Pedagogical Council
Agenda
1. Implementation of the decisions of the previous teachers' council
Art. educator, preschool teachers
2. Social and communicative development of a preschool child
Art. educator
3. Determination of the main directions of social and communicative development of a preschool child
Doe teacher
4. Psychological comfort of the group
Doe teachers
5. Techniques for enhancing children's activities
Art. educator, teachers
6. Miscellaneous.
Warm-up for participants
Communication game "You don't know what I like yet"
Rules of the game: an object is passed in a circle. Each participant continues the phrase: “You still don’t know what I love in my free time ..." (option - do it in your free time ... (some fact about yourself that is unknown to most is called) "
Task: set a goal for this game, name the possible options for this game with children.
1. Opening remarks (senior educator)
Modern society requires initiative 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 structures of the personality are laid in the first years of life, which means that the family and preschool institutions have a special responsibility for educating such qualities in the younger generation.
In this regard, the problem of social and communicative development - the development of the child in interaction with the world around him - becomes especially relevant at this modern stage.
This fact is reflected in the main federal documents that determine the activities of governments and educational institutions.
So Articles 12 and 13 of the Law of the Russian Federation "On Education" establish general requirements for the programs and content of education, which, first of all, should focus on the adaptation of the individual to life in society, on ensuring the self-determination of the individual and creating conditions for its 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 to successfully socialize 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 preschool educational institutions, 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 today is brought to the rank of strategic directions for the renewal of Russian education, including preschool education, and is directly related not only to pedagogy, but also to psychology, which studies the influence of the social environment on the development of the child's personality.
2. Determination of the main directions of the social and communicative development of a preschool child
Speech by a preschool teacher
3. Psychological comfort of the group
Speeches of preschool teachers from work experience
4. Practical part of the teachers' council
1. Analysis of situations
1 part of the situation. “The kindergarten teacher, during a tour of the zoo, introduced the children to various animals - their habits, lifestyle, appearance, etc. Upon returning to the group, she brought into the room toys of animals that the children met, expecting them to start play in the zoo. But the children did not play “in the zoo” on that day or on the following days. Why?
Part 2 of the situation. “The teacher repeated the tour and introduced the children not only to animals, but also to the work of people in the zoo: the cashier sells tickets, the controller checks them and lets visitors in, the cleaners clean the cages with animals, the cooks prepare food and feed the animals, the doctor treats sick animals, the 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, moms and dads with children, the guide, the “animal kitchen” with the cook, the “animal hospital" with a doctor, etc. All these characters were introduced into the game gradually, the game continued for several days, all the while enriching and becoming 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, got into the cars themselves, heard announcements on the radio about the departure of the train, etc. The impression from the trip was quite strong: the children They enthusiastically talked about the trip, drew trains, but the game did not arise. Why? »
Part 2 of the situation: “Then another, additional excursion to the railway station was held with the children. During this excursion, the children were introduced to how the head of the station meets each arriving train, how the train is unloaded from luggage, how the driver and assistant inspect the condition of the train, how the conductors clean the cars and serve passengers, etc. After this excursion, the children immediately a game of "railway" arose, in which characters familiar to them participated.
CONCLUSION: D. B. Elkonin: The reality in which a child lives can be conditionally divided into two interrelated, 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 people's activities and their relationships.
These results indicate that the role-playing game is especially sensitive to the sphere of people's activities and relations between them, and that this reality is its content.
2. Techniques for enhancing children's activities
Method of analysis and synthesis
Imagine that the teacher and children are looking at a picture that shows a builder with a construction tool in front of a house under construction. What techniques can a teacher use to increase cognitive activity?
Method of comparison (by contrast and similarity, similarity.)
Question to the child: “What is the difference between an elephant and a wolf? " or "How are the wolf and the elephant similar? »
Which question is more appropriate to ask the child: comparison by similarity or by contrast?
Classification reception
For example - "Decompose the pictures into two groups - in one select everything that the cook needs to work, and in the other - the 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 complicating the basis for classification. For example, older preschoolers are offered various items or their images in pictures: a winter hat, panama hat, toothbrush, ball, soap, skis, pencils.
Task: select the items that the girl will need in the summer, the boy in the winter. Explain the decision. And now, from these same items, choose those that are needed for the game, in order to be healthy; what will help to tell about you?
Modeling and design method
The combination of verbal explanation, practical implementation and game motivation in this method contributes to an increase in cognitive activity. For example, children, together with their parents, are busy arranging a children's room: you need to determine a place for a play corner, for books, for plants and animals. You can offer the child to first make a model for placing objects out of a small builder and justify their proposals.
Using game situations in communicative development
At preschool age, it is very important to develop communication skills in a child. This is necessary so that the baby is adapted to life in society, has an active and responsible social position, can realize himself, can always find a common language with any person and make friends. The communicative development of children contributes to the change and development of his emotional sphere, the child begins to be aware and better control his emotions.
A variety of gaming pedagogical technologies contribute to the development of the emotional sphere of the child. In particular, the organization of various game situations that ensure the development of positive experience and value orientations.
"Guess" - one child reproduces the gesture, while the others guess its meaning.
“Gaits” - one child depicts the gait of someone (a person, animal, bird, etc.), and the rest of the children guess who it belongs to.
"Foreigner" - one child, depicting foreigners with the help of gestures and facial expressions, asks how to get to the zoo, to the pool, to the square, and the rest of the children, also with the help of gestures and facial expressions, answer his questions.
To improve the ability to clearly and clearly pronounce words, children are offered:
depict how the sea is raging, with what voice Baba Yaga, Cinderella and other fairy-tale characters speak; pronounce a familiar quatrain - in a whisper, as loud as possible, like a robot, at the speed of a machine-gun burst, sad, joyful, surprised, indifferent.
Teach kids to negotiate. Such a game will help to avoid conflicts in the children's team - the Peace Path "Friendship Path"
Children disperse in different directions of the carpet and slowly walk towards each other, saying the words:
I walk along the path - I release anger into the wild.
I don't want to be sad
And angry too.
"The path of friendship can reconcile us with friends."
Children meet in the "Circle of Application" (large hoop).
The decision of the teachers' council
"Social and communicative development of a preschool child"
1. Improve work on the social and communicative development of preschoolers in accordance with the Federal State Educational Standard
Teachers of the preschool educational institution, constantly
2. Summarize the experience of work "Psychological comfort of the group"
Teachers of preschool educational institutions, the deadline is determined by the teachers' council
3. To intensify the cognitive activity of children for the social development of the individual through the organization of excursions, the use of ICT
All teachers, constantly
4. Conduct an analysis of the development environment of the group and make an estimate of the necessary equipment
All teachers, until 01.05.2014
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Consultation for teachers of the preschool educational institution "Organization of a developing 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 is becoming especially relevant at the present stage, since the main structures of the personality are laid down in the preschool period of childhood, which, in turn, places on the family and the preschool institution a special responsibility for educating the necessary personal qualities in children.
One of the 5 priority activities of a preschool institution (in accordance with the Federal State Educational Standard of Education) is 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, familiarizing them with socio-cultural norms, traditions of the family, society and the state.
The tasks of social and communicative development in accordance with GEF DO are the following:
1. Create conditions for the assimilation by preschool children of the norms and values accepted in society, including moral and ethical values.
2. To 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 formation of independence, purposefulness 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, nature; Willingness to collaborate with peers.
To solve the tasks, it is necessary to observe a number of conditions^
The use of health-saving educational technologies in the practice of the work of the preschool educational institution;
Implementation of the general educational program;
Enrichment of the subject-spatial environment.
When creating a developing 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, presupposing the unity of social and subject means of ensuring the diverse activities of the child:
Saturation of the environment (compliance with the age capabilities of children and the content of the Program);
Transformability (the possibility of changes in teaching staff depending on the educational situation);
Polyfunctionality (the possibility of a variety of uses);
Variability (variety, periodic change of game material);
Availability (free access to game aids);
Safety (compliance with the 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 must be remembered that its content in the direction of "Social and communicative development" of preschool children should be determined by the content of directly educational activities in this direction and the age category of children.
So, for example, in our group in this direction of development of preschool children, the following Activity Centers are represented:
Security Center.
Center for role-playing games.
Center for social and 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 developed by us. Let's consider each of them.
1. The analysis of the goals and objectives of the formation of the basics of life safety in children in the older 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 of the Security Center, in accordance with which it was filled with didactic games and manuals in according to 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.
An intersection layout that kids can use to solve challenging traffic safety logic puzzles.
Set of road signs.
Didactic games.
Traffic controller gestures, didactic game “What does the rod say? ”, attributes of the traffic police inspector: rod, cap.
The formation of life safety skills in children and the prerequisites for environmental consciousness (safety of the surrounding world) occurs not only in the course of spontaneous interaction with social reality and the outside world, but also in the process of purposefully introducing the child to social reality in the preschool educational institution group, therefore there are didactic games in the Security Center , thematic albums in three directions:
Prevention of traffic accidents and the study of traffic rules;
Formation of the ability to protect one's health;
Fire safety prevention.
The Center has didactic manuals “Islands of Zdorovyachka and Squishy”, “In the country of Zdravolandii”, “Pros and cons of natural phenomena”, “Healthy-ka”, the purpose of which is to increase children's cognitive competence about the possibilities of a healthy lifestyle, healing with medicinal herbs, the use of additional means of preventing colds; the formation in children of the ability to take care of their health. In the future, the creation in the group of didactic manuals for the formation of children's knowledge about safety on the water, in nature and at home.
