Features of communication of preschool children. What forms of communication are observed in preschool age

Throughout the preschool age, children's communication with each other changes significantly in all respects: the content of the need, motives and means of communication change. These changes can proceed smoothly, gradually, however, qualitative shifts are observed in them, as if fractures. From two to seven years, two such fractures are noted; the first occurs at about four years of age, the second at about six years of age. These turning points can be seen as time limits of three stages in the development of children's communication. These stages, by analogy with the sphere of communication with an adult, were called forms of communication between preschoolers and peers.

First form -emotional-practical communication with peers (second-fourth years of life). Imitation occupies a special place in such interaction. Children, as it were, infect each other with common movements, a common mood, and through this they feel a mutual community. Emotional-practical communication is extremely situational both in its content and in its means. It entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner. It is characteristic that the introduction of an attractive object into a situation can destroy the interaction of children; they switch attention from their peers to the subject or fight over it. At this stage, children's communication is not yet connected with their objective actions and is separated from them. The main means of communication are locomotion or expressive and expressive movements. After three years, communication is increasingly mediated by speech, but speech is still extremely situational and can only be a means of communication if there is eye contact and expressive movements. The next form of peer communication is situational business. It develops around the age of four and up to the age of six. After four years, in children (especially those who attend kindergarten), a peer in their attractiveness begins to overtake an adult and occupy an increasing place in life. Recall that this age is the heyday of the role-playing game. The role-playing game becomes collective - children prefer to play together, and not alone.

Communication in a role-playing game unfolds, as it were, at two levels: at the level of role-playing relationships (i.e. on behalf of the roles taken - doctor-patient, seller-buyer, mother-daughter) and at the level of real relationships, i.e. existing outside the plot being played out (children distribute roles, agree on the conditions of the game, evaluate and control the actions of others).

preschoolers clearly share role-playing and real relationships, and these real relationships are aimed at a common thing for them - the game. Thus, the main content of children's communication in the middle of preschool age becomes business cooperation. Along with the need for cooperation, the need for peer recognition and respect is clearly highlighted. The child seeks to attract the attention of others, sensitively catches signs of attitude towards himself in their views and facial expressions, demonstrates resentment in response to inattention or reproaches of partners. the preschooler begins to relate to himself through the other child. A peer becomes the subject of constant comparison with oneself. This comparison is not aimed at discovering commonality (as with three-year-olds), but at opposing oneself and the other. Only through a comparison of their specific merits (skills, abilities) can a child evaluate and assert himself as the owner of certain qualities that are important not in themselves, but only in comparison with others and in the eyes of another. The child begins to look at himself "through the eyes of a peer." So, in situational business communication appears competitive, competitive start.

Among the means of communication at this stage, speech begins to predominate. Children talk a lot with each other (about one and a half times more than with adults), but their speech continues to be situational. If in communication with an adult during this period extra-situational contacts already arise, then communication with peers remains predominantly situational: children interact mainly about objects, actions or impressions presented in the current situation.

Communication affects all the achievements of preschool age: the development of the cognitive sphere and the formation of the foundations of a child's worldview; on the occurrence of arbitrary behavior, the ability to act in accordance with the rules; for the formation of a personal

During preschool age, the form of communication with peers changes. A. G. Ruzskaya identifies several forms of communication with peers.

Children aged 2–4 years are characterized by emotionally practical communication. The content of communication with peers appears in the form of a desire for complicity in joint practical exercises (actions with toys, manipulations, dressing, crawling, running away).

This form of communication contributes to the deployment of children's initiative, since communication with peers implies equality; favors a sharp expansion of the range of emotions - both positive and negative; communication contributes to the formation of self-awareness through the opportunity to see their capabilities. The main means of communication are locomotion or expressive expressive movements. Contacts are extremely situational.

The situationally businesslike form of communication with peers is typical for children aged 4–6. A peer in his attractiveness at this age begins to overtake an adult and becomes a preferred communication partner. This is due to a change in the leading activity, says A. G. Ruzskaya. A role-playing game is being formed, where the child models human relationships. This requires the cooperation of several partners. The content of communication is business cooperation. In situational business communication, preschoolers are engaged in a common business that requires coordination in achieving the goal, fulfilling the role. There are two types of relationships in the game: real and role-playing. Children clearly distinguish between these two types of relationships. The difference between such cooperation and adult cooperation is that for preschoolers, it is not the result that is important, but the process. Interactions are situational.

The main content of their communicative need is the desire to gain recognition and respect from their peers. The desire to attract a peer and sensitivity to his attitude towards himself acquire maximum brightness at this time. These relationships act in the form of an "invisible mirror". In a peer at this time, the preschooler sees himself (his attitude towards himself) and sees only the positive; later he begins to see his peer, but only his shortcomings. The child constantly compares himself with his peer, is closely interested in everything that his peer does. Among the means of communication at this stage, speech begins to predominate - children talk a lot with each other, but their speech remains situational.

Out-of-situation - a business form of communication develops by 6-7 years. This turning point is externally manifested in the appearance of selective attachments, friendships and the emergence of more stable and deeper relationships between children. Appeals to a peer at this age are increasingly becoming extra-situational. Children tell each other about the events of their lives, discuss plans for joint activities, their own and other people's actions. In games, the rules of the game come first. Conflicts often arise from non-compliance with the rules. More and more contacts are made at the level of real relationships and less and less - at the level of role-playing ones. The image of a peer becomes more stable, independent of the situation, the circumstances of the interaction.

A huge role, according to M. I. Lisina, is played by the influence of an adult. When children communicate with each other, he helps to see a person equal to themselves in the same age, to respect him. Communication, like any other activity, ends with a certain result. The result of communication can be considered as its product. Among them, an important place is occupied by relationships and the image of oneself.

In this way:
Communication in preschool age determines the arbitrariness of behavior, self-awareness.
The conditions for the successful development of communication are the development of a role-playing game, features of the cognitive sphere (overcoming egocentrism) and the formation of arbitrary behavior, the ability to mediate one's behavior by certain norms and rules.
At preschool age, two extra-situational forms of communication with an adult are formed: extra-situational cognitive and extra-situational personal.
From about 4 years old, a peer becomes a more preferred communication partner than an adult. At preschool age, popular and unpopular children can be distinguished in the peer group, which differ in different sociometric status. Throughout the preschool age, A. G. Ruzskaya distinguishes situationally business and non-situation business forms of communication with peers.

With stuff" Development of interaction and communication of preschoolers with peers"Mavrina I.V. can be found on the next page.

During preschool childhood, interaction and communication with adults retain a leading role in the development of the child. However, for full-fledged social and cognitive development, it is no longer enough for children of this age to communicate only with adults. Even the best relations of a teacher with children remain unequal: an adult educates, teaches, a child obeys, learns. In a situation of communication with peers, the child is more independent and independent. It is in the process of interaction with equal partners that the child acquires such qualities as mutual trust, kindness, willingness to cooperate, the ability to get along with others, defend their rights, and rationally resolve conflicts that arise. A child who has a diverse positive experience of interacting with peers begins to more accurately assess himself and others, his capabilities and the capabilities of others, therefore, his creative independence and social competence grow.

Significant changes occur in the interaction of children during preschool age. At younger preschool age, it is situational or initiated by an adult, unstable, short-term. At an older age, children themselves act as initiators of joint activities, their interaction in it becomes long-term, stable, selective, and diverse in forms.

