gemini Development psychological speech

Experience in the development of dialogical communication of children with peers suggests that one or another task is of paramount importance, and, depending on this, the educator takes the content, form, learning method. Dialogue is not just a questionable form of speech, the dialogue suggests personal, partnerships between the interlocutors. Therefore, one more type of conversation is natural - a free dialogue on personal meaningful topics, free exchange of thoughts and feelings, while the adult occupies a position not "above the child, but the position of an interesting, pleasant interlocutor, a partner.

In order for the conversation to be alive and delivered joy, children read cheerful poems, fairy tales, consider pictures with them. So, the purpose of the conversation in this case is not to check the knowledge of children, but the exchange of feelings, ideas, experiences, the statement of one's own opinion, reasoning. A joint teller is closely connected with a conversation, joint verbal creativity as a method of developing a dialogic speech (joint story with adults and a joint story of children). In collaboration with adult telling, the following admission is used: an adult begins to offer, and the child completes it. It turns out a kind of dialogue. This reception is widely used and when describing items and toys, and when drawing up stories in the picture, on a toy, on a series of paintings, on a set of toys, on a speech, by reader, etc.

The high-fogging force has the reception of dramatization, which can also be used during drawing, and when tale telling, and when writing in the picture. Children willingly depict how they blow on the dandelion, on the snowflake, which drew; "Eat" the berry on the appliqués; "Bake patties," waiting for mom-goat; "Cycling". The correlation of the word and expressive movement organizes the structure of children's statements, makes speech dynamic.

A dialogue to communicate with the peer is also used by the collapse of the story of the story: one child begins the story, the second continues him, and the third completes. Children choose partners themselves, agree on the content, about the order of telling. This may be an essay in the picture, on a series of pictures, for a set of toys, on the pit. Stories can be recorded and make an album of children's verbal creativity. A wonderful reception that creates the ground for the children's dialogue is a joint drawing of illustrations for stories.

Particularly important for the development of dialogic speech has a cooperative type, first of all, a creative plot-role-playing game, in which children jointly create a sliding environment, come up with a topic and develop the plot, play role-playing dialogues and along the way they are entering a variety of real relationships. We consider the development of the plot-role-playing game as an indicator of the communicative competence of children. However, the plot-role-playing game as the sphere of communicative amateurness of children involves their freedom in choosing partners, topics and gaming actions and allows adult participation only as an equal partner. Therefore, the joint plot role-playing game cannot act as a means of learning to speech communication.

Dialogical communication is developing in a creative game not as a result of adult learning, but as a result of self-development. The mechanism of such self-priority is the emergence and resolution of the contradictions between the children with the means of communication and objective requirements for their effectiveness in the game. Children who are passionate about the game themselves are developing new means and methods of communication, which they lack them in which they are experiencing.

Therefore, it is possible to develop a dialogical communication in the plot-role-playing game, but not directly, but to provide a developing influence on the game itself through the creation of an elevated game environment, enriching the knowledge of children about the environment (primarily about social relations), through the participation of an adult in children's games as Partner.

For the active influence of an adult to the communicative activity of children, and therefore the improvement of the dialogic speech is more suitable for theatrical games, folk moving games and games with rules.

Theatrical games can be divided into two subgroups: games in the theater and various elements of the theater in amateur plotting games. For the games of the first subgroup, it is characterized by orientation on the viewer and installation on the aesthetic value of action. The game of the second subgroup is played out for themselves, "Ponaroshka", do not imply a viewer and do not seek aesthetic expressiveness. For the development of communications with peers, both subgroups of games have important importance. The role of an adult in the organization of joint independent theatrical games is not direct, but indirect.

According to our observations, in games with dolls, children show more independence and speak more, referring to the partner in the game. In games, children are more admired and speak for themselves. However, when interference, the teacher is actively included in the improvised role-playing dialogues, show fantasy in finding means of expressiveness of the image.

Folk pedagogy knows many moving games that are built as a dramatization game on the finished plot and include a variety of characters' dialogs. These are such games as "Gus-Swans", "paints", "where we were - we will not say, and what they did - show", "gardener" and other data of these games use different ways to establish the dialogical communication of children with peers.

Partner orientation, the need to listen and hear his voice, speech, look into the eyes. These are Games like "Guess Voice" (guess by voice, who called); "What changed?" (carefully consider and remember the appearance of the partner and guess what changes in its appearance it produced). Elutes to create orientation on a partner serve a variety of diverse games in which children speak and move in a single pace, holding hands (tactile and auditory contacts).