2. Taking into account the types of labor and forms of organization of labor activity at senior preschool age (they are in front of you on the screen, the conditions for the labor education of children (boys and girls) have been created at the Center for Social and Communication Development:
Organization of collective labor for cleaning a group room or site.
Labor organizations with small groups of children.
Organization of labor assignments and work with attendants.
Organizations of manual labor.
Didactic aids have been created (“Choice Cube”, “Islands of Duty”) for organizing the work of children (determining the number of participants, type of labor activity, joining groups, distributing types of work, determining the type of duty and assignments, which predetermines the nature of the relationship of children in the process of joint labor Thanks to the use of these benefits, the basic basis of the labor skills of children is laid, which is formed precisely in the older group (in the future, these formed skills and abilities are only improved, the main one in which are the skills:
Accept the purpose of work;
Select the object of labor;
Anticipate the result of labor;
Plan the work process;
Select the necessary equipment;
Bring the job you started to the end.
Thematic albums, a selection of presentations for children, and didactic games have been developed to form an idea of the work of adults, the diversity of professions, modern technology, machines and mechanisms involved in human labor and their role.
In the future, the creation in the group of conditions for the work of boys with wood: knocking together, sawing, coloring in the manufacture of toys, etc.
3. The 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 the game as an activity in itself.
After analyzing the classification of games, the characteristics and prerequisites of role-playing games, we organized the Role-playing Games Center, which concentrates sets of items and accessories for role-playing games recommended specifically for senior preschool age. In the Center, children of senior preschool age have the opportunity to organize role-playing games in the following areas:
Family ("House, family");
Education ("Kindergarten");
Health ("Ambulance", "Polyclinic", "Hospital");
Trade ("Shop");
Production ("Sewing Studio");
Construction ("Construction", "We are building a house");
Entertainment, public places ("In a cafe");
Travelers ("Round the World");
Transport ("On the roads of the city");
Military theme ("Border guards", "We are military intelligence officers");
Sport ("We are athletes")
The Role-Playing Games Center 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, the necessary items and accessories for the game. Before the game, children with partners choose roles for themselves, place pictures with objects that they will need on a chamomile, prepare the selected accessories and unfold 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 the state is carried out not only through the organization of purposeful development and education, but also through the socialization of the child in the process of life.
In childhood, socialization agents have a huge impact on the process of socialization, that is, persons with whom the child has direct interaction (family, kindergarten, society).
An important factor in the upbringing and development of the child, in the acquisition of social experience by him is the family (as one of the institutions of socialization).
A child in a family learns to communicate, acquires the first social experience, learns social orientation. That is why one of the main tasks of our activity is the creation of 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 relations is determined by the concepts of "cooperation" and "interaction".
Cooperation is communication “on an equal footing”, where no one has the privilege to indicate, control, evaluate. Parents become active participants in the educational process, the management of a preschool institution.
Thus, an important condition for the organization of socially oriented educational activities is not only the competent construction of a subject-spatial environment, but also the partnership of the preschool educational institution and the family, which makes it possible to include children in the implementation of real deeds, participation in pedagogical parent-child projects, transformation of real life. Therefore, another important condition is the organization of a holistic pedagogical system, the competent and pedagogically expedient construction of the educational process in preschool educational institutions together with parents.
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Generalization of experience on the topic ""
Life puts before the theory and practice of education and upbringing, in addition to traditional questions - what and how to teach in modern conditions, a priority problem: how to form a person who would meet the requirements of society at the current stage of historical development. That is why today we turn to the personality of the child, to the analysis of the processes that influence its formation.
Parents and educators are more than ever concerned about what needs to be done so that a child entering this world becomes confident, happy, smart, kind and successful, able to communicate with people around him. Teaching a child to communicate takes a lot of patience, love, and a desire to help them navigate the complex world of relationships with peers and adults. At preschool age, a holistic life experience of the child is formed. Social development is a process during which a child learns the values, traditions, culture of the society where he will have to live with other people, taking into account their interests, rules and norms of behavior. He accepts age norms of behavior 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, learns about the world, himself and those around him.
In this regard, the problem of social and personal development - the development of the child in interaction with the world around him - has always been and still remains especially relevant at this modern stage.
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 to successfully socialize in society."
With that in mind, I set a goal:
Creation of conditions for the full social development of preschoolers.
1. To form in children the skills of tolerant behavior in society.
2. To develop the interest of preschoolers 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:
Formation of skills of tolerant behavior in children;
Increasing the percentage of parents' involvement in the life of the kindergarten and the group in particular;
Expansion of creative abilities of teachers;
It should be noted that social and communicative development is successful if it is included in various moments of the educational process (GCD, joint activities of the educator and the child, independent activities of children and when working with parents).
To optimize the work on this issue, I have developed a cyclogram of the educational process, which allows you to take into account all the planned activities during the day.
I attach great importance to the development of the child's speech in the development of personality. The better the child's speech is developed, the easier it is for him to establish contacts with peers, be active in games, discussions, understand the meaning of what was said by peers and adults.
In 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 for themselves, that one can be bored and sad (the fairy tale “Looking for a friend’s truck”); that you need to be polite (the fairy tale "About an uneducated little mouse"); stories (L. Tolstoy "Two Comrades", K. Ushinsky "Closely Together, Boring Apart", A. Barto "Vovka Kind Soul", N. Kalinin "Is this how they play?").
I try to teach children to comprehend the world through acquaintance with the main aesthetic categories that are in opposition: truth-falsehood, 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 the discussion of various problem situations, listen to stories, fairy tales, and perform game 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 the child is the game. And through children's play activities, we satisfy the most important social needs of the child: independence, initiative, the ability to play side by side, negotiate, and so on. When 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", "House of Models" and so on.
I attach great importance to didactic games as a means of versatile education of the child's personality. I teach children to find characteristic features in the phenomena of the world around them, draw conclusions, conclusions, such as “Think, guess”, “Who knows more”, “Answer questions”, “How Pinocchio became polite” and so on.
With the baggage of knowledge gained as a result of the activities carried out, the child develops those personality traits with which he will successfully and confidently walk through life.
Socio-communicative development is multifaceted and labor-intensive. The main goal is to help children calmly, painlessly enter the modern world.
Pedagogical technologies of social and communicative development of children are carried out in stages:
I begin my work by collecting information about the individual personal characteristics of pupils;
I draw up long-term planning of work with children and parents;
I carry out the correction of existing social and emotional problems, which I resolve together with specialists;
I summarize through monitoring.
A developing object-spatial environment has been created in the group, in which children can 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? Respond to a request for help or ignore it?
The behavior of children in situations of choice helps to better understand the features 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 the initiative, independence, ingenuity, responsiveness of children, readiness to seek the right solutions.
3. Practical situations "We are the oldest in kindergarten."
Children learn to take care of babies, they develop a sense of self-respect, a kind attitude towards the little ones, an understanding of their problems.
The situations “Let's please the kids with handmade gifts”, “Let's prepare a concert for the kids”, “Show a fairy tale”, “Let's help make a snow hill” were organized.
4. Situations like "We are friends with schoolchildren"
Senior preschoolers gain experience of cooperation with school students: “We have a sports holiday”, “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 to enter the role of a "teacher", that is, to be patient, attentive and condescending to the mistakes and difficulties of their peers.
6. Children also participate in imitation games: changes in emotional and physical states, imitations of the states of nature, etc.
I would like to emphasize that our constant assistant in the social and communicative development of children is the family. As a rule, socialization is carried out in the family, which is the main conductor of knowledge, values, attitudes and customs from generation to generation.
Thus, the implementation of the tasks of the section "Social and communicative development" plays a significant role in the development of the personality of preschoolers and prepares them for the 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. Program of social development// Preschool education, No. 1, 5, 8/2005.
2. On the socialization of preschoolers // 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 preschoolers
Social and communicative development of preschoolers
Preschool age is a time of active socialization of the child, the development of communication with adults and peers, the awakening of moral and aesthetic feelings. The child looks at the world around him with wide eyes. He wants to know it, feel it, make it his own.
The specificity of preschool age lies in the fact that all mental processes are very mobile and plastic, and the development of the child's potential largely depends on what conditions for this development will be created for him by teachers and parents. Psychological and pedagogical science unconditionally recognizes the fact that a child's real abilities can manifest themselves quite late, and the education he receives contributes to their manifestation to a large extent. In particular, the concept of the "Zone of Proximal Development" introduced by L. S. Vygotsky fixed this well-known fact in a special way. Therefore, when determining the individual characteristics of a preschool child, it is preferable to first of all keep in mind his "inclinations", which are the basis for the further development of abilities.
Therefore, when analyzing the achievements of a preschool child at each stage of his development, it is necessary to understand the results are intermediate and can only serve as the basis for the teacher to choose methods and techniques for individual work. An objective, adequate assessment of the development of children is important, and an incorrect interpretation of the results of diagnostics can have a negative impact on both the development of the personality and the further educational trajectory of the child. Thus, we assessed the level of formation of social competence in the course of analyzing the results of observing children in the process of directly educational activities, as well as in regime moments. Analysis of monitoring results was not an end in itself. It was necessary to state 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 real position of the child in the group of peers, the nature of relationships with peers, the role of the child in joint activities.