The development of interaction and communication of children is most clearly manifested in the game - the leading activity of preschoolers. The possibilities of children's cooperation can also be observed in the classroom, if you create the necessary conditions for this - offer children special tasks, during which they will enter into a relationship of cooperation (coordination and subordination of actions). The organization of children's cooperation activities in the classroom allows adults to influence the communication of children in the game, which becomes very important at senior preschool school age, when the increased independence of children reduces the ability of an adult to control and correct their game interaction.

The nature of the interaction and communication of the child, of course, depends on personal characteristics: someone willingly plays with most of the children in the group, someone only with 1-2, some are active, aggressive in contacts, while others are passive, obey their peers, etc. .

However, whatever the personality characteristics of the child, the main trends in the development of interaction and communication remain common to all.

CHILDREN 5-6 YEARS (senior group)

I. Children's play interaction and communication

In their interaction and communication, older preschoolers are more peer-oriented than younger ones: they spend a significant part of their free time in joint games and conversations, assessments and opinions of comrades become essential for them, they make more and more demands on each other and in their behavior. trying to take them into account.

In children of this age, the selectivity and stability of their relationships increase: permanent partners can remain throughout the year. Explaining their preferences, they no longer refer to situational, random reasons (“we are sitting next to each other”, “he gave me a car today to play”, etc.), as is observed in younger children, but note the success of a particular child in the game. (“it is interesting to play with him”, “I like to play with her”, etc.), his positive qualities (“he is kind”, “she is good”, “he does not fight”, etc.).

The play interaction of children also begins to undergo significant changes: if earlier it was dominated by role interaction (i.e., the game itself), then at this age it is communication about the game, in which a joint discussion of its rules occupies an important place. At the same time, the coordination of their actions, the distribution of responsibilities in children of this age most often arises in the course of the game itself.

When distributing roles, children, as before, adhere to individual decisions (“I will be a salesman”, “I will be a teacher”, etc.) or decisions for another (“You will be my daughter”, etc.). However, they can also observe attempts to solve this problem together ("Who will be ...?").

In the role-playing interaction of older preschoolers, attempts to control each other's actions increase - they often criticize, indicate how this or that character should behave.

When conflicts arise in the game (and they mainly occur, as with younger children, because of the roles, as well as because of the incorrect actions of the characters), the children seek to explain why they did so, or to justify the illegality of the actions of another. At the same time, they most often justify their behavior or criticism of another with various rules (“Share”, “The seller must be polite”, etc.). However, children do not always manage to agree on their points of view, and their game can be destroyed.

Communication outside the game in children of this age becomes less situational, children willingly share their previously received impressions (for example, about a movie they watched, a play, etc.). They carefully listen to each other, emotionally empathize with the stories of friends.

The attention of the educator should be drawn not only to children who refuse to participate in the games of peers rejected by them, but also to children who, in interaction and communication, adhere exclusively to their desires, do not know how or do not want to coordinate them with the opinions of other children.

II. Interaction of children in the classroom

Performing joint tasks at a younger age in two or three prepares children for more complex collective work in older age groups.

From about 5 years of age, with cooperation in the classroom, the child is able to offer peers a plan for a common cause, agree on the distribution of responsibilities, adequately assess the actions of his comrades and his own. During interaction, conflicts and stubbornness give way to constructive proposals, agreement and assistance. There is a clear difference in relation to the adult. If younger preschoolers often turn to him when various kinds of conflicts arise, then older ones can independently resolve them, and turning to an adult is associated with certain cognitive problems.

Let us give an example of the joint construction of a group of children. The teacher proposes to construct a children's park from building material. Children are united in subgroups of 4-5 people. In each group there will always be several people who mainly plan the work, offer a variety of options for buildings. A high level of cooperation in the group is characterized by the fact that each child can express his proposals, which will be understood and accepted. One of the children draws a building plan, others can supplement it or change it a little. Gradually, the children come to a common agreement and begin to distribute responsibilities - who builds a fence, who builds benches, slides, swings, etc. Less skillful children readily agree to bring the necessary construction details. Upon completion of work, toy people, animals, trees are placed in the park.

It is not necessary that children follow the original plan exactly. It is important that it does not change dramatically (for example, instead of a park - a ship). In the process of work, the idea can be refined, expanded. For example, if someone brings a few small toy animals, this may give the children the idea to set aside a place for the zoo. Another child, seeing a beautiful mold, fills it with water, and a pond is obtained, which is also located in the park. Everyone makes a feasible contribution to the implementation of the general idea - someone can be the initiator of the plan, someone can be the executor or controller. The child feels ownership of the common cause, enjoys his contribution.

At the end of the work, children like to beat their buildings, they can be together for quite a long time, zealously making sure that someone does not accidentally destroy their structure. They also compare their buildings with those of other groups, and may borrow something from them, saying that "they did well too." Thus, the emergence of benevolent attention to the work of others can be noted.

Those children who cannot agree with their peers and find their place in the common cause require the help of an adult. Often, in order to somehow draw attention to themselves, they begin to break down the buildings of children, screaming, calling first one child, then another, offering them to run and frolic. Usually, having not achieved a result, they say to an adult: “They don’t want to play with me!”

The communication of preschoolers with peers changes qualitatively in comparison with communication in previous periods. For preschoolers (4-5 years old), communication with peers becomes a priority. They actively communicate with each other in a variety of situations (during regime moments, in the process of various activities - games, work, classes, etc.).

Communication is especially manifested and developed during gaming activities. Developing communication affects the nature of the game and its development. There is a wide variety of collective tasks:

¦ joint game;

¦ imposing own samples;

¦management of the partner's actions and control over their implementation;

¦ constant comparison with oneself and evaluation of specific behavioral acts.

Such a variety of communicative tasks requires the development of appropriate actions: demand, order, deceive, regret, prove, argue, etc.

Communication with peers is very emotionally saturated. Actions addressed to a peer are affectively directed (9-10 times more expressive-mimic manifestations than when communicating with an adult).

There is a wide variety of emotional states: from violent indignation to violent joy, from tenderness and sympathy to anger. A preschooler approves of a peer more often than an adult, and more often enters into conflict relations with him.

Contacts of children are non-standard and not regulated. Preschoolers use the most unexpected actions in their relationships. Their movements are uninhibited, not normalized: they jump, make faces, take different poses, mimic each other, come up with different words, compose fables, etc.

In a peer environment, the child can freely express their individual characteristics.

With age, children's contacts are more and more subject to generally accepted rules of conduct. But until the end of preschool age, a distinctive feature of children's communication is its irregularity and looseness.

In communication with peers, initiative actions prevail over responsible ones. For a child, his own action (statement) is more important, even if most often it is not supported by a peer. Therefore, the dialogue may fall apart. The inconsistency of communicative actions often gives rise to protests, resentment, conflicts between children.

Thus, the content of communication changes significantly in the period from 3 to 6-7 years: the content of needs, motives and means of communication are modernized (Table 9.1).

Table 9.1

Changing the nature of communication in the preschool period

Gradually develop forms of communication.

Emotional and practical communication with peers prevails at the age of 2-4 years. It is characterized by:

interest in another child

increased attention to his actions;

¦ the desire to attract the attention of a peer to oneself;

¦ the desire to demonstrate to a peer their achievements and evoke his response.

At 2 years old, the child has special game actions. He likes to indulge, compete, mess around with his peers (Fig. 9.8).

Rice. 9.8. Imitation of peers

At the younger preschool age, emotional and practical communication is preserved, and along with it, situational communication arises, in which much depends on the specific environment in which the interaction takes place.

