Situational business communication. Situational-personal and situational-business forms of communication of the child

Elena Yasnitskaya
Features of communication of preschool children 6–7 years old. Forms of communication by M. I. Lisina

Features of communication of preschool children 6-7 years old. Forms of communication M. AND. Lisina.

Features of communication in preschool children of 6-7 years. Forms of communication M. I. Lisina.

annotation: The article deals with features of contact of preschool children with their peers and adults during the shift forms of communication. Described ways to work with preschoolers for their successful personal development.

Keywords: communication, communicative activity, extra-situational-cognitive form of communication, extra-situational-personal form of communication.

Key words: communication, communicative activities, visitation-cognitive form of communication, visitation-personal form of communication.

Abstract: the article discusses the features of the contact of the preschool children with their peers and adults in the period of changing forms of communication.Describes how to work with preschool children for their successful personal development.

Federal state standard preschool education highlights one of the educational areas - the social and communicative development of the child preschool age as a priority in his life. The modern child strives for self-affirmation and personalization of himself in society, but it is very important to cultivate socially significant qualities in him and teach him to adapt quickly and flexibly in society, to help through culture and ways of communication enter social life. Before preschool new education Problems: not easy to organize social development preschoolers and teach children when entering society interact with other people with a focus on moral values societies.

Research conducted under the direction of M.I. Lisina showed that during the first seven years of a child's life, his communicative contacts with adults and peers change qualitatively. These qualitative steps of M.I. Lisina called forms of communication. AT preschool age four in succession forms of communication child with an adult

Situational-personal form of communication occurs in ontogeny first in 0.2. An essential feature of situational-personal communication- Satisfaction of the child's need for the benevolent attention of adults.

Situational business form of communication appears in the ontogeny of the second and exists in children from 0; 06 to 3; characterized by object-manipulative activity children. Main reasons for contacts children with adults are now connected with their common cause - practical cooperation, and therefore in a central place among all motives communication a business motive emerges. The child is unusually interested in what and how the adult does with things, and the elders are now revealed to the children precisely from this side.

Extra-situational-cognitive communication manifests itself in older preschool age. Formation extra-situational-cognitive communication plays an important role in mental development preschooler. Here, for the first time, he enters into theoretical, mental cooperation with adults. His spiritual life acquires special saturation and fulfillment. The irreverent attitude of an adult towards new child's abilities, suspicions of deceit deeply hurt, cause resentment, resistance.

Extra-situational business form of communication between children and peers(6–7 years old)- this is a thirst for cooperation, which is practical, business-like, unfolds against the backdrop of joint gaming activities. However, the game changes noticeably. Games with a plot and roles colored by fantasy are being replaced by games with rules. In this regard, it is important to note one of the key positions of pedagogical work in kindergarten - its humanization, associated with the recognition of the uniqueness of the child's personality, the realization of his interests and self-esteem. .

In various situations of interaction in which children show hostility towards peers, adults should use not punishment, but a positive assessment of a friendly attitude towards each other. Behavior observation children in the peer group gives positive examples to identify representations preschoolers about what it means to be kind. Placing children in a situation of moral choice makes it possible to judge their capabilities follow ethical standards in their actions, reflecting the attitude towards their peers. One-to-One Conversations Reveal Views children about kindness. effective method formation goodwill towards peers is the setting children in specially created situations of moral choice. For example, holding Good Deeds Day in kindergarten.

Extra-situational-personal form of communication appears in children at the end of preschool childhood(5–7 years old): it is connected with their mastery of the system of human relations. For the first time, life opens up to them with this special side, before them rise new tasks: to master the rules of behavior in the world of people, to comprehend the laws of interconnection in this field of activity, to learn to control one's actions and actions. Adult in the eyes preschooler- the embodiment of the image of how to behave. In solving new problems, reliance on the model of adult behavior and its assessment becomes the basis for children to assimilate moral norms, understanding their duty and responsibility to others. .

AT preschool age in children four in succession forms of communication.

Extra-situational-personal communication represents a high level of communicative activity. Children with extra-situational personality disorder form of communication capable of empathy managing your behavior.

Bibliography:

1. Kopeasheva Ulmeken Gimranovna. Communication of a preschool child with adults and peers//Step into pedagogical science/Article in the conference proceedings. – 2013.- p. 26-29.

