In accordance with the Federal State Educational Standard for preschool education, the most important tasks for the implementation of mandatory requirements are:
Creating favorable conditions for the development of children in accordance with their age and individual characteristics, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
Organization of a holistic educational process based on spiritual, moral and sociocultural values and socially accepted rules and norms of behavior in the interests of the individual, family, and society;
Formation of a general culture of children's personality.
One of the educational areas that ensures the “development of personality, motivation and abilities of children in various types of activities” is social communication development. In accordance with the Federal State Educational Standard for preschool education social and communicative development aimed at appropriating norms and values accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy.
Social and communicative development children preschool age(in the cultural paradigm of education) is considered as a process and result of irreversible qualitative and quantitative changes occurring in the child’s personality under the influence of the values of social culture, ensuring mastery of modes of behavior characteristic of a particular cultural tradition, creative and active reproduction of communicative experience in various types of children’s activities.
Social and communicative development is carried out in the sociocultural space in the course of introducing a person to cultural values, their appropriation and creation. In it, familiarization with culture as a system of open problems, and its development and creation are associated with the realization of the subjective self of the individual and his cultural creative function (D.I. Feldshtein, V.T. Kudryavtsev).
The effectiveness of social and communicative development is determined by the action of various factors: genetically specified characteristics (heredity), environment, individual activity and purposeful education, the content of which is represented by values different types social culture.
According to S.I. Hessen, there is an exact correspondence between education and culture. In the course of education, a child not only “reads” a ready-made cultural text, but also creates it, realizing his own cultural creative function of subjective existence.
Social and communicative development is the result of a process
the child’s “growing into culture” (L.S. Vygotsky), genuine cultural acquisition and cultural creation (V.T. Kudryavtsev). The child not only appropriates, but also creates culture. Creates not in the form of new things and ideas, but in the form of new social abilities, which include: creative imagination, helping to predict social situations
interactions, orientation to the position of another person, normative regulation, elements of reflection, emotional identification, social experience, humane, tolerant attitude towards one’s own kind, respectful and caring attitude towards cultural heritage.
The main ways of social and communicative development are: socialization as a process of familiarization with social culture, ensuring social adaptation individual in society, individualization as a process of isolation, the formation of universal social abilities that characterize the degree of social selfhood of the individual and to cultural creativity.
The social and communicative development of preschool children ensures a painless entry of the child into the world social relations, his self-realization in accordance with social values, communication built on the principles of equality of subjects, dialogue of cultures.
Psychologists include a number of functional components in the structure of communication: social orientation, direct interaction and control. The success of communication, manifested in mutual understanding, is predetermined by action mechanisms social and communicative development.
Social orientation is mediated by social perception, carried out for various reasons (species, clan, gender, national, ethnic characteristics), anticipating imagination, mental forecasting of the course of development of the interaction situation,
“triggering” emotions (either provoking or blocking the further course of interaction).
Ontogenetically initial in mastering universal ways social direct interaction is a mechanism of reflex regulation. Its primary manifestations are detected already in infancy in the form of a socially directed smile and subsequently often become actualized uncontrollably, at the level of the phenomenon
"stimulus-response" The mechanism of imitation is of great importance in the process of communication as one of the ways to penetrate the semantic structures of human activity. Awareness of the values of socially oriented actions and the determination of general guidelines for communication are facilitated by the mechanisms of normative regulation and emotional identification.
Control the communication component is associated with the action of evaluation mechanisms as a way of establishing the significance of social contact for the subject, self-esteem as a way of establishing one’s own significance for others, reflection as a process of self-knowledge by the subject of internal mental acts and states.
One of the guarantors of timely (appropriate age characteristics) and high-quality (corresponding to regulatory requirements) socio-communicative development is social
upbringing as a purposeful, content-filled, technologically structured, effectively diagnosed process of interaction between a teacher and children, facilitating their mastery of sociocultural values, their interiorization in various types of activities and cultural creativity.
The purpose of social education of preschool children consists in the formation:
The basis of social culture, manifested in the totality of relationships (humane - towards people, careful - towards the cultural heritage as the results of human labor, respectful - towards the history of the family, kindergarten, country, tolerant - towards everything different in a person - age, gender, nationality, physical abilities and etc.);
Willingness to collaborate with peers;
Respectful attitude and sense of belonging to your family, small homeland and Fatherland;
Ideas about the sociocultural values of our people, about domestic traditions and holidays;
Fundamentals of safety in everyday life, society, and nature.
Realization of the designated goal is possible subject to the correct selection content interaction between a teacher and children, reflecting different types of social culture that are accessible to perception and assimilation at different age periods: in infancy and early childhood - folk, moral, ethical and family culture; in early preschool age, the content of social education is enriched with the values of gender and national culture; in older preschool age - the values of legal, ethnic and religious culture. The legitimacy of such a distribution of types of social culture is predetermined by the grounds of social identification during preschool childhood: species (child is a person), clan (child is a family member), gender (child is a bearer of a sexual essence), national (child is a bearer of national characteristics), ethnic ( the child is a representative of the people), legal (the child is a representative of the rule of law).
Technological aspects of social education provide a variety of means, methods and forms that ensure the introduction of children to different types of social culture, their mastery, internalization and cultural creativity in different types of activities: gaming, communicative (communication and interaction with adults and peers), cognitive, perception fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing, sculpting, appliqué), music (perception and understanding of meaning
musical works, singing, musical-rhythmic movements, children's games musical instruments) and motor (mastery of basic movements) forms of child activity.
Effective aspects of social education in the cultural paradigm are represented by those changes that are found in the cognitive, emotional-value, behavioral spheres of socio-communicative development as the child becomes familiar with sociocultural values, their internalization and cultural creativity.
The following are presented as target guidelines for social and communicative development in the Federal State Educational Standard for preschool education:
- « independence, purposefulness, and self-regulation of one’s own actions» as integrative personal qualities that reveal a child’s ability to choose the type of activity, ways of interacting with other people, ways of solving applied and creative problems without the participation of an adult; the ability to determine the goals of an activity and the choice of actions for its implementation in accordance with a predetermined result; the presence of ways to regulate one’s behavior in accordance with the norms of social culture;
- « emotional intellect» as the ability to recognize, realize, accept and regulate the emotional states and feelings of other people and oneself;
- « social intelligence“as an ability manifested in the ability to use knowledge of the fundamentals of social culture in explaining and arguing social interaction, in understanding the thoughts, feelings, intentions of other people in situations of interpersonal dialogue, in predicting the consequences of communication;
- « emotional responsiveness"(empathy), manifested in empathy, sympathy, compassion, “joy,” assistance to peers, literary characters, adults in situations of social communication.
Appendix 3 MAIN APPROACHES TO IMPLEMENTATION
INCLUSIVE EDUCATION
In modern Russian society, at the legislative level, the right of children to an accessible education is defined (Article 2, paragraph 27 of the Federal Law of December 29, 2012 N 273-FZ “On Education in the Russian Federation”), which implies the active involvement of every child in the learning process; mobilization of resources within educational organization and surrounding communities; actions aimed at satisfying various educational needs students, thereby determining the need
implementation of an inclusive approach in all preschool educational organizations.
Theoretical basis inclusive approach to teaching children with disabilities health (hereinafter referred to as HHI) within the framework of the Program are: value approach to the problem of perception of children with special health needs, ideas about plasticity nervous system and its ability to develop(I.P. Pavlov), theory about the unity of patterns in the development of normal and abnormal children(L.S. Vygotsky, S.L. Rubinstein, V.I. Lubovsky), activity approach theory in the development and formation of personality (P.Ya. Galperin, A.N. Leontyev, S.L. Rubinshtein, etc.) and the specifics of their interaction with adults and peers (E.L. Goncharova, I.Yu. Levchenko, V. I. Lubovsky, L.M. Shchipitsyna).
Basic principles of an inclusive approach:
- accessibility principle involves the implementation of activities that are based on taking into account the real capabilities of the child; prevents intellectual, physical and neuro-emotional overloads that negatively affect their physical and mental health;
- principle of complexity involves an integrated approach to defining and developing methods and means of raising and teaching children with disabilities;
- principle of social interaction involves creating conditions for understanding and acceptance of each other by all participants in the educational process, taking into account interdepartmental integration;
- principle of variability in organizing the processes of training and education presupposes the presence of a variable developmental environment that corresponds to the individual capabilities and needs of children with disabilities.
The goal of implementing an inclusive approach: providing conditions for the joint upbringing and education of children with different psychophysical developmental characteristics.
Objectives of implementing an inclusive approach:
Organization of psychological and pedagogical support to ensure full participation in educational activities a child with disabilities in a group of peers (taking into account the structure of the disorder, variant of dysontogenesis, sensitive period);
Creating an environment that promotes the preservation and support of the child’s individuality, the development of individual abilities and creative potential of each child with disabilities;
Ensuring variability and diversity in the content of educational areas of the program and organizational forms;
Ensuring accessibility for pupils, including children with disabilities and children with disabilities, of all premises where the educational process is carried out; free access to games, toys, materials, and aids that provide all basic types of children's activities;
Ensuring the safety of the subject-spatial environment;
Providing opportunities for children with disabilities to adapt through productive interaction with adults and children, which is the basis for socialization in the sociocultural environment.
The implementation of an inclusive approach ensures the systematic and high-quality development of a child with disabilities, without disrupting or changing the individual educational trajectory of each child at all stages of preschool education.
MAIN CONTENT OF EDUCATIONAL ACTIVITIES
1In the course of the study, we created a system of working with children, including a program, a favorable, developing subject-spatial environment, modern technologies social and communicative development of preschool children, a set of measures to ensure increased pedagogical culture all participants in the educational process. Technologies based on individualization and integration of education were selected: portfolio technology, project-based learning, game-based learning technology. The program provided modern forms organizing educational activities for children: competitions, games, excursions, holidays, quizzes, research. We sought to saturate the child’s life with a variety of events: meetings, holidays that made the child happy and allowed him to live every day joyfully and happily. The children's subculture created its own space, a special set of rules, its own vision of the world and ways of reflecting it, and performed the primary functions of socialization. An adaptive model for optimizing the support of children in an educational organization of social partnership has been developed and implemented. Positive dynamics in the development of social and communicative relationships between peers and adults allows us to speak about the effectiveness of the set of measures we have developed for the social and communicative development of children of senior preschool age.
a set of activities for the social and communicative development of children
children's subculture
forms of organizing educational activities
technologies
program
pedagogical support
social and communicative development of preschool children
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2. Bure R.S. Social and moral education of preschool children. [Electronic resource]. - URL: http://biblioclub.ru/index.php?page=book&id=212951 (access date: 01/14/2015).