Each child is concerned with attracting attention to himself and getting an emotional response from his partner. At the same time, he does not notice the mood, the desire of a peer, but sees only his attitude towards himself.

Situation. Children together and alternately played pranks, supporting and intensifying the general fun. Suddenly, a bright toy appeared in their field of vision. The interaction of children stopped: it was disturbed by an attractive object. Each child switched his attention from his peer to a new object, and the struggle for the right to possess it almost led to a fight.

2 Determine the approximate age of the children and the form of their communication.

Solution. These children are between two and four years old. During this period, emotional and practical communication is clearly manifested, which during
much depends on the situation. A change in the situation leads to a similar transformation of the communication process.

By the age of 4, a situational-business form of communication develops. it

role play period. Peers now occupy more space in communication than adults. Children prefer to play not alone, but together. In fulfilling their roles, they enter into business relationships, often while changing their voice, intonation and demeanor. This facilitates the transition to personal relationships. But the main content of communication is business cooperation. Along with the need for cooperation, the need for peer recognition stands out.

Situation. Dima (5 years old) carefully and jealously observes the actions of his peers, constantly criticizes and evaluates their actions.

2How will Dima react in case of unsuccessful actions of the cross-country

Solution. Dima will be happy. But if an adult encourages someone, then Dima will most likely be upset.

At the age of 5, a qualitative restructuring of attitudes towards a peer takes place. In the middle preschool age, the child looks at himself "through the eyes of a peer." A one-year-old becomes for the child an object of constant comparison with himself. This comparison is aimed at opposing oneself to another. In situational business communication, a competitive beginning appears. Recall that in three-year-olds, the comparison was aimed at revealing commonality.

The other person is the mirror in which the child sees himself.

During this period, children talk a lot with each other (more than with adults), but their speech remains situational. They interact mainly about objects, actions presented in the current situation.

Although children during this period communicate less with an adult, extra-situational contacts arise in interaction with him.

At the end of preschool childhood, many develop an extra-situational-business form of communication.

At 6-7 years old, children tell each other about where they have been and what they have seen. They evaluate the actions of other children, address their peers with personal questions, for example: “What do you want to do?”, “What do you like?”, “Where have you been, what have you seen?”.

Some can talk for a long time without resorting to practical actions. But still, joint activities, that is, common games or productive activities, are of the greatest importance for children.

At this time, a special relationship to another child is formed, which can be called personal. A peer becomes a self-valuable holistic personality, which means that deeper interpersonal relationships are possible between children. However, not all children develop such a personal attitude towards others. Many of them are dominated by a selfish, competitive attitude towards their peers. Such children need special psychological and pedagogical correctional work (Table 9.2).

Table 9.2

Distinctive features of communication of a preschooler with peers and adults

The child learns in communication with peers:

to express oneself;

to manage others;

enter into a variety of relationships.

In communication with adults, he learns how to:

say and do right;

listen and understand others;

to acquire new knowledge.

For normal development, the child needs not only communication with adults, but also communication with peers.

Question. Why, when communicating with a peer, even a dull one, does a child expand his vocabulary much better than when communicating with his parents?

Answer. The need to be understood in communication, in the game makes children speak more clearly and correctly. As a result, speech addressed to a peer becomes more coherent, understandable, detailed and lexically rich.

Communication with a peer takes on a special meaning (Fig. 9.9). Among the diverse statements, conversations related to one's own "I" predominate.

Rice. 9.9. Children teach each other to talk

Situation. “My son Misha (7 years old), writes his mother, “almost perfection. But in public he is always silent. I try to justify this to my friends for some reason, they say, Misha is tired, in a hurry to go home, etc., but still, my son’s isolation is alarming. When he is at home, everything is in order, but in public he immediately withdraws into himself. Advise what to do?

d) Give advice to your mother.

Solution. You need to try to explain to Misha that shyness is often perceived as unfriendly, and in order to please people, you need to be more sociable. But in giving such advice one must be
sure that this problem did not arise because of the mother. It is possible that:

Misha's taciturnity is a feature of his character, he behaves the same way in the company of children, that is, in fact, he does not change, but the expectations of his mother change, who would like Misha to behave more at ease when communicating with her acquaintances;

¦ in communication with others, the mother herself changes, which makes Misha uncomfortable, and he closes;

Misha is not interested in the conversations going on in the group that makes up his mother's environment, and it is possible that this group is satisfied with Misha's silence.

It is not uncommon for parents to use pressure on their children to “cause” them to become shy, and then get lost in the face of a problem they themselves have created (Figure 9.10).

In general, it can be noted that the goals and content of children's communication undergo significant changes with age (Table 9.3).

Table 9.3

Changing the goals and content of communication with age

Situation. We quite often hear children's statements of this type: “Let's play cars together!”, “Look what we got!”.

2 What do such appeals of children indicate?

What age children are they?

Solution. Children have a common cause that fascinates them. Now it is not so important which "I" and which "You" are, the main thing is that we have an interesting game. This turn from "I" to "We" is observed in children after 4 years, when there is an attempt to unite in the game.

Situation. Dima (4 years) and Kolya (4 years 1 month) played alone, each with his own toy. Parents drew attention to the fact that the boys' peers did not accept them in joint games. The psychologist who examined these children told the parents that the reason for this was the insufficient development of speech in their sons.

2 What feature of speech development did the psychologist have in mind?

Solution. Children who do not speak well and do not understand each other cannot establish an interesting game, meaningful communication. They get bored with each other. They are forced to play apart because they have nothing to talk about.

Situation. Vova (4 years old) quickly says to Vitya (4.5 years old): "You are some kind of greedy person."

2 What does this and similar peer judgments indicate?

What are the characteristics of children's value judgments?

Solution. Children give this kind of assessment to each other on the basis of momentary, often situational manifestations: if he doesn’t give a toy, then he’s “greedy”. The child willingly and frankly informs his peer about his dissatisfaction. Estimates of young children are too subjective. They come down to the opposition of "I" and "You", where "I" is obviously better than "You".

Throughout preschool childhood, a child's self-message changes from "this is mine", "watch what I do" to "how I will be when I grow up" and "what I love".

At the senior preschool age, the purpose of mutual communication of children is to demonstrate themselves, their dignity, to attract attention. A child's peer assessment, his approval, even admiration are very important.

When communicating with peers in each phrase of the child in the center is "I": "I have.", "I can.", "I do.". It is important for him to demonstrate to his peers his superiority in something. Therefore, children love to brag to each other: “But they bought me.”, “But I have.”, “And my car is better than yours.” etc. Thanks to this, the child gains confidence that he is noticed, that he is the best, beloved, etc.

A thing, a toy that cannot be shown to anyone, loses its attractiveness.

For parents, the baby is always the best. And he does not need to convince his father and mother that he is the best. But as soon as the child is among peers, he has to prove his right to superiority. This happens by comparing yourself with those who play nearby and who are so similar to you.

It is noteworthy that children compare themselves with others very subjectively.

The main task of the child is to prove his superiority: "Look how good I am." That's what a peer is for! He is needed for
so that there is someone to compare with, so that there is someone to show their merits.

First of all, the child sees a peer as a subject for comparison. And only when a peer begins to behave differently than we would like, then he begins to interfere. In such cases, the qualities of his personality are noticed, and immediately these qualities receive a harsh assessment: “You are nasty greedy!”.

The assessment is given on the basis of specific actions: "If you don't give a toy, it means you're greedy."

