The mental mechanism for individuals to gain freedom in a team, when different individual opinions and points of view are not suppressed by mechanisms of imitation and suggestion, as in a simple group, but are given the opportunity to exist relatively freely, when each member of the team consciously chooses their position, is collective self-determination. But such relationships develop gradually and have a multi-level structure.
First level (view) forms a set interpersonal relationships of direct dependence(personal (personal) relationships). They manifest themselves in emotional attractiveness or antipathy, compatibility, difficulty or ease of contacts, coincidence or divergence of tastes, greater or less suggestibility.
Second level (view) forms a set of interpersonal relationships mediated by the content collective activity and the values of the team (partnership (business) relationships). They manifest themselves as relationships between participants in joint activities, comrades in study, sports, work, and recreation.
Third level forms a system of connections expressing the attitude towards the subject of collective activity (motivational relationships): motives, goals, attitude towards the object of activity, social meaning collective activity.
At the highest stage of team development occurs collectivist identification- a form of humane relations that arises in joint activities, in which the problems of one of the group become motives for the behavior of others: our comrade has a problem, we must help him (support, protect, sympathize, etc.).
In the process of team development, mutual responsibility relationship the individual before the collective and the collective before each member. It is difficult to achieve a harmonious combination of all types of relationships in a children's team: selectivity of team members to each other, to various types of activities, their content, means and methods of achieving the goal will always exist. The teacher teaches to be patient with the shortcomings of others, to forgive unreasonable actions and insults, to be tolerant, to cooperate and help each other.
2.2.4. Stages of student development
The educator needs to understand that the process of forming a team goes through several stages (stages) of development on the way to becoming a subject of the pedagogical process. His task is to understand the psychological and pedagogical foundations of the changes taking place in the team and in each student. Eat different definition these stages: diffuse groups, associations, cooperations, corporations, teams; “sand placer”, “soft clay”, “flickering lighthouse”, “scarlet sail”, “burning torch” (A.N. Lutoshkin).
A.S. Makarenko identified 4 stages of team development according to the nature of the requirements made by the teacher and the position of the teacher.
1. The teacher organizes life and activities of the group, explaining the goals and meaning of the activities and making direct, clear, decisive demands. The activist group (the group that supports the requirements and values of the educator) is just emerging; the level of independence of the activist members is very low. Developing personal relationships predominate; they are still very fluid and often conflicting. Relations with other groups develop only in the system of personal relations between members of different groups. The first stage ends with the formation of an asset.
Subject of education- teacher.
2. The teacher’s demands are supported by the activists; this most conscious part of the group places them on their comrades, the teacher's demands become indirect. The second stage is characterized by the team’s transition to self-government The organizational function of the teacher is transferred to the permanent and temporary bodies of the team (active), a real opportunity is created for all members of the team to actually participate in managing their lives, the practical activities of students become more complicated, and independence in its planning and organization increases. The joy of creativity, achieved success, and self-improvement is experienced. The asset becomes the support of the teacher and authority for other members of the team. He not only supports the teacher’s demands, but also develops his own. His independence is expanding. The teacher helps strengthen the position of the asset and expanding its composition, involving all children in joint activities, specifies tasks in relation to individual groups of students and to each member; performs a communicative function - organizing and establishing relationships within the team. More stable interpersonal relationships and relationships of mutual responsibility are established. Business relationships are developing. Motivational and humanistic relationships emerge. A collective identity is being formed - “We are a collective.” Real connections are formed with other children's groups.
The subject of education is an asset.
3. Most group members make demands on their comrades and themselves and helps teachers correct the development of each person. Requirements presents team in uniform public opinion. Public collective opinion is a cumulative value judgment expressing the attitude of a team (or a significant part of it) to various events and phenomena in the life of society and a given team. The emergence of the ability to form public opinion indicates a high level of development of intra-collective relations and the transformation of a group into a collective.
Motivational and humanistic relationships are formed between individual groups and team members. In the process of development, children’s attitudes to goals and activities, to each other change, and common values and traditions are developed. The team develops a favorable socio-psychological climate of emotional comfort and personal security. The team has systematic connections with other teams in the educational institution and outside it. Complete self-government and self-government.