Installation on the answer, the need to carefully listen to a partner's speech and willingness to quickly answer him in time. Recall the game "Gardener". After the words "all the colors, I'm tired, except ..." the partner must respond until the end of the account "times, two, three".

Maintaining a dialogue through the exchange of statements (questions, comments, motivations). These are a variety of dialogues within games, in which rituals (formulas) of greetings, farewell, passage.

Didactic games, or games with rules, can have a great positive impact on the development of dialogical communication of children with peers in the event that, when they organize their organization, attention is drawn not only to the assimilation of cognitive content, but also on the forms of interaction of children with each other. There are several main types of desktop doedactic games in the didactics: lotto, domino, route (labyrinth), cut pictures. All of them are built on the interaction of playing. The role of an adult organizing interaction when children master these games, great. Then children begin to manage games on their own. Indications appear: Your move, go, put the chip, do not spy; Questions arise: Cherry is a fruit? Corn is a vegetable? TV - is it furniture?

Special importance for the development of dialogic communication with peers have verbal didactic games with small subgroups of children (2-3 people). In these games, cognitive tasks are set on the material of the language (multivalued words, grammatical forms, differentiation of sounds, etc.), and the rules organize the relationship between children. The rules encourage listening and hearing a partner, ask him questions, give instructions, instructions, express agreement or disagreement with the gaming and speech actions of the partner, argumenting the statement, reason, comply with the session, respond to the statements of the interlocutor. In the process of verbal didactic games, couples are awareness of the gaming rules as rules of communication, as well as the enrichment of interaction experience with the peer during the Games with the Rules. Couples can be organized as an independent form of study in a separate room (for example, a folk room, a dozen, etc.) or in the group room as follows: two children play, and the rest are watching them. It is very important that children began to play with each other independently. Only in this case there is interaction with the peer. (Otherwise it is a frontal form of all the same communication with adults.) When repeatedly appeal to the same game, children assimilate the rules and content of the game and begin to receive pleasure from her. Much joy delivered to children such traditional verbal didactic games, as "Guess to the touch" (differentiation of sounds), "What did not happen?" (Multiple Padge's Padge), "What got to us in the rotch, what did you get on the teeth?" (generalizing the names of "vegetables", "fruits"), "happens - no" (reasoning).

Stear interaction can be effectively organized and in the process of collective speech classes. For this purpose, the tasks with cutting pictures, to draw up a story on a series of paintings or by conditional schemes, games with collective painting by type "Remember and draw", as well as a game in a circle with the ball "Finish Proposal". It is very good to use the game "Guess the subject I guess": one child comes out of the item (puts the chip under one of the pictures exhibited), and the rest of the children are trying to guess it, asking questions that can only be answered by "yes" or " not". For example, on the stand pictures depicting the clock (mechanical and electronic clock; wall, floor, desktop, wrist; sand, classes, alarm clock, etc.). Children guess the subject by asking questions like: is it an electronic watch? Mechanical? Do these hours have weights? Do they have a pendulum? Are they standing on the floor? etc. On this type, you can build games in which the material is a variety of toys, objects of dishes, furniture, plot pictures.

So, summarizing the above, we can draw the following conclusions:

To develop a dialogical speech of children, it is necessary to enrich the content of speech education and improve the forms and methods of speech work. New content involves stimulating the statements of children from personal experience; organization of verbal collective creativity (creation); Learning dialogue: listening to the ability to listen and hear a partner, maintain speech and game interaction, respond to the statements of a partner, reasoning, argumenting statements.

New forms of organization of children's dialogue with peers include: work with subgroups; organization of communication space; undervisitious forms of attraction and retention; Game and communicative occupation motivation. Methods and receptions of the development of dialogue are group conversations; Cooperative type activities (joint drawing, appliqué, design. Artistic work); Theatrical games (game-dramatization, staging); Didactic games.

It is advisable to organize dydactic games more often in compliance with the following game rules: comply with the order of gaming and speech actions; listen to a partner; said not to repeat; To complement the statements of the partner: ask questions, politely express assumptions, wishes, disagreement; reasoning to justify your judgments.

Explanatory note.

The goal is to help educators in work aimed at formation of an incoming business business form of communication from senior preschoolers.

1. Reveal the principles of work educator.

2. Give the concept of the specifics of interpersonal communication.

3. Help in organizing classes, regime moments, walks and activities of children.

Specificity communication of preschool children with peers differs in many ways from communication with adults. Contacts with peers are more pronounced emotionally saturated, sharp intonations, cries, curves, laughter. In contacts with other children there are no stringent norms and rules. Contacts with comrades are dominated by initiative statements over response. The child is much more important to express himself than listen to the other.