But a friend also needs recognition, approval, praise, and therefore conflicts between children are inevitable.

Situation. Children play together and do not complain about anything.

1Does this situation mean that everyone in the group is equal?

Solution. No, it doesn't. Most likely, a certain type of relationship has developed between the children: some only command, others only obey.

It may also be that an aggressive child intimidates one, coaxes another, fawns on a third, but in one way or another subjugates everyone with his activity.

Consider the main causes of children's conflicts.

1. Every child expects a good grade from a peer, but does not understand that a peer also needs praise. Praise, approve another child for a preschooler is very difficult. He sees only the external behavior of the other: what he pushes, screams, interferes, takes away toys, etc. At the same time, he does not understand that each peer is a person, with his own inner world, interests, desires.

2. A preschooler is not aware of his inner world, his experiences, intentions, interests. Therefore, it is difficult for him to imagine what the other feels.

The child must be helped to look at himself and his peer from the outside, so that the baby can avoid many conflicts.

Situation. Studies have found that children from the orphanage, who have unlimited opportunities to communicate with each other,
but brought up in conditions of lack of communication with adults, contacts with peers are poor, primitive and monotonous. They are not capable of empathy, mutual assistance, independent organization of meaningful communication.

1 Why is this happening?

Solution. This happens only because they are brought up in conditions of lack of communication with adults. For the development of full-fledged communication, a purposeful organization of children's communication is necessary, which can be carried out by an adult, and especially a specialist in preschool education.

Question. What influence should an adult have on a child in order for his interaction with other children to develop successfully?

Answer. Two ways are possible. The first involves the organization of joint objective activities of children. For younger preschoolers, this path is ineffective, since children of this age are focused on their toys and are mainly engaged in individual play. Their appeals to each other come down to taking away an attractive toy from the other. We can say that interest in toys prevents the child from seeing his peers.

The second way is based on the organization of subjective interaction between children. This way is more efficient. The task of an adult is to improve relations between children. To do this, an adult:

Demonstrates to the child the dignity of peers;

affectionately calls each child by name;

Praises partners in the game;

Invites the child to repeat the actions of another.

Following the second path, the adult draws the child's attention to the subjective qualities of the other. As a result, children's interest in each other increases. There are positive emotions addressed to peers.

An adult helps a child discover a peer and see positive qualities in him.

In the conditions of a role-playing game, with a commonality of actions and emotional experiences, an atmosphere of unity and closeness from peers is created.
no one. Interpersonal relationships and meaningful communication develop.

Situation. Often the efforts of kindergarten workers are aimed at creating a holistic interior and at selecting attractive toys that would please the children, and the teacher could then occupy and organize them.

2Are such expectations of adults justified?

Solution. Often, instead of joy, toys bring grief, tears. Children take them from each other, fight because of their attractiveness. Any explanations of the educator about how you can play with these toys without conflict do not help. The advice is in conflict with the familiar experience of playing at home, where children are the owners of toys.

The lack of experience in playing communication and playing together with peers leads to the fact that the baby sees in another child a contender for an attractive toy, and not a communication partner. Experience with cooperative play under adult supervision is required.

Situation. In orphanages and other official institutions, the duty of the educator is to be patient, restrained, etc. day after day. This is an indispensable condition of work. But studies show that it is precisely this “one-sided” approach to the child that is one of the disadvantages of public education. A child from birth, therefore, is accustomed to only one way of interacting with the outside world.

Solution. It is better for a child if he gets a different experience of interacting with the outside world. After all, mothers and fathers can be “kind” and “evil”, “restrained” and “reasonable”, etc. But the child must always feel that he is loved by his parents.

The sprouts of the new relationship "We", not "I", must be supported by adults (Fig. 9.11).

Leads the understanding of relationships through communication with the child

Expands the child's understanding of a person, taking them beyond the perceived situation. Acquaints with the desires, interests of the person.

What does the other person love?

Why does he act this way and not otherwise?

Reads books, shows films.

Describes the relationship between people

It reveals to the child the inner life of a person, which is behind every external action: moods, desires ...

Asks questions about the child.

Why did you do that?

How will you play?

Why do you need cubes?

Prompts, encourages.

Expands the boundaries of ideas about the world around.

* Introduces the child to his own, more complex world

First, the initiative belongs to an adult, he talks, and the child listens. Then passes the initiative in communication to the child

An adult answers questions: simply, clearly, without unnecessary details

Perceives only the external behavior of peers

The child himself will not discover the inner life of his peer.

In it he sees:

Possibility

for self-assertion;

Condition for your game

Thinking (adult leads)

about the actions and behavior of the characters in the stories

Tries to see connections between individual actions of people

If the child does not answer, then he will think.

Will try to look into himself and explain his behavior

In communication, he acquires more and more new knowledge and ideas.

Knowledge takes the child beyond the perceived, specific situation.

Gradually, the child is more and more actively involved in communication and asks a lot of questions. 9.11. The role of an adult in the development of companionship

Situation. Two teachers were engaged in the development of speech and communication skills of preschoolers, but they did it in different ways. One of the strengths of children is to tell a fairy tale known to them, then to describe an object that they see, then to compose a story on the topic of collective experience. And constantly at the same time she demanded a full answer from the children.

2 Which of the educators will have children work more actively

in class?

Solution. With the second teacher, the children will work more actively, since each appeal to them was an invitation to dialogue, motivated by a creative approach, and therefore interesting. With the very first teacher, the children were not so interested in talking about already known things, even when discussing events from collective experience.

For the second teacher, the dialogue was based on a living colloquial language. It is more useful for a child to say 2-3 phrases under the influence of a vivid figurative impression than to grind out a “descriptive retelling”.

Question. How best to develop coherent speech in a child, taking into account his individual characteristics?

Answer. Coherent speech can be developed in the process of teaching the child to retell the description. It is best to do this, taking into account the individual characteristics of children, their interests (sculpting, staging performances, etc.).

There is a natural dialogue in dramatization games, dramatizations, in the course of plot-didactic games, in the process of dialogues on topics from personal experience, in reasoning when guessing riddles, etc. In children, in conditions of interesting hobbies, a verbal expression of their own thoughts occurs by itself.

Situation. By the older preschool age, many children have mastered only the simplest forms of dialogic communication with peers.

^ What should adults pay attention to in order to develop a child's dialogical communication skills?

Solution. Usually, children transfer the skills of dialogic communication with adults to communication with peers. An adult should pay attention to:

¦ on the development of skills of free reasoning;

¦ to include arguments in the dialogue;

¦ to maintain the duration of the dialogue.

Work on the development of logical communication must begin from 3-5 years old, when the child masters coherent speech, when he interacts with peers in collective, plot-role-playing, outdoor games, when he is engaged in collective activities: draws, designs, etc. Such work allows you to solve 2 tasks at the same time.

1. Language development of the child. His speech attention, phonemic hearing, and articulatory apparatus are being formed.

2. Development of coherent speech. There is an establishment of game and speech interaction with peers.

Answer. The child should be able to focus on a peer partner, address him proactively, respond with words and actions to his statements.

Communication should be friendly, addressed, supported by commenting, reasoning, interconnected statements, questions, motives.

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INTRODUCTION

1.1 Communication as an activity

Conclusions on the first chapter

Conclusions on the second chapter

CONCLUSION

INTRODUCTION

The relevance of the study is due to the fact that a person's life is impossible without his contacts with other people.

The need for communication is one of the most important needs. This need arises with the birth of a person. Over time, the need for communication changes both in form and content. At the same time, the need for communication with peers is especially acute in older preschool age.