Thus, in solving the problems of moral education, we built our work in accordance with local conditions and the characteristics of children, taking into account the following principles:
- "positive centrism";
Continuity and continuity of the pedagogical process;
a differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
a rational combination of different types of activity, an age-appropriate balance of intellectual, emotional and motor loads;
Activity approach;
Of course, a preschooler is not yet able to purposefully educate himself, but attention to himself, understanding his essence, understanding that he is a person, 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, to understand their feelings, experiences, actions, thoughts.
Our main task was to gradually introduce the child to the 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 sex of the child, on the nature of the social experience he had accumulated, on the peculiarities of the development of his emotional and cognitive spheres, etc. We focused not only on the age of the preschooler, but also on the actual mastering of the material by him. Using games, activities, exercises with varying degrees of difficulty, in order to select what best suits 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 the children to remember and tell what remarkable thing they noticed during the day (a good deed of a friend, helping an adult, etc.) and comment on this event.
In accordance with the content of the material, its characteristics, the main activity of the child was determined, the most adequate, the task being implemented. In one case, it could be a game, in another - work, in the third - classes, cognitive activities. Forms of work - collective, subgroup, individual.
Paying special attention to the organization and style of educational work, since it is this process that is the basis and indicator of the success of solving problems for the social development of preschoolers. The orientation of educational work: the child should feel confident, protected, happy, convinced that he is loved, that his reasonable needs are satisfied in the preschool educational institution. Together with the children, we equip our group, they help, say, to 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, work. On the whole, the atmosphere of employment, meaningful communication, research, creativity, and joy reigned in the group. Children know not only their duties, but also their rights. Relationships with adults are trusting, friendly, but not equal. The child understands: he still does not know much, he does not know how. An adult is educated, experienced, so you need to listen to his advice, words. However, at the same time, 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 deeds from bad ones.
Work on social development began already with the younger group, gradually complicating its content. It is interesting for younger preschoolers to include themselves in the surrounding reality through play activities. Accordingly, the consideration of one's "I" as part of the "adult" reality made it possible to form an idea of oneself, one's capabilities, brought up initiative and independence, developed activity and self-confidence. Already in the younger group, children are actively involved in games - imitations. Kids imitate the actions of different animals, and also convey the images of animals and their cubs. According to my show and independently in movements and facial expressions, they reproduce different moods of animals (kind - 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 pupils, for example, with the desire to instill in children love for their ancestors. We are trying to revive a valuable tradition - to be proud of our pedigree, to continue its best traditions. In this regard, individual conversations were used, the purpose of which was to draw the attention of the child to his own family, to teach her to love, to be proud of her.
Interaction with the family is effective only when we and the parents trust each other, understand and accept the common goals, methods and means of social development. Showing parents their sincere interest, kind attitude towards the child, the desire to promote his successful development, which made it possible to become the basis of our joint efforts with the family and help the child to establish contacts with the social world.
An emotionally comfortable climate in the group and meaningful, personally oriented interaction of the educator with children, a living example of the educator, 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 preschoolers.
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Abstract of a lesson on the communicative development of preschool children.
Theme: "Birthday with friends"
The goal is to promote the personal, communicative and emotional development of children.
- Development of the dynamic side of communication: ease of making contact, initiative, readiness for communication;
- 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 emancipation, self-confidence, a sense of one's own emotional well-being, one's importance in the children's team, and a formed positive self-esteem.
- Development of elementary spatial representations, sense of rhythm, motor coordination.
Equipment: piano, tape recorder, audio recordings, ball, gift cards for children, fireworks.
STUDY PROCESS
Educator: All your friends now
We called to our garden. HELLO!
If you're here, don't sit still.
Let's sing, play and dance together!
Let's greet each other now.
Reb. We are funny guys! Together we live together
And we dance and sing. We love music and laughter - our group is the best!
Educator: Do you guys like happy holidays?
Me too. Today we will not have an ordinary lesson - we will visit the holiday with you. I propose to start with a cheerful, kind song, let's stand in a circle.
The song "Friendship is strong"
Educator: Imagine that you were invited to a birthday party where there are many children, but not everyone knows each other. Let's sit on the carpet now, but in such a way 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 with all eyes. I will start first, when I greet everyone, my neighbor will begin to greet (the teacher, looking into the eyes of each child, slightly nods to him when he greeted everyone, touches the 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 "Affectionate Name".
Remember how you are affectionately called 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 has called their names, the ball will go in the opposite direction. You need to try not to confuse and throw the ball to the one who threw it to you for the first time, and besides, pronounce his affectionate name.
Song "Lublyuka"
Educator: And now ... We'll go for a walk - choose a friend for ourselves!
Communicative game - dance "Invitation".
There is one child for the 1st part of the music - the driver walks with a toe step. With the end of the sound of the 1st part, he stops near the child with whom he wants to dance. Children go into a circle, hold hands with a boat.
On the 2nd part of the music, the children are spinning in pairs. To repeat the 1st part, the children who danced in a circle walk and choose their friends. For the 2nd part of the music, 2 couples are already dancing in a circle. Game - the dance is repeated until all the children are in pairs in a circle.
Educator: So we have found friends for ourselves and now we will go to a birthday party. And if it's our birthday, then we should give? ...
Children: Gifts!
Educator: Which of you likes to receive gifts? And who to give? Now we will play a game that will allow you to 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.
In the end, you can ask what gift they liked and what was more pleasant - to give or receive?
Educator: Did you like being birthdays and receiving congratulations? Okay, and now I suggest everyone to play the fun game "Velcro".
All children move, run or dance around the room to fast music. After the music stops playing, the Velcro child says the words:
"I'm Velcro - sticky, I want to catch you!".
After that, Velcro begins to stain the children, who freeze in place and stand until the end of the game. Another child is selected to repeat the game - Velcro. The game is repeated 2-3 times.
Educator: We had a good time, and now sit down on the carpet. The carpet on which you are sitting is not simple, but magical - a “flying carpet”. Sit comfortably, hold hands and close your eyes (music sounds). Imagine that we are rising up into the clouds, even higher, above the clouds, we are flying, the carpet is swaying.
Hold on tight to your hands. We breathe everything easily, evenly, deeply. Deep inhale, long exhale.
It's good for us to fly hand in hand, but now the carpet falls lower, lower. We're landing!
Our moms, dads 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 bump.
Children: Ants.
Educator: That's right, well done!!! And now we will perform a wonderful song about an ant.
Song "About me and the ant" (f / m).
Educator: They gave gifts, had fun, and now I propose to arrange a festive disco and dance.
Dance "Quarreled - reconciled" (f/m)
Educator: And now we will arrange a festive salute with you. Dismantle the fireworks - and on command we throw them up. One, two, three - salute - plee!
Children throw fireworks to the music of "Barbariki-Friends" (f / m).
Teacher: Tell me, how are you feeling right 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 once again feel the warmth of their friend.
Farewell - each child "blows" farewell from the palm of the one he wants in the circle, he catches and "blows" to the other.
Bibliography:
- Chernetskaya L. V. The development of communication skills 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 the personality of a child in a kindergarten - Yaroslavl: Academy of Development, 2009.
Flip 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 the song together and each member rolls onto their side (or is helped to do so) and reaches out to their neighbor, who also turns around, and they greet each other with a touch. After that, everyone rolls over to the other side to "say hello" to another neighbor. Having finished singing 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 the turn for each participant before the game begins. The host may have to slow down or speed up the tempo of the song depending on how soon the members were able to greet each other.
"Burners"
Children, holding hands, become pairs one after another. Ahead, at a distance of 3-4 meters, the driver becomes. As soon as the guys finish the sentence, the first couple separates their hands and runs forward to reconnect beyond the line, where the driver can no longer catch.
He has to catch one of the guys or he'll have to drive again. The driver becomes a couple behind everyone along with the child he caught.
The other of this pair becomes the leader.
Oblique, oblique, do not go barefoot!
And go shod, wrap your paws.
If you are shod, the wolves will not find the hare,
The bear will not find you! Come out, you're on fire!
"Empty place"
"Empty Place" is played by children of all ages (on their own), from 6 to 15 people.
Description. Players, except for the driver, stand in a circle, the driver behind the circle. Everyone puts their hands behind their backs or just puts them down. The driver walks around the circle and touches someone, touching the back or hands.
This means that he challenges this player to the competition. Having touched, the driver runs in any direction around the circle, and the called one runs in the opposite direction in a circle.
Having met, they either simply go around the friend's circle or greet (crouching, bowing, etc.) and continue to run faster in a circle to take the vacant seat. Whoever takes it stays there, and the one who is left without a place becomes the driver.
1. The driver does not have the right to hit the called one. He can only touch it.
2. The driver can 1C immediately rush to run in one direction or another. The summoned follows him and, as soon as he sees in which direction he is running, rushes in the opposite direction in a circle.
3. At the meeting, they perform different tasks (by agreement).
Dance game "The sea worries once"
Game equipment: a disc on which pleasant melodic music is recorded.
Rules of the game: choose one leader. All other participants in the game are spinning and performing smooth dance moves. After the words uttered by the teacher, “The sea worries once, the sea worries two, the sea worries three.
Freeze the figure of the sea! the musical accompaniment stops abruptly and the children should freeze in place. The host is instructed to find and loot those who move.
"Carousel"
The players become in a circle. A rope lies on the ground, forming a ring (the ends of the rope are tied). The guys pick it up from the ground and, holding on to it with their right (or left) hand, walk in a circle with the words:
Barely, barely, the carousels spun,
And then around, around and around, all running, running, running.