Developed classes I. methodical The complex will optimize the process of developing the culture of children's behavior senior preschool age.

At 6 years old, selective attachment begins to appear brightly, friendship arises.

Working with children in the group, aims to - teach children skills communication With partners in the game and other activities. To manage this process, it is necessary to identify three stages. work: diagnostic, formingControl.

Carry out formation of incoming business communication Between children it is necessary from the moment the children come to kindergarten in the morning.

You can start receiving children to a group using a magic cauldron of a good mood, then children from the morning will appear a charge of a good mood. Prepare for this reception beautiful dishes in which you will cook good mood and various cereals, cuts of bright paper. When a child will go to the group, offer him to put a pinch of cereals or paper in the bowler and call what he wants put: smile, joy, happiness, rainbow, etc. When all the children gather in the group and each of them will put his part of the magic potion in the bowler, take it and hind him, and then tell the children that you put the bowler on the shelf and the aroma of good Mood will fill the group all day and no one in the group will be sad and quarrel.

You can start receiving children from the game "Affectionate name".

purpose: To promote the liberation of children; educate Humane relationship between children thanks to a conscious attitude, to his name and to another name.

Remember how you are affectionately name at home, you will throw the ball to each other, and the one to whom it will fall, should call one or more affectionate of my names. When everyone pronounces their names, you need to throw the ball to someone who threw you for the first time and call his affectionate name.

During the day in gaming activities, you can use functions, proverbs, poems.

Proverbs:

Would be a friend - there will be leisure.

Without a friend in life tight.

A faithful friend is better than hundreds of servants.

The tree is rooted, and a person is friends.

Friendship and fraternity are more expensive than wealth.

Friend is known in trouble.

They will not be so friendly with water.

Poems:

Friends with the sun breeze,

And dew - with grass.

Friends with a butterfly flower,

We are friends with you.

All with friends in half

We are glad to divide!

Only quarrel to friends

Never!

We are friends - two barks,

Nickname us "Twoers".

"What unlike!" –

They say passersby.

And I must explain

That we are not at all brothers

We are friends - two Yakov,

Your name is equally.

Pestech:

Friendship is a warm wind

Friendship is a light world,

Friendship - sun at dawn,

For the soul, a cheerful feast.

Friend will divide pain and joy,

A friend will support and save.

With a friend - even evil weakness

MiG melts and leave.

Walked from the turkey bazaar,

Lost trees flour

Turkey wept,

And goat - friend

Pick up the kulischek.

Then we are glad Turkey

Waiting for a friend on the pies.

Walking with children, use moving games. You can use the following games:

The game "Strong friendship" - This is a collective relay. On the playground, the line is placed startAnd in the other end there are chairs.

Competition participants are divided into several equal teams. Teams, lined up in the ranks, become in front of the line start.

At the signal of the leading first four players from each team, holding hands, begin to run to another end of the site, on the right side enveloped the installed chair and return back.

Returned "Four" It is necessary to take another player, so already five players holding hands to pass the distance. So the game continues until the commands in full, will not cross the line start-up.

The victory goes to the team, which was faced with the first to go through the predetermined distance.

The game of the storm.

purpose: Reducing negative emotions between participants.

This game helps children to be stuffed, feel what other participants feel; It makes a feeling like after a storm, which has passed, and no one has suffered.

So, everyone gathered, you can start. Watch your palms, removing the sound, similar to the starting rain. Participants following you must repeat this movement.

Then click your fingers, demonstrating that the rain is enhanced. Participants are repeated for you.

Rain pours more and more and stronger - pat palms on the knees. It is joined by the thunder, which is created by kicking the legs.

And finally, the peer's peek comes - all together are very hugged.

After that, the storm begins to serve, and you need to do each action in the opposite order: Topot feet, patted palms on the knees, shoe fingers and, in conclusion, rubbing hands.

Notify that the storm has passed, and you can continue to play.

Also for formation of an incoming business form of communication Sessions are used, which are held at the end of the day.

Lesson 1.

purpose: To acquaint children with what you can communicate without words and understand what we are talking about, and the mood of speaking with the help of the movements of the face, hands, body (Family, gestures, pantomime); Teach children to communicate with gestures, facial expressions.

Tasks:

Educational: relieve goodwill, respectful attitude towards each other.

Developing: Develop the ability to resolve problem situations, associative thinking.

Teaching: Teach the ability to be friends, take care of friendship, communicate in the team.

Equipment: Musical Song Maintenance "About friendship" I. Shainsky, ball.