Communication with peers at preschool age occupies a central place in the development of intellectual, speech, emotional and moral inclinations. The psychological, social and physical development of children depends on how relationships develop with peers.

The main criteria for communication are: attention and interest in another, emotional attitude towards him, initiative and sensitivity. Communication is an emotional relationship between a person and a person. Therefore, communication with peers forms, develops and corrects the emotional sphere of the child.

Dissatisfaction in communicating with peers can lead to increased anxiety, aggression, and insecurity in the child.

The degree of development of the problem. The problem of communication of preschoolers was dealt with by such scientists as: B.G. Ananiev, G.M. Andreeva, A.A. Bodalev, A.L. Wenger, L.S. Vygotsky, N. Galiguzova, V.A. Goryanina, V.P. Zinchenko, M.S. Kagan, S.V. Kornitskaya, A.A. Leontiev, M.I. Lisina, B.F. Lomov and others.

The purpose of the study is to study the structural-dynamic analysis of communication between preschool children and their peers.

The object of the study is the communication of preschool children with their peers.

The subject of the research is a structural-dynamic analysis of the communication of preschool children with their peers.

In accordance with the goal, the following tasks were defined:

1. Consider communication as an activity.

2. Reveal the structural and content characteristics of communication.

3. To identify the features of communication between preschool children and adults.

4. To identify the features of communication of preschool children with peers.

Research methods. To solve the tasks set, the method of theoretical analysis and generalization of psychological and pedagogical sources on the research problem was used.

The work consists of an introduction, two chapters, a conclusion and a list of references.

In the first chapter "The Phenomenon of Communication in Psychology" - communication as an activity is considered; Structural and meaningful characteristics of communication are disclosed.

In the second chapter "Ontogenetic aspects of communication as a leading type of activity" the features of children's communication are revealed.

CHAPTER 1. THE PHENOMENON OF COMMUNICATION IN PSYCHOLOGY

1.1 Communication as an activity

Communication is a process of transferring information from person to person, a complex process of establishing and developing contacts between people or groups of people, which is generated by the needs of joint activities and includes three different processes: information exchange, action exchange, as well as perception and understanding of a partner. Human activity is impossible without communication.

Communication must be considered both as a side of any joint activity (activity is not only labor, but also communication in the process of labor), and as a special activity. The main feature of communication as an activity is that through communication a person forms his relationships with other people. Communication is a condition without which a person cannot know reality. Communication is an essential component of those activities that involve the interaction of people. Due to the stability of the psychological patterns of communication, people of different levels of cultural development and different ages can communicate.

Some researchers consider activity and communication as two sides of a person's social existence, and not as interrelated processes. So, for example, B.F. Lomov believes that communication cannot be defined as a type of human activity, since communication connects the subject with the subject, and not with another object.

Other researchers understand communication as a certain aspect of activity: communication is included in any activity, is its element. At the same time, the activity itself is considered as a condition, and as the basis of communication.

M.S. Kagan does not reduce all human activity only to objective activity; in accordance with this, communication is a versatile manifestation of human activity.

M.S. Kagan considers two variants of intersubject activity. One option is not mediated, and the other is mediated by the relation to the object (Figure 1).

Figure 1. Options for inter-stakeholder activities

A.A. Bodalev notes that communication is not only a necessary component of people's activities, but also an indispensable condition for the normal functioning of their communities.

As a type of activity, communication was considered by A.A. Leontiev.

Considering communication as an activity, B.G. Ananiev emphasized that through communication a person builds his relationships with other people. In his work "Man as an object of knowledge" B.G. Ananiev noted that human behavior is communication, practical interaction with people in different social structures.

B.G. Ananiev pointed out that being an obligatory component of various types of activity, communication is a condition without which knowledge of reality is impossible.

According to M.I. Lisin, "communication" is a synonym for communicative activity. This point of view is supported by G.A. Andreeva, V.P. Zinchenko and S.A. Smirnova.

Communication as an activity is determined by motives and goals. A motive is a reason that induces a person to a certain activity. The general motive of speech activity is the need to establish informational and emotional contact with other people. The goals of speech activity include the maintenance of social and personal relationships, the organization of work, life and leisure of a person.

The researchers note that the leading and only independent activity of the child in the first half of the year is communication.

The development of communication in a child occurs in several stages. First comes the contact function. The purpose of this function is to establish and maintain contact with an adult. Then the child masters the information function. Mastering this function presupposes the ability to establish contact.

It should be noted that the status of activity, communication is given by the function of assimilation of artificial sign means in ontogeny.

As already noted, in ontogenesis, communication is the primary form of the child's relationship to the environment. At first, this form presupposes understanding on the part of another subject (primarily the mother), and then mutual understanding (the child not only expresses his desires, but also takes into account the interests of others, on which the realization of his own depends).

Gradually, communication turns into objective activity, which, in turn, realizes the child's attitude to the world. In objective activity, the child studies certain subjects. With the help of objective activity, the child develops an objective attitude to the world.

Communication is a human need, which is explained by its social nature and includes both material forms of human life and spiritual ones.

The human need for communication is very great and significant. During his life, a person constantly interacts with other people, and therefore communicates.

People communicate in the process of joint activities and exchange information. Communication is the main condition for the formation of personality.

Thanks to communication, a person’s social orientation is formed (the idea of ​​\u200b\u200bhis position in the group).

Communication is determined by the system of social relations, however, in the structure of communication it is impossible to separate the personal from the public. The means of communication is language, the mechanism of manifestation of which is speech. Speech is formed by words, which are both an instrument of mental activity and a means of contact.

In communication, it is customary to distinguish three interconnected parties:

Communicative.

interactive.

Perceptual.

The communicative side ensures the exchange of information. The interactive side organizes the interaction between individuals in the process of communication (the exchange of not only knowledge and ideas, but also actions). The perceptual side helps communication partners perceive each other and establish mutual understanding.

As for the types of communication, they are distinguished by four types, depending on the level of interaction:

The first type is the level of manipulation (one subject considers another subject as a means or an obstacle to the project of his activity, his intention).

The second type is the level of reflexive play (the subject strives to win by implementing his own project and blocking someone else's).

The third type is the level of legal communication (the subjects of communication recognize the right of existence of each other's projects of activity, and also accept the project of mutual responsibility).

The fourth level is the level of moral communication (the highest level at which the subjects accept the project of joint activity, as a result of voluntary agreement).

So, communication is considered as the interaction of two or more persons through the exchange of information of a cognitive or affective-evaluative nature. Through communication, the organization of joint activities is carried out.

The object of psychological study is a person as a subject of activity, since such mental properties of a person as character, emotions, attitudes, relationships are formed in activity. The first domestic psychologist who began to study activity was V.S. Vygotsky, who believed that activity is a mechanism for cognition of the human psyche, the formation of higher mental functions in him.

The study of individual activity takes place in the system of social relations. The development of human activities occurs in close connection with the development of needs. The relationship motive goal mode of action plays a leading role in the organization of activities.

In psychology, it is customary to distinguish three types of activity:

1. Game. Represents the first type of activity in which the child is included. In the game, the needs of the child are formed and manifested.

2. Teaching. It is an activity, the object of which is a person who acquires knowledge, skills and abilities.

3. Labor. It is a conscious purposeful activity, which is determined by productivity.

Thus, activity is a specific type of human activity, which is aimed at the knowledge and transformation of the surrounding world and oneself.