3. Zebzeeva V.A., Usova N.I. Game folklore in the subculture of childhood // Fundamental Research. - 2013. - 10. - Part 9. - pp. 2043-2049.
4. Fundamentals of socio-psychological training [Electronic resource].-URL:http://biblioclub.ru/index.php?page=book&id=256452(14.01.2015).
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Socialization of children remains one of current problems on modern stage. Considering that children need new experiences and forms of searching for them, it is important to teach them to approach reality analytically modern world, independently resolve issues that arise. In this regard, the socialization of children is constantly in the field of view of psychologists, philosophers, sociologists, and teachers who are trying to highlight various aspects of this process, exploring the mechanisms, stages and stages, factors of socialization.
Purpose of the study. In our research, we worked on creating technology pedagogical support social and communicative development of preschool children, which is especially important in connection with the introduction of the federal state standard of preschool education into practice.
Research hypothesis: we assumed that the effectiveness of the social and communicative development of preschool children will ensure the creation of a system of work with children, including a program for the social development of children, a favorable developmental subject-spatial environment, modern technologies for the social and communicative development of preschool children; a set of measures to ensure the improvement of the pedagogical culture of all participants in the educational process.
Research objectives. We solved the following tasks: to analyze the state of the theory and practice of social and communicative development of preschool children; develop a program for the social and communicative development of preschool children; create a bank of technologies for working with children based on individualization, integration, and comprehensive thematic planning; ensure interaction of all participants in the educational process.
Material and research methods. At the first stage of the study, the study of pedagogical, psychological, methodological literature, regulatory documents defining the activities of preschool educational institutions at the present stage. “Socialization” in psychological and pedagogical literature is considered as a process of assimilation by an individual a certain system knowledge, norms, values, attitudes, patterns of behavior inherent in a social group and society as a whole, “the individual’s assimilation of social experience” (R.S. Bure); as a process carried out in specially created educational organizations (A.V. Mudrik); as “entering a social environment, adapting to it, mastering certain roles and functions” (B.D. Parygin).
Socialization is revealed at the intersection of processes such as adaptation, integration, self-development and self-realization (I.B. Kotova, E.N. Shiyanova). In humanistic foreign pedagogy and psychology, the essence of socialization is presented as a process of self-actualization, self-realization by an individual of his potentials and creativity, overcoming the negative influences of the environment that interfere with her self-development and self-affirmation (A. Maslow, K. Rogers).
The main mechanisms and factors of personality socialization, according to A.V. Mudrik, are: various social institutions, immediate environment, childhood subculture and interpersonal interaction of the individual.
According to V.I. Slobodchikov, the socialization of the individual occurs in “event community”. But at the same time, as noted by D.I. Feldstein, a child’s activity is a necessary condition for the educational process. This activity, the forms of its manifestation and the level of its implementation must be formed.
Socialization is a contradictory process, since, on the one hand, a person must meet the requirements of society, and on the other hand, resist the negative influences of society that inhibit him individual development. These provisions amounted to theoretical basis our research.
The second stage involved the development of a regulatory framework for pedagogical support of the process of social and communicative development of children in a preschool educational organization. Regulations were developed on the “School of Social Partnership”, on the Center for “Pedagogical Excellence”, on “Creative Groups of Teachers”. Agreements were concluded with public organizations involved in the process of organizing the socio-communicative development of children.
We have developed a program formed by participants in educational relations: “School of Social Success,” focused on the effective use of sociocultural and civic concepts. Creative groups of teachers were formed to participate in the development of pedagogical technology to support the social and communicative development of preschool children. They selected technologies based on individualization and integration of education. These included: portfolio technology, project-based learning, game-based learning technology, etc.
The “School of Social Success” has become an integral part of the work on the social and communicative development of children. A feature of her work was the child’s experience of various situations: “Within a circle of friends”, “How to reach agreement”, “Planet of Children”, “Friendship without borders”, “Game-Planet”.
The program provided for modern forms of organizing children's educational activities: shows, competitions, games, labor, excursions, holidays, quizzes, and research. We strived to teach children to take an active civic position in all life situations. Using different types social activities: project, cooperative and organizational - helped children realize their purpose in life, that is, to be successful. Together with the children, collections were compiled and illustrated: favorite songs, favorite fairy tales, favorite games. They taught children the secrets of gestures, conflict-free relationships, and conducted trainings.
Taking into account the interest of parents in the personal growth of their children, their success, seminars were held with parents: “How to make a child successful”, “Planet of Childhood”, “How to make a child happy”.
We took into account that one of the mechanisms of socialization is the mechanism of suppression, the essence of which is the exclusion from the sphere of consciousness, feelings, desires, inclinations - everything that causes pain, shame, guilt, etc. The mechanism of self-restraint operates throughout the entire period of personality development and provides her with situational adaptation.
We sought to saturate the child’s life with a variety of events: meetings, holidays that made the child happy and allowed him to live a small, successful and joyful life every day. They taught us to consciously and systematically relate to our actions and words, to manage our behavior, and to react correctly to events happening around us.
Among the numerous factors of socialization, relationships among peers occupy a special place. The children's society is a model of the adult society. It is here that children learn norms of behavior and morality. The autonomy of the children's community is manifested in the children's subculture, which is considered as a phenomenon that differs from the adult community, from generally accepted norms, values and stereotypes. In it, children create their own space, a special set of rules, their own vision of the world and ways of reflecting it. It is the subculture of childhood that begins to perform the primary functions of socialization. The rules introduced into the life of a child allow him to join the experience of adults and live according to their laws. A person accustomed to subordinate his life to rules can self-organize and self-discipline in any life situations.
At first glance, rules have no place in a child’s life. But, on the other hand, the child himself strives to establish these rules, telling others: “We will go for a walk as soon as we put away the toys.” “You can’t walk on the grass, there might be insects there and we’ll crush them.” “I will be friends with Natasha because she allows me to play with her doll.” In the game you have to follow the rules." There are no rules national character, but they reveal the principles of people's lives and relationships. The rules build a picture of moral-aesthetic, emotional-rational and social-value relations between people. The child also looks for his own model of behavior, creates an image of his own life activity, while maintaining the universal pattern of life.
We took into account that a child’s entry into social life occurs through imitation. Imitation is the modeling of behavior. The game, in our opinion, is for a child not only a reflection of the social way of relationships with others, but also a way of demonstrating to adults an internal, emotional state. In preschool age, there is a dynamic transition from reflecting adults’ attitudes toward objects, to reflecting its relationship with other people, to modeling in actions the internal foundations of the behavior of the displayed adult.
At the School of Social Success, we taught children to always be friendly to each other. Each conflict was collectively explored and turned into a useful lesson life experience. Children took part in various city competitions and social and educational events: “Little Masters”, “Traditions in Our Group”, “Ladder of Creativity”, “Ancient Household Items”, “Secrets of Costume”, “Folklore in Our Life”.
We actively used the inclusion of entertaining events in our work with children: “Game Day”, “Wish Day”, “Kindness Day”, “Friendship Day”, “Joyful Meetings Day”, etc. Children and adults competitions were organized: “Sports Mascots” , “Summer Memories in Miniatures”, competition - for the best script for the city day; creative workshops, fairs of children's ideas, action - production of environmental posters "I love my planet", presentations "My family", projects: "The city in which I live", "My small Motherland", "I love you, my native land" - projects studying the native land; “Planet of People”, “A Friendly Family Together” - international education projects; “My rights, my responsibilities” - projects for the legal education of children; “Let's protect the Christmas tree - a green needle”, “Snowdrop”, “Young ecologist” - practical environmental projects; “Let's be healthy”, “Sun, air and water are our best friends” - valeological projects; “Search”, projects of work with war and labor veterans; “Mercy” - projects to provide assistance to socially vulnerable categories of the population.
A model was developed to optimize the support of children in an educational organization with the inclusion of projects - actions: “Labor landing”, “We will help in any way we can”, “Golden Book of Family Traditions”, “Do Good”, “Thank you for the Victory”, “Gallery of Glory”.
We considered the pedagogical technology of social and communicative development as a component of the pedagogical system of preschool education, a way of designing the pedagogical process, using a system of means and innovative methods of educating and training preschoolers in an educational organization.
Such a multidimensional vision of social and communicative development in the context of implementing the requirements of the Federal State Educational Standard for Education has made it possible to achieve the effectiveness of the process of developing the social competencies of preschoolers, which they need to enter society.
The integration of development and learning processes was achieved thanks to the teacher’s ability to skillfully apply these projects in various types of children’s activities. The absence of strict time limits and an atmosphere of competition, various motivational effects - rewards, attractiveness, group search for solutions, unexpected solutions, improved the nature of relationships and the emotional well-being of children.
In our program, we noted that in order for an action to acquire an independent character, it must be equipped with special means, which the child must initially learn in cooperation with adults.
Plans were approved and work began at the “School of Young Educators” in the areas of socialization and communication: “Successful socialization of children through theatrical games”, pedagogical training “Ways to overcome problems in communicating with peers”, “Magic keys of pedagogy - about the art of play and its mastery” organizations" - creativity training for educators, presentation "Children's Calendar". Within the framework of the “Pedagogical Arena”, the dissemination of innovative teaching experience on the social and communicative development of children. “Games and toys of our children”, “We compose, draw...”, “Patriots of Russia”.
A competition for “Professional Excellence of Teachers” was held. In the mode of remote training, self-education programs for teachers were implemented: “Inclusion of children in the system of social and communicative relations”, “Development of creativity and imagination in students”, release of the video magazine “Game Hobbies of Our Children”.
The value of the pedagogical concept was a set of conditions that determine a special set of forms, methods, methods, teaching techniques and educational means, the creation of organizational and methodological tools for the interaction of the teaching staff with social institutions, united by a single educational goal: the social and communicative development of preschool children in the conditions of implementation of the requirements of the Federal State Educational Standard for Education.
Material and technical conditions for the implementation of the program were created, a developing subject-spatial environment was modeled, representing the stages of replenishment and replacement of the equipment of gaming centers, in accordance with the requirements of the Federal State Educational Standard for Educational Education and SanPiN. The planned final results of children's mastery of the program were highlighted, which were correlated with the development guidelines for preschool children, designated by the Federal State Educational Standard for Educational Education.
Developmental situations played a special role in the process of social and communicative development of children. Modeling your social action, in our opinion, made it possible to form a child’s design and regulatory function when communicating with others, which provided the opportunity to prevent conflicts between children.