Travel course:

Children listen to the song "About friendship" I. Shainsky.

Educator: What do you think we will talk about today? (children's responses)

Yes, I would like to talk to you about friendship and friends. Adults are often spoken us: "You need to be friendly, living together"

What does friendship mean, friend? (children's responses)

Why do we call the other only some people?

Who wants to tell about his friend or girlfriend?

Tell me how his name is. Where did you meet him. Why do you think it (her) His friend (girlfriend). When did he behave like a real friend (than shared, helped, defended himself?

Stories of children.

Educator: Many of you told the right thing about your friends and how to be friends.

Who knows how to be friends, he cares about comrades and tries make them something good. Now we will play. Our game is called "Compliments". Now I will give Wan Ball and I will say a compliment. Vanya, you are a very kind boy. Vanya passes the ball to the next player and also tells the compliment and so while the ball will not return to me again.

Educator: You all are well done. Pleased with each other with compliments and made pleasant. Guys, tell me what helps, and what prevents friendship? Answers children: Helps kindness, mutual understanding, cooperation, politeness, sense of humor. The rudeness, calling, fights, resentment, stubbornness, egoism are prevented.

Educator: Everything is right. And now tell me, can we communicate with a friend just words?

Answers children: No, you can still show gestures, faithful.

Educator: True guys. Now we will try. Our game is called "Through the glass". Let's split into two teams and imagine that there is no thick glass between you through which it does not see anything, one shows, for example, I'm cold, I want to drink, and the other team gave ways.

Educator: What are you great guys you guys. Did you like it to talk to each other?

Children answer: Yes, I really liked it.

Educator: Guys, do we always talk to you with friends? For example, you do not have a mood, something asked you about something, you answered him, and he was offended. You did not say anyone who was noticed, why then he was offended?

Answers children: Because, we can answer rudely, sharply.

Educator: All right guys. Now we will try to speak phrases with different intonation.

1. Melns! Well done! (with gratitude, with delight, ironic, sorry, angry)

2. I will never forget it (with appreciation, with offend, with admiration, with anger).

3. Thank you like you guessed! (sincerely, with admiration, with condemnation).

4. I can't help you (sincere, with sympathy, giving to understand the tactlessness of the request).

5. See you! (Heat, gentle, cold, dry, decisively, sharply, indifferent).

6. This is me! (joyfully, solemnly, guilty, Grozno, thoughtfully, casually, mysteriously).

7. I can't stay here (with regret, significantly, offended, uncertain, decisively).

8. Hello! (dry, officially, joyfully, Grozno, with reproach, good, indifferent, angry, with delight).

Educator: Guys, you understood. What can offend a friend not only words, but also how did you say them?

Answers children: Yes, understood.

Fizkultminutka "We are friends":

Right - to the left turn! (turns to the right - left)

We will have fun (cotton)

Jump (jumping)

And spin. (circling)

Many joyful people (go in a circle)

Good faithful friends to us.

We will not quarrel (come to the center)

About the sadness forget! (leaving back)

Educator: Tell me what proverbs and sayings about friendship and friends do you know?

Answers children: Do not have a hundred rubles, and have a hundred friends, friends are familiar with trouble. One for all and all for one.

Educator: You called the sayings and proverbs faithfully. And I will tell you more some: Friendship is the most expensive treasure, friendship-more money, without a friend in life tight, no friend - look, and found - take care.

Relaxation: Discussion of the classes than I liked that children learned interesting.

Lesson 2.

Theme lesson "Journey to the country of courtesy".

Goal - to train children to establish contact with speech (Appeal by name, compliment) And Nereven (smile, eye contact) funds B. communication.

Tasks:

Educational: Teach children use speech and non-eject communication.

Educational: educate Friendly feelings in children.

Developing: Develop a sense of cooperation in children.

Materials and equipment: Ball, eye bandage.

Travel course.

Educator: Hello guys! Today we will go to the country of courtesy. Let's say hello to you in a special way.

When I tell you, you will start chaotically move around the room and greet with everyone who meets on their way. Hello need to be defined way:

1 cotton - greet hands;

2 cotton - greet her shoulders;

Three cotton - greet backs.

Educator: Well done boys. Tell me how we start communication with people?

Answers children: We speak hello, good morning, good afternoon, good evening, hello.

Educator: Everything is true. And what other polite words do you say and hear from other people?

Answers children: Thank you, please, sorry, sorry, goodbye.

Educator: True guys.

Educator: When we communicate with each other, we use important rules. To find out the first rule communication Guess my riddle: What is each of you, but others use it more often?

Answers children: This name.