Activity and communication are interconnected phenomena. In the process of communication, joint activities are formed, mutual exchange of information and correction of actions are carried out. Communication determines the choice of goals, and acts as a factor in the organization of joint activities.

1.2 Structural and content characteristics of communication

In the study of communication, an important place is given, I understand its structure. According to B.D. Prygin, there are three parameters of communication:

2. Form (verbal and non-verbal communication; direct, interpersonal and indirect).

3. The connection of form and content in the process of communication (imitation, infection, persuasion).

As already noted, G.M. Andreeva identifies three aspects of communication: information exchange, interaction, perception and knowledge of each other by people.

Let us designate the features of information exchange in the process of human communication:

There is a transfer of information, its formation, clarification and development;

The exchange of information is connected with the attitude of people to each other;

There is an impact of people on each other;

The communicative influence of people on each other is possible only due to the coincidence of the codification systems of the sender and the recipient;

The emergence of specific communication barriers of a psychological and social nature is possible.

The sources of information in communication are: signals from another person; signals from the person himself, his sensory-perceptual systems; information about the results of activities; information coming from inner experience; information about the future.

A person should be able to distinguish "bad" information from "good". On this occasion, B.F. Porshnev. He proceeded from the fact that speech is a way of suggestion or suggestion, but there is also a way to protect against the action of speech “counter-suggestions”, of which there are three types: avoidance, authority and misunderstanding. Avoidance refers to avoiding contact with a partner. Authority lies in the fact that a person, as a rule, trusts authoritative people, avoiding trusting non-authoritative ones. In some cases, negative information may also come from those people who make up a group of reputable people, so in this case misunderstanding comes into play.

Communicating, people proceed from the fact that they were heard. Therefore, there are ways to attract attention:

Acceptance of the "neutral phrase". A neutral phrase is pronounced at the beginning of communication.

Acceptance of "enticement". The speaker speaks quietly and unintelligibly, forcing others to listen.

Making eye contact. A person's attention is attracted by staring.

Let us designate the features of the interactive side of communication.

The purpose of interaction is the satisfaction of needs, interests, goals and intentions.

There are the following types of interaction:

1) positive - interactions that are aimed at organizing joint activities: cooperation; agreement; fixture; association;

2) negative - interactions that are aimed at disrupting joint activities, creating obstacles for it: competition; conflict; opposition; dissociation.

Factors that affect the type of interaction:

1) the degree of unity of approaches to problem solving;

2) understanding of duties and rights;

3) ways to solve certain problems, etc.

Let us designate the features of the perceptual side of communication.

The elements of social perception in the structure of communication are:

1) the subject of interpersonal perception - the one who perceives (studies) in the process of communication;

2) the object of perception - the one who is perceived (know) in the process of communication;

3) the process of cognition - includes cognition, feedback, elements of communication.

The main factors that influence the process of interpersonal perception are:

1) features of the subject:

a) gender differences: women better reflect the emotional states, strengths and weaknesses of the personality, men - the level of intelligence;

b) age;

c) temperament: extroverts perceive more accurately, introverts - evaluate;

d) social intelligence: the higher the level of social and general knowledge, the more accurate the assessment in perception;

e) mental state;

f) state of health;

g) installations - previous assessment of objects of perception;

h) value orientations;

i) the level of socio-psychological competence, etc.

2) features of the object:

a) physical appearance: anthropological (height, physique, skin color, etc.), physiological (breathing, blood circulation), functional (posture, posture and gait) and paralinguistic (facial expressions, gestures and body movements) personality traits;

b) social appearance: social role, appearance, proxemic features of communication (distance and location of those communicating), speech and extralinguistic characteristics (semantics, grammar and phonetics), activity features.

3) the relationship between the subject and the object of perception;

4) the situation in which perception occurs.

Thus, in terms of perception, it is important to form a first impression. In this case, an error may occur in perception, which is called the factor of superiority. The perception of a person occurs through an assessment of his personal qualities and appearance.

An error in perception, which is associated with an overestimation or underestimation of a person's properties, is called the attractiveness factor.

The next factor is the “attitude towards us” factor, when people who treat us well are perceived by us better than those who treat us badly. The formation of the first impression is called the "halo effect". In real life, the process of communication is always accompanied by a number of errors.

B.F. Lomov understands the structure of communication through its functions.

Information and communication function;

Regulatory and communicative;

Affective-communicative.

Let us designate the main structural components of communication as an activity, based on the point of view of A.N. Leontiev:

1. The subject of communication is a communication partner, another person.

2. The need for communication is based on a person's desire to know and appreciate other people, and through them and with their help - to self-knowledge and self-esteem. A person manifests itself only in activity, therefore, it is possible to learn about oneself and others only through activity. Communication is aimed at another person, and being a two-way process, it leads to the fact that the cognizer himself becomes the object of cognition.

3. Communicative motives - for the sake of which people communicate with each other. The motives of communication should be embodied in the qualities of the person himself or other people.

4. Communication actions are communicative units that are addressed to another person (two types of actions in communication: initiative and response).

5. The objectives of communication are the goal that must be achieved by a variety of actions in the process of communication.

6. Means of communication - operations through which the actions of communication are carried out.

7. The product of communication is the formation of a material and spiritual nature, which are created as a result of communication. These include selective attachments, the image of oneself and other people - participants in communication, etc.

The process of communicative activity is a system of associated acts. Each such act is the interaction of two subjects endowed with the ability to initiate communication between people. It is in this that the dialogical nature of communicative activity is manifested, and the dialogue itself is considered as a mechanism for organizing associated acts.

Thus, the real unit of communicative activity is dialogue. The elements of dialogue are the actions of speaking and listening.

It should be noted that a person acts not only as a simple subject of communication, but also as an organizer of the communicative activity of another subject. Such a subject can be a person, a group of people or a mass.

The communication of the subject-organizer with another person is called the interpersonal level of communicative activity. Communication with a group - group level, with the mass - personal-mass. It is in the unity of these three levels that the communicative activity of the individual is considered. This approach is based on the fact that in the center of communication there are two personalities, two subjects of communication that interact through activity and in activity.

As for the content of communication, it can be different and include:

Transfer of information;

Perception by the subjects of communication of each other;

Mutual assessment by partners of each other;

Mutual influence of partners on each other;

Interaction of partners;

Activity management, etc.

Conclusions on the first chapter. Communication is a process of transferring information from person to person, a complex process of establishing and developing contacts between people or groups of people, which is generated by the needs of joint activities and includes three different processes: information exchange, action exchange, as well as perception and understanding of a partner.

The concept of communication is considered by scientists in different ways. Communication as an activity is determined by motives and goals.

CHAPTER 2. ONTOGENETIC ASPECTS OF COMMUNICATION AS A LEADING ACTIVITY

2.1 Features of communication of preschool children with adults

At preschool age, a child may prefer communication, that is, have a communicative orientation. At the same time, the signs of a communicative orientation are extroversion, high demonstrativeness (the desire is constantly in the center of attention), emotionality and the artistic warehouse of the individual.

A.L. Wenger singled out the psychological types of children in terms of communicative orientation. So, with a combination of activity and stability with a communicative orientation, a “dominant” type develops. This type is characterized by high activity and psychological endurance, as well as stability. With a "dominant" psychological warehouse, a child can turn into a "family tyrant."

When activity and mobility are combined with a communicative orientation, an “artistic” psychotype is formed. Such a child at the age of one and a half to two years has the means to attract the attention of others. He smiles sweetly and laughs contagiously. If some of his whim is not fulfilled, he begins to cry loudly, that no one will remain indifferent. At the same time, the transition from violent crying to fun in such a child is easy. Having matured a little, the child masters the art of throwing tantrums in different places.