Children move slowly at first, and after the words "run" they run. At the command of the host "Turn!" they quickly take the rope with the other hand and run in the opposite direction.
Hush, hush, don't sleep! Stop the carousel.
One and two, one and two, That's the game over!
The movement of the carousel gradually slows down and stops with the last words. The players put the rope on the ground and scatter around the site.
Visit the sun.
Stand up for a warm-up, go visit the sun, let's find our friends.
The sun came out and called for a walk.
How nice it is to walk together with the sun ... (walking)
We will turn into horses, we will rush along the road.
Gop - gop, more fun, beat with a hoof, do not be sorry. (galloping)
The sun is shining in the sky, our children are walking. (Walking)
A cloud walks across the sky, the sun closes the cloud.
We will run away from the rain, we will hasten 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 can no longer be seen,
Let's go, children, along the path, we will look for the sun. (Walking one after another)
Here the chickens got bored, on the way - they gathered the path. (Walking on toes)
We must go to the sun, we must find the sun. (Walking on heels)
Before the road, you need to refresh yourself, peck the grain and set off on the road.
Bent over, pecked, (tilt forward)
They pecked, stood up together. One - two - bend over, (tilt)
Three - four - straightened up. The chickens went to the bunny, They found him in the garden. (Walking)
The hare harrowed the garden and planted carrots.
He squatted and stood up, put the seeds in the furrow.
One - two - squatted, put the seeds in the groove. (Sit down, touch the floor with your hands)
We must all 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 - high jump, far to the top.
We will rest a little, we will start jumping again. (Walking in place)
Month of all friends took, the house of the sun showed.
Friends woke up the sun, clean - washed clean.
The sun began to shine and warm with rays.
Beam up, beam down - don't be lazy to breathe. (breathing exercises)
The sun is shining again, our children are walking. (calm walking)
They walk together, have fun and do not get tired at all.
The fairy tale is over, and we all have to go home.
And now the kids walked together for breakfast.
Caterpillar
She has her feet in her boots.
(fingers of one hand, then the second go along the table)
Mouth, nose, and eyes - two
(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!
(clapping hands)
Material from the site nsportal.ru
The development of social and communication skills in children of senior preschool age.
Prepared by: Malgina Elena Viktorovna, teacher of the GBDOU kindergarten No. 23 of the Moskovsky district of St. Petersburg.
“A child by nature is an inquisitive explorer, a discoverer of the world
So let a wonderful world open before him in living colors, bright and quivering sounds, in a fairy tale, in a game, in his own creativity, in beauty. Through a fairy tale, a game, through a unique children's creativity - the right way to the heart of a child. V. A. Sukhomlinsky.
So, the preschool period of child development is coming to an end. Parents are concerned about issues such as:
Is their child ready for school, have they bought everything.
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, the ability to communicate with other people is 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 the normal psychological development of the 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 turn to another person on their own initiative, sometimes they are even embarrassed to respond appropriately if someone addresses them. They cannot maintain and develop the established contact, adequately express their sympathy, empathy, therefore they often conflict or become isolated in loneliness.
Sociability is one of the components of social and communicative development. Which is aimed at the assimilation of norms and values accepted in society, including moral and ethical values;
In addition, it is aimed at developing communication and interaction of the child with adults and peers, the formation of independence, purposefulness and self-regulation of their 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, on the formation of the foundations of safe behavior in everyday life, society, and nature.
It is also necessary to remember about another component - socialization.
It is an important condition for the harmonious development of the child.
A child's development of culture, 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 the ability of a child to communicate positively allows him to live comfortably among people. Thanks to communication, he not only gets to know another person, whether he is an adult or a peer, but also knows himself more and more.
Communication skills play a leading role in the social development of older preschoolers. It is they that make it possible to distinguish certain situations of communication, to understand the state of other people in these situations, and on the basis of this, to adequately and correctly build their behavior.
And 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, the perception and understanding of another person
Communication
(eng. communicate - to inform, transmit) implies:
Implementation of the transfer of the content of the socio-historical experience of mankind.
Exchange of thoughts, experiences about the inner and surrounding world.
Encouragement and persuasion of interlocutors to act in a certain way.
To achieve a result.
Transfer of experience of various types of activities and ensuring their development.
Communication is communication with the aim of transmitting certain information in such a way that the interlocutor understands its meaning.
According to S.V. Borisnev, communication should be understood as a socially conditioned process of transmission and perception of information in conditions of interpersonal and mass communication through various channels using various communication tools.
Communication is the exchange of messages, feelings and light, shallow interaction between people.
Unlike communication, communication presupposes that at least one of the participants has a goal.
The 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 perception of each other by communication partners and the establishment of mutual understanding).
In the communication process, there are usually
Verbal communication communication, which is carried out through speech.
Non-verbal communication:
This process acquires the necessary skills and abilities. Ease of establishing contact, maintaining a conversation, the ability to listen and express one's point of view, to argue and defend one's 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 representation of what is happening in the inner world of another person.
Confrontation - the actions of one person aimed at inducing another person to realize, analyze or change their decision or behavior.
Agree, because this just helps the preschooler in his future adaptation in the classroom.
In a child at this age, communication skills are represented by words denoting relationships between people, rules of behavior in society, and his figurative speech is formed.
The communication skills of preschool children are improving by the time they enter school, the child has already mastered speech etiquette and can support a conversation on any topic, within his understanding, logically and consistently in dialogue and monologue. He knows how to conjecture events, owns contextual speech. It should be remembered that the results of the communication skills of preschoolers depend on the professionalism and desire of adults and make it possible to easily assimilate the school curriculum and become successful people in adult activities.
The social and communicative development of preschoolers occurs through the game as a leading children's activity. Communication is an important element of any game. At this moment, the social, emotional and mental formation of the child takes place.
The game gives children the opportunity to reproduce the adult world and participate in an imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.
The older the child, the more complete his observations of the world around him, the richer his game. The well-known psychologist L. S. Rubinshtein said that in the process of play, a child not only transforms into someone else's personality, but, entering into a role, expands, enriches, and deepens one's own. Controlling the game of children, you can influence their attitudes and worldview.
In it, the child learns the meaning of human activity, begins to understand and navigate the causes of certain actions of people.
Knowing the system of human relations, he begins to realize his place in it.
The game stimulates the development of the cognitive sphere of the child.
Playing out fragments of real adult life, the child discovers new facets of the reality around him. Promotes the development of arbitrary behavior of the child, forms a creative imagination, contributes to the formation of arbitrary memory, attention and thinking of the child.
The game creates real conditions for the development of many skills and abilities necessary for a successful transition to learning activities.
One of the indicators of the full and proper development of a preschooler is the ability to interact with peers and elders.
Communication games are the simplest and most effective way to develop communication skills in children of this age group.
It is important that older preschoolers speak fluently, can easily get in touch with people, be able to communicate in various situations, be set up for a constructive dialogue, be able to successfully interact with communication partners, etc. It is equally important that they be ready to supplement their knowledge, building on previously acquired ones. This will help the preschooler to more easily adapt to the conditions of school life, and, consequently, to be a socially active person who knows how to fulfill himself.
Appendix
Games for the development of social and communication skills
Acquaintance. Equipment: pictures depicting fairy-tale characters. Description of the game: With the help of a rhyme, a driver is selected who examines the picture without showing it to the children.
After that, the driver must describe the image, starting with the words “I want to introduce you to my best friend ...” The child who was the first to guess which fairy-tale character is shown in the picture becomes the driver, the game resumes.
A story about a school.
Purpose: to develop the ability to enter into the process of communication and navigate in partners and communication situations.
This game is easy to organize, because it does not require special training. However, it is very effective for the development of children's speech skills, their imagination, fantasies, the ability to quickly navigate in partners and unknown situations of communication.
Children sit in a circle. The teacher begins the story: “What do you know about the school ...” the next child picks him up. The story continues in circles.
polite words
Purpose: development of respect in communication, the habit of using polite words.
The game is played with the ball in a circle. Children throw the ball to each other, calling polite words. Name only the words of greeting (hello, good afternoon, hello, we are glad to see you, glad to meet you); thanks (thank you, thank you, please be kind) ; apologies (sorry, sorry, sorry, sorry); farewell (goodbye, goodbye, good night).
call a friend
Purpose: To develop the ability to enter into the process of communication and navigate in 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 with his arm outstretched. Children move in a circle with the words:
Call me
And tell me what you want.
Maybe a true story, maybe a fairy tale
You can a word, you can two -
Only to no hint
Understood all your words.
To whom the hand of the driver will show, he must “call” him and send a message. The driver can ask clarifying questions.
Let's play school. Role-playing game.
Situation Games
Purpose: to develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express one's thoughts using facial expressions and pantomime.
Children are encouraged to act out a series of situations
1. Two boys quarreled - reconcile them.
2. You really want to play the same toy as one of the guys in your group - ask him.
3. You found a weak, tortured kitten on the street - have pity on him.
4. You offended your friend very much - 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 came to the library - ask the librarian for the 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 it with him.
10. The child is crying - soothe him.
11. You can't tie your shoelace - ask a friend to help you.
12. Guests came to you - introduce them to your parents, show them your room and your toys.
13. You came from a walk hungry - what do you say to your mother or grandmother.
14. Children have breakfast. Vitya took a piece of bread and rolled it into a ball. Looking around so that no one would notice, he threw and hit Fedya in the eye. Fedya clutched his eye and cried out. - What can you say about the behavior of Vitya? How should bread be handled?
Is it possible to say that Vitya was joking?