2. Lisina M. I. Development communication with peers [Text] // Preschool / M. AND. Lisina. - 2009. - No. 3. - P. 22.

3. Lisina M. I. Problems of ontogenesis communication. M: "Pedagogy"-1986.- from 144.

4. Starostina N. V. Essential characteristics of concepts « communication» and "pedagogical communication» // Proceedings of the Penza State Pedagogical University. V. G. Belinsky. - 2007.- No. 7 - p. 237-241.

5. Trubaychuk L. V. Social and communicative development preschool children// Bulletin of the Chelyabinsk State Pedagogical University. - 2015. - No. 6 - from 85-91.

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Formation of a culture of interethnic communication of preschool children in a multicultural educational space The changed socio-psychological situation in society required increased attention to the content of humanistic education, the most important.

Game activity as a means of developing communication in children of senior preschool age Basic provisions The mental development of the child begins with communication. This is the first type of social activity that arises in ontogeny.

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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 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 in activity such mental properties of a person as: character, emotions, attitudes, relationships are formed. 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;

e) 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, from a perceptual point of view, 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. Leontief:

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 extraversion, high demonstrativeness (desire is constantly in the center of attention), emotionality and 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. Adults also give answers to these questions for the child. 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. First, 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, you can conduct 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 communicating with peers, a preschooler solves a large number of communicative tasks: managing the actions of a partner, controlling 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 or 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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Features of the formation of communication skills in preschool age. Child development in the process of emotional contact with adults. Psychological and pedagogical problems of the formation of communication skills in preschool children with intellectual disabilities.

This form of communication occurs first in ontogeny - at about 2 months - and has the shortest time of existence in an independent form - until the end of the first six months of life. In chapter 2, reflecting on the primary development of communication, we have already talked a lot about situational-personal communication, and therefore now we will only try to add some important materials and summarize all the information about this form of communication.

So, the most essential feature of situational-personal communication is the satisfaction of the child's need for the benevolent attention of adults. For a baby, the attention of an adult is especially important. And this is understandable, since the presence of a loved one near the child and his focus on the baby, in essence, guarantee the latter's safety and the flow of affectionate, loving influences that children have already managed to isolate from all other manifestations of an adult and appreciate as extremely important actions. A vivid illustration of the correctness of our assertion can be found in Fig. 1, based on the materials of A. I. Sorokina (M. I. Lisina, S. Yu. Meshcheryakova, A. I. Sorokina, 1983).

Rice. one. The intensity of the behavior of young children in response to various influences of an adult

The more diverse the response behavior of the child, the higher the score that evaluates him. Predominantly positive emotional coloring of the child's behavior ensures the location of the score above the abscissa axis, the predominance of negative experiences makes the bar go down. In the first six months of life, the indifference of an adult causes a very special reaction of the child: he is alarmed, depressed, upset, his response behavior is sharply inhibited.

The figure allows us to see an important characteristic feature of children in the first six months of life: they are sensitive to differences in the intensity of adult attention (appearance, smile, conversation), but they are not able to distinguish them from negative expressions of an adult (reproach, anger). Differences in the behavior of children in response to the goodwill of the elders and to their displeasure do not reach statistical significance. And only in the second half of the year of life, infants perceive the expressions and displeasures of an adult as something fundamentally different from his positive attitude and react to them with behavior of a different composition (frown, move away, some cry resentfully). It turns out that the need for the benevolent attention of an adult within the framework of situational-personal communication creates immunity in children to the negative emotions of close adults; the child singles out in censures only the manifestation of the adult's attention to him and reacts only to him, passing the rest “by the ears”.

Another unusually peculiar feature of situational-personal communication is that, within the framework of this form of communicative activity, infants are able to subtly distinguish the gradations of adult attention and at the same time do not distinguish one adult person from another. A thorough experimental study by G. Kh. Mazitova (1979; Psikhologicheskie osnovy…, 1979) showed that only by the end of the first six months of life, infants show confident recognition of their mother, but even in this case, recognition phenomena in them are of a different nature than in older children. It is well known that at about 8 months. the child at the sight of strangers shows fear and displeasure (E. Maccoby, J. Masters, 1970; B. L. White, 1975) or at least embarrassment and confusion (E. O. Smirnova, I. A. Kondratovich, 1973).