The innovation of our research was the creation educational program, implementation of a bank of technologies for the social and communicative development of children. An adaptive model for optimizing the support of children in an educational organization of social partnership has been developed and implemented.
Research results. The third stage was aimed at summarizing the research results. An analysis was carried out and a theoretical generalization of the research data was made, significant results. The technology we developed contributed to the accumulation of experience in group communication, interaction, cooperation, and the formation value orientations, development of cognitive and emotional-personal activity of children. Positive dynamics were tracked in the development of social and communicative relationships between peers and adults (from 63% to 91%), in motivation to educational activities(from 65 to 90%), in positive self-esteem and self-confidence (from 41% to 67%), in communication skills (from 55 to 92%), in the formation of the foundations of the spiritual and moral image of the individual and the assimilation of universal values ( from 45 to 78%)); High activity of students and teachers in the competitive movement at various levels is ensured.
An increase in the professional level of teachers was noted: through participation in the work of creative groups (47%), through generalization of teaching experience (39%), through the implementation innovative technologies on the social and communicative development of preschool children (54%); a model of interaction with parents has been successfully tested. Conditions have been created for a comfortable microclimate in the preschool organization.
Conclusions or conclusion. Our research allows us to draw the following conclusions. The process of socialization acts as a space of diverse relationships. The use of the set of measures we developed made it possible to effectively solve the problems of social and communicative development of children of senior preschool age.
A comparison of the results at the stage of the ascertaining and control experiments indicated a significant increase in the number of children who were able to establish contact with peers, participate in the discussion of problems, and find solutions to them. Thus, the indicator of a high level of development of communication skills increased from 27% to 63%, respectively. Children’s opportunities to participate in socially significant events have expanded, which in turn contributed to optimizing the process of children’s social and communicative development. The children became active and showed interest in their surroundings. Similar results were obtained in all age groups, which suggests the effectiveness of the developed system of measures aimed at the social and communicative development of preschool children and the possibility of its widespread use in the practice of preschool educational organizations.
Reviewers:
Rusakova T.G., Doctor of Pedagogical Sciences, Professor, Head of the Department of Artistic and Aesthetic Education, Federal State Budgetary Educational Institution of Higher Professional Education "Orenburg State Pedagogical University", Orenburg;
Litvinenko N.V., Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy of Preschool and Primary Education, Federal State Budgetary Educational Institution of Higher Professional Education "Orenburg State Pedagogical University", Orenburg.
Bibliographic link
Zebzeeva V.A. PEDAGOGICAL SUPPORT OF SOCIO-COMMUNICATIVE DEVELOPMENT OF PRESCHOOL CHILDREN // Contemporary issues science and education. – 2015. – No. 2-1.;URL: http://science-education.ru/ru/article/view?id=17141 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Experience as a speech therapist at a preschool educational institution. Creating conditions for the social and communicative development of preschool children
This material will be useful to preschool teachers: educators, speech therapists, psychologists, as well as parents.
The dynamism of the sociocultural space requires modern man the actions of flexible adaptive mechanisms, the formation and development of which begins already in preschool childhood. One such mechanism is communication ability.
Possession of communication skills allows a child to constructively organize interpersonal interaction with other participants and find adequate solutions to communication problems. The lack of communication skills and undeveloped skills not only leads to the opposite result, but puts the child in a position of rejection by peers, which causes irreparable harm to his mental and moral development.
Communication skills- these are individual psychological characteristics of a person that ensure interaction between people in the process of communication and performing any activity.
Through interaction with people, a person, and in particular a child, satisfies his most important need - the need for communication, improves mental and cognitive capabilities and reaches a higher level. high level in its development.
What motivates a child to engage in communication?
The reasons for engaging in communication are related to the child’s three main needs:
- need for impressions,
- need for active activity,
- need for recognition and support.
Thus, understanding communication as the semantic core of communication leads teachers to realize the need for the establishment, formation and development of communicative skills in preschoolers - the elementary units of a rather complex process. At the same time, development is a dynamic category that implies change and improvement, and, in order to create the integrity of this process, requires not only the drawing up of a specific action plan, but also their alignment in accordance with the postulates of a generally recognized and time-tested theory of development.
Among the many theories of development, the most acceptable, both from the point of view of understanding and from the point of view of application, is the theory of L.S. Vygotsky.
His ideas are surprisingly modern; they represent original theoretical ideas about the mental development of a child and the psychological conditions of this development.
L.S. Vygotsky proved that the mental development of a child is a process of his cultural development. He wrote that “...in terms of content, the process of cultural development can be characterized as the development of the child’s personality and worldview.”
What should a child master?
According to L.S. Vygotsky, the process of cultural development includes:
- mastery of culturally specified means of action with objects,
- mastering culturally defined means of relationships with other people,
- mastery of culturally given means of mastering oneself, one’s mental activity, one’s behavior.
Only as a result of all this do human, higher mental functions develop, a personality is formed, a worldview develops, a component of which is a value-based attitude towards a person in general and towards oneself as a person.
He not only substantiated that the mental development of a child is a process of his cultural development, but also proved under what psychological, pedagogical and social conditions this process of cultural development occurs. It is very important that modern innovation processes in education they not only took these conditions into account, but also created them.
As we all know, L.S. Vygotsky represented the development process as a movement from the zone of the actual (this included the knowledge and skills that the child could demonstrate independently, without the help of an adult) to the zone of proximal development (the range of knowledge and skills that the child is able to master at this stage, but only with the help of an adult).
For the successful formation of social and communication skills, the following psychological and pedagogical conditions must be provided:
- teachers’ respect for the human dignity of students, the formation and support of their positive self-esteem, confidence in their own capabilities and abilities;
- the use in the educational process of forms and methods of working with children that correspond to their psychological, age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown of children’s development);
- building an educational process based on interaction between adults and children, focused on the interests and capabilities of each child and taking into account the social situation of his development;
- support by teachers for a positive, friendly attitude of children towards each other and the interaction of children in different types of activities;
- support for children’s initiative and independence in activities specific to them;
- the opportunity for children to choose materials, types of activities, participants in joint activities and communication;
- building interaction with the families of pupils in order to achieve the full development of each child, involving the families of pupils directly in the educational process.
Activities of teachers to ensure necessary conditions for the social and communicative development of children includes:
- organization of the subject-spatial environment;
- creating situations of communicative success for children;
- stimulation of children’s communicative activities, including using problem situations;
- eliminating communication difficulties in children in collaboration with a teacher-psychologist and with the support of parents;
- motivating the child to express his thoughts, feelings, emotions, characteristic features characters using verbal and non-verbal means of communication;
- ensuring a balance between educational activities under the guidance of a teacher and independent activities of children;
- modeling of game situations that motivate a preschooler to communicate with adults and peers.
And again we come to the conclusion that the process of creating conditions for the development of social and communicative skills should occur only on the basis of play activity as a leading activity in preschool age.
After all, in play, a child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions. Getting to know the system human relations, he begins to realize his place in it. A game stimulates the development of the child’s cognitive sphere, promotes the formation of creative imagination. The game contributes to the development of voluntary behavior of the child, the formation of voluntary behavior of other mental processes: memory, attention, imagination. The game creates real conditions for the development of collective activity, the basis for the manifestation of children’s feelings and emotions, and their correction.”
The game takes on special significance in the correctional and pedagogical process of raising and teaching preschool children with speech disorders, since, along with objective activities, it is used as the basis for the formation of correct speech in children and for their full development.
What communicative abilities and qualities can games that are conducted in speech therapy classes develop in children?
- the ability to recognize the emotions of others and control your feelings.
- a positive attitude towards other people, even if they are “completely different.”
- the ability to empathize - to rejoice in other people's joys and be upset because of other people's sorrows.
- the ability to express your needs and feelings using verbal and non-verbal means.
- ability to interact and collaborate.
I offer you several speech therapy games, which, along with their correctional and educational tasks, also solve the problems of developing social and communication skills. Thus, they can be used by teachers in their direct educational activities.
A game:"Magic wand"
Goals: development of the ability to listen to each other, consolidation of diminutive meanings of words, expansion of the vocabulary.
Children are invited to become “wizards” for a while and “turn big words into small ones.” Children pass the “magic wand” around in a circle, name the diminutive meaning of the words proposed by the teacher, carefully listening to each other’s answers.
Another version of the game: children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.
A game:"Guess the word"
Goals: development of attentiveness and observation necessary for effective communication, consolidation of concepts: word-action, word-attribute.
Children stand in a circle. The teacher throws the ball to each child and asks them to guess what object is being talked about based on action words or attribute words.
A game:"Know-It-Alls"
Goals: expansion of the vocabulary, development of coherent speech.
Children stand in a circle. The teacher gives them a flower and asks them to pass it to each other until they hear the sound signal of the presenter (teacher). The one who has the flower in his hands must name three words each belonging to one category, for example, three fruits (vegetables, pets, birds, modes of transport, etc.).
A game:"Package"
Goals: development of the ability to describe a subject, expansion of the vocabulary, development of coherent speech.
The teacher offers to open the “package”, find out who it is from and what game this or that character is offering to play. Each child chooses a picture and, without naming or showing it, describes what is depicted on it. The rest of the children must guess who it is.
A game:"Detectives"
Goals: consolidation of skills sound analysis and synthesis, the formation of phonemic representations, expansion of active vocabulary, development of the ability to work in a team, negotiate with each other, and be attentive.
The teacher asks the children to divide into two teams. The first command searches for pictures whose names contain the sound [s], and the second command searches for pictures whose names contain the sound [w]. You can set any other task: collect pictures related to domestic/wild animals, etc.
Thus, the establishment of verbal communication is one of the main conditions for the full development of the child.
Shapovalova Elina Yurievna
Psychological and pedagogical support of social and communicative development of preschool children with mental retardation
In the requirements of the Federal State educational standard preschool education(2013) one of the priority areas of personal development of a preschool child is social and communicative development. In modern pedagogy social and communicative development is considered as a complex, multifaceted process during which the child learns the values, traditions, culture of the society or community in which he will live. This development positive attitude child to himself, other people, the world around him, development of communicative and social children's competence. IN preschool Pedagogy is dominated by the point of view of M. I. Lisina, T. A. Repina, A. G. Ruzskaya, based on which "communication" And "communicative activity" are considered synonyms. It is noted that development of communication between preschoolers and peers, to adults, appears as a process of qualitative transformations in the structure of communicative activity. In the structure of communication as a communicative activity, M. I. Lisina identifies Components: subject of communication (communication partner); the need for communication consists of (the desire for knowledge and evaluation of other people, for self-knowledge and self-esteem); communicative motives.
