family, meaningfully answer children's questions, and the like.

The use of many restrictions on children includes authoritarian form of family influence. Parents-dictators care about the steadfastness of their own authority, the steady submission of children to their will, minimize communication in order to explain the rules of behavior, etc.

Children by democratic families more often show a tendency and desire for creativity, initiative, leadership skills, non-conformism (non-acceptance of opportunism), adequate emotionality in social relationships.

The psychological climate in the family, which is reflected in the nature of communication with children, the level of interest in them, their problems, care and attention to them, is an essential factor in the formation of the child's moral character. The less affection, care and warmth a child receives, the slower it develops as a person, the more prone to passivity and apathy, the higher the likelihood of her developing a weak character. Friendly relations, a warm family atmosphere in which a child grows up, contributes to the formation of a sense of personal security, self-confidence, and optimism.

The composition of the family also influences the formation of the personality of a preschooler. A child, in whose upbringing, in addition to parents, grandparents are involved, is more capable of compassion, friendly, but less independent and stubborn, she lacks organizational skills.

The influence of relatives on the development of the child depends on how she treats them, evaluates them. The child's attachment to relatives is expressed in the desire to be near (especially when the child is sick or experiencing fears, frightened), to play with them, to make them nice gift in empathy with the joys and sorrows of parents. Children realize these feelings in drawings and statements.

A special role in the child's family microenvironment belongs to the mother, since she is preferred by children of all age groups. Relationships with father, brother, sister, grandfather and grandmother are also important, often with distant relatives.

Developing, the child learns new psychological traits and forms of behavior, thanks to which he becomes a small member of human society. The child acquires that relatively stable inner world, which gives grounds for the first time to call the child a personality, although, of course, a personality not yet fully formed, capable of further development and improvement.

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The influence of adults on the development of the personality of a preschooler

Developing, the child learns new psychological traits and forms of behavior, thanks to which he becomes a small member of human society. The child acquires that relatively stable inner world, which gives grounds for the first time to call the child a personality, although, of course, a personality not yet fully formed, capable of further development and improvement. The conditions for the development of a preschool child differ significantly from the conditions of the previous age stage. Significantly increase the requirements for his behavior by adults. The central requirement is the observance of the obligatory for all rules of behavior in society, the norms of public morality. The growing possibilities of cognition of the world around us bring the interests of the child out of narrow circle people close to him. The child joins in joint activities with peers, learns to coordinate his actions with them, to take into account their interests and opinions. Throughout preschool childhood there is a change and complication of the child's activity. Now high demands are placed on him, especially on the ability to organize his behavior. Gradually, step by step, the personality of the child is formed, and each new shift in the formation of personality changes the influence of conditions, increases the possibilities for further education. The conditions of personality development are so closely intertwined with development itself that it is practically impossible to separate them. The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand the world and is aware of his place in it; this gives rise to new types of behavioral motives, under the influence of which the child performs certain actions. The other side is the development of feeling and will. They ensure the effectiveness of these motives, the stability of behavior, its well-known independence from changes in external circumstances. The main way adults influence the development of the personality of children is the organization of the assimilation of moral norms. These norms are acquired by the child under the influence of patterns and rules of behavior. The models of behavior for children are, first of all, the adults themselves - their actions, relationships. The most significant impact on the child is the behavior of his immediate surroundings. He is inclined to imitate them, to adopt their manners, to borrow their assessment of people, events, things. However, the matter is not limited to loved ones. A child of preschool age gets acquainted with the life of adults in many ways - by observing their work, listening to stories, poems, fairy tales. 6 as a model for him is the behavior of those people who cause love, respect and approval of others. The behavior of peers who are approved and popular in the children's group can also serve as a model for the child. Finally, the patterns of behavior presented in the actions of fairy-tale characters endowed with certain moral traits are of no small importance. The decisive moment in the assimilation of patterns of behavior that go beyond the behavior of the people around the child is the assessment that is given to other adults, children, characters in stories and fairy tales by people to whom the child is attached, whose opinion is most authoritative for him. Preschool children show great interest in patterns of behavior. So, listening to a fairy tale or a story, they will definitely try.

Claim for recognition

Boys and girls

Of decisive importance for the development of the child's self-awareness is his interaction with adults, which is directed or on a whim develops in him a certain attitude towards the world of things, to all living things, to people and to himself. Adults are the main source of information for the child about themselves. Adults help to understand the child and his own gender. Orientation of the child to the values ​​of his gender most often occurs in the family. Each of the parents carries the value orientations of their gender. Such signs as sincerity, sensitivity, emotionality are more inherent in a woman; courage, determination, self-control are signs of masculinity. stereotypes of male and female behavior enter into the psychology of the child through direct observation of the behavior of men and women, as well as through art.

Gender and gender role selection

At preschool age, differences arise and develop in the direction of communication between boys and girls, the so-called benevolence towards children of the same sex is revealed: a boy more often chooses boys, and a girl chooses girls. Self-consciousness develops and, as an important part of it, awareness of oneself as a boy, a man or as a girl, a woman. Psychologists have found that children are grouped into games based on gender. Not only collective, but also single games of children are often determined by the gender of the child. When playing "family", children also prefer roles according to their gender. In the game, the emotionality of the child is manifested and possible for male and female female role forms of appropriate behavior. Girls better adapt to the situation, calmer, faster and easier to enter new conditions. Boys are more explosive, make more noise. In a role-playing game, a boy, imitating adults, takes on the role of a driver, an astronaut, a soldier; girl - the role of mother, doctor, educator. The selected playing roles reflect the social aspirations of children of different sexes. The boys' interests are focused on technology, on competitive games in which one can realize one's claims to victory and leadership. Boys' games are further removed from the sphere of the family than girls' games.

Gender and choice of toy

Toys act as the supporting material of the game, helping to develop its plot, and their choice is also affected by the gender of the children. In a special experiment, children were offered a situation of free choice of two sets of toys out of four. Four trays were offered with the following items: car, dishes, cubes, doll. The child was asked to name all the toys, take two trays with the toys he liked the most and play with them. All actions of the child were recorded. As a result, it turned out that in the fourth year of life in boys and girls there is a differentiation in the preference for toys. As it turned out, the car, the cubes were chosen for playing mainly by boys, and the doll and dishes were chosen by girls. The choice of toys reflects the effective penetration of children into the specifics of "male" and "female" activities. Boys know and are more able in the field of technology, and girls - in the field of domestic life. Children's love. By the end of preschool age, the child realizes the irreversibility of gender and begins to build his behavior accordingly. At this time, children have a peculiar relationship with some children of the opposite sex. These relationships are individualized from the very beginning. So, a boy may experience a lively and tremulous joy at the sight of a girl of the same age or an older girl, he may be excited by dreams about this girl. Adults should respect the quivering feelings of the child. Here, an adult should not allow himself irony or condescending arrogance. At the same time, one should not warm up children's love, but, on the contrary, one should try to switch the child to something else that can capture his feelings and imagination with renewed vigor. Children's talk about love, marriage and childbearing must be distinguished from childish love. The children's judgments on this topic reflect their cognitive interest in the everyday life of people and interpersonal relationships men and women.

Body Image Formation

The body image arises in the child in connection with his general cognitive interests when he suddenly becomes interested in studying the bodily organization of people and his own. Awareness of one's gender is included in the structure of the image of one's "I". A child, hearing from adults: “You are a boy”, or “You are a girl”, rethinks these names in connection with their sexual characteristics. The child is spontaneous in curiosity about his body and sexual organs. As they get older, preschoolers begin to feel awkward about being naked in front of other people. The feeling of embarrassment, modesty is the result of the educational influence of adults. The attitude to the nakedness of the human body is the problem of the moral education of the child in the broadest sense of the word. In the vast majority of cases modern children quite early assimilate the characteristic features of the body of a boy and a girl. At the same time, children also learn the attitude of adults to the naked body. Many adults impose a kind of taboo on the perception of a naked body and the condemnation of bodily functions. The attitude of parents to their body largely determines the nuances of their behavior, which affect the nature of the child's identification with adults. If parents feel embarrassed when trying to change clothes, then their feeling of embarrassment is transferred to the child. If the parents behave naturally, then the child, as a rule, is not embarrassed by the naked body. However, there must be thoughtful individual approach. For some children, the sight of naked parents is exciting. The child develops a directed interest in the naked body of adults and in the genitals. Separately, it is necessary to point out the drawing by children of the genital organs. Children sometimes draw the genitals of animals and humans. The freedom of the image of the child's genitals depends on the attitude of adults to this. Animal genitals are easily (without inhibition) drawn by rural children and children of artists working with nudes. Boys draw the genitals of male and male animals more often than girls. This fact can be explained by the fact that boys are identified with the physical image of their poly. Many preschool children are not only unaware of differences in the physical appearance of people, but also do not see these differences when they look at nudity. Some children are so "protected" by family asexual upbringing that they do not perceive gender differences in naked nature, even when they are asked to carefully examine it in order to correctly depict it. Children begin to giggle, turn away, cover their eyes with their hands. As a rule, such children never want to draw the nature presented to them. Such reactions are the result of wrong sex education. The teacher should pay attention to this. Sexual education in preschool childhood. attitude towards the nude human body- the result of the influence of those stereotypes of behavior that exist in the child's family and his immediate environment. With competent moral and intelligent guidance from adults, the child will develop healthy attitude to gender differences and gender relations.

Development of motives for behavior and the formation of self-awareness

General characteristics of the motives of the child's behavior. The motives of a child's behavior change significantly throughout preschool childhood. The younger preschooler mostly acts, like a child in early childhood, under the influence of situational feelings and desires that have arisen at the moment, caused by a variety of reasons, and at the same time does not clearly understand what makes him perform this or that act. The actions of an older preschooler become much more conscious. In many cases, he can quite reasonably explain why he entered the this case so, and not otherwise. The same act committed by children different ages often has completely different motives. A three-year-old kid throws crumbs to chickens to watch them run and peck, and a six-year-old boy to help his mother with the housework. At the same time, it is possible to single out certain types of motives that are typical of preschool age as a whole and that have the greatest influence on children's behavior. First of all, these are the motives associated with the interest of children in the world of adults, with their desire to act like adults. The desire to be like an adult guides the child in role play. Often, such a desire can also be used as a means to get the child to fulfill one or another requirement in everyday behavior. “You are big, and the big ones dress themselves,” they say to the child, encouraging him to become independent. “Big ones don’t cry” is a strong argument that makes a child hold back tears. Another important group of motives that constantly manifest themselves in the behavior of children is play motives, associated with interest in the very process of play. These motives appear in the course of mastering play activity and are intertwined in it with the desire to act like an adult. Going beyond gaming activity, they color the entire behavior of the child and create a unique specificity of preschool childhood. A child can turn any business into a game. Very often, at a time when it seems to adults that the child is busy with serious work or diligently studying something, he actually plays, creating an imaginary situation for himself. So, for example, in one psychological study, children were asked to select an extra one from images of four objects - a man, a lion, a horse and a wagon. Under these conditions, children considered the lion superfluous and explained their choice in this way: “Uncle will harness the horse to the wagon and go, but why does he need a lion. The lion can eat both him and the horse, he must be sent to the zoo.” Of great importance in the behavior of a preschool child are the motives for establishing and maintaining positive relationships with adults and other children. A good attitude from others is necessary for a child. The desire to earn affectionate approval, praise from adults is one of the main levers of his behavior. Many actions of children are explained by this desire. The desire for positive relationships with adults forces the child to reckon with their opinions and assessments, to comply with the rules of behavior established by them.

Conditions for the moral development of a child's personality

moral development The personality of the child is determined by the following constituents: knowledge of norms, habits of behavior, emotional attitude to moral standards and the internal position of the child himself. Of paramount importance for the development of the child as a social being is knowledge of the norms of behavior. During the early and preschool years, the child learns social norms of behavior through communication with the people around him (adults, peers and children of other ages). The assimilation of norms implies, firstly, that the child gradually begins to understand and comprehend their meaning, and secondly, that the child develops behavioral habits in the practice of communicating with other people. A habit represents an emotionally experienced motivating force: when a child acts in violation of habitual behavior, this causes him a feeling of discomfort. The assimilation of norms, thirdly, implies that the child is imbued with a certain emotional attitude to these norms. The rational and emotional attitude to moral norms and their implementation develops in the child through communication with adults. An adult helps the child to comprehend the rationality and necessity of a certain moral act, an adult authorizes a certain type of behavior by his attitude towards the child's act. Against the background of emotional dependence on an adult, the child develops a claim to recognition.

Request for recognition from an adult

The claim to recognition is one of the most important human needs. It is based on the desire to receive a high assessment of their achievements that meet the social requirements of society. At preschool age, the motives of behavior and activity are saturated with new social content. During this period, the entire motivational-need sphere is rebuilt, including the qualitative change in the manifestation of the need for recognition. Children begin to hide their claims, open self-praise is observed only in rare cases. The unfulfilled claim to recognition can lead to undesirable forms of behavior, when the child begins to deliberately invent lies or brag. The claim to recognition also manifests itself in the fact that it begins to vigilantly monitor what kind of attention to him, and what attention to his peer or brother. A preschool child strives to ensure that adults are satisfied with him. If he deserves censure, he always wants to correct the spoiled relationship with an adult. The need for recognition at preschool age is expressed in the child's desire to establish himself in his moral character. The child tries to project his act on the future reactions of other people, while he wants people to be grateful to him, to recognize his good deed. The need to realize the claim to recognition is manifested in the fact that children are increasingly turning to adults for evaluation of performance and personal achievements. In this case, it is extremely important to support the child. You can’t bombard a child with remarks like: “You can’t do this,” “You don’t know this,” “You won’t succeed,” “Don’t bother me with empty questions,” etc. Such disrespectful remarks from an adult can lead the child to lose confidence in your abilities.

Conformity

An experiment was conducted with a "natural group in a sham situation". An analysis of the materials made it possible to establish that the desire to "be like everyone else" can lead to conformity and behavior and nudes. As it turned out, younger preschoolers(three-four years) are usually poorly guided by the statements of their peers, first of all they proceed from their perception. Children's responses in accordance with what they feel, and not in accordance with what other children say, are explained not by the independence of the choice of behavior, but by the lack of orientation towards other children. If younger preschoolers follow the group, then this is due to the fact that the child, who did not focus on the questions of an adult, but was busy with something (for example, played with his fingers or with a stain on the table) and did not delve into the content of the question , gives an echo response. At the same time, he is emotionally calm. At the age of five or six, children begin to actively orient themselves to the opinions of their peers. Their explanations of why they repeat after others what is not really there are very unambiguous: “Because the children said so”, “They said so”. At the same time, the child begins to feel anxious. At that time story games they form a general attitude towards a peer as a communication partner, whose opinion the child must certainly take into account. Next age group- children six to seven years old. Among peers they know well, they already show a tendency to independence, but among strangers they are, as a rule, conformal. Moreover, after the experiment, when they followed others contrary to their own knowledge, they tried to show the adult that they actually knew well how to answer correctly. So, the boy says: “Why did they answer so stupidly? They said sweet for salty, red for blue. ”-“ Why did you say that yourself? - "I? I'm like everyone else." The desire to "be like everyone else" in situations of choosing a line of behavior can lead to conformism as a personal characteristic. However, the desire to “be better than everyone else” can be accompanied by negative components. Childish envy. At preschool age, when striving to realize the claims to the main role in the game, to win in sports competitions and other similar situations in the relationship of children, envy may arise. It is caused by the fact that in preschoolers, external social relations and social hierarchy (“who is more important”) come to the fore. The claim to leadership was studied by replacing the child with an understudy doll (see above). As it turned out, five-seven-year-old children openly revealed their claim to the leadership of lindens. in the exceptional situation of the experiment. When the roles are distributed by each child in the presence of interested peers, some children offer the main role to another unconditionally, while some children declare their right to a minor role.

The role of ethical standards in the formation of personality

In human culture, generalized standards of ethical assessment have historically been developed. Ethical standards act as polar interconnected categories of good and evil. As mentioned above, the child comprehends the meaning of ethical standards through joint rational and emotional communication with adults or another child. The moral development of the child himself to a large extent depends on how developed his ability to correlate his actions with ethical standards. In child psychology, there are effective methods formation moral qualities child's personality. A very productive method is when the child is placed in conditions where he is forced to compare his real actions with ethical standards. In accordance with the program of the experiment, the children got acquainted with two polar ethical standards and practiced the correct correlation with them of two concrete actions opposite in moral assessment. (In one of the situations, the child had to equally distribute the toys between himself and two other children.) Uniform distribution objectively expresses the child's recognition of the equal rights of other children to toys and acts as an ethically positive action (fair). The unequal distribution of toys in one's favor means ignoring the rights of other children to these toys and acts as an ethically negative action (unfair). Buratino and Karabas from the fairy tale "The Golden Key, or the Adventures of Pinocchio" by A. Tolstoy appeared as polar ethical standards. These characters of the fairy tale acted for the child as carriers of two opposite moral standards of behavior. Children participated in the formative experiments, who always took most of the toys for themselves in the selection samples, and gave the smaller part to others. In the first series of experiments, the children had to distribute the toys for Pinocchio and for Karabas. Children distributed on behalf of Pinocchio fairly, since he acts as a bearer of a positive moral standard (“Pinocchio always divides equally, he is kind and fair”); on behalf of Karabas, they were distributed unfairly, since he acts as a bearer of a negative moral standard (“Karabas is greedy, takes more for himself”). In the second series, the unfair action of the child himself was correlated by other children with the image of Karabas, that is, with a negative standard. The majority of children convicted of wrong (unfair) behavior strongly protest against the possibility of comparing them with Karabas, categorically denying the identity of distribution between themselves and Karabas. In the third series, the child himself had to determine whether his unfair distribution was in line with the negative coupon. The shift in the child's behavior is explained by the fact that with the help of an adult, but psychologically independently, the child establishes the correspondence of his action to a negative standard, at the same time, the people around the child show him their positive attitude and expectation that he corresponds to a positive ethical standard. Mastering moral correlative actions leads to the fact that the child becomes painfully aware of the identity of his actions with the actions of a negative model.

Condition for the development of politeness skill

Orientation towards politeness moral value communication in preschool children develops as follows. Most preschoolers, starting from the age of four, are well aware of polite forms of communication, they can understand the moral meaning of politeness. However, politeness appears differently in different situations. Politeness as an element of a plot-role-playing game prevails over manifestations of politeness in real relationships between children. Politeness and empathy in preschool children in case of failure of a partner in the game, in a common cause, often give way to anger and rudeness. Raising a child's need for politeness, respect for another will be successful if the child is not only explained the moral meaning of politeness, but also constantly communicate with him in accordance with the norms of politeness. Only in this case, politeness will turn from a demonstrated behavior into a solid skill.

Trapped in emotions

In preschool age, as well as in early childhood, feelings dominate all aspects of a child's life, giving them their coloring and expressiveness. A small child still does not know how to manage his experiences, he almost always finds himself in captivity of the feelings that captured him. The outward expression of feelings in a child, in comparison with an adult, is more stormy, direct and involuntary. The child's feelings flare up quickly and brightly and just as quickly go out: stormy fun is often replaced by tears. The need for love and approval. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. When others treat the child affectionately, recognize his rights, show attention to him, he experiences emotional well-being - a sense of Sovereignty, security. Usually, under these conditions, the child is in a cheerful, cheerful mood. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a benevolent attitude towards other people. The behavior of those around him in relation to the child constantly evokes various feelings in him - joy, pride, resentment, etc. The child, on the one hand, acutely experiences affection, praise, on the other, the grief caused to him, the injustice shown to him. Preschoolers experience feelings of love, tenderness for loved ones, especially for parents, brothers, sisters, often show care and sympathy towards them. Love and absurdity towards other people are associated with indignation and anger against those who appear in the eyes of the child as their offenders. The child unconsciously puts himself in the place of the person to whom he is attached, and experiences the pain or injustice experienced by this person as his own Jealousy. At the same time, when another child (even a brother or sister he loves) enjoys, as it seems to a preschooler, a lot of attention, he experiences a feeling of jealousy.

Sympathy

The feelings that arise in a child in relation to other people are easily transferred by him to the characters of works of art, fairy tales, stories: he sympathizes with the misfortune of Little Red Riding Hood not much less than with real misfortune. He can listen to the same story again and again, but the feelings caused by it do not weaken from this, but become even stronger: the child gets used to the fairy tale: he begins to perceive its characters as familiar and close. The most vivid feeling of preschoolers when listening to stories and fairy tales is sympathy for everyone who is in trouble. The positive characters evoke special sympathy for the child, but sometimes he can also feel sorry for the villain if he is in a very bad situation. More often, however, children are indignant at the actions of negative characters, they seek to protect their beloved hero from them. The feelings experienced by a child when listening to fairy tales turn him from a passive listener into an active participant in events. Terrified by the upcoming events, he begins to demand in fright that they close the book and not read it further, or he himself comes up with a more acceptable, from his point of view, version of the part that scares him. In this case, often the child takes on the role of a hero. Looking at illustrations for fairy tales, preschoolers often try to directly intervene in the course of events: they blur or scratch out images of negative actors or circumstances that threaten the hero. One four-year-old girl "liberated" the Prometheus depicted in the picture by scratching out the chains that bound him. Relationships with other people, their actions are the most important, but, of course, not the only source of feelings of a preschooler. Joy, tenderness, sympathy, surprise, anger and other experiences can arise in him in relation to animals, plants, toys, objects and natural phenomena. Getting acquainted with human actions and experiences, a preschooler tends to attribute them to objects as well. He sympathizes with a broken flower or tree, resents the rain, which prevents him from walking, is angry at the stone that hit him.

Fear

A special place among children's feelings is occupied by violent experiences of fear. The origin of fear occurs most often as a result of improper upbringing and unreasonable behavior of adults. Very typical are cases when adults begin to despair over the slightest reason that threatens their opinion, danger to the child. This behavior of adults leads the child into a state of intense anxiety and fear. For example, some life episode, which, with the right attitude, would have passed without a trace, is turned by adults into a formidable event and therefore can have severe consequences. Fear can be inspired by adults in those cases when the child sees a manifestation of fear in them. Thus, children begin to be afraid of thunderstorms, mice, darkness. Some people consider it “permissible to intimidate children in order to get them to obey (“Come here, otherwise your aunt will take it!”; “If you don’t obey, that uncle will put him in a briefcase!”). The experience of fear sometimes arises without the influence of adults. When a child encounters an unusual, new one, in addition to surprise and curiosity, he may experience an acute anxiety state.One of the reasons that cause fear is an unusual change in a familiar face: when the face is covered with a veil, a hood is put on the head, etc. In an unusual In an uncertain situation, the child is very often overcome by strong excitement. Typical in this respect is the fear of the dark. Fear of the dark is largely due to the fact that it hides all familiar objects, that every slight noise seems unusual. If the child is at least once frightened in the dark, then then the darkness itself will frighten him.Frequent experiences of fear affect the general physical and mental well-being of the child, so adults should educate and support in the child a sense of freedom and fearlessness. Fear for others is fundamentally different from these forms of fear, when nothing threatens the child himself, but he experiences fear for those he loves. There is this kind of fear special shape empathy, and its appearance in a child indicates a developing capacity for empathy.

Development of the senses

The feelings of a three-four-year-old preschooler, although bright, are still very situational and unstable. Thus, the love of a child for his mother, flashing from time to time, induces him to kiss her, hug her, pronounce tender words, but still cannot serve as a more or less constant source of actions that would please the mother, bring her satisfaction. The child is not yet capable of long-term sympathy and care for others, even very beloved people. Here, tenderness for the sick mother gave way to pleasure about the opportunity to play the role of an adult, to take care of the sick. Feelings of younger and middle preschoolers in relation to peers who are not members of the family are usually not particularly long-lasting at all. Observations of friendly manifestations of children in kindergarten have shown that in the vast majority of cases a child makes friends alternately with many children, depending on the circumstances. Such friendship is not based on a stable attitude towards a peer, but on the fact that the child plays with him or sits at the table. During preschool childhood, the child's feelings acquire much greater depth and stability. In older preschoolers, one can already observe manifestations of genuine concern for loved ones, actions that are aimed at protecting them from anxiety and grief. Typical for a child of older preschool age is constant friendship with peers, although a large number of cases of alternating friendship remain. When establishing friendship between children, it is not the external situation that is now of primary importance, but their sympathy for each other, a positive attitude towards certain qualities of a peer, his knowledge and skills (“Vova knows a lot of games”, “It’s fun with him”; Raya"). Feelings and mind. One of the main directions in the development of feelings in preschool childhood is the increase in their "reasonableness" associated with the mental development of the child. The child is just starting to "know the world around him, get acquainted with the consequences of his actions, understand what is good and what is bad. There is a widespread belief that young children are often insensitive, then cruel towards animals.

Beautiful

A similar path of development takes place in preschool childhood and the feeling of beauty, caused in the child by objects, natural phenomena, works of art. For a three-four-year-old preschooler, beauty is a bright, shiny toy, an elegant suit, etc. By the older preschool age, the child begins to capture beauty in rhythm, harmony of colors and lines, in the development of musical melody, in the plasticity of dance. Strong experiences evokes the beauty of natural phenomena, landscapes, festive processions in an older preschooler. How better baby orients in the environment, the more diverse and complex are the reasons that give rise to his sense of beauty.

Expression of feelings

change significantly during early childhood and external manifestations child's feelings. First, the child gradually masters the ability to restrain violent, harsh expressions of feelings to a certain extent. Unlike a three-year-old, a five-six-year-old preschooler can hold back tears, etc. Secondly, he learns the "language" of feelings - accepted in society forms of expression of the finest shades of experiences with the help of glances, smiles, facial expressions, gestures, movement, voice intonations. Although the most dramatic manifestations of feelings (crying, laughter, screaming) are associated with the work of the innate mechanisms of the brain, they are involuntary only in infancy. In the future, the child learns to manage them and not only suppress them if necessary, but also consciously use them, informing others about their experiences, influencing them. As for the whole wealth of more subtle means of expression that people use to express feelings, they are of social origin and the child masters them by imitating.

Municipal budgetary preschool educational institution

Kindergarten No. 14 "Little Country"

Kopeysk, Chelyabinsk region

ABSTRACT

« Influence of adults on personality development

preschooler"

Xenia Alexandrovna

educator

Kopeysk 2015

Content

Introduction…………………………………………………………………………………3

1. Stages of development of communication between a child and adults…………………………………4

2. Development of the personality of a preschooler in communication with an adult………………………..9

Conclusion……………………………………………………………………………… 14

List of sources used………………………………………………..16

Introduction

The formation of the child's personality occurs both in the family and in communication with peers, educators. A child needs an adult as much as possible. Communication during this period should be emotionally positive. Thus, the child creates an emotionally positive tone, which is a sign of physical and mental health.

L.S. Vygotsky believed that the relationship of the child to the world is a dependent and derived value from the most direct and specific of his relations to an adult.[2, p.87]

That is why it is so important to lay the foundation trusting relationship between a child and an adult, providing emotionally and psychologically favorable conditions for the harmonious development of the child.

The problem of the development of the personality of a preschooler was studied by various domestic and foreign researchers A. Vallon, J. Bruner, A.V. Zaporozhets, J. Piaget, N.I. Chuprikova, D. B. Elkonin, L.S. Vygotsky, L.S. Slavina, M.I. Lisin.

The subject of the study was the influence of adults on the development of the personality of preschool children.

The purpose of the work is to study the features of the influence of adults on the development of the personality of preschoolers.

To achieve the goal, the following tasks were set:

To identify the main features and stages in the development of communication between preschool children and adults;

Determine the role of communication with adults in shaping the personality of preschoolers.

1. Stages of development of communication between a child and adults

A child is not born into the world with a ready need for communication. In the first two or three weeks, he does not see or perceive an adult. But, despite this, the parents constantly talk to them, caress him, catch his wandering eyes on themselves. It is thanks to the love of close adults, which is expressed in these seemingly useless actions, that at the end of the first month of life, babies begin to see an adult, and then communicate with him.

Some parents consider all these influences unnecessary and even harmful. In an effort not to spoil your child, not to accustom him to too much attention, they dryly and formally fulfill their parental responsibilities: feed by the hour, swaddle, walk, etc., without expressing any parental feelings. Such strict formal education in infancy is very harmful. The point is that in positive emotional contacts with adults, not only the satisfaction of the already existing need of the baby for attention and goodwill takes place, but also the foundation for the future development of the child's personality is laid - his active, active attitude to the environment, interest in objects, the ability to see, hear, perceive the world, self-confidence. The germs of all these most important qualities appear in the most simple and seemingly primitive communication between a mother and her baby.

The baby does not yet distinguish individual qualities of an adult. He is completely indifferent to the level of knowledge and skills of an older person, his social or property status, he does not even care how he looks and what he is wearing. The kid is attracted only by the personality of the adult and his attitude towards him. Therefore, despite the primitiveness of such communication, it is motivated by personal motives, when an adult acts not as a means for something (games, knowledge, self-affirmation), but as an integral and self-valuable personality. As for the means of communication, at this stage they have an exclusively expressive-mimic character. Outwardly, such communication looks like an exchange of glances, smiles, cries and cooing of a child and an affectionate conversation of an adult, from which the baby catches only what he needs - attention and goodwill.

Situational-personal form of communication remains the main and only from birth to six months of life. During this period, the communication of the infant with the adult takes place outside of any other activity and itself constitutes the leading activity of the child.

In the second half of life with normal development child attention of an adult is no longer enough. The kid begins to attract not so much the adult himself, but the objects associated with them. At this age, a new form of communication between a child and an adult is formed - situational business and the need for business cooperation associated with it. This form of communication differs from the previous one in that the adult is needed and interesting to the child not by himself, not by his attention and friendly attitude, but by the fact that he has miscellaneous items and he knows how to do something with them. The business qualities of an adult and, consequently, the business motives of communication come to the fore. The means of communication at this stage are also significantly enriched. The child can already walk independently, manipulate objects, take various poses. All this leads to the fact that object-effective means of communication are added to expressive-mimic ones - children actively use gestures, postures, expressive movements. At first, children are drawn only to those objects and toys that adults show them. A room can contain many interesting toys, but the children will not pay any attention to them and will start to get bored in the midst of this abundance. But as soon as an adult (or an older child) takes one of them and shows how you can play with it: move a car, how a dog can jump, how you can comb a doll - all children will be drawn to this toy, it will become the most necessary and interesting. This happens for two reasons.

Firstly, an adult remains the center of his preferences for the child, because of this, he endows the attractiveness of those objects that he touches. These items become necessary and preferred because they are in the hands of an adult.

Secondly, an adult shows children how to play with these toys. By themselves, toys (as well as any objects in general) will never tell you how they can be played or used. Without such a display, the child simply does not know what to do with these objects, and therefore does not reach out to them. In order for children to start playing with toys, an adult must first show what can be done with them and how to play. Only after this the children's play becomes meaningful and meaningful. Moreover, when showing certain actions with objects, it is important not only to perform them, but to constantly address the child, talk to him, look into his eyes, support and encourage his correct independent actions. Such joint games with objects represent business communication or cooperation between a child and an adult. The need for cooperation is fundamental to situational business communication.

The significance of such communication for the mental development of the child is enormous. It consists of the following.

Firstly, in such communication, the child masters objective actions, learns to use household items: a spoon, a comb, a pot, play with toys, dress, wash, etc.

Secondly, the activity and independence of the child begins to appear here. By manipulating objects, for the first time he feels independent of an adult and free in his actions. He becomes the subject of his activity and an independent partner in communication.

Thirdly, in situational business communication with an adult, the first words of the child appear. Indeed, in order to ask an adult for the desired item, the child needs to name it, that is, pronounce the word. Moreover, this task - to say this or that word - is again put before the child only by an adult.

The child himself, without the prompting and support of an adult, will never begin to speak. In situational business communication, an adult constantly sets a speech task for the baby: showing the child new item, he invites him to name this object, that is, to pronounce a new word after it. Thus, in interaction with an adult about objects, the main specifically human means of communication, thinking and self-regulation arises and develops - speech.

The content of the following forms of communication is no longer limited to the visual situation, but goes beyond it. The subject of communication between a child and an adult can be such phenomena and events that cannot be seen in a particular situation of interaction. On the other hand, the content of communication can be one's own experiences, goals and plans, relationships, memories, etc. All this also cannot be seen with the eyes and felt with the hands, however, through communication with an adult, all this becomes quite real, meaningful for the child.

Out of situational communication becomes possible only due to the fact that the child masters active speech. After all, speech is the only universal remedy, which allows a person to create stable images and ideas about objects that are not currently in front of the child’s eyes, and act with these images and ideas that are not present in this situation of interaction. Such communication, the content of which goes beyond the perceived situation, is called out-of-situation.

There are two forms outside of situational communication - cognitive and personal.

So, for the cognitive communication of a child with an adult, the following are characteristic:

1) good command of speech, which allows you to talk with an adult about things that are not in a particular situation;

2) cognitive motives of communication, the curiosity of children, the desire to explain the world, which is manifested in children's questions;

3) the need for respect for an adult, which is expressed in resentment at the remarks and negative assessments of the educator.

Over time, the attention of preschoolers is increasingly attracted to events taking place among the people around them. Human relations, norms of behavior, qualities of individuals begin to interest the child even more than the life of animals or natural phenomena. What is possible and what is not, who is kind and who is greedy, what is good and what is bad - these and other similar questions are already worrying older preschoolers. And the answers to them, again, can only be given by an adult. Of course, and earlier parents constantly told the children how to behave, what is possible and what is not, but the younger children only obeyed (or did not obey) the requirements of an adult. Now, at six or seven years old, the rules of conduct, human relations, qualities, actions are of interest to the children themselves. This is how the most complex and highest form of communication outside the situational-personal form of communication arises in preschool age.

Thus, for out of situational-personal communication, which develops by the end of preschool age, the following are characteristic:

1) the need for mutual understanding and empathy;

2) personal motives;

3) speech means of communication.

Out of situational-personal communication has importance for the development of the child's personality. This meaning is as follows. First, the child consciously learns the norms and rules of behavior and begins to consciously follow them in his actions and deeds. Secondly, through personal communication, children learn to see themselves as if from the outside, which is a necessary condition for conscious control of their behavior. Thirdly, in personal communication, children learn to distinguish between the roles of different adults: educator, doctor, teacher, etc. - and in accordance with this, build their relationships in different ways in communication with them.

These are the main forms of communication between a child and an adult at preschool age. But this is only a general, average age sequence, reflecting the normal course of a child's development. Deviations from it insignificant terms(six months or a year) should not inspire concern.

2. The development of the personality of a preschooler in communication with an adult.

Speaking of a person's personality, we always mean his leading life motives, subjugating others. Each person always has something most important, for which you can sacrifice everything else. And than brighter man realizes that the main thing for him, the more persistently he strives for this, the more his behavior is strong-willed. We are talking about the volitional qualities of a person in cases where a person not only knows what he wants, but stubbornly and persistently achieves his goal himself, when his behavior is not chaotic, but directed towards something.

The development of the personality of a preschooler is the development of motives for behavior and the formation of self-awareness. The personality of the child is formed gradually, step by step, and each new shift in the formation of personality changes the influence of conditions, increases the possibilities for further education. The conditions of personality development are so closely intertwined with development itself that it is practically impossible to separate them.

The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand the world around him and realizes his place in it, this gives rise to new types of behavioral motives, under the influence of which the child performs certain actions. The other side is the development of feeling and will.

They ensure the effectiveness of these motives, the stability of behavior, its certain independence from changes in external circumstances. The main way of influence of adults on the development of the personality of children is the organization of the assimilation of moral norms. These norms are acquired by the child under the influence of patterns and rules of behavior. The models of behavior for children are, first of all, the adults themselves - their actions, relationships.

Preschool children are imitative. Using this feature, adults teach kids by personal example, as well as attracting artistic images, to be friends with each other, respect elders, take care of plants and animals, and the results of human labor.

The most significant impact on the child is the behavior of his surrounding close people. He is inclined to imitate them, to adopt their manners, to borrow their assessment of people, events, things. However, the matter is not limited to loved ones. A child of preschool age gets acquainted with the life of adults in many ways - by observing their work, listening to stories, poems, fairy tales.

At preschool age, children begin to be guided in their behavior by moral standards. Acquaintance with moral norms and understanding of their value in a child is formed in communication with adults who evaluate opposing actions (telling the truth is good, deceiving is bad) and make demands (it is necessary to tell the truth). From about 4 years old, kids already know that they should tell the truth, and it’s bad to lie. But the knowledge available to almost all children of this age does not in itself ensure the observance of moral standards.

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

In communication with an adult, a child learns moral concepts at first in a categorical form, gradually clarifying and filling them with specific content, which undoubtedly speeds up the process of their formation and at the same time creates the danger of their formal assimilation.

So, the education of the individual through moral criteria and assessments is controlled by adults who contribute to the selection and training of socially significant properties. The independence of the child begins to manifest itself in the case when he applies moral assessments to himself and others and regulates his behavior on this basis. This means that at this age such a complex form of personality as self-awareness develops.

The experience of a child's communication with adults is the objective condition outside of which the process of forming a child's self-awareness is impossible or very difficult. Under the influence of an adult, the child accumulates knowledge of self-image, develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:

Providing the child with information about his individual personality traits;

Evaluation of his activities and behavior;

Formation of values, social standards, with the help of which the child will subsequently evaluate himself;

Formation of the ability and motivation of the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

Both directly and inconsistently the demands made by adults on the child hinder the development of his self-awareness, disorientate him or lead to opportunism: the preschooler develops several lines of behavior in relation to each member of the family, depending on the nature of his demands. The development of the sphere of self-consciousness is accompanied by the separation of his activities and himself from the adult, which is not present in pre-school age, the appearance of his “own”, “personal” desires.

B.G. Ananiev singled out the formation of self-esteem in the genesis of self-consciousness, which is associated with the development of evaluative relations in the family and collective life of the child. The relative adequacy of the child's value judgments is determined by the constant evaluative activity of educators, the formation of evaluative relations in the group in connection with the implementation of the rules of conduct, in various types of activities (classes, games, duty).

The influence of parents' assessments on the self-esteem of an older preschooler is mediated by the nature of relationships in the family. There is an internalization of the assessments of the parent who is unconditionally presented to the child. significant person, the carrier of reference estimates. The selectivity of internalization is determined, on the one hand, by the parenting style, and, on the other hand, by the children's social perception and understanding of the mother's and father's competence, and the child's need for self-respect. A wide range of factors leading to the formation of personality traits should be emphasized. They develop in communication with adults and children, in various forms of cognition and in various types of activities - in the game, in the classroom, etc. by its very nature of personality.

The main ways of forming the personality of a preschooler, his character, abilities, will, imagination, moral feelings are communication with surrounding adults and children, active creative activity the child himself.

IN joint game If it is skillfully directed by an adult, the rudiments of collectivism, the desire and ability to reckon with other children develop, such moral feelings as sympathy and sympathy for other people, love and respect for the work of adults are formed, the desire to imitate the courage and heroism of people is brought up.

When organizing the work of a preschooler, it must be remembered that it should be interesting for the child, it must correspond to its capabilities, it requires a positive assessment of adults (it is advisable to indicate individual shortcomings in a mild form). If these conditions are met, the child experiences the joy of success in overcoming difficulties, he develops a positive attitude towards work tasks and diligence.

The main strategy for helping children is to keep an attractive motive and its connection with a specific, perhaps not very interesting action. The attitude of preschoolers to the proposed work and its success depend on how clear its meaning is for them.

The realization of the goal and the ability to bring the work to the desired result require the child to purposefully voluntarily behave. The formation of the volitional component of the subject of activity occurs in various directions. Concentration and sequence of actions, self-control, self-assessment of one's actions and the result obtained are manifested. Under the influence of assessments and control of an adult, a senior preschooler begins to notice errors in his own activities, in the work of other children, and at the same time highlight role models. At a younger preschool age, the child does not yet notice his mistakes and cannot correctly assess the quality of the work performed.

Of course, at preschool age, the formation of personality and the orientation of motives is far from over. During this period, the child is just beginning to independently determine his actions. But if, with the help of an adult, he can do something not too attractive for the sake of some other, more significant goal, this is already clear sign that he has volitional behavior. However, such assistance must be precise and subtle. You can't force him to do something he doesn't want to. The task of an adult here is not to break or overcome the desires of the child, but to help him understand (realize) his desires and keep them despite situational circumstances. But the child must do the work himself. Not under pressure or pressure, but of their own free will and decision. Only such assistance can contribute to the formation of his own personality traits.

Conclusion

Communication with adults and parents allows preschoolers to learn moral and ethical standards of behavior, develops emotional sphere, develops communication skills, helps to adopt a positive example. An adult gives the child examples of communication that he does not yet own. In communication with adults, the value orientations of preschoolers are formed. Under the influence of an adult, a child accumulates knowledge and ideas about himself, develops one or another type of self-esteem, self-knowledge is formed and develops. An assessment by an adult of the activity, actions of a preschooler can form a real, underestimated or overestimated self-esteem in a child.

Communication with adults and the organization of adult communication between preschoolers develops a sense of collectivism in the child.

The task of an adult on the path of development of the child's personality is to help him form volitional behavior, develop cognitive activity, and help mental development. Close interaction in the process of communication with adults of emerging complex neoplasms, such as personal characteristics and properties of the subject of activity, communication and cognition, the intensive process of socialization of the individual and, above all, his psychophysiological level, create real prerequisites for the transition to the school period of life.

List of sources used

Avdeeva N. Personal development in early childhood: Child psychology: the child's attitude to other people, himself and the objective world, the image of I / N. Avdeeva // Preschool education.-2006.- No. 3.- P. 103-110

Vygotsky L.S. Psychology of child development / L.S. Vygotsky; A.S. Vygotsky. – M.: Meaning: Eksmo, 2005.-512s.

Zenkovsky V.V. Psychology of childhood: Textbook for higher. textbook institutions / V.V. Zenkovsky.- Yekaterinburg: Business book, 1995.-347p.

Mironov N. Formation of moral assessment in preschool children / N. Mironov // Science and school.-2003.-№9.-p.21-26

Elkonin D.B. Child psychology: Proc. allowance for universities / D.B. Elkonin; Ed.-stat. B.D. Elkonin. - 2nd ed., Ster.-M .: Academy, 2005.-384s.

Formation of the child's personality in communication Lisina Maya Ivanovna

B. The influence of communication on the development of PA in preschoolers

Preschoolers, of course, are still very young children, but in terms of their experience, independence and complexity of mental life, they are so much superior to babies and children. early age that against them again with absolutely special meaning the question arises whether their cognitive activity depends on communication with other people. In the laboratory team, he has long been engaged in the study of PA of preschoolers and the influence on it of children's communication with adults and with peers of D. B. Godovikov. One of her works involved 16 children from 4 to 5 and a half years old. Their PA was revealed in the game and in the situation with “problem boxes”. The children were shown three identical-looking objects, of which one actually differed from the others - its lid did not open in the usual way. The child's interest in such a "secret" and attempts to reveal it can be regarded as an analogue of creativity at the level of subject-effective thinking. Peculiarities of communicative activity were also revealed in children. It turned out that children who had differences in communication with adults also had different PA, which indicates their connections with each other. At the same time, it turned out that the intensity of communication was not associated with PA; mattered content communication, direction. If the adult approved the activity of the subjects, then PA increased: search activity unfolded more widely, under these conditions it more often ended with a solution to the problem.

In Kh. T. Bedelbayeva's dissertation, it was established that preschool children have a selective attitude to visual influences emanating from a person, similar to that established in experiments with children under three years of age. Using drawings of people and various objects as an object of perception, Kh. T. Bedelbaeva found, firstly, an increased efficiency in the perception of “social” influences. So, when replacing two pictures in a set of postcards, children more often detected a change in the picture of a person (93% of cases) than an object (80%). In cases where children found a replacement of drawings in both categories, they more often indicated a change in the "social" category first of all (76% of cases). Second, the time it took for them to detect a replacement for the “social” impact was, on average, shorter than for the detection of the “non-social” one (7 s versus 11 s). And finally, in conflict situations, preschoolers showed a predominant orientation towards the “social” component of a complex impact, which also included the drawing of an object.

The connection of the phenomenon of selectivity with communication was subjected to experimental verification. Children were selected from low level communication (for preschoolers, this was the level of situational-business communication, while the most developed of them had an extra-situational-personal form). The development of communication contributed to the increase in the PA of children, and in two different ways: first, it increased the child's attention to what served as the material of communication; secondly, communication increased children's attention to human behavior and increased the efficiency of their perception and discrimination of communication signals. In both cases, the effectiveness of teaching preschool children was noticeably increased and the subsequent transfer of the learned methods to new conditions was facilitated.

In 1980, T. D. Sartorius completed (under our supervision) experimental study the impact of communication on PA in preschoolers. Let us briefly present its idea and results. The first part of the work of T. D. Sartorius is similar to the study of T. M. Zemlyanukhina. In ascertaining experiments, children compared indicators of communication with adults, communication with peers, and cognitive activity. Two groups of children were selected - 12 pupils of day groups kindergarten and the same number of pupils of a preschool orphanage.

The study of the communicative activity of preschool children showed that the attitude towards adults in children of both groups was approximately equally positive, but in kindergarten it was revealed much more intensively, using more effective techniques, and most importantly - much more complex and meaningful. This is evidenced by the fact that five children in the kindergarten had the highest - extra-situational-personal - form of communication, while in the orphanage this form was never registered, but three children showed primitive situational-business communication that was absent in their children. peers in kindergarten. In the sphere of communication with peers, the differences went in the same direction, but were even more pronounced. harsh character. In accordance with our hypothesis, it was to be expected that objective activity, stimulated by the cognitive activity of children, in orphanage should also be lower than in kindergarten. And so it turned out.

Kindergarten pupils began examining objects 2.5 times faster, they were much more varied and intensive. Among the indicators studied by T. D. Sartorius are behavior parameters similar to speed, ergic and all other aspects of activity, identified by various authors who studied this phenomenon both in general and in its particular varieties: latent period, duration of the survey, the number of indicative and practical objective actions in 1 minute, the intensity of emotional manifestations, the number of statements. The indicators of PA were in a statistically significant direct relationship with the indicators of children's communication (for the sample as a whole, r = 0.865 with R< 0,01).

The second part of T. D. Sartorius' research included formative experiences. They were attended by 12 children aged 5–6 years, pupils of an orphanage with a low level of communication. The experiments were of a collective nature: 6 children participated in them at the same time, with whom an adult organized role-playing games. After 24 lessons, communication in all children increased significantly. The frequency of choosing the most difficult (non-situational-personal) contacts by children, attention to partners, emotional response to their influences, the number of statements addressed to them, and the total duration of the desired communication increased statistically reliably. At the same time, PA increased in all children.

Statistical processing showed reliable differences (Student's t-test) between the final and baseline measurements of PA in a number of important parameters. The children who completed the classes developed an acute curiosity, inquisitiveness, a desire to explore interesting phenomena with all accessible to the child means. Consequently, communication with peers specially organized by an adult, which proceeded with his participation, really had a positive impact on the PA of children.

Let's try to understand how the increase in the level of communication could have an impact on the PA of children. Recall that the situation of the formative lessons was very different from the situation of the control trials: in the classroom the child was in a group of peers and together with them participated in a role-playing game, while in the trials he was alone in the room and without familiar toys. Following D. B. Godovikova, we believe that the influence of communication with peers and adults on PA can only be explained through some deeper acquisitions of the child made in the classroom and become the common property of his personality, capable of manifesting itself in a variety of circumstances, in including the examination of new subjects. We tend to think that the child's personal acquisition was the development of his self-image and attitude towards himself. We judged changes in this area of ​​the personality of the subjects by significant changes in their behavior in the classroom: they abandoned a passive-friendly position, they had an initiative aimed at demonstrating their skills and knowledge to their comrades; children clearly sought to arouse the interest of their peers and adults, to earn their approval. Finally, some children showed a willingness to reach common opinions and views with a peer group, which further increased their self-confidence. The changes in the personality of the subjects listed above are very close to the shifts described by A. I. Sylvester, who worked with preschoolers who underestimated their abilities, and sought from them a more optimistic view of their abilities. It can be assumed that similar processes also took place in the experiments of T. D. Sartorius. The games in the classroom were very successful (the experimenter monitored this) and brought great joy and satisfaction to each child. The children's self-confidence increased, the need for self-respect increased, courage and perseverance appeared in defending their interests. All of the above should have been found on the control samples exactly as they were: in increased curiosity, ingenuity, perseverance in unraveling the "secret".

Table 2.4

List of PA indicators for which statistically significant changes occurred after formative experiments in children (in conditional points, on average for the group)

* Differences are significant at R? 0,05.

** Differences are significant at R< 0,01.