1In the course of the study, we created a system of work with children, including a program that is favorable, developing a subject-spatial environment, modern technologies for the social and communicative development of preschoolers, a set of measures that ensure an increase in the pedagogical culture of all participants in the educational process. Technologies based on individualization, integration of education were selected: portfolio technology, project-based learning, game learning technology. The program provided for modern forms of organizing the educational activities of children: competitions, games, excursions, holidays, quizzes, research. We tried to saturate the child's life with various events: meetings, holidays that made the child happy, 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 relations between peers and adults allows us to speak about the effectiveness of the complex of measures developed by us for the social and communicative development of children of older preschool age.
a set of measures for the social and communicative development of children
children's subculture
forms of organization of educational activities
technology
program
pedagogical support
social and communicative development of preschoolers
1. Avdulova T.P. Personal and communicative competence of a modern preschooler. [Electronic resource]. - URL: http://biblioclub.ru/index.php?page=book&id=240131 (date of access: 01/14/2015).
2. Bure R.S. Socio-moral education of preschool children. [Electronic resource]. - URL: http://biblioclub.ru/index.php?page=book&id=212951 (date of access: 01/14/2015).
3. Zebzeeva V.A., Usova N.I. Game folklore in the subculture of childhood // Fundamental research. - 2013. - 10. - Part 9. - S. 2043-2049.
4. Fundamentals of socio-psychological training [Electronic resource].-URL: http://biblioclub.ru/index.php?page=book&id=256452 (14.01.2015).
5. Encyclopedia of social practices of family and childhood support in the Russian Federation [Electronic resource]. - URL: http://biblioclub.ru/index.php?page=book&id=253801 (date of access: 01/14/2015).
The socialization of children remains one of the urgent problems at the present stage. Considering that children need new impressions and forms of their search, it is important to teach them to analytically approach the realities of the modern world, to solve emerging issues on their own. In this regard, the socialization of children is constantly in the field of view of psychologists, philosophers, sociologists, teachers who are trying to highlight various aspects of this process, explore the mechanisms, stages and stages, factors of socialization.
Purpose of the study. In our study, we worked on the creation of a technology for pedagogical support for the social and communicative development of preschool children, which is especially important in connection with the introduction of the federal state standard for 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 developing object-spatial environment, modern technologies for the social and communicative development of preschoolers; a set of measures that 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 preschoolers; 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, complex thematic planning; ensure the 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 that determine the activities of preschool educational institutions at the present stage was carried out. "Socialization" in the psychological and pedagogical literature is considered as a process of assimilation by an individual of a certain system of knowledge, norms, values, attitudes, patterns of behavior inherent in a social group and society as a whole, "assimilation by an individual of social experience" (R.S. Bure); as a process carried out in specially created educational organizations (A.V. Mudrik); as “entering the social environment, adapting to it, mastering certain roles and functions” (B.D. Parygin).
Socialization is revealed at the intersection of such processes as adaptation, integration, self-development and self-realization (I.B. Kotova, E.N. Shiyanova). In foreign humanistic pedagogy and psychology, the essence of socialization is presented as a process of self-actualization, self-realization by a person of his potentials and creative abilities, overcoming the negative influences of the environment that interferes with his 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, the immediate environment, the subculture of childhood and interpersonal interaction of the individual.
According to V.I. Slobodchikov, the socialization of the individual occurs in the "event community". But at the same time, as D.I. Feldstein, the activity of the child 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, he must resist the negative influences of society that hinder his individual development. These provisions formed the theoretical basis of our study.
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 of "Pedagogical Excellence", on the "Creative Groups of Teachers". Agreements were concluded with public organizations participating in the process of organizing the social and communicative development of children.
We have developed a program formed by the participants of educational relations: "School of social success", focused on the effective use of socio-cultural, 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 the individualization and integration of education. These included: portfolio technology, project-based learning, game 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 living in various situations: “In the circle of friends”, “How to reach agreement”, “Planet of Children”, “Friendship without borders”, “Game-Planet”.
The program provided for modern forms of organizing the educational activities of children: reviews, competitions, games, work, excursions, holidays, quizzes, research. We sought to teach children to take an active civic position in all life situations. The use of different types of social activities: project, cooperative and organizational - helped children to 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 secret of gestures, conflict-free relationships, conducted trainings.
Given the interest of parents in the personal growth of their children, their success was held with parents seminars: "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 lies in the exclusion from the sphere of consciousness, feelings, desires, drives - 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 tried to saturate the child's life with various events: meetings, holidays that made the child happy, allowed him to live every day a small successful and joyful life. They taught to consciously and systematically relate to their actions, words, control their behavior, correctly respond to events occurring around.
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 in it that children learn the norms of behavior and morality. The autonomy of the children's community is manifested in the children's subculture, which is seen 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, to live according to their laws. A person who is 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 seeks 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 may be insects, and we will crush them.” “I will be friends with Natasha because she allows her to play with her doll.” You have to follow the rules in the game." The rules do not have a national character, but they reveal the principles of life and relationships of people. Rules build a picture of moral-aesthetic, emotional-rational and social-value relations between people. The child is also looking for his own model of behavior, creates an image of his own life, but at the same time preserving the universal scheme of life.
We took into account that the child enters social life through imitation. Imitation is the modeling of behavior. The game, in our opinion, acts for the child not only as a reflection of the social way of interacting with others, but also as a way for adults to demonstrate their inner, emotional state. At preschool age, there is a dynamic transition from reflecting the attitude of adults to 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 kind to each other. Each conflict was collectively explored and turned into a lesson, a useful life experience. Children took part in various city competitions, in social and educational events: "Little Masters", "Traditions in our group", "Ladder of creativity", "Household items in the old days", "Secrets of the costume", "Folklore in our life".
In our work with children, we actively used the inclusion of entertaining events: “Game Day”, “Wish Day”, “Good Day”, “Friendship Day”, “Joyful Meetings Day”, etc. Children and adults competitions were organized: “Sports Talismans” , "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 where I live", "My small Motherland", "I love you my native land" - projects study of the native land; "Planet of people", "Together friendly family" - projects of international education; "My rights, my duties" - projects of legal education of children; "Let's protect the Christmas tree - a green needle", "Snowdrop", "Young Ecologist" - projects of practical environmental orientation; "Let's be healthy", "The 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 unprotected categories of the population.
A model for optimizing the support of children in an educational organization was developed with the inclusion of projects - actions: "Labor landing", "How we can help", "Golden Book of family traditions", "Do good", "Thank you for the victory", "Gallery of Fame".
We considered the pedagogical technology of social and communicative development as a component of the pedagogical system of preschool education, a way of constructing the pedagogical process, using a system of means and innovative methods of educating and teaching preschoolers in an educational organization.
Such a multidimensional vision of social and communicative development in the context of the implementation of the requirements of the Federal State Educational Standard of Education 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 ability of the teacher to skillfully apply these projects in various types of children's activities. The absence of strict time limits and the atmosphere of competition, various motivational effects - rewards, attractiveness, group search for a solution, 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 first learn in cooperation with adults.
Plans were approved and work began at the “School of a Young Educator” 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 pedagogical experience in the social and communicative development of children took place. "Games and toys of our children", "We compose, draw ...", "Patriots of Russia".
A competition "Professional skills of teachers" was held. In the mode of distance professional development, self-education programs for teachers were implemented: “Inclusion of children in the system of social and communicative relations”, “Development of creativity and fantasy among pupils”, release of the video magazine “Playing 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 methods 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: social and communicative development of preschoolers in the context of implementing the requirements of the Federal State Educational Standard. .
Material and technical conditions for the implementation of the program were created, a developing object-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 Education and SanPiN. The planned final results of the development of the program by children were highlighted, which correlated with the development guidelines for preschool children designated by the Federal State Educational Standard.
Development situations played a special role in the process of social and communicative development of children. Modeling one's own social action, in our opinion, made it possible to form a design and regulatory function in the child when communicating with others, which made it possible to prevent conflicts between children.
The innovativeness of our study was the creation of an educational program, the introduction 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 results of the study. An analysis was carried out and a theoretical generalization of the research data was made, significant results were presented. The technology developed by us contributed to the accumulation of experience in group communication, interaction, cooperation, the formation of value orientations, the development of cognitive and emotional-personal activity of children. Positive dynamics was observed in the development of social and communicative relations between peers and adults (from 63% to 91%), in motivation for learning 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%); the high activity of pupils and teachers in the competitive movement of different levels is ensured.
An increase in the professional level of teachers was noted: through participation in the work of creative groups (47%), through the generalization of pedagogical experience (39%), through the introduction of innovative technologies for the social and communicative development of preschoolers (54%); the model of interaction with parents was successfully tested. Conditions for a comfortable microclimate in the preschool organization have been created.
Conclusions or Conclusion. Our study 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 developed by us made it possible to effectively solve the problems of social and communicative development of children of senior preschool age.
Comparison of the results at the stage of ascertaining and control experiment indicated a significant increase in the number of children who are able to establish contact with peers, participate in the discussion of problems, and find their solution. Thus, the indicator of a high level of development of communication skills increased from 27% to 63%, respectively. The opportunities for children to participate in socially significant events have expanded, which in turn contributed to the optimization of the process of social and communicative development of children. Children became active, showed interest in the environment. Similar results were obtained in all age groups, which allows us to speak about the effectiveness of the developed system of activities aimed at the social and communicative development of preschool children and the possibility of its wide application in the practice of preschool educational organizations.