The problem is of particular importance in raising children with mental retardation. In the works of a number of researchers - N.V. Babkina, N.Yu. Boryakova, O.V. Zashchirinskaya, E.A. Zavalko, E.V. Lokteva, E.S. Slepovich, U.V. Ulienkova and others, it is noted that preschoolers this category has a reduced need for communication, difficulties in development speech means of communication; With delay There is a change in age-related forms of communication with adults. General characteristics social and communicative development These children are immature in the motivational-need sphere. In the future, this has Negative influence for the formation of the system child's social relations. Besides, social and communicative development of children with mental retardation, occurs in conditions of reduced cognitive activity and a limited understanding of the world around them, which further hinders their favorable socialization, personality development.
To improve efficiency social and communicative development children with mental retardation need specially organized, targeted correctional developmental impact – psychological and pedagogical support(hereinafter referred to as PPP).
Based on the most productive theoretical and methodological approaches - systemic, personal-activity, ontogenetic, we have developed a model psychological and pedagogical support for the social and communicative development of senior preschool children age with mental retardation in conditions preschool educational institution combined kind: The model includes interconnected components - diagnostic, correctional developing, advisory and methodological, distinguished by specially selected content and sequence of implementation in three stages: preparatory, performing, control and generalization.
For each component of the model, the corresponding content, forms and methods of teaching staff are determined, which are aimed at achieving the necessary results.
The diagnostic component contains the initial, intermediate and final psychologically- pedagogical diagnostics aimed at assessing the current level social and communicative development of preschool children with ZPR and determining the area of the nearest development. This allows you to study typical behavior and relationships preschoolers with adults and peers, relationships with oneself. Identify behavioral problems of each child and study the understanding of elders preschoolers manifestations of certain feelings and experiences of other people, the ability to navigate these feelings in everyday communication and activities.
The forms and methods are psychologically-pedagogical diagnostics and questioning of parents preschoolers with mental retardation.
Corrective developing component includes joint and interrelated activities of a teacher-defectologist, a teacher-speech therapist, psychologist and educator. Based on the conducted psychologically- pedagogical diagnostics, the development of directions and content of correctional work on social and communicative development children by all participants. Forms and methods are determined in accordance with the laws of age development.
The advisory and methodological component includes activities on psychologically-pedagogical support for parents and methodological support for teaching staff participants. Work is carried out with parents to explain individual characteristics social and communicative development of children; tasks and orientation of correctional developing process in order to overcome shortcomings and development opportunities for children with mental retardation.
On the first - preparatory stage psychological and pedagogical support psychologist. This stage includes diagnostic and advisory-methodological components. His task is to establish contact with all participants escort, the amount of work and the sequence of the process are determined escort. At the consultation, all participants study the diagnostic results and prepare the relevant sections of the individual program accompanying a child; methodological support is provided to teachers and psychologically- pedagogical consultation for parents of children with mental retardation.
At the second - performing stage psychological and pedagogical support educators, a speech pathologist, a speech therapist, and psychologist. This stage includes corrective developing and advisory and methodological components. Teaching staff specialists – speech therapist, speech pathologist, psychologist organize the selection of necessary social and communicative development child with mental retardation correctional methods and techniques in accordance with the diagnostic results, carries out individual correctional developing classes in their areas. Provide information and methodological support for all teaching staff participants and parents.
The teacher conducts individual work with a small group of children on the instructions of the speech pathologist and speech therapist; organizes joint activities for children; used in working with children project activities, attracting to active participation parents of pupils.
At the third - generalizing stage, educators, a teacher-defectologist, a teacher-speech therapist, psychologist. This stage includes advisory, methodological and diagnostic components. Here the results and dynamics are diagnosed social and communicative development of children with mental retardation, development of recommendations, consultation by specialists with teachers on the choice of individually oriented methods and techniques for working with children; advisory assistance family. The result of the generalizing stage is the introduction of the necessary changes to the educational process and the process of psychological and pedagogical support for the social and communicative development of children of senior preschool age with mental retardation, adjustment of the conditions and forms of training, methods and techniques of work, as well as methodological support for teaching staff participants.
Thus, the model we presented psychological and pedagogical support aimed at effectively increasing social and communicative development of children of senior preschool age with mental retardation, which was confirmed in experimental work.
Bibliography
1. Babkina N.V. Psychological support children with mental retardation in conditions of educational integration // Education and training of children with disabilities development. 2012. - No. 1. – P. 23 – 31.
2. Wenger, A. L. Ontogenetic approach to correction mental development of the child [Text] / A. L. Wenger., Yu. S. Shevchenko // Defectology. 2004.–№1.– P. 8-16.
3. Mamaichuk I. I., Ilyina M. N. Help psychologist for a child with mental retardation. Scientific and practical guide. St. Petersburg: Rech, 2004. pp. 25-240.
4. Development of communication in preschoolers / ed.. A. V. Zaporozhets and M. I. Lisina. – M.: Pedagogy, 2004. – P. 174-289.
Publications on the topic:
St. Petersburg as an environment for raising older preschoolers with mental retardation“For us there is no greater purpose than to pass on our knowledge to all children. When we see the reflection of St. Petersburg in their eyes, That means.
Job social teacher in a preschool educational institution should be aimed at productive cooperation between teachers and families in raising children and providing.
Consultation “Formation of ideas about time in preschoolers with mental retardation” The purpose of forming these ideas is to develop in children a sense of time, the ability to determine and feel time periods.
Psychological and pedagogical support for games according to the Federal State Educational Standard for Education as a leading activity for preschoolers. There was once a proverb that children do not.
Pedagogical diagnostics of social and communicative development (development of life competencies) in older preschool children with disabilities The criteria are compiled on the basis of the Federal State Educational Standard for Preschool Education and the program of E. A. Ekzhanova.
Psychological and pedagogical support for preschool children in preschool educational institutions in the context of the Federal State Educational Standard for Preschool Education Psychological and pedagogical support for preschool children in preschool educational institutions in the context of the Federal State Educational Standard for Preschool Education. Preschool education in the context of the Federal State Educational Standard in the general system.
“The more skill in a child’s hand, the smarter child» V. A. Sukhomlinsky The question of the full development of speech in preschool children.
The influence of the logosphere on the formation of social and moral relations of children with mental retardation In the last decade, the value attitude towards each person: his personal growth, inclinations and abilities, interests - is realized.
Consultation “Elements of art therapy as a means of social and communicative development of preschool children with disabilities” Modern preschool education is developing in innovative conditions. Society's requirements for its quality are significantly increasing. Change.
Pedagogical Council
Agenda
1. Implementation of the decisions of the previous teachers’ council
Art. educator, preschool teachers
2. Social and communicative development of a child – preschooler
Art. teacher
3. Determination of the main directions of social and communicative development of a preschool child
Preschool teacher
4. Psychological comfort of the group
Preschool teachers
5. Techniques for enhancing children's activities
Art. educator, teachers
6. Miscellaneous.
Warm-up for participants
Communication game “You still don’t know what I love”
Rules of the game: an object is passed around in a circle. Each participant continues the phrase: “You don’t know yet that I’m in free time I love..." (option - do it in your free time... (names some fact about yourself that is unknown to most)"
Assignment: set a goal for this game, name possible options this game with children.
1. introduction(senior teacher)
Modern society requires proactive young people who are able to find “themselves” and their place in life, restore Russian spiritual culture, morally stable, socially adapted, capable of self-development and continuous self-improvement.
The basic personality structures are formed in the first years of life, which means that the family and preschool institutions have a special responsibility for nurturing such qualities in the younger generation.
In this regard, the problem of socio-communicative development - the development of a child in interaction with the world around him - becomes especially relevant at this modern stage.
This fact is reflected in the main federal documents defining the activities of governing bodies and educational institutions.
Thus, Articles 12 and 13 of the Law of the Russian Federation “On Education” establish General requirements to the programs and content of education, which should primarily focus on the adaptation of the individual to life in society, on ensuring the self-determination of the individual and creating conditions for his self-realization.
The concept of modernization of Russian education emphasizes: “The most important tasks of education are the formation of spirituality and culture, initiative, independence, tolerance, and the ability for successful socialization in society.”
The standard of preschool education, one of the requirements for the conditions for the implementation of the main educational program of preschool education, puts forward requirements for the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age: The standard of preschool education, defining the mandatory minimum content of the program implemented in a preschool educational institution, puts forward a number of requirements to the social and communicative development of his pupils.
Thus, being a priority, the social and communicative development of children is today elevated to the rank of strategic directions for updating Russian education, including preschool, and is directly related not only to pedagogy, but also to psychology, which studies the influence of the social environment on the development of a child’s personality.
2. Determination of the main directions of social and communicative development of a preschool child
Speech by a preschool teacher
3. Psychological comfort of the group
Speeches by preschool teachers from work experience
4. Practical part of the teachers' council
1. Analysis of situations
1 part of the situation. “During a tour of the zoo, the kindergarten teacher introduced the children to various animals - their habits, way of life, appearance etc. Upon returning to the group, she brought into the room animal toys that the children were getting to know, expecting them to start playing “at the zoo.” But the children did not play “at the zoo” either on that day or on the following days. Why?
Part 2 of the situation. “The teacher repeated the excursion and introduced the children not only to the animals, but also to the work of people in the zoo: the cashier sells tickets, the controller checks them and lets visitors through, the cleaners clean the cages with the animals, the cooks prepare food and feed the animals, the doctor treats sick animals, the tour guide tells visitors about animals, etc. Some time after this repeated excursion, the children independently began the game “to the zoo”, in which the cashier, the controller, mothers and fathers with children, the guide, the “animal kitchen” with a cook, the “animal kitchen” were presented hospital” with a doctor, etc. All these characters were introduced into the game gradually, the game lasted for several days, constantly becoming richer and more complex. »
Part 1 of the situation: “During the trip to the dacha, the children received many vivid impressions of the railway: they saw the train for the first time, boarded the cars themselves, heard announcements on the radio about the departure of the train, etc. The impression of the trip was quite strong: the children They enthusiastically talked about the trip, drew pictures of trains, but the game did not appear. Why? »
Part 2 of the situation: “Then the children were given another, additional excursion to the railway station. During this excursion, the children were introduced to how the station master greets each arriving train, how the train is unloaded from luggage, how the driver and assistant inspect the serviceability of the train, how the conductors clean the cars and serve passengers, etc. After this excursion, the children immediately and a game of “railroad” arose, in which characters familiar to them took part.”
CONCLUSION: D. B. Elkonin: The reality in which a child lives can be conditionally divided into two interconnected, but at the same time different spheres. The first is the sphere of objects (things, both natural and man-made; the second is the sphere of activity of people and their relationships.