Educator: That's right, this is your name. And answer me, do you know what denotes your names?

Answers children: not (Some children answer what they know).

Educator: Let me introduce you to your names (educator tells the name of names).

And now let's play with you in an interesting game, it is called "Affectionate name". Sit in the circle. "Remember how you are affectionately called houses. We will throw each other a ball. And the one to whom the ball will fall, calls one or more of his tender names. It is important to memorize who threw you a ball. When everyone calls their tender names, the ball will go in the opposite direction. Need to try Do not confuse and throw the ball to someone who threw it for the first time, and in addition, pronounce his affectionate name. "

Educator: Well done boys! Look at the box one castle opened, this means that we solved one rule of appeal to each other. Tell me what?

Answers children: You always need to contact by name.

Educator: Right, but do we all be accessed by name?

Answers children: No, we appeal to adults by name and patronymic.

Educator: Well done boys. And now let's try to solve the second rule. Two guys will come to me, and I will typing your eyes, and you will try to talk to each other ( educator Ties children eyes, and they lose the situation). Tell me, was it convenient to talk?

Children answer no.

Educator: why do you think?

Children: Because we have not seen each other.

Educator: Everything is true. And now tell me how the rule is the appeal you have learned now?

Answers children: You need to see with whom they talk and watch the interlocutor in the eyes.

Educator: Right, let's see if we gave the rule correctly. Yes, right, the second lock on the casket opened. And now we will rest a little rest and play the game "Broken phone".

All participants of the game, except for two "Sleep". Leading silence shows the first participant any emotion with the help of facial expressions or pantomime. First participant "Wake up" The second player, transmits the emotion seen, as he understood it, too, without words. Next, the second participant "Wakes" The third and transmits him his version seen. And so until the last participant of the game.

Educator: We played with you, you can now solve the latest conversion rule. And for this we play in one game, it is called "Compliment".

Stand all in a circle, we will pass the ball in a circle and talking about something good friend, for example, Vanya, you are a very kind boy!

Educator: All of you are great, told each other a lot of good. Let's think about the rule of this?

Answers children: referring to someone you need to say pleasant, compliments,

Educator: Right, children. So the last castle opened on the box, let's see what's inside (Shows the box in which the magic wand lies). All of you today are great, let's call all three rules.

Answers children: You always need to handle by name or name, if you add to an adult, you need to look into the eyes and speak nice words, compliments.

Educator: Everything is right, and now I say goodbye to you. Goodbye, children!

Lesson 3.

Subject "Thank you - this is the main thing.".

The goal is to teach children to using words of gratitude.

Tasks:

Educational:

- educate the culture of communication and speech.

Educational:

Learning to use various means of grateful expression;

Learn to choose an appropriate gratitude to this situation.

Developing:

Develop the speech of children, thinking, replenish the vocabulary

Materials and equipment:

Travel course.

Educator: Hello guys. Our today's occupation will be devoted to the words of gratitude. Tell me, what words do you thank relatives and friends?

Answers children: Thank you, thank you, thank you very much.

Educator: right. I will tell you about the origin of the word Thank you. Thank you - this is a word of grateful for anything. According to the rules of etiquette, it is necessary to thank for even a small service. Word "Thank you" Appeared in Russian at the beginning of the 20th century. It happened from phrase "Save God". When we speak another person "Thank you", wish him God saved him.

Word "Thank you" Educated from two words: benefit and give. Speaking this word, you share the part of your good and respond good to good. Word "Thank you" happened from the Russian word "Thanksgiving" i.e "I offer thanks".

And these magic words can only speak to relatives and friends or you can thank and strangers?

Answers children: You can and unfamiliar people say these words.

Educator: True, and in what situations the words of gratitude can I speak unfamiliar people?

Answers children: When we opened the door to the store, gave way to transport, the seller in the store gave a purchase, helped climb the stairs.

Educator: Everything is right. And now let's play the game. One child will get to the center of the circle, he will be a birthday age today, and we will show gestures and fault that we will give him gifts, and he will also take them.

Educator: Now you know that you can say thank you not only by words, but also gestures, faithful. Now let's think, and what would happen if people did not speak thanks how would they become?

Answers children: People would have become evil, rude. They would not like to help each other.

Educator: All right, guys. Guys, what kind of polite heroes of books do you know?

Answers children: Cinderella, Malvina, Ellie from the Emerald City, Princess on the pea.

Educator: All right guys. At the end of our classes, let's play. Our game is called "Vacuum cleaner and dust"You will all be dusty, fly around the group, and I turn on the vacuum cleaner and you will fly to me and lay on the floor.