Children not older than 6 months. reveal their ability to recognize close adults by the fact that when interacting with them they are more happy and more likely to show initiative than when interacting with strangers. This means that strangers evoke the same attitude in them as native people, and the differences are expressed in the degree of pleasure of children within the same quality, that is, quantitatively. The established fact led G. Kh. Mazitova to the conclusion about the existence of a special phenomenon of “positive recognition”, due precisely to the nature of the communicative need of infants in the situational-personal form of communication.

There is no doubt that the features of the first form of communication noted above are extremely useful for the child's adaptation to the conditions of existence during this period of life. Without independent adaptive behavior, children adapt to the world through adults. The readiness of the child to rejoice at any adult and any sign of attention on his part ensures that he establishes contacts with any person who will look after him.

The leading motive for communication in the described period of children's life is personal motive. It may seem strange to talk about personal motives in conditions where children do not really know how to distinguish between different people. Yes, indeed, this is a very peculiar kind of personal motives, because children reflect adults very indistinctly, amorphously; in their person, for a child, only attentiveness and benevolence are highlighted, and the latter, as we said above, is in a specific form. And yet, the main thing in an adult that encourages a child to interact with him is his property of being a person, separated from joint cognition or a common cause. Therefore, the communication of babies with adults does not serve any other interaction, but acts as independent episodes of the exchange of expressions of tenderness and affection. This is fellowship direct- the fact that we emphasized in the former name of situational-personal communication - "immediately emotional" (see chapter 2).

And here we come to a very important originality of the first form of communication - to its closest connection with emotions. In Chapter 2, we said that expressions constitute a special category of communicative operations. But such a connection between communication and emotions raises doubts among many specialists: is it necessary and is it possible in this case to talk about communication? Isn't it enough to confine ourselves to admitting that here the emotions of children are simply revealed, their joyful reciprocal experiences caused by the influences of adults? The doubt seems to be all the more solid because infants of the first months of life are practically not yet able to voluntarily regulate their actions - so is it possible to speak of their activity? But communication is, by our definition, a communicative activity!

The activities of infants, of course, are very peculiar. They do not have a subjective reflection of needs and motives, similar to their reflection in older children. There is no awareness of communicative goals and objectives. There is not even an arbitrarily controlled choice and use of communicative means in which the child would be aware. But here's what is important: the absence of a subjective plan for reflecting these structural components of activity is combined with the fact of their objective existence.

An experimental study led us to this conclusion (M. I. Lisina // Development of communication., 1974).

We have established that the joy and attention of children to adults change with varying conditions not according to the laws of a passive reaction, but according to the rules of an active action: they increase with weak influences from an adult (here it is necessary to attract an adult, keep him, stimulate him to communicate) and weaken with strong ( the child has already received what he aspired to). Therefore, on the lap of the mother, the child is quiet, peaceful, and when he sees her from afar and still not knowing whether she will approach him, he moves excitedly, cries out. Detailed observations showed that already at the 2nd month. In life, children show love for an adult not only in response to his caress, but also on their own initiative, a fact that is of paramount importance for understanding infant behavior as communication (recall the third criterion for the formation of a communicative need). And finally, it turned out that the seemingly simple emotional reaction of children corresponds to the nature of the influence of an adult in terms of content. The study of the connection between them allowed us to conclude that “the components that make up the revitalization complex ensure the successful isolation of an adult from the environment by the child (fading), the implementation of facial (smile) and specific vocal (cooing) communication with an adult and the active involvement of an adult in communication. (movements of limbs and body) ”(Development of communication ..., 1974. P. 64).

An in-depth study of the functions of the revitalization complex was carried out by S. Yu. Meshcheryakova (1975; Problems of periodization ..., 1976, 1979).