When sensitivity and mobility are combined with a communicative orientation, a “romantic” psychotype is formed. Such a child is characterized by a lack of energy, high sensitivity and fearfulness. A child of this type constantly demands attention and wants to be pitied. With age, "romantic" children turn into dreamers, however, such children play their performances in their imagination.

When sensitivity and stability are combined with a communicative orientation, an “executive” type is formed. Such a child is afraid to oppose his desires to the will of adults. The means of attracting attention to oneself is "good manners". Such a child already at the age of three knows what can and cannot be done. At school age, he tries to study for one five, and is very worried if he gets a four, and even more so a three or two. Until he does all the lessons, such a child will not go to bed.

It should be noted that the degree of expression of the psychotype is different. Often there are children who have weakly expressed psychotypical traits. Therefore, we can talk about the existence of intermediate and mixed psychological types. So, in a child, different types of orientation can be combined: he can occupy an intermediate position between activity and sensitivity, as well as between mobility and stability.

As E.O. Smirnova, the problem of communication between a preschooler and adults has two aspects.

The first aspect is related to the development of communication itself during preschool childhood.

The second aspect is related to the influence of communication on the development of the child's personality.

M.I. Lisina studied how the communication of a child with an adult changes throughout childhood.

For younger and middle preschool age (5 years), extra-situational-cognitive communication is characteristic. A new stage in the development of a child’s communication with adults begins with the appearance of the first questions: “Why?”, “Why?”, “Where?”, “How?”. If before this age all the interests of the child were concentrated in a visual situation, then from the age of 5 the child breaks out of the visual situation. It becomes interesting for him how the world of natural phenomena and human relations works. An adult becomes a source of information for him.

Children of this age are satisfied with any answers of an adult. It is enough for an adult to connect the phenomenon of interest to the child with what he already knows and understands. For example: paper is made from wood; butterflies winter under the snow, because they are warmer there, etc. Such rather superficial answers satisfy the child at this age, they develop their own picture of the world.

Since children's ideas about the world remain in a person's memory for a long time, the answers of an adult should not distort reality and allow certain violations to occur in the child's mind. Adult answers must be true.

At the age of five, a child develops a need for respect from an adult. It is no longer enough for him to have simple attention from an adult, he requires a respectful attitude to his questions, interests and actions.

The need for respect becomes the basic need that encourages the child to communicate. In the behavior of children, this is expressed in the fact that they begin to take offense when an adult makes a remark or scolds them. It is important for them that an adult must praise them, answer questions. At this age, the child needs to be accustomed to some kind of activity (for example, drawing). At the same time, it is important to emphasize the dignity of the child in his activities, and not to give a negative assessment. The encouragement of an adult inspires the child with self-confidence, makes the activity for which he was praised important and loved.

Thus, cognitive communication between a child and an adult is characterized by:

1) good command of speech, thanks to which the child talks with an adult about things that are not in a particular situation.

2) cognitive motives of communication - curiosity, the desire to explain the world, which is manifested in children's questions;

3) the need for respect on the part of an adult, which can be expressed in resentment at comments and negative assessments.

In the middle and at the end of preschool age, extra-situational-personal communication of the child with adults occurs. An adult becomes an authority for the child, his instructions, demands and comments are taken seriously and without offense.

At the age of 6-7 years, preschoolers begin to be attracted to events that take place among the people around them. The child is no longer interested in the life of animals or natural phenomena, but in human relations, norms of behavior, and the qualities of individuals. These questions are answered by adults as well. At this age, children no longer speak on cognitive topics, but on personal ones.

An adult for children is still a source of new knowledge, and children need his respect and recognition. For a child, it is important at this stage that his attitude to certain events coincide with the attitude of an adult. The commonality of views and assessments is for the child an indicator of their correctness. In older preschool age, it is important for a child to be good, to do everything right: to behave correctly, to evaluate the actions and qualities of their peers. All these aspirations must be supported by an adult. An adult should talk more often with children about their actions and the relationship between them, evaluate their actions. Older preschoolers are already more concerned about the assessment of moral qualities and personality as a whole.

If a child is sure that an adult treats him well and respects his personality, he can calmly relate to his remarks that relate to his individual actions and skills.

A distinctive feature of the personal form of communication is the need for mutual understanding. If an adult often tells a child that he is lazy, cowardly, this can greatly offend and hurt him, and can lead to the appearance of negative personality traits. Here it is also important to encourage the right actions, and not condemn the shortcomings.

In older preschool age, extra-situational-personal communication exists independently and is a “pure communication” that is not included in any other activity. An adult for a preschooler is a specific person with certain qualities that are very important for a child. An adult is a judge, a role model.

This form of communication is important in preparing for school, and if it has not developed by the age of 6-7, the child will not be psychologically ready for schooling.

Thus, for extra-situational-personal communication, which develops by the end of preschool age, the following are characteristic:

1) the need for mutual understanding and empathy;

2) personal motives;

3) speech means of communication.

Extra-situational-personal communication is important for the development of a child's personality. Firstly, the child consciously learns the norms and rules of behavior and begins to be guided by them in his actions and deeds. Secondly, through personal communication, children learn to see themselves as if from the outside, which is a necessary condition for conscious control of their behavior. Thirdly, in personal communication, children learn to distinguish between the roles of different adult educators, doctors, teachers - and in accordance with this, build their relationships in different ways in communicating with them.

In order to identify the form of communication, various types of interaction can be used in different situations that model one or another form of communication.

In order to identify the child's ability for cognitive communication, it is possible to have a conversation with the child about the book he has read, which contains new knowledge for the child. At the same time, the conversation should be built as a discussion of what was read or told by adults. Equally, both an adult and a small interlocutor should participate in the conversation.

To find out the ability for extra-situational-personal communication, you can have a conversation with the child about his relationship with friends. For example, ask him with whom he is more friends, with whom he quarrels more often. It is important that an adult not only asks, but also expresses his attitude towards certain characters, talks about himself, and is an equal participant in the conversation.

The topics of personal communication can be very different. The main thing is that they should be connected with real events in the child's life, with his personal interests and experience of communicating with other people. The conversation should not be about objects, but about people, actions and relationships.

Personal communication differs from cognitive in that personal communication occurs without any visual material. Here the child, as a rule, talks about things that cannot be seen, touched or drawn. This is what makes verbal personal communication complex and difficult for preschoolers.

2.2 Features of communication of preschool children with peers

Communication between preschoolers and peers takes place in the form of a game. The main content of the game is the performance of actions that are related to the attitude towards other people, the roles of which are performed by other children. The role functions of children are interrelated. Emotional involvement in the game is clearly expressed.

Communication in the game at a younger preschool age is in the nature of observation and imitation. By the age of four, children enter the stage of play cooperation, when the partner becomes an important and integral part of the game. At an early preschool age, children can already agree on the topic of the game, roles, plan game actions in advance, maintain a dialogue, while maintaining the ability to respond to unexpected statements from a partner.

M.I. Lisina distinguishes several periods in the communication of preschoolers with peers:

1. The emergence of activities of communication with peers. After his birth, the child does not contact with others. The reactions of the newborn to peers (for example, crying) are in the nature of infection, are of a reflex nature and are not communication.

2. The first year of life. According to E.L. Frucht, the interaction of children older than 8-9 months, is the first form of social contact. The researcher bases his conclusion on the interest shown by children at this age.