Reviewers:
Rusakova T.G., Doctor of Pediatric Sciences, Professor, Head of the Department of Artistic and Aesthetic Education, Orenburg State Pedagogical University, Orenburg;
Litvinenko N.V., Doctor of Psychology, Professor, Head of the Department of Pedagogy of Preschool and Primary Education, Orenburg State Pedagogical University, Orenburg.
Bibliographic link
Zebzeeva V.A. PEDAGOGICAL SUPPORT OF SOCIO-COMMUNICATIONAL DEVELOPMENT OF PRESCHOOL CHILDREN // Modern problems of science and education. - 2015. - No. 2-1 .;URL: http://science-education.ru/ru/article/view?id=17141 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Collection output:
DRAFT MODEL OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF A CHILD IN THE CONDITIONS OF THE INTRODUCTION OF THE FGOS OF PRESCHOOL EDUCATION
Kazannikova Anna Vyacheslavovna
cand. ped. Sciences, Assoc. Department of Additional Professional Education of the Autonomous Educational Institution of Higher Professional Education "Leningrad State University named after A.S. Pushkin,
Russian Federation, St. Petersburg
E- mail: kazannikova@ yandex. en
Petrova Tatyana Olegovna
Head of the State Budgetary Preschool Educational Institution of Kindergarten No. 21 of the Kirovsky District
Russian Federation, St. Petersburg
E- mail: dou[email protected] kirov. spb. en
Silina Svetlana Yurievna
Deputy Head for Educational Work of the State Budgetary Preschool Educational Institution of Kindergarten No. 21 of the Kirovsky District
RF, G. Saint- Petersburg
A PROJECT OF THE MODEL OF PSYCHOLOGICAL AND PEDAGOGICAL CHILD'S SUPPORT IN CONDITIONS OF FEDERAL STATE EDUCATIONAL STANDARD INTRODUCTION OF PRESCHOOL EDUCATION
Anna Kazannikova
candidate of Pedagogical Sciences, Associate Professor of Supplementary Vocational Education Chair, Independent Educational Institution Pushkin Leningrad State University,
Russia, St. Petersburg
Tatiana Petrova
head of State Budget Pre-school Educational Institution
of Kindergarten No. 21 of Kirovskiy Region,
Russia, St. Petersburg
Svetlana Silina
Deputy Manager of Educational Work, State Budget Pre-school Educational Institution of Kindergarten No. 21 of Kirovskiy Region,
Russia, St. Petersburg
ANNOTATION
The article presents a draft model of psychological and pedagogical support for a preschooler within the framework of the requirements of the Federal State Educational Standard for preschool education. The principles, construction tasks and structural components of the model project are determined. As part of the formation of a criteria-based assessment of the effectiveness of the proposed project, indicators of the level of development of the child's communicative actions were identified.
ABSTRACT
A model project of psychological and pedagogical support of preschool child within the requirements of the Federal State Educational Standard of preschool education is presented in the article. Principles, objectives of formation and structural components of the model project are determined. Performance indicators of development level of the child's communicative actions are singled out as a part of the criteria for estimation formation of the proposed project effectiveness.
Keywords: GEF of preschool education, psychological and pedagogical support, structural model of the project of psychological and pedagogical support, criteria and indicators of the level of development of the child's communicative actions.
keywords: Federal State Educational Standard of preschool education; psychological and pedagogical support; structural project model of psychological and pedagogical support; criteria and indicators of development level of the child's communicative actions.
The requirements of the Federal Law of December 29, 2012 No. 273 “On Education in the Russian Federation” and the Federal State Educational Standard of Preschool Education is the development of an educational program for kindergarten in an educational organization of preschool education. The preschool education program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children, ensuring the development of the personality, motivation and abilities of children in various activities. The relevance of this problem for our educational organization is associated with the implementation of the project of experimental work on the topic "Designing psychological and pedagogical support for the socialization and individualization of the development of the child in the educational activities of preschool educational institutions" (Decree of the Committee on Education dated 05.08.2014 No. 3364-r) .
The relevance of the work on the creation of an innovative project within the framework of the experimental work of educational institutions is also related to the fact that as a result of the design of psychological and pedagogical support for a child at the stage of preschool education, it is desirable to have such a model that could be demanded by most preschool institutions at the stage of implementation of the Federal State Educational Standard .
The concept of "pedagogical support" in modern pedagogy is used widely and multifaceted. It is associated, firstly, with the activities of various services of society that are interested in protecting and protecting the social rights of children. Secondly, pedagogical support is understood as a system of diverse activities carried out in order to differentiate according to interests, inclinations, life aspirations and aimed at identifying and supporting them. The main means of pedagogical support are "unconditional positive acceptance" (K. Rogers's formulation) of the child by the teacher, empathy, communicative, creative richness of interaction. The teacher, armed with such a goal, realizes himself as a subject of a personality-developing situation, reflects himself as a specific carrier of the personal experience of self-regulation, offers this experience to the child as a means of supporting and solving his personal problems.
In foreign studies of different countries, pedagogical support is considered as school counseling, psychological and pedagogical advisory service in the education system - in the United States; how coaching - helping and facilitating the individual in positive change - in Australia; as help in a situation of choice, as guardianship, pastoral care, as a course of personal and social education - in England; as a system of psychological and pedagogical assistance and support for the child in the educational process and in choosing a professional path - in Holland.
An analysis of the pedagogical literature on the problem of modeling a system of pedagogical support for a child allowed the authors to present a design option for a model of psychological and pedagogical support for children in the context of the introduction of the Federal State Educational Standard for preschool education.
The proposed draft model of psychological and pedagogical support is based on a systematic approach. Based on a systematic approach, the authors identified the following proposed blocks of the projected model of psychological and pedagogical support for children in the context of the introduction of the Federal State Educational Standard for preschool education: targeted, meaningful, organizational (Table 1).
Table 1.
Draft model of psychological and pedagogical support for preschoolers in the context of the introduction of the Federal State Educational Standard for preschool education
|
target block |
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|
Social order: the development of the child's personality in accordance with the targets in the areas of child development, as well as self-actualization of preschoolers |
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|
value-semantic: children's awareness of their difference from others |
socio-communicative: (help in communication, interaction with other children, teachers) |
individual psychological (the content of the component is associated with the formation of motivation for various activities |
|||||||||
|
organizational block: model development steps |
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|
Organizational and preparatory: includes the development of a conceptual vision of psychological and pedagogical support for children |
Diagnostic-projective: determining the level of development of the child, designing the activities of a teacher to create conditions for psychological and pedagogical support for children |
Procedural: implementation of methodological support of psychological and pedagogical support for children: search, evaluation, choice |
Reflective: discussion of the results of previous stages of activity, determination of the potential readiness of the child |
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|
organizational block: forms of support organization |
|||||||||||
|
mass (various types of children's activities) |
group / work in small groups |
individual |
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|
organizational block: assessment forms - criteria |
|||||||||||
|
value-semantic |
socio-communicative |
individual psychological |
|||||||||
|
organizational block: assessment forms - child achievement levels |
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|
sufficient |
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The draft model of psychological and pedagogical support for preschoolers is built in accordance with the principles of the Federal State Educational Standard for preschool education (clause 1.4):
- building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;
- supporting the initiative of children in various activities;
- age appropriateness of preschool education.
The principles of constructing a draft model of psychological and pedagogical support for preschoolers made it possible to identify the main tasks, the implementation of which will allow us to correlate the goals and focus of psychological and pedagogical support for the successful socialization and individualization of a child within the framework of the requirements of the Federal State Educational Standard for preschool education, namely:
- create conditions for the implementation of the program of preschool education, in which it is possible to solve problems related to the individualization and subjectivization of the educational process of teaching preschool children;
- correlate the conditions, requirements and methods in the implementation of the preschool education program to the age and developmental characteristics of preschool children.
Correlation of the goal, objectives and focus of the project model on successful socialization and the possibility of individual development of the child in the conditions of the presented project model, determined:
- content of the model project being implemented;
- stages of building a project model: organizational and preparatory, diagnostic and projective, procedural and reflexive;
- possible forms of organizational support for a preschooler;
- criteria and indicators of the level of achievement of the child.
The target block, the principles of the Federal State Educational Standard of preschool education and the content orientation of the presented draft model determined the possible pedagogical result:
- value-semantic;
- socio-communicative;
- individual psychological.
The value-semantic criterion of the pedagogical result should be correlated with the actions of teachers within the framework of the proposed project of the model of psychological and pedagogical support. At the same time, the actualization of the value orientations of teachers within the framework of the requirements of the Federal State Educational Standard for Preschool Education can be correlated with the principles and objectives of constructing a model project. The interaction of a teacher and a child on the principles of subject-subject interaction involves a reorientation to support the initiative of children in various activities, allowing the child to become active in choosing the content of his education to realize his requests, interests and needs.
The social and communicative criterion, in our opinion, can be correlated with the targets for the development of a preschooler within the framework of the requirements of the Federal State Educational Standard for preschool education. This is the receipt by the child of the necessary information about the world and about himself. Formation of an adequate image of "I and the World" in accordance with age and individual capabilities.
Table 2 presents approaches to designing a content block of a model of psychological and pedagogical support for an older preschooler, within the framework of the requirements of the Federal State Educational Standard in accordance with the target guidelines for the social and communicative development of a child at the stage of finishing the level of preschool education.