These results indicate that role-playing is especially sensitive to the sphere of activity of people and the relationships between them and that its content is precisely this reality.
2. Techniques for enhancing children's activities
Method of analysis and synthesis
Imagine that the teacher and the children are looking at a picture that shows a builder with a construction tool against the background of a house being built. What techniques can a teacher use to increase cognitive activity?
Method of comparison (by contrast and by similarity, similarity.)
Question to the child: “What is the difference between an elephant and a wolf? " or "How are a wolf and an elephant similar? »
Which question is more appropriate to ask your child: comparison by similarity or by contrast?
Classification method
For example - “Distribute the pictures into two groups - in one, select everything that a cook needs for his work, and in the other, for a doctor.” (4-5 years)
The complication of tasks goes along the line of increasing the number of objects for grouping and along the line of complication of the basis for classification. For example, older preschoolers are offered various items or their images in pictures: winter hat, Panama hat, toothbrush, ball, soap, skis, pencils.
Assignment: select items that a girl will need in the summer, a boy – in the winter. Explain the solution. And now from these same items, choose those that are needed for the game, in order to be healthy; what will help tell about you?
Modeling and design method
An increase in cognitive activity is facilitated by a combination of this method verbal explanation, practical implementation and gaming motivation. For example, children and their parents are busy organizing a children's room: they need to determine a place for a play corner, for books, for plants and animals. You can suggest that the child first make a model of object placement out of a small builder and justify his proposals.
Using game situations in communicative development
In preschool age, it is very important to develop a child’s communication abilities. This is necessary so that the baby is adapted to life in society, has an active and responsible social position, is able to realize himself, and can always find mutual language with anyone and make friends. The communicative development of children contributes to the change and development of his emotional sphere; the child begins to be aware of and better control his emotions.
A variety of games contribute to the development of the child’s emotional sphere. educational technologies. In particular, the organization of various game situations that ensure the development of positive experience and value orientations.
“Guess” - one child reproduces the gesture, and the others guess its meaning.
“Gaits” - one child imitates the gait of someone (human, animal, bird, etc.), and the rest of the children guess who it belongs to.
“Foreigner” - one child, imitating foreigners with the help of gestures and facial expressions, asks how to get to the zoo, the pool, the square, and the rest of the children, also using gestures and facial expressions, answer his questions.
To improve the ability to pronounce words clearly and clearly, children are offered:
depict how the sea rages, in what voice Baba Yaga, Cinderella and other fairy-tale characters speak; pronounce a familiar quatrain - in a whisper, as loudly as possible, like a robot, with the speed of a machine-gun burst, sad, joyful, surprised, indifferent.
Teach children to negotiate. This game will help you avoid conflicts in a group of children - the peace play “Friendship Path”
Children disperse in different directions of the carpet and slowly walk towards each other, saying the words:
I walk along the path and release my anger.
I don't want to be sad
And angry too.
“The Path of Friendship will be able to reconcile us with our friends.”
Children meet in the “Circle of Application” (large hoop).
Decision of the teachers' council
“Social and communicative development of a preschool child”
1. Improve work on the social and communicative development of preschool children in accordance with the Federal State Educational Standard for Educational Education
Preschool teachers, constantly
2. Summarize the experience of work “Psychological comfort of the group”
Teachers of preschool educational institutions, the deadline is determined by the teaching council
3. To intensify the cognitive activity of children for the social development of the individual through the organization of excursions and the use of ICT
All teachers, constantly
4. Conduct an analysis of the group’s development environment and draw up an estimate of the necessary equipment
All teachers, until 05/01/2014
www.maam.ru
Consultation for teachers of preschool educational institutions “Organization of a developmental environment in the educational field “Social and communicative development”
The problem of the social and personal development of a preschool child in the process of his interaction with the outside world becomes especially relevant at the present stage, since the main personality structures are laid in the preschool period of childhood, which, in turn, places special responsibility on the family and preschool institution for raising the necessary personal qualities in children.
One of 5 priority areas The activities of a preschool institution (in accordance with the Federal State Educational Standard for Education) are the social and communicative development of preschool children, the organization and methodological support of socially oriented educational activities, as a condition for the implementation of the social order of society and the family.
The main goal of this direction is the positive socialization of preschool children, introducing them to sociocultural norms, traditions of the family, society and state.
The objectives of social and communicative development in accordance with the Federal State Educational Standard for Education are the following:
1. Create conditions for preschool children to assimilate the norms and values accepted in society, including moral and ethical values.
2. Develop the social and emotional intelligence of children, their emotional responsiveness, empathy, skills of friendly communication and interaction with adults and peers.
3. Contribute to the development of independence, focus and self-regulation of children’s own actions.
4. To form a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the team, positive attitudes towards various types of work and creativity.
5. To form in children the basics of safe behavior in everyday life, society, and nature; readiness to collaborate with peers.
To solve the assigned tasks, it is necessary to comply with a number of conditions^
Use in practice preschool work health-saving educational technologies;
Implementation of the general education program;
Enrichment of the subject-spatial environment.
When creating a developmental space in the group premises of a preschool educational institution, it is necessary to be guided by the principles in accordance with the Federal State Educational Standard for Preschool Education, which presuppose the unity of social and objective means of ensuring the child’s varied activities:
Saturation of the environment (correspondence to the age capabilities of children and the content of the Program);
Transformability (the possibility of changes in teaching staff depending on the educational situation);
Multifunctionality (possibility of various uses);
Variability (diversity, periodic change of game material);
Availability (free access to game manuals);
Security (compliance with requirements for ensuring the reliability and safety of their use).
When organizing the subject-spatial environment in accordance with the Federal State Educational Standard in various age groups of preschool educational institutions, it is necessary to remember that its content in the direction of “Socio-communicative development” of preschool children should be determined by the content of educational activities directly in this direction and the age category of the children.
For example, in our group in this area of development of preschool children the following Activity Centers are represented:
Security Center.
Center for role-playing games.
Center for Socio-Communicative Development (labor education of boys and girls).
The requirements for their content and occupancy in accordance with the age group are reflected in the passports of the centers in the group that we have developed. Let's look at each of them.
1. The analysis of the goals and objectives of forming the foundations of life safety in children in senior group in accordance with the Federal State Educational Standard (they are in front of you on the screen), the main areas of work and principles made it possible to draw up a passport for the Security Center, according to which it was filled with didactic games and manuals in accordance with the age of the children.
So, for example, according to traffic rules in the senior group, in accordance with the requirements, there are:
The owner is a traffic light.
A mock-up of an intersection with which children can solve complex logic problems on road safety.
Set of road signs.
Didactic games.
Schemes of traffic controller gestures, didactic game “What does the rod say? ", attributes of a traffic police inspector: baton, cap.
The formation of life safety skills and prerequisites for environmental consciousness (safety of the surrounding world) in children occurs not only in the course of spontaneous interaction with social reality and the surrounding world, but also in the process of the child’s purposeful introduction to social reality in preschool educational institution group, therefore, the Security Center has educational games and thematic albums in three directions:
Prevention of traffic accidents and study of traffic rules;
Formation of the ability to take care of one’s health;
Fire safety prevention.
The Center has teaching aids “The Islands of Healthy and Squishy”, “In the Country of Healthyland”, “Pros and Cons natural phenomena”, “Healthy”, the purpose of which is to increase children’s cognitive competence about the possibilities healthy image life, healing with medicinal herbs, using additional means of preventing colds; developing in children the ability to take care of their health. In the future, the creation of didactic aids in the group to develop children's knowledge about safety on water, in nature and in everyday life.
2. Taking into account the types of labor and forms of organizing work activity in senior preschool age (they are in front of you on the screen, the Center for Social and Communicative Development has created conditions for the labor education of children (boys and girls):
Organizing collective work to clean a group room or area.
Organization of work with small groups of children.
Organization of work assignments and work with duty officers.
Organizations of manual labor.
Didactic manuals have been created (“Cube of Choice”, “Islands of Duty”) for organizing children’s work (determining the number of participants, type of work activity, grouping, distributing types of work, determining the type of duty and assignments, which predetermines the nature of the relationships between children in the process of joint work Thanks to the use of these benefits, the basic foundation of children’s labor skills is laid, which is formed precisely in the senior group (in the future, these developed skills and abilities are only improved, the main ones being the skills:
Accept the purpose of work;
Select the subject of work;
Anticipate the result of labor;
Plan the work process;
Select the necessary equipment;
Finish what you started.
To form an idea of the work of adults, the variety of professions, modern technology, machines and mechanisms involved in human work and their role, thematic albums, a selection of presentations for children, and didactic games have been developed.
In the future, creating conditions in the group for boys to work with wood: hammering, sawing, painting when making toys, etc.
3. Social development of the individual is carried out in activity. Children's activities are carried out in various age-appropriate forms of work with children, a special place among which is occupied by play as an activity in itself.
Having analyzed the classification of games, characteristics and premises role-playing game, we have organized a Center for Role-Playing Games, which concentrates sets of items and accessories for role-playing games, recommended specifically for older preschool age. At the Center, children of senior preschool age have the opportunity to organize role-playing games in the following areas:
Family (“Home, family”);
Education ("Kindergarten");
Health (“Ambulance”, “Polyclinic”, “Hospital”);
Trade (“Shop”);
Production (“Sewing Studio”);
Construction (“Construction”, “Building a house”);
Entertainment, public places("In the cafe") ;
Travelers ("Around the World");
Transport (“On the roads of the city”);
Military themes (“Border Guards”, “We are military intelligence officers”);
Sports (“We are athletes”)
The Center for Role-Playing Games has created a didactic guide, “Game Daisies,” which helps children decide on the choice of a role-playing game, an individual role in a joint game, and the necessary items and accessories for the game. Before the game, children and their partners choose their roles, place pictures of the objects they will need on the chamomile, prepare the selected accessories, and develop the plot of the game together. That. Children develop the ability to independently plan and design joint role-playing games.
Positive socialization of preschool children, their familiarization with sociocultural norms, traditions of the family, society and state is carried out not only through the organization of targeted development and education, but also through the socialization of the child in the process of life.
In childhood, the process of socialization is greatly influenced by agents of socialization, that is, persons with whom the child has direct interaction (family, kindergarten, society) .
An important factor in the upbringing and development of a child, in his acquisition of social experience, is the family (as one of the institutions of socialization).
A child in a family learns to communicate, acquires his first social experience, and learns social orientation. That is why one of the main tasks of our activities is to create full-fledged social cooperation in the triad “teacher-children-parents”. Recognition of the priority of family education requires a new attitude towards the family and new forms of work with families on the part of the preschool institution. The novelty of such relationships is determined by the concepts of “cooperation” and “interaction.”
Cooperation is communication “on equal terms”, where no one has the privilege to indicate, control, or evaluate. Parents become active participants in the educational process and management of the preschool institution.
Thus, an important condition the organization of socially-oriented educational activities is not only the competent construction of a subject-spatial environment, but also the partnership between preschool educational institutions and families, which makes it possible to include children in the implementation of real affairs, participation in pedagogical child-parent projects, transformation real life. Therefore, another important condition is the organization of an integral pedagogical system, competent and pedagogically appropriate construction of the educational process in preschool educational institutions together with parents.
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Generalization of experience on the topic ""
Life confronts the theory and practice of education and upbringing, in addition to traditional questions - what and how to teach in modern conditions, priority problem: how to form a person who would meet the requirements of society at the current stage historical development. That is why today we turn to the child’s personality and analysis of the processes influencing its formation.
Parents and teachers are more concerned than ever about what needs to be done to ensure that the child entering this world becomes confident, happy, smart, kind and successful, able to communicate with the people around him. To teach a child to communicate, you need a lot of patience, love and desire to help him understand complex world relationships with peers and adults. At preschool age, a child’s holistic life experience is formed. Social development is a process during which a child learns the values, traditions, and culture of the society where he will live with other people, taking into account their interests, rules and norms of behavior. He accepts age-appropriate behavior norms in a peer group, learns effective ways to get out of difficult situations, explores the boundaries of what is permitted, solves his emotional problems, learns to influence others, has fun, gets to know the world, himself and others.
In this regard, the problem of social and personal development - the development of a child in interaction with the world around him - has always been and now remains particularly relevant at this modern stage.
Modernization concept Russian education emphasizes: “The most important tasks of education are the formation of spirituality and culture, initiative, independence, tolerance, and the ability for successful socialization in society.”
In this regard, I set a goal:
Creating conditions for the full social development of preschool children.
1. To develop in children the skills of tolerant behavior in society.
2. To develop preschoolers’ interest in the history of their family and country;
3. Raise the level of awareness of parents about the activities of the Institution on this topic;
Expected results:
Development of tolerant behavior skills in children;
Increasing the percentage of parents’ involvement in the life of the kindergarten and the group in particular;
Expanding the creative abilities of teachers;
It should be noted that social and communicative development occurs successfully provided that it is included in various moments of the educational process (ECD, joint activities of the teacher and the child, independent activities of children and when working with parents).
To optimize work on this issue I have developed a cyclogram of the educational process, which allows you to take into account all planned activities during the day.
I attach great importance to the development of a child’s speech in the development of personality. The better a child’s speech is developed, the easier it is for him to establish contacts with peers, be active in games and discussions, and understand the meaning of what peers and adults say.
When working with children, I use fairy tales of a social nature, in the process of telling which children learn that they need to find friends, that being alone can be boring and sad (the fairy tale “How a Truck Was Looking for a Friend”); that you need to be polite (the fairy tale “About an Uneducated Mouse”); stories (L. Tolstoy “Two Comrades”, K. Ushinsky “Together is crowded, apart is boring”, A. Barto “Vovka is a good soul”, N. Kalinin “Is this how they play?”).
I try to teach children to comprehend the world through familiarity with the main aesthetic categories that are in opposition: truth-false, courage-cowardice, generosity-greed, and so on. All this material is taken from fairy tales, folklore and literary works and everyday, everyday life events. I noticed that the more often children participate in discussing various problem situations, listen to stories, fairy tales, and perform play exercises, the better they understand the surrounding reality, learn to evaluate their own and others’ actions, choose their own line of behavior and interaction with others. The main activity of a child is play. And through children's play activities we satisfy the most important social needs child: independence, initiative, ability to play nearby, negotiate, and so on. While playing, the child is always at the junction of the real game world - this is the main achievement of the game, such games as “My Family”, “Away”, “Toy Store”, “Supermarket”, “Model House” and so on.
I attach great importance didactic games as a means of multifaceted education of a child’s personality. I teach children to find characteristic signs in the phenomena of the surrounding world, to draw conclusions, conclusions such as “Think, guess”, “Who knows more”, “Answer questions”, “How Pinocchio became polite” and so on.
With the knowledge gained as a result of the activities carried out, the child develops those personality qualities with which he will successfully and confidently walk through life.
Social and communicative development is multifaceted and labor-intensive. The main goal is to help children calmly and painlessly enter the modern world.
I implement pedagogical technologies for the social and communicative development of children in stages:
I begin my work by collecting information about the individual personal characteristics of students;
I draw up long-term planning of work with children and parents;
I carry out correction of existing socio-emotional problems, which I resolve together with specialists;
I summarize the results through monitoring.
The group has created a developing subject-spatial environment in which children know how and love to communicate, show initiative, and are independent in choosing activities and partners.
In children of senior preschool age, the greatest emotional response is found in such situations as:
1. Practical situations of humanistic choice.
Preschoolers are faced with a choice: to respond to the problems of other children or to prefer personal interests and show indifference? Should you respond to a request for help or ignore it?
The behavior of children in situations of choice helps to better understand the characteristics of their social and personal development.
2. Practical situations of a problematic nature such as “What to do, what to do? »
These are various situations of difficulty that I create in order to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solutions.
3. Practical situations “We are the oldest in kindergarten.”
Children learn to take care of children, they develop a sense of self-esteem, a kind attitude towards little ones, and an understanding of their problems.
Situations were organized: “We will delight the kids with gifts made by ourselves,” “We will prepare a concert for the kids,” “We will show a fairy tale,” “We will help make a snow slide.”
4. Situations like “We are friends with schoolchildren”
Senior preschoolers gain experience in cooperation with school students: “We are having a sports festival,” “Joint literary quiz in the library”, “We are waiting for our teachers”.
5. Children are very fascinated by situations like “Teach your friend what you can do yourself.”
I encourage children to show attention to each other, mutual assistance and cooperation. Children share their experiences, we help them enter into the role of a “teacher,” that is, to be patient, attentive and forgiving to the mistakes and difficulties of their peers.
6. Children also participate in simulation games: changes in emotional and physical conditions, imitations of states of nature, etc.
I would like to emphasize that our constant assistant in the social and communicative development of children is the family. Typically, socialization takes place in the family, which is the main transmitter of knowledge, values, attitudes and customs from generation to generation.
Thus, the implementation of the tasks of the section “Socio-communicative development” plays a significant role in the development of the personality of preschool children and prepares them for transition to school.
We do everything so that our children go through life with an open heart and a lively mind, with kindness and respect, and become patriots of our planet Earth.
Used Books:
1. Kolomiychenko L. Social development program// Preschool education, №1, 5, 8/2005.
2. On the socialization of preschool children // Preschool education, No. 4/2006.
3. Strelchenko G. Social development of a preschooler // Preschool education (application). – 2006
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Social and communicative development of preschool children
Social and communicative development of preschool children
Preschool age is a time of active socialization of the child, development of communication with adults and peers, awakening of moral and aesthetic feelings. The child looks at the world around him with wide open eyes. He wants to know it, feel it, make it his own.
The specificity of preschool age is that everything mental processes They are very mobile and plastic, and the development of a child’s potential capabilities largely depends on what conditions for this development teachers and parents create for him. Psychological and pedagogical science unconditionally recognizes the fact that a child’s real abilities can manifest themselves quite late, and the education that he receives greatly contributes to their manifestation. In particular, the concept of “Zone of Proximal Development” introduced by L. S. Vygotsky captured in a special way precisely this known fact. Therefore, defining individual characteristics child of preschool age, it is preferable to first of all keep in mind his “inclinations”, which serve as the basis further development abilities.
Therefore, when analyzing the achievements of a preschool child at each stage of his development, it is necessary to understand that the results are intermediate and can only serve as a basis for the teacher’s choice of methods and techniques for individual work. An objective, adequate assessment of children’s development is important, and incorrect interpretation of diagnostic results can have a negative impact on both personality development and the child’s further educational trajectory. Thus, we assessed the level of development of social competence during the analysis of the results of observation of children in the process of direct educational activities, as well as in routine moments. Analysis of monitoring results was not an end in itself. It was necessary to establish the initial level of formation of moral competence, the analysis of which allows us to plan further work on the social development of children. The analysis of observations was aimed at the child’s actual position in the peer group, the nature of relationships with peers, and the child’s role in joint activities.
Thus, when solving the problems of moral education, we built our work in accordance with local conditions and characteristics of children, taking into account the following principles:
- "positive centrism";
Continuity and continuity of the pedagogical process;
differentiated approach to each child, maximum consideration of his psychological characteristics, opportunities and interests;
a rational combination of different types of activities, an age-appropriate balance of intellectual, emotional and motor stress;
Activity approach;
Of course, a preschooler is not yet able to purposefully educate himself, but attention to himself, understanding of his essence, understanding that he is human, gradual awareness of his capabilities contributed to the fact that children learned to be attentive to their physical and mental health, learned to see through themselves other people, understand their feelings, experiences, actions, thoughts.
Our main task was to gradually introduce the child to an understanding of the essence of the social world. Naturally, the speed of assimilation of the material and the depth of its knowledge are very individual. Much depended on the gender of the child, on the nature of the social experience he had accumulated, on the characteristics of the development of his emotional and cognitive spheres, etc. We focused not only on the age of the preschooler, but also on his actual mastery of the material. Using games, activities, exercises with to varying degrees difficulties in order to select what most corresponds to the level of development of a particular child so that he masters the material individually. For example, in the game “What is He Like” we teach children to listen to the intonation of the speaker and determine his state of mind by intonation. And in the “Interesting Minute” exercise, we invite children to remember and tell what remarkable things they noticed during the day (a kind deed by a friend, helping an adult, etc.) and comment on this event.
In accordance with the content of the material and its features, the child’s main activity was determined, which was most adequate to the task being implemented. In one case it could be a game, in another - work, in a third - classes, cognitive activity. Forms of work – collective, subgroup, individual.
Paying special attention to the organization and style of educational work, since this process is the basis and indicator of the success of solving problems in the social development of preschool children. Direction of educational work: the child should feel confident, protected, happy in the preschool educational institution, convinced that he is loved and his reasonable needs are met. Together with the children, we set up our group, they help, say, make manuals, toys, meet and see off guests, etc. If the child is mistaken in something, we suggest, but in such a way as to once again arouse interest.