S.V. Kornitskaya disagrees with this opinion and believes that “the communication of infants is not prompted by a special need to communicate with each other.

M.I. Lisina notes that the above judgments require factual justification. She notes that the interaction of infants needs to be experimentally studied.

3. Early age. Among researchers, you can find different indications of how children interact at this age.

According to B. Spock, children of two years old love to watch each other's games, and they begin to reckon with each other after three years.

V.S. Mukhina also points to the interest of young children in playing with each other.

4. Preschool age. After three years, the child has initiated communication, children begin to actively play together. The need to communicate with each other begins to be clearly seen.

Communication of preschoolers with peers has its own characteristics that differ from communication with adults:

1. A variety of communicative actions and their wide range. In communication with peers, there are many actions and appeals that are practically never found when communicating with adults. It is in communication with other children that such forms of behavior appear as pretense, the desire to pretend, express resentment, etc. In communication with peers, the preschooler decides a large number of communicative tasks: managing the actions of a partner, monitoring their implementation, evaluating specific behavioral acts, comparing with oneself.

2. Communication with peers is a bright emotional richness. Actions that are addressed to peers have a higher affective orientation. In communicating with peers, the child has many expressive manifestations that manifest themselves in various emotional states - from violent indignation to violent joy, from tenderness to feelings of anger.

3. Non-standard and non-regulated communication of children with peers. If in communication with adults even the smallest children adhere to certain norms of behavior, then when communicating with their peers, preschoolers use the most unexpected actions and movements. Such movements are characterized by a special riskiness, irregularity and unpredictability.

4. The predominance of initiative actions over reciprocal ones in communication with peers. This is especially clearly manifested in the inability to continue and develop the dialogue, which falls apart due to the lack of reciprocal activity of the partner. For a child, his own action is more important, and, in most cases, he does not support the initiative of his peers.

During the preschool age, the communication of children with each other changes significantly: the content, needs and motives of communication change. From two to seven years, two fractures are noted: the first occurs by the age of four, the second at about six years. The first fracture manifests itself in a sharp increase; the importance of other children in a child's life. If by the time of its appearance and within one or two years after that, the need for communication with a peer occupies an insignificant place, then in four-year-old children this need comes to the fore.

The second turning point is associated with the emergence of selective attachments, friendships with the emergence of more stable and deeper relationships between children.

These turning points can be seen as time limits of three stages in the development of children's communication. These stages can be called forms of communication between preschoolers and peers.

The first form is emotional and practical communication with peers (second-fourth years of life). The need to communicate with peers develops at an early age. By the age of two, children begin to show interest in attracting the attention of their peers to themselves, showing their achievements and eliciting a response from them. At the age of one and a half to two years, children have special play actions when they express their attitude towards a peer as an equal being with whom they can play and compete.

In this interaction, imitation plays an important role. Children seem to infect each other with common movements, a common mood, thanks to which they feel a mutual community. By imitating a peer, the child seeks to attract his attention and win favor. In such imitative actions, preschoolers are not limited by any norms; they take bizarre poses, somersaults, grimace, squeal, laugh, jump with delight.

The second form of peer communication is situational business. It is formed around the age of four and up to the age of six. After the age of four, in children (especially those who go to kindergarten), a peer in their attractiveness begins to overtake an adult and take an increasing place in life. This age is the heyday of role-playing, when children prefer to play together rather than alone.

Communication in a role-playing game takes place, as it were, at two levels: at the level of role-playing relationships (i.e. on behalf of the roles taken - doctor-patient, seller-buyer, mother-daughter) and at the level of real relationships, i.e. those that exist outside the plot being played out (children distribute roles, agree on the conditions of the game, evaluate and control the actions of others). In joint gaming activities, there is a constant transition from one level to another. This may indicate that preschoolers clearly share role-playing and real relationships, and these real relationships are directed towards a common task for them - play. Thus, business cooperation becomes the main content of children's communication in the middle of preschool age.

Cooperation must be distinguished from complicity.

Along with the need for cooperation, it is necessary to highlight the need for peer recognition and respect. The child seeks to attract the attention of others. Children carefully observe each other's actions, constantly evaluating and often criticizing partners. At the age of four or five, they often ask adults about the successes of their comrades, show their advantages, hide their mistakes and failures from other children. During this period, some children are upset when they see the encouragement of a peer, and rejoice at his failures.

All this makes it possible to speak about a qualitative change in the attitude towards a peer in the middle of preschool age, which consists in the fact that a preschooler begins to relate to himself through another child. A peer becomes the subject of constant comparison with oneself. The child begins to look at himself "through the eyes of a peer." Thus, a competitive, competitive beginning appears in situational business communication.

By the end of preschool age, most children develop a new form of communication, which is called out-of-situation-business. By the age of six or seven, the number of extra-situational contacts increases significantly in a child. Children tell each other about where they have been and what they have seen, share their plans, evaluate the qualities and actions of others.

The development of out-of-situation in children's communication occurs along two lines: on the one hand, the number of out-of-situation, speech contacts increases, and on the other hand, the image of a peer changes, it becomes more stable, independent of the specific circumstances of interaction.

Conclusions on the second chapter. Depending on the communicative orientation, the following psychological types can be distinguished, which are found in preschool age: artistic, dominant, romantic and executive.

At preschool age, the communication of a child with an adult changes from extra-situational-cognitive communication to extra-situational-personal communication. The forms of communication between preschoolers and peers are: emotional and practical communication with peers; situational business form; non-situational business form.

Communication of preschoolers with peers has its own characteristics that differ from communication with adults: a variety of communicative actions and their wide range; bright emotional richness; non-standard and unregulated communication; predominance in communication with peers of initiative actions over reciprocal ones.

CONCLUSION

As a result of the study of communication as an activity, the following conclusions were drawn:

Communication is a process of transferring information from person to person, a complex process of establishing and developing contacts between people or groups of people, which is generated by the needs of joint activities and includes three different processes: information exchange, action exchange, as well as perception and understanding of a partner.

Communication as an activity is determined by motives and goals. The general motive of speech activity is the need to establish informational and emotional contact with other people. The goals of speech activity include the maintenance of social and personal relationships, the organization of work, life and leisure of a person.

In the structure of communication, it is customary to distinguish three sides: the exchange of information, interaction, perception and knowledge of each other by people.

Depending on the communicative orientation, the following psychological types were identified that are found in preschool age: artistic, dominant, romantic and executive.

At preschool age, the communication of a child with an adult changes from extra-situational-cognitive communication to extra-situational-personal communication.

The cognitive communication of a child with an adult is characterized by: good command of speech, thanks to which the child talks with an adult about things that are not in a particular situation. cognitive motives of communication - curiosity, the desire to explain the world, which is manifested in children's questions; the need for respect from an adult, which can be expressed in resentment at comments and negative assessments. For extra-situational-personal communication, emerging by the end of preschool age, the following are characteristic: the need for mutual understanding and empathy; personal motives; speech means of communication. communication preschool peer

This form of communication is important in preparing for school, and if it has not developed by the age of 6-7, the child will not be psychologically ready for schooling. Communication of preschoolers with peers has its own characteristics that differ from communication with adults: a variety of communicative actions and their wide range; bright emotional richness; non-standard and unregulated communication; predominance in communication with peers of initiative actions over reciprocal ones.

The forms of communication between preschoolers and peers are: emotional and practical communication with peers; situational business form; non-situational business form.

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