The selection of positions from the target points at the stage of completion of preschool education as criteria for the social and communicative development of the child allows the authors to specify the content block of the project of the model of psychological and pedagogical support for a preschooler. At the same time, the proposed indicators make it possible to select methods for determining the level of a child's achievements in the evaluation block of the proposed model project (Table 1) that correspond to the age and individual characteristics of the development of a preschooler.
Table 2.
Approaches to the design of the content block of the project of the model of psychological and pedagogical support for the child
|
criterion of social and communicative development of the child |
development indicator |
determination procedure |
|
value-semantic: the child's awareness of his difference from others |
||
|
attitude towards oneself and other children |
|
methods: "Two houses" "Ladder" |
|
social and communicative: (assistance in communication, interaction with other children, teachers) |
||
|
level of partnership dialogue development |
|
ability diagnostics children to partner dialogue according to A.M. Shchetinina) technique "Pencils" |
|
individual psychological: (the content of the component is associated with the formation of motivation for various activities) |
||
|
level of development of cooperation |
|
experimental technique "Labyrinth" (according to L.A. Wenger) |
An individual psychological criterion for a teacher should be based on the teacher's knowledge of the child's difficulties. For a child, it is possible to master the skills and means of overcoming the critical zones of self-development in accordance with age characteristics.
Thus, the presented draft model of psychological and pedagogical support for a preschooler is sustained in the logic of program design within the framework of the requirements of the Federal Law on Education when designing educational programs for various levels of education, namely: target, content and organizational.
The target block is based on the social order of the state to ensure a certain readiness of a preschool child at the stage of completing the preschool education program for the next stage of lifelong education - primary general education.
The organizational block includes the stages of building a model necessary for the successful implementation of the declared project in the practice of the educational institution: organizational and preparatory, diagnostic and projective, procedural, reflexive.
The organizational block is also necessary to determine the result of the work, both for the teacher (self-audit of pedagogical activities to accompany the child) and for the child.
The presented approach to the formation of the model makes it possible to determine the algorithm of actions of the creative group in the conditions of the experiment as part of the experimental work.
Bibliography:
- Bogoyavlenskaya D.B. Psychology of giftedness: concept, types, problems / D.B. Bogoyavlenskaya, M.E. Epiphany. - M.: Enlightenment, 2005. - S. 59.
- Kogut A.A. On the issue of diagnosing the development of communicative activity of older preschoolers // Man and Education. 2012. No. 4 (33). - S. 161-164.
- Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”.
- Psychology of giftedness in children and adolescents / Ed. N.S. Leites. - M.: Publishing Center "Academy", 1996. - 416 p.
- Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”.
- Shavrinova E.N. The formation of a system of pedagogical support for a child in an educational institution / Abstract for the degree of candidate of pedagogical sciences. - St. Petersburg. 2008. 23 p. - http://pandia.ru/ (Accessed 05/13/2015).
- [Electronic resource] - Access mode. - URL: http://xn--e1aogju.xn--p1ai/ (Accessed 05/11/2015).
- [Electronic resource] - Access mode. - URL: http://festival.1september.ru/ (Accessed 05/13/2015).
The basis of the progressive development of modern society is a person, his culture, education and upbringing. Communicative culture, being part of the universal culture, reflects the state of social development and, at the same time, has a serious impact on it. Today, more than ever, the task is to educate a highly educated, well-bred young generation, who owns all the achievements of the culture created by mankind.
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Psychological and pedagogical support for the development of a communicative culture of preschool children in the cultural and play space of a preschool institution
The basis of the progressive development of modern society is a person, his culture, education and upbringing. Communicative culture, being part of the universal culture, reflects the state of social development and, at the same time, has a serious impact on it. Today, more than ever, the task is to educate a highly educated, well-bred young generation, who owns all the achievements of the culture created by mankind.
From the first days of life, a child is in constant communication with the world around him and people. Without communication, a person cannot develop harmoniously. The ability to communicate, to easily find a common language with others, to understand other people is the basis of a person's communicative culture.
Through communication, the child undergoes inculturation and socialization, becomes a representative of his people and culture, and also learns to correlate his behavior with the actions of other people, forming with them a single social organism-society. In the processes of socio-cultural interaction, the norms, values and institutions of a particular culture acquire their stable form.
In order for the communication skills to be properly formed, the child needs to communicate both with peers and with adults, and communication must be harmonious, complete and sufficient in time.
What is a communicative culture? In the encyclopedic dictionary of the teacher Bezrukova
Communicative culture- a set of knowledge of the laws of interpersonal communication, skills and abilities to use its means in various life and work situations and personal communicative qualities.
Communicative culture is a part of the basic culture of the individual, ensuring its readiness for life self-determination, the establishment of harmonious relations with the surrounding reality and within itself.
It is a means of creating the inner world of the individual, the richness of its content, a means of solving emerging problems.
Communicative culture is a set of skills that ensure friendly interaction of people with each other, the effective solution of all kinds of communication problems.
Psychologists define communicative culture as individual psychological characteristics of a person, ensuring the effectiveness of her communication and compatibility with other people.
Communication skills include:1) the desire to make contact with others (“I want!”); 2) the ability to organize communication (“I can”), including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations; 3) knowledge of the norms and rules that must be followed when communicating with others (“I know!”).
The main aspects of communication:
communicative sidecommunication consists in the exchange of information between people;
interactive sideconsists in organizing interaction between people (for example, you need to coordinate actions, distribute functions or influence the mood, behavior, beliefs of the interlocutor);
perceptual side of communicationincludes the process of perception of each other by partners in communication and the establishment of mutual understanding on this basis.
According to scientists, the basiscommunicative culturethere are generally accepted moral requirements for communication, inextricably linked with the recognition of the uniqueness, value of each individual:
Politeness - an expression of respect for other people.
Correctness - the ability to keep oneself within the bounds of decency in any situations, first of all, conflict ones. if the dispute is accompanied by attacks against opponents, it turns into an ordinary swara.
Tact - this is primarily a sense of proportion, a sense of boundaries in communication.
Humility in communicationmeans restraint in assessments, respect for the tastes, affections of other people.
courtesy- this is the desire to be the first to show courtesy to save another person from inconvenience and trouble.
According to G.M. Andreeva and A.A. Bodalev and other scientists,a person with a high level of communicative culture has:
empathy - the ability to see the world through the eyes of others, to understand it as they do;
benevolence- respect, sympathy, the ability to understand people, not approving their actions, willingness to support others;
authenticity- the ability to be yourself in contacts with other people;
concreteness - the ability to talk about their specific experiences, opinions, actions, the willingness to answer questions unambiguously;
initiative- the ability to “go ahead”, establish contacts, readiness to take on some business in a situation that requires active intervention, and not just wait for others to start doing something;
immediacy- ability to speak and act directly;
openness - willingness to open one's inner world to others and a firm conviction that this contributes to the establishment of healthy and strong relationships with others, sincerity;
susceptibility- the ability to express one's feelings and readiness to accept emotional expression from others;
curiosity- an exploratory attitude to one's own life and behavior, a willingness to accept any information from people about how they perceive you, but at the same time be the author of self-esteem.
No less importantthe components of a communicative culture are knowledge, skills and abilities related to speech activity, i.e. a culture of speech.
In speech activity, three aspects can be distinguished: meaningful, expressive and motivating.
Expressiveness of speechassociated with its emotional coloring: speech can be bright, figurative, energetic or, conversely, dry, lethargic, dull.
The motivating side of speech activityconsists in its influence on the thoughts, feelings and will of the listener. The degree of perception of speech by listeners depends on the level of speech culture, covering the content, expressive and motivating sides.
The communicative culture includes: emotional culture (culture of feelings), culture of thinking and culture of speech.
Formation of a communicative culture- an important condition for the normal psychological development of the child. And also one of the main tasks of preparing him for later life. Preschool children need to understand what to say and in what form to express their thoughts, to be aware of how others will perceive what was said, the ability to listen and hear the interlocutor.
Since, in accordance with the Federal State Educational Standard, one of the most important, main activities through which teachers must solve all educational and educational tasks is the game
And the leading type of activity (the main type of children's activity) throughout the entire preschool age is a game, then for the effective formation of a communicative culture of a preschooler, one of the main methods should be a game (game activity).
To do this, it is necessary to create a cultural and play space, which includes a variety of corners, areas of activity (corners of sports, didactic games, a corner of the theater, corners of role-playing games, etc.).
Create a developing subject-game environment using real objects, toys, attributes, play equipment, substitute items.
And also for the formation of a communicative culture (its components) it is necessary to organize joint activities of a child with an adult and children through the conduct of didactic, plot-role-playing, outdoor games, games with rules in everyday activities.
The choice of the game as the main means for implementing the tasks of forming the communicative culture of preschoolers is based on the fact that when working with these children, the game becomes not just universal, but the optimal psychological and pedagogical tool that allows you to comprehensively influence their development.
For your attention, we offer games for the development of the components of a communicative culture.
For the development of self-acceptance, acceptance of a communication partner, games are held:
"Who am I?"
"Finish the sentence"
"In the center of the circle"
"Words of congratulations and wishes"
"Associations"
"Self-portrait"
"Portrait of a friend"
"Affectionate Name"
"caps"
"Magnet"
"Describe a friend"
Purpose: to teach children to pay attention to the appearance and individual characteristics of another person, to accept him as he is.
Find a pair with your eyes, "the children are divided into pairs. They stand with their backs to each other and take turns describing the partner's height, face, hair color, clothes. The adult pays attention to the accuracy of the description.