The main role in the development of the speech of children belongs to parents. Only from your observation, sensitivity, the ability to notice any problems in time, from the desire to develop and improve the child's skills depends on the success of the speech of your baby!

Here are a few simple butimportant tips Suppose to improve the skills of the child's communication at home.

  1. Talk with your child during games, cooking, cleaning, dressing, walking, etc. Speak about what you do what the child does. Use short and affordable phrases.
  2. Speak calmly, voice speaking volume, at a normal pace, with intonation.
  3. Specify open questions. It will stimulate and encourage the child to use a few words to respond. For example, ask "what does he do?" Instead of "he plays?" If the child makes it difficult to answer, asking the question, use the word "or". For example: "The boy jumps or runs."
  4. Hold a temporary pause to have the opportunity to speak and answer questions.
  5. Listen to the sounds and noises that around us, pay attention to them, awaken interest in listening to listening and knowledge. Tell your child: "Listen, how dogs barks, but the wind is noise, drips the rain", etc. And then ask "what is it, what do you think?" It may be a dog, wind noise, aircraft motor, foliage rustling, murmur stream, doorbell, etc.
  6. If a child consumes only a few words in speech, help him enrich his speech with new words. Choose 5-6 words on a specific topic (parts of the body, toys, products, vegetables), name and show their child. Give him the opportunity to repeat these words. Do not expect that the child will pronounce them perfectly. Inspire the child and continue to memorize them. After the child delivered these words, enter 5-6 new words. But do not turn this process into a boring lesson, if the child has lost interest, switch his attention.
  7. If the child calls only one word, start learning it to short phrases. Use the words that your child already knows. Add color, size, action. For example, if a child says "the ball", consistently teach him to talk "Big Ball", "Tanin Ball", "Round Ball", etc.
  8. Pow with a child baby songs, it is undoubtedly developing communication skills and simply creates a good mood.

And most importantly, do not forget to praise the child

for his even small, but victories!


On the topic: Methodical development, presentations and abstracts

Program for the development of communication skills in pupils of the child's home by means of non-traditional drawing

Annexes to the "Program for the Development Skills of Communication Skills at the Pupils of the Child House by means of non-traditional drawing"

This application contains a list of references used, recommendations for educators and parents, sensory games, a description of the methodology aimed at the diagnosis of communication in young children ....

Easy communication: Games for the development of communication skills

The goal of such games is to develop communicative skills in children, to create an opportunity for self-expression, to teach their behavior in the team, and with shy and closed children - to overcome barriers ...

The child is a small particle of our society. He lives and develops among people, which means that he needs to communicate with others. The sociable person always confidently feels in the company of people, regardless of their social status. With such a person, it is always interesting and comfortable, as a rule, they are "soul" of any company. In order to achieve such results, a child for the period of his preschool childhood, passes through certain forms of communication.

Communication with peers - an important component of socialization

Stages of development of children with peers

With the successful development of the baby, each of the following forms of communication is formed at a certain stage of preschool childhood.

From 2 to 4 years

  1. One of the first forms of communication with peers who master the baby is considered to be a situational personality, it is characterized by a period from 1 to 6 months. At birth, a child has a need for communication. But his development does not stand still. A month later, the baby begins to react to the presence of an adult. He begins to recognize them and respond to their appearance. Primary communication is based on a meant, lay and first simple words.
  2. The next form of communication, which is mastered by the child is emotionally practical.

Features of communication of kids among themselves

In the second - fourth year of life, falling into a children's team, the baby becomes his first experience.

He likes to be among the children, the child is experiencing increased attention to them and shows interest in the actions of other preschoolers. By three years, showing their achievements, the baby is trying to attract the attention of peers towards himself, in the hope of self-expression. Also, he takes part in the fun and the attacks of other children, strengthening fun from the general game.


The role of communicating with peers - Main points

Children up to 4 years

Up to 4 years old for children is of great importance to their own significance in the children's team.

In communicating with peers, they very often utter: "You are my friend," "You are my girlfriend." If a child, to a similar replica, receives a positive response from the peer, he smiles, and on the contrary, the phrase "no, I'm not your friend" - can cause a protest or tears from a child. A similar reaction suggests that in the peer, the baby is able to perceive only the attitude towards himself, for any reason does not have the mood or action of his comrade. At this age, the peers serves for a kid with a mirror reflection of himself.


Communication problems are manifested with 4 years

Children 4-6 years old

The next form of communication with peers is considered situationally business.