In experiments involving 35 children aged 29 days. up to 6 months 2 days, the adult systematically influenced the kids in various ways, showed them toys. It turned out that the intensity of the revitalization complex and all its components, except for concentration, is significantly higher in contacts with an adult (p< 0,01). В ходе общения со взрослым в составе поведения детей были одинаково хорошо представлены все компоненты комплекса, в то время как при виде предметов у младенцев наблюдалось лишь сосредоточение и сменившее его двигательное возбуждение при слабой улыбке и редких вокализациях. Далее, в общении со взрослым комплекс оживления оказался динамичнее, чем при воздействиях игрушек, где он изменялся не по составу, а только количественно. И наконец, выяснилось, что включение в опыт воздействий взрослого повышало интерес детей также и к предметам: сосредоточение повышалось у них с 12 баллов до 21, а двигательное оживление – с 16 до 21. Повторение экспозиции одних предметов снижало интерес к ним детей.

S. Yu. Meshcheryakova concludes that the emotional expressions of children perform two functions - both expressive and communicative. But "the communicative function of the animation complex is genetically original and leading in relation to the expressive function" (1979, p. 16). This complex is initially formed for the purposes of communication and only later becomes the usual way for children to express joy from any impressions.

S. Yu. Meshcheryakova also gave serious arguments in favor of the conclusion that situational-personal communication occupies the position of a leading activity in the first half of life. This conclusion is of paramount theoretical importance, because it includes early infancy in the general scheme of age-related periodization of mental development on the basis of the principle of leading activity put forward by A. N. Leontiev (1972) and then developed by other Soviet psychologists. However, until now the very first period of life has fallen out of this system due to the unresolved question of what is the leading activity here. The conclusion about the leading role of communication with an adult in the first half of life is also important for the proper organization of the early education of children in the family and in childcare facilities, as it forces adults to focus their attention and efforts on developing communication with the baby and understand that this way is most effective. in ensuring the development of children and in all other areas.

According to our experimental data, within five years (from 2 to 7) after the need for communication with a peer arises in preschoolers, their communicative activity changes markedly in all the parameters considered. These changes can proceed smoothly, but sometimes there are qualitative shifts in them, as if "breaks". There are two such "breaks" in the development of children's communication with peers. The first occurs "at about 4 years, the second - about 6 years. Externally, the first "break" is manifested in a sharp change in the hierarchy of needs and the place of communication in the whole system of the child's life. If by the time of its occurrence and during the first two years after that ( 2-4 d) it occupies a modest place (fourth, after the need for active functioning, communication with adults and impressions), then in four-year-old children this need is put forward in first place (see chapter three). peer (R. I. Derevianko, 1983).The development of certain parameters of this sphere in preschool children is characterized by the fact that significant changes occur in all (or almost all) of them at this time (see Table 24).

The second "fracture", expressed less clearly than the first, occurs in six-year-old children. Its external manifestations are relatively clearly defined selectivity in relationships with peers and the emergence of friendship between children. This moment in the development of communication of preschoolers is also accompanied by significant changes in the entire structure of their communicative activity.

On the basis of the foregoing, we consider it possible to assume the existence of three stages in the development of communicative activity that has already become, as a result, to discuss three forms of communication between preschoolers and peers, which successively replace each other over the five years of the life of preschoolers "(2-7 years). This is evidenced by our studies that revealed that the above parameters of communication between preschoolers and peers are structured in a peculiar way, forming three special forms of communication.Let's briefly dwell on their characteristic features (see Table 25).

Emotionally-practical form of communication between children and peers (2-4 years of a child's life). The 3rd and 4th years of children's life are the time of existence of the simplest form of their communicative interaction, the stage of consolidation and strengthening of those processes that occurred in babies in the 2nd year of life.

Table 25 Genesis of forms of communication with peers in children 2-7 years old

them together or alternately, supported and strengthened the general fun. Children enjoy the very process of action with toys.

The dominant position within the framework of the early form of communication with a peer is occupied by a business motive. But, it can be called so only with big reservations. The kids don't do anything. They appreciate in a friend the readiness to have fun and play pranks together. In the business motive of the described form, one more feature stands out: each participant in the interaction, first of all, is concerned with drawing attention to himself and getting an assessment of his actions. Being a typical feature of all peers, this feature leads to the fact that they listen little to their partner, trying to demonstrate themselves to each other, and this desire coexists in children with interest in the affairs of comrades.

At the age of 2-3 years and later, children are attracted by the process of joint actions: manipulation, construction of buildings, running away. The process includes for them the main goal of practical activity. Interaction is reduced to Joint participation in the process, and the result often disappears from sight altogether.

The revealed features of the motives of communication: the focus of children on self-identification, the perception of another child without linking with their own affairs, the superficial procedural nature of joint activities - determine the fuzziness of the image of a peer in a child. In a peer, only attitude towards oneself is perceived. Only a positive range is formed in the self-image. Only positive information penetrates into the self-image. The first form of communication between children still occupies a modest place in their life. They play alone for a long time, comment on their actions, think aloud about their future plans. The plot and roles in the games are poorly outlined, the plot is built in fragments, and interest is concentrated mainly on objects. Noisy, emotional activities with peers are short-lived episodes interspersed with deep and peaceful play side by side. The latter is interrupted by short, but important for children, observations of what others are doing, and by checking their response to the value of their own deeds; after which the children again disperse and plunge each into their own world.

When communicating, children use all the means that they have mastered in contact with adults. At 2-3 years old, they widely use expressive gestures, postures, facial expressions. The emotional brightness of the interaction of kids gives the leading importance to the expressive-mimic means of communication. Emotional expressions in the sphere of communication with peers are distinguished by increased strength, often they are simply excessive. The intensity of expression reflects the depth of the experiences of children, the general looseness of their state and mutual influence. A considerable place is also occupied by object-effective operations, especially in children with underdeveloped speech. Speech is poorly represented in the contacts of 2–3 year old children and is already noticeable in 3–4 year old children (5% and 75%, respectively). Most often, the words of children are accompanied by gestures, facial expressions, while maintaining a high degree of situational, which is quite consistent with the essence of the first form of peer communication (situational in nature). Children 2-4 years old are not able to agree with each other. We have observed more than once how two children, clinging to one object, each pull it towards themselves and scream. They seem to be looking at each other, but without seeing or hearing their partner.

Within the framework of the genetically first form of communication between preschool children, two periods are distinguished between themselves: 2-3 and 3-4 years. Uniform in its fundamentals (the content of the need, the leading motives, etc.), the form of communication appears, as it were, in two guises in the initial and final periods of its development. More direct at the beginning, it loses this feature as objects are included in the interaction of children and their speech develops. The interaction of children from 2 to 4 years old needs constant and careful correction by adults.

The earliest genetic form of communication between children and peers (emotional-practical) does not repeat any of the forms of communication between preschoolers and adults. The child participates in it, owning many methods that he has learned in contacts with elders, but he is looking for something special, something that he can only get from his peers. However, it would be a mistake to underestimate the communication of children with each other. With peers, the child feels and behaves freely and on an equal footing, getting the opportunity to get an idea of ​​\u200b\u200bhis strengths and weaknesses by comparing with a creature close to him. Hence his attention and interest in peers. But even more attractive is the willingness of a peer to join in the fun, where he tries his hand in every way, the opportunity to express his opinion about the abilities of the child.

Features of the first form of communication with peers contribute to the deployment of children's initiative; they favor a sharp expansion of the range of the baby's emotions - both positive and negative - due to the inclusion - the brightest, extreme expressions. Appeal of this kind helps the formation of the self-awareness of the baby and the formation of the foundations of his personality.

Situational-business form of communication between children and peers (4-6 years) most typical for preschool childhood. Around 4 years old at For children attending kindergarten day groups, their peers begin to overtake adults in their attractiveness and become the preferred partner. The role of communication with peers in children over 4 years of age increases markedly among all other types of child activity. This is due to the transformation of the leading activity of preschoolers - a role-playing game. 4-6 years - the era of its heyday. The plot acquires clarity, it highlights completed episodes that are closely related to each other. But the most important thing is that from the age of 4, a role-playing game becomes 159

truly collective.

The communication of peers in a collective game has two types: it is the communication of characters (reacted relationships) and the communication of performers (relations of playmakers). Both species are intertwined; their level determines the ability of children to develop a meaningful presentation with a variety of episodes; repetition of games exercises children in establishing role-playing and real relationships. Consequently, communication with peers after 4 years rises in its significance and occupies a higher place in the hierarchy of other types of children's activities than it was at the previous stage.

Contacting with peers within the framework of the second genetic form of communication, preschoolers seek to establish business cooperation among themselves. This orientation is the main content of their communicative need. First of all, we emphasize the difference between cooperation and complicity. During emotional-practical communication, the children acted side by side, rarely and superficially touching each other. We have designated such contacts with the term "participation". In situational business communication, preschoolers are busy with a common task, they are closely cooperating, and although everyone does something individually, children still try to coordinate actions to achieve a common goal. We called these contacts cooperation. The transition from complicity to cooperation is a noticeable progress in the second area of ​​communicative activity. Of course, the cooperation of children with each other differs from that with adults: there the participation of the elder gave a purposeful character to the joint activity; here the main meaning is shifted from the result to the process, and nevertheless, the plot-role-playing collective game loses the aimlessness of procedural manipulations and therefore fills the children's contacts with visible content.

The need for gaming cooperation is objectified in the business motives of children's communication. With regard to the second genetic form of peer communication, we consider it possible, albeit with reservations, to write about the case. All the main reasons for turning to each other arise in children in the course of their studies: games, household chores, etc. Questions, answers, explanations, ironic remarks, ridicule testify to the attention of preschoolers to the skills and actions of comrades and even more about their desire to attract attention to yourself.

The business qualities of the child himself and his comrades, which serve as the reason for their appeals to each other, are extremely situational. “Now and here” is what the child takes into account. As at the previous level, within the framework of situational business communication, the child eagerly strives to become an object of interest and evaluation of his comrades. He sensitively catches in their glances and facial expressions signs of attitude towards himself, not having time to carefully look at the partners themselves. This reaches a maximum brightness of 160

and takes the form of a specific phenomenon of the "invisible mirror". But the invisibility of a peer in preschool age is quite special - it is combined with a jealous and biased interest in everything that he does. In the 5th year of life, children constantly asked us about the successes of their comrades; gave advice on who to take on the next experience; were asked to hide their mistakes and failures from their peers.

Usually preschoolers have a special demeanor. It is sometimes called competitiveness or competitiveness. We see its root in the child's desire to learn the best about himself at the level of situational business communication. This is due to the second most important content for children of this age, the need to communicate with a peer - in recognition and respect.

To communicate with each other, preschoolers use all three categories of means: expressive, pictorial and sign. Children talk to each other a lot, about one and a half times more than with adults, but their speech is still very situational. The emotional coloring of all contacts still prevails, the ease of transition from one emotion to another, often with the opposite sign. The diversity, richness, and even the very imperfection of the means of communication eloquently testify to the preservation of that emancipation and ease in relations, which was outlined at the end of the 1st year of children's lives.

The lag of preschoolers in the transition to situational business communication has a noticeable adverse effect on their mental development. Children have a hard time with their rejection from the group. Those who are "not accepted" into the game, either sadly close up, or try to interfere with their peers. This state of the child is caused by the inability to carry out the leading activity of his age - the game, and the need for it at this age stage occupies the highest place in the hierarchy of needs.

The situational-business form of peer communication is the main kind of communicative interaction for preschool childhood. It is characterized by the need for cooperation and recognition, which is realized in a collective role-playing game. This need is objectified in business motives, which have a pronounced situational character and focus on self-knowledge and self-esteem. Situational and business communication of peers favors the development of the foundations of personality and self-awareness, as well as curiosity, courage, optimism, activity, creativity and originality in the broadest sense of the word. Trouble in the sphere of communication with peers interferes with these most important processes: children become passive, withdrawn, and behave unfriendly. The formation of a situational-business form of communication requires the care of adults, and especially in cases of delayed development, poverty of content. Influencing a group of peers, adults are sometimes more successful and faster than in individual

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work with the child, to help the overall mental development of children.

Extra-situational - business form of communication between children and peers (6-7 years). AT at the very end of preschool age, some children develop a new form of communication, which we called extra-situational-business. It is seen in few children. But at the same time, the trend towards its development is outlined quite clearly and the elements of the emerging contour emerge clearly in all older preschoolers. And the very logic of the movement of children from one form of communication to another predicts the transformation of peer contacts precisely in the direction of off-situational business relationships. The number of extra-situational contacts in children is steadily growing (at the age of 4-6, they already account for about 50% of all peer interactions). The separation of communication with peers from joint subject-practical activity also increases.