In our group, places are allocated not only for solitude - to draw alone, look at a book, think, dream, but also for collective games, activities, experiments, and work. In general, the group was filled with an atmosphere of busyness, meaningful communication, research, creativity, and joy. Children know not only their responsibilities, but also their rights. Relationships with adults are trusting, friendly, but not equal. The child understands: he still doesn’t know much, he doesn’t know how. An adult is educated and experienced, so you need to listen to his advice and words. However, the child knows that not all adults are educated, that the behavior of many does not at all correspond to moral principles (and this is not hidden from him). The child learns to distinguish positive actions from bad ones.
Work on social development began with the younger group, gradually increasing the complexity of its content. For younger preschoolers It’s interesting to include yourself in the surrounding reality through playful actions. Accordingly, considering one’s “I” as a part of “adult” reality allowed one to form an idea of oneself, one’s capabilities, fostered initiative and independence, developed activity and self-confidence. Already in the younger group, we actively involve children in games - imitation. Kids imitate the actions of different animals, and also convey images of animals and their cubs. According to my demonstration and independently, in movements and facial expressions they reproduce the different moods of animals (good - evil, cheerful - sad) and their images. For example: a small fast mouse and a big clumsy bear.
Our constant assistant in the social development of children is the family. Only in cooperation with close adults can high educational results be achieved. We try to interest the parents of our students, for example, with the desire to instill in their children a love for their ancestors. We are trying to revive a valuable tradition - to be proud of our ancestry and continue its best traditions. In this regard, individual conversations were used, the purpose of which was to attract the child’s attention to his own family, teach her to love and be proud of her.
Interaction with the family is effective only when we and the parents trust each other, understand and accept common goals, methods and means of social development. Showing parents our sincere interest, kind attitude towards the child, desire to promote his successful development, which allowed us to become the basis of our joint efforts with the family and helping the child to establish contacts with the social world.
An emotionally comfortable climate in the group and meaningful, personality-oriented interaction between the teacher and children, the living example of the teacher, his sincere participation in the affairs and problems of children, the ability to support their initiative and encourage them to show good feelings - led to the successful social development of preschool children.
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Summary of a lesson on the communicative development of preschool children.
Topic: “Birthday with friends”
The goal is to promote children's personal, communication and emotional development.
- Development of the dynamic side of communication: ease of making contact, initiative, readiness to communicate;
- Development of empathy, sympathy for a partner, emotionality and expressiveness of non-verbal means of communication;
- The development of a positive sense of self, which is associated with a state of liberation, self-confidence, a sense of one’s own emotional well-being, one’s importance in the children’s team, and formed positive self-esteem.
- Development of elementary spatial concepts, sense of rhythm, motor coordination.
Equipment: piano, tape recorder, audio recordings, ball, cards for gifts for children, fireworks.
PROGRESS OF THE CLASS
Educator: All your friends now
We called you to our kindergarten. HELLO!
If you came here, don’t sit still.
We will all sing, play and dance together!
Now let's greet each other.
Reb. We are funny guys! We live together in harmony
And we dance and sing. We love music and laughter - our group is the best!
Educator: Guys, do you like happy holidays?
Me too. Today we will not have an ordinary activity - you and I will attend a holiday. I suggest we start with a cheerful, kind song, let’s stand in a circle.
Song "Strong Friendship"
Educator: Imagine that you are invited to a birthday party where there are many children, but not everyone knows each other. Let's sit on the carpet now, but so that each of us can see all the other guys.
And now, to make sure that no one is hiding and I see everyone, and everyone sees me, let everyone say hello to everyone with their eyes. I will start first, when I say hello to everyone, my neighbor will begin to say hello (the teacher, looking into the eyes of each child, nods slightly to him when he has said hello to everyone, touches his neighbor’s shoulder, etc.)
Educator: Okay, but we still need to find out the names of new friends, for this we will play the game “Tender Name”.
Remember how affectionately they call you at home. We will throw a ball to each other, and the one to whom the ball was thrown calls his affectionate name. In addition, it is important to remember who threw the ball to you.
When everyone says their names, the ball will go in the opposite direction. You need to try not to mix it up and throw the ball to the one who threw it to you the first time, and also say his affectionate name.
Song "Lyublyuka"
Educator: And now... We'll go for a walk - choose a friend!
Communicative game - dance “Invitation”.
For the 1st part of the music, one child - the driver - walks on his toes. With the end of the first part, he stops near the child with whom he wants to dance. Children go out in a circle, holding hands like a boat.
During the 2nd part of the music, the children spin in pairs. To repeat part 1, the children who danced in a circle walk around and choose friends. During the 2nd part of the music, 2 couples are already dancing in a circle. The game-dance is repeated until all the children are in pairs in a circle.
Educator: So you and I have found friends and now we’re going to celebrate our birthday. And if it’s our birthday, should we give it?...
Children: Gifts!
Educator: Which one of you likes to receive gifts? Who will give it? Now we will play a game that will allow you to both receive and give gifts.
Let's imagine that we can give a gift to our neighbor. Look at him carefully and think about what gift he would like to receive, and choose it for yourself.
Now let’s take turns “Giving each other gifts.” And the one who receives the gift does not forget to thank you.
At the end, you can ask what gift they liked and what was more pleasant - giving or receiving?
Educator: Did you like being the birthday boy and receiving congratulations? Okay, now I invite everyone to play the fun game “Velcro.”
All children move, run or dance around the room to fast music. After the music stops sounding, the Velcro child says the words:
“I’m a sticky stick, I want to catch you!”
After this, the Velcro begins to stain the children, who freeze in place and stand until the end of the game. Another child, “Velcro,” is chosen to repeat the game. The game is repeated 2 – 3 times.
Educator: You had a lot of fun, and now sit down on the carpet. The rug you are sitting on is not simple, but magical - a “flying carpet.” Sit comfortably, hold hands and close your eyes (music is playing). Imagine that we are rising up into the clouds, even higher, higher than the clouds, flying, the carpet swaying.
Hold your hands tighter. We all breathe easily, evenly, deeply. Deep breath, long exhale.
It’s good for us to fly holding hands, but the carpet sinks lower, lower. We're about to land!
Our mothers, fathers and friends are already waiting for us! Hooray!
We landed safely. Open your eyes. Amazing! And now I invite you to guess the riddle:
Who are they? Where? Whose? Black streams flow:
Together, small dots build a house for themselves on a hummock.
Children: Ants.
Educator: That's right, Well done!!! And now we will sing a wonderful song about an ant.
Song “About me and the ant” (f/m).
Educator: We gave gifts, had fun, and now I propose to arrange a festive disco and dance.
Dance “We quarreled - we made up” (f/m)
Educator: And now we will arrange a festive fireworks display with you. Take apart the fireworks and, on command, throw them up. One, two, three - fireworks - fire!
Children throw fireworks to the music of “Barbariki - Friends” (f/m).
Educator: Tell me, what is your mood now?
What did you like most about the lesson?
(children's answers)
Educator: And now, guys, let's give each other our wonderful, beautiful and kind smiles, so that our friends will once again feel the warmth of their friend.
Farewell - each child “blows” a farewell from the palm of his hand to the person he wants in the circle, who catches it and “blows it” to the other.
Bibliography:
- Chernetskaya L.V. Development of communication abilities in preschoolers Rostov-on-Don: Phoenix, 2005.
- Shirokova G. A., Zhadko E. G. Workshop of a child psychologist / Series “Psychological Workshop”. – Rostov-on-Don: Phoenix, 2005.
- Dobina N. I. Development of a child’s personality in kindergarten - Yaroslavl: Academy of Development, 2009.
ROLL OVER AND SAY HELLO!
Participants lie down on mats. Lying on their back, form a circle so that their hands are in the center. Everyone sings a song together and each participant rolls onto his side (or is helped to do so) and reaches out to his neighbor, who also turns in his direction, and they greet each other with a touch. After this, everyone rolls over to the other side to “say hello” to another neighbor. Having finished the song, the participants change places, and the game continues with new partners.
Important: In some groups, it is necessary to agree on the direction of turn for each participant before the game begins. The leader may need to slow down or speed up the tempo of the song depending on how quickly the participants are able to greet each other.
"Burners"
Children, holding hands, become pairs one after another. The driver stands in front, at a distance of 3-4 meters. As soon as the guys finish the sentence, the first pair separates their hands and runs forward to connect again beyond the line, where the driver can no longer catch.
He must catch one of the guys, otherwise he will have to drive again. The driver pairs up behind everyone with the child he caught.
The other of this pair becomes the driver.
Sideways, sideways, don't go barefoot!
Go with your shoes on and wrap up your little paws.
If you wear shoes, the wolves won't find the hare,
The bear won't find you! Come out, you'll burn!
"Empty place"
Children of all ages play “Empty Place” (independently), from 6 to 15 people.
Description: The players, except the driver, stand in a circle, the driver stands behind the circle. Everyone puts their hands behind their backs or simply lowers them down. The driver walks around the circle and touches someone, touching their back or arms.
This means that he challenges this player to a competition. Having touched, the driver runs in any direction around the circle, and the called person runs in the opposite direction around the circle.
Having met, they either simply walk around each other or greet each other (by crouching, bowing, etc.) and continue to run faster in a circle to take the vacant seat. Whoever takes it stays there, and the one left without a place becomes the driver.
1. The driver has no right to hit the person being called. He can only touch it.
2. The driver can immediately start running in one direction or another. The summoned one watches him and, as soon as he sees in what direction he is running, he rushes in the opposite direction in a circle.
3. When meeting, they perform various tasks (by agreement).
Dance game “The sea worries once”
Gaming equipment: a disk on which pleasant melodic music is recorded.
Rules of the game: choose one leader. All other participants in the game spin and perform smooth dance movements. After the teacher said the words “The sea worries once, the sea worries twice, the sea worries three.
Sea figure, freeze!” the musical accompaniment stops abruptly and the children must freeze in place. The leader is tasked with finding and locating those who move.
"Carousel"
The players stand in a circle. There is a rope lying on the ground, forming a ring (the ends of the rope are tied). The guys pick it up from the ground and, holding it with their right (or left) hand, walk in a circle saying:
Barely, barely, barely the carousel spun,
And then around, around, around, all running, running, running.
Children move slowly at first, and after the words “run” they run. At the leader’s command “Turn!” they quickly take the rope with their other hand and run in the opposite direction.
Hush, hush, don't write it off! Stop the carousel.
One and two, one and two, The game is over!
The movement of the carousel gradually slows down and with last words stops. The players put the rope on the ground and run around the court.
Visit the sun.
Get ready to warm up, let's go visit the sun and find our friends.
The sun has come out and invites you to go for a walk.
How nice it is for us to walk together with the sun... (walking)
We will turn into horses, we will rush along the road.
Hop - hop, have fun, hit with your hoof, don’t be sorry. (gallop)
The sun is shining in the sky, our children are walking. (walking)
A cloud walks across the sky, the cloud covers the sun.
We will run away from the rain, we will hurry to hide. (running like a snake)
We all run after me like a snake, we are not afraid of the evil rain.
The cloud covered the sun, the sun is no longer visible,
Let's go, children, along the path, let's look for the sun. (walking one after another)
Now the chickens are bored, they're getting ready to go. (walking on their toes)
We need to go to the sun, we need to find the sun. (walking on heels)
Before the road, you need to refresh yourself, eat some grain, and hit the road.
Leaned over, pecked (lean forward)
They pecked and stood up together. One - two - bend over (tilt)
Three - four - straightened up. The chickens went to the bunny and found him in the garden. (walking)
The hare harrowed the garden bed and planted carrots.
He squatted and stood up, putting seeds in the furrow.
Once or twice - I squatted, put the seeds in the furrow. (sit down, touch the floor with your hands)
We all need to turn to the hedgehog to ask the way to the sun.
The hedgehog showed them the way, the Hare was the first to jump. (jumping)
Jump - jump high, far from the top.
We'll rest a little, then we'll start jumping again. (walking in place)
The month received all my friends, showed the house of the sun.
Friends woke up the sun, washed it clean.
The sun began to shine and warm with its rays.
Ray up, ray down - don’t be lazy to breathe. (breathing exercises)
The sun is shining again, our children are walking. (calm walking)
They walk together merrily and don’t get tired at all.
The fairy tale is over, and we all have to go home.
And now the kids started walking together for breakfast.
Caterpillar
Her feet are in her shoes.
(fingers of one hand, then the other hand move across the table)
A mouth, a nose, and two eyes
(draw a mouth, nose, eyes on the table or in the air)
And a big head
(draw a large circle with your fingers on the table or in the air)
Yellow, green, red, blue,
You are always beautiful with a smile!
(claps hands)
Material from the site nsportal.ru
Development of social and communication skills in children of senior preschool age.
Prepared by: Elena Viktorovna Malgina, teacher of GBDOU kindergarten No. 23, Moskovsky district, St. Petersburg.
“A child by nature is an inquisitive explorer, a discoverer of the world
So let a wonderful world open up before him in living colors, bright and vibrant sounds, in a fairy tale, a game, own creativity, in beauty. Through a fairy tale, a game, through unique children’s creativity - the right path to a child’s heart.” V. A. Sukhomlinsky.
So, the preschool period of the child’s development is coming to an end. Parents are concerned about issues such as:
Is their child ready for school? Has everything been purchased?
Will he cope with the training program?
Will the team accept him?
But we forget that one of the main aspects of readiness for systematic learning is social and communication skills.
Sociability and the ability to communicate with other people are a necessary component of a person’s self-realization, his success in various activities, the disposition and love of the people around him. The formation of this ability is an important condition for normal psychological development child, as well as one of the main tasks of preparing him for later life.
Many preschoolers experience serious difficulties in communicating with others, especially with peers. Some children do not know how to address another person on their own initiative; sometimes they are even embarrassed to respond appropriately if someone addresses them. They cannot maintain and develop established contact, adequately express their sympathy and empathy, and therefore often conflict or become isolated.
Sociability is one of the components of social and communicative development. Which is aimed at mastering the norms and values accepted in society, including moral and ethical values;
In addition, it is aimed at developing the child’s communication and interaction with adults and peers, establishing independence, purposefulness and self-regulation of one’s own actions. Also on the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults.
Formation of positive attitudes towards various types of work and creativity. And of course, to form the foundations of safe behavior in everyday life, society, and nature.
It is also necessary to remember one more component – socialization.
It is an important condition for the harmonious development of a child.
A child’s mastery of culture and universal human experience is impossible without interaction and communication with other people. After all, it is through communication that the very development of consciousness and higher mental functions occurs.
And a child’s ability to communicate positively allows him to live comfortably among people. Thanks to communication, he not only gets to know another person, be it an adult or a peer, but also gets to know himself more and more.
Communication abilities play a leading role in the social development of older preschoolers. It is they that allow you to distinguish between certain communication situations, understand the state of other people in these situations and, on the basis of this, adequately and correctly structure your behavior.
So what is included in the development of communication skills?
Of course, communication and communication.
– a complex multifaceted process of establishing and developing contacts between people, generated by the needs of joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person
Communication
(English communikate – report, transmit) assumes:
Carrying out the transfer of the content of the socio-historical experience of humanity.
Exchange of thoughts and experiences about the internal and external world.
Encouraging and persuading interlocutors to act in a certain way.
To achieve results.
Transfer of experience various types activities and ensuring their development.
Communication is communication with the aim of conveying certain information in such a way that the interlocutor understands its meaning.
According to S.V. Borisnev, communication should be understood as a socially determined process of transmitting and perceiving information in conditions of interpersonal and mass communication through various channels using various communication means.
Communication is the exchange of messages, feelings and light, shallow interaction between people.
Unlike communication, communication presupposes the presence of a goal for at least one of the participants.
Main components of communication:
Communicative side of communication (exchange of information between people);
Interactive side (organization of interaction between individuals);
Perceptual side (the process of communication partners perceiving each other and establishing mutual understanding).
In the communication process there are usually
Verbal communication is communication that is carried out through speech.
Nonverbal communication:
This process acquires the necessary skills and abilities. Ease of establishing contact, maintaining a conversation, the ability to listen and express your point of view, argue and defend your position, the ability to come to a compromise solution.
In addition, active listening is the ability to listen carefully to a partner and understand his point of view.
Empathy is an adequate understanding of what is happening in the inner world of another person.
Confrontation is the action of one person aimed at inducing another person to recognize, analyze or change his decision or behavior.
Agree, this is precisely what helps the preschooler in his future adaptation to the classroom.
A child at this age has communication skills represented by words denoting relationships between people, rules of behavior in society, and his figurative speech is formed.
The communication skills of preschool children improve by the time they enter school; the child has already mastered speech etiquette and can support a conversation on any topic, within the limits of his understanding, logically and consistently in dialogue and monologue. He knows how to speculate on events and speaks contextually. It should be remembered that the results of preschoolers’ communication skills depend on the professionalism and desire of adults and make it possible to easily learn school curriculum and become successful people in adulthood.
The social and communicative development of preschool children occurs through play as a leading children's activity. Communication is an important element of any game. At this moment, the social, emotional and mental development of the child occurs.
The game gives children the opportunity to reproduce the adult world and participate in imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.
How older child, the more complete his observations of the world around him, the richer his play. The famous psychologist L. S. Rubinstein said that in the process of play, a child not only transforms into someone else’s personality, but, entering the role, expands, enriches, and deepens his own. By managing children's play, you can influence their relationships and worldview.
In it, the child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions.
By learning the system of human relations, he begins to realize his place in it.
The game stimulates the development of the child’s cognitive sphere.
By acting out fragments of real adult life, the child discovers new facets of the reality around him. Promotes the development of the child’s voluntary behavior, forms creative imagination, promotes the development of the child’s voluntary memory, attention and thinking.
The game creates real conditions for the development of many skills and abilities necessary for a successful transition to educational activities.
One of the indicators of the full and correct development of a preschooler is the ability to interact with peers and elders.
Communication games are the simplest and most effective method development of communication skills in children of this age category.
It is important that older preschoolers speak well, can easily make contact with people, and know how to communicate different situations, were committed to constructive dialogue, were able to successfully interact with communication partners, etc. It is equally important that they are ready to expand their knowledge by building on previously acquired knowledge. This will help the preschooler more easily adapt to the conditions of school life, and, therefore, be a socially active person who can self-realize.
Application
Games to develop social and communication skills
Acquaintance. Equipment: pictures depicting fairy-tale characters. Description of the game: Using a counting rhyme, a driver is selected who examines the picture without showing it to the children.
After this, the driver must describe the image, starting with the words “I want to introduce you to my best friend...” The child who first guessed which fairy tale character shown in the picture, becomes the driver, the game resumes.
A story about school.
Goal: to develop the skills to enter into the communication process and navigate partners and communication situations.
This game is easy to organize because it does not require special preparation. However, it is very effective for developing children’s speech skills, their imagination, fantasies, and the ability to quickly navigate partners and unknown communication situations.
Children sit in a circle. The teacher begins the story: “What do you know about school...” and the next child picks it up. The story continues in a circle.
Polite words
Goal: developing respect in communication, the habit of using polite words.
The game is played with a ball in a circle. Children throw a ball to each other, saying polite words. Say only the words of greeting (hello, good afternoon, hello, we are glad to see you, we are glad to meet you); gratitude (thank you, thank you, please be kind) ; apology (sorry, pardon, sorry, sorry) ; goodbyes (goodbye, see you later, Good night) .
Call a friend
Goal: To develop the ability to enter into the communication process and navigate partners and communication situations.
Game rule: the message must be good, the caller must follow all the rules of the “telephone conversation”.
Children stand in a circle. In the center of the circle is the driver. The driver stands with his eyes closed and his arm outstretched. Children move in a circle saying:
Call me
And tell me what you want.
Maybe a true story, or maybe a fairy tale
You can have a word, you can have two -
Just without a hint
I understood all your words.
Whoever the driver points to should “call” him and convey the message. The driver can ask clarifying questions.
Let's play school. Story-driven role-playing game.
Situation games
Goal: to develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express your thoughts using facial expressions and pantomime.
Children are asked to role-play a number of situations
1. Two boys quarreled - reconcile them.
2. If you really want to play with the same toy as one of the guys in your group, ask him.
3. You found a weak, tortured kitten on the street - take pity on it.
4. You really offended your friend - try to ask him for forgiveness, make peace with him.
5. You came to a new group - meet the children and tell us about yourself.
6. You have lost your car - go up to the children and ask if they have seen it.
7. You come to the library - ask the librarian for a book you are interested in.
8. The guys are playing an interesting game - ask the guys to accept you. What will you do if they don't want to accept you?
9. Children are playing, one child does not have a toy - share with him.
10. The child is crying - calm him down.
11. If you can’t tie your shoelace, ask a friend to help you.
12. Guests have come to you - introduce them to your parents, show them your room and your toys.
13. You came from a walk hungry - what will you tell your mother or grandmother.
14. The children are having breakfast. Vitya took a piece of bread and rolled it into a ball. Looking around so that no one would notice, he threw it and hit Fedya in the eye. Fedya grabbed his eye and screamed. – What can you say about Vitya’s behavior? How should you handle bread?
Can we say that Vitya was joking?