All these games form friendly attitudes towards yourself and others, teach you to notice the positive qualities of others and express it in words, make compliments.
Games for the development of empathy, and games that contribute to the development of the ability to determine one's own and others' emotional state, to express this state.
"Good Animal"
"Little Ghost"
"Mirror"
"Monkeys"
"Evil Dragon"
Various studies for the expression of emotions.
"Zoo of Emotions"
One person is selected - a "zoo visitor". The rest of the participants are given cards with emotions. The task of the visitor to the zoo of emotions is to guess the depicted emotions of other participants.
Games to develop the ability to listen and hear a partner,creating a favorable atmosphere of direct, free communication.
"Without mask"
"Understand me"
“Fish - bird - beast” (one animal is called in turn in a certain order: fish, bird, beast), this game can be modified, for example, vegetables - fruits - berries, house. animal-wild animal - bird, etc.
"Telling a Story"
"Animal Choir"
"Shop" (the buyer does not say what he wants to buy, but describes this item)
One of the kids' favorite games is "Press Conference" (Celebrity Interview)
"The Artist and the Computer"
Children are divided into pairs and sit opposite each other. One plays the role of an artist, the other - a computer. In the center of the table is a screen. The artist tells the computer what to draw (color, shape, size, location in space, etc.). The computer draws behind the screen, clarifying incomprehensible moments with the customer. The computer gives the finished printed drawing to the artist. Then the children switch roles.
Games that contribute to the development of non-verbal and objective ways of interaction and the removal of bodily barriers
“Conversation through the glass” (to convey that it is hot in the group, ask a friend to bring a drink, etc.)
“Hands get acquainted, hands are shy, play, rejoice, quarrel, reconcile”
"Picture a proverb"
"Who came to visit"
"Sculptor and Clay"
"Washing Machine" - "Magic Algae"
"Pass the motion" (deaf phone without words)
Drawing on the back ”(you can play in pairs, or you can all together)
"Tell verses with your hands"
Poems are selected that can be “recited with the hands” or “with the whole body”. An adult offers to listen to a poem. Then he reads it again, and the children tell it with body language.
One of the main types of games for the formation of a communicative culture are games that form a sense of unity, cohesion, aimed at developing group interaction skills (the ability to act in a team)
"The Blind Man and the Guide"
"Glue Creek"
"Stubborn Centipede"
"The tail of the donkey Eeyore"
"Magic Hoop"
"Happy Account"
"Siamese twins"
"Marianette"
Walk through the hoop
"Stories from the Miracle Bag"
Purpose: to teach children to interact to develop the skills of joint creative activity.
The teacher has a bag in his hand. It contains subject pictures or everyday items, small toys. Children, after breaking into pairs, take out an object or a picture for themselves. A couple of players find a convenient place and come up with a short story that would involve both subjects, sometimes unrelated. After a certain time, the children gather in a circle, and each pair tells their story.
Games that contribute to the development of the ability to resolve conflict situations and overcome conflicts in communication with each other
"Games - situations" (modeling of conflict situations)
"Argument"
"Etudes with the content of problem situations"
"Rug of Peace"
Purpose: to teach children the strategy of negotiations and discussions in resolving conflicts in a group. The presence of such a rug of peace in the group encourages children to abandon fights and arguments, replacing them with discussing problems with each other.
"Sweet Problem"
Purpose: to teach children to solve small problems through negotiations, make joint decisions, refuse to quickly solve problems in their favor.
Sit opposite each other and look into each other's eyes. Between you on a napkin lies a cookie, please do not touch it yet.
There is one problem with this game: only the person whose partner voluntarily refuses the cookie and gives it to you can get a cookie. This is a rule that must not be broken. Now you can start talking, but without the consent of your partner you cannot take cookies.
Educator: “And now I will give each pair one more cookie. Discuss what you will do with the cookies this time."
The teacher observes the children and in this case notes that the children act differently.
Issues for discussion
“Children, which of you gave the cookies to your friend?” Tell me how did you feel about it?
Who wanted to keep the cookies? What did you do for this?
What do you expect when you are polite to someone?
Who took the least time to reach an agreement?
How else can you come to a consensus?
- What arguments did you give for the partner to agree to give cookies?
The game is a powerful means of influencing the emerging personality of a preschooler. It influences the development of all structural elements of the basic culture of the personality of a preschooler, the formation of new personality traits (activity, confidence, purposefulness, etc.), which subsequently ensures harmonious social interaction.
Thus, gaming technologies are the optimal pedagogical means of forming a communicative culture of a preschooler, since they are based on the leading type of activity of preschoolers - a game during which the child most fully reveals his abilities and more effectively learns the socio-cultural experience of mankind. In addition, the game is able to influence the formation and development of all structural components of the preschooler's communicative culture. The implementation of the tasks of forming a communicative culture of a preschooler is possible with the use of gaming technologies aimed at the formation or development of communicative skills that are significant for full-fledged interaction.
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 preschool child development is the socio-communicative development. In modern pedagogy socio-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 is development positive attitude of the child towards himself, other people, the world around him, development of communicative and social children's competence. AT 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" considered as synonyms. It is noted that development of communication between preschoolers and peers, for 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 (the desire for knowledge and evaluation of other people, for self-knowledge and self-esteem); communication motives.
The problem is of particular importance in the upbringing of 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. Ul'enkova and others, it is noted that preschoolers This category has a reduced need for communication, there are difficulties in development speech means of communication; with delay there is a change of age forms of communication with adults. General characteristic social and communicative development of these children is the immaturity of the motivational-need sphere. In the future, this has a negative impact on the formation of the system. child's social relations. Besides, social and communicative development of children with mental retardation, proceeds in conditions of reduced cognitive activity and a limited understanding of the world, which further hinders their favorable socialization, the formation of personality.
To improve efficiency social and communicative development children with mental retardation need a specially organized, purposeful correctional developmental impact - psychological and pedagogical support(hereinafter PPP).
Based on the most productive theoretical and methodological approaches - systemic, personal-activity, ontogenetic, we have developed a model psychological and pedagogical support of social and communicative development of children of senior preschool age with mental retardation under conditions preschool educational institution combined kind: The model includes interrelated components - diagnostic, correctional developing, advisory and methodological, distinguished by specially selected content and sequence of implementation on three stages: preparatory, performing, control and generalizing.
For each component of the model, the corresponding content, forms and methods of teaching staff are determined, which are aimed at achieving the required results.
The diagnostic component contains the initial, intermediate and final psychological-pedagogical diagnostics aimed at assessing the current level social and communicative development of preschoolers with ZPR and determining the zone of the nearest development. This allows you to study the typical features of behavior and relationships preschoolers with adults and peers, relationships with oneself. To identify the behavioral problems of each child and to study the peculiarities of understanding by the elders preschoolers manifestations of some feelings and experiences of other people, the ability to focus on these feelings in everyday communication and activities.
Forms and methods are psychological-pedagogical diagnostics and questioning of parents preschoolers with mental retardation.
Correction- developing the component includes joint and interconnected activities of a teacher-defectologist, teacher-speech therapist, psychologist and educator. Based on the psychological-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 to psychological-pedagogical support for parents and methodological support for teaching staff members. Parents are working to clarify individual characteristics social and communicative development of children; tasks and directions of correctional developing process to overcome shortcomings and development opportunities for children with mental retardation.
At the first preparatory stage psychological and pedagogical support psychologist. This stage includes diagnostic and consultative-methodical components. Its task is to establish contact with all participants escorts, the scope of work and the sequence of the process are determined escorts. At the consultation, all participants study the results of diagnostics and draw up the relevant sections of the individual program accompanying a child; provides methodological support for teachers and psychological-Pedagogical counseling for parents of children with mental retardation.
At the second - performing stage psychological and pedagogical support educators, teacher-defectologist, teacher-speech therapist take part, psychologist. This stage includes corrective developing and advisory and methodological components. Specialists of the teaching staff - speech therapist, teacher-defectologist, psychologist organize the selection of social and communicative development of a child with mental retardation of corrective methods and techniques in accordance with the results of diagnostics, conducts individual corrective and developing classes in their areas. Provide information and methodological support for all participants of the teaching staff and for parents.
The teacher conducts individual work with a small group of children on the instructions of a teacher-defectologist and a speech therapist; organizes joint activities of children; uses project activities in working with children, involving the parents of pupils in the active participation.
At the third - generalizing stage, educators, a teacher-defectologist, a speech therapist, psychologist. This stage includes consultative-methodical and diagnostic components. Here diagnostics of results and dynamics is carried out social and communicative development of children with mental retardation, development of recommendations, consultation by specialists of teachers on the choice of individually-oriented methods and techniques of working with children; family counseling. The result of the generalizing stage is the introduction of the necessary changes in the educational process and the process of psychological and pedagogical support for the social and communicative development of older preschool children with mental retardation, adjustment of the conditions and forms of education, methods and techniques of work, as well as methodological support for the participants of the teaching staff.
Thus, our model psychological and pedagogical support aims to effectively increase social and communicative development of children of senior preschool age with mental retardation, which was confirmed experimentally.
Bibliographic list
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. - S. 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. Mamaychuk I. I., Ilyina M. N. Help psychologist for a child with mental retardation. Scientific and practical guide. St. Petersburg: Speech, 2004. pp. 25-240.
4. The development of communication in preschoolers / ed.. A. V. Zaporozhets and M. I. Lisina. - M.: Pedagogy, 2004. - S. 174-289.
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