The subject of education is the collective.
If the team reaches this stage, then it forms a holistic, moral personality, turns into an instrument for the individual development of each of its members. Common experience, identical assessments of events are the main feature and most characteristic feature of the team. The teacher supports and stimulates self-government and interest in other groups.
4. All members of the team are encouraged to self-education, conditions are created for the development of the creative individuality of each member of the team. The position of the individual is high, there are no superstars or outcasts. Connections with other groups are expanding and improving, and activities are increasingly prosocial in nature. Every pupil thanks to firmly acquired collective experience makes certain demands on himself, fulfillment of moral standards becomes his need, the process of education turns into the process of self-education.
The subject of education is the individual.
The teacher, together with the activists, relying on the public opinion of the children's team, supports, preserves and stimulates the need for self-education and self-improvement in each member of the team.
The process of team development does not proceed as a smooth process of transition from one stage to another; leaps, stops, and backward movements are inevitable. There are no clear boundaries between the stages - opportunities for moving to the next stage are created within the framework of the previous one. Each subsequent stage in this process does not replace the previous one, but is, as it were, added to it. The team cannot and should not stop in its development, even if it has reached a very high level. A.S. Makarenko believed that moving forward is the law of life for a children's group, stopping is death.
Dynamics of team formation can be generally defined based on the combination of the following characteristics:
o general socially significant goals;
o joint organized activities;
o relationships of responsible dependence;
o rational distribution of social roles;
o equality of rights and responsibilities of team members;
o active organizational role of self-government bodies;
o stable positive relationships;
o cohesion, mutual understanding, collectivist self-determination of members;
o collectivist identification;
o level of reference (relationships of significance connecting the subject with another person or group of persons);
o the possibility of individual isolation in a group.
Depending on the level of development, the behavior of a group in a stressful situation is indicative (according to L.I. Umansky).
Groups with a low level of development show indifference, apathy, and become disorganized. Mutual communication takes on a conflicting nature, and work productivity drops sharply.
Groups of an average level of development under the same conditions are characterized by tolerance and adaptation. Operational efficiency does not decrease.
Groups with a high level of development are the most resistant to stress. They respond to emerging critical situations by increasing activity. The efficiency of their activities not only does not decrease, but even increases.
Each child develops in an interweaving of connections and relationships of various kinds. Interpersonal relationships, reflecting the relationships of the participants, develop specifically in children's and adolescent groups.
At different age stages, general patterns of formation and development of interpersonal relationships operate, despite the fact that their manifestations in each specific group have their own unique history.
Characteristics of children's interpersonal relationships
The attitudes of teachers and other significant adults surrounding the child have a significant influence on children’s perceptions. The kid will be rejected by his classmates if he is not accepted by the teacher.
In many areas mental development the influence of the adult can be traced to the child, this is due to the fact that:
1. An adult is a source of various influences for children (auditory, sensorimotor, tactile, etc.);
2. The child’s efforts are reinforced by an adult, supported and corrected;
3. When enriching a child’s experience, an adult introduces him to something, and then sets the task of mastering some new skill;
4. In contacts with an adult, the child observes his activities and sees role models.
How does the importance of an adult in a child’s life change at different ages?
In the preschool period, the role of adults for children is maximum and the role of children is minimal.
In the primary school period, the decisive role of adults fades into the background and the role of children increases.
In the high school period, the role of adults is leading; by the end of this period, the role of peers becomes dominant; during this period, personal and business relationships merge.
What kind of interpersonal relationships can develop in children's groups?
In children and adolescent groups, the following types of relationships can be distinguished:
Functional-role relationships, develop in various types life activities of children such as labor, educational, productive, play. In the course of these relationships, the child learns norms and ways of acting in a group under the control and direct guidance of an adult.
Emotional-evaluative relationships between children is the implementation of correction of a peer’s behavior in accordance with the norms that are accepted in joint activities. Here, emotional preferences come to the fore - dislikes, likes, friendships, etc. They arise early, and the formation of this type of relationship can be determined by external moments of perception or the assessment of an adult, or past communication experience.
Personal-semantic relations between children are such relationships in a group in which the goals and motives of one child in a peer group acquire personal meaning for other children. When the comrades in the group begin to worry about this child, his motives become their own, for the sake of which they act.
Features of interpersonal relationships in children of preschool, primary and senior school age
Preschool period
The period of preschool childhood begins from approximately 2-3 years old, when the child begins to recognize himself as a member of human society, until the moment of systematic education at 6-7 years old. During this period, the prerequisites for the formation of social and moral qualities of the individual are created, the basic individual psychological characteristics of the child are formed. Preschool childhood is characterized by the following features:
1. Excessively high role of the family in satisfying material, spiritual, cognitive needs;
2. The child’s maximum need for adult help to meet basic life needs;
3. Low ability of the child to protect himself from the harmful influences of his environment.
During this period, the child intensively develops (through relationships with adults) the ability to identify with people. The baby learns to be accepted in positive forms of communication, to be appropriate in relationships. If the people around you treat the baby kindly and with love, fully recognize his rights, and show him attention, he becomes emotionally prosperous. This contributes to the formation of normal personality development, the development in the child of positive character traits, a friendly and positive attitude towards people around him.
The specificity of the children's team during this period is that the elders act as bearers of leadership functions. Parents play a huge role in shaping and regulating children's relationships.
Signs of interpersonal relationships developing between children in preschool age.
The main function of a group of preschool children is to form the model of relationships with which they will enter life. It will allow them to engage in the process of social maturation and reveal their moral and intellectual potential. Thus, interpersonal relationships in preschool age are characterized by the following features:
1. Basic stereotypes and norms that regulate interpersonal relationships are formed and developed;
2. The initiator of relations between children is an adult;
3. Contacts are not long-term;
4. Children are always guided by the opinions of adults, and in their actions they are always equal to their elders. Show identification with people who are close to them in life and peers;
5. The main specificity of interpersonal relationships at this age is that it is clearly manifested in imitation of adults.
Junior school childhood- this period begins at 7 years and lasts up to 11 years. At this stage, the process of further development of individual psychological qualities of the individual occurs. Intensive formation of the basic social and moral qualities of the individual. This stage is characterized by:
1. The dominant role of the family in meeting the emotional, communicative, material needs of the child;
2. The dominant role belongs to the school in the development and formation of social and cognitive interests;
3. The child’s ability to resist increases negative influences environment while maintaining the main protective functions of the family and school.
The beginning of school age is determined by an important external circumstance - entry into school. By this period, the child has already achieved a lot in interpersonal relationships:
1. He orients himself in family and kinship relationships;
2. He has self-control skills;
3. Can subject himself to circumstances - i.e. has a solid foundation for building relationships with adults and peers.
In the development of a child’s personality, a significant achievement is the predominance of the motive “I must” over “I want.” Educational activities require new achievements from the child in the development of attention, speech, memory, thinking, and imagination. This creates new conditions for personal development.
When children enter school, a new step in the development of communication occurs, and the system of relationships becomes more complex. This is determined by the fact that the baby’s social circle is expanding and new people are involved in it. Changes occur in the child’s external and internal position, and the topics of his communication with people expand. The circle of communication between children includes questions that relate to educational activities.
The teacher is the most authoritative person for children of primary school age. The teacher's assessments and judgments are perceived as true and not subject to verification or control. In the teacher, the child sees a fair, kind, attentive person and understands that the teacher knows a lot, can encourage and punish, and create a general atmosphere of the team. Much is determined by the experience that the child received and learned in preschool age.
In interpersonal relationships with peers, the role of the teacher is important. Children look at each other through the prism of his opinions. They evaluate the actions and misdeeds of their comrades by the standards introduced by the teacher. If the teacher evaluates the child positively, then he becomes the object of the desired communication. A negative attitude towards a child on the part of a teacher makes him an outcast in his team. This sometimes leads to the child developing arrogance, a disrespectful attitude towards classmates, and the desire to achieve encouragement from the teacher at any cost. And sometimes, children perceive emotionally without realizing their unfavorable situation, but experience it.
Thus, interpersonal relationships in primary school age are characterized by:
1. Functional-role relationships are replaced by emotional-evaluative ones, correction of the peer’s behavior occurs in accordance with the accepted norms of joint activity;
2. The formation of mutual assessments is influenced by educational activities and teacher evaluation;
3. The dominant basis for evaluating each other becomes the role characteristics of a peer, rather than the personal characteristics.
Senior school age- this is the period of child development from 11 to 15 years, which is characterized by the following features:
1. The family plays a dominant role in satisfying the material, emotional and comfortable needs of the child. By the end of senior preschool age there is an opportunity to independently realize and satisfy part of these needs;
2. School plays a decisive role in meeting the socio-psychological and cognitive needs of the child;
3. The ability to resist the negative influences of the environment begins to appear, in turn, it is combined with the child’s tendency to submit to them under unfavorable circumstances;
4. There remains a high dependence on the influence of surrounding adults (teachers, grandparents, parents) in the development of personal self-knowledge and self-determination.
In older (adolescent) age, a number of important changes occur in the physical, mental, and emotional development of the student. By the age of 11, children begin to experience intensive physical growth and significant changes occur in the structure of the entire body. Not only external and internal changes occur in the body of adolescents due to physical development. The potential abilities that determine the child’s intellectual and mental activity also change.
During this period, the determining factor in the child’s behavior is external data and the nature of comparison of oneself with older people. Children develop an inadequate assessment of their capabilities and themselves.
Domestic psychologists, starting with L. S. Vygotsky, believe that the main new formation in adolescence is a sense of adulthood. But comparing oneself with adults and focusing on adult values very often makes a teenager see himself as dependent and relatively small. This gives rise to a contradictory feeling of adulthood.
Any teenager psychologically belongs to several social groups: school class, family, friendly and neighborhood groups, etc. If the values and ideals of the groups do not contradict each other, then the formation of the child’s personality takes place in the same type of socio-psychological conditions. If there is inconsistency in norms and values between these groups, then this puts the teenager in a position of choice.
Thus, we can draw the following conclusion that interpersonal relationships in high school age are characterized by:
1. Emotional-evaluative relationships between children are gradually replaced by personal-semantic ones. This suggests that one child’s motive may acquire personal meaning for other peers;
2. The formation of mutual assessments and relationships is no longer influenced by adults, but only by the personal, moral characteristics of the communication partner;
3. The moral and volitional qualities of a partner at this age become the most important basis for choice in establishing connections;
4. But during this period, the role of the adult still remains significant for choosing the form and stereotypes for regulating interpersonal relationships.
5. Teenagers' relationships become more stable and selective;
6. The level of development of interpersonal relationships between communication partners at this age very clearly determines the specifics of the processes of individualization of adolescents.
The role of the peer group in the social and personal development of a preschool child is covered in many socio-psychological, psychological, pedagogical scientific works and studies. It is in the society of peers that the mechanisms of interpersonal perception and understanding that underlie the formation of such personal qualities as empathy, the desire to provide help and friendly support, the ability to share joy, as well as qualities that provide the ability to self-awareness most effectively develop. In a group of peers, a child learns one form or another of behavior, “focusing on the requirements of the group in the form of “role expectations,” that is, practicing in fulfilling certain social roles specified by the system of interpersonal interaction in a particular group. The approval of the group provides the child with the opportunity for self-expression and self-affirmation, promotes confidence, activity, and positive self-perception.”
T.A. Repina identifies the following most important functions of the preschool group:
§ function of general socialization (in the practice of interaction with peers, children gain the first experience of working in a team, the first social experience of group communication, interaction as equals, experience of cooperation);
§ function of intensifying the process of sexual socialization and sexual differentiation, which is clearly manifested from the age of five;
§ information function and the function of forming value orientations (the characteristics of a child’s life in kindergarten largely determine the nature of his value orientations and the direction of social communication, although, of course, the influence of close adults is still very great);
§ an evaluative function that influences the formation of self-esteem and the level of aspirations of the child, his moral self-awareness and behavior.
The problem of a child’s relationships with peers has attracted the attention of many domestic psychologists and teachers. The following main areas related to the study of children's relationships in preschool age can be distinguished:
1. The study of interpersonal relationships within the framework of socio-psychological research, where the main subject of research was the structure and age-related changes in the children's team, the study of children's electoral preferences (Ya.L. Kolominsky, T.A. Repina); the influence of practical contacts of children on the formation of children's relationships (A.V. Petrovsky).
2. The study of interpersonal relationships by the Leningrad psychological school, where the subject of research was the child’s perception, understanding and cognition of other people (A.A. Bodalev).
3. The study of interpersonal relationships within the framework of the concept of the genesis of communication by M.I. Lisina, where relationships were considered as the internal psychological basis of communication and interaction of a child with others.
4. Study of particular types of interpersonal relationships within the framework of pedagogical and socio-psychological research (humane, collective, friendly relations etc.).
Thus, the study of preschool groups in Russian psychology and pedagogy has a history of more than half a century. Let us dwell in more detail on the differentiation of concepts characterizing the main interpersonal phenomena in preschool group.
According to many domestic psychologists, the spheres of activity, communication, and personal relationships are closely related to each other, influence each other and real life children's group performs in unity and unity. But for the purpose of scientific study of interpersonal relationships, it is necessary to clearly differentiate the concepts that characterize interpersonal phenomena. These are the concepts of “interpersonal relationships”, “communication”, “interpersonal interaction”.
Interaction is an element of any joint activity. In social psychology, interpersonal interaction refers to objective connections and relationships that exist between people in social groups. This concept is used both to characterize the system of existing interpersonal contacts of people in the process of joint activity, and to describe the unfolded over time, mutually oriented reactions of people to each other in the course of joint activity.
Communication is a specific type of human interaction using a variety of communicative means, consisting in the exchange of information between them of a cognitive or affective-evaluative nature.
In most foreign studies, the concepts of “communication” and “relationships”, as a rule, are not separated. In domestic psychological and pedagogical science, these terms are not synonymous. So, in the concept of M.I. Lisina, communication acts as a special communicative activity aimed at forming relationships. In the studies of T.A. Repina understands communication as a communicative activity, a process of specific face-to-face contact, which can be aimed not only at effectively solving problems of joint activity, but also at establishing personal relationships and getting to know another person.
Interpersonal relationships, as well as the closely related concept of “relationships,” are a diverse and relatively stable system of selective, conscious and emotionally experienced connections between members of a contact group. These connections are determined mainly by joint activities and value orientations. They are in the process of development and are expressed in communication, joint activities, actions and in mutual assessments of group members. In some cases, when relationships are not of an effective nature, they are limited to the sphere of only hidden experiences. Despite the fact that interpersonal relationships “are”, are actualized in communication and, for the most part, in the actions of people, the very reality of their existence is much broader. As noted by T.A. Repin, interpersonal relationships can be likened to an iceberg, in which only the surface part appears in the behavioral aspects of the personality, and the other, underwater part, larger than the surface, remains hidden.
Many psychologists have tried to classify interpersonal relationships and highlight their main parameters.
V.N. Myasishchev distinguished personal emotional relationships (attachment, dislike, hostility, feelings of sympathy, love, hatred) and relationships of a higher, conscious level - ideological and principled.
Ya.L. Kolominsky talks about two types of relationships - business and personal, based on feelings of sympathy or hostility.
A.A. Bodalev attaches great importance to evaluative relationships.
A.V. Petrovsky identifies special forms of relationships - referential and the phenomenon of DGEI (effective group emotional identification).
In the studies of T.A. Repina identified three types of interpersonal relationships in the preschool group: actual personal, evaluative, and the beginnings of business relationships. T.A. Repina also emphasizes that there is a difference between internal, subjective relationships and the sphere of their external manifestation, in ways of communicating with other people, that is, objective relationships. But in general, in preschool age, due to spontaneity, subjective relationships and their objective expression are brought closer together in children to a greater extent than in adults, and also to a greater extent than in schoolchildren, the interconnection and interpenetration of different types of relationships is manifested and emotionality is especially clearly expressed all types of relationships.
Interpersonal relationships among children in a group kindergarten
Introduction
Among the variety of problems of modern psychology, communication with peers is one of the most popular and intensively studied. Communication acts as one of the the most important factors efficiency of human activity.
At the same time, it is relevant, in particular in connection with solving the problems of raising preschool children, to consider the problem of communication - the formation of personality in it. As the results of psychological and pedagogical research show, it is in direct communication with significant others (parents, educators, peers, etc.) that the formation of personality comes, the formation of its most important properties, moral sphere, and worldview.
Preschool children develop relatively stable sympathies and develop joint activities. Communication with peers plays a vital role in the life of a preschooler. It is a condition for the formation of social qualities of the child’s personality, the manifestation and development of the principles of collective relationships between children. Interaction with a peer is communication with an equal; it gives the child the opportunity to learn about himself.
Communication between children is a necessary condition for the mental development of a child. The need for communication early becomes his basic social need.
The study of a child in the system of his relationships with peers in a kindergarten group is of great importance and relevance, since preschool age is a particularly important period in education. The leading activity of preschool children is play, in which the child learns new things, masters the ability to build relationships and tries out different social roles. This is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influences the development of his personality.
Therefore, the problem of interpersonal relationships, which arose at the intersection of a number of sciences - philosophy, sociology, social psychology, personality psychology and pedagogy, is one of the most important problems of our time. Every year it attracts more and more attention from researchers here and abroad and is essentially a key problem in social psychology, which studies diverse associations of people - so-called groups. This problem overlaps with the problem of “personality in the system of collective relations”, which is so important for the theory and practice of educating the younger generation.
Thus, the goal can be identified course work: studying the problem of interpersonal relationships in children in a kindergarten group through social play.
1.Consider psychological and pedagogical research on the problem of interpersonal relationships.
2.Study of interpersonal relationships as a factor in the personal development of preschool children.
.Study of the characteristics of interpersonal relationships in a group of children of senior preschool age.
The object of the study is preschool children, the subject is relationships in a kindergarten group.
It can be assumed that the status position of the child in the system of interpersonal relationships in the peer group determines the characteristics of these relationships.
CHAPTER I. FEATURES OF INTERPERSONAL RELATIONSHIPS
1.1 Different approaches to understanding interpersonal relationships
Human relations represent a special kind of reality, which is not reducible to joint activity, communication, or interaction. The subjective and fundamental significance of this reality for a person’s life and the development of his personality is beyond doubt.
The extreme subjective significance of relationships with other people attracted the attention of many psychologists and psychotherapists of various directions to this reality. These relationships have been described and studied in psychoanalysis, behaviorism, cognitive and humanistic psychology, perhaps with the exception of the cultural-historical direction, where interpersonal (or human) relationships have practically not been the subject of special consideration or research, despite the fact that they are mentioned constantly. According to practical psychologist A.A. Bodalev: It is enough to recall that the attitude towards the world is always mediated by a person’s attitude towards other people. The social situation of development constitutes the child’s system of relationships with other people, and relationships with other people are organically a necessary condition human development . But the question of what these relations themselves are, what their structure is, how they function and develop, was not raised and was assumed to be self-evident. In the texts of L.S. Vygotsky and his followers, the child’s relationships with other people appear as a universal explanatory principle, as a means of mastering the world. At the same time, they naturally lose their subjective-emotional and energetic content.
An exception is the work of M.I. Lisina, in which the subject of the study was the child’s communication with other people, understood as an activity, and the product of this activity is relationships with others and the image of oneself and another.
It should be emphasized that the focus of attention of M.I. Lisina and her colleagues was not only and not so much on the external, behavioral picture of communication, but on its internal, psychological layer, i.e. needs and motives for communication, which in essence are relationships and others. First of all, the concepts of “communication” and “relationship” should be considered synonymous. However, these concepts must be distinguished.
As shown by the works of M.I. Lisina, interpersonal relationships are, on the one hand, the result of communication, and on the other, its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized and appear in the interaction of people. At the same time, the attitude towards another, unlike communication, does not always have external manifestations. An attitude can appear in the absence of communicative acts; it can also be felt towards an absent or even fictitious, ideal character; it can also exist at the level of consciousness or inner mental life (in the form of experiences, ideas, images). If communication is always carried out in one form or another of interaction with the help of some external means, then relationships are an aspