Peculiarities of different-age communication of children. Organization of joint activities of children in a group of different ages

Introduction

Conclusions on the first chapter

2.1 Organization and research methods

Conclusions on the second chapter

Conclusion

Bibliography

Application

Introduction

Preschool age is a particularly responsible period in education, since it is the age of the initial formation of the child's personality. At preschool age, the child's world is already, as a rule, inextricably linked with other children. And the older the child becomes, the more important contacts with peers become for him. Relatively stable sympathies are formed in children, joint activities are formed. Communication with a peer is communication with an equal, it enables the child to know himself. But in addition to interacting with peers, children in kindergarten have the opportunity to communicate with children of a different age, we are talking about a different age group of kindergarten. Such groups appear for various reasons: due to the difficulties of completing kindergarten groups, to solve certain correctional-pedagogical or methodological tasks, as groups with special organizational conditions, etc.

Based on the observations of educators and parents of children, interaction in such groups can develop according to significantly different scenarios: 1 - the older child takes on the role of an "adult" in relation to the younger one, learns to take care of him, looks after him, and the younger one, in turn, treats the older one as a "mentor" and adopts the experience he has accumulated from the older child; 2 - older children do not perceive the younger ones as communication partners, offend, oppress them, and the younger ones, in turn, prevent the older ones from fully engaging. Therefore, it is impossible to say definitely about the positive or negative impact of the creation of such groups on the interpersonal contacts of children. However, it can be said with certainty that the child's communication with older children contributes to the assimilation of certain rules of social behavior and to a large extent determines the child's social attitudes in the future. As for the interaction that has developed within the group of different ages, according to a number of authors, this fact is largely influenced by the personal attitudes of the educator, the styles of communication of the educator with children and, of course, the personal example of the educator in relation to the younger ones.

However, it is known that the solution of upbringing and educational tasks, the formation of a sufficient level of knowledge and skills of children, the achievement of the state standard in a kindergarten of different ages causes significant difficulties for the teacher. In addition, the main methodological literature on preschool education is designed for institutions with the same age composition of children's groups.

In preschool pedagogy, a significant number of methodological manuals have been developed (V.N. Avanesova, A.I. Mishchenko, E.N. Shiyanova, E.G. Davidchuk, R.S. Bure, N.Ya. Mikhailenko, G.G. Grigoriev) on the problems of organizing work in uneven-age groups of small-scale kindergartens. However, the problem is that this pedagogical literature is focused on the implementation of a "standard program" of education in kindergarten. In connection with dynamic changes in the methodological support of the work of preschool institutions, a modern teacher finds himself in a difficult position, with a lack of manuals and educational and methodological recommendations for organizing work with different age groups of children in preschool institutions, the specifics of work in such conditions, its "seasonality". The solution of educational tasks, the formation of the foundations for the development of a full-fledged personality, the achievement of the state standard in the conditions of a kindergarten group of different ages causes significant difficulties for the teacher, which determines the relevance of the research topic.

The study of the problems of preschool groups of different ages has a certain history. A significant contribution to its study was made by A.G. Arushanova, V.V. Gerbova, A.N. Davidchuk, T.N. Doronova, T.A. Makeeva, V.G. Shchur, S.G. Yakobson V.N. Butenko and others. However, the current state of the problem of interpersonal cooperation in a group of different ages is characterized by far from complete disclosure of the mechanisms and specifics of interpersonal interaction of children in groups of different ages and, as a result, the lack of a concept for the systematic implementation of these mechanisms in the educational process.

The study of the features of interpersonal interaction of children of different ages in the conditions of joint activities can provide opportunities for the formation of new approaches to the education of such important personal qualities as tolerance, morality, the ability to reckon with others and cooperate with different people, etc.

The object of the study is the interpersonal interaction of preschool children.

The subject of the research is the features of interpersonal interaction of preschool children in a different age group of a rural kindergarten.

The purpose of the study is to identify the features of interpersonal interaction of preschool children in different age groups of a rural kindergarten.

The hypothesis of the study is that we assume that the interaction of children of different ages has its own characteristics, which depend on the position occupied by the child in the family according to the order of his birth.

Research objectives:

Analyze the theoretical material on the problem under study;

Identify the position of the child according to the order of birth in the family;

To identify the features of the manifestation of children in interpersonal interaction;

Analyze the results.

The theoretical and methodological basis of the study were:

theories of social cognition, communication, relationships and interactions of preschool children (G.M. Andreeva, A.A. Bodalev, M.I. Lisina, N.N. Obozov, T.N. Pashukova, T.A. Repina, E.O. Smirnova, E.V. Subbotsky, etc.);

the concept of preschool childhood as a stage in the formation of the essential characteristics of the human personality, the theory of the integral development of the child in ontogenesis (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, T.I. Babaeva, L.S. Vygotsky, N.F. Golovanova, V.V. Davydov, A.V. Zaporozhets, G.G. Kravtsov, V.S. Mukhina, A.V. Petrovsky, D.B. Elkon Ying, etc.);

Research methods:

Analysis of the scientific and psychological literature on the problem under study in order to clarify its development and determine further ways of research.

Diagnostic:

Method of observation in regime moments

The method of sociometric research of interpersonal relations game "Secret" (T.A. Repina)

Method "Drawing on a common sheet" V.N. Butenko.

Method of conditional problem situations

Research base: GBOU secondary school No. 1 with. Obsharovka structural unit kindergarten "Merry Fellows"

Chapter 1

1.1 The concept of a group of different ages and the psychological and pedagogical features of its organization

Given the specificity of the educational process with children of different ages, when organizing groups in preschool institutions, there are certain age and quantitative criteria. However, in accordance with the Model Regulation on a preschool educational institution, kindergarten groups can include both children of the same age and children of different ages. In the practice of educating preschoolers for many years, there are groups of different ages.

In the most general sense of the word, a group of different ages is a united group of children with different levels of physical and mental abilities, formed due to circumstances or purposefully, in order to carry out specific correctional work. The main reasons for the emergence of different age groups are the following:

) difficulties in completing groups (due to the missing or exceeding the norm of the number of children of the same age);

) the presence of family ties between pupils of different ages (as a result, the desire of parents to put them in one group);

) insufficiency of the material and technical base for the creation of full-fledged groups of the same age;

) features of the work of a preschool institution in the summer;

) the need to solve certain correctional and pedagogical problems.

It should be noted the advantages that are characteristic of a group of different ages: communication between younger children and older children creates favorable conditions for the formation of "advanced" knowledge and mutual learning. However, this can be achieved only with the proper organization of the educational process. Preschool pedagogy faces two vital problems:

development of the most effective forms of planning education in preschool institutions;

search for forms and methods of teaching in groups with different age composition.

Of course, the content of the needs for joint fun, business cooperation and recognition by peers of the merits of another child also changes. In groups of children of the same age, all these moments are under the constant control of the educator, however, relations between children in groups of different ages have their own specifics and differ significantly from interpersonal relations in a homogeneous group.

It is obvious that the organization of the educational process requires the teacher to deeply comprehend its psychological and pedagogical foundations, improve professional skills and abilities:

possession and practical use of interactive technologies;

organization of independent work of children and conditions for its implementation;

encouraging preschoolers to activities with an emphasis on intrinsic motivation;

creating a creative rich environment as an important factor in productive learning.

Accordingly, the organization of the educational process in a group of different ages becomes much more complicated, it requires the teacher, first of all:

knowledge of programs for all age groups;

the ability to compare program requirements with the age and individual characteristics of children;

understand and see each child and the whole group as a whole;

ensure the development of children in accordance with their capabilities and age characteristics.

On the one hand, in such groups a favorable environment is created for the development of the personality of both older and younger children. On the other hand, the different ages of children activate specific difficulties and problems, and first of all, this is the organization of classes. In the same age group, the educator, preparing for classes, relies on content designed for a certain age. In the mixed age group, he combines the requirements of the content of the program for two or more ages. This requires more effort from the teacher. In the course of the lessons, the teacher must uniquely match the different content of the lesson material to the corresponding abilities of the children, quickly switch his attention from one age subgroup to another.

In a group of different ages, as well as in a group with children of the same age, first of all, it is necessary to ensure the assimilation of the program content of each lesson by each child. When developing a work plan, the educator must strictly adhere to the connection between the communication of new material, its repetition, consolidation and independent use by children in various activities.

The teacher must carefully prepare the content of each lesson, using such forms and methods of organization that could provide sufficient workload for children in each age subgroup. It should also be noted that when planning work with all subgroups simultaneously on one topic, the teacher must indicate in the plan the program tasks for each age group. A.N. Davidchuk, describing the features of educational work in a group of different ages, believes that it largely depends on the personal qualities of the teacher, his methodological training, and the ability to simultaneously manage the activities of children of different ages.

Experienced teachers offer two ways to organize collective classes in a group of different ages:

the beginning of the lesson simultaneously in all three (four) subgroups, and the end is sequential (after 15 minutes - for the younger ones, after 20 - for the middle ones, etc.);

sequential start of the lesson (the lesson starts with one subgroup, then after 5-7 minutes the second one joins, then the third one).

V.N. Avanesova proposed three types of organization of children in the classroom in an ungraded kindergarten. Work experience has shown the validity of this assumption in classes in a group of different ages: - all children are engaged in one type of activity; - combined classes, based on the individual characteristics of each individual age; - classes with each separate subgroup according to the generally accepted methodology.

These classes ensure the correct implementation of the daily routine in a group of different ages, deep assimilation of knowledge, and influence the successful solution of educational problems.

However, when organizing the educational process in a group of different ages, there are problems not only of an organizational nature. A mixed-age group is a socio-psychological environment for the development of a preschooler, which is characterized by the proximity of various systems of social interaction:

"child-adult";

"peer child";

"child-older child";

"younger child" .

The system of personal relationships is emotionally saturated for each person, as it is associated with his assessment and recognition as a person. The relationship of children, their character, orientation form, develop and correct the emotional sphere of the child. Features of emotions influence the nature of the relationship of children, regulate their communication. Communication is the main condition for the development of the child, the most important factor in the formation of personality. Preschoolers have a pronounced need to communicate with peers, educators, parents.

The mixed-age group of preschool children is the first social association of children in which they occupy various positions. Children at this age show different relationships - friendly and conflict, here stand out children who experience difficulties in communication.

Children of older preschool age, who in a peer group could have impoverished interpersonal relationships and a low social status, find their niche among younger children, with whom they easily establish friendly and playful relations, among whom they occupy a certain leadership position.

With age, the attitude of preschoolers to their peers changes, they evaluate each other not only by business qualities, but also by personal, above all, moral ones. The relationship of a child with children is also largely determined by the nature of the communication of preschoolers with the teacher, the adults around him. It is known that communication is carried out using various communicative means. It is important that preschoolers are able to externally express their inner emotions and correctly understand the emotional state of the interlocutor.

The main means of communication of preschoolers: smile, look, expressive movements, statements, questions, answers, remarks. Communication brings the child a lot of positive and joyful experiences. Deprived of communication, the baby falls into melancholy, his personality is injured, his mental development slows down and is distorted. In a group of different ages, little ones are drawn to the elders, communicate a lot, this expresses the need for communication, children often ask: "Don't leave, stay with me." Preschoolers are more in control of their behavior and are therefore more successful in cooperating with other children in achieving some common goal. Children do not immediately and suddenly enter into communication with each other. At first, kids are drawn to older children, offended if they are not accepted.

Communication with peers is just as necessary as with adults, and during games even more desirable. Communicating in a group of different ages, children learn not only to reckon with others, but also to stand up for themselves. At the same time, the first attachments appear in the group, which represent the germ of friendship.

Communication is one of the most important factors of a growing person. The older children get, the more difficult it is to teach them communication skills, because there is no definite system. Given this, we can say that properly organized communication is not only the key to successful professional activity, but also a condition for maintaining a culture of communication.

It is very important for the educator to understand the specifics of children's relations in preschool groups of different ages and to identify those factors that contribute to or hinder the formation of prosocial forms of children's behavior. He needs to organize educational activities so that each of the children lived through all the stages of preschool childhood to the fullest and all mental functions corresponding to age were properly formed.

Studies of different age groups of preschoolers prove that under such conditions the individual characteristics of children manifest themselves in a very specific way. More often than not, they only further exacerbate age differences.

Taking into account the individual characteristics of pupils is the most important component of the educational process:

Firstly, this is part of the question of the ratio of age and individual characteristics of participants in interactions of different ages and their consideration in the educational process.

secondly, in groups of different ages this problem is much more pronounced, due to the need to take into account the characteristics of several age groups at once when choosing the means and methods of education.

third, as already mentioned, individual differences can either minimize differences in age or increase their impact. Therefore, the teacher should pay more attention to this problem.

fourthly, this problem must be perceived as an opportunity to find the most effective pedagogical methods for combining the individual characteristics of children of different ages.

1.2 Analysis of psychological and pedagogical research on the problem of interpersonal interaction of children in a group of different ages

In modern literature, a huge number of studies are devoted to the problem of different age groups in a preschool educational institution, but most of them belong to foreign authors. This is due to the fact that many modern domestic authors are still guided by typical same-age groups, while this practice has long been widespread in Western countries. Many teachers even give preference to the organization of groups of different ages in kindergarten, motivating this by the greater efficiency of the educational process.

In a well-equipped methodological study by R. Hind, the features of communication of children 4-5 years old with peers and children of a slightly older age were compared and described in 50 elements. The results of computer mathematical processing of the obtained experimental data revealed many interesting provisions. For example, it has been found that outdoors children communicate more often with peers, and indoors with older children. Girls are more likely to communicate with elders, and boys - with their peers. First-born children communicate more often with older children than children who have brothers or sisters.

In the studies of T.A. Repina and Ya.P. Kolominskaya, it was determined that throughout the entire preschool age (from 3 to 7 years) the structuredness of the children's team is rapidly increasing, the stability of the electoral preferences of children, the stability and quantitative composition of children's associations, the meaningfulness of the rationale for the elections of preschoolers are increasing, which is mainly due to the individual characteristics of children in different age groups.

Vovchik-Blakitnaya (1988) studied the interactions of children of different ages in conditions of artificially organized periodic communication of children. According to her observations, the nature of inter-age interaction depends on the older child, his readiness to communicate. E.A. Vovchik-Blakitnaya highlights the meaning-forming motive of communication - the desire to realize the position of "adult", "senior", "big". At the same time, not only older children benefit, but also younger children: reducing the age distance allows them to grow in their own eyes, since when compared with an older child, it is easier for him to imagine himself older than when comparing himself with an adult. She singled out the types of interaction between the elder and the younger: active-positive (democratic), active-negative (authoritarian); indifferent, disinterested interaction. It follows from the study that the benefits of inter-age interaction of children can only be judged in the context of ongoing educational work, by its focus on the formation of a motivational component as the basis for children's readiness for inter-age communication.

E.N. Gerasimova (2000) studied the difference in the interactions of children with and without experience of communication of different ages. According to the results of the study, children from different age groups more often take into account the interests of younger children when choosing joint activities and demonstrate a greater variety of interaction strategies than children brought up in a group of peers. The nature of the interaction between older children and younger children is influenced, firstly, by the pattern of interaction between an adult and children, as well as the content of their joint activities.

An activity focused on obtaining an objective result provokes more "cruel" models of interaction in the older child - restrictive and prohibitive.

In the work of T.N. Doronova, V.G. Shchur, Yakobson S.G. (1985) investigated the conditions for the formation of cooperative relationships between children of different ages. According to the authors, the benefit of interaction of different ages for the younger ones is that they have a closer and more understandable model for action; for the elder - showing, explaining to another contributes to a better understanding of the subject content, control over the actions of the younger contributes to the development of self-control, and also there is a sense of responsibility, involvement in the work of another. But in practice, special efforts are needed to organize such interaction. The authors suggest ways to build joint activities, the logic of which would give rise to the need for children to interact. Through the analysis of the components of joint activity (the ratio of the common product and its constituent parts), different degrees of dependence of children in joint creativity were identified, and using the example of classes in fine arts, the authors developed a program for the phased formation of cooperation relations in children of different ages.

The work of N.Ya. Mikhailenko., N.Ya. Kustova is devoted to the study of conditions that contribute to the formation of elementary organizational skills in the process of playing together by the rules. The use of printed board games with rules is due to the fact that they contain ready-made instructions, rules and are visual due to the game material. An important condition is the inclusion of younger children in the game with the older ones, since with such an association of different ages, the older ones are forced to fall into the position of the organizers. Observation of the play of peers and children of different ages reveals their significant difference. Most of the older children in the game with the younger ones explain the rules before the start of the game, repeatedly remind them during the game, the number of violations drops sharply, in contrast to the game of children of the same age. As a result of joint play, older children developed organizational skills: verbal forms of interaction regulation, increased control, involvement in the game of another in the form of support, help, etc. appeared.

According to a review by L.A. Paramonova (2001) works devoted to the study of the foreign practice of children's associations of different ages, in many countries, in particular Germany, teachers form a special professional attitude to encourage contacts between children of different ages, gender and social status. The practice of different age groups is considered as the most important task of the social and personal development of children, and the special significance of such groups for children from families with one child is also recognized.

V.N. Butenko notes that in her study of the interpersonal relations of children in groups of different ages, it was found that in each of the groups a dominant type of relationship was manifested between children of different ages:

The egocentric attitude was characterized by insensitivity to the interests and actions of other children. Such an attitude was characteristic of children of younger and middle age and manifested itself in objective interaction. They began to run in circles, interfering with the game of the elders; pick up toys: "I want too", etc. They could show exactingness, perseverance, and if they did not achieve something, they complained to an adult.

Attitude depreciation - manifested itself in negative assessments of actions, the behavior of other children. Such an attitude could transfer to the personality of another child, and then it became an insult, humiliation.

The main conclusions obtained as a result of the study of interpersonal relations of children in a group of different ages were as follows:

Different-age groups have more pronounced forms of manifestation of relationships, with a clear predominance of one of the types of relationships. In contrast, in the same-age groups, there was no dominance of any type of relationship between children.

The nature of relations between children of different age groups is stable (reproduced from year to year) and is determined mainly by the style of raising an adult, which is determined by: the nature of the impact, emotional involvement, the degree of participation and orientation towards the children's community. .

In modern literature, there is a theoretical idea that the relationship to another includes two opposite principles - subjective and personal (M.I. Lisina, E.O. Smirnova, V.M. Kholmogorova, V.G. Utrobina, etc.).

According to this approach, the objective principle reflects the assessment and significance of the specific qualities of another child, his knowledge, skills, abilities, position in the group, etc. Such an attitude, as a result, gives rise to an assessment of the corresponding qualities of another person and comparison with his own. In this case, another person can become a means of self-affirmation or a means of fulfilling one's desires. This type of beginning sets the boundaries of a person's own I, emphasizes his difference from others and isolation.

The personal principle corresponds to the holistic perception of another person as a source of his own activity, will, and experiences. Such an attitude is priceless and gives rise to an internal connection with him, as well as various forms of participation (empathy, cooperation, rejoicing, etc.).

These two principles are necessary and complementary aspects inherent in any interpersonal relationship, they exist in interaction with each other, however, the degree of their severity and content can vary significantly, primarily depending on age.

With regard to the interaction of the older and younger children in a group of different ages, it can be noted that the subject qualities of the younger (abilities, skills and abilities), in contrast to the corresponding qualities of peers, will be significantly inferior to the qualities of an older preschooler. This circumstance opens up two possible options for the development of children's relations, depending on the predominance of one or another principle:

) a decrease in the competitive position of older preschoolers (since competition with the younger does not make sense), therefore, the personal component of the relationship becomes stronger;

) the presence of younger children creates rich opportunities for older preschoolers to assert their superiority, which leads to increased overall competitiveness and conflict in relationships. This variant of relations reflects the strengthening of the subject component of interpersonal relations in older children.

Thus, the joint life of older and younger children becomes a kind of catalyst that enhances the manifestation of one or another beginning of interpersonal relationships. These relationships can be based either on help, support, complicity with the younger ones (the predominance of the personal principle), or on their suppression, depreciation or ignoring (the predominance of the objective principle).

Thus, summing up the results of all the studies carried out, the following conclusions can be drawn:

) in preschool age, both peers and older children become an important part of every child's life. By age four, however, a peer is a more preferred social partner.

) the development of communication with peers and older children goes through a number of stages. At the first stage, the other child is a partner in emotional and practical interaction. At the second stage, the child feels the need for situational-business cooperation, the most important type of activity becomes joint play, and here there is a need for respect and recognition of another child. At the third stage, communication becomes extra-situational. Here, stable preferences are already beginning to form.

) interpersonal relationships of preschoolers, unlike communication, are not always expressed in actions and form part of the consciousness and self-awareness of the child. Throughout the entire preschool age, the child's attitude to others has a certain age-related dynamics.

The task of the teacher in a group of different ages is to create, as far as possible, for each child such conditions in which he could try himself in business, in his chosen role and succeed. This helps every child to believe in himself, develop will, initiative, gain self-esteem. Competent, professional organization of life and various activities of children of different ages in kindergarten, the creation of favorable conditions for development, the implementation of the principle of emotional well-being will contribute to the versatile development of children brought up in different age groups.

In the context of a group of different ages, the most effective are the ideas of cooperation pedagogy, which consist in establishing partnerships between the teacher and the students and the children with each other. At the same time, it is important to be able to use all the advantages of raising children of different ages - to organize your work in such a way as to teach the elders to take care of the younger ones.

An adult in a group of different ages has a greater influence on children than in a group of the same age. On the one hand, an adult, by his attitude, sets a pattern of attitude towards another, "other" as different, different. An adult either focuses on the norm, model, rule, and as a result, on the assessment of conformity (then children develop depreciation relationships), or shows interest in the individual originality, uniqueness of each.

On the other hand, an adult creates conditions by co-organizing a children's community of different ages, finding a balance between age and different-age communication of children. So, children of different ages differ in the internal rhythm of life activity, the level of self-regulation: the younger children get fed up faster, they need to change types of activity, in contrast to them, the older ones are capable of longer interactions, unfolding complex plots, plunging into activities. Depending on the nature of the adult’s participation, the inner rhythm of life in a group of different ages can be set by younger children: high activity, randomness, predominance of subject activity (respectively, egocentric and mentoring relations are established between the younger and older); another option is possible only with the participation of an adult, when older children keep the rhythm.

If the educator has an attitude towards the personal achievements of children and the absence of the significance of group community, then there are few inter-age contacts in children (indifferent relations in children). At the same time, it is important to note that in general, in groups of different ages, there is a decrease in the incentive, motivational basis for communication between children of different ages. As a rule, children prefer communication with those children who are close in terms of their level of development: with peers or with those who are older. Therefore, for the development of communication of different ages, children need the help of an adult in organizing group interaction, and special forms of organization are also needed aimed at group community, togetherness, and the involvement of children (games in a circle, round dances, etc.).

If the educator, observing the children, is able to understand what task is for himself, at a given moment in time each child is solving; skillfully organizes children: being inconspicuous, it does not pull over children's activity, initiative, but encouraging, encouraging, stimulates the play interaction of children; organizes various forms of group community, the compatibility of children; then children in a group of different ages develop a relationship of ownership. Only with such relationships of children of different ages, additional development resources appear: the younger ones learn from the older ones, and the older children gain experience in prosocial behavior: help, yield, share, treat others without judgment - which is the basis of moral education.

Numerous studies of teachers show that the determining factor influencing the establishment of specific types of relationships between children is the style of communication of the educator with children of different ages.

On the one hand, the educator becomes for older children an important model of communication of different ages, on the other hand, he creates external conditions conducive to the formation of community relations, involvement in children.

The style of upbringing should be aimed at the formation of a relationship of ownership in children of different ages, combine:

high involvement, allowing to understand the current development needs of each child;

organization of a community of children of different ages, taking into account these requests;

support for children's activity, initiatives for the possibility of manifesting the individuality and creativity of each child;

focus on the children's community to promote the development of communication between children of different ages.

However, the dependence of interpersonal relations of children of a group of different ages on the style of communication of educators is a serious limitation for the widespread practice of such groups. Since not every teacher has the appropriate style and is ready for professional and personal development. Accordingly, it is relevant for pedagogical practice to conduct special training of educators to work with children of different ages.

Organizing the interaction of children of different ages, educators are guided by the following requirements:

Ensuring the integration and differentiation of the social interests of children in the activities of a group of different ages. This is the consideration of personal and group interests in the joint activities of children. The basis for successful joint activities of seniors and juniors is a common interest, a necessary and useful thing for everyone, in which everyone will find a personally significant and attractive side for themselves.

Concern about updating the content and forms of joint activities of children of different ages, which stimulates the voluntary inclusion of children in all spheres of social relations.

Development of collaborative relations between children on the basis of mutual support, mutual assistance, ensuring the security of each child, caring for equal relations of children, regardless of the age and social role of the pupil.

Work on self-development and self-organization of the life of children of different ages. This is the voluntariness of the unification of children, the provision of the opportunity to solve the issues of organizing life activities themselves, the stimulation of initiative, creativity, amateur performance of children, the development of self-government in a group of different ages.

Contacts of children of different ages stimulate the holding of collective creative activities, games, the organizers of which can be older pupils. It is important that seniors are capable of establishing cooperative relationships with juniors. This is achieved by special training of children-organizers and pedagogical regulation of their interaction with other children.

Specially organized communication is of great educational value. Communication of children in a group of different ages expands the general outlook, affects the development of the emotional sphere, will, the ability to evaluate oneself and others, and contributes to the development of mental formations.

Of particular importance is the example of elders for kids. Due to their tendency to imitate, the younger ones gradually adopt all the positive qualities of the older ones. Long-term observations prove that in groups of different ages, younger children learn skills much faster, while older children grow up more sensitive, friendly and responsive. For the first time coming to kindergarten, the kids fall into an already organized team, it is easier to obey its rules, imitating in everything the older children, who in this case serve as the support of the educator.

One of the advantages of the different-age principle of completing groups is the possibility of expanding the circle of communication of children. Children of different ages who are in the same team more often take into account the interests of others when choosing options for joint activities. The conditions of joint stay allow to actively form new social positions, skills of social behavior.

It must be borne in mind that older children need to be prepared for joint activities and communication with the little ones, so that the older ones help the teacher with desire, realize their position as an older comrade, understand what they can do for the little ones, see the need for joint activities with younger children. Experience shows that without prior training of older children in joint activities with younger ones, without identifying the role of each of them, joint communication may not work. Conflicts may arise that need help to resolve, to explain with specific examples how to act in a particular case, using advice, tips, and encouragement. There may not be conflicts, but good friendly relationships will not develop either. The children will live side by side, but the younger ones on their own and the older ones separately. In the worst case, the kids will act as observers for the elders.

Unfortunately, sometimes one has to observe a sharp, even rude appeal of the elders to the younger ones, their manifestation of a sense of superiority. It is unacceptable. The younger ones are often not even offended, do not protest against this style of communication, but obey and fulfill the requirements of the elders. If the caregiver does not stop such relationships in a timely manner, they can gain a foothold.

With children who allow themselves to be rude, individual work is needed: clarification, persuasion, an example of other peers. For each older pupil, 1-2 younger ones are assigned. It is necessary to evaluate the behavior of a child who is distinguished by friendliness, goodwill, attention to other children, personal initiative. It is necessary to evaluate the manifestation of such a child in the presence of other children. For example, "How Christina spoke affectionately with Dasha! Helped her fasten her shoes! Well done!" But sometimes the selective attitude of the elder to one of the younger children (even positive!) Can lead to a wrong attitude towards other kids. Older children can get carried away with the role of an adult and overstep the boundaries of what is permitted in a relationship. This can manifest itself in the tone of communication, in rudeness when helping the baby, etc. It happens that in older children, the interest in the game, in any of their activities, is stronger than the interest in joint activities with the little ones. Then they are reluctant to fulfill the adult's assignment given to them together with the kids, and sometimes they refuse it. The teacher needs to show delicacy and patience here, explain the importance of completing the task with the kids, while avoiding negative assessments. In case of refusal, the educator will have to look for other methods and techniques for including the child in joint activities. It is advisable to resort to the requirement in the case when explanation and persuasion turn out to be ineffective. "It must be done. All the children work. And you must work." Sometimes, when giving a collective assignment, it is advisable to unite children of the same or adjacent age and assign them to an older comrade (for example, if the task is to learn a new skill or when it is necessary to introduce younger children to a certain way of doing work.) The older child shows the skill being formed by personal example. It is needed as a role model, explaining the sequence of execution.

It is very important to timely approve the desire of the elders to help the younger ones. If the child does not satisfy his need for emotionally comfortable communication with the older and younger in the group, then such negative phenomena as an increase in personal aggression, inability to build relationships, make contacts with others, etc. are found.

Meanwhile, inter-age communication, due to the uneven development of its participants, can enrich them, promote knowledge of themselves and others, and create additional areas of self-realization.

Throughout the entire preschool age, the child inevitably develops, but at certain age stages this development has characteristic features, which we will discuss below.

1.3 Psychological features of the development of children of different preschool age

From a psychological and pedagogical point of view, preschool age is one of the key in a child's life and largely determines his future psychological development. This made it possible to determine the structure of compiling a psychological portrait of a preschooler: identifying the features of the cognitive sphere, identifying the features of the development of the personality of a preschooler, determining the features of activity and communication in preschool age.

The fifth year of life is a period of intensive growth and development of the child's body. There are noticeable qualitative changes in the development of the basic movements of children. Emotionally colored motor activity becomes not only a means of physical development, but also a way of psychological unloading of children, who are distinguished by a rather high excitability. The ability to plan one's actions, create and implement a certain plan arises and improves, which, unlike a simple intention, includes an idea not only of the purpose of the action, but also of ways to achieve it.

Of particular importance is the joint role-playing game. Didactic and outdoor games are also essential. In these games, cognitive processes are formed in children, observation develops, the ability to obey the rules, behavior skills develop, basic movements improve.

Perception becomes more fragmented. Children master the ability to examine objects, consistently identify individual parts in them and establish the relationship between them. An important mental new formation of children of middle preschool age is the ability to operate in the mind with ideas about objects, generalized properties of these objects, connections and relationships between objects and events. Understanding some dependencies between phenomena and objects gives rise to an increased interest in children in the arrangement of things, the causes of observed phenomena, the dependence between events, which entails an intensive increase in questions to an adult. The unrealized need to communicate with an adult leads to negative manifestations in the child's behavior.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

The content of communication between a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting.

Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of imaginative thinking and imagination, self-centeredness of the cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competition with peers, the further development of the image of the child's self, its detailing.

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child has not directly observed is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like the oldest among other children in kindergarten. The teacher helps preschoolers understand this new situation. It supports in children a sense of "adulthood" and, on its basis, causes them to strive to solve new, more complex tasks of cognition, communication, and activity.

Children of the sixth year of life can already distribute roles before the start of the game and build their behavior, adhering to the role. Game interaction is accompanied by speech, corresponding both in content and intonation to the role taken. The speech that accompanies the real relationship of children differs from role-playing speech. Children begin to master social relations and understand the subordination of positions in various activities of adults, some roles become more attractive to them than others. When distributing roles, conflicts may arise related to the subordination of role behavior. The organization of the playing space is observed, in which the semantic "center" and "periphery" are distinguished. The actions of children in games become diverse.

Older preschoolers are beginning to show interest in the future of schooling. The prospect of schooling creates a special mood in the group. Interest in the school develops naturally: in communication with the teacher, through meetings with the teacher, joint activities with schoolchildren, school visits, role-playing games on the school theme.

An important indicator of the self-awareness of children aged 5-6 is their evaluative attitude towards themselves and others. A positive idea of ​​his possible future appearance for the first time allows the child to take a critical look at some of his shortcomings and, with the help of an adult, try to overcome them. The behavior of a preschooler in one way or another correlates with his ideas about himself and about what he should or would like to be. A child's positive perception of his own Self directly affects the success of his activity, the ability to make friends, the ability to see their positive qualities in situations of interaction. Acting as an active person in the process of interaction with the outside world, the preschooler 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. The experience of self-knowledge creates the prerequisites for the formation of preschoolers' ability to overcome negative relationships with peers, conflict situations. Knowing your capabilities and characteristics helps to come to an understanding of the value of the people around you.

Achievements of this age are characterized by the distribution of roles in play activities; structuring the playing space; further development of visual activity, characterized by high productivity; application in the design of a generalized method for examining a sample. Perception is characterized by the analysis of complex shapes of objects; the development of thinking is accompanied by the development of mental means (schematized representations, complex representations, ideas about the cyclical nature of changes); the ability to generalize, causal thinking, imagination, voluntary attention, speech, the image of the Self develop.

In role-playing games, children of the seventh year of life begin to master complex interactions of people that reflect characteristic significant life situations, for example, a wedding, the birth of a child, illness, employment, etc.

Game actions become more complex, acquire a special meaning, which is not always revealed to an adult. The playing space is getting more complex. It can have several centers, each of which supports its own storyline. At the same time, children are able to track the behavior of partners throughout the playing space and change their behavior depending on the place in it. Thus, the child already turns to the seller not just as a buyer, but as a buyer-mother or a buyer-driver, etc. The performance of a role is accentuated not only by the role itself, but also by the part of the playing space in which this role is played. If the logic of the game requires the emergence of a new role, then the child can take on a new role in the course of the game, while retaining the role taken earlier. Children can comment on the performance of a role by one or another participant in the game.

The drawings become more detailed, their colors are enriched. The differences between the drawings of boys and girls become more pronounced. Boys willingly depict technology, space, military operations, etc. Girls usually draw female images: princesses, ballerinas, models, etc. There are also everyday scenes: mother and daughter, a room, etc. With the right pedagogical approach, children develop artistic and creative abilities in visual activity.

The image of a person becomes even more detailed and proportional. Fingers, eyes, mouth, nose, eyebrows, chin appear. Clothing can be decorated with various details.

The children of the school-preparatory group have largely mastered the construction of building materials. They are fluent in generalized ways of analyzing both images and buildings; not only analyze the main design features of various parts, but also determine their shape based on the similarity with familiar three-dimensional objects.

Children continue to develop perception, but they cannot always take into account several different signs at the same time. Figurative thinking develops, but the reproduction of metric relations is difficult. This is easy to check by inviting the children to reproduce on a piece of paper a pattern on which nine dots are drawn that are not located on the same straight line. As a rule, children do not reproduce the metric relationships between the points: when drawings are superimposed on each other, the points of the child's drawing do not coincide with the points of the sample.

Generalization and reasoning skills continue to develop, but they are still largely limited to visual signs of the situation.

Imagination continues to develop, however, it is often necessary to state a decrease in the development of imagination at this age in comparison with the older group. This can be explained by various influences, including the media, leading to the stereotype of children's images.

Attention continues to develop, it becomes arbitrary. In some activities, the time of arbitrary concentration reaches 30 minutes.

Children continue to develop speech: its sound side, grammatical structure, vocabulary. Connected speech develops. Children's utterances reflect both the expanding vocabulary and the nature of the generalizations that form at this age. Children begin to actively use generalizing nouns, synonyms, antonyms, adjectives, etc. As a result of properly organized educational work, children develop dialogic and some types of monologue speech.

In the preparatory school group, the preschool age is completed. His main achievements are related to the development of the world of things as objects of human culture; children learn forms of positive communication with people; gender identification develops, the position of the student is formed.

By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.

Conclusions on the first chapter

A multi-age group of a kindergarten can be considered as a typical model of an integrative group in which different children are united - different in their physical and mental capabilities, interests, knowledge, skills, etc. Relationships between such different children differ significantly from those that develop in a homogeneous group. In favor of groups of different ages is the possibility of greater individualization of development, stimulation of verbal development, obtaining a richer social experience, and developing the moral qualities of children.

Groups of different ages have more pronounced forms of manifestation of relationships, with a clear predominance of one of the types of relationships: indifferent relationships, egocentric attitude, mentoring attitude, devaluation attitude, ownership attitude. The nature of relations between children of different age groups is stable (reproduced from year to year) and is determined mainly by the style of raising an adult, which is determined by: the nature of the impact, emotional involvement, the degree of participation and orientation towards the children's community.

Preschool age is characterized by certain age-related features of development and psychological neoplasms associated with them. With the interaction of preschool children of different ages, it is necessary to know and take into account the formation and mechanisms of these neoplasms.

The development of interpersonal interaction of preschool children in the process of communicating with children of a different age (older or younger) can be implemented using a specially designed training program.

This program should contain certain aspects of the organization of psychological and pedagogical activities:

development of emotional and behavioral arbitrariness;

enrichment with knowledge about the means of communication and models of behavioral responses;

development of initiative in communication and the ability to choose constructive solutions to problem situations;

creating conditions for the child to acquire a positive experience of communicating with children of a different age and enriching the emotional sphere of the child with positive emotions.

An experimental study in the second chapter will be devoted to identifying the features of interpersonal interaction of children in a group of different ages and the dependence of these features on the position occupied by the child in the family: "only child", "older child", "middle child", "the youngest of two children", "the youngest of three or more children". In our experimental study, we will rely on the typology of interpersonal relations of children in a group of different ages, proposed by V.N. Butenko.

Chapter 2

1 Organization and research methods

The study was conducted in GBOU secondary school No. 1. C. Obsharovka s / n kindergarten "Merry guys".

The experiment involved children of a different age group in the amount of 20 people, including 12 boys and 8 girls.

Seven-year-old children - 4 people;

Six-year-old children - 8 people

Five-year-olds - 8 people.

All children attend kindergarten from the age of 3.

Thus, in the age group, there are more older children than younger ones.

In order to create the most objective ideas about the participants in the experiment, with the help of the educator and the parents of the children, we compiled characteristics for each child, in which we indicated: how the child is in the family, how the child's behavior manifests itself in the family, in kindergarten, how he behaves in the classroom. Characteristics are presented in Appendix 1.

During the initial observation of the children of this group, we found that communication between children develops in this way: most older children ignore the younger ones, do not accept them in joint games, and if they do, they only accept it at the request of the teacher, in the end the game quickly stops, since communication from older children begins to be formal, the game becomes uninteresting for both younger and older children. In turn, younger children often complain and snitch on other children. Conflicts often arose between children over the distribution of play roles and the toys themselves. In the classroom, children show little interest in each other, mainly focused on completing the task, and not on helping others. Most of the older children, of course, coped with the tasks faster than the younger ones, they began to tease the younger ones or indicate how to do it, but did not help. Speaking about preferences in choosing partners, elders still prefer their peers or children a little younger than themselves than babies.

Further, our work was aimed at identifying the correspondence between the position occupied by the child in the family and his attitude towards older or younger children. To do this, we divided all children into conditional subgroups:

"only child"

"oldest child"

"middle child"

"youngest of 2 children"

"youngest of 3 or more children"

For clarity, we have drawn up such a division in the form of table 1, from which it is clear which subgroup each child belongs to.

Table 1.

Subgroup of children, according to their position in the family Full name "only child" A.I.; K.I.; L.V.; P.I.; G.A.; O.D.; NOT.; S.N.; N.N.; M.V.; Z.E.; O.V. "eldest child" G.N.; CM.; L.D. "middle child" M.M. "youngest of 2 children" O.I.; S.V.; D.M. "the youngest from a large family" A.N.

The table shows that most of the children in the experimental group are the only children in the family. O.V. and S.N. we also placed them in the "only child" subgroup due to the large age difference with older children in the family. This subgroup included both younger and older children of different ages.

There are three children in the "older child" subgroup, two of them are also the oldest among the children in the group and one is the youngest. In the third subgroup, there is only one child - the youngest in the group. Subgroup No. 4 included three children, one of whom is the eldest in age, the other two are the youngest children in the age group. In the last subgroup, there is only one child, however, in the group of children of different ages, he is the eldest in age.

It was Alfred Adler who singled out the “ordinal positions” of a child in the family: the only child, the eldest child in the family, the middle child, the youngest of two children, the youngest of three or more children, and showed that children differ in character, depending on the order of birth.

For the only child in the family, the most important task is to understand adults; constantly solving it, he develops his ability to understand other people, he is characterized by a heightened sense of good and evil, high achievement motivation. He likes to solve problems and find different ways to solve them. Only children feel their uniqueness. They demand a lot from life, strive to justify the hopes of their parents. They have a high level of self-esteem. Apparently, due to the fact that they do not have to fight for the attention and love of their parents, only children have more opportunities for intellectual improvement. However, there is a risk of "binding", "learned helplessness". Being in the power of parental care, the child is practically never left to himself. He has little opportunity to independently build his relationships with others. Depending on the degree of parental care, two types of an only child are distinguished: early maturing and "sissy".

The second position is the eldest child. Older children are characterized as following the rules, striving for excellence, success and most often achieving it, and if not, then abandoning what they started. These are usually "good" children (obedient, acting according to the rules). They are conscientious, serious, stubborn, responsible, and the sense of responsibility may be too high: as a result, the older child sometimes turns into a deeply disturbing person. In addition, older children are conservative, they often become the guardians of family tradition and morality, which they are trying to spread to the whole world around them.

Seniors are intolerant of other people's mistakes and at the same time very sensitive to the comments of others and changes in attitudes. The older child usually has low scores on the "social interest" factor (identification with others, empathy, propensity for cooperative behavior, altruism), and the larger the family, the lower these indicators. Seniors are essentially parent-oriented, and this, according to many researchers, is the reason for more pronounced conscientiousness. On the one hand, the elders can begin to lead the younger ones, and on the other hand, they can become unquestioning executors of the desires of the little ones. In addition, the older one is trying to somehow resist the younger brother or sister, who now gets the lion's dose of parental attention. In this case, the older child may try to identify with one of his own parents (thus creating the illusion of closeness with him).

The third of the above birth positions is the youngest of two children in the family. This child is the exact opposite of the older one. He has independence and optimism. Responsibility for everything that happens the youngest of two children shifts to others. In dealing with people, he is manipulative. The younger ones show great impulsiveness, uncontrollable affective reactions, hostility, pugnacity. They are more self-oriented than others, and are not particularly eager to live up to the expectations of others. Younger children are more likely to become "favorites". The younger ones are more sociable, dominant, careless, practical. Usually they are assigned fewer responsibilities (in any case, in childhood, however, stereotypes of behavior are formed during this period of life).

The position of the average child in order of birth is the least researched; Apparently, it is precisely these children who most often experience difficulties with self-determination associated with the fact that they are both older and younger and therefore combine the features of both. Studies have shown that the main attention in the family is given to the elders, who are considered the "hope of the family", as they are "the smartest" and "skillful", and the younger ones, as the "most helpless". Lack of attention from parents often results in the average child feeling abandoned and therefore sometimes picking up annoying, attention-grabbing habits. Some researchers believe that middle children learn to get along with everyone, becoming friendly and tactful towards others. On the other hand, if we proceed from the concept of A. Adler, who explains the effect of the order of birth by the struggle for power, middle children, having won a “place under the sun”, should become not friendly, but rather angry.

The last position described is the youngest of three or more children. To develop relationships with others, especially with his own brothers and sisters, he has the following alternatives: either pretend to be a child all his life, or find a way to get around the others. These children may be the luckiest of all. They are creative individuals and are often incomprehensible to others. They often make good leaders.

In order to identify types of interaction, we observed a group of children of different ages during the main regime moments of the preschool educational institution and in free play activities. Based on the observation, we used the interaction criteria obtained in the study by V.N. Butenko, presented in the work "Features of relations between preschoolers in different age groups of kindergarten". She highlights:

Indifferent attitudes were characterized by low interest in the actions of children of a different age, preference for individual forms of activity (mosaics, board games, coloring, etc.), communication with an adult or a peer.

The egocentric attitude was characterized by insensitivity to the interests and actions of other children. This attitude was manifested in the subject interaction. They could show exactingness, perseverance, and if they did not achieve something, they complained to an adult.

The mentoring attitude was manifested in constant teachings, instructions to the other, in the regulation of his activity. The mentoring attitude was characteristic of older children: "Draw like this - I'm older and know how to draw better than you", "If you don't do it - I won't play with you, and others won't." As a rule, the mentoring attitude was manifested in response to the egocentric attitude of the younger ones.

The attitude of devaluation - manifested itself in negative assessments of actions, the behavior of other children. Such an attitude could transfer to the personality of another child, and then it became an insult, humiliation.

The attitude of belonging was manifested in the interest in the actions of another, in the desire for joint activities, the coordination of desires, the search for commonality. The older children willingly included the younger ones in role-playing games.

Considering that the characteristic features of the behavior of the "only child" in the family are self-centeredness, focus on one's own "I" and one's desires. In relations with other children - the inability to yield and cooperate, then when interacting in a group, an "egocentric attitude" is likely to manifest itself. Due to insufficient communication with other children, children with this position will show a "mentor" or "indifferent" type of attitude towards children.

The "eldest child" in the family is responsible, conscientious, ambitious, inclined to take on part of the parental functions, taking care of the younger ones. Therefore, in relationships with other children, in particular younger ones, they will most likely help, instruct, care, and show prosocial behavior, that is, a “relationship of ownership”.

“The youngest child in a large family” is spoiled by parental attention, but with other children he can show cooperation skills: the ability to coordinate, negotiate, compromise, in other words, show a “relationship of ownership”.

If the "youngest child" in a family with only two children, then most likely he will take the position of an only child, namely self-centeredness, capriciousness, intransigence, and even show undesirable behavior - disobedience, hooliganism. Thus, children with this position in interaction, in addition to the "egocentric attitude", may exhibit a "devaluation relationship".

The “middle child” in the family may show features of both the younger and the older, or a combination of them, but due to a pathological sense of deprivation from parental attention and in order to attract this attention from others, the nature of his behavior can even have negative manifestations and when interacting with children, most likely, there will be a devaluation attitude.

Observation of children was organized during the gathering for a walk, after a walk, in the classroom, in free play activities. For each child, an observation protocol was drawn up (sample protocols are presented in Appendix 2). The data of the manifestations of the criteria for the types of interaction during each observation were entered in a separate table (Appendix 3).

Observation showed that S.M. and A.I. during the gathering for a walk, after a walk they demonstrate benevolent attention to others, responsiveness, adequate content of communication. They help younger children, especially M.M., N.N. fasten (unbutton) jackets, as the girls do not cope well with this and are waiting for the help of the teacher, pay attention to how the younger children put on hats and mittens, whether they tied scarves, they can come up and straighten a badly tied scarf. After the walk, they check if the younger ones put all their things in the locker, if they forgot to hang up their mittens to dry. K.I.i.S.N. they imitate these guys and also try to help the younger ones, but they show a mentoring attitude towards children. For example, straightening S.V.’s hat, N. says, “Well, you don’t know how to put on a hat correctly, that’s how it should be, learn from me.” I., helping D. lace up his shoes, says, "When you learn to do it yourself, everything has to be done for you." L.V. tries to organize everyone and make them gather quickly, urges the younger children, "Well, why are you so slow, let's get dressed and line up as soon as possible." But he does not make any attempts to help others get dressed or undressed.

Z. E. and P. I. hardly gather themselves, they are annoyed by the requests of younger children to help fasten something, they react sharply to the need to wait for younger children who have not yet dressed. E .: - "Forever these cops detain everyone, they would walk separately and not interfere with the elders."

G.N., O.I., A.N. and O.L. do not pay any attention to younger children. G.N. and O.I. they make friends with each other, talk to each other, dress slowly and on their own, walk together dressed to the door and calmly wait for other children. A.N. and O.L. dress silently and with concentration. They do not communicate with anyone, dressed go to the door.

G.A. all the time she can’t find something from items of clothing, she often turns to the teacher with complaints that her scarf was gone, one of the kids stole it, other children threw their boots somewhere, O. D. spins underfoot all the time and interferes (they have lockers nearby).

N.N., M.M. and S.V. often make requests to older children during training for a walk, O.D., M.V. and L.D. they do not experience any special difficulties during the training camp, they turn to the teacher with their small problems, they do not interfere with anyone, they are quite independent. NOT. and D.M. bully other children, run around the locker room, E. can hide something from items of clothing so that they pay attention to him, deliberately drags out time with dressing, delaying others.

Observation of children during classes in fine arts revealed different attitudes of children towards peers and younger children. The older children sat in pairs with the younger children. They were given the task to come up with and color one sample of mittens for two. CM. and A.I. almost never were indifferent to the actions of N.N. and N.E., with whom they sat in a pair, the elders showed interest in what N. and L. offer or do, their emotional involvement had a positive connotation - they approved and supported these unhurried and low-initiative girls. When the educator praised L. and N. for a correctly completed task, M. and I. openly rejoiced for the girls and encouraged them. M. "I told you that we'll succeed.

L. V., K. I. and S. N. also tried to help the children with whom they were paired. However, their assistance had a completely different focus. L.V. tried all the time to direct the actions of D.M. M. the girl was very unhurried, with difficulty catching what V. L. V. wanted from her, began to get angry and said, “Make a blue border here and sit and wait until I finish the rest, otherwise you will ruin everything.” M. obediently complied with V.'s request and simply sat by her until she completed the mitten. When the educator drew attention to this, V. said that M. had done what she could, and the rest still needed to be taught to her while she was still small.

K.I. Together with O. D., he also quickly distributed the task, decided for D. what and how they would do, and helped D. color his part of the mittens. Then he set to work on the rest of the work, no longer paying attention to D..

S.N. was able to quickly come to an agreement with L.D. who will do what, their communication was purely businesslike, D. immediately understood what S. N. wanted from her. However, N. did not show a response when the tutor praised them for their work, She took everything personally and did not even look in the direction of D .. After all, she invented everything, which means they praised her.

P. I. and Z. E. were paired with non-conflicting calm children - M.V. and S.V.. In their interaction with the younger ones, a competitive attitude towards younger children was clearly expressed. There was a fixation on one's own self, a zealous attitude to someone else's success, a lack of desire to cooperate, and a pronounced competitive moment when performing tasks in the presence of younger children. They completed almost all the tasks on their own, but not neatly, when the teacher made a remark to them about negligence, both tried to accuse the younger children of interfering and it was all because of them.

G.N. I hardly found a common language with M.M., since M. was an enterprising boy, tried to express his point of view, explained how he wanted to do this task, and N. immediately began to complain to the teacher that M. did not listen to her, N. knows better how to do it, she is older. They were saved from the conflict by the intervention of the educator, who distributed the task between them. Nevertheless, until the end of the session, N. complained about M., who does everything wrong and does not know how to do anything. When the teacher praised M. at the end of the lesson, N. was very indignant, saying that there was nothing to praise him for, she did everything.

G. A. and O. I. were in the same pair, they quickly agreed among themselves on who was doing what and in what order, slowly did the work, were not interested in what was happening around, did not quarrel, calmly talked, they were pleased with the teacher’s praise, but did not praise each other.

A.N. and O.V. they could not distribute the task on their own, since L. is very difficult to make contact, the teacher suggested that she draw a pattern, and N. make decorative stripes. They agreed and silently set to work. Everyone did their task, almost did not communicate, they did not pay attention to other children.

Further, the observation of children was carried out in the course of free play activities. We offered the children to organize the game "School". L.V. undertook to organize the children. S.N. joined her. They chose the roles of teachers for themselves. Now they had to recruit children into the classroom. Interesting was their choice of younger children, whom they chose purposefully. They invited O.D., M.V., S.V., M.M., N.N. All these children are united by the fact that they are not conflicts, not leaders, not aggressive, do not choose the main roles for themselves. They are easy to manage in the proposed game situation. Of the older children, the girls invited G.N. and O. I., O. L.. During the game, the girls themselves came up with the development of the game situation, did not ask the opinion of the younger ones, although they did not refuse D.'s offer to call him to the board. The game fell apart rather quickly, since N. and V. were busy only with themselves and most of the game was played between them. The rest of the kids quickly got bored.

Then N.E. and P.I. joined them, the girls refused to accept them to school, calling them losers and hooligans. The boys got angry, began to make faces, mimic the girls, N. began to shout for them to get out and not interfere. While the teacher intervened in the conflict, the rest of the guys dispersed into the group.

G.N. she also wanted to play at school, but she didn’t get the main role and she refused to take part in a collective game, to complain to the teacher, and when an adult suggested that she take another, not the main role, she defiantly sat on the sofa with a doll and did not play with anyone.

While these children were playing school, A.I. and K.I. started a building game. They called A.N. to be a crane operator, and S.M. was to keep order at the construction site. Then L.D. came up to them and went into the game. The guys thought about what role to give her, then decided that she would draw a drawing of a new building. D. joined the game with pleasure, asked if she drew like that, approached M., then the boys with her piece of paper. The children showed prosocial behavior: they helped D., gave her the opportunity to show on the cubes what house she had come up with, listened to her explanations.

Observation of children in free play activity showed that S. M., A. I. and K. I. showed moral forms of behavior in the game - the ability to yield, share, help, show sympathy, etc. L. V. and S. N. were more busy instructing other children, regulating their activities and activities. G.N. showed insensitivity to the interests and actions of other children. Demandingness and perseverance were manifested in her behavior, and if she did not achieve something, she complained to an adult.

G. N., O. I., A. N., O. V. showed a low interest in the actions of children of a different age, they are characterized by a preference for individual forms of activity. O.D., M.V., M.M., N.N., S.V., D.M. who did not ask themselves to take them into the game of other children, although they did not refuse to participate by invitation, preferred to play individually with toys or board games, sometimes teamed up with other peers, but not with older children.

P.I., N.E. and Z.E. negatively assessed the actions of other children, their attitude transferred to the personality of another child, causing a conflict and the need for adult intervention.

According to the results of observations, we have identified various types of interaction between children in a group of different ages.

indifferent relations

egocentric attitude

Mentoring attitude

Depreciation ratio

Attitude of ownership

We have displayed the summary results obtained in the process of monitoring children of a different age group in the form of a table (Appendix 4)

We analyzed the results obtained during the entire observation and made a graph, taking into account the number of children who showed one or another type of interaction at different regime moments. The graph is shown in Figure 1.

Rice. 1. Types of interaction shown by children in the process of observation.

The figure shows that the most pronounced relationships are indifferent, they manifested themselves most clearly in the process of free play activities of children and in a joint lesson. Hence, we concluded that the dominant type of interaction between children in a group of different ages is indifferent.

After analyzing the results obtained and correlating them according to the position of the children occupied in the family, it can be observed that during the gathering for a walk among the "only children" in the family, but older in age in the group, in most cases an "egocentric attitude" was indeed manifested towards younger children. Since the only child in the family is aware of his uniqueness and he simply lacks the experience of communicating with the baby, the manifestation of such relationships is very typical for this position. Therefore, the sense of responsibility and benevolent attitude shown to younger children by A.I. Two children showed a "mentoring attitude", which was expressed in the instructions and teachings of the little ones. "Indifferent attitude" was shown by one of the children, which was expressed in the fact that the older child did not respond to the younger children's requests for help.

"Only children" in the family, but the younger ones in the group behaved more diversely. Only one child, O.D., showed an "egocentric attitude", which was expressed in complaints about older children to the teacher: "Tell Lera to help me put on shoes, she doesn't want to." An "indifferent attitude" was seen in one child and it consisted in the fact that he turned to the educator for help, and not to the older children, that is, in his behavior he was more focused on an adult than on other children. We considered non-characteristic manifestations of the manifestation of a "relationship of ownership" on the part of the younger child to the older one in the form of requests for help, since the younger "only" child is more likely to interact with an adult than with older children. The "devaluation attitude" was expressed in a clear disobedience on the part of one of the children.

Among the "older children" in the family and at the same time the older ones in the group during the gathering for a walk at S.M. the "relationship of belonging" characteristic of this position was manifested, however, G.N. quite different - "indifferent attitude", she did not pay attention to the kids, she dressed herself and did not even respond to the teacher's request to help the kids.

The "oldest child" in the family, but the youngest in the group, showed an "indifferent attitude" during the gathering for a walk.

In the subgroup "the youngest of 2 children" in the family, the eldest child in the conditions of a group of different ages showed an "indifferent attitude" towards younger children, which is not characteristic of this position, apparently due to the fact that he himself is the youngest in his family.

In the younger children with this position, in one case, a “devaluation attitude” was indeed observed, in the other, on the contrary, a “relationship of ownership”, which was expressed in turning to the elders for help. "Egocentric attitude" was not revealed.

The “middle child” in the family, who is the youngest in the age group, showed a “relationship of ownership”, which is not natural for this position.

The “youngest child” from a large family, but the eldest in the group in a community of different ages, had an “indifferent attitude” towards the younger ones, which was expressed in isolation and self-centeredness.

During classes in a pair of senior-junior:

In only one case, the “only” older children showed a “relationship of ownership” in the form of positive assessments of the activities of the younger child, in approval and encouragement: “I told you that we will succeed. In other cases, there were observed attitudes characteristic of this position - "mentor" and "egocentric".

In the "only" younger children, in two cases, an "indifferent attitude" was revealed, they did not show activity, followed the lead of the elders, and in two other cases - "relationship of ownership", these children consulted with the elders, obeyed them.

"older" children in the family, who are the eldest in the group, behaved differently. In the first case, the child showed a "relationship of ownership" to the younger child, praised and approved the initiative shown by the younger child. In the second case, the child complained to the teacher about the younger one: “He doesn’t do it beautifully, he doesn’t know how to do anything, I don’t want to draw with him.”

the "eldest" child, but the youngest in the group also showed a "belonging attitude". The task was carried out by the children jointly, without any conflicts.

the "middle" child in the family, but the youngest in the group, showed a "relationship" to the elder, tried to express his idea, consult, despite the fact that G.N. rejected his activity and complained to the teacher.

"the youngest of 2 children", but the eldest in the group, showed an indifferent attitude, communicated little with the youngest, was not interested in his opinion.

younger children with the same position also showed "indifferent attitude". In turn, they were not interested in the opinion of the elder, they sat and played with pencils.

"the youngest from a large family", but the eldest in age showed uncharacteristic behavior of this position, did not communicate much, treated the occupation without interest and performed it carelessly.

During joint gaming activities:

In the "only" older children, the "relationship of belonging" was observed in two cases, in the rest - "relationships of depreciation", which were expressed in unwillingness to play with the kids and in conflict behavior. Only two children showed "mentoring relationships" characteristic of this position.

For the "older" children in the family and the older ones in the group, the change in position in relation to the younger children was expressed in an "egocentric attitude", "relationship of ownership", on the contrary, confirmed this position.

All the younger children had an "indifferent attitude" towards the older children during the game and was expressed in the obedient performance of the required actions without manifestations of activity and interest. Such an attitude, in our opinion, has developed as a result of the inability of older children to manage the plot of the game and the insufficient formation of children's communication skills.

Thus, we came to the conclusion that the nature of the child's behavior, which develops as a result of the position occupied by the child in the family, really affects the relationship between children. However, in the conditions of a group of different ages, this position can be changed in relations between older and younger children, the position in the family and the nature of behavior associated with it may not manifest itself.

To study the nature of interpersonal relations in the study group and the motives that served as the basis for the choice (positive or negative), the method of sociometric research, the game "Secret", was used, we will give its description, set out in the work of T.A. Repina. Before the start of the experiment, the child is given instructions: "Today all the children in your group will play an interesting game called "Secret" - in secret, so that no one knows, everyone will give each other beautiful pictures." To make it easier for the child to accept the task of giving others what he himself likes, the pupil is assured: "You will give the guys, and they will probably give you." Next, the adult gives the child 3 pictures and says: “You can give them to those children you want, only one for each. If you want, you can give pictures to those guys who are sick now” (the last phrase is pronounced in a patter so that the children do not perceive this advice as mandatory). If a child cannot decide for a long time to whom to give gifts, an adult explains: "You can give to those children that you like the most, with whom you like to play." After the child has made his choice - he named the names of the children to whom he wants to give gifts, the adult asks: "Why did you decide to give the picture in the first place ..." (the name of the peer that the child said first is called). Next, the child is asked: "If you had many, many pictures and only three children from the group were not enough, then who would you not give the picture to and why?" All answers are written in a separate notebook, and on the reverse side of the picture is the name of the child to whom it was presented. The child's tattoo is determined by counting the choices he received. Children can be assigned, depending on the number of elections received, to one of four statistic categories: - Stars (5 or more choices); Preferred (3-4 choices); Disregarded (1-2 choices); Isolated new (0 choices).

According to the results of a survey of children, after they made a choice in favor of a particular child, the following answers were most often heard:

"He (she) brings his toys and lets me play";

"it is interesting to play games with him (her)";

"because everyone is friends with him";

"does not break toys";

"because he doesn't offend little ones";

"because he plays with me";

"helped me put on my shoes, jacket, etc";

"helped paint, build";

"does not complain to the teacher";

"can draw beautifully, sculpt, build, etc";

"rolled me on a sled, on a swing";

"obey the teacher".

To the question: "why don't you give a picture?", the children answered:

"because he fights";

"takes away, breaks toys";

"doesn't let me play with my toys";

"teasing, shouting, offending, sneaking";

"does not play with me";

"pushing to go first";

"hides my things, toys";

"doesn't clean or help fold toys";

"says I don't have a pretty drawing."

Thus, we came to the conclusion that among the motives that served for a positive choice are the ability of children to show generosity to each other, the ability to organize joint play activities, the manifestation of partnerships and goodwill, positive assessments of the activities of other children, the provision of mutual assistance and support, a high level of constructive skills, obedience towards an adult.

The motives that led to the negative choice of children include aggressive behavior, unwillingness to cooperate and provide assistance and support, a negative attitude towards the activities of other children, clear signs of disobedience, snitching and hooliganism.

The matrix of a sociometric study of interpersonal relations of children of a different age group is presented in Appendix 5.

The results of the study of the sociometric status of children of different age groups are presented in Table 2.

Table 2.

Sociometric status Names of children Stars A.I., K.I., L.D., S.M. Neglected I., A. N., G. N., N. E., M. M., N. N. Isolated O. L., Z. E.

The summary results of a sociometric study of interpersonal relations among children of different ages are presented in Table 3.

Table 3

Sociometric status Number of children% Stars 420% Preferred 840% Neglected 630% Isolated 210%

As a percentage, the obtained data can be displayed as a pie chart in Fig. 2.

Rice. 2. Summary results of a sociometric study of interpersonal relationships in children.

20% - stars

% - preferred

% - neglected

% - isolated

The results of a sociometric study and the answers of children allow us to conclude that the stars include children who show a "relationship of ownership" to other children, expressed in interest in the actions of another, in the desire for joint activities, coordinating desires, searching for commonality. These children willingly included the younger ones in role-playing games. L. D. willingly communicates with elders, always makes contact, never complains or slander, benevolent and non-confrontational.

Among the "preferred" L.V. and S.N., with a "mentoring attitude" towards younger children, manifested in constant teachings, instructions, in regulating the activity of other children. And also G.N., O.I., O.D., S.V., M.M., M.V. with an "indifferent attitude", characterized by low interest in the actions of children of a different age, a preference for individual forms of activity. The "neglected" include P.I., N.E., which are characterized by a "devaluation attitude", manifested in negative assessments of actions, the behavior of other children. This group also includes N.N. and G.N., who are characterized by an "egocentric attitude", insensitivity to the interests and actions of other children. Children tend to complain to adults if they cannot achieve something from their peers. M. M. and A.N. showed an "indifferent attitude" to children not only of a different age, but also to their peers.

Among the "isolated" were O.L. and Z.E. O.L. showed an "indifferent attitude" not only to children of a different age, but also to peers, prefers individual forms of activity. Z.E. showed a "devaluation attitude", manifested in negative assessments of actions, the behavior of other children.

Thus, popular children in a group of different ages satisfy the communicative needs for benevolent attention, cooperation and empathy of both peers and younger children. These children are characterized by sensitivity to the influences of a peer and a younger child, responsiveness, and adequate content of communication. They also empathize with others in response to an adult's assessment - they rejoice at successes and grieve at failures.

"Preferred" children relate differently to the younger ones, which is manifested either in constant teachings, instructions, in regulating the activity of other children, or in an "indifferent attitude", low interest in the actions of children of a different age, preference for individual forms of activity.

The "egocentric attitude" and "devaluation attitude" generates rejection of children by both peers and younger children. Fixation on one's own self, a jealous attitude to someone else's success, lack of desire to cooperate, manifestation of aggressiveness in conflict situations, snitching, condemnation and imposing one's point of view prevents positive communication with both younger children and peers.

To identify the specifics of interpersonal relations of children, we carried out the technique "Drawing on a common sheet" by V.N. Butenko. For drawing, one large sheet of A2 drawing paper and wax crayons of different colors were offered, one less than the number of children. The task was as follows: "There are guys who do not know at all what a kindergarten is, because they have never been to it. Think about what you could tell them about your kindergarten, group, friends, toys. Tell them something that would make them really want to come to your kindergarten, your group and become your friends. As soon as you figure out what you would like to draw, then take a pencil and start. You need to draw all together on one sheet." When analyzing inter-age interactions, the following indicators were identified and calculated: the intensity of inter-age communication, the predominant direction of communication, the nature of communication, the nature of behavior.

These indicators were evaluated on the following scales:

Intensity of inter-age communication:

point - draws separately from the drawings of other children, showing little interest in them; 2 points - the average number of contacts, to a greater extent manifests itself in the exchange of crayons, in a rare interest in the work of other children; 3 points - frequent and continuous contacts, in the case of joint activities of children.

The predominant focus of communication:

points - for subject interactions; to myself; 2 points - on the other, his drawing; 3 points - for joint drawing.

The nature of communication:

score - speaks negatively about the work of another, devaluing his efforts ("there are no such houses - yours turned out oblique and crooked, and in general you don’t know how to draw, you just spoil everything"); 2 points - boasts of his ideas, skills, comparing himself in excellent shape ("look how I do it - you don't know how"); 3 points - expresses interest, positive attitude towards the work of another, offers help, cooperation.

The nature of communication was expressed in the coloring of emotional reactions shown by the child in relation to the communication partner:

a) negative (revealed in ridicule, humiliation, insult of another);

b) demonstrative (expressed in comparison with oneself, in a position obviously advantageous for oneself);

c) positive (reflecting the interest, participation, support of another child).

Behavior:

score - pushes, freeing up space around the sheet; in the process of drawing, he complains about the lack of space for his drawing, as a result he can draw, strike over other people's drawings; takes crayons from others; 2 points - seeks to manipulate, control others, pointing out his shortcomings in a mentoring tone; 3 points - draws together with other children, discussing the general idea, their part of the drawing.

The nature of the behavior was expressed in actions directed at the communication partner:

a) aggressive (manifested in actions that harm another, in blows, pushes, in taking away objects).

b) pragmatic (reflected in deceit, the search for personal gain, in manipulating another child);

c) prosocial (revealed in actions in favor of another, in the concession of game material, in the provision of assistance).

The results obtained are presented in table 4.

Table 4

Full name Intensity of inter-age communication Character of behavior Prevailing orientation of communication Nature of communication A.I.333 3K.I.3222L.V.1112G.N. 2232O.I. 3323P.I.2212A. 12122g.A.1122N.E.11111S.V. 3222l.2232.2111M.M2111M.V. 2122N.n.2212O.V.1223s.333333311O.D.1212

We converted the obtained data into a percentage and presented it in the form of a diagram in Figure 3, where level 1 is the smallest number of points; Level 2 - the average number of points; Level 3 - the highest score.

Fig.3. Indicators of children's interaction.

It can be seen from the resulting diagram that 35% of the children drew separately from the rest of the children and did not try to find out their plan, idea. 25% - often communicated, asked other children about what they want to draw, tried to negotiate. In most cases - 40% of children showed interaction only when exchanging crayons.

With regard to the revealed nature of the behavior, the majority of children - 45% (mostly older children) tried to manipulate the other children, indicating that they did not draw well and beautifully enough; 40% of the children tried to make room for themselves around the sheet, pushed others, complained to the teacher (mostly younger children did this), and only 15% drew together with other children, discussed the drawings, praised them. The dominant is the pragmatic nature of behavior.

The orientation of communication was distributed as follows, 40% - children are directed to objective actions, primarily to themselves, 40% - children's attention is directed to the drawing of another child, and only 20% of children are directed to joint drawing.

Regarding the identified nature of communication, the predominant number of children - 55% boasted of their ideas, skills, comparing themselves in excellent shape; 25% of children spoke negatively about the work of another; 20% of children showed a positive attitude towards the drawings of other children, offered their help, cooperation. Thus, the demonstrative nature of communication is dominant in the group.

Thus, we can conclude that the children of the experimental group have insufficiently developed skills of prosocial behavior, the conflict in interactions is quite high. Children cannot agree among themselves, older children do not take into account the preferences of the younger ones, they try to manipulate them, and the younger ones ignore the requests of the older ones. In the implementation of joint activities, children's communication is mainly aimed at themselves; children perceive another child as a competitor, and not as a partner in interaction. Further, on the basis of the data obtained in the process of implementing the methodology, we identified which of the indicators are visible in the subgroups of children we have identified, according to their position in the family: “only child”, “eldest child”, “middle child”, “youngest of 2 children”, “youngest from a large family”. We present this distribution in Table 5.

Table5.

indicators The level of manifestation of "the only child" in the family (persons) "the oldest child" in the family (persons) "the youngest of 2 children" in the family (persons) "the youngest from a large family" (persons) "the middle child" in the family (persons) 250210313000Nature of communication130101272110321100

The table shows that among the children who are "only" in the family, the most clearly distinguished are the pragmatic and aggressive nature of behavior, which was expressed in the search for personal gain and in the manipulation of other children, as well as in the emergence of conflicts in the distribution of material and space for drawing. The nature of communication was defined as negative and was expressed in ridicule, in a negative attitude towards the work of other children. Most of the children drew separately from the rest, and there were very few attempts to help.

In the "older child" subgroup in a family of three, most of the children were sent to draw together, but in the process of drawing they periodically compared their drawings with the drawings of those with whom they drew and tried to manipulate these children.

In the subgroup "youngest of 2 children" in a family also consisting of three children, there were frequent contacts in the joint activities of children, however, the behavior was not only prosocial in the form of helping and yielding game material, but also aggressive and pragmatic behavior.

In the “youngest from a large family” subgroup, in which there was only one child, interaction occurred only when crayons were exchanged, and most often when a conflict arose over crayons (aggressive behavior). Basically, the child drew separately from other children, periodically showing off his drawings (the demonstrative nature of communication).

In the subgroup "average child" in a family where there is also only one child, the intensity of communication during interaction is average, the nature of communication is negative, and the behavior is aggressive, focus on objective actions.

To identify the characteristics of children's relationships in a group of different ages, we used various tasks and conditional problem situations, solving which the child discovers the existing moral ideas, rules of social behavior and evaluation of relationships.

Conditional situation "Real help"

Purpose: to identify children's understanding of the condition of another child, the formation of ideas about support, assistance, mutual assistance.

Content of the situation: Olya, Natasha and Katya performed the task of the educator, painted nesting dolls for the exhibition. Olya immediately beautifully painted her nesting doll, but Natasha did not succeed at all. When Olya saw this, she laughed out loud and said: "Well, as always, you fail!" But when Katya saw that Natasha was not succeeding, she acted differently, not like Olya. What do you think she did?

Conditional situation "Resentment"

Purpose: To reveal children's ideas about the manifestation of emotional responsiveness.

Then the girls got angry with Natasha and said: “Here you are, we invite you, but you don’t want to. We won’t play with you anymore! We were offended by you.” And they left.

Did Olya and Katya do the right thing? Why?

Did the girls understand Natasha's condition?

What should Olya and Katya do?

Who do you think is truly offended by Katya and Olya or Natasha?

Conditional situation "Paints".

Purpose: to reveal children's ideas about the essence of the manifestation of friendly relations and about the ways of organizing joint activities.

The content of the situation: Nina, Lena, Sveta and Ksyusha told everyone that they were real friends. One day the teacher asked them to draw pictures about autumn. The girls sat at the same table. The teacher gave them paper, brushes and jars of red, yellow, green and blue paint. When the teacher walked away, Nina grabbed a jar of red paint and said: "This will be my paint!" "But this one is mine!" - Olya said and pushed the green paint towards her. Then Ksyusha and Sveta took blue and yellow paint. The girls began to draw.

When the teacher looked at their drawings, she was very surprised: Nina's whole drawing was painted only with red paint, Ksyusha's only green, Sveta's - yellow, and Lena's - only blue: trees, people, and grass. She shook her head and said: I thought you were real friends, but now I see that you still have to learn how to be friends.

Why did the teacher say so after she saw the drawings of the girls?

What do real friends do?

Conditional situation "Cheerful round dance"

Purpose: to reveal children's ideas about the rules and methods of friendly teamwork.

Conditional situation "Building a house"

Purpose: to reveal the children's awareness of the reasons that violate mutual understanding in joint activities and ideas about the rules and methods of behavior that eliminate conflicts in common activities.

Content of the situation: The child is alternately offered 2 series of pictures (3 pictures each) depicting children building a house. The first series demonstrates the friendly construction of a house: the children agree (1 picture), build together (2 picture), look at the result with pleasure - a beautiful high house (3 picture). The second series of pictures reveals a similar beginning, then a situation of a quarrel during construction, the last picture shows a disappointing result, instead of a finished house - scattered details, disappointed children.

Issues for discussion:

What are the children doing in these pictures?

How do they build a house? (they build together, or quarrel, are they attentive to each other, help or not)

How did you guess about it?

Which children are good together, and which are bad?

What do you think these kids say to each other while they work?

Why didn't these children manage to build a beautiful house? And these children built?

Situation "Explain correctly"

Purpose: to identify the features of children's awareness of the need to show attention to each other's problems and a detailed explanation to establish mutual understanding in communication.

Why do you think Vanya didn't get a boat?

Did Misha explain it to him clearly?

Do you think Misha said hurtful words?

And how would you explain, so that it becomes clear and not offensive (not only tell, but also show how it should be, explain and help do it).

Conditional situation "Puddle"

Purpose: to identify the features of children's awareness of the rules of behavior towards young children.

Vanya and Sasha lived in the same yard and often walked together, despite the fact that Sasha was older than Vanya. One day, after the rain had passed, the boys decided to play outside. As they approached the playground, there was a large puddle in front of them. Since Sasha was much older and therefore easily jumped over the puddle. But Vanya couldn’t manage to get over it, then Vanya called Sasha, but he didn’t even turn around and ran to ride on his favorite swing.

Did Sasha do the right thing?

What should he have done?

What would you do in such a case?

Evaluation of the results of children's resolution of conditional situations is carried out according to the following indicators:

· The ability of the child to correctly understand the meaning of the situation and assess what is happening.

· Ability to offer an adequate way to solve the problem;

· The ability to identify the rules of relationships in joint activities

· Ability to comment on the proposed solution.

A table was drawn up for each child, in which the presence of an indicator for each situation was marked with a plus sign, and the absence with a minus sign. A sample table is presented in Appendix 6. At the end of this method, each child took into account the total number of positive results for each of the indicators, which is the degree of its formation. Summary results are presented in Table 6.

uneven-age interpersonal interaction children

Table 6

No. Full name Correctly understands the meaning of the situation and assesses what is happening Offers an adequate way to solve the problem Highlights the rules of relationships in joint activities Comments on the proposed solution1A.I.77772K.I.66673L.V. 10C.W.777711L.D.556312D.M.445213M.M.M.325114M.W.414215N.N.555516C.N767317O.W.757418S.M.777719Z.E.504020O.D.3343

Thus, based on the results obtained, it can be assumed that the majority of children of a different age group correctly understand the meaning of the situations presented and can assess what is happening, and can also identify the rules of relationships in joint activities. Consequently, the majority of children have formed the norms of moral behavior and social relations, however, there are significant difficulties for children in suggesting and commenting on a way to solve a problem that has arisen.

Based on the results of the study, we consider it necessary to conduct a special program aimed at developing interpersonal interaction among children of this age group. In Appendix 7, we present our version of such a program.

Conclusions on the second chapter

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

Identification of the features of interpersonal interaction of children of a different age group was carried out by us using various research methods.

With the help of observation, which we carried out at different regime moments, it was found that during the interaction of children, "indifferent relations" are most pronounced, which were most clearly manifested in the process of free play activity of children and in a joint lesson. Hence, we concluded that "indifferent relations" are dominant in this age group of children.

In the subgroups of children identified by us, during interpersonal interaction, there was a discrepancy between the nature of behavior and the position occupied by children in the family.

With the help of a sociometric study, the game "Secret" by T.A. Repina, we established the dependence of the child's status in the group on the type of relationship he manifests during interaction. We also found that among the reasons that motivated a positive choice are: generosity, the ability to organize joint gaming activities, satisfaction in a friendly attitude and approval, assistance and support, a high level of constructive skills, and obedience to an adult.

Aggressive behavior, unwillingness to cooperate, manifestation of verbal aggression and undesirable forms of communication led to a negative choice of children.

Implementation of the technique "Drawing on a common sheet" V.N. Butenko allowed us to establish that children of this age group have insufficiently developed skills of prosocial behavior, and there is a high level of conflict in interactions. Children cannot agree among themselves, the elders do not take into account the preferences of the younger ones, and the younger children ignore the elders. In interactions between children, there was also a discrepancy between the part of the children, their position in the family and the behavior shown.

The use of conditional problem situations has established that the majority of children in this age group correctly understand and evaluate the situations presented, confirming the presence of moral ideas and manifestations of social behavior. However, children have difficulty in suggesting and commenting on the way to solve the problem.

Thus, the results obtained allow us to conclude that the relationship of children is really influenced by the position occupied by the child in the family and the nature of behavior associated with it, however, in conditions of interaction of different ages, the behavior of children may develop in a completely different way and the position of the child may not manifest itself. Therefore, our hypothesis did not find final confirmation.

Conclusion

A multi-age group of a kindergarten can be considered as a typical model of an integrative group in which different children are united - different in their physical and mental capabilities, interests, knowledge, skills, etc. Relationships between such different children differ significantly from those that develop in a homogeneous group.

In favor of groups of different ages is the possibility of greater individualization of development, stimulation of verbal development, obtaining a richer social experience, and developing the moral qualities of children.

The development of interpersonal interaction in the process of communication with children of different ages in the conditions of general activity is effective in the implementation of the following psychological conditions:

the use of joint, playful, educational, labor activities to enrich both the emotional and communicative spheres of preschoolers;

the acquisition by each child of an emotionally positive experience of communication with peers and children of a different age;

development of self-confidence in older children;

overcoming negative emotional states of preschoolers.

Our study reveals the problem of the interaction of children in a group of different ages. In our country, the largest number of families is limited to the birth of only one child. In the presence of moral behavior skills, children do not have sufficient experience in communicating with children of a different age in the family, which creates the prerequisites for problematic interaction of children already in adolescence. Replenishment of the experience of communication of children of different ages is assigned to a preschool institution. In this regard, as a psychologist working in a kindergarten, I need additional research, with the subsequent development of corrective work with children and educational work with parents.

Bibliography

1. Abramenkova, V.V. Joint activity of preschoolers as a condition for a humane attitude towards peers, / V.V. Abramenkova //. - Questions of psychology. - 1980. - No. 5. - S. 60 -70.

Abramenkova, V.V. Compassion and compassion in the children's picture of the world, / V.V. Abramenkov. - M., 1999. - 218 p.

Avanesova V.N. Education and training in a group of different ages, / V.N. Avanesov. - M.: Enlightenment, 1989. - 512p.

Antonova, T.V. The role of communication in regulating the relations of preschool children in the game: Cand. diss., / T.V. Antonova. - M., 1983. - 184 p.

Bure, R.S. Teach children to work, / R.S. Bure, G.N. Year. - M., Education, 1983. - 322 p.

Butenko, VN Peculiarities of relations between preschoolers in different-age groups of kindergarten, / VN Butenko //. Psychology of learning. - 2011.

Vovchik-Blakitnaya, E.A. Children's contacts and their motives, / Vovchik-E.A. Blakitnaya //.Preschool education.- 1988.- No. 6 - P.56-59.

Vygotsky, L.S. Pedagogical psychology, / L.S. Vygotsky. - M., 2001

Gazieva, K.T. Event experience. Report on the work in the younger group of the kindergarten teacher-experimenter, / Gazieva K.T.//. Moscow psychotherapeutic journal. -2002. - No. 3.-S.124-142.

Gerasimova, E.N. Pedagogical foundations for building the educational process in different age groups of kindergarten. Dissertation of Doctor of Pedagogical Sciences, / E.N. Gerasimov. - M., 2000. - 178 p.

Gerasimova, E.N. Different-age groups in kindergarten, / E.N. Gerasimova//. Preschool education. - 2000.- No. 21. - S. 27-32.

Grebennikova, L.A. The role of peers in the formation of arbitrary behavior of preschoolers: Candidate dis., / L.A. Grebennikov. - M., 2006. - 188 p.

Gundareva, O.V. Psychological features of the plot-role-playing game of modern preschoolers: Abstract of Candidate of Diss., / O.V. Gundareva. - M., 2005. - 25 p.

Davidchuk, A.N. Forms of organization of education in a kindergarten group of different ages, / A.N. Davidchuk, A.T. Tambovtseva. - M., 1988. - 352 p.

Childhood. The program of development and education of children in kindergarten. - St. Petersburg, 1997. - 241 p.

Derevyanko, R.I. Features of the motives for communication with adults and peers in preschoolers: Candidate of Diss., / R.I. Derevianko. - M., 1983

Activities and relationships of preschoolers, / Ed. T.A. Repina, T.V. Antonova, O.M. Gostyukhin. - M.: Pedagogy, 1987. - 365 p.

Doronova, T.N. Raising children in small preschool institutions, / Doronova T.N. // Preschool education. - 2004. - No. 2

Doronova, T.N., Shchur V.G., Yakobson S.G. Prerequisites for the organization of joint activities in the uneven-age group of a small-scale kindergarten, / T.N. Doronova, V.G. Shchur, S.G. Jacobson //. Preschool education. - 1985.- No. 6 - S. 12-16

Origins. The program of education and training in kindergarten. - M., 1998.

Inyushina, G.S. Understanding the essence of moral conflict in line with the concept of age periodization, / G.S. Inyushina - On the problem of the formation of value orientations and social activity of the individual. - M., 1979. - S.32-35.

Kolominsky, Ya.L. Psychology of the children's team: The system of personal relationships, / Ya.L. Kolominsky. - Minsk, 1984. - 345 p.

Kotyrlo, V.K. Motives for the relationship between adults and children, / Ed. T.A. Markova //. Education of preschool children in the family. - M., 1979. - 380 p.

Kosheleva, A.D. Emotional development of a preschooler, / A.D. Koshelev.

Kravtsova, E.E. Wake up the wizard in the child: Book for kindergarten teachers and parents, / E.E. Kravtsov. - M., Education: Educational literature, - 1996. - 160 p.

Lavrentiev, G.P. The role of emotions in mastering the rules of relationships with peers by preschoolers: Abstract of the thesis. cand. diss., / G.P. Lavrentiev. - Kyiv, 1982. - 28 p.

Lisina, M.I. Problems of ontogeny of communication, / M.I. Lisin. - M., 1986. - 236 p.

Lisina, M.I. Psychology of self-knowledge in preschoolers, / M.I. Lisina, A.I. Sylvester. - Chisinau, 1983. - 418 p.

Maksimova, R.A. On the knowledge of preschoolers themselves and their peers, / R.A. Maksimova //. Psych. science. - 1970. - No. 352. - Issue. 2. - S.27-31.

Martsinkovskaya, T.D. Psychological reasons for the difficulties of communication between a child and peers, / T.D. Martsinkowska - Problems of the formation of value orientations and activity of the individual in its ontogenesis. - M., 1987

Manuylenko, Z.V. Development of arbitrary behavior in preschool children, / Z.V. Manuilenko. - M., 2001. - 281 p.

Mikhailenko, N.Ya. Different-age play associations for children, / N.Ya. Mikhailenko, N.A. Kustova //. Preschool education. - 1987.- №10

Mishchenko A.I., Shiyanova E.N. Work in a mixed age group. - K.: Osvita, 2001. - 346 p.

Mukhina, B.C. To the problem of social development of the child (in preschool childhood), / B.C. Mukhina //. Psychological Journal.-2000. - No. 5. - P.41-44.

Markova, T.A. Education of friendly relations in children of senior preschool age, / T.A. Markova - Formation of collective relations of children of senior preschool age. - M., 1968. - S.36-132.

Nadezhina, R.G., Shchedrovitsky G.P. Development of children and problems of organization of moral education, / R.G. Nadezhina, G.P. Shchedrovitsky - Training and development. - M., 1996. - S.44-62.

Nezhnov, P.G. The role of conflicts in the emergence of group moral norms, / P.G. Nezhnov, S.G. Jacobson. - M., 1977. - 246 p.

Nechaeva, V.G. Moral education in kindergarten, / V.G. Nechaev

Relationships between peers in a kindergarten group, Ed. T.A. Repina. - M., 1978. - 210 p.

Papir, O.O. Features of communication and interaction of leaders in a role-playing game: Abstract of the thesis. cand. diss. - M., 1983.

Pospekhov, I.M. Psychological characteristics of selective (personal) relations between children in a team: Abstract of the thesis. cand. diss., / I.M. Pospehov. - M., 1973. - 22 p.

Prikhodko, Yu.A. Formation of a positive emotional attitude of children towards each other in the process of joint activity: Abstract of the thesis. cand. diss., / Yu.A. Prikhodko. - Kyiv, 1980. - 26 p.

Program "Development" (Basic Provisions). - M., 1994. - 118 p.

The program of education and training in kindergarten. - M., 1987. - 94 p.

The development of communication between preschoolers and peers, Ed. A.G. Ruzskaya. - M.: Pedagogy, 1989. - 244 p.

The development of communication of preschoolers, / Ed. A.V. Zaporozhets, M.I. Lisina. - M., 1974 - 308 p.

Repina, T.A. Socio-psychological study of communication of preschool children in the game and their interpersonal relationships, / T.A. Repin

Repina, T.A. Socio-psychological characteristics of the kindergarten group, / T.A. Repin. - M.: Pedagogy, 1988. - 164 p.

Royak, A.A. Psychological characteristics of the difficulties of relationships with peers of preschool children, / A.A. Royak //. Issues of psychology. - 2004. - No. 4. - S. 18-20.

Family and public children's center "Golden Key". Program //.Preschool education. - 2001.- No. 3. - S.31-34.

Senko, T. V. Success and recognition in the group, senior preschool age

Smirnova, E.O. The idea of ​​a peer as the basis of relationships in children, / E.O. Smirnova //. New research in psychology. - 1997

Smirnova, E.O. Features of communication with preschoolers, / E.O. Smirnova. - M.: Academy, 1999. - 237 p.

Smirnova, E.O. Game and arbitrariness among modern preschoolers, / E.O. Smirnova, O.V. Gudareva //. Issues of psychology.-2004. - No. 4. - S.19-23.

Smirnova, E.O. Attitude of popular and unpopular preschoolers to their peers, / E.O. Smirnova, E.A. Kalyagin //. Questions of psychology

Smirnova, E.O. Development of attitudes towards peers in preschool age, / E.O. Smirnova, V.G. Womb //. Questions of psychology. - 2006

Smirnova, E.O. The ratio of direct and indirect motivators of the moral behavior of children, / E.O. Smirnova, V.M. Kholmogorov//. Questions of psychology. -2001.- No. 1 - S.26-37.

Smirnova, E.O. Interpersonal relations of preschoolers: Diagnostics, problems, correction, / E.O. Smirnova, V.M. Kholmogorova. - M .: Humanitarian Publishing Center VLADOS, 2003. - 160 p.

Smirnova, E.O. Features of interpersonal relations in different age groups of preschoolers, / E.O. Smirnova, V.N. Butenko//. Questions of psychology. - 2007. -№1. - pp. 39-54

Smirnova, R.A. Formation of electoral attachments in preschool children: Abstract of the thesis. cand. diss., / R.A. Smirnova. - M.

Subbotsky, E.V. Psychology of partnership relations among preschoolers, / E.V. Saturday. - M, 1976. - 169 p.

Tereshchuk, R.K. Communication and electoral relationships of preschoolers, / R.K. Tereshchuk. - Chisinau, 1989. - 241 p.

Kholmogorova, V.M. Psychological conditions for the moral development of preschoolers: Abstract of the thesis. cand. diss., / V.M. Kholmogorov. - M., 2001. - 25 p.

Shchur, V.G. Methods of studying the child's idea of ​​the attitude of other people towards him, / V.G. Shchur - Psychology of personality. - M., 1982

Elkonin, D.B. Psychology of the game, / D.B. Elkonin. - M.: Pedagogy

Yasvin V.A. Developing potential of different-age groups of kindergarten, / V.A. Yasvin //. Education and science. - 2006. - No. 5 - S. 27-33

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

INTRODUCTION

Chapter 1. Theoretical foundations for studying the interpersonal interaction of children in groups of different ages

1.2 Analysis of psychological and pedagogical research on the problem of interpersonal interaction of children in a group of different ages

1.3 Psychological features of the development of children of different preschool age

Conclusions on the first chapter

Chapter 2. Empirical study of interpersonal interaction of children in different age groups of a rural garden

2.1 Organization and research methods

Conclusions on the second chapter

CONCLUSION

bibliography

application

INTRODUCTION

Preschool age is a particularly responsible period in education, since it is the age of the initial formation of the child's personality. At preschool age, the child's world is already, as a rule, inextricably linked with other children. And the older the child becomes, the more important contacts with peers become for him. Relatively stable sympathies are formed in children, joint activities are formed. Communication with a peer is communication with an equal, it enables the child to know himself. But in addition to interacting with peers, children in kindergarten have the opportunity to communicate with children of a different age, we are talking about a different age group of kindergarten. Such groups appear for various reasons: due to the difficulties of completing kindergarten groups, to solve certain correctional-pedagogical or methodological tasks, as groups with special organizational conditions, etc.

Based on the observations of educators and parents of children, interaction in such groups can develop according to significantly different scenarios: 1 - the older child takes on the role of an “adult” in relation to the younger one, learns to take care of him, cares for him, and the younger one, in turn, treats the older one as a “mentor” and adopts the experience he has accumulated from the older child; 2 - older children do not perceive the younger ones as communication partners, offend, oppress them, and the younger ones, in turn, prevent the older ones from fully engaging. Therefore, it is impossible to say definitely about the positive or negative impact of the creation of such groups on the interpersonal contacts of children. However, it can be said with certainty that the child's communication with older children contributes to the assimilation of certain rules of social behavior and to a large extent determines the child's social attitudes in the future. As for the interaction that has developed within the group of different ages, according to a number of authors, this fact is largely influenced by the personal attitudes of the educator, the styles of communication of the educator with children and, of course, the personal example of the educator in relation to the younger ones.

However, it is known that the solution of upbringing and educational tasks, the formation of a sufficient level of knowledge and skills of children, the achievement of the state standard in a kindergarten of different ages causes significant difficulties for the teacher. In addition, the main methodological literature on preschool education is designed for institutions with the same age composition of children's groups.

In preschool pedagogy, a significant number of methodological manuals have been developed (V.N. Avanesova, A.I. Mishchenko, E.N. Shiyanova, E.G. Davidchuk, R.S. Bure, N.Ya. Mikhailenko, G.G. Grigoriev) on the problems of organizing work in uneven-age groups of small-scale kindergartens. However, the problem is that this pedagogical literature is focused on the implementation of a "standard program" of education in kindergarten. Due to dynamic changes in the methodological support of the work of preschool institutions, a modern teacher finds himself in a difficult position, with a lack of manuals and educational and methodological recommendations for organizing work with children of different ages in preschool institutions, the specifics of work in such conditions, its “seasonality”. The solution of educational tasks, the formation of the foundations for the development of a full-fledged personality, the achievement of the state standard in the conditions of a kindergarten group of different ages causes significant difficulties for the teacher, which determines the relevance of the research topic.

The study of the problems of preschool groups of different ages has a certain history. A significant contribution to its study was made by A.G. Arushanova, V.V. Gerbova, A.N. Davidchuk, T.N. Doronova, T.A. Makeeva, V.G. Shchur, S.G. Yakobson V.N. Butenko and others. However, the current state of the problem of interpersonal cooperation in a group of different ages is characterized by far from complete disclosure of the mechanisms and specifics of interpersonal interaction of children in groups of different ages and, as a result, the lack of a concept for the systematic implementation of these mechanisms in the educational process.

The study of the features of interpersonal interaction of children of different ages in the conditions of joint activities can provide opportunities for the formation of new approaches to the education of such important personal qualities as tolerance, morality, the ability to reckon with others and cooperate with different people, etc.

The object of the study is the interpersonal interaction of preschool children.

The subject of the research is the features of interpersonal interaction of preschool children in a different age group of a rural kindergarten.

The purpose of the study is to identify the features of interpersonal interaction of preschool children in different age groups of a rural kindergarten.

The hypothesis of the study is that we assume that the interaction of children of different ages has its own characteristics, which depend on the position occupied by the child in the family according to the order of his birth.

Research objectives:

1. analyze the theoretical material on the problem under study;

2. identify the position of the child according to the order of birth in the family;

3. to identify the features of the manifestation of children in interpersonal interaction;

4. analyze the results.

The theoretical and methodological basis of the study were:

Theories of social cognition, communication, relationships and interactions of preschool children (G.M. Andreeva, A.A. Bodalev, M.I. Lisina, N.N. Obozov, T.N. Pashukova, T.A. Repina, E.O. Smirnova, E.V. Subbotsky, etc.);

The concept of preschool childhood as a stage in the formation of the essential characteristics of the human personality, the theory of the integral development of the child in ontogenesis (K.A. Abulkhanova-Slavskaya, A.G. Asmolov, T.I. Babaeva, L.S. Vygotsky, N.F. Golovanova, V.V. Davydov, A.V. Zaporozhets, G.G. Kravtsov, V.S. Mukhina, A.V. Petrovsky, D.B. Elkonin and others);

Research methods:

Analysis of the scientific and psychological literature on the problem under study in order to clarify its development and determine further ways of research.

Diagnostic:

1. Method of observation in regime moments

2. The method of sociometric research of interpersonal relations game "Secret" (T.A. Repina)

3. Method "Drawing on a common sheet" V.N. Butenko.

4. Method of conditional problem situations

Research base: GBOU secondary school No. 1 with. Obsharovka structural unit kindergarten "Merry Fellows"

chapter 1. theoretical foundations for the study of interpersonal interaction of children in different ages groups

1.1 The concept of a group of different ages and the psychological and pedagogical features of its organization

Given the specificity of the educational process with children of different ages, when organizing groups in preschool institutions, there are certain age and quantitative criteria. However, in accordance with the Model Regulation on a preschool educational institution, kindergarten groups can include both children of the same age and children of different ages. In the practice of educating preschoolers for many years, there are groups of different ages.

In the most general sense of the word, a group of different ages is a united group of children with different levels of physical and mental abilities, formed due to circumstances or purposefully, in order to carry out specific correctional work. The main reasons for the emergence of different age groups are the following:

1) difficulties in completing groups (due to the missing or exceeding the norm of the number of children of the same age);

2) the presence of family ties between pupils of different ages (as a result, the desire of parents to place them in one group);

3) insufficiency of the material and technical base for the creation of full-fledged groups of the same age;

4) features of the work of a preschool institution in the summer;

5) the need to solve certain correctional and pedagogical problems.

It should be noted the advantages that are typical for a group of different ages: the communication of younger children with older children creates favorable conditions for the formation of "advanced" knowledge and mutual learning. However, this can be achieved only with the proper organization of the educational process. Preschool pedagogy faces two vital problems:

- development of the most effective forms of planning education in preschool institutions;

- search for forms and methods of teaching in groups with different age composition.

Of course, the content of the needs for joint fun, business cooperation and recognition by peers of the merits of another child also changes. In groups of children of the same age, all these moments are under the constant control of the educator, however, relations between children in groups of different ages have their own specifics and differ significantly from interpersonal relations in a homogeneous group.

It is obvious that the organization of the educational process requires the teacher to deeply comprehend its psychological and pedagogical foundations, improve professional skills and abilities:

Possession and practical use of interactive technologies;

Organization of independent work of children and conditions for its implementation;

Encouragement of preschoolers to activities with an emphasis on intrinsic motivation;

Creating a creative rich environment as an important factor in productive learning.

Accordingly, the organization of the educational process in a group of different ages becomes much more complicated, it requires the teacher, first of all:

Knowledge of programs for all age groups;

Ability to compare program requirements with the age and individual characteristics of children;

Understand and see each child and the whole group as a whole;

Ensure the development of children in accordance with their capabilities and age characteristics.

On the one hand, in such groups a favorable environment is created for the development of the personality of both older and younger children. On the other hand, the different ages of children activate specific difficulties and problems, and first of all, this is the organization of classes. In the same age group, the educator, preparing for classes, relies on content designed for a certain age. In the mixed age group, he combines the requirements of the content of the program for two or more ages. This requires more effort from the teacher. In the course of the lessons, the teacher must uniquely match the different content of the lesson material to the corresponding abilities of the children, quickly switch his attention from one age subgroup to another.

In a group of different ages, as well as in a group with children of the same age, first of all, it is necessary to ensure the assimilation of the program content of each lesson by each child. When developing a work plan, the educator must strictly adhere to the connection between the communication of new material, its repetition, consolidation and independent use by children in various activities.

The teacher must carefully prepare the content of each lesson, using such forms and methods of organization that could provide sufficient workload for children in each age subgroup. It should also be noted that when planning work with all subgroups simultaneously on one topic, the teacher must indicate in the plan the program tasks for each age group. A.N. Davidchuk, describing the features of educational work in a group of different ages, believes that it largely depends on the personal qualities of the teacher, his methodological training, and the ability to simultaneously manage the activities of children of different ages.

Experienced teachers offer two ways to organize collective classes in a group of different ages:

the beginning of the lesson simultaneously in all three (four) subgroups, and the end is sequential (after 15 minutes - for the younger ones, after 20 - for the middle ones, etc.);

sequential start of the lesson (the lesson starts with one subgroup, then after 5-7 minutes the second one joins, then the third one).

V.N. Avanesova proposed three types of organization of children in the classroom in an ungraded kindergarten. Work experience has shown the validity of this assumption in the classroom in a group of different ages:

I - all children are engaged in one type of activity;

II - combined classes, based on the individual characteristics of each individual age;

III - classes with each individual subgroup according to the generally accepted methodology.

These classes ensure the correct implementation of the daily routine in a group of different ages, deep assimilation of knowledge, and influence the successful solution of educational problems.

However, when organizing the educational process in a group of different ages, there are problems not only of an organizational nature. A mixed-age group is a socio-psychological environment for the development of a preschooler, which is characterized by the proximity of various systems of social interaction:

- "child-adult";

- "peer child";

- "child-older child";

- "child-child of younger age".

The system of personal relationships is emotionally saturated for each person, as it is associated with his assessment and recognition as a person. The relationship of children, their character, orientation form, develop and correct the emotional sphere of the child. Features of emotions influence the nature of the relationship of children, regulate their communication. Communication is the main condition for the development of the child, the most important factor in the formation of personality. Preschoolers have a pronounced need to communicate with peers, educators, parents.

The mixed-age group of preschool children is the first social association of children in which they occupy various positions. Children at this age show different relationships - friendly and conflict, here stand out children who experience difficulties in communication.

Children of older preschool age, who in a peer group could have impoverished interpersonal relationships and a low social status, find their niche among younger children, with whom they easily establish friendly and playful relations, among whom they occupy a certain leadership position.

With age, the attitude of preschoolers to their peers changes, they evaluate each other not only by business qualities, but also by personal, above all, moral ones. The relationship of a child with children is also largely determined by the nature of the communication of preschoolers with the teacher, the adults around him. It is known that communication is carried out using various communicative means. It is important that preschoolers are able to externally express their inner emotions and correctly understand the emotional state of the interlocutor.

The main means of communication of preschoolers: smile, look, expressive movements, statements, questions, answers, remarks. Communication brings the child a lot of positive and joyful experiences. Deprived of communication, the baby falls into melancholy, his personality is injured, his mental development slows down and is distorted. In a group of different ages, the little ones are drawn to the elders, communicate a lot, this expresses the need for communication, children often ask: "Don't leave, stay with me." Preschoolers are more in control of their behavior and are therefore more successful in cooperating with other children in achieving some common goal. Children do not immediately and suddenly enter into communication with each other. At first, kids are drawn to older children, offended if they are not accepted.

Communication with peers is just as necessary as with adults, and during games even more desirable. Communicating in a group of different ages, children learn not only to reckon with others, but also to stand up for themselves. At the same time, the first attachments appear in the group, which represent the germ of friendship.

Communication is one of the most important factors in a growing person. The older children get, the more difficult it is to teach them communication skills, because there is no definite system. Given this, we can say that properly organized communication is not only the key to successful professional activity, but also a condition for maintaining a culture of communication.

It is very important for the educator to understand the specifics of children's relations in preschool groups of different ages and to identify those factors that contribute to or hinder the formation of prosocial forms of children's behavior. He needs to organize educational activities so that each of the children lived through all the stages of preschool childhood to the fullest and all mental functions corresponding to age were properly formed.

Studies of different age groups of preschoolers prove that under such conditions the individual characteristics of children manifest themselves in a very specific way. More often than not, they only further exacerbate age differences.

Taking into account the individual characteristics of pupils is the most important component of the educational process:

Firstly, this is part of the question of the ratio of age and individual characteristics of participants in interactions of different ages and their consideration in the educational process.

Secondly, in groups of different ages, this problem is much more pronounced, due to the need to take into account the characteristics of several age groups at once when choosing the means and methods of education.

Third, as already mentioned, individual differences can either minimize differences in age or increase their impact. Therefore, the teacher should pay more attention to this problem.

Fourthly, this problem must be perceived as an opportunity to find the most effective pedagogical methods for combining the individual characteristics of children of different ages.

1.2 Analysis of psychological and pedagogical research on the problem of interpersonal interaction of children in a group of different ages

psychological pedagogical group preschool

In modern literature, a huge number of studies are devoted to the problem of different age groups in a preschool educational institution, but most of them belong to foreign authors. This is due to the fact that many modern domestic authors are still guided by typical same-age groups, while this practice has long been widespread in Western countries. Many teachers even give preference to the organization of groups of different ages in kindergarten, motivating this by the greater efficiency of the educational process.

In a well-equipped methodological study by R. Hind, the features of communication of children 4-5 years old with peers and children of a slightly older age were compared and described in 50 elements. The results of computer mathematical processing of the obtained experimental data revealed many interesting provisions. For example, it has been found that outdoors children communicate more often with peers, and indoors with older children. Girls are more likely to communicate with elders, and boys - with their peers. First-born children communicate more often with older children than children who have brothers or sisters.

In the studies of T.A. Repina and Ya.P. Kolominskaya, it was determined that throughout the entire preschool age (from 3 to 7 years) the structuredness of the children's team is rapidly increasing, the stability of the electoral preferences of children, the stability and quantitative composition of children's associations, the meaningfulness of the rationale for the elections of preschoolers are increasing, which is mainly due to the individual characteristics of children in different age groups.

Vovchik-Blakitnaya (1988) studied the interactions of children of different ages in conditions of artificially organized periodic communication of children. According to her observations, the nature of inter-age interaction depends on the older child, his readiness to communicate. E.A. Vovchik-Blakitnaya highlights the meaning-forming motive of communication - the desire to realize the position of “adult”, “senior”, “big”. At the same time, not only older children benefit, but also younger children: reducing the age distance allows them to grow in their own eyes, since when compared with an older child, it is easier for him to imagine himself older than when comparing himself with an adult. She singled out the types of interaction between the elder and the younger: active-positive (democratic), active-negative (authoritarian); indifferent, disinterested interaction. It follows from the study that the benefits of inter-age interaction of children can only be judged in the context of ongoing educational work, by its focus on the formation of a motivational component as the basis for children's readiness for inter-age communication.

E.N. Gerasimova (2000) studied the difference in the interactions of children with and without experience of communication of different ages. According to the results of the study, children from different age groups more often take into account the interests of younger children when choosing joint activities and demonstrate a greater variety of interaction strategies than children brought up in a group of peers. The nature of the interaction between older children and younger children is influenced, firstly, by the pattern of interaction between an adult and children, as well as the content of their joint activities.

An activity focused on obtaining an objective result provokes more “cruel” models of interaction in an older child - restrictive and prohibitive.

In the work of T.N. Doronova, V.G. Shchur, Yakobson S.G. (1985) investigated the conditions for the formation of cooperative relationships between children of different ages. According to the authors, the benefit of interaction of different ages for the younger ones is that they have a closer and more understandable model for action; for the elder - showing, explaining to another contributes to a better understanding of the subject content, control over the actions of the younger contributes to the development of self-control, and also there is a sense of responsibility, involvement in the work of another. But in practice, special efforts are needed to organize such interaction. The authors suggest ways to build joint activities, the logic of which would give rise to the need for children to interact. Through the analysis of the components of joint activity (the ratio of the common product and its constituent parts), different degrees of dependence of children in joint creativity were identified, and using the example of classes in fine arts, the authors developed a program for the phased formation of cooperation relations in children of different ages.

The work of N.Ya. Mikhailenko., N.Ya. Kustova is devoted to the study of conditions that contribute to the formation of elementary organizational skills in the process of playing together by the rules. The use of printed board games with rules is due to the fact that they contain ready-made instructions, rules and are visual due to the game material. An important condition is the inclusion of younger children in the game with the older ones, since with such an association of different ages, the older ones are forced to fall into the position of the organizers. Observation of the play of peers and children of different ages reveals their significant difference. Most of the older children in the game with the younger ones explain the rules before the start of the game, repeatedly remind them during the game, the number of violations drops sharply, in contrast to the game of children of the same age. As a result of joint play, older children developed organizational skills: verbal forms of interaction regulation, increased control, involvement in the game of another in the form of support, help, etc. appeared.

According to a review by L.A. Paramonova (2001) works devoted to the study of the foreign practice of children's associations of different ages, in many countries, in particular Germany, teachers form a special professional attitude to encourage contacts between children of different ages, gender and social status. The practice of different age groups is considered as the most important task of the social and personal development of children, and the special significance of such groups for children from families with one child is also recognized.

V.N. Butenko notes that in her study of the interpersonal relations of children in groups of different ages, it was found that in each of the groups a dominant type of relationship was manifested between children of different ages:

- Indifferent attitudes were characterized by low interest in the actions of children of a different age, preference for individual forms of activity (mosaics, board games, coloring, etc.), communication with an adult or a peer.

The egocentric attitude was characterized by insensitivity to the interests and actions of other children. Such an attitude was characteristic of children of younger and middle age and manifested itself in objective interaction. They began to run in circles, interfering with the game of the elders; pick up toys: “I want too,” etc. They could show exactingness, perseverance, and if they did not achieve something, they complained to an adult.

The mentoring attitude was manifested in constant teachings, instructions to the other, in the regulation of his activity. The mentoring attitude was characteristic of older children: “Draw like this - I’m older and know how to draw better than you”, “If you don’t do it, I won’t play with you, and others won’t.” As a rule, the mentoring attitude was manifested in response to the egocentric attitude of the younger ones.

- The attitude of devaluation - manifested itself in negative assessments of actions, the behavior of other children. Such an attitude could transfer to the personality of another child, and then it became an insult, humiliation.

- The attitude of belonging was manifested in the interest in the actions of another, in the desire for joint activities, the coordination of desires, the search for commonality. The older children willingly included the younger ones in role-playing games.

The main conclusions obtained as a result of the study of interpersonal relations of children in a group of different ages were as follows:

1. Different-age groups have more pronounced forms of manifestation of relationships, with a clear predominance of one of the types of relationships. In contrast, in the same-age groups, there was no dominance of any type of relationship between children.

2. The nature of relations between children of different age groups is stable (reproduced from year to year) and is determined mainly by the style of education of an adult, which is determined by: the nature of the impact, emotional involvement, the degree of participation and orientation towards the children's community. .

In modern literature, there is a theoretical idea that the relationship to another includes two opposite principles - subjective and personal (M.I. Lisina, E.O. Smirnova, V.M. Kholmogorova, V.G. Utrobina, etc.).

According to this approach, the objective principle reflects the assessment and significance of the specific qualities of another child, his knowledge, skills, abilities, position in the group, etc. Such an attitude, as a result, gives rise to an assessment of the corresponding qualities of another person and comparison with his own. In this case, another person can become a means of self-affirmation or a means of fulfilling one's desires. This type of beginning sets the boundaries of a person's own I, emphasizes his difference from others and isolation.

The personal principle corresponds to the holistic perception of another person as a source of his own activity, will, and experiences. Such an attitude is priceless and gives rise to an internal connection with him, as well as various forms of participation (empathy, cooperation, rejoicing, etc.).

These two principles are necessary and complementary aspects inherent in any interpersonal relationship, they exist in interaction with each other, however, the degree of their severity and content can vary significantly, primarily depending on age.

With regard to the interaction of the older and younger children in a group of different ages, it can be noted that the subject qualities of the younger (abilities, skills and abilities), in contrast to the corresponding qualities of peers, will be significantly inferior to the qualities of an older preschooler. This circumstance opens up two possible options for the development of children's relations, depending on the predominance of one or another principle:

1) a decrease in the competitive position of older preschoolers (since competition with younger ones does not make sense), therefore, the personal component of relations becomes stronger;

2) the presence of younger children creates rich opportunities for older preschoolers to assert their superiority, which leads to increased overall competitiveness and conflict in relationships. This variant of relations reflects the strengthening of the subject component of interpersonal relations in older children.

Thus, the joint life of older and younger children becomes a kind of catalyst that enhances the manifestation of one or another beginning of interpersonal relationships. These relationships can be based either on help, support, complicity with the younger ones (the predominance of the personal principle), or on their suppression, depreciation or ignoring (the predominance of the objective principle).

Thus, summing up the results of all the studies carried out, the following conclusions can be drawn:

1) in preschool age, both peers and older children become an important part of every child's life. By age four, however, a peer is a more preferred social partner.

2) the development of communication with peers and older children goes through a number of stages. At the first stage, the other child is a partner in emotional and practical interaction. At the second stage, the child feels the need for situational-business cooperation, the most important type of activity becomes joint play, and here there is a need for respect and recognition of another child. At the third stage, communication becomes extra-situational. Here, stable preferences are already beginning to form.

3) interpersonal relations of preschoolers, in contrast to communication, are not always expressed in actions and form part of the consciousness and self-awareness of the child. Throughout the entire preschool age, the child's attitude to others has a certain age-related dynamics.

The task of the teacher in a group of different ages is to create, as far as possible, for each child such conditions in which he could try himself in business, in his chosen role and succeed. This helps every child to believe in himself, develop will, initiative, gain self-esteem. Competent, professional organization of life and various activities of children of different ages in kindergarten, the creation of favorable conditions for development, the implementation of the principle of emotional well-being will contribute to the versatile development of children brought up in different age groups.

In the context of a group of different ages, the most effective are the ideas of cooperation pedagogy, which consist in establishing partnerships between the teacher and the students and the children with each other. At the same time, it is important to be able to use all the advantages of raising children of different ages - to organize your work in such a way as to teach the elders to take care of the younger ones.

An adult in a group of different ages has a greater influence on children than in a group of the same age. On the one hand, an adult, by his attitude, sets a pattern of attitude towards another, “other” as different, different. An adult either focuses on the norm, model, rule, and as a result, on the assessment of conformity (then children develop depreciation relationships), or shows interest in the individual originality, uniqueness of each.

On the other hand, an adult creates conditions by co-organizing a children's community of different ages, finding a balance between age and different-age communication of children. So, children of different ages differ in the internal rhythm of life activity, the level of self-regulation: the younger children get fed up faster, they need to change types of activity, in contrast to them, the older ones are capable of longer interactions, unfolding complex plots, plunging into activities. Depending on the nature of the adult’s participation, the inner rhythm of life in a group of different ages can be set by younger children: high activity, randomness, predominance of subject activity (respectively, egocentric and mentoring relations are established between the younger and older); another option is possible only with the participation of an adult, when older children keep the rhythm.

If the educator has an attitude towards the personal achievements of children and the absence of the significance of group community, then there are few inter-age contacts in children (indifferent relations in children). At the same time, it is important to note that in general, in groups of different ages, there is a decrease in the incentive, motivational basis for communication between children of different ages. As a rule, children prefer communication with those children who are close in terms of their level of development: with peers or with those who are older. Therefore, for the development of communication of different ages, children need the help of an adult in organizing group interaction, and special forms of organization are also needed aimed at group community, togetherness, and the involvement of children (games in a circle, round dances, etc.).

If the educator, observing the children, is able to understand what task is for himself, at a given moment in time each child is solving; skillfully organizes children: being inconspicuous, it does not pull over children's activity, initiative, but encouraging, encouraging, stimulates the play interaction of children; organizes various forms of group community, the compatibility of children; then children in a group of different ages develop a relationship of ownership. Only with such relationships of children of different ages, additional development resources appear: the younger ones learn from the older ones, and the older children gain experience in prosocial behavior: help, yield, share, treat others without judgment - which is the basis of moral education.

Numerous studies of teachers show that the determining factor influencing the establishment of specific types of relationships between children is the style of communication of the educator with children of different ages.

On the one hand, the educator becomes for older children an important model of communication of different ages, on the other hand, he creates external conditions conducive to the formation of community relations, involvement in children.

The style of upbringing should be aimed at the formation of a relationship of ownership in children of different ages, combine:

High involvement, which allows to understand the current development needs of each child;

Organization of a community of children of different ages, taking into account these requests;

Support for children's activity, initiatives for the possibility of manifesting the individuality and creativity of each child;

Focus on the children's community to promote the development of communication between children of different ages.

However, the dependence of interpersonal relations of children of a group of different ages on the style of communication of educators is a serious limitation for the widespread practice of such groups. Since not every teacher has the appropriate style and is ready for professional and personal development. Accordingly, it is relevant for pedagogical practice to conduct special training of educators to work with children of different ages.

Organizing the interaction of children of different ages, educators are guided by the following requirements:

1. Ensuring the integration and differentiation of the social interests of children in the activities of a group of different ages. This is the consideration of personal and group interests in the joint activities of children. The basis for successful joint activities of seniors and juniors is a common interest, a necessary and useful thing for everyone, in which everyone will find a personally significant and attractive side for themselves.

2. Concern about updating the content and forms of joint activities of children of different ages, which stimulates the voluntary inclusion of children in all spheres of social relations.

3. Development of collaborative relations between children on the basis of mutual support, mutual assistance, ensuring the security of each child, caring for equal relations of children, regardless of the age and social role of the pupil.

4. Work on self-development and self-organization of the life of children of different ages. This is the voluntariness of the unification of children, the provision of the opportunity to solve the issues of organizing life activities themselves, the stimulation of initiative, creativity, amateur performance of children, the development of self-government in a group of different ages.

5. Contacts of children of different ages stimulates the holding of collective creative activities, games, the organizers of which can be older pupils. It is important that seniors are capable of establishing cooperative relationships with juniors. This is achieved by special training of children-organizers and pedagogical regulation of their interaction with other children.

Specially organized communication is of great educational value. Communication of children in a group of different ages expands the general outlook, affects the development of the emotional sphere, will, the ability to evaluate oneself and others, and contributes to the development of mental formations.

Of particular importance is the example of elders for kids. Due to their tendency to imitate, the younger ones gradually adopt all the positive qualities of the older ones. Long-term observations prove that in groups of different ages, younger children learn skills much faster, while older children grow up more sensitive, friendly and responsive. For the first time coming to kindergarten, the kids fall into an already organized team, it is easier to obey its rules, imitating in everything the older children, who in this case serve as the support of the educator.

One of the advantages of the different-age principle of completing groups is the possibility of expanding the circle of communication of children. Children of different ages who are in the same team more often take into account the interests of others when choosing options for joint activities. The conditions of joint stay allow to actively form new social positions, skills of social behavior.

It must be borne in mind that older children need to be prepared for joint activities and communication with the little ones, so that the older ones help the teacher with desire, realize their position as an older comrade, understand what they can do for the little ones, see the need for joint activities with younger children. Experience shows that without prior training of older children in joint activities with younger ones, without identifying the role of each of them, joint communication may not work. Conflicts may arise that need help to resolve, to explain with specific examples how to act in a particular case, using advice, tips, and encouragement. There may not be conflicts, but good friendly relationships will not develop either. The children will live side by side, but the younger ones on their own and the older ones separately. In the worst case, the kids will act as observers for the elders.

Unfortunately, sometimes one has to observe a sharp, even rude appeal of the elders to the younger ones, their manifestation of a sense of superiority. It is unacceptable. The younger ones are often not even offended, do not protest against this style of communication, but obey and fulfill the requirements of the elders. If the caregiver does not stop such relationships in a timely manner, they can gain a foothold.

With children who allow themselves to be rude, individual work is needed: clarification, persuasion, an example of other peers. For each older pupil, 1-2 younger ones are assigned. It is necessary to evaluate the behavior of a child who is distinguished by friendliness, goodwill, attention to other children, personal initiative. It is necessary to evaluate the manifestation of such a child in the presence of other children. For example, “How Christina spoke affectionately with Dasha! Helped her zip up her shoes! Well done!" But sometimes the selective attitude of the elder to one of the younger children (even positive!) Can lead to a wrong attitude towards other kids. Older children can get carried away with the role of an adult and overstep the boundaries of what is permitted in a relationship. This can manifest itself in the tone of communication, in rudeness when helping the baby, etc. It happens that in older children, the interest in the game, in any of their activities, is stronger than the interest in joint activities with the little ones. Then they are reluctant to fulfill the adult's assignment given to them together with the kids, and sometimes they refuse it. The teacher needs to show delicacy and patience here, explain the importance of completing the task with the kids, while avoiding negative assessments. In case of refusal, the educator will have to look for other methods and techniques for including the child in joint activities. It is advisable to resort to the requirement in the case when explanation and persuasion turn out to be ineffective. “It must be done. All children work. And you have to work." Sometimes, when giving a collective assignment, it is advisable to unite children of the same or adjacent age and assign them to an older comrade (for example, if the task is to learn a new skill or when it is necessary to introduce younger children to a certain way of doing work.) The older child shows the skill being formed by personal example. It is needed as a role model, explaining the sequence of execution.

It is very important to timely approve the desire of the elders to help the younger ones. If the child does not satisfy his need for emotionally comfortable communication with the older and younger in the group, then such negative phenomena as an increase in personal aggression, inability to build relationships, make contacts with others, etc. are found.

Meanwhile, inter-age communication, due to the uneven development of its participants, can enrich them, promote knowledge of themselves and others, and create additional areas of self-realization.

Throughout the entire preschool age, the child inevitably develops, but at certain age stages this development has characteristic features, which we will discuss below.

1.3 Psychological features of the development of children of different preschool age

From a psychological and pedagogical point of view, preschool age is one of the key in a child's life and largely determines his future psychological development. This made it possible to determine the structure of compiling a psychological portrait of a preschooler: identifying the features of the cognitive sphere, identifying the features of the development of the personality of a preschooler, determining the features of activity and communication in preschool age.

The fifth year of life is a period of intensive growth and development of the child's body. There are noticeable qualitative changes in the development of the basic movements of children. Emotionally colored motor activity becomes not only a means of physical development, but also a way of psychological unloading of children, who are distinguished by a rather high excitability. The ability to plan one's actions, create and implement a certain plan arises and improves, which, unlike a simple intention, includes an idea not only of the purpose of the action, but also of ways to achieve it.

Of particular importance is the joint role-playing game. Didactic and outdoor games are also essential. In these games, cognitive processes are formed in children, observation develops, the ability to obey the rules, behavior skills develop, basic movements improve.

Perception becomes more fragmented. Children master the ability to examine objects, consistently identify individual parts in them and establish the relationship between them. An important mental new formation of children of middle preschool age is the ability to operate in the mind with ideas about objects, generalized properties of these objects, connections and relationships between objects and events. Understanding some dependencies between phenomena and objects gives rise to an increased interest in children in the arrangement of things, the causes of observed phenomena, the dependence between events, which entails an intensive increase in questions to an adult. The unrealized need to communicate with an adult leads to negative manifestations in the child's behavior.

In middle preschool age, the pronunciation of sounds and diction improves. Speech becomes the subject of children's activity. They successfully imitate the voices of animals, intonation highlight the speech of certain characters. Interest is caused by the rhythmic structure of speech, rhymes. The grammatical side of speech develops. Children are engaged in word creation based on grammatical rules. The speech of children when interacting with each other is situational in nature, and when communicating with an adult, it becomes extra-situational.

The content of communication between a child and an adult is changing. It goes beyond the concrete situation in which the child finds himself. The cognitive motive becomes the leader. The information that a child receives in the process of communication can be complex and difficult to understand, but it is interesting.

Children develop a need for respect from an adult; for them, his praise is extremely important. This leads to their increased sensitivity to comments. Increased resentment is an age-related phenomenon.

Relationships with peers are characterized by selectivity, which is expressed in the preference of some children over others. There are permanent partners in the games. Leaders begin to emerge in groups. There is competition and competition. The latter is important for comparing oneself with others, which leads to the development of the child's self-image, its detailing.

The main achievements of the age are associated with the development of gaming activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, planning; improvement of perception, development of imaginative thinking and imagination, self-centeredness of the cognitive position; development of memory, attention, speech, cognitive motivation, improvement of perception; the formation of a need for respect from an adult, the appearance of resentment, competitiveness, competition with peers, the further development of the image of the child's self, its detailing.

At the senior preschool age there is an intensive development of the intellectual, moral-volitional and emotional spheres of the personality. The development of personality and activity is characterized by the emergence of new qualities and needs: knowledge about objects and phenomena that the child has not directly observed is expanding. Children are interested in the connections that exist between objects and phenomena. The penetration of the child into these connections largely determines his development. The transition to the older group is associated with a change in the psychological position of children: for the first time, they begin to feel like the oldest among other children in kindergarten. The teacher helps preschoolers understand this new situation. It supports the feeling of “adulthood” in children and, on its basis, causes them to strive to solve new, more complex tasks of cognition, communication, and activity.

Children of the sixth year of life can already distribute roles before the start of the game and build their behavior, adhering to the role. Game interaction is accompanied by speech, corresponding both in content and intonation to the role taken. The speech that accompanies the real relationship of children differs from role-playing speech. Children begin to master social relations and understand the subordination of positions in various activities of adults, some roles become more attractive to them than others. When distributing roles, conflicts may arise related to the subordination of role behavior. The organization of the playing space is observed, in which the semantic "center" and "periphery" are distinguished. The actions of children in games become diverse.

Older preschoolers are beginning to show interest in the future of schooling. The prospect of schooling creates a special mood in the group. Interest in the school develops naturally: in communication with the teacher, through meetings with the teacher, joint activities with schoolchildren, school visits, role-playing games on the school theme.

An important indicator of the self-awareness of children aged 5-6 is their evaluative attitude towards themselves and others. A positive idea of ​​his possible future appearance for the first time allows the child to take a critical look at some of his shortcomings and, with the help of an adult, try to overcome them. The behavior of a preschooler in one way or another correlates with his ideas about himself and about what he should or would like to be. A child's positive perception of his own Self directly affects the success of his activity, the ability to make friends, the ability to see their positive qualities in situations of interaction. Acting as an active person in the process of interaction with the outside world, the preschooler 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. The experience of self-knowledge creates the prerequisites for the formation of preschoolers' ability to overcome negative relationships with peers, conflict situations. Knowing your capabilities and characteristics helps to come to an understanding of the value of the people around you.

Achievements of this age are characterized by the distribution of roles in play activities; structuring the playing space; further development of visual activity, characterized by high productivity; application in the design of a generalized method for examining a sample. Perception is characterized by the analysis of complex shapes of objects; the development of thinking is accompanied by the development of mental means (schematized representations, complex representations, ideas about the cyclical nature of changes); the ability to generalize, causal thinking, imagination, voluntary attention, speech, the image of the Self develop.

In role-playing games, children of the seventh year of life begin to master complex interactions of people that reflect characteristic significant life situations, for example, a wedding, the birth of a child, illness, employment, etc.

Game actions become more complex, acquire a special meaning, which is not always revealed to an adult. The playing space is getting more complex. It can have several centers, each of which supports its own storyline. At the same time, children are able to track the behavior of partners throughout the playing space and change their behavior depending on the place in it. Thus, the child already turns to the seller not just as a buyer, but as a buyer-mother or a buyer-driver, etc. The performance of a role is accentuated not only by the role itself, but also by the part of the playing space in which this role is played. If the logic of the game requires the emergence of a new role, then the child can take on a new role in the course of the game, while retaining the role taken earlier. Children can comment on the performance of a role by one or another participant in the game.

Similar Documents

The concept of a group of different ages and the psychological and pedagogical features of its organization. Empirical study of interpersonal interaction of children in different age groups of a rural garden. Organization and methods of psychological and pedagogical research.

term paper, added 02/22/2015


The problem of interpersonal relationships. Studies of the psychological structure of the joint activity of younger and older children. Development, implementation and evaluation of the effectiveness of a cycle of classes for the development of interpersonal relations of children in a group of different ages.

term paper, added 05/08/2015


The concept of interpersonal relations in the psychological and pedagogical literature. Features of interpersonal relations of children of senior preschool age in the kindergarten group in the educational environment. Diagnostic tools for studying the problem.

term paper, added 10/21/2013


Theoretical foundations for studying the problem of the development of interpersonal relations in children of senior preschool age. Experimental study of the level of development of children's communication. Analysis of the results and identification of features of interpersonal relations of preschoolers.

term paper, added 05/06/2016


Psychological characteristics of young children. The influence of a children's educational institution on the social adaptation of children. Assessment of the psychological and pedagogical conditions for the social adaptation of preschool children attending and not attending kindergarten.

thesis, added 06/28/2015


The concept of attention in domestic psychology, its main characteristics and methods of its formation. Conducting research on the processes that ensure the stability and distribution of attention in children of primary preschool age on the basis of a kindergarten.

thesis, added 08/02/2011


Psychological and pedagogical problems of communication between a child and peers in the older group of kindergarten. Types of speech disorders. Experimental study of the characteristics of communication of children aged 5–6 years who experience difficulties in communication in a kindergarten.

term paper, added 05/09/2011


Features of the physical, mental and intellectual development of preschool children. The influence of the family on the development of the personality of the child. Personal characteristics of children brought up in orphanages. The level of anxiety in preschool children.

thesis, added 10/24/2014


Age and individual characteristics of young children. Factors that determine the nature, severity and duration of children's adaptation to new conditions. Conditions for the adaptation of young children to the conditions of kindergarten, guidelines.

thesis, added 02.10.2011


Parental attitude to the child: definition, models, types. Psychological features of the development of children of middle preschool age 4-5 years. An empirical study of the influence of parental attitudes on the level of anxiety in preschool children.

The problems of organizing the educational process in different age groups were touched upon in their works by both practicing teachers and methodologists. The organization of training and education in such groups has a certain difficulty, since teachers are required to have knowledge of the specifics of working with different age groups and the ability to correlate program requirements with the individual characteristics of pupils.

In addition to individual psychological characteristics and the level of mental development of children, one must also take into account the gender of the child. After all, even babies of different sexes have different mental processes. Boys' brains are generally more active than girls' brains. Boys are more dexterous than girls when performing mathematical operations and in visual-spatial thinking, and girls have more developed verbal abilities than boys. Hence the conclusion: the training of boys and girls should be approached differently, starting from the age of 4.

That is why the teacher, preparing for classes, must select, along with traditional, special material for children of different sexes, different ages, in accordance with their intellectual and psychological characteristics.

The scientific and methodological basis of the pedagogical process in an ungraded preschool educational institution is the correct combination of the general requirements of preschool pedagogy with the specific conditions of education in each group of children of different ages. In each specific case, the educator must determine the composition of the group, select 2-3 subgroups and, in accordance with them, differentiate the educational work. The most expedient is the acquisition of groups by children of a close, adjacent age.

In this case, it is better to implement the principle of maximum consideration of the age capabilities of children. In the group, a general regime is established that meets the capabilities and needs of children in both groups, favorable conditions are created both for independent activity and for conducting classes.

The organization of the educational process in a group of different ages has a positive impact: although the combination of children of different ages in one group complicates the work of a teacher, at the same time it opens up wide opportunities for him to organize communication between children of different ages.

As our observations show, younger children in a group of different ages willingly listen to the advice, comments, and assessments of older children made in a benevolent form, they perceive well their fair leadership of joint activities, and react negatively to a harsh and authoritarian attitude. The constant communication of younger children with older children forms friendly relations, independence. Of particular importance is the example of the elders for the younger ones.

The teacher needs to make sure that the kids are not passive observers, but active participants in the process.

In the organization of teaching children of different age groups, there are two main forms: game and activities, the main purpose of which is the comprehensive upbringing and development of each child, the formation of learning skills.

A game

Playing in a group of different ages allows you to achieve significant results, since it creates favorable conditions for the interaction of the teacher with children and children among themselves. Didactic, intellectual games as a form of organization of learning are of particular importance, since they use self-learning and mutual learning. In a didactic game, the educational and game aspects interact. In accordance with this, the educator simultaneously teaches children and participates in their game, and children learn while playing.

In a didactic game in a group of different ages, knowledge and skills are consolidated, new educational material is assimilated.

For the successful organization of work in groups of different ages, it is of great importance general game children. Toys that children bring from home contribute to the cohesion of a group of different ages, because new facets of communication appear. Communication during joint activities provides great opportunities for mutual influence of children of different ages, for organizing mutual assistance, teaching the younger ones to the elders.

However, it should be said that although the game significantly increases the efficiency of the pedagogical process in a group of different ages, the main form of organization of education in preschool institutions remains the lesson.

Class

In groups of different ages, frontal, group and individual forms of organizing the educational process are used, which allow shaping the relationship of the teacher with children and children among themselves in different ways.

The most effective, in our opinion, is a combination of different forms of work (teamwork, work with a subgroup and individual lessons). It is better to solve more general educational tasks in frontal classes, and specific ones (message of new material, consolidation, expansion and clarification of knowledge) - in classes with one subgroup.

Let's consider four types of organization of educational activities of children on the example of a group of different ages, middle and younger.

Types of organization of educational activities

Type I - stepwise start of the lesson

At the first stage, the children of the middle group begin the work: a new topic is studied, individual tasks are performed. At the second stage of the lesson, children of the younger group are involved in the work. A teacher works with them, older children work in pairs. At the third stage, all the children work simultaneously, who, for example, participate in the final conversation.

Type II - stepwise (stage-by-stage) completion of the lesson

The beginning of activity is common for all kids: a game situation, a question of a cognitive search orientation, an organizational moment. At the second stage, the children of the younger group participate in a general lesson for 15-20 minutes: active participation, passive listening, subject activity, work with older children.

After that, the younger children complete the work. At the third stage, children of the middle group participate in various types of activities: the final conversation, dialogue, while we should not forget that the total duration of the activity of children of the middle group is 20-25 minutes.

ІІІ type - simultaneous activity of children
for different program content

This type of organization of educational activities provides for the simultaneous work of subgroups in one section of the program, but with different program content. For example, at the first stage, play activities are organized for children of the younger group in a specially created environment (subordinate to the topic of the lesson) under the supervision of an assistant educator or educator, and an organized lesson is held for children of the middle group.

After completing the tasks, the subgroups change places.

IV type - separate activity of children

This type of organization of educational activities includes the group organization of children in different types of cognitive and developmental activities with different content. To implement this type of organization of educational activities, it is necessary to adhere to the following conditions: the possible conduct of classes at different times; conducting classes by subject teachers or two educators; hiring an assistant teacher.

The teacher, organizing the educational process in a group of different ages, must involve each pupil of the group to actively participate in the educational process, regardless of age, gender and individual characteristics.

The organization of the pedagogical process should be focused not only on the general tasks of education (programs, guidelines), but mainly on the child, his needs, interests, level of development.

Therefore, when organizing work in a group of different ages, it is necessary to take into account the following points :

1. The educator, organizing the educational process in a group of different ages, must clearly define the goal, tasks, content, be well versed in the methodology for conducting classes with children in a group of different ages.

2. Program requirements are differentiated for each age subgroup due to different ways of performing a specific task.

3. In frontal lessons, it is better to solve more general educational tasks, and more specific (different) - in classes with one subgroup of children.

4. Classes (complex, combined, general) remain the main form of work in a group of different ages. When conducting complex classes in a group of different ages, it is necessary to ensure that the activities of the children of one subgroup do not distract the children of another subgroup. It is advisable to conduct general classes on the condition of the same or similar topic for children of all age subgroups, taking into account the capabilities of children and their level of independence.

5. The material prepared for the lesson should contain common elements for children of all subgroups, which makes it possible to unite pupils for playing games and performing certain tasks.

6. The fulfillment of tasks in a group of different ages is carried out in two ways: under the direct supervision of a teacher; with the help of didactic games and didactic materials (independent work of children).

7. When organizing the educational process, it is necessary to take into account the individual, age and gender characteristics of preschool children.

References:

1. Beloshistaya A.V. Formation and development of mathematical abilities of preschoolers: Issues of theory and practice - M .: VLADOS, 2003. - 400 p.
2. Leushina A.M. Formation of elementary mathematical representations in preschool children: Proc. allowance – M.: Enlightenment, 1978. – 368 p.
3. Formation of elementary mathematical representations in preschoolers: Proc. allowance / Ed. A.A. joiner. – M.: Enlightenment, 1988. – 303 p.
4. Shcherbakova K.I. Methodology for the formation of elements of mathematics in preschoolers: Proc. allowance - K .: Publishing House of Europe. un-ta, 2005. - 392 p.
5. Mikhailova A.I. Organization of work with children of work groups: Method. posib. – H.: Vesta: Vidavnitstvo „Ranok”, 2008. − 64 p.
6. Rіznovіkovі groups: planning work, rozrobki borrow, didactic material / order. T.Yu. Demchenko, O.V. Timofiev - Kh.: View. group "Osnova", 2008. - 159 p.
7. Shirokova G.A. Handbook of the preschool psychologist (3rd ed.) / Series "Handbooks". - Rostov-on-Don: Phoenix, 2005. - 384 p.
8. Ponimanska T.I. Preschool pedagogy: Navch. a guide for students of higher initial mortgages. - K .: Akademvidav, 2006. - 456 p.

Metelitsa Irina Alexandrovna,
Donetsk region
Shakhtersk
Ukraine.

The teacher needs knowledge of the specifics of working with different age groups and the ability to correlate program requirements with the individual characteristics of pupils.

In addition to individual psychological characteristics and the level of mental development of children, one must also take into account the gender of the child.

The teacher, preparing for classes, must select, along with traditional and special material for children of different sexes, different ages, in accordance with their intellectual and psychological characteristics.

The scientific and methodological basis of the pedagogical process is the correct combination of the general requirements of preschool pedagogy with the specific conditions of education in each group of children of different ages. In each specific case, the educator must determine the composition of the group, select 2-3 subgroups and, in accordance with them, differentiate the educational work. The most expedient is the acquisition of groups by children of a close, adjacent age.

In this case, it is better to implement the principle of maximum consideration of the age capabilities of children. In the group, a general regime is established that meets the capabilities and needs of children in both groups, favorable conditions are created both for independent activity and for conducting classes.

The organization of the educational process in a group of different ages has a positive impact: although the combination of children of different ages in one group complicates the work of a teacher, at the same time it opens up wide opportunities for him to organize communication between children of different ages.

The teacher needs to make sure that the kids are not passive observers, but active participants in the process.

In the organization of teaching children of different age groups, there are two main forms: game and activities, the main purpose of which is the comprehensive upbringing and development of each child, the formation of learning skills.

A game

Playing in a group of different ages allows you to achieve significant results, since it creates favorable conditions for the interaction of the teacher with children and children among themselves. Didactic, intellectual games as a form of organization of learning are of particular importance, since they use self-learning and mutual learning. In a didactic game, the educational and game aspects interact. In accordance with this, the teacher simultaneously teaches children and participates in their game, and children learn while playing.

In a didactic game in a group of different ages, knowledge and skills are consolidated, new educational material is assimilated.

For the successful organization of work in groups of different ages, it is of great importance general game children. Toys that children bring from home contribute to the cohesion of a group of different ages, because new facets of communication appear. Communication during joint activities provides great opportunities for mutual influence of children of different ages, for organizing mutual assistance, teaching the younger ones to the elders.

The main form of organization of education in preschool institutions remains the lesson.

Class

In groups of different ages, frontal, group and individual forms of organizing the educational process are used, which allow shaping the relationship of the teacher with children and children among themselves in different ways.

The most effective, in our opinion, is a combination of different forms of work (teamwork, work with a subgroup and individual lessons). More general educational tasks are best solved in frontal classes, and specific ones (message of new material, consolidation, expansion and clarification of knowledge) - in classes with one subgroup.

Let's consider four types of organization of educational activities of children on the example of a group of different ages, middle and younger.

When organizing work in a group of different ages, the following points should be considered :

1. The educator, organizing the educational process in a group of different ages, must clearly define the goal, tasks, content, be well versed in the methodology for conducting classes with children in a group of different ages.

2. Program requirements are differentiated for each age subgroup due to different ways of performing a specific task.

3. In frontal lessons, it is better to solve more general educational tasks, and more specific (different) - in classes with one subgroup of children.

4. Classes (complex, combined, general) remain the main form of work in a group of different ages. When conducting complex classes in a group of different ages, it is necessary to ensure that the activities of the children of one subgroup do not distract the children of another subgroup. It is advisable to conduct general classes on the condition of the same or similar topic for children of all age subgroups, taking into account the capabilities of children and their level of independence.

5. The material prepared for the lesson should contain common elements for children of all subgroups, which makes it possible to unite pupils for playing games and performing certain tasks.

6. The fulfillment of tasks in a group of different ages is carried out in two ways: under the direct supervision of a teacher; with the help of didactic games and didactic materials (independent work of children).

7. When organizing the educational process, it is necessary to take into account the individual, age and gender characteristics of preschool children.

Municipal Budgetary Educational Institution

"Primary school No. 5"

Formation of interpersonal communication in a different age group of preschool educational institutions

Methodical development

Performed:

Sineykina Nadezhda Vladimirovna,

Educator MBOU "NOSH No. 5"

Yurga 2016

Introduction………………………………………………………………..…………3

Theoretical foundations of the organization of interpersonal communication in a group of different ages………………………………………………………….…6

Stages of implementation of the work ..……………………………………………………..…12

Rituals in life and occupations.……...……………………………………………….15

Conclusion………………………………………………………………………….22

References………………………………………………………………23

Appendix 1 “Questionnaire for parents”……………………………………….25

Appendix 2 “Game“ Secret ”…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Annex 3 “Summary of a lesson on the development of speech”…..…………………...29

Introduction

In the practice of preschool education, there have always been groups of different ages (RWG). Such groups appear due to different

reasons: due to the difficulties of completing kindergarten groups, to solve certain correctional-pedagogical or methodological tasks, as groups with special organization conditions, etc. Groups of different ages are available both in small-scale preschool institutions and multi-category kindergartens (round-the-clock groups, sanatorium groups, improved comfort groups, etc.). The formation of such groups is due to objective reasons (the contingent of children, the territorial limitations of the preschool educational institution, the request of parents and etc.).

In accordance with GEF DO, which is a set of mandatory requirements for preschool education,a modern kindergarten is a place where a child gains experience in a wide emotional and practical interaction with adults and peers in the most significant areas of life and activities for his development. At the same time, the main task of the educator is to fill the daily life of the group with interesting things, ideas, include each child in meaningful activities, and contribute to the realization of children's interests and life activity. Butamong the diversity of modern preschool education, there is a problem in organizing the activities of preschool institutions- This is problem interpersonal communication in different age groups of kindergarten.

The preschool organization accepts children aged from 2 months to 7 years. The selection of a contingent of a mixed-age (mixed) group should take into account the possibility of organizing conditions for the maintenance and education of preschool children in it, corresponding to the anatomical and physiological characteristics of each age group.

Goal of the work providing methodological and practical assistance to preschool teachers in organizing work on the formation of interpersonal communication in a kindergarten group of different ages.

To achieve this goal, it is necessary to solve the following tasks:

- to study the literature on the organization of work in a group of different ages.

To systematize the received theoretical material on the formation of interpersonal communication in a different age group of a kindergarten.

There are many positive things in the joint upbringing of children of different ages. The constant communication of younger children with older children creates favorable conditions for the formation of friendly relations, caring, independence. Of particular importance is the example of the elders for the younger ones. But all this does not happen by itself, but is the result of the daily and painstaking work of the teacher, the correct organization of life and independent activities of children, the unification of the efforts of the preschool educational institution and the family.

Working in such groups requires the teacher to have a good knowledge of the program for all age groups, the ability to correlate program requirements with the age and individual characteristics of children, the ability to properly distribute attention, understand and see each child and the entire group.

Thus, it is important that the group becomes friendly, that both the kids and the elders feel confident and comfortable, that everyone is active and constructively active, that the elders not only learn themselves, but also pass on their playing and learning experience to the kids, involve them in their affairs, take care of them.

Theoretical foundations of the organization of interpersonal communication in a group of different ages

Having studied the literature currently published by various publishing houses, I came to the conclusion that the organization of work in groups of different ages is not given due attention. In preschool educational institutions they use literature of the 70s (V.N. Avanesova, V.V. Gerbova, A.N. Davidchuk, M.V. Minkina), and a number of articles (magazine "Preschool education"). Many publications are obsolete, and there are practically no new ones. There is a complete lack of literature on the organization of work with the families of pupils of children attending a group of different ages. Meanwhile, an analysis of the practice of working in groups of different ages shows that teachers constantly face the same problems:

Lack of knowledge of the mental and physical characteristics of children of different ages: constant communication with the younger ones can sometimes somewhat limit the interests and horizons of older children, there may be lags in their development;

Difficulties in organizing the daily routine: in organizing educational activities, teachers have to spend two or even three times more time than in the same age group;

Difficulties in building a subject-developing environment: it is required to develop the concept of a subject-developing environment for such group communities of children.

In the concept of M.I. Lisina, communication acts as a communicative activity, which is aimed at the formation of relationships. Relationships are formed, realized and manifested in the interaction of people. Communication skills include:

Desire to make contact with others ("I want!");

The ability to organize communication (“I can”), including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;

Knowledge of the norms and rules that must be followed when communicating with others (“I know!”).

Based on the foregoingHere are some of the main aspects of communication:

The communicative side of communication (the exchange of information between people);

Interactive side (organization of interaction between people);

The perceptual side of communication (the process of perception of each other by communication partners and the establishment of mutual understanding).

The following studies are devoted to the consideration of general and particular problems of communication and interpersonal interaction: B. G. Ananiev, G. M. Andreeva, A. A. Bodalev, P. Ya. , B.D. Parygin, A.V. Petrovsky, S.L. Rubinshtein, etc. Scientists - psychologists and teachers recognize communication as one of the main types of human activity, along with work and learning.

According to scientists, generally accepted moral requirements for communication underlie interpersonal interaction. These are politeness, correctness, tact, modesty, which are inextricably linked with the recognition of the uniqueness and value of each individual.

I agree with the opinions of the above scientists - psychologists, that a person with a high level of interpersonal interaction has:

The ability to see the world through the eyes of others and understand it in the same way;

Respect, sympathy, willingness to support others;

The ability to be yourself in contacts with other people;

The ability to talk about their specific experiences, opinions, actions;

The ability to “go forward”, establish contacts;

Immediacy - the ability to speak and act directly;

Willingness to open your inner world to others;

The ability to express your feelings;

Curiosity.

No less important components of interpersonal interaction are knowledge, skills and abilities related to speech activity, in which three sides can be distinguished: meaningful, expressive and motivating.

The content side is richness, significance and evidence of thoughts. Expressiveness of speech - emotional coloring: speech can be bright, energetic or, conversely, dry and lethargic. The motivating side of speech activity is its influence on the thoughts, feelings and will of the listener. The degree of perception of speech by listeners depends on the level of speech culture, covering all three sides.

The topic of the fundamental importance of the problem of the formation and development of interpersonal communication in children is the subject of research by many psychologists and teachers (V.K. Kotyrlo, Ya.L. Kolominsky, T.A. Repina, V. Damon, K. Rubin and others).

In our country, the problem of interpersonal communication in preschool children was considered in the framework of socio-psychological research, in which the main subject was age-related changes in the children's team (Ya.L. Kolominsky, T.A. Repina, V.R. Kislovskaya and others).

Interpersonal communication was considered as the selective preferences of children, where a peer acted as a subject of evaluation.

It should be noted that in domestic and foreign psychology, the relationship of preschoolers with peers was studied in different aspects: the study of leading activities, the personal characteristics of the participants in the relationship, the influence of adults on the formation of relationships in children, the formation of self-awareness, and others.

The studies highlight the psychological features of the relationship of children of senior preschool age with their peers. Many of them note that by the senior preschool age, stable ways of children's relations with each other are formed.

In psychological studies, various typologies of the content of interpersonal relations between preschoolers and peers are given: passive-positive, selfish, competitive, personal and unstable types.

So, E.V. Subbotsky believes that the relationship of preschoolers with peers is characterized, on the one hand, by impulsiveness and spontaneity, and on the other hand, by inertia and stereotyping. He also divides the relations of preschoolers into: relations of emotional communication, relations of leadership - imitation, relations of cooperation.

T.A. Repina divides relationships among preschoolers into three main types: self-personal, evaluative and "business".

It can be assumed that the diversity of these typologies, the comparison of which leads to the conclusion that each of them is insufficient, suggests that there is still no conceptual model of such an object of study as interpersonal relationships in preschool children.

Thus, “Interpersonal communication” is a process of interaction between at least two persons, as a result of which psychological contact and certain relationships arise between the participants in communication. It implies knowledge of the individual characteristics of each other, the presence of empathy, understanding, joint experience of activity. Being an integral attribute of human life, interpersonal communication plays an important role in all spheres of life and activity.

Each child occupies a certain position in the kindergarten group, which is expressed in the way his peers treat him. Usually there are two or three children who are the most popular: many want to be friends with them, sit next to them in class, imitate them, willingly fulfill their requests, give up toys. Along with this, there are also children who are completely unpopular among their peers. They have little contact with them, they are not accepted into games, they do not want to give toys. The rest of the children are located between these "poles". The degree of popularity that a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, ability to establish contacts with other children, appearance, physical strength, endurance, etc. The position of the child in the group of peers shows how much the child is accepted by them, how much his claims for recognition among his peers are realized or infringed.

In almost every kindergarten group, a complex and sometimes dramatic picture of the interpersonal relationships of children unfolds. Preschoolers make friends, quarrel, make up, get offended, jealous. All these relationships are acutely experienced by the participants and carry a lot of different emotions. Emotional tension and conflict in the sphere of children's relations is much higher than in the sphere of communication with an adult. Adults are sometimes unaware of the wide range of feelings and relationships that children experience, do not attach much importance to children's quarrels and insults. Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built. This first experience largely determines the nature of a person's relationship to himself, to others, to the world as a whole.

Comparing different types of problem children, one can see that they differ significantly in the nature of their behavior: some are constantly in conflict, others are quietly sitting on the sidelines, others are trying with all their might to attract attention, others are hiding from prying eyes and avoid any contact.

However, despite these apparent differences in behavior, almost all interpersonal problems are based on similar intrapersonal foundations. The essence of these psychological problems is determined by the fixation of the child on his own qualities (on self-assessment), he constantly thinks about how others evaluate him, acutely affectively experiences their attitude. This assessment becomes the main content of his life, closing the whole world around him and other people. Self-affirmation, demonstration of one's own merits or concealment of one's shortcomings becomes the leading motive of his behavior. Children with a harmonious, conflict-free attitude towards peers never remain indifferent to the actions of their peers. It is they who are most popular in the children's group, as they can help, yield, listen, support someone else's initiative. Conflict-free children do not make the defense, assertion and evaluation of their Self a special and only life task, which provides them with emotional well-being and recognition of others. The absence of these qualities, on the contrary, makes the child rejected and deprives peers of sympathy.

Stages of work implementation

Working with children in a group of different ages aims to teach children the skills of interpersonal communication with partners in the game and other activities. Working with adults comes down to preparing them for their own communication with children and teaching children the skills of interpersonal communication. To manage this process, it is necessary to define three stages of work: diagnostic, formative, control.

Diagnostic stage

Diagnostics, including the features of family education, includes questionnaires for parents that provide general information about the family, reveal the interests of the child, allow you to identify the level of communication skills of parents, and reveal the features of communication between parents and children.

Diagnostics that reveals the features of relationships and the level of formation of communication skills in children includes: an experimental game "secret" (T.A. Repina), which reveals the system of electoral relations existing between children.

Formative stage

Ethical classes are the leading form of work with children. Each lesson aims to teach the ability to communicate using non-verbal means (facial expressions, pantomime, gestures); the ability to establish contact using verbal and non-verbal means. The content of the classes includes games and game exercises, which are widely used in psycho-correctional and psycho-prophylactic work with children, developed by M.I. Chistyakova and O.V. Khukhlaeva.

The structure of the classes consists of 4 stages:

The ritual of the beginning of classes;

Formulation of the problem;

Timely search for ways to solve the problem;

Farewell ritual.

The ritual of the beginning of the lesson is a game or game exercise aimed at:

Consolidation of non-verbal communication skills: “Guess”, “Role-playing gymnastics”, “Sculptor”, etc.;

Development of a sense of closeness with other children: “Affectionate Name”, “Snowball”, “Engine”, “Compliment”;

Development of speech skills - "Intonation";

Development of skills aimed at recognizing feelings - "The sea is worried."

In the main part:

1. Game exercises aimed at:

Development of the ability to communicate without words - "Through the glass";

Harmonization of awareness of the name - "How can we be called differently";

Timely use of words of gratitude - "Gift to a friend";

Development of the ability to listen to the interlocutor - "Spoiled phone".

2. Conversations on previously read fairy tales and stories.

3. The use of an artistic word: poems, teasers, proverbs.

4. Playing situations that enable children not only to talk about a particular problem, but to live it emotionally.

5. TRIZ reception:

- “What would happen if people stopped thanking each other?”;

- “A chain of words”, “Politeness is…”, “Joy is…”, “Sadness is…”

- "Good bad";

- "Fairy tales - shifters";

6. A productive type of activity is drawing: “Self-portrait”, “Me and my mood”, “My name”.

7. Listening to music.

Final part

Exercises aimed at:

Muscle relaxation: “Pump and ball”, “Vacuum cleaner and a speck”, “Humpty Dumpty”, “Sleep Fairy”, “Everyone sleeps”;

Motor emancipation - "Confusion", "Mirror";

Education of humane relations between children - "Gifts", "Waves".

control stage

It's about testing. Control is carried out using all diagnostic materials. The data is recorded and compared with the original data.

After the completion of all three stages, a final meeting of parents and educators is held, where the result of working with children is summed up. Recommendations are given to parents or persons replacing them to improve intra-family communication with children.

Rituals in life and in the classroom

How to ensure successful communication of children? Let's dwell on this in more detail.

At an early age (from 1.5 to 3 years), the difference within six months is already recognized by children and makes possible relationships of the "senior - junior" type. With age, this interval increases, reaching about two years for older preschoolers.

So, if communication between children of the seventh and sixth years of life is not much different from the interaction of peers, then the association of children “through age” - 3 years and 5 years, 4 years and 6 years, 5 years and 7 years - implies a clear inter-age effect. Gender at the same time is found in the difference in attitudes towards interaction with younger children. Six-seven-year-old girls more actively show a desire to communicate with babies while preparing for bed, on a walk, in role-playing games. Boys are more restrained, and if they come into contact with the younger ones, then mainly during outdoor games. Unfortunately, the stereotype of the idea of ​​“correct” male behavior, which is set in some families, affects here: a real, courageous boy does not have to be sensitive, patient. But these qualities are required in a situation of communication with younger comrades.

Most of the younger children, if the older ones show interest in them, willingly make contacts, value and are proud of their attention to themselves. The moral side of contact depends decisively on the older partner, his readiness to communicate: after all, in comparison with older comrades, the baby, who in turn strives to be “like an adult”, seems to himself already more mature than in comparison with an adult. Reducing the age distance between oneself and the "sample" allows him to grow in his own eyes, gives an additional impetus to the development of self-consciousness.

There are several types of interaction between children in a group of different ages.

First type.

Children, willingly interacting with the younger ones, at the same time take the position of a “senior” - a kind, skillful assistant, an organizer of common actions, a sensitive comrade. Connecting to the game of kids, they develop and enrich the plot, taking into account the desires and capabilities of their partners, the decision on this or that change is always coordinated. Help during regime moments is provided by them in a soft, benevolent form and not by simply performing actions for the younger, but by showing, teaching. In communication, their speech is full of gentle, diminutive words, comparisons (“You are my good, let's build a house for the doll here, right? You see how smart you are, how beautifully everything works out for you”).

You can rely on these kids. The teacher raises their authority among peers (but does not praise), connects them to more complex assignments.

Second type.

Active-negative interaction. Just like the previous type of children, older children willingly enter into communication with younger ones. But contacts are maintained only because they provide them with a commanding role. Cleverly use the so-called weak points of partners. Misunderstanding the position of the elder (as the position "above the younger", and not "ahead" of him), they prefer actions from a position-strength. Sometimes, noticing that the baby is ready to get out of obedience, or quit the game, or make small concessions, they use his inexperience. Help is provided somewhat defiantly, they glance at the adult, as if urging him to highly appreciate his act. They can clearly express dissatisfaction, irritation about the partner's inept actions. The help itself is realized by the complete execution of the action, the suppression of independence. Speech is also peculiar, replete with instructions, reproaches, remarks, even threats. There are frequent attempts to shift the blame to the younger one (“He won’t be anything: he’s small”), as well as the desire to stand out in front of peers and adults against the background of a less skilled kid.

So, this type of children has a sufficient level of knowledge about the capabilities of the younger ones, shows a desire to interact with them, but the motivational basis is essentially selfish (“The younger ones will not catch up with me”, “I will obey: they will do what I say”, “They will not be able to take away my toys”).

The task of the educator is to timely identify such manifestations in older children, to emotionally influence the child: by personal example, during classes, conversations, reading works of fiction.

Third type.

Indifferent, disinterested interaction. Features - without experiencing an internal need for contacts, the children, at the request of the educator, communicate with the younger ones for a short time, but soon they are in a hurry to go about their business. Their questions are given either one-syllable answers, or they do not react at all. And it is quite understandable that the kids gradually fall silent.

Figuratively speaking, the opportunity to acquire the position of “senior” in communication with the younger ones and build their behavior in accordance with it is irrelevant for them. The indifferent attitude towards the kids is motivated as follows: “I’m not interested in them”, “I don’t know what to do with them”, “They don’t know how to do anything themselves, they spoil everything, they only rummage in the sand.”

Often this behavior is also characteristic of children who, in general, know how to keep kids busy. At home, they are used to helping their parents, taking care of their younger brothers and sisters. But everything is regarded solely as a duty, as a duty, as an assignment that they have to fulfill.

The task of the educator when working with this type of children is for some time not to rely on them at all, not to involve them in joint activities with the younger ones, leaving them the role of spectators who observe the successful interaction of their peers with the kids. The participation of peers, say, in the preparation and holding of a puppet show for kids, the jubilation and joy of small spectators will not leave them indifferent. In addition, the authority of peers will gradually lead to the idea that in communicating with kids you can learn a lot of interesting, unusual things. But, of course, if the child himself takes the initiative, the teacher trusts him.

So, what pedagogical techniques can be offered to the educator in a group of different ages?

First, he must realize the significance of the preparatory stage, the essence of which is the creation of an appropriate positive-emotional mood for the upcoming interaction. The teacher draws the attention of children to the positive qualities of their older and younger comrades, encourages any attempt to help, protect, teach the younger to express confidence that his pupils are kind, mutually benevolent, sympathetic.

Secondly, in order to avoid manifestations of selfishness, role-playing games thought out in content and form with a change in the roles and positions of participants are advisable. A good educational effect is the inclusion of older and younger children in joke games, fun games. Curious situations, funny actions of both seniors and juniors bring the participants together, contribute to the manifestation of a deeper interest in each other, positive emotions.

Thirdly, by widely using joint activities, the educator introduces diversity both in the ways of its organization and in the nature of the distribution of functions. One option is teamwork (panel), when the older children are the organizers and main performers, and the younger ones are their assistants (preparing material, serving instruments). Another option has something in common with a role-playing game: the educator prepares the elders in advance for future joint activities, explaining that the work is led by the kids, and the elders are the executors of the plan. For example, younger children determine the pattern for the application, and the older ones act according to the samples, taking into account their comments and advice. Joint participation promotes mutual understanding, develops skills, unites everyone.

Fourthly, bearing in mind the moral content of the interaction, the educator positively reinforces the actions and deeds of the elders, drawing the attention of the kids to them. Naturally, the older child will begin to focus more and more on the younger partner, will strive to bring him joy, console, cheer.

And finally, fifthly, the principle of collectivity in educational work is successfully implemented by creating a kind of "public opinion" in a group of different ages, when the value of communication rises to a higher level. At the same time, the pupil, talking about his friend, not only evaluates him as kind, smart, courageous, but also pays attention to his ability to build positive relationships with the younger or older (“Plays well with the little ones”, “He is friends with the elders, helps them”, “Protects the kids”).

In those cases when attentiveness, a kind attitude towards each other begin to be recognized by children as a value, a norm of behavior, one can say: “In this group, the teacher, parents (we did not accidentally mention parents, since the work of the educator will be much easier if the parents support the teacher) have laid a truly moral foundation.

That's when those fraternal relations between children of different ages arise, that activity that goes beyond specific pedagogical situations, creating an incomparable atmosphere of goodwill in the interpersonal contacts of preschoolers with people around them.

The formation of interpersonal relations in children implies the formation of a "moral school of relations" in them, with the help of which he can "measure" his own and other people's actions from the universal position of good and evil and not only evaluate, but also subordinate his behavior to generally accepted moral standards. The main drivers of normative behavior are not motives based on the fear of punishment or receiving positive reinforcement, but the motives of a disinterested benevolent attitude towards another, empathy, the value of joint activity.

The introduction of regime rituals into the life of a group unites children, contributes to the formation of an attentive attitude of older children to younger ones and to their peers. Self-massage in pairs (where a child of 5-7 years old and 3-4 years old) helps not only to strengthen the physical health of children, but also to reduce irritability and aggression.

The use of "sleepy toys" solved the problem with daytime sleep: before the daytime sleep, the children were excited, noisy, could not fall asleep for a long time, the sleep was not long. With "sleepy toys" children calmly get ready for bed, fall asleep faster. These toys are small in size (15 - 20 cm) according to the number of children. For children with bad habits, as well as for hyperactive children - with fillers (rice, peas).

It is very important to teach children to recognize their mood; for this, a cycle of cognitive activities is conducted aimed at determining the mood of a person. The games “Mirror”, “Angry and kind”, “What mood?” are held. When the children have learned to recognize their mood with the help of symbols, either the "Mood Board" or "Smilies" with the mood designation are entered into the group. And children are invited throughout the day to show their mood at this moment with the help of a photo or other designations.

Conclusion

Contacts with peers bring incomparable joy. Only among themselves do children learn to be on an equal footing, and therefore, to build special (personal, business, evaluative) relationships that they cannot have with adults. Adults can only form the inner world of the child in the form of knowledge and information about the environment, which the child seeks to share with his communication partners.

As a result of the work done on the formation of interpersonal communication, many children have increased the level of self-esteem. Younger children began to communicate quite freely with older children. The elders began to enjoy great respect among peers and younger children. Thus, mutual sympathies arose that led to positive manifestations of emotions: empathy, mutual assistance, mutual assistance.

Bibliography

1. Avanesova V.N. Raising and educating children in a different age group- 2nd ed. - correct. [Text] /V.N. Avanesov. - M.: Enlightenment, 1979. - 176s.

2. Baiborodova L.V., Chernyavskaya A.P. Education in a rural school [Text]: method. allowance / V.L. Baiborodova, A.P. Chernyavskaya. - M.: Center "Pedagogical search", 2002. - 176s.

3. Borovkova E.V., Vodina N.I., Efimova M.K. Formation of moral health of preschoolers [Text] / E.V.Borovkova, N.I. Vodina, M.K. Efimov. - M.: TC Sphere, 2002. - 64s.

4. Bychkova S.S. Formation of the ability to communicate with peers in older preschoolers [Text] / E.V. Bychkova. - M.: ARKTI, 2003. - 96s.

5. Gerbova V.V. The development of speech of children in the younger age group (2 - 4 years) // Child in kindergarten [Text]: method. allowance / V.V. Coat of arms.-M.: Mosaic-Synthesis, 2008.- №5 - S.17 - 26.

6. Gorshenina V.V., Samoshkina I.V., Cherkasova N.P. The system of the kindergarten to prevent and overcome the difficulties of family education [Text]: method. allowance /V.V. Gorshenina, I.V. Samoshkina, N.P. Cherkasov. - Volgograd: Publishing house "Panorama", 2006. - 128s.

7. Davydova O.I., Bogoslavets L.G., Mayer A.A. Working with parents in a preschool educational institution [Text]: method. Manual / O.I. Davydova, L.G. Bogoslavets, A.A. Mayer.- M.: TC Sphere, 2006. - 144p.

8. Doronova T.N. Interaction of preschool institution with parents. Manual for employees of preschool educational institutions [Text] / T.N. Doronova. - M., 2002. - 120s.

9. Zvereva O.L., Krotova T.V. Communication between a teacher and parents in a preschool educational institution: Methodological aspect [Text]: Methodological aspect / O.L. Zvereva, T.V. Krotova. - M .: TC Sphere, 2005. - 80s.

10. Kovalchuk Ya.I. Individual approach to raising a child [Text]: a guide for a kindergarten teacher / Ya.I. Kovalchuk - M.: Enlightenment, 1985. - 127p.

11. Odintsova L. Organization of the pedagogical process in a group of different ages [Text]: Preschool education / L. Odintsova - M., 1987. - No. 8, - P. 17 - 19.

12. Petrovsky V.A., Vinogradova A.M., Klarina L.M. and others. Learning to communicate with a child [Text] / V.A. Petrovsky, A.M. Vinogradova, L.M. Klarina - M.: Enlightenment, 1993. - 191s.

Annex 1

Questionnaire for parents

Last name, first name, date of birth of the child.

1. Family composition.
2. Professions of parents.
3. Father's and mother's education.
4. Financial situation.
5. Living conditions.
6. What is the number of children in the family.
7. Since when does a child attend kindergarten?
8. Who does he like to play with the most: with peers, ml. children, Art. children, adults?
9. What literary characters do you want to imitate?
10. What cartoon character do you want to imitate? What qualities do you see in them?
11. Which of the listed activities does the child perform more successfully than others - inventing joint games; telling fairy tales, stories; drawing; modeling; singing?

Questionnaire for parents

Questionnaire for parents

1. Do you and your spouse agree on raising a child?
2. What is your position in communicating with the child (dominant, equal)?
3. How do you most often influence the child - in the form of instructions, explanations, suggestion, persuasion, requests?
4. How often do you go about your business pretending to listen to him? (often, never, sometimes).
5. Do you insult your child (verbally) when you have a conflict with him? (Yes, sometimes, no).
6. Do you consider your child's emotional state? (Always, sometimes).
7. How often do you correct a child if he makes mistakes in communication? (always, sometimes, never).
8. Do you remind the child if he forgets to say speech etiquette formulas?
9. Do you always understand the mood of the child?
10. Do you understand the child in the process of communication by his gestures and facial expressions?
11. What techniques and how often are used in the family to develop the child to communicate?
12. What difficulties do you encounter in the process of forming a culture of communication?
13. What prevents your full communication with the child?

Annex 2

Game "Secret"

Each child must choose 3 children from the “secretly” group so that no one sees, and put a postcard in an envelope (booth). Surnames and names of children are entered in a special table, opposite each name is a serial number. For each child, 3 postcards and an envelope are prepared, on which the number recorded in the table is marked. Children entering the room one at a time are told: “We are playing the secret game. In secret, so that no one finds out, all children will give each other beautiful pictures. You can give them to the children you want, only 1 each. You can’t put the picture in your own envelope.” As soon as the child put the postcards into envelopes, he is asked the question: “Who put (t) the picture for you?”. After that, the number of pictures received by each child and the number of mutual choices are counted.

Annex 3

Abstract of a lesson on the development of speech

Topic "What do I want to say?"

(middle group)

Target: to acquaint children with the fact that it is possible to communicate without words and understand what we are talking about and the mood of the speakers with the help of movements of the face, hands, body (facial expressions, gestures, pantomime); teach children to communicate using facial expressions.

Methods and techniques: a game aimed at the emancipation of children; conversation; playing the situation; game exercise; game aimed at fostering humane relations.

Lesson progress: Educator - offers the game "Affectionate Name". You will throw the ball to each other, and the one to whom it hits must name one or more of his affectionate names. When everyone says their names, you need to throw the ball to the one who threw it first and call his affectionate name.

The Fairy appears, which depicts with facial expressions that she was bewitched by an evil wizard and now she cannot talk. (Children, using gestures and facial expressions, communicate with the Fairy. They try to recite poems without the words “Our Tanya is crying loudly”, “Bull”, etc.).

V. - conducts the game “Guess what I want to say? (shakes his finger, waves his hands).

Q. - Do you think it's easy to talk to the deaf? With a person who is far away? (the game "Behind the glass" is being held),

At the end of the lesson, the children give the Fairy gifts, which they describe with the help of gestures and facial expressions.

GEF DO, approved by order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155

SANPIN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational organizations"