It is characterized by four to six years. If the development of the child occurs in a preschool institution, the baby more attracts communication with peers than with adults. By four years, the child confidently owns a speech and has a small experience of social life, these factors contribute to the development of the role-playing game.

From the forms of gaming activities alone, where the actions with the subjects were leading, children begin to play with peers in plot-role-playing games.


The first friends appear from 4-5 years

The collective games formed the socio-communicative development of preschoolers. Games in the store, hospital, zoo teach children to negotiate, avoid conflict situations, to behave correctly in society. Relationships of preschoolers more resemble business cooperation and are priority, and communication with adults are secondary and more similar to consultations and advice.

Collaborating with peers, the child's personality development occurs.

It is very important for him to be recognized and respected in the children's team. A child, by any means, is trying to attract the attention of comrades. In their facial expressions and glances, he tries to find signs of a positive or negative attitude towards his person. In emotional form, he can already express his insult or reproach other preschoolers in insufficient attention to himself.

During this period, children tend to show interest in the actions of their comrades. They are their invisible observers. The guys carefully, with signs of some jealousy, follow the actions of preschoolers - peers, exposing them to evaluation and criticism.

If an adult assessment of the act of another comradist does not coincide with the views of the child, he may respond to it in one of the sharp forms.


Violations in communication - what do preschoolers come

In 4-5 years, in the process of communicating with adults, children are interested in them about some success of their comrades, and they do not forget to emphasize their advantages on their background, and they are trying not to mention their own failures and misses. At this age, a positive assessment of adults an act of peers may upset the child, and vice versa, he rejoices any failures.

By 5 years, preschoolers change relationships with peers. Comrade, in some form, serves as a permanent comparison with its actions.

Thus, the child is trying to oppose himself with his comrades. Against the background of comparison with its own skills and skills, a child learns to assess its qualities. This allows him to start looking at his own actions "the eyes of comrades", thus, in one of the forms of communication there is a competitive and competitive principle.


Children in 6 years should be able to communicate with the team

Senior preschoolers 6-7 years

From 6-7 years, the communication of preschoolers with peers goes to a new level and is incoming personality. Among the forms and means of communication, speech skills prevail. Guys pay a lot of time to communicate. Sustainable selective preferences are observed in friendship.

Among the forms above, the incoming personality communication has a special impact on the development of the identity of preschoolers. By 7 years, in the process of daily communication with adults, children not only assimilate certain norms of behavior, but also successfully trying to apply them in everyday life. They can distinguish bad actions from good, so they try to act in accordance with generally accepted behaviors. Looking for ourselves "From the side", children know how to consciously manage their own behavior.

Psychological aspects of communicating children with peers

Children are familiar with some professions of adults (educators, seller, doctor), so they know how to select the appropriate style of communication with adults.

The role of an adult in the formation of communication of children with peers

The development of all forms of communicating children with peers is possible only under the immediate leadership of an adult. The child must pass through all his forms.

But it happens that the child for 4 years does not know how to play with peers, and in 5 years it is not able to support an elementary conversation.

Is it possible to catch the missed and teach a child to communicate with adults and peers?

To do this, there are special classes and are wearing a leading character. What does it mean? An adult man gives the child such samples of communication with which he is not yet familiar. To do this, it is necessary to learn enough well to communicate yourself. The main problem in organizing such classes is not to simply demonstrate to the child perfect, until the unavailable form of communication is informative or personal, and the ability to lead a child, imperceptibly including him in communion itself.


Scene games - Let to communicate

Relying on the achieved level of communication, you can offer the child to play a joint game, the number of participants should not exceed 5-7 children.

The feature of the game is that the role of both the lead and the participant is given to the adult: he must follow the rules of the game, to evaluate the actions of preschoolers at the same time, to be on a par with other children, the same participant of the game. In the process of joint actions, children have the opportunity to navigate the player - a partner, and not be offended in case of losing. Together with other children, they feel joy, feel their significance in a joint game. When conducting such classes, shy or closed children begin to feel at ease, freely and easily. After joint games with adults, such children cease to experience fear in communicating and freely appeal to an adult asking or a question. Thus, the development of incoming communication with peers and adult slow steps is moving forward.


In the joint game, children will limp

Each child is individual. There are children with understated self-esteem, aggressive, shy, conflict and closed - all of them can experience problems in communicating. We offer to get acquainted with simple games and exercises aimed at the correction of some forms of communication of preschoolers with peers.


Basics of full-fledged communication are laid in the family

1. Exercise "Make a story."

Suggest the child to make a small story on the topic: "I love when ...", "When I am angry ...", "I worry me ...", "When they are offended ...", "I'm afraid ...". Let the child draw up a detailed story and fully state his thoughts. Subsequently, all the stories can be lost, but the story should be in the lead role. Together with the child, you can consider and find ways to overcome some situations.