The main desire that prompts preschoolers to the most difficult contacts of this period of childhood is the thirst for cooperation. As in the previous stage, cooperation is of a practical nature - it unfolds against the background of children's joint play activities. But the game itself changes a lot. Representations with a plot and roles are being replaced by more and more conditional schemes. Games with rules, according to J. Piaget and D. B. Elkonin, serve as exercises for older preschoolers in relations with other people: they help them to realize their duties, which appear here in the form of universal rules; come to an understanding of the norms of morality, the comprehensive requirements of justice, the obligations that each person has to all others and to himself. While retaining their ease, optionality, games with rules acquire purposefulness and effectiveness. The harmonious architectonics of new games creates a strong need to agree, plan things, reveals the child's ability for business cooperation in complicated circumstances. In all these cases, cooperation, while remaining practical and keeping in touch with the real affairs of children, acquires an extra-situational character. This is what distinguishes the content of the communicative need within the framework of the third genetic form of communication.

The properties for which a preschooler turns to his comrades are mainly their business qualities. Contacts are born in a collective game and are projected into it. But the leading motive at this stage of peer communication is noticeably modified. His main transformation is connected with overcoming situationality. Children's activities lose their excessive grounding - they turn, as it were, into a specific case of a more general rule. At the same time, the situational nature of the qualities that encourage the child to communicate - both his own and those of others - is softened.

The experience of different meetings with a peer is strung on a single rod. In many respects, an out-of-situation stable

your image of a comrade. Attachment arises between older preschoolers, the first sprouts of friendship between peers appear - the ability to see in a partner his best qualities, to tell other people about them with fervor, convincing them of the merits of his friend.

The development of children's ideas about their peers has a second. side - clarification of the image of I; moreover, children achieve the greatest accuracy in realizing their practical skills (I. G. Dimitrov, 1979).

Of course, contacts between children aged 6-7 are by no means limited to business considerations. Preschoolers talk on both cognitive and personal topics; business motives are far from the only reasons for communication. But our data give reason to believe that business motives still retain their leading position. This consideration determined the name of the extra-situational-business form of communication of older preschoolers. The extra-situational-business form occupies a central place in the hierarchy of various types of children's activity for the same reasons as the previous one: due to its significance for the leading activity of children.

The most important function of social inheritance, or appropriation, of socio-historical experience requires communication not only with elders: children of the same age create the opportunity for the child to learn the patterns of human actions and deeds taught by the elders, to practice their reproduction, to look from the outside how v learned the same lesson another child. Thus, one more important function of contacts of peers in their general mental development becomes clear. The loss experienced by isolated children, who do not have sufficient quantity and quality of contacts with their peers, is also very clearly highlighted.

Within the framework of non-situational business communication, preschoolers use all three categories of means, but the leading place undoubtedly belongs to speech. Children's conversations lose their confinement to momentary affairs. - Establishing extra-situational business contacts of children is an important part of their preparation for school and alleviates the coming difficulties of adolescence, when the position in the peer group becomes dominant for the child's well-being.

The main highway for the formation of comradely ties with peers is the formation of a subjective attitude towards them, i.e. the ability to see in them an equal personality, a person with the same feelings and thoughts, and a constant readiness to act for the good of a comrade, thinking about their own interests only in the second place.

The highest form of communication of preschoolers is extra-situational-business. Tendencies towards its appearance are observed in all kindergarten students. But it acquires completeness in about 10-15% of older preschoolers.

Situational-business form of communication of preschoolers

Situational business the form of communication with peers occurs at the age of 4-6 and is the most typical for preschool childhood.

The need to communicate with a peer becomes much more intense, coming to the fore. So, E. A. Arkin gives an example when a 5-year-old boy answered his grandmother's offer to play with her: "I need children." This is due to the fact that communication with a peer is a necessary condition for organizing a role-playing game, which has a collective character.

The main content of the need for children to communicate with their peers is the desire to establish business cooperation, to coordinate their actions with a partner in activities. Cooperation differs from participation in the closer interaction of children, the cooperative nature of their activities. The cooperation of children is predominantly playful in nature and is focused not on the result of the activity, but on its process.

