Childhood is a special peri, the essence of which is the process of growing a child, entry into the social world of adults. As the cultural, moral rules and patterns of public life, its social competence occurs - the ability to evaluate their own actions, to effectively interact with others.

The senior preschool age is characterized by the maximum role identification of the child with adults and peers, the desire to comply with the samples of adequate behavior to be adopted in society and feel quite competent and confident in communication.

Analysis of the practice of work of pre-school educational institutions shows that the upbringing of boys and girls today is lagging behind the real needs of the practice of education of preschoolers and modern requirements of society. Attempts to upbringing boys and girls in pre-school educational institutions are not effective enough, since the accumulated valuable sex education experience is ignored, simplified or does not take into account the realities of life, a modern social context; Preschoolers are not given the ideas about the variability of sexual behavior, the skills of mastering the masculine and female roles, methods of sexual self-regulation and the associated anxiety, are not formed.

The non-recognition of communication ability in childhood negatively affects the further socialization of an adult. At the present stage of society, the growth trend of negative and destructive phenomena among the young population (cruelty, increased aggressiveness, alienation, which have their origins in preschool childhood has been revealed.

In the modern world, socio-economic and political problems are solved in many ways, which the role and importance of a person, the human factor in all spheres of the life of society as actualizes the role and importance of a person. Human factor, strengthening its effectiveness as the main trend of social progress. Therefore, the tasks of studying the peculiarities and capabilities of a person, the conditions for the purposeful impact on the development of his personality became the center of analysis of many industries - philosophy, sociology, psychology, pedagogy, etc. The rod is the problem of determining the place of man, its position in the system of public relations, i.e. There is a disclosure of the personality development process, the laws of its formation, conditions and mechanisms of formation.

The society always asks the identity standard, the development process is aimed at mastering the social world, its objects and relations, historically selected forms and methods of circulation of nature and norms of human relationships. Hence the development acts as a form of social development of the child, the formation of it as a social being.

Such an approach to the consideration of development through the prism of the social movement (socialization) provides for the search for new reserves of the personal formation and the possibilities of optimizing educational influences, taking into account the periods of special openness of a developing person to social impacts.

The interaction of the child and society is indicated by the concept of "socialization". For the first time, this concept was described in the late 40s - early 50s of the XX century in the works of American psychologists and sociologists (D. Dolhard, J. Kolmon, etc.).

Socialization is disclosed through the concept of "adaptation" (T. Parsons, R. Merton). With the help of the concept of "adaptation", socialization is considered as the process of human entry into the social environment and its adaptation to cultural, psychological and sociological factors, as the process of overcoming the negative effects of the environment that prevents self-development and self-affirmation (Olport, A. Oil, K. Rogers) .

Socialization is a continuous process lasting throughout life. It disintegrates to the steps, each of which specializes in solving certain tasks, without the development of which the subsequent stage may not come, can be distorted or inhibited.

Preschool age is the most important stage in the development of personality. This is the period of initial socialization of the individual, encouraging it to the world of culture, universal values, the time of establishing primary relations with the leading areas of being. The unique features of physical, mental, social development are manifested in the originality of the methods and forms of the knowledge and activities of the student.

Therefore, the modern pre-school educational institution should be a place where the child will receive a wide social and practical self contact with the most significant and relatives for its development areas of life. The accumulation of the child under the leadership of an adult valuable social experience is the path that contributes to, firstly, the disclosure of the age potential of the preschooler and, secondly, a successful entry into an adult life. From which it follows that age potential cannot be implemented in the absence of social maturity (competence) of a person at a certain level of its development.

Social competence of the individual exists as a phenomenon that can be studied. The concept of social competence is not coordinated to the concepts of communicative, socio-psychological competence, social intelligence.

Social competence is of great importance in human behavior. It allows you to prevent errors in vitality, optimize emotional state, relationship with society.

In the most general form, social competence can be represented as an understanding of the relationship "I" - "Society", the ability to choose the right social benchmarks and organize its activities in accordance with these guidelines, or as social skills that allow person to adequately fulfill the norms and rules of life in society .

In essence, social competence is an adaptation phenomenon. From the point of view of not a structural, but essential consideration of social competence, this phenomenon can be determined as a certain level of adaptation (socialization, social maturity) of a person who allows him to effectively fulfill a given social role. The Social Competence of the Child is a certain level of its adaptation to social regulations that society presents him.

Modern society in its development undergo a number of economic, social, psychological, ethnic and other neoplasms, each of which creates certain difficulties in the process of the social entry of the child at the society in which he has to live and develop as a person and the subject of any activity. The acquisition of the child to society, the assimilation of the traditions, norms, values \u200b\u200band requirements of this society - the process is necessary. The complexity of it in the manifold of social functions assigned to the identity from the moment of his birth.

Modern pedagogical interaction is focused on the formation of the personality's ability to be mobile, dynamic, gaining stability in the process of self-realization.

The social competence of the preschooler involves the knowledge, skills, the skills of a child, sufficient to fulfill the duties inherent in this life period. And the resulting definitions, according to the author of the study, suggest that the structure of social competence is, first of all, a combination of social knowledge, skills and skills used in the main spheres of human activity.

V. N. Kunitsyn allocates six components as part of social competence: communicative competence, verbal, socio-psychological competence, interpersonal orientation, ego-competence, and actually social competence.

Thus, considering the listed definitions can be drawn the following conclusions:

1. Social competence consists of several components:

Motivational, including attitude to another person as

highest value; manifestations of kindness, attention, care, help, mercy;

Cognitive, which is associated with the knowledge of another person (adult, peers, the ability to understand his features, interests, needs; see difficulties arising before him; notice changes in mood, emotional state, etc.;

Behantic, which is associated with the choice of adequate situations of communication methods, ethically valuable samples of behavior.

2. Under the social competence of the preschooler, the quality of personality formed in the process of active creative development of social relations arising at different stages and various types of social interaction, as well as the instructions of these ethical norms, which are the basis for the construction and regulation of interpersonal and intraperial social positions, relations.

3. The accumulation of the child independently and under the guidance of adults the necessary social experience contributes to the disclosure of the age potential of the preschooler, successful training for school education, and later - to adulthood. It follows from this that it is precisely in preschool age that the foundations of social maturity (competence) of a child are laid, identifying the trajectory of development and successful adaptation in changing society.

Thus, the social competence of the preschooler involves knowledge, skills, the skills of a child, sufficient to fulfill the duties inherent in this life period. The structure of social competence is, first of all, a totality of social knowledge, skills and skills used in the main fields of human activity, and includes the following components:

motivational, including attitude towards another person as a higher value; manifestations of kindness, attention, care, help, mercy;

cognitive, which is associated with the knowledge of another person (adult, peers, the ability to understand his features, interests, needs; see difficulties arising before him; notice changes in mood, emotional state, etc.;

behantic, which is associated with the choice of adequate situations of ways to communicate, ethically valuable samples of behavior.

At the same time, it was substantiated that the priority factor aimed at recreating and the assimilation of social relations, which forms and the socially active individuality of the child is formed and is improved, there are gaming technologies.

The main simulation social medium that differentiates children's socialization on gender, is the family. Consequently, the formation of a preschooler of personal social competence and the assimilation of the universal experience accumulated by the previous generations occurs only in joint activities and communication, primarily with parents. The experience of the first relationship in the family is the foundation for the further development of the identity of the senior preschooler and largely determines the features of the child's identity, his attitude to the world, his behavior and well-being among people.

Problem forms of interpersonal relations of boys and girls of senior preschool age in the preschool institution are closely interconnected with the peculiarities of the child's education in the family. At the same time, the correction of violations of the emotional sphere and the social adaptation of senior preschoolers (aggressiveness, impactivity, anxiety, etc.) is possible only when working together with the parents of the senior preschooler.

The main indicators were allocated, which reveal the course of the process of socialization of children of senior preschool age:

policide behavior (choice of games and toys, role preferences in games, communication style with adults and peers);

conflict resolution ability (dominance, equality, submission);

self-consciousness (knowledge and acceptance of their own sex, name, age, appearance, social role);

self-esteem (overestimated adequate - inadequate, medium, lowered);

the assimilation of social information (knowledge of the structure, traditions, home use of your family; extensive vocabulary and so on.).

www.maam.ru.

The role of the teacher in the formation of the socio-personal competence of the preschooler

The consistent and constructive reform of the current education system deeply affects the organizational, methodological, subject-meaning and other parties to the Russian education system. In the modern paradigm of education, the first place is the formation of key competencies, one of which is socio-personal competence.

The problem of the development of the socio-personal competence of children is an important social and psychological and pedagogical problem, the solution of which affects the urgent questions of society and education. Before education, a task is not easy to give pupils a certain level of knowledge, skills and skills in the main directions of development, but also to ensure the ability and willingness to live in modern society, to achieve socially significant goals, to effectively interact and solve life problems.

What is social and personal competence?

The competence of a child of preschool age is one of the basic characteristics of the child of the child of preschool age. Includes communicative, social, intellectual characteristics.

Under social and personal competence, we understand the integral quality of the identity of the child, allowing him from one side to be aware of its uniqueness and be capable of self-knowledge, self-implantation. And on the other, it is to be part of the team, society, be able to build relationships and take into account the interests of other people, take responsibility and act on the basis of universal and national values.

The development of socio-personal competence is an important and necessary stage of the socialization of the child in the general process of assimilating the experience of public life and public relations. A man by nature is a creative social.

Social competence of the preschooler - the base on which the social competence of an adult person will be built under the condition of the formation of primary competencies, characteristic of preschool age.

Social and personal competence is presented by initial competences, each of which includes a number of psychological criteria, such as tolerance, adaptability, self-confidence in uncertainty, a focus on success, conflict.

In itself, the value of the word competence is: the existence of knowledge and experience necessary for effective activities in a given subject area.

A child-preschooler spends a long time in close contact with an educator who is called upon by responding to the realities of modern time, to be erudite, communicative, creative, etc.

At the present stage, the problem of studying many studies has become the professional competence of educators.

What includes the concept of "professional competence"? How does it differ from the familiar encounter in the pedagogical literature of knowledge, skills? Professional competence is the integrative quality of the personality of a specialist, including a system of knowledge, skills and skills, generalized ways to solve typical tasks.

The formation of professional competence depends on the various properties of the individual, its main source is training and subjective experience. Professional competence is characterized by a constant desire for improving, acquiring all new knowledge and skills, enrichment of activities. The psychological basis of competence is the readiness to continuously increase its qualifications, professional development. (I. G. Agapov, B.C. Belakova, N. M. Borytko, V. A. Demin, E. F. Zeeer, and others). Developed lists of key competencies of future teachers of different levels, including supporters of the DOU.

Consider personal and individual qualities of the teacher. They must simultaneously respond to two levels of requirements for this profession. The requirements of the first level are presented to the teacher at all as a carrier of the profession. They are irrelevant to social conditions, public formations, educational institutions. This requirements should be answered by any real teacher, regardless of whether it works under capitalism, socialism, in the conditions of the village, the city. Researchers note the obligation of such personal qualities as an adequacy of self-esteem and the level of claims, determined by the optimum anxiety, providing intellectual activity of the teacher, dedication, perseverance, hard work, modesty, observation, contact. Specially emphasizes the need for such quality as wit, as well as speech abilities, artisticity. Such qualities of the teacher are especially important as readiness for understanding the mental states of pupils and empathy, i.e., empathy, and the need for social interaction. Of great importance is attached by researchers and "pedagogical clock", in the manifestation of which the overall culture of the teacher and the high professionalism of his pedagogical activity and orientation is expressed.

Each teacher must ideally have certain pedagogical abilities to achieve successful activities. Pedagogical abilities are usually included in the structure of the organizational and gnostic abilities under consideration below, although these abilities can exist separately from each other: there are scientists who are deprived of the ability to transmit their knowledge to others, even explain what they themselves are clear. F. N. Gonobolin gives the following personality properties, the structure of which, in his opinion, is actually pedagogical abilities: the ability to make educational material available; creativity in work; Pedagogically-volitional influence on children; the ability to organize a group of students; Interest and love for children; Speech content and brightness, its imagery and persuasiveness; Pedagogical tact; Pedagogical demand.

The requirements of the second level are presented to the advanced teacher at all. Preparedness implies broad and professional system competence, persistent person's conviction, social and meaningful personality, as well as the availability of communicative and didactic needs, the need to communicate, transfer experience.

Sustainable motivation to the elected profession, the desire to implement itself, to apply their knowledge, the ability reflects the formation of the professional oriental identity. This is complex, integrative quality.

Pedaggers of pre-school educational institutions with difficulty pass to new forms of building relations with children and the organization of the educational process, which are the main factors for the formation of the social and personal competence of children of preschool age. Social development classes continue to carry the nature of instructions, theoretical discussions, and, despite the fact that children receive certain knowledge of social behavior standards, the translation of them to the level of practical skills does not occur due to the lack of conditions for constant practice, the development of behavioral models.

It is not enough to mean the importance of a specially prepared subject-spatial environment in the formation of social skills in children, which, with its correct organization, provides the possibility of developing independence, responsibility, the ability to work independently, develop communicative skills and other social skills. It is not used in practice DW potential of multi-year groups, providing the opportunity to live a different role, learn how to empathize, help, take people as they are. It requires the introduction of socially active forms of working with children, such as, for example, project activities, solving problems, playing social situations, but Dow teachers or do not own these methods at all, or use them on the basis of old experience.

The leading means of development of professional competence is a methodological work in a preschool educational institution, since it is aimed at overcoming the reduction and obsolescence of knowledge and skills of teachers, includes the newest achievements of pedagogical science and practice, monitors the inclusion of new knowledge into the pedagogical process. Both skills, it allows a personal-oriented approach to educators, taking into account their achievements and difficulties.

Important issues of professional development and formation of a teacher are considered in the works of the founders of copyright schools, developers of the theory and practice of innovative schools A. N. Tubelsky, E. A. Yamburg, V. A. Karakovsky,. They also affect the solution of the task of organizing the process of professional development of teachers, the conditions necessary for the successful implementation of this process. Such researchers like E. D. Dniprov, P. G. Shchedrovitsky, G. N. Prosementova, A. O. Zotkin, T. M. Kovaleva, A. N. Tubelsky, I. D. Frumin emphasize the need to form a development subject - a new subject of pedagogical activity.

www.maam.ru.

competence arising in the system of relations, which add up in the collaboration of people of similar interests and needs forming a community (society).