2. Conversation "How to become myself".

In the process of the conversation, it is necessary to discuss and find out the reasons that prevent the child to be as he wants. Think with the child, what ways you can get rid of them.

3. Exercise "Draw yourself."


Exercise "Draw yourself" will help the child to cope with fears

Offer the child to portray yourself with colored pencils now and in the past. After that, discuss the details of the drawing, find the differences in them. Find out the child that he does not like and like himself. With the help of this exercise, the child will be able to realize himself as an individual, look at yourself from different sides.

These simple games will help strengthen the child's attention to themselves, will help see their feelings and experiences, and also contribute to the development of self-confidence.

They will teach children with understanding to relate to differences between peers and see the individual features of each child.

Video. Difficulties in communicating with peers: what to do

The child is a small particle of our society. He lives and develops among people, which means that he needs communicating with others. Cooperating with peers occurs personality of the child. It is very important for him to be recognized and respected in the children's team.

Each child is individual. There are children with understated self-esteem, aggressive, shy, conflict and closed - all of them can be experienced in one degree or another communication.

1. Offer the child to make a small story on theme: "I like when…", "When I am angry ...", "I'm worried about…", "When it is offended ...", "I'm afraid…". Let the child draw up a detailed story and fully state his thoughts. Subsequently, all the stories can be lost, but the story should be in the lead role. Together with the child, you can consider and find ways to overcome some situations.

2. Offer the child to portray yourself with colored pencils now and in the past. After that, discuss the details of the drawing, find the differences in them. Find out the child that he does not like and like himself. With the help of this exercise, the child will be able to realize himself as an individual, look at yourself from different sides.

3. Read and discuss books about the events from the life of children - about their conflicts, relationships, deeds (stories for children or fairy tales, in which the moral assessment of certain qualities and acts of characters acts especially vividly).

4. Gradually, you can translate a conversation from the book to any total subjectrelated to the life of this child and the surrounding children. So, you can ask who of his friends remind him of the characters of the book, no matter how he entered in one or another situation, the adult should show the child that in his surrounding life, in his relationship with people you can see the same problems as in read books.

5. Create conditions forcing the child to appreciate and realize their own and other people's actions and actions.

6. Attract the attention of children to the assessment of their own skills and achievements in a familiar activities. It is important here that they learn more or less objectively to compare their own skills with the skills of others, formulate And justify your estimates, compare your opinion with the opinions of comrades.

7. Pay attention to the child on yourself, on your inner a life: What are you doing now, what is your mood, why did you do that (or said) etc. Setting such questions, adult gives the opportunity preschooler look into yourself, try to realize and evaluate your actions, relationships, intentions.

8. Think in advance and prepare a few personal Topics, necessarily related to the real life of the child, with what he could learn in himself and in others. It may be topics about human qualities (about kindness, stubbornness, greed, about the events from the life of a child, going to the dad to work, watching the film, o valid professions and about the qualities and skills that the profession of a doctor, teacher, artist require. The duration of such a conversation should determine the child himself. If an adult feel that the child is in conversation and can not be interested in, it is better to stop such a conversation or translate it into the game.

These simple tasks will help strengthen the child's attention to themselves, will help see their feelings and experiences, and also contribute to the development of self-confidence.

Publications on the topic:

Culture of admiration for preschoolers. Formation of speech communication skills with peers and adults The following methods are used: a conversation with educators and children (in class, while walking and in everyday life). Basic skills.

"Organization of conditions for the personal development of children in the process of gaming activities of preschoolers" "Organization of conditions for the personal development of children in the process of gaming activities of preschoolers." ". The spiritual life of a child is full.

Methodical recommendations for the development of the process of communicating in preschoolers with an estate dysarthria Methodical recommendations for the development of the process of communicating in preschoolers with an estate dysarthria. Principles of correctional work in the majority.

Approximate recommendations for educators for optimizing communication between children 1. Take a child (group children) as they are, in order to form an adequate self-assessment, a positive attitude towards himself,.

Program of vocational self-development. Promotion of preschoolers to the origins of folk culture Methodical theme: "The introduction of preschoolers to the origins of the national culture" is relevant: "The danger and rocky thing is to deprive the child historical.

Psychological and pedagogical recommendations to the educators of the Dow on the formation of communicative skills in preschoolers Since the leading type of childhood activity is the game, then teachers should be introduced as possible games for the formation of commonly communicative.