The desire to act together is so strongly expressed that children compromise, giving each other toys, an attractive role in the game, and the like.

"Okay, you will be the captain, and I will be your assistant," agrees Roman M. (5 p. 10 months).

"You take the bear, and I'll take the hare," says Tanya

"Sasha, let's give me a ride first, and then I'll give you a ride," offers Dmitry D. (6 years, 11 months).

The first joint game actions arise. Playing on the same plot combines multidirectional, weakly coordinated actions. For example, in playing the "Family" plot, "mother" goes to work and "father" prepares "baby" for bed. "Mom" fed the "child" at home, and the "teacher" again gives her breakfast. There is an interest in the actions of the partner, their comparison with their own, speaking in questions, mocking remarks, assessments of the actions of another.

For example, Lena Z. (4 p. 7 months) prepares a crib to put her "daughter" (doll) to sleep. Diana R. (5 y.) Watching Lena's actions from a distance. When she saw that Alenka had prepared a piece of paper instead of a blanket, she resolutely ran up.

Diana: And your doll will freeze. Do you need such a blanket?

Alenka: And now I have summer.

Diana: So what! Still, this blanket doesn't fit.

Alenka: Give your doll the best one, but mine likes this one.

As noted by M.I. Lisina, A.G. Ruzsky, A.A. Smirnova, children are characterized by a special manner of behavior, in which a tendency to competition and competition is clearly manifested. This indicates that in the content of the need to communicate with a peer, in second place after the desire for assistance is such a component as the desire for respect and recognition. Children demand recognition of their own achievements, and the actions of their comrades are meticulously evaluated, expressively emphasizing their own qualities.

Children use such means of communication as expressive, pictorial, symbolic. Children talk a lot and enthusiastically among themselves, but speech remains situational. O.O. Smirnova carried out a content analysis of statements in situations of free interaction of children aged 3-7 years, having discovered such main topics of I-statements about oneself; You are statements about another child; world - an expression about objects and phenomena that go beyond the situation; play is an expression of children during their play.

Situational and business communication with peers contributes to the development of the foundations of personality and self-awareness, as well as curiosity, courage, optimism, activity, creative and original core of the personality. With a lag in the development of this form of communication with peers, children experience passivity, isolation, hostility.

Extra-situational - business form of communication of preschoolers

Extra-situational business form of communication with peers begins to appear in some children 6-7 years. At the same time, the trend towards its emergence, the elements of this form of communication are in the majority of older preschoolers.

The number of extra-situational contacts increases to 50% of all peer interactions. Communication with peers significantly goes beyond the general subject activity. Significant changes are taking place in the development of the role-playing game, its conventionality and schematism are growing. The complexity in building the game places demands on its preliminary planning.

The content of the communicative need is the desire for cooperation and co-creation with a peer. The game has a truly general character with uniform rules, requirements, with coordination of actions, taking into account the interests of partners. The experience of previous joint games of children accumulates, leads to a certain generalization of children's ideas about the game, about the role of each child in it.

A clear image of a peer is formed, relations with him become more stable (there is such a phenomenon as friendship), sympathy arises. There is a formation of a subjective attitude towards other children, that is, the ability to see in them an equal personality, take into account their interests, readiness to help.

Together with the knowledge of a peer, children develop an understanding of the self-image, especially their practical actions.

The main means of communication is speech. Features of communication with peers are clearly manifested in the topics of conversations, which are becoming more and more out of situation. Characteristic discussions of various broad topics regarding the past and the future, native nature and distant lands, and the like.

The contribution of non-situational business communication to development lies in the formation of the child's ability to understand the other as a valuable person, in the awakening of interest in his inner world, the motive to expand his idea of ​​himself.

CONCLUSIONS about the development of forms of communication between a preschooler and a peer:

A team of researchers led by A.G. Ruzskoi distinguishes three ontogenetically consistent forms of communication with peers at preschool age;

The age dynamics of communication and joint activities of preschoolers consists in the growth of content, selectivity, stability of relationships, the need for communication and cooperation, their intensity and focus on the interests of peers; - In a child from birth to 7 years. Such forms of his communication with peers are consistently changing: emotional-practical (infant - early age) situational-business (4-6 years); pozasituativ-but-business (6-7 years).