Shchedrovitsky G. P. Selected Works. - M., 1995.

relationship system

social competence is manifested in the ability and motivation to solve problems arising in the process of interaction with society (individual, group, team, etc.) and the state.

Anikeev A. S. Civil Education in modern school Essence, content, model. - Kaluga, 2001.-p.89.

abilities and motivation to solve problems

the ability of a person to effectively solve the problems of interaction with society on the basis of actualization of knowledge and experience in a specific area of \u200b\u200bvital activity.

human ability to effectively solve problems

the ability of a person in solving the problems of interaction with society to allocate their social component (submitted), to determine its essence and on the basis of actualization of knowledge and experience in this area of \u200b\u200bvital activity, further integration of social actions into the overall process of solving the problem.

human ability when solving problems of interaction with society

socially competent will be the one whose activities within the framework of generality are adequate to the values \u200b\u200bof generality and aims to interact in solving real vital problems for the community. At the same time, the actions, human behavior comply with the norms of society, are focused on the goals of generality and implement the ability, the tendency of a person is adequately

Slobodchikov V. I., Isaev E. I. Basics of psychological anthropology. Psychology of human development: the development of subjective reality in ontogenesis: a training manual for universities. - M.: School press, 2000.

activities in generality, adequate values \u200b\u200bof community

understanding the relationship "I" - society, the ability to choose the right social guidelines, the ability to organize your activities in accordance with these guidelines.

Kudeva I. A. Mastering social experience with younger schoolchildren in the educational process: dis. ... Cand. Ped. Sciences: 13.00.01: Saransk, 2004 268 c. RGB OD, 61: 04-13 / 1393

understanding the relationship "I" - society

ability to choose the right social landmarks

ability to organize your activities in accordance with these landmarks

the result of social development, depending on the efficiency of interaction with the social environment.

Zaripova E. I. Formation of social competence of a schoolboy in the context of the regional educational environment: dis. ... Cand. Ped. Sciences: 13.00.01: Omsk, 2005 215 c. RGB OD, 61: 05-13 / 1333

the result of social development

the quality of the identity of the preschooler, formed in the process of active creative development of social relations arising at different stages and different types of social interaction, as well as the assimilation of the child ethical standards, which are the basis for the construction and regulation of interpersonal and intrapersonal social positions, relations.

Yapsov G. M.

Up to №6 «Orman Ertegі» Aktobe, Kazakhstan

Game technologies as a means of forming the social competence of senior preschoolers. www.rusnauk.com / espr_2006 / Pedagogica / 6_japparova.doc.htm

quality of personality

the competences purchased by a preschooler needed to enter into society (cognitive, communicative, general cultural, physical, value-semantic, personal) valuable for his subsequent life of the skills and skills of collective behavior and collective activities, the ability to take common goals, to carry out cognitive activities. Thanks to this, social experience and social maturity is being formed, hidden potential opportunities are revealed.

Borisova O. F. Formation of social competence of preschool children: DISS. Cand. Pedagogical Sciences:

Chelyabinsk. 2009.-201.

acquired personal competences

social competence of a rural schoolboy includes awareness of an individual about social reality, readiness and ability to conduct a dialogue with other people, to make responsible solutions in life situations in accordance with certain regulatory requirements of rural society, the ability to anticipate their consequences for themselves and others, possession of the primary ways of vital activity

Basova V. M. Formation of social competence of rural schoolchildren: dis. ... Dr. Ped. Sciences: 13.00.01: Yaroslavl, 2004 472 C. RGB OD, 71: 05-13 / 217

individual awareness

readiness and ability to dialogue with other people

readiness and ability to make responsible solutions in life situations

the ability to foresee the consequences of the decisions of themselves and others

primary ways of vital activity

the ability of a preschooler to use social environment resources and personal resources in order to achieve good results in development.

Diagnosis of social competence in preschoolers

Course. Work. Psychology. 2011

the ability of a preschooler to use social environment resources and personal resources

human ability to build strategies for interaction with other people in the surrounding changing social reality

Rightikova E. V.

Social competence of schoolchildren: meanings and practices

Socio-political magazine. 2009. No. 7. P. 126-132.

human ability to build strategies for interaction with other people

Similar article: The essence of the concept of "professional competence of a teacher" from the position of German scientists

Information from this table allows you to identify the basic elements of the concept of "social competence". For all the difference in sources and the wording used, the repeatability of the main structural elements of this concept is clearly seen.

There is an opportunity to analyze these elements for the identification of the most frequently mentioned actual characteristics of a socially competent person. The obtained data in the frequency of references to the basic elements of the concept "social competence" can be built in descending order from less to the smaller. This allows you to determine the most significant social competencies of a person. The rating of the most common basic elements of the concept "social competence" is as follows:

human ability in solving problems of interaction with society - 4;

human ability to effectively solve problems - 3;

personality quality, ability to interact with the environment, the result of social development, willingness and ability to conduct a dialogue and build strategies for interaction with other people, possession of primary ways of vital activity - 2;

ability and motivation to solve problems, the ability to choose the right social benchmarks and organize their activities in accordance with these landmarks, awareness of the individual, readiness and ability to make responsible solutions in life situations, the ability to foresee the consequences of the decisions of themselves and others, the ability to use social environment resources and Personal resources - 1.

The data obtained as a result of the content analysis of the concept of "social competence" show that in general the position of the authors testify to the integrated approach to determining the set of the main elements of this concept.

The essential characteristics identified as a result of the analysis of various interpretations of concepts "Social competence", allow us to formulate the following definition of the concept of "social competence of a high school student" - this is its ability and readiness to solve the tasks of interaction with the subjects of the educational process using knowledge, educational, life experience, values \u200b\u200band Schoolchild's tendencies.

Under the interaction with the subjects of the educational process, we understand the establishment of such relations, direct and indirect, which generate mutual relations, communication, joint actions, experiences.

From the standpoint of our study is a valuable understanding of the social competence of a high school student as a result of social development, depending on the effectiveness of interaction with the social environment, which is the educational environment of the school.

Based on this understanding of social competence against a high school student, for our study, the problem of choosing embodiments with classmates, teachers and parents in the educational process and choice of interaction strategies with other social partners in the transition to a higher level of education, for example, university.

Based on understanding the results of the conducted content analysis and determining the social competence of a high school student in the study, it was assumed that the development of the social competence of high school students would be successful if the pedagogical conditions for the development of their social competence were identified and justified, taking into account the characteristics of the educational environment of the school.

Literature:

Kosozova A. S., Dyakova M. B. The Policy Wednesday in a multinational school as a condition for the successful adaptation of graduates // Modern problems of science and education. - 2008. - № 3 - s. 44-48 URL: www.science-education.ru/22

Ozhegov S. I., Swedova N. Yu. Explanatory dictionary of the Russian language. - 1992.

Dictionary of foreign words, - 1988, p.466.

Source www.moluch.ru.

Concept content? Social competence? preschooler

Competence in Latin Competentia means a range of issues in which a person is well aware, has knowledge and experience.

In dictionary articles, competence is defined as the right, the eligibility of the subject in the performance of activities.

The dictionary of the terms of pre-school education is competences as knowledge and experience in a particular area; Circle of problems, the scope of activity in which this person has knowledge and experience.

In world educational practice, the concept of competence acts as a central nodal concept.

By summing up the study of the interpretation of the term competence, S. A. Sturdes characterizes it as the internal potential of a person who is manifested in the competencies of a person.

Competence, in turn, also interpreted in different ways. In different time and different researchers were determined by the competence as:

The ability to actual performance (V. F. Blank);

The ability necessary to effectively perform a specific action (J. Equal);

Possession and possession of relevant competence (A. V. Khututor);

The ability and readiness of the individual to knowledge-based activities (K. Selko).

S. A. Stuburov says that? Competence is not only the presence of knowledge, but also the ability to manage them? etc.

Thus,? Competence characterizes the internal potential of the personality, competence is the implementation of this potential? .

An important achievement of pre-school childhood is the formation of such quality as social competence. Social competence acts as human quality, forming in the process of mastering ideas and knowledge about social reality, active creative development of social relations arising at different stages and in different types of social interaction.

Social competence is a multidimensional phenomenon. It develops from the motivational component (readiness for the manifestation of competence), perceptual or cognitive (knowledge of the knowledge of the content of competence) and behavioral aspect (experience in the manifestation of competence in a variety of standard and non-standard situations).

To be socially competent for the child means to be able to coordinate their biological rhythms (its own activity, sleep, appetite, state, mood, performance) with social rhythms (a sense of responsibility, understanding the need for something, responsibilities and rights).

The social competence of the preschooler has an integrative nature and includes the following components:

Motivational, as a need for communication and approval, the desire to take place among people meaningful for a child;

Cognitive, or cognitive, - the presence of elementary ideas about the world around;

Behavioral, or communicative, - effective interaction with the medium, the ability to act as accepted in society;

Emotional - as the ability to do with their feelings and emotions.

The formation of these components directly depends on the adult and its ability to organize communication with it, interest, help navigate in the value system adopted in society.

Based on the analysis of the experience of the world's leading countries in the field of the development of social and emotional skills and abilities of preschool children, a list of social competencies, which includes the following skills: listen; ask for help; express gratitude; follow the instructions obtained; bring work to the end; join the discussion; offer adult assistance; to ask questions; declare your needs; focus on their lesson; fix the shortcomings in the work; meet; join playing children; play according to the rules of the game; offer peer assistance; sympathy; take compliments; take the initiative; share; apologize; Express feelings; recognize the feelings of another; sympathize contact your own anger; react to anger of another person; cope with fear; Merit sorrow; express discontent ask permission; to respond quietly in a situation where they do not take into the overall activities of the group; adequately react in a situation where tease; take tolerance; take the consequences of your own choice (attitude to its error); react in a situation where to blame; lose; do someone else's property; talk "no"; adequately react to failure; Change with embarrassed.

The formation of social competence occurs at all stages of personality development, and each next stage of growing up its foundation has the previous one.

Based on the foregoing, it can be concluded that the most important conditions for the formation of social competence of children, the development of qualities, skills, skills that contribute to adaptation at the next level of training, at least, and adaptation in society ultimately are:

Thoughtful specially created and supported sociocultural objective-spatial developing environment in which the child has the opportunity to realize its capabilities;

Significant adult, ready to interact with children and organize an educational process on the principles of humanistic pedagogy.

Lectures

Source Pedagog-Social.ru.

"Formation of social competence of children of senior preschool age"

Currently, the issue of improving the quality of education is increasingly raised as a question about "changing the quality of education" or about the "new quality of education".

Understanding the quality of education as a relationship between the request and the degree of its satisfaction, we must take into account that in their own way form a request to the education system Individual, society and, finally, the state. At the same time, the order concerns primarily new universal abilities of the individual and behavioral models, but not requirements for specific knowledge as a "perishable product".

To date, the state order is formulated in federal state requirements. The practice of the work of kindergartens shows that there is an imbalance of the educational burden towards intellectual development: cognitive development is - 47%, artistic and aesthetic 20-40%, physical - 19-20%, social and personal 0 - 13%. The program "Childhood", on which our pre-school institution works contains a section "The child is included in the world of social relations."

Which in turn is divided into subsections "Child and Adults", "Child and People's", "Child's attitude to itself." The foregoing content is in our opinion the basis for the implementation of educational areas "Socialization" and "Communication", whose goals are - the development of the initial ideas of a social character and the inclusion of children into the system of social relations, mastering constructive ways and means of interaction with the surrounding people.

The mental development of the child is closely connected with the peculiarities of the world of his feelings and experiences. Small children are often in the "Captivity of Emotions", since they cannot yet manage their feelings, which leads to impulsive behavior, complications in communicating with peers and adults.

Everyone knows that children are egocentric, so it is so important to teach the child to look at the situation from the position of their interlocutor. Social experience is acquired by a child in communicating and depends on the diversity of social relations, which he is provided to the nearest environment.

Socialization: The process of assimilation and further development by the Individual of the socio-cultural experience, which is necessary for its inclusion in the system of public relations, which consists of:

Labor skills;

Social qualities of individuals who allow a person to comfortably and effectively exist in the society of other people.

Based on the foregoing, I defined the topic of work: "Formation of social competence of children of senior preschool age"

purpose: Enhance the awareness of your emotional manifestations and relationships with peers and adults.

Tasks:

• Promote child self-knowledge, help him aware of its characteristic features and preferences;
• Develop the skills of social behavior, sense of belonging to the group.
• Learn the child to express his love for loved ones.
• Help the child to determine the emotional state.
• Develop positive traits from the preschooler, contributing to better understanding in the communication process; Adjust its unwanted character traits and behavior.

Educational result: You can attribute the ability of a child:

1. Control your behavior;

2. Formulate its interest, preferences;

3. to express your attitude;

9. Use elementary communication standards;

10. Collaborate (with adults and children of different ages) in the proposed forms.

Form of holding: Game trainings

• Picturesque tests "My family", "My group d / s", "My tutor"
• Application form: "Evaluation of the social and emotional development of a preschooler."

Game trainings hide once a week with children of senior preschool age. Trainings are built in an affordable and interesting form.

For this I use:

• Educational games (game-dramatization, plot role-playing games, games for the development of communication skills);
• Viewing drawings and photos;
• Training techniques of self-regulation of their emotional states (N / R: Relaxation games: "Sunny bunny", "Polyanka", "Waves", etc.);
• Exercises for the development of the ability to feel the mood and empathize others.

According to the results of each training for parents, information on a particular occupation is postponed, recommendations for fixing the material passed.

According to the results of work, preschoolers increase the awareness of their emotional manifestations and relationships with peers and adults. While further reduces the likelihood of aggressiveness and other negative manifestations, difficulties in communicating with peers and adults. Training to the receptions of self-regulation of their emotional states makes it possible to leave the conflict from under the power, thereby restoring its social flexibility

The effectiveness of the work on the formation of social competence of a preschooler increases many times if the family and teachers work in close contact. For this purpose, group and individual consultations are organized for parents, questioning in order to study the requests and problems of exciting families of our pupils.

Thematic stands (for example: "punishment and encouragement"). Trainings for parents (for example: "We teach a child to understand and express our feelings"). Also on groups of parents are invited to familiarize themselves with brochures: "Aggressive child", "child self-esteem". Interestingly and live classes in the "Club of a Successful Parent".

The modernization of education requires, of course, changes in the teacher himself, ready to achieve social, information competencies. One of the directions of my activity is to increase the professional competence of pedagogical personnel.

For the year, classes are held in the psychological - pedagogical workshop: "Socially - emotional development of preschoolers." Consultations, training games for the development of communication, games - relaxation for removing psycho-emotional tension. I have developed a game of the following topics: on the rapprochement of children with each other and teachers; Exercises for the development of the ability to feel the mood and empathize others; Methods of self-regulation and removal of psycho-emotional tension in preschool children.

Creating favorable conditions for the formation of social competence in senior preschoolers leads to positive results.

The results of the work carried out:

At the end of the year, on the basis of the obtained diagnostic data, it can be concluded that the positive dynamics of the development of interpersonal relations from senior preschoolers.

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Formation of social competence of children of senior preschool age / information /

Modeling and analysis of problem situations;

Exercises of intelligent and creative character.

Organization of gaming activities aimed at forming social competence

To gain social abilities, confidence in communicating, the child must learn to understand the inner world of other people. The first step to understanding is rapprochement, association arising on an emotional basis.

Based on the emotional convergence, there is an exchange: people charge each other with their feelings. An intelligent exchange is easy to establish an emotional exchange, an understanding of the thought of the interlocutor becomes possible, an equal exchange of views. Opening in communication, trusting peers, the child begins to trust and herself.

At each gaming meeting, the block I receive a gradual rapprochement of children with each other. With the help of prompting of interest, emotional reactions, children are summing up to a joint repetition of movements and actions, and rhythm strengthens the feeling of unity. Conditions are created for the establishment of children of different types of emotional contact: from the view, smiles - to the contact of the eye, from touching to a closer tactile contact. For the emotional attitude of children to each other, rapprochement at the beginning of the joint activity is used by the ritual of greetings.

Go to another activity helps a farewell ritual when children are going to a circle, fit the center of the circle and connect their hands together, look into each other.

The games used are built, taking into account the mechanism of emotional penetration into the world of senses and relations: through external to the internal, through movement to feelings, through fantasy to experiences. Games are offered by the educator, play 2-3 times before self-mastering by children. After assimilation, the teacher complicates the game by introducing its options.

To form a positive attitude to interaction with other children, the child needs its own practical experience of cooperation, which allows him to feel how to achieve important goals for him, given the interests of other children, that is - social skills. As a goal of joint activity, significant for the child related to its needs, interests are selected. At the same time, the child focuses on peers, seeks to do something for him and with him.

In the process of games with the rules in children, a sense of cohesion and the experience of group success is formed as a result of agreed actions. Through problem gaming situations, children encourage confidence in the actions on which the overall result depends. So the child comes to the awareness of itself among others, the experience of its individuality.

The main task of the Block II is to transfer the focus of children towards others, and help them in awareness of the principles of joint existence. The implementation of the task is carried out through the creation of a certain atmosphere based on:

Emotional towing children on each other;

Fastening positive experiences obtained in the process of cooperation. The child focuses on the expression of his attitude to the interaction, identification and designation of the meaning of the situation of communication in a symbolic form (grow a flower of friendship, pass the magic star to whom it was pleasant to do);

The experience of cooperating the child with peers in the form of the game. Children have the opportunity to analyze the situation of interaction, change their position, opinion (for example, when discussing the plan);

Support for cognitive interest in children. They are inspired by the idea of \u200b\u200btraveling in a fabulous country. In each game, they face various fabulous plots, and the reception of the wonderful transformation helps them identify themselves with fabulous characters.

The socially competent behavior of the child includes the ability to freely express their feelings (both positive and negative) in cooperation with other children, as well as the ability to feel another, empathize with him. Inability to openly express their feelings and emotions generate dissatisfaction with itself, a decrease in self-esteem. Such children often cannot declare their desires, make a choice, which contributes to the consolidation of forms of behavior characteristic of socially unsure children, closers, dependence on behavior and choice of other children, in establishing control, self-expression.

In order to receive children of the experience of living in various emotional states, in the III block, a cycle of games that help children learn self-conforming forms of behavior

lack of competitive moments; Exclusion of comments and separation of children on good and bad players; Support for each child, installation on the fact that all children are not opponents and competitors, but close, closely related to it and in many respects similar to him; No coercion.

The multiple repetition of the same games is an important condition for their developing effect. Systematically participating in a game or another, children better understand its content and enjoy the performance of gaming actions.

The educator needs to use pedagogical methods and means ensuring the development of cooperation as a factor of social maturation of the preschooler, the basics of optimizing the atmosphere of children's society and the necessary conditions for future full-fledged training activities.

The development of cooperation of preschoolers in joint activities with adults and peers and further "germination" of his free independent activities of children is possible in the conditions of the dialogue of the interaction of participants in the pedagogical process.

The most bright contacts of the child with peers are manifested in the game. It is necessary to recognize that in the mode "I am modern preschoolers, a great place is given to cognitive-speech, artistic and creative activities, therefore it seems possible and effective to use the cooperation of children, which is based on a different educational content.

For achievement successes in collaboration Between children it is necessary to comply with a number of conditions:

• the presence of a positive directivity of children to interact with peers, expressed in the living interest of preschoolers to each other, perception and evaluation of peers not only as a friend, but also as a partner of joint activities, the presence of a desire to cooperate with him;
• knowledge of the rules, ways to organize cooperation and effective behaviors in the process of interaction;
• mastering the skills of a joint speech dialogue, the ability to coordinate, agreements with a peer at the time of the adoption of the goal, planning, regulation and achieve the general result in the process of joint solving educational tasks;
• the ability of the child to recognize the situation of cooperation, choose and take such a position in the interaction, which meets its capabilities in this activity, that is, it is adequately to determine which part of the work it is ready to implement in joint activities.

IN development of cooperation Preschoolers The educator assists:

• establishing an emotionally positive atmosphere in the children's community of a kindergarten group and maintain friendly relationships between children;
• ensuring the possibility of every child to declare yourself in collaboration with peers, submit your actions and proposals to partners;
• enrichment of ideas and the development of the skills necessary to cooperate the child with peers in joint activities;
• the acquisition of the experience of cooperation with senior preschoolers, the provision of functional and role positions adequate to their own potential.

The development of children's cooperation requires serious pedagogical efforts by an adult and unfolds as a phased solution to the complicating tasks of the teacher and children.

Before developing cooperation of children with peers, we need to apply for special games and exercises using pictograms, the purpose of which is to awaken the interest of children to the characteristic emotions of a person, as well as resume the idea of \u200b\u200bthe idea of \u200b\u200bthe main emotional states and enrich them. A variety of exercises, games, situations, during which the specified tasks are successfully solved, are given in previous sections.

Simultaneously with the proposed games and exercise with children, speech structures necessary for the establishment of cooperation between them.

Samples of speech structures that need to be used in the process of performing the task are recommended to children in the dialogues of game characters that demonstrate different situations of cooperation and in need of direct assistance to preschoolers in resolving problems arising in the process of cooperation.

We invite you to take advantage of specific remarks:

"What do we need to do?", "We will do it together ...", "nothing happens ...", "we will do together, together, not quarrel ..."; "Let's think together that we need to fulfill the task ...", "Let's decide that we will first do that then ...", "Let's distribute the work between themselves ...", "Who will start performing the task who will continue ... "; "Show, please, as you do ...", "Try to do differently, maybe it will be better (faster, more beautiful, easier)"; "Let's compare (let's see), as we get together ..."; "Everything is correct ...", "How interesting (unusual, great) done", "Well done, how cool came up!"; "Let's see how we got together ...", "I needed to do .., we performed .., and did ...", "You could do differently ...", "It was better to fulfill otherwise. .. "," I will quickly correct ... "," next time we will definitely try ... "

Rules developed by children can be fixed and clarified when discussing proverbs about friendship during a conversation "How to be friends?»

We give examples rules of cooperation.

• Listen to the partner and understand.

It is necessary to listen to everyone else. If you listen to what they say, ask: "Tell me again, I do not understand."

First you need to listen to the other, then say to yourself, after you have already started doing something.

If we sit and work together, you need to say everything to say what you want to do. Everything will be clear, you can remember and say your opinion ...

When we do together, you need to listen to what others speaking.

• Do not be silent, and together discuss.

- To negotiate, you need to discuss, speak to each other about how to do together.

We must talk to another, ask what he will offer, and to tell him himself that you want to do.

• Make myself and partner to help out. Another difficult, help.

Friend needs to help, help it out. For example, i Coloring your side, and the absentee will remain a little bit, I can offer to paint another part of it, help him;

I did my job, I looked at what Kostya does, if he does not work, I will help him. It is necessary to help another when you do work together.

• Ask, not Roby, and help you will come faster.

It is necessary to ask, ask for help, do not be shy.

Ask another it is not difficult, you do not need to be afraid.

If I listened badly and forgot the task, I can ask the other. He sits next to me, I will ask myself.

• You know more - do not be proud than you can share. Do not be silent, and other teachi. - Teach another, so that he knows more, and do not brag himself. Do not be proud of themselves, did not hug yourself, maybe you did not better do anything. And if you know more, it is better to share with other children, help them.

If I am better doing everyone, I am not proud of, but I help children.

Directions for further improvement of pedagogical activities to form the social competence of senior preschoolers:

Expansion of used forms and techniques of work;

Selection of special techniques that take into account the individual features of children;

Systematization of special game exercises that promote the development of the dialogical speech of children in the process of communication;

Expansion of the program to apply it in working with younger preschoolers.

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Chapter I. Theoretical study of the prerequisites for the relationship of the emotional competence of children and parents

· The history of the development of the concept of emotional intelligence

· Models of emotional intelligence

· Emotional intelligence formation levels

· Basic principles for the development of emotional intelligence

§ 2. Development of empathy in preschool age

· Determination of the concept of "empathy" and its types

· Development of Empathy

· Analysis of the mental content of the crisis of 7 years in the theory of development L.S. Vygotsky

§ 3. Children's and parent relationship, as a factor of successful child development

Chapter II. Empirical study of the relationship of emotional competence of parents and preschool children

§ 1. Objectives, objectives, methods and research methods

§ 2. Description Methods

§ 3. Analysis and discussion of the results obtained

§ 4. Conclusions

Conclusion

Bibliography

application

Introduction

Transformations occurring in our society require a new type of relationship between people built on a humanistic basis, where the approach to man is put forward as an individuality. The restructuring of human relations occurs in the process of approval of new values, therefore the formation of the emotional side of relations in the system of man-person acquires particular relevance.

In domestic psychology, data accumulated, allowing to consider the development of the emotional sphere in the context of the personality formation process (G.M. Breslav, F.E. Vasilyuk, V.K. Vilyunas, Yu.B. Hippenreiter, A.V. Zaporozhets, V.V. . Zenkovsky, V.K. Kotyyrlo, A.D. Kosheleva, A.N. Leontiev, M.I. Lisina, Ya.Z. Neverovich, A.G. Ruzskaya, S.L. Rubinstein, L.P. Shatkova , D.B. Elkonin, P.M. Jacobson, etc.).

The development of the emotional sphere of the child contributes to the process of human socialization, the establishment of relations in adulthood and children's communities.

Emotional competence is associated with emotional intelligence and is based on it. A certain level of emotional intelligence is necessary to teach specific competencies associated with emotions.

We understand emotional competence, as an opportunity to use emotional knowledge and skills in accordance with the requirements and norms of the Company to achieve the goals.

The development of emotional competence contributes to such relations in the family when parents are attentive to the personal lives of children when the child is listening and help him understand their emotions and feelings when encouraging and share the interests of the child, they are considered with his opinion. It does not contribute to its development intense emotional background in the family, irritability, displeasure mother, her reluctance to communicate with the child. High emotional competence helps to find a way out of difficult situations. When it decreases, the level of child aggressiveness increases. The smaller the anxiety and the frustration of the child, the level of its emotional competence above. The development of such personal properties of the child is influenced by the development of such personal properties of the child as emotional sustainability, a positive attitude towards himself, the feeling of internal well-being, a high assessment of its empathy. The development of these qualities is primarily affected by a common family atmosphere, a child's relationship with parents. Emotional competence can be developed if the family discusses the feelings and the consequences of the child's actions for other people, the reasons for emotional situations, attempts are made to consider the situation from another person.

Thus, the relevance of the study is determined, firstly, the strengthening of the significance of such a fundamentally important for interpersonal interaction and communication of the phenomenon, as empathy, secondly, the insufficient development of the problem during the transition from the preschool to the youngest school age, and, thirdly, condition The question in practice related to the need to establish the priority of personal interaction on the basis of empathy, as a universal value.

The purpose of the study: the study of the emotional psychological features of preschoolers in relationships from the level of emotional competence of their parents.

Research tasks:

Study and analysis of literature on the topic of research;

Study of the emotional competence of parents;

Study of the empathy level of parents;

Study of children's parent relations;

Study of frustration of preschool children;

Study of the level of self-assessment of children;

Study of the level of creative development of preschoolers;

Studying the emotional susceptibility of preschool children.

Research Object: Emotional Competence of Parents and Preschool Children

Subject of research: the relationship of the emotional competence of parents with the emotional behavioral characteristics of preschool children.

General hypothesis: Emotionally competent parents contribute to the more favorable emotional and mental development of the child.

Private hypothesis:

1. The high level of emotional competence of parents correlates with the more psychological maturity of the child in the situation of frustration.

2. The emotional competence of parents is interconnected with a more adequate self-esteem and the level of their children.

3. The highest level of development of creative imagination and empathy show preschoolers who have parents with a high level of emotional competence.

The following methods were used as psychodiagnostic tools:

Method of analyzing literature on the topic of research;

Psychodiagnostic methods (testing)

Methods of mathematical and statistical analysis of the data obtained:

Chapter I. Theoretical study of the prerequisites for the relationship of the emotional competence of children and parents

§ 1. The concept and structure of emotional competence

The history of the development of the concept of emotional intelligence

The first publications on the EI problem belong to J. Meyer and P. Salia. The book of D. Gullman "Emotional Intellect" was very popular in the West, only in 1995.

Emotional Intellect (EI) (English Emotional Intelligence) is a psychological concept that emerged in 1990, and introduced into scientific use P. Salovem and J. Meyer, who described the emotional intelligence as a kind of social intelligence, affecting the ability to track their own and other people's emotions and feelings. Salovy and Mayer marked the beginning of research activities aimed at studying the possibilities of developing the essential components of emotional intelligence and the study of their meaning. For example, they found that in the group of people who browse a unpleasant film, the faster come into themselves those who are able to easily recognize the emotions of others (1995). In another example, people who easily recognize the emotions of others, better adpedired to changes in the environment and built their social relations supporting their system.

Salovy and Mayer laid the beginning of research activities aimed at studying the features of emotional intelligence, the concept of "emotional intelligence" received a wide distribution thanks to the works of Daniel Goulman and Manfred Ka de Vries.

At the beginning of the nineties, Daniel Gowman got acquainted with the work of Salovoy and Mayer, which, ultimately, led to the creation of the book "Emotional Intellect". Gowlman wrote scientific articles for New York Times, his section was devoted to research behavior and brain. He learned on a psychologist at Harvard, where he worked, among others, with David McCelland. McCleland in 1973 was in the group of researchers who were engaged in the problem of the following content: why classic tests of cognitive intelligence little tell us about how to become successful in life.

IQ does not very well predict quality performance. Hunter and Hunter in 1984 suggested that there is about 25% between different IQ tests.

Woucheler suggested that non-intellectual abilities are an integral component of the ability to be successful in life. Wouler was not the only researcher who assumed that non-cognitive aspects of IQ are important for adaptation and success.

Robert Torndayk wrote about social intelligence at the end of the 30s. Unfortunately, the work of "Pioneers" in this area was mainly forgotten or viewed until 1983, when Howard Gardner began writing about multiplicative intelligence. He suggested that intrapersonal and interpersonal intelligence are as important as IQ, measured using IQ tests.

An example of a study of IQ restrictions can serve as a 40-year-old Longitudinal study of 450 boys from Sommerville (Masachus). Two thirds of the boys were from prosperous families, one-third of the intellect was below 90. However, IQ influenced the quality of work. The greatest differences were between those people who in childhood they coped well with a sense of dissatisfaction, could control emotions and do without other people.

We should not forget that cognitive and non-cognitive abilities are closely interrelated. There are studies that assume that emotional and social skills help develop cognitive. An example of such a study can serve as a study of draft, Michel and Peak (1990), when the child was caught up to either eat one piece of marmalade, or two in the event that he rains the researcher. Many years later, testing of these people showed better development along with emotional and cognitive abilities in those who were able to wait for the researcher as a child.

Martin Seliman (1995) introduced the concept of "scientific optimism" (Learned Optimism). He spoke that optimists tend to do special, temporary, external assumptions about the reasons for a particular event (good luck or failure), when pessimists tend to make global, permanent, internal attribution of reasons. Research Seliman has shown that novice sales managers configured are optimistic more efficient (in the percentage ratio of their income by 37% higher than that of "pessimists"). The practical value of emotional intelligence is closely related to the area, thanks to which the concept has been widespread - we are talking about the theory of leadership. However, the emotional intelligence may also be useful in psychotherapeutic practice.

Models of emotional intelligence

At the moment there are several concepts of emotional intelligence and there is no single point of view on the content of this concept.

The concept of "emotional intelligence" is closely related to such concepts as Empathy and Aleksitimia.

One of the main functions of emotional intelligence is protection against stress and adaptation to changing living conditions.

Four main components of EQ are distinguished: - self-consciousness - self-control - empathy - relationship skills.

The concept of emotional intelligence in its populistic hatty is often found in the literature devoted to the problem of effective leadership. The above are four components of emotional intelligence. Daniel Gullman highlights the fifth to a row with them: motivation.

Studying the characteristics of the structure of emotional intelligence, it began relatively recently and not in our country, therefore Russian-speaking materials on the topic are relatively few.

In various sources, English Emotional Intelligence is translated out of the same name.

The use of such a transfer option as an "emotional intelligence" binds EQ (Emotionality QUOTIENT) with IQ. The question naturally arises how reasonably the use of this is the term, taking into account the fact that we are talking about emotions. To assess the terminological accuracy, it is necessary to have an idea of \u200b\u200bwhich semantic content is invested in the words "emotional intelligence" (this is the ability of a person to understand and express their feelings, as well as to understand and cause feelings of other people). Emotions as manifestations of mental life with intelligence to bind very risky, but the management of emotions at the conscious level - activities that may well be attributed to intellectual.

The very idea of \u200b\u200bemotional intelligence in the form in which this term exists now, has grown out of the concept of social intelligence, which was developed by the authors such as Edward Torndayk, Joy Gilford, Hans Aizenk. In the development of cognitive science at a certain period of time, too much attention was paid to information, "computer-like" intelligence models, and the affective component of thinking, at least in Western psychology, departed to the distant plan.

The concept of social intelligence was just a link that binds together the affective and cognitive aspect of the process of knowledge. In the sphere of social intelligence, an approach was developed, understanding the knowledge of a person not as a "computing machine", but as a cognitive-emotional process.

Another prerequisite for increased attention to emotional intelligence has become humanistic psychology. After Abraham Masu in the 50s introduced the concept of self-actualization, in Western psychology there was a "humanistic boom", which gave rise to serious integral studies of the personality, uniting the cognitive and affective parties to human nature.

One of the researchers of Humanistic Wave Peter Saloui in 1990 issued an article called "Emotional Intellect", which, on the recognition of the majority in the professional community, has become the first publication on this topic. He wrote that the last few decades of presentation and intelligence and emotions were radically changed. The mind stopped perceived as a certain ideal substance, emotions as the main enemy of intelligence, and both phenomena have gained real importance in everyday human life.

Saloui and his co-author John Mayer define emotional intelligence as "the ability to perceive and understand the manifestations of personality expressed in emotions, manage emotions based on intellectual processes." In other words, emotional intelligence, in their opinion, includes 4 parts:

1) the ability to perceive or feel emotions (both their own and other person);

2) the ability to send their emotions to helping mind;

3) the ability to understand that this or that emotion expresses;

4) The ability to manage emotions.

As the colleague Saloui Valida Caruso wrote, "it is very important to understand that the emotional intelligence is not the opposite of intelligence, not the triumph of the mind over the feelings, it is a unique intersection of both processes."

In September 1997, the Association "6 seconds" was organized in order to support research on emotional intelligence and ensure the transfer of their results into practice ("6 seconds" conduct trainings and development groups to improve the emotional climate in families, schools and organizations). They offer their understanding of this phenomenon based in practice: "The ability to get an optimal result in relations with you and other people." As can be seen, the definition of wide opportunities for the interpretation. Options are possible both towards humanism and increasing the degree of mutual understanding, and towards manipulations in order to receive personal gain. In any case, "6 seconds" understand the emotional intelligence with a purely pragmatic point of view.

In fact, one of the most significant advances in the study of emotional culture occurred in 1980, when the psychologist Dr. Reuven Bar-He, Israeli of American origin, began his work in this area.

Revealing Bar-He offers a similar model. Emotional intelligence in the interpretation of the bar-she is all non-engine abilities, knowledge and competence, giving a person the opportunity to successfully cope with various life situations.

The development of emotional intelligence models can be represented as a continuum between affect and intelligence. Historically, Saloui and Mayer became the first to be the first, and it included only cognitive abilities related to the processing of information about emotions. Then the shift in the interpretation was determined to enhance the role of personal characteristics. An extreme expression of this trend was the Bar-she model, which generally refused to attach informative abilities to emotional intelligence. True, in this case, the "emotional intelligence" turns into a beautiful artistic metaphor, since, after all, the word "intelligence" sends the interpretation of the phenomenon in the channel of cognitive processes. If the "emotional intelligence" is treated as an exceptional personality characteristic, then the use of the term "intellect" becomes unreasonable.

Model abilities

Emotional intelligence - according to the definite J. Maera, P. Salovya and D. Caruso, a group of mental abilities that contribute to the awareness and understanding of their own emotions and emotions around them. This approach, considered the most orthodox, received the name of the model of abilities.

Essays in model of abilities

As part of the model of the ability, the following hierarchically organized abilities, components of the EI:

1. Perception and expression of emotions

2. Improving the effectiveness of thinking using emotions

3. Understanding your and strange emotions

4. Emotion management

This hierarchy is based on the following principles: the ability to recognize and express emotions is the basis for generating emotions to solve specific tasks that are procedural. These two classes of abilities (recognize and express emotions and use them in solving problems) are the basis for an externally manifested ability to understand the events preceding the emotions and following them. All the above-described abilities are necessary for the internal regulation of their own emotional states and for successful impacts on the external environment leading to the regulation of not only their own, but also foreign emotions.

It should also be noted that the emotional intelligence in this concept is considered a social intelligence subsystem.

So, summarizing all the above, it turns out that people with a high level of emotional intelligence well understand their emotions and feelings of other people can manage their emotional sphere, and therefore their behavior behavior is more adaptively and they are easier to achieve their goals in cooperation with others.

Model emotional intelligence Daniel Gullman

Self-awareness

Emotional self-consciousness. Leaders with high emotional self-consciousness listen to their inner sensations and realize the impact of their senses to their own psychological state and performance indicators. They sensitively catch their main values \u200b\u200band are often able to intuitively choose the best way of behavior in a difficult situation, perceiving thanks to their small picture as a whole. Leaders endowed with developed emotional self-consciousness are often fair and sincere who can openly talk about their feelings and believe in their ideal.

Accurate self-esteem. Leaders with high self-esteem usually know their strengths and realize the limits of their capabilities. They refer to themselves with humor, readily study skills that are poorly owned, and welcome constructive criticism and feedback on their work. Officers with adequate self-esteem know when need to be asked to help and what to focus on how to develop new leadership qualities.

Control

Self confidence. The exact knowledge of its abilities allows the leaders to fully use their strengths. Confident leaders with joy are taken for difficult tasks. Such leaders do not lose the feeling of reality, have a sense of self-esteem that will allocate them on the background of groups

Curing emotions. Leaders possessing this skill find ways to control their destructive emotions and impulses and even use them in favor of the work. The incarnation of the manager who can manage his feelings is the leader, preserving peace and prudence even in conditions of strong stress or during the crisis - it remains imperturbable even when it faces a problematic situation.

Openness. Leaders who are frank with them and others live in harmony with their values. Openness is a sincere expression of his feelings and beliefs - contributes to honest relationships. Such leaders openly recognize their mistakes and failures and, without closing their eyes, fight with the unethical behavior of others.

Adaptability. Leaders possessing adaptability are cleanedly straightened with diverse requirements, without losing concentration and energy, and feel comfortable in the inevitably complete uncertainties of organizational life. Such leaders flexibly adapt to the next difficulties, deftly adjust to the changing situation and alien to the mind of thinking in the face of new data and circumstances.

The will to win. Leaders who have this quality are focused on high personal standards that make them constantly strive to improve the quality of their own work and the effectiveness of subordinate activities. They are pragmatic, set themselves no particularly high, but requiring the efforts of the goal, and are able to calculate the risk so that these goals are achievable. A sign of will to victory is a constant desire to learn from himself and teach other techniques for more efficient work.

Initiative. Leaders that feel that is necessary for effectiveness, i.e. convinced that they keep good luck for the tail, differ in initiative. They use favorable opportunities - or they themselves create them - and not just sit by the sea and waiting for the weather. Such a leader, without hesitation, violates or at least the rules will bypass if it is necessary for the future. Optimism. The leader, which is charged with optimism, will find a way to get out of difficult circumstances, he will see a favorable opportunity in the situation, not a threat. Such a leader positively perceives other people, expecting the best manifestations from them. Thanks to their worldview (for them, as you know, the "glass is half full") they perceive all the coming changes as changes to the better.

Social sensitivity

Empathy. Leaders who have the ability to listen to someone's experiences, are able to tune in to a wide range of emotional signals. This quality allows them to understand the unspoken feelings of both individuals and entire groups. Such leaders gently relate to others and are able to mentally get into place of another person. Thanks to such empathy, the leader is perfectly protected with people from various social layers or even other cultures.

Business awareness. Leaders, acutely feeling all the movements of the organizational life, are often politically insightful, able to identify the most important social interactions and understand the intricacies of the power hierarchy. Such leaders usually understand what political forces are in the organization and what guidelines and the unlapped rules determine the behavior of its employees.

Warning. Leaders endowed with this ability seek to create such an emotional climate in the organization so that employees directly communicate with customers and buyers have always supported the necessary relationships with them. Such managers carefully track how their customers are satisfied, wanting to make sure that they got everything you need. They themselves are also always ready to communicate with all those who wish.

Management relationship

Inspiration. Leaders with such skills can cause response from employees and at the same time gain them attractive the future or general mission. Such leaders personally submit a subordinate an example of the desired behavior and are able to clearly state the overall mission so as to inspire the rest. They put a goal that goes beyond everyday tasks, and thereby make the work of employees more spiritualized.

Influence. Signs of the ability to influence people diverse: from the ability to choose a true tone when contacting a specific listener to the ability to attract interested parties and achieve mass support to their initiative. When the leaders who own this skill appear to the group, they are invariably convincing and charming.

Help in self-improvement. Leaders who have experience in the development of human abilities show genuine interest in those who help improve, see their goals, dignity and disadvantages. Such managers are able to give their wards a valuable advice in a timely manner. They are from nature good teachers and mentors.

Promoting changes. Leaders who know how to initiate transformations are able to see the need for changes, challenge the established order of things and defend a new one. They can convincingly act in defense of transformations even in the face of the opposition, leading weighty arguments in favor of the need for change. They know how to find practical ways to overcome obstacles standing on their way.

Conflict settlement. Leaders who skillfully settle disagreements are able to cause conflicting parties to a frank conversation; They are able to understand different opinions and then find the point of contact - the ideal that everything will be able to divide everything. Neither remove the conflict to the surface, take the feelings and positions of all its participants, and then send this energy in the channel of the common ideal.

Teamwork and cooperation. Leaders, which can be called magnificent team players, create an atmosphere of generality in organizing an example of a respectful, responsive and friendly attitude towards people. They involve the rest in an active, exciting desire for general ideals, strengthen the moral spirit and the feeling of the unity of the team. They do not regret the creation and fastening of close human relations, not limited to the framework of the working environment.

Emotional intelligence formation levels

Correctly formed emotional intelligence makes it possible for a positive relationship:

To the world around the world, evaluate it as such in which success and prosperity can be secured;

To other people (as worthy of such a relationship);

To yourself (as a person who is able to independently identify the goals of his life and actively act in the direction of their implementation, as well as worthy of self-esteem).

Each person has a certain level of formation of its emotional intelligence. Let's look at possible options.

The lowest level of emotional intelligence corresponds to:

· Emotional reactions on the conditional reflex mechanism (you were given in transport - you were heated in response);

· Implementation of activity with the predominance of external components over internal, at a low level of its understanding (someone said you that it is necessary, and you do it without thinking about why? Why? And do you need at all?);

· Low self-control and high situational conditionality (i.e., do not affect the situation, and the situation affects you and provokes for certain actions and emotional reactions).

The average level of formation of emotional intelligence corresponds to an arbitrary implementation of activities and communication on the basis of certain volitional efforts.

High self-control, a certain emotional response strategy. A feeling of psychological well-being, a positive attitude towards himself. For this level of formation of emotional intelligence, high self-esteem is characteristic.

The high level of emotional intelligence meets the highest level of development of the inner world of man. This means that a person has certain attitudes that reflect an individual value system. And this system of values \u200b\u200bwas developed by a person independently and clearly them are realized.

This man clearly knows how he needs to behave in various life situations and at the same time he feels free from various situational requirements. The choice of behavior, an adequate situation, is carried out by such a person without excessive volitional efforts. Motivation of such behavior is not exercised outside, but exclusively from the inside. Such a person is difficult to manipulate.

And most importantly, a person feels a high level of psychological well-being and greatly lives in harmony with himself and the surrounding people.

Basic principles for the development of emotional intelligence

Regarding the possibility of the development of EI in psychology, there are two different opinions from each other. A number of scientists (for example, J. Meyer) adhere to positions that it is impossible to increase the level of EI, since it is a relatively stable ability. However, it is quite possible to increase emotional competence by learning. Their opponents (in particular, D. Gullman) believe that EI can be developed. The argument in favor of this position is the fact that the nerve brain paths continue to develop up to the middle of human life.

Biological prerequisites for the development of emotional intelligence:

v level of ei parents

v robust type thinking

v properties of temperament

Social background development of emotional intelligence:

v Sintonia (emotional surrounding reaction to child actions)

v Degree of development of self-consciousness

v confidence in emotional competence

v level of parental education and family income

v Emotionally prosperous relationships between parents

v andfrunity (self-control and excerpt in girls, empathy and tender feelings of boys)

v External locus of control.

v Religiousness

Emotional intelligence structure:

v conscious regulation of emotions

v Understanding (understanding) emotions

v distinction (recognition) and emotion expression

v Use emotions in mental activity.

To understand yourself and behavior of other people, we will take the basis of the three provisions:

1. What you see does not necessarily correspond to reality - the world around us is a bit more complicated than it seems at first glance. Much of what is happening, remains outside our conscious understanding.

2. Any human behavior, no matter how strange it does not seem, always has a logical substantiation, you just don't know about him.

Many of our desires, fantasies and fears are subconscious. But, nevertheless, it is they who most often encourage us to action.

It is not particularly nice to realize - it is much more pleasant to think that we have everything under control. But, I like it or not, we all have "dead zones", and our task is to learn about them as much as possible.

3. We are all the result of our past. The early stages of life leave a deep mark in each of us, and we tend to repeat certain behaviors developed in childhood. As the Japanese proverb says, "the soul of a three-year-old child remains with a man up to one hundred years."

Rules of efficiency

1. Hope for success - the more you are confident in success, the more efficient your actions (if they, of course, take place - just hopes, by themselves, never give any results, and reading books is not considered to be.

2. The versatility of human problems - the sooner you realize that your problem is far from exclusive and is also peculiar to two-three million people, the faster you will understand that there are already options for its solution. There are no unique problems! They all go down to the top ten.

3. Readiness for altruism - it has a very powerful psychotherapeutic effect. Having learned to help yourself, you can help your loved ones, which will have a positive effect on all your relationships.

4. Analysis of the parent family.

5. Development of socializing techniques.

6. The value of interpersonal relationships. It is impossible to change by yourself. This is only possible in relations with other people.

7. Open experience of his own feelings and emotions, as well as an attempt to survive the re-emotions that were supplanted by you for all your life.

8. Self-assessment and social assessment. Adequate assessment itself to stop depending on the assessments of others.

9. Summinking and honesty in front of them.

10. Self-discipline - without this rule, all of the above can not even take into account. To do is negligible, but every day, cope with the task of any complexity.

Diagnostic Methods: Testing and Evaluation

Supporters of two models of social intelligence, models of abilities and mixed models, adhere to different methods for determining its level, which depends primarily on their theoretical positions. Supporters of a mixed model use methods based on self-destruction, and each technique is based solely on the subjective views of its author. Supporters of the model of abilities explore the emotional intelligence using the test method of solving problems. (This is the most developed and complex technique - msceit). In each task, the solution of which reflected the development of one of the four above-mentioned components of the emotional intelligence, there are several answer options, and the subject must choose one of them. The calculation of the points can be carried out in several ways - based on the consensus (the score for a separate version of the response corresponds to the percentage of the representative sample, which chose the same option) or on expert estimates (the score corresponds to a relatively small sample of experts who chose the same answer). It is the count of points is considered a weak point of this technique.

EI diagnostic methods used in the ability model

Supporters of the abilities model explore emotional intelligence using various test methods for solving problems. The most designed and complex technique is msceit. It is designed on the basis of the theory of "first pioneers" of the emotional intellect of Peter Saloua and John Mayer. The test consists of 141 questions that evaluate the test on two areas ("experienced" and "strategic"), and four scales.

1. Clamp "Recognition of emotions". It reflects the ability of the test to perceive and distinguish the feelings, both their own and others. In matters of this type, the subjects look at the portrait and must choose what a person feels, it is shown on it.

2. Scale "Thinking Help". Her meaning becomes clear if you turn to the examples of questions: "What feelings will be most adequate when meeting your partner's parents?" That is, in this group of questions, the emphasis is placed on the reflection, the ability of the subject to understand, the demonstration of which feelings will be most relevant in this situation (it is the demonstration, it is completely optional to test them).

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Ministry of Education of the Russian Federation

Ishim State Pedagogical Institute

them. P.P. Yershova

Department of Psychology

Course work

Development of emotional competence of children of senior preschool age

Executor:

Denisenko Evgenia Aleksandrovna

student of the Pedagogical Faculty

departments "Pimdo"

3 Course 501 Group

Scientific adviser:

Berdov Viktor Ivanovich

Table of contents

• Introduction
• Conclusions on chapter 1
• Conclusion
• Bibliographic list

Introduction

The emotional disadvantage of the child is one of the objects of attention of psychologists, educators, parents. Emotional disorders represent, on the one hand, deviations from the norm, and on the other hand, lead to violations of social contacts of the child.

Timely and qualitative diagnosis of such disadvantaged, adequate corrective measures can prevent the emergence of undesirable tendencies in the development of the individual, the emergence of various forms of devoid behavior.

The foundations of the future person are laid in preschool age, which, by definition of A.N. Leontiev, is a period of initial, actual identity formation. Cardinal social transformations have a great influence on a modern preschooler and subjected to such emotional tests to which human nature cannot naturally adapt. The surrounding realities are able to slow down, moreover - distort the emotional world of the child. In preschool age, the child makes the first independent steps in a complex relationship of relationships, and the results of the experience gained in this period depend on the pedagogues of the kindergarten.

In the older preschool age, the child increasingly begins to evaluate his personal moral qualities, to realize the difference of emotional states. The independence and criticality of children's assessment and self-esteem increases. Children, first of all, evaluate the qualities and features of the behavior of peers and themselves, which are most often evaluated by others and from which their situation in the group depends to a greater extent. Throughout the preschool childhood, children objectively evaluate others than themselves.

emotional competence pre-school age

By the end of the preschool age, an important neoplasm arises - the awareness of its social "me" and the appearance on this basis of the inner position - an understanding of the child of a different nature of the attitude towards him and the desire to occupy a certain position among adults and peers.

However, in modern science, the concept of emotional competence, its structure and features of the formation in different age periods are weakly developed, which determines the relevance of the study.

Emotional competence is the ability to recognize their own feelings and feelings of other people, for the purpose of selfish, as well as to manage their internal emotions and emotions in relations with other people [D. Gullman].

In domestic psychology, the idea of \u200b\u200bthe unity of affect and intelligence was reflected in the works of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev. In a number of studies L.S. Vygotsky comes to the conclusion about the functioning of a dynamic meaning system, which is the unity of affective and intelligent processes. The unity of affect and intelligence is found, firstly, in the specifics of their connections and mutual influences on all levels of development. Secondly, that this connection is dynamic, with all the steps in the development of thinking correspond to their stage in the development of affect. S.L. Rubinstein noted that "thinking is already in itself the unity of emotional and rational." The mutual influence of the emotional and cognitive functioning of the psyche is considered in the studies of Sarason, Goodman et al., Bugental, Lewis, Sulliwan & Ramsay and other foreign psychologists.

The result of high emotional competence is, in turn, the ability to manage its emotions, high self-esteem and viability in the presence of external stress.

When studying psychological and pedagogical literature, we have identified contradictionbetween the need to develop the emotional competence of children of senior preschool age and, on the one hand, the weak development of the theoretical substantiation of the problem of emotional competence, on the other, is the lack of methodological support for the development of the emotional competence of children of senior pre-school age.

Problem: identification of psychological means of developing the emotional competence of children of senior preschool age.

Subject: " Development of the emotional competence of children of senior preschool age. "

purposeresearch: to reveal, theoretically substantiate and experimentally check the psychological means of developing the emotional competence of children of senior preschool age.

An object: emotional competence of children of senior preschool age.

Thing: psychological means of developing the emotional competence of children of senior preschool age.

Tasks:

1. Examine the history and current state of the problem of emotional competence of preschoolers in psychological and pedagogical literature and practice.

2. Determine the essence and patterns of development of the emotional competence of children of senior preschool age.

3. Reveal the criteria and levels of emotional competence from senior preschoolers.

4. Develop a set of exercises aimed at developing the emotional competence of children of senior preschool age, and check its effectiveness.

Hypothesis: The use of a set of exercise that affects self-esteem, self-regulation, empathy and social skills may contribute to an increase in the level of emotional competence in senior preschoolers.

Methodologicalthe foundationresearch:

Are concepts G.M. Breslava, F.E. Vasilyuk, V.K. Vilyunas, Yu.B. Hippenrater, A.V. Brall, V.V. Zenkovsky, V.K. KOTYRLO, A.D. Kosheleva, A.N. Leontiev, M.I. Lisina, Ya.Z. Neverovich, A.G. Ruzskaya, S.L. Rubinstein, L.P. Rogorkov, D.B. Elkonina, P.M. Jacobson, etc., about emotional competence.

Methodsresearch:

theoretical analysis of scientific literature;

b psychological and pedagogical experiment;

b observation;

b testing;

methods of quantitative and high-quality processing of these studies;

Baseresearch: the study was carried out by the city of Ishim in kindergarten №19 "nest", 5 children took part in it.

Stagesresearch: The study was conducted in three stages.

1) stagedstage Literature was studied on the problem of research, the components of the introduction were formulated: the problem, object, object, goal, task, hypothesis. Methods and methods of research (September-November 2010) were selected.

2) Actual-Iz.fromiconalstage - state-standing - development of tools; identification of criteria, indicators and levels of research phenomena; Forming experiment, control - establishment of results, formulation of conclusions (December-February 2010-2011).

3) Establish-implementedstage - systematization of research results, testing, research adjustment, registration of results in the form of coursework (March 2011).

Scientificnoveltyandtheoreticalsignificanceresearch: it is that in the course of the study, the concept of emotional competence is specified, its characteristic is generalized, psychological approaches to the diagnosis and development of the emotional competence of children of senior preschool age are theoretically substantiated.

Practicalsignificance: the selected set of exercises can be used by psychologists to develop the emotional competence of children of senior preschool age.

Structurework: consists of an introduction, 2 chapters, conclusions, literature of references (34 sources), applications. The total volume without an application amounted to 41 pages.

Chapter 1. The problem of developing the emotional competence of children of senior preschool age

1.1 The concept of emotional competence

There are several approaches to the concept of competence, consider them.

Competence (competence) - 1. In general, the person's ability to fulfill some task or do something.

2. Qualifying, man's skill, in any business or the form of activity.

3. Human quality, expressing in possession of knowledge, skills and skills necessary to successfully implement the relevant business or a certain type of activity.

4. In linguistics and psycholinguistics - knowledge of the language and ability to use various types of speech in communication with people.

Competence - (from the Latin Competens - the corresponding) ability to integrate knowledge and skills with their use in conditions of changing requirements of the external environment.

We will understand the competence, the quality of a person, expressing in possession of knowledge, skills and skills necessary for the successful implementation of the relevant business or a certain type of activity.

Emotions - This is a mental reflection in the form of a direct preissing experience of the vital meaning of phenomena and situations caused by the attitude of their objective properties to the needs of the subject.

Emotions - A special class of subjective psychological states reflecting in the form of immediate experiences, sensations of pleasant and unpleasant, human attitude to peace and people, the process and results of its practical activity.

Emotionalcompetence,byD.. Gullman. - Abilities

recognize your own feelings and feelings of other people, for the purpose of selfish, as well as to manage their internal emotions and emotions in relations with other people [D. Gullman].

We understand emotional competence, as an opportunity to use emotional knowledge and skills in accordance with the requirements and norms of the Company to achieve the goals.

Turning from a conceptual empirical model, in 1990 Carolin Saari introduces the concept of emotional competence in the context of the psychology, which is conceptually discussed as the unity of three aspects: "I - identity", the nature and history of development.

Represents emotional competence in Haywigherst's tasks as a set of 8 types of abilities or skills:

1) awareness of their own emotional states;

2) the ability to distinguish with the emotions of other people;

3) the ability to use a dictionary of emotions and the form of expression adopted in this crop;

4) the ability of sympathetic and empathic inclusion in the experiences of other people;

5) the ability to make aware that the inner emotional state does not necessarily correspond to external expression of both the individual itself and other people;

6) the ability to cope with their negative experiences using self-regulation strategies;

7) awareness that the structure or nature of relationships is defined as an emotional severity in relationships and the degree of emotional reciprocity or symmetry in relations;

8) be emotionally adequate, take their own emotions and comply with its own ideas about the desired emotional "balance".

According to D. Gullman, emotional competence consists of two main components: personal competence (in managing itself), where, in turn, includes:

1. Understanding itself, i.e. adequate self-esteem, self-confidence;

2. Self-regulation, i.e. self-control,

reliability, good faith, etc.

3. Motivation, i.e. the motive of achievement, optimism, obligation, etc. and social competence (establishment of relationships), it includes empathy, i.e.

others, the development of others, political flair, etc. and social skills, i.e. conviction, communication, conflict resolution, the ability to work in a team, etc.

D. Gullman also notes that there are 3 main factors for the formation of emotional competence:

· High motivation to formation;

· Use feedback from friends, colleagues and other people;

· Permanent self-improvement.

We will keep up the approach D. Gullman. Emotionalcompetence - these are the ability to recognize your own feelings and feelings of other people, for the purpose of selfitivation, as well as to manage your internal emotions and emotions in relations with other people.

Components of emotional competence are:

· Self-esteem

· Self-regulation

· Empathy

· Social skills

Having considered the concept and components of emotional competence, now we can consider how they manifest themselves in a senior preschool age.

1.2 Features of emotional development in senior pre-school age

Preschool age is the most important stage in the development of personality. This is the period of the initial socialization of the child, the introduction of it to the world of culture, universal values, the time of establishing initial relations with the leading areas of being - the world of people, the world of objects, the world of nature and its own internal world. The unique features of physical, mental, socio-personal development are manifested in the originality of the methods and forms of knowledge and activities of the preschooler.

The emotional development of the preschooler is connected primarily to the emergence of new interests, motives and needs. The most important change in the motivation sphere is the emergence of public motifs, no longer caused by the achievement of narrowly, utilitarian purposes. Social emotions are beginning to develop intensively.

Emotional anticipation is formed, which makes it worry about possible results of activity, to anticipate the reaction of other people on his actions. Therefore, the role of emotions in the activities of the child changes significantly. If earlier the child experienced joy from the desired result, now it rejoices because it can get this result.

Gradually, the preschooler begins to foresee the emotional results of its activities. Assuming how Mom will be delighted, he makes her a gift, refusing an attractive game. It was in preschool age that the child masters the highest forms of expression - the expression of feelings through intonation, facial expressions, pantomime, which helps him understand the experiences of another person, "open them for yourself.

Thus, on the one hand, the development of emotions is due to the emergence of new motives and their coented, and on the other - emotional anticipation ensures this coexlation.

Changes in the emotional sphere are associated with the development of not only the motivational, but also cognitive sphere of personality, self-knowledge. The inclusion of speech into emotional processes ensures their intellectualization when they become more conscious, generalized. A senior preschooler to a certain extent begins to control the expression of emotions, affecting himself with the help of the word. We emphasize that preschoolers are hard to restrain the emotions associated with organic needs. Hunger, thirst forced them to act impulsively.

The development of communication with adults and peers, the emergence of formation forms and, mainly, the plot-role-playing game leads to the further development of sympathy, sympathy, formation of the partnership. Higher feelings are developing intensively: moral, aesthetic, cognitive.

So, the child of a senior preschool age, feeling the need for a positive assessment of the surrounding adults and peers, seeks to communicate with them, the disclosure of their abilities. The receiving recognition of the surrounding child prevails a joyful mood. If, from the side of close people, the child does not find a response, then the mood is spoiled by him, it becomes irritated, sad or annoyable, with frequent outbreaks of anger, or barking of fear. This suggests that its need is not satisfied. And then we can talk about the emotional disadvantage of the child, under which negative emotional well-being is understood.

The source of humane feelings are the relationship with loved ones. At the previous stages of childhood, showing goodwill, attention, care, love, adult laid a powerful foundation for the formation of moral feelings.

If in early childhood the child was more often the object of senses from an adult, then the preschooler turns into a subject of emotional relations, competing to other people. The practical mastering of behavior standards is also a source of development of moral feelings. Experiences are now caused by public sanction, the opinion of children's society. The experience of such experiences is generalized in the form of moral feelings. If the younger preschoolers give an estimate of the act from the point of view of its immediate significance for the surrounding people ("small can not be offended, otherwise they can fall"), then the eldest - generalized ("small one cannot offend, because they are weaker. They need to help us older ").

The empathy to the peer largely depends on the situation and the position of the child. In the conditions of acute personal rivalry, emotions overlook the preschooler, the number of negative expressions in the address of the same age increases dramatically. The child does not lead any arguments related to the peers, and simply (in speech) expresses its attitude towards him, the empathy fell sharply decreased. Passive observation of peer activities causes dual experiences from a preschooler. If he is confident in his abilities, it rejoices the successes of the other, and if unsure, then he experiences envy.

When children compete with each other, really evaluating their capabilities by comparing themselves with a friend, then the desire for personal success, recognizing their own advantages and achievements increases the power of expression to the highest level. In the group's competitions, the main rod serve the interests of the group, and success or failure divide all together, the strength and quality of negative expression decreases, since on a general background of a group of personal good luck and failures less noticeable.

The most vibrant positive emotions, the child is experiencing in a situation of comparing himself with a positive literary hero, actively competing. Such a comparison of the preschooler holds only mentally and with confidence that in such a situation would have received the same way. Therefore, negative emotions are missing for the character.

The child is going through joy, satisfaction when they commit decent acts and grief, indignation, discontent, when he himself or others violates the generally accepted requirements, commit unworthy actions. The experienced feelings are caused not only by the assessment of adults, but also the evaluation attitude of the child himself to their and someone else's actions. Such feelings are experiencing actions and actions in relation to many adults and peers, the preschooler begins to experience this feeling and towards the kids.

Thus, the features of emotional development in the senior preschool age are as follows:

1. The child is mastering the social forms of sense expression;

2. The role of emotions in the activities of the child changes, an emotional anticipation is formed;

3. The highest feelings are formed - moral, intellectual, aesthetic;

4. The ability to anticipate emotional results of their activities appears;

5. The preschooler turns into a subject of emotional relations, competing to other people.

A man during life receives a large number of emotional impressions, among whom a lot of negative, frightening. A growing and developing personality should be able to relate their emotional experiences with emotional experiences of a close environment, develop and adjust its emotional sphere.

Therefore, a pre-school educational institution, which is the initial link of the folk education system, has its own specifics determined by not only the age capabilities, but also the conditions of life in them in them. The modern kindergarten should be a place where the child gets the possibility of broad emotional-practical self-contacts with the closest and most significant for its development of life spheres. The accumulation of the child under the leadership of an adult valuable experience of knowledge, activities, creativity, comprehending their capabilities, self-knowledge is the path that contributes to the disclosure of the age potential of the preschooler.

1.3 Development and enrichment of emotional competence in senior preschool age

Considering the features of the emotional development of the child, it can be concluded that the development of emotions of children is closely related to cognitive processes. Emotional reactions stimulate the processes of learning, emotions correlate with a decrease in or improving the effectiveness of thinking, there can be a powerful impact on the memory and attention of the child.

In addition, emotional development is associated with the accumulation of social experience and the behavior of the child. Emotions of children significantly affect the actions of his adults around him and on the contrary.

The results of many studies suggest that emotional states affect the physical well-being of children. There are many diseases and disorders in the development of children arising from emotional deprivation. During the deprivational conditions, children demonstrate high-hearted, aggressive behavior, aggravated sensitivity to stressors.

Emotional development also plays a huge role in the manifestation of self-consciousness, helps to develop senses of self-efficacy, that is, the realization that emotional behavior can influence the events in the environment. Different manifestations of the feeling "I" pave the way to other emotional reactions.

Based on the features of the emotional development of preschool children, it can be said that the development and formation (enrichment) of emotional competence is acquired in preschool age. Since during this period there is an active emotional formation of children, the improvement of their self-consciousness, the ability to reflect and decentrativity (the ability to get up to the position of another person). Children have all age capabilities and prerequisites for the development of emotional competence, as an internal (mental) ability of the subject (work of the inner world of the child) closely related to the function of knowledge and processing information and the management of the emotional sphere. This is the ability to express basic emotional states and self-made emotions; ability to understand and differentiate, identifying emotions; the ability to self-regulation of emotional states; Ability to empathy and empathy. However, children for successful adaptation to the physical and social world should achieve a certain level of emotional development. The result of such a development will be considered the level of emotional competence of a child - a systemic manifestation of its emotional knowledge, skills, abilities, personal qualities and their possession for self-solving arising emotional situations. Therefore, a certain level of emotional development as internal ability is the component of the child's emotional competence.

Features and main components of the emotionality of children are developing in a certain socio-cultural environment. Therefore, emotional competence is the result of social impacts on the process of emotional development of children. So loose, heart relations between the adult and the child contributes to his emotional progress, adults encourage children to suppress negative emotions, communication between adults and the child contributes to the development of an emotion regulation technician, adult teaches children to respond to many consequences. Due to these exposure, children master the system of socially adopted methods, the rules for expressing emotional states, the skills of the right-shaped behavior. Adult is the carrier of these methods, rules and samples.

In working with children, emotional competence has the result of pedagogical impacts.

A targeted increase in the social and emotional competence of children underlies the increasing complexity of its social relations and emotional experiences.

Senior preschool age is the most sensitive to increasing emotional competence, since at this age the child reaches the greatest results in emotional and cognitive development. In addition, the development of a child during this period is characterized by the emergence of public motives of behavior, the foundations of the child's concept and arbitrariness of behavior are formed.

In this way:

Emotional development is an important factor for the full development of the child, his adaptation to the social world and his readiness for school learning.

The development and enrichment of "emotional competence" in children will be directed to:

· Development of self-consciousness (awareness of their own emotions and feelings) and self-regulation (conscious regulation of emotional states and behavior);

· Development of a feeling of empathy, ability to understand the inner world of other people;

· Improving self-confidence, the development of a sense of self-acceptance;

· Development of communicative skills and ability to resolve conflicts;

· Development of socially significant motives of behavior;

· Development of the cognitive sphere;

· The formation of creative activities and awareness of their individuality;

· Reducing aggressiveness and antisocial behavior.

Conclusions on chapter 1

1. We will keep the approach to D. Gullman. Emotional competence is the ability to recognize their own feelings and feelings of other people, for the purpose of selfish, as well as to manage their internal emotions and emotions in relations with other people.

2. Components of emotional competence are:

· Self-esteem

· Self-regulation

· Empathy

· Social skills

3. Features of emotional development in the older preschool age are as follows: (the child is developing social forms of feelings; the role of emotions in the child's activities is being changed; emotional anticipation is formed; higher feelings are formed - moral, intellectual, aesthetic; the ability to anticipate emotional results ; The preschooler turns into a subject of emotional relations, competing to other people).

4. Children for successful adaptation to the physical and social world should achieve a certain level of emotional development. The result of such a development will be considered the level of emotional competence of a child - a systemic manifestation of its emotional knowledge, skills, abilities, personal qualities and their possession for self-solving arising emotional situations.

Chapter 2. Empirical study of the development of emotional competence of children of senior preschool age

2.1 Objective, Tasks and research methods

Any research work includes various methods of scientific research. Since no research method, as a rule, cannot give complete information to solve all tasks of pedagogical research, a complex of methods is usually used.

purposeresearch: Studying the emotional and psychological features of preschoolers in relationships from the level of emotional competence of their parents.

Tasksresearch:

· Learning and analysis of literature on the research topic;

· Study of the emotional competence of parents;

· Study of the level of self-assessment of children;

· Studying the level of creative development of preschoolers;

· Study of the emotional susceptibility of preschool children.

We have selected the following methods:

· Theoretical analysis of scientific literature;

· Psychological and pedagogical experiment;

· Observation;

· Methods of mathematical and statistical analysis of the data obtained.

Analysisscientific methodicalliterature:

This method was used to ensure that we can imagine how much the historical aspect, methods, the organization of research and implementation in practice are developed. At first we studied textbooks and monographs on this problem. When working with literature was headed by a card file that was constantly updated with new information. We also labeled detailed records of the main provisions reflected in these sources.

Psychological-pedagogicalexperiment:

This experiment involves the active impact of the experimental situation on the subject, which should contribute to his mental development and personal growth. During the psychological and pedagogical experiment, it is assumed to form a certain quality - emotional competence from senior preschoolers.

Observation:

The research method consisting in targeted and organized perception and registration of the behavior of the object being studied. Observation is organized, targeted, fixed perception of mental phenomena in order to study them under certain conditions.

Mathematical statisticalmethodprocessingmaterial:

This method was used to handle the results of the study. After the methods, we carried out a comparative analysis of the data obtained. In the course of the analysis, we revealed how much the emotional competence was formed from the senior preschoolers. An experimental study was held on the basis of the kindergarten No. 19 "nest" from December 3, 2012 - December 21, 2012. It took part 5 people aged 5-7 years. Of these, 2 girls and 3 boys.

Our work was based on psychological studies conducted among children.

Levelsemotionalcompetence:

Selflow The level of emotional competence corresponds to: (emotional reactions under the conventional reflex mechanism; implementation of activity with the predominance of external components over internal, at its low level of understanding; low self-control and high situational conditionality (i.e., do not affect the situation, and the situation affects you and provokes for certain actions and emotional reactions)).

Middlelevel The formation of emotional competence is an arbitrary implementation of activities and communication on the basis of certain volitional efforts.

Talllevel Self-control, a certain emotional response strategy. A feeling of psychological well-being, a positive attitude towards himself. For this level of formation of emotional competence is high self-esteem. This level also meets the highest level of human inner world. This means that a person has certain attitudes that reflect an individual value system. And this system of values \u200b\u200bwas developed by a person independently and clearly them are realized.

On thefirststandingstagewewe willusenextmethods:

Methodik№ 1 Studyunderstandingemotionalstatesof people,depictedon thepicture (G..BUT.Uruntaev, Yu.A.Afonikina).

purpose: to identify in children an understanding of emotional states of people.

Material: pictures, Methodical Material, Leaf, Paper.

Preparation of research : Choose pictures (photos) with the image of children and adults, on which their emotional state is pronounced. With their help, you need to demonstrate the main emotions (joy, fear, anger, grief) and their shades (plot pictures depicting positive and negative actions of children and adults). Research: individually with children 3-7 years is held in two series.

1) The child consistently show pictures of children and adults and ask: "Who is depicted in the picture? What does he do? How does he feel? How did you guess about it? We describe the picture."

2) The child consistently shows the story pictures and ask questions: "What do children do (adults)? How do they do it (together, quarrel, do not pay attention to each other, etc.)? How did you guess? Who of them are good, And who is bad? How did you guess? " Data processing: count the number of correct answers in different age groups separately for each series and for each picture. Reveal whether children understand the understanding of emotional states of adults and peers, on what signs they are based on, who are better understood: adult or peer. Determine the dependence of these indicators from the age of children.

Methodik№ 2 Studyemotionalanticipation (G..BUT.Uruntaev, Yu.A.Afonikina).

purpose: to identify in children the level of formation of emotional anticipation.

Material: 6 pyramids (19 rings on each), drawing - sample pyramid, 2 pictures: an image of the collected pyramid and with scattered rings; 2 pictures: the image of crying babies, but funny, playing with pyramids. Study preparation: Prepare 6 pyramids (19 rings on each), drawing - sample pyramid, 2 pictures: image of the collected pyramid and scattered rings; 2 pictures: the image of crying babies, but funny, playing with pyramids. Research: The study is carried out individually with children of 4-7 years and consists of 4 episodes. Each child participates only in one series. After completing the task of the subject, ask to tell what he did and for what.

1) The child is invited to the room (also in other series). In the box on the table in disorder lies 114 rings necessary for the preparation of 6 pyramids. The experimenter asks the child to help fold the rings in the pyramids as it is done on the pyramid - sample. At the same time they do not say who and why should you help collect pyramids.

2) together with the pyramid - the sample show 2 pictures: on one, neatly collected pyramids (all 6) are drawn with a detailed image of the rings, located correctly in size and color; On the other - scattered in the disarray of rods and rings. The child is offered to collect pyramids, as shown in the first picture. A visual image of properly folded pyramids should help the child understand what result should be achieved in the upcoming activities and what happens if it does not.

3) Use the same visual material and the same task as in the second series, the experimenter only adds: "They played kids here and scattered the rings, and they did not manage them to collect them. Help the guys, throw a pyramid, then they will not cry and quarrel . Legging a pyramid, as drawn in this picture "(Shows the first picture).

4) The experimenter shows 2 other pictures and explains that if you collect pyramids, then the kids will be satisfied and cheerful, and if you do not collect, they will cry. The subjects say that they can take care of the babies, help them.

Methodik№ 3 Studymethodsexpressionsemotions (G..BUT.Urundayev,YU.BUT.Afonikina).

purpose: remove the level of emotion expression in children.

Material: methodical material, 2-3 children to draw plots. Research preparation: Choose the situation from the life of children, close and understandable to them, for example:

1. Patient Mom lies in bed, the eldest daughter leads his brother.

2. During lunch in the group, the boy inadvertently distinguishes the soup, all children jump and laugh; The boy is afraid, the teacher strictly explains that it is necessary to be careful and that it is not necessary to laugh here anything.

3. The boy lost mittens, and on his walk he had a lot frozen his hands, but he does not want to show another that very frozen.

4. The girl was not accepted into the game, she moved into the corner of the room, lowered his head low and silent, so-so pay.

5. A boy or girl rejoices for his friend or girlfriend, whose drawing was the best in the group. Prepare 2-3 children to draw these plots. Research: Research is conducted with children 4 - 7 years.

1) The children prepared in advance play the scene before the group, then the experimenter asks the guys that they feel the characters of this scene.

2) The experimenter describes the situation and suggests it: - show the sad, suffering the face of Mom, a capricious crying boy and a sympathetic face of the girl; - show the strict face of the teacher, laughing and then embarrassed children, afraid of the boy's face; - How the boy does not want to show that it is frozen; - show the grievance of the girl; - Show genuine joy for another. If children are not expressively or incorrectly depict the feelings and emotions of the characters, the experimenter again describes the situation and tells in detail what each of the characters are experiencing.

2.2 Results of the execution of the experiment and their interpretation

Methodik №1

Analysis of the results of the stateing experiment: Experimental work was carried out with 5 children: Masha is 6 years old, Sasha is 6 years old, Anya 5 years, Kohl 6 years, Vova 5 years.

In the first series showed a picture on which an adult man is depicted with a folder walking along the road. In the second series in the picture, people in the office sitting behind the tables with a computer are depicted. Masha is 6 years old: in the first series of four questions, four answered correctly. Describes everything shown in the picture. In the second series of five asked questions, answered four true.

Conclusion: Masha is available to understanding emotional states of adults. She relied on the expression of the face and the clothes in which people were dressed. She has well developed feelings and emotions, with which it understands the state of people.

Sasha is 6 years old: in the first series of four questions asked, four answered correctly. Described the picture correctly. In the second series of five asked questions, the correctly answered everything.

Anya is 5 years old: in the first series of four questions asked, the three answered right. Described the picture is not fully. In the second series of five asked questions correctly answered three.

Conclusion: Anya is not yet fully understood by the emotional state of people. She relied on the expression of the face and that surrounds the character in the picture. Feelings and emotions are still poorly developed and not fully understood.

Vova 5 years: In the first series of four questions, four answered correctly. I described everything shown in the picture. In the second series of five asked questions, answered three true.

Conclusion: The voyage is almost available to an understanding of the emotional states of adults. He relied on the expression of the face and clothes in which people were dressed. He does not have poor feelings and emotions, with which he understands the state of people.

Kohl is 6 years old: in the first series of four questions asked, four answered correctly. Described the picture correctly. In the second series of five asked questions, the correctly answered everything.

Conclusion: Sasha is available to understanding the emotional states of adults. He relied on the facial expression. He has well developed feelings and emotions, with the help of them it correctly determines and understands the state of people.

Conclusions for analyzes:

After the experimental work, the following data was revealed: in the first and in the second series, only one child from five did not fully deal with the task.

Children are available to understanding emotional states of people, mainly children rely on the expression of the face, the style of clothing surrounding items, at 6 years old understanding of emotional states is more developed than in 5 years. The behavior of children is excellent, the fulfillment of the work is conscientious, the statements are complete, the surge of emotions is absent, the state is calm.

Of the five children, one child made a lot of mistakes, did not correctly describe the emotional states of some heroes. The rest of the children coped with the task more accurately. One child has a low level of understanding of emotional states, four - high.

Methodik № 2

Data processing: Calculate the number of children that performed the task (+), not fully copied with it (+/-) and refused to collect pyramids (-). The results are issued in the table. Analysis of the results of the stateing experiment:

Table 1

Number of tasks

table 2

Number of tasks

Conclusion: In the first series, all five children coped with the task, in the second series four copied, one did not complete the work, in the third series three copied, two did not work well, in the fourth series, all 5 children coped with the task.

Masha: Emotional anticipation is formed well (100%);

Sasha: emotional anticipation is formed well (100%);

Anya: Emotional anticipation is formed well (100%);

Kolya: Emotional anticipation is formed well (100%);

Vova: Emotional anticipation is formed satisfactorily (60%).

Conclusions for analyzes:

After experimental work, the following data was revealed:

in the first series, all five children coped with the task, in the second series four coped, one did not complete the work, in the third series three copied, two did not work well, in the fourth series, all 5 children coped with the task.

Emotional anticipation of children is formed normally. The children behaved calmly, at ease, listened carefully, they tried to fulfill all the tasks that were given, they expressed full, sincerely, understandable for themselves and other text.

Of the five children, it was rightfully coped with the task of three, two made errors when performing a task.

Three children per 100% coped with the task, two were able to 60%.

Methodik №3

Data processing: analyze how children embody the emotional states of heroes in scenes.

Make conclusion about the expressiveness and wealth of expression and mimic means of communication and the development of the ability to empathize with other people. Data is issued in the table.

Table 3.

5 children participated in experimental work: Masha is 6 years old, Sasha is 6 years old, Anya is 5 years old, Kolya 6 years old, Vova 5 years. Analysis of the results of a stateing experiment: 5 children participated in this experiment: Masha is 6 years old, Sasha is 6 years old, Anya 5 years, Kolya 6 years, Vova 5 years.

Table 4.

Conclusion: In the first series, four coped with the task, one not until the end, in the second series, everything did not fully deal with the task, in the third series everything coped with the task, in the fourth series four coped with the task, one not to the end, in the fifth series All did not fully deal with the task. Masha: Normal Development Level; Sasha: Normal level of development; Anya: Low Development Level; Kolya: normal level of development; Vova: Low Development.

Conclusions for analyzes:

After the experimental work, the following data was revealed: in the first series four coped with the task, one not until the end, in the second series, everything did not fully deal with the task, in the third series everything coped with the task, in the fourth series four coped with the task, one To the end, in the fifth series, everything did not fully deal with the task.

The level of emotion expression in children is medium. Children tried as brighter as possible, clearer, emotional to show the states of the boy and the girl. They listened and watched the plots carefully, fascinating, the expression of the face changed with each plot, but not very pronounced, they can empathize with other people, but it is weakly expressing.

Of the five children, the tasks coped with three, two allowed errors.

The level of expression of emotions in three children is high, two children are low.

Treatmentdataby3 methods: during the study with children, the following results were revealed - out of five people three correctly express their emotions, an emotional anticipation is formed, understand the emotional states of others. Two inaccurately express their emotions, the emotional anticipation of weakly formed, do not always understand the emotional states of people.

Three children are a high level of development of the emotional sphere;

Two children are a low level of development of the emotional sphere. Of 100% of children, only 60% of children have a high level of development of the emotional sphere, and 40% of children have a low level of development of the emotional sphere.

2 row - 40% of children have a low level of development of the emotional sphere;

3 row - 60% of children have a high level of development of the emotional sphere.

2.3 Development and description of the content and technology of development of emotions

As we have already found out that the senior preschooler to a certain extent begins to manage the expression of emotions during communication with adults and peers, affecting themselves and others with the help of the word. In preschool age, the development of communication with adults and peers, the emergence of form of collective activity and, mainly, the plot-role-playing game leads to the further development of sympathy, sympathy, formation of the partnership. Higher feelings are developing intensively: moral, aesthetic, cognitive. The source of humane feelings are relationships with loved ones. At the previous stages of childhood, showing goodwill, attention, care, love, adult laid a powerful foundation for the formation of moral feelings. If in early childhood the child was more often the object of senses from an adult, then the preschooler turns into a subject of emotional relations, competing to other people himself. The practical mastering of behavior standards is also a source of development of moral feelings. A powerful factor in the development of humane feelings is the plot-role-playing game. Role action and relationships help the preschooler understand the other, take into account his wish, mood, desire. When children move from simple reconstruction of the actions and the external nature of relationships to the transfer of their emotionally expressive content, they learn to share the experiences of others. In labor activities aimed at achieving the result, useful for others, new emotional experiences arise: the joy of general success, sympathy to the efforts of comrades, pleasure from the good performance of their duties, discontent from their bad work. The main direction of the development of emotional competence in the preschooler is the appearance of the ability to control the feelings, i.e. Arbitration of behavior.

Based on the study of the psychological features of preschool children, we have developed several methods for the development of the emotional competence of children of senior preschool age.

Occupation№1 "Puthimselfon thea placeherofairy tales"

Number of children 10 people. Time for 30-35 minutes. Purpose: develop a sense of empathy towards others. Equipment: Fairy Tale "Seven Goats", paper sheet, pencils, pictures. Content: Children sit beyond the tables of 2 people. In front of them a blank sheet of paper, pencils, illustration for a fairy tale. The educator sets up children to work: "Guys, let's help you to go off the wolf! Then the goat will not break out with mom never!" (Answer a feeling of experience in children, as they understand that the goats will not be able to be without mom, as children cannot be able without their moms). He reads a fairy tale for children, in the process of reading, they consider pictures to better present what is happening. The educator asks for children to draw that character, in the place of which they would like to be. Then asks questions to the drawing, for example: "Why did you choose exactly this hero? What would you change in it? How would you behave in his place? Would you be happy for him or sympathized with him? If the goat no longer saw mom, you would have anyone did they plan it or all the same? " Answers to questions are fixed by the educator. After, children are asked to depict the feelings of heroes, for example: show how the gods are crying, show how their mother was frightened, show how the wolf is angry, show the joy for kids and for their mom. At the end of the classes, summarize the emotional states of children, the educator explains the children how to behave in situations where the trouble happens to others. Encourages children.

...

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Tatyana Bodiacshin
Development of socio-communicative competencies of the child of preschool age.

Socio-Communicative Competences include 2 directions concepts: socialization and communication. Social competence The child is the process of personality formation in certain social conditions. The child absorbs the norms of behavior, the norms of morality, values \u200b\u200band benchmarks that are adopted in this society. In the younger preschool age Socialization It happens gradually, first the child adapts to the society in which he abides, then begins to absorb new knowledge by imitating the teacher. Gradually, the child has knowledge and skills, behavior manner is produced in accordance with the place and situation.

Communicative competence - This is the ability to install and maintain the necessary contacts with other people. (child - child, child - adult). So that they are effective, and the child could qualitatively master communicative skills, he must learn the following skills:

Communicative level model child Development.

(according to E. V. Rybak)

Level External manifestations Assimulation of norms, communication rules Interaction, cooperation with adults and peers attitude towards others

IV - High Live Interest, Exposure, Calm, Wealth Emotions Creativity, Independence, Reasonable Efficiency Activity, Crection, Trust, Understanding, Consent, Mutual Control; Sureness, generosity, dedication, love, respect

III - Another average interest, activity, positive emotions, tranquility restraint, politeness, execution, self-control cooperation, desire to help, activity, ability to reckon with someone's opinion tolerance, caring, respect, attentive

II - medium indifference, passivity, indifference, weakness, lethargy of emotions, the familiarity of the extension (formally under control, knowledge, but not execution, uncompromising, authoritarianism passivity, execution of an order on demand; Neutrality in relation to other, automatism, misintermettivity Lack of interest, inattention, indifference, secrecy, formalism

I - low rudeness, disrespectfulness, negative emotions, impulsiveness, reaction, turbulent reactions, excessive

activity (passivity, cruckness lack of knowledge; inability to comply with rules and behaviors; challenge, uncontrolcity egoism, inability to reckon with someone's opinion, conflict (pugnacity) Outdoor - hidden negativism, deception, suspicion, crouching and false

Child admission efficiency social The world depends on the tools that the teacher uses. It is important to choose and reflect in the pedagogical process the phenomenon and events that will be understood by the child will be able to affect him for "Live". The knowledge of objects and the phenomena of the surrounding world occurs through communication with the teacher. The educator tells, shows and explains - the child takes the style of behavior and social experience. It should be included in the life of a child fiction different genres: Fairy tales, poems, stories. For example, cockerels were soldered, but did not dare to fight. If you caress a lot, you can lose your throat. If the fuck lose, there will be nothing to go.

Games and exercises contributing great importance development The sectors of the child in which the following are solved tasks:

1. Overcoming protective barriers, group cohesion.

2. Development of social observation, the ability to give a positive assessment of the peer.

3. Development Group interaction skills, ability to negotiate and find compromise.

In this way, development Communicative skills will contribute to the ability of the child to communicate, behave in society, to establish benevolent ties between peers, which will lead to a high-quality development of the socio-communicative competence of the preschooler.

Publications on the topic:

Consultation for educators "The impact of communicative games for the development of social confidence in children of preschool age" Methodical development "The impact of communicative games for the development of social confidence in preschool children" to introduce a child to the world.

Brain Ring for teachers "Development of communicative skills in preschool children" Brain - Ring for educators on the topic: "Development of communicative skills in preschool children." The purpose of the event: raising a level.

Games for the development of socio-communicative qualities in children 5-6 years Games for the development of socio-communicative qualities in children 5-6 years. Content: 1. "Zoo" 2. "Live picture" 3. "Film" 4. "Box.

The program "Formation of socio-communicative skills in children of senior preschool age by means of pantomime" Municipal budgetary pre-school educational institution Kindergarten combined type No. 144 of the city of Irkutsk. Working programm.

The formation of communicativeness is an important condition for the normal psychological development of the child. As well as one of the main tasks of training.

Development of communication skills of preschool children Lego Design Currently there is a review of the basic principles of pre-school education. Children seek to know the surrounding validity of them,.

Information part

Information card

name of the project

The substantiation of the relevance and social significance of the project The relevance and social significance of the project is that it is aimed at developing the emotional and personal sphere of children, the creation of work in the DW system on the socio-personal direction. The study of the work experience of educators shows that issues of emotional-personal development cause difficulties of both novice educators and educators with great pedagogical experience. Often in the children's garden groups, the behavior and emotional instability of pupils go to the fore. Even experienced teachers do not know how to behave with a child in a particular situation, how to do it right, so that everyone in the collective of children was cozy and comfortable. For me as a psychologist as a teacher, it was important to show the variety of sensations, emotions and feelings that can experience a person in his life, be able to see, appreciate, to take themselves as you are, to teach the right thing to behave in various moments of life, to help educators in Creating a system of working with children and parents on social and personal development.

Objectives and objectives of the project The purpose of the project: Development of methods and techniques of game correction of behavior and emotions of preschoolers who contribute to their positive socialization in DOU.

Project tasks:

1. creation in a pre-educational environment for the social development of children;
2. the creation of a unified system of work of the administration, pedagogical staff, medical personnel, DW and parents on the socio-personal development of children;
3. improving the style of communication of the teacher with children;
4. prevention and gaming correction of cases of behavior and emotional instability in children.

Brief Abstract Project Content This project will help children in the complex process of entering the world, will allow you to develop the ability to adequately navigate in the social environment available to it, realize the intrinsic self-personality and other people.

Our pedagogical team works on the main educational program of the DOW, developed on the basis of the approximate general education program for pre-school education. "From birth to school" In accordance with the requirements of GEF, one of the sections of which is devoted to the world of social relations of preschoolers and is called "Socio-communicative development" . In this regard, in 2000, the implementation of the DW program of development of communication skills in children 3-6 began "ABC of Communication" LM Shipician.

Using this program, we came to the conclusion that socio-personal education is one of the topical and most complex problems, which should be solved today by all who are related to children, as the fact that we will put in the soul of the child now, will appear later His and our life.

The process of personality development is the stage of development of relations between the child and adults, first of all, mother and father, but at the moment the social partnership of teachers and parents in the socio-personal activity is not enough in kindergarten in kindergarten. Therefore, it is necessary to attract parents to work on this issue, to develop a unified system of requirements in the preschool institution and in the family.

Material and technical base and the estimated cost of the project The project is implemented on the basis of MBDOU D / C No. 5 "Teremok" Combined view.

Material and technical base:

• musical Hall
• gym
• centers of social and emotional development in groups (CSER)
• attributes for communicative games
• methodical literature
• visual material
• card files of communicative and educational games
• ICT (Music Center, Computer).

The project does not imply material costs, except for the manufacture of attributes and didactic material for the CSER, with their own hands and the help of parents.

The relevance of the project

"The game is a huge window through which to the spiritual world
the child is poured by a lifeful stream of representations, concepts
about the world around. The game is a spark, lighting light
inquisition and curiosity. "

V.A. Sukhomlinsky

Childhood is a special period, the essence of which is the process of growing a child, entry into the social world of adults, which provides for the acquisition of properties and qualities of a mature personality. The need to develop aspects of the formation of the foundations of the social behavior of children of preschool age and promoting the socio-emotional development of children has long been long. For many years, pre-school education in Russia has been focused on ensuring the cognitive development of children. However, the purpose of preschool age is not so much in mastering the child knowledge, but in the formation of the basic properties of his personality: self-esteem and image "I" , emotionally consumer sphere, moral values, meanings and installations, as well as socio-psychological features in the system of relations with other people.

Each of the designated directions of development was reflected in the domestic children's and social psychology in the works of such prominent scientists as L. S. Vygotsky, A. N. Leontiev, A. V. Zaporozhets, D. B. Elkonin, M. I. Lisin , L. I. Bozovich, as well as their students and followers (Ya. 3. Neverovich, T. I. Repin, E. O. Smirnova, L. P. Starkova, etc.). Unfortunately, the results of their scientific research for many years have not been claimed to pedagogical practice to fully.

Radical transformations of recent years, occurring in modern Russia, put special tasks in front of the pre-school education system. The main priority today is the personality-oriented interaction of the teacher with the child: the adoption and support of its individuality, interests and needs, the development of creative abilities and care for his emotional well-being.

Predated psychologists and teachers called the pre-school age age of the game. And it is not by chance. Almost all, they are engaged in children granted to themselves, they call the game. Currently, the time specialists of preschool pedagogy and psychology unanimously recognize that the game as the most important specific activity of the child must fulfill extensive social social functions. This is the most affordable activity for children, the method of processing the impressions received from the world around the world. The game is brightly manifested by the features of the thinking and imagination of the child, its emotionality, activity, developing the need for communication.

An outstanding researcher in the field of domestic psychology L. S. Vigotsky emphasized the unique specifics of the preschool game. It lies in the fact that the freedom and independence of the players are combined with strict, unconditional securing the rules of the game. Such voluntary submission of the rules occurs when they are not imposed on the outside, but derive from the content of the game, its tasks, when their fulfillment is its main charm.

The game as independent children's activity is formed during the education and teaching of the child, it contributes to the development of the experience of human activity, forms the foundations of the social behavior of the child. The game as a form of organizing children's life is important because it serves the formation of a child's psyche, his personality.

The game was devoted to the issues of the game, such leading experts in the field of psychology and pedagogy as Elkonin DB, Zaporozhets A.V., Usova A.P., Zhukovskaya R.I., Mengeritskaya D.V., Fleina E.A. and many others.

Most teachers are clearly aware of new public trends and show a living interest in modern educational programs and technologies. However, these directions for the development of the child are still related to the most undeveloped field of pre-school education. Including very few publications and practical work on the study of the influence of the game on the formation of the foundations of social behavior and the development of the emotional sphere of preschool children. This determines the relevance and novelty of my project. Correct and emotion games are relevant and interesting at present, since they form social contacts in children and develop the ability to joint actions in household life situations. They can be used with great pleasure and benefits on any occupation, in everyday activity in kindergarten, as well as in their free time in the family circle. These games are available on the content and methods of holding and teachers, and simply adult family members of preschoolers.

My project is aimed at raising the attention of teachers and parents to the issue of social development of children, correction of their behavior and emotional sphere in the game. The emergence of the pupils of interest to themselves and the people around them. Participation in the project convinces children in the fact that they themselves, their own thoughts, feelings and actions, the ability to appreciate others, to understand and express themselves through communication and the game is the way to success in life, to the possibility of conquering the hearts of people. The project implies the unity of children, teachers and parents, so they should become full participants.

Collection and analysis of information on the chosen problem

Project Type: Information, Gaming.

By duration: long-term.

By the nature of the contacts: intrasadian.

By the number of participants: group, frontal.

Project participants: Children of preparatory and older groups, teacher-psychologist, teachers, deputy head of the WMD, Senior Educator, Parents.

Problem.

In our kindergarten since 2000, I as a teacher-psychologist paid attention to working with children of senior preschool age with problems in behavior and emotional sphere. According to the results of the observation of children in groups and diagnostics, it became clear that the formation of conflict communication in children is a very important aspect of the upbringing of children in the team of peers. In the course of the observations of preschoolers, I noted their inability to understand myself and regulate your emotional state, to negotiate with peers, to come to a general decision, take into account the opinion of the partner. In addition, I realized that not all teachers of groups are familiar at a sufficient level with the theoretical and practical foundations of the socio-emotional development of children; Parents do not always help their child to safely come out of the emotional conflict situation, overcome fears, anxiety, aggression, etc.

That is why I decided to refer to this topic: "Development of social competence of senior preschoolers with violations of interpersonal relations by means of the game" .

Hypothesis.

I believe that the knowledge and active use of games for the correction of behavior and emotions will lead to communication will lead to the intensification of the children's self-development mechanism, as a result of which children will acquire skills, skills and experience necessary for adequate behavior in society that promotes the best development of their personality and training. For later life; Pedagogues and parents will acquire the necessary skills to communicate with children of senior preschool age, will increase their level of psychological knowledge and learn to understand "Little people" .

"Happiness is when you understand you, love and accept the same as you are" And this understanding does not come by itself, he needs to learn.

Project goal: Development of methods and techniques of gaming correction of behavior and emotions of preschoolers who contribute to their positive socialization in DOU.

Project tasks:

1. Creation in a pre-educational environment for the social development of children;
2. The creation of a unified system of work of the administration, pedagogical staff, medical personnel, DW and parents on the socio-personal development of children;
3. Improving the style of communication of the teacher with children;
4. Prevention and gaming correction of cases of behavior and emotional instability in children.

Expected project results.

Predicted result:

Preschoolers are formed:

1. Conscious attitude towards himself and its capabilities, adequate self-esteem.
2. The ability to arbitrary regulation of its activities, behavior flexibility, the ability to adequately respond to various life situations, the ability to manage their emotions.
3. The ability to solve interpersonal relationship problems with peers and adults:

• see peers, feel his unity with him;
• coordinate your behavior with the behavior of other children;
• see and emphasize the positive qualities and the advantages of other children;
• help peers in the process of joint activities, share with him;
• freely express your emotional state, feelings in the communicative sphere

Pedagogues rises:

• the level of professional competence on the social and personal development of pupils, the skills and skills of the practical use of methods and techniques of game activity are formed to correct the behavior and the emotional sphere of preschoolers

Parents rises:

• educational level through the introduction of them into the fascinating world of communicative games; The system of conflict-free interaction between the participants of the educational process is developing (Children involve in the project of parents, communicate with each other with educators).

Project Implementation Products:

1. Development of thematic conversations and consultations on the topic "Communicative games with children and adults" ;
2. Drawing up card files of communicative games.
3. Album design "I and my name" .
4. Creating a portfolio of preschoolers in groups.
5. Creation in CSER groups in accordance with GEF.
6. Final lesson "The path to your own way"

Assessment of the project results

At the end of the work on the project, the teacher-psychologist, teachers of groups raised professional competence in the issues of the socio-personal development of preschool children; All project participants began to actively use the system of game correction and emotions of preschoolers in practice; Children of senior preschool age mastered at a rather high level skills of conflictial forms of communication, i.e. Conflicts in the group between children have become less, the behavior of pupils has become more flexible and emotionally responsive.

Conclusion and conclusions

Teaching communication skills in various life situations - with peers, teachers, parents and other people around the correction of behavior and emotions produce positive traits in children, contributing to better understanding in the process of communication. According to my observations, children were interested in participating in the project, they liked it and it was necessary, which means my work did not pass in vain. We are together with teachers, children, parents tried with the help of exciting games to help children enter the modern world, such a complex, dynamic, characterized by a variety of negative phenomena and become emotionally responsive and kinder.

Children, like small sprouts, stretch to the sun, love, kindness, knowledge of the mysterious world, in which everyone must find their place, that is, I think that my project should be useful to everyone in your own way: both children and teachers and parents.

As a result of the study of information sources, a lot of interesting and cognitive material was collected, which was recycled especially for children of senior preschool age.

The result of the practical part is the creation of an album "I and my name" , portfolio of preschoolers, as well as card files of communicative games, entertainment and final classes "The path to your own way" ; Creating a CSER in groups in which children can play different games, relax, relieve aggression, just relax.

So, work on social and personal development in our DW and, in particular, the game for the correction of behavior and emotions in the complex with other educational means is the basis of the initial stage of the formation of a socially adapted, harmonically developed personality.

Literature.

1. Klyueva N. V., Kasatkina Yu. V. We teach children to communicate. Character, sociability. Popular benefit for parents and teachers. - Yaroslavl: Academy of Development, 1997. -240c.
2. Knyazeva O.L. I - you - we. The program of socio-emotional development of preschoolers. - M.: Mosaic-Synthesis, 2003. - 168C.
3. Nifontova O. V. Psychological peculiarities of forming the preparedness of children of preschool age to a positive resolution of conflict situations: author. Dis. Cand. Ped. Science - Kursk. 1999. - 16C.
4. Smirnova E.O., Kholmogorova V.M. Interpersonal relations of preschoolers: diagnostics, problems, correction. - M.: Vlados, 2003. -160 p.
5. Stepanova G. Social development of the preschooler and his pedagogical assessment in the conditions of a kindergarten. // pre-school education. 1999. №10. - pp. 29-
6. Shipitsina L. M., Rostorlinskaya O. V., Voronova A. P., Nilova T. A. Albuka Communication: Development of the Personality of the Child, Communication Skills with adults and peers. (For children from 3 to 6 years) - SPb.: Childhood-Press, 2000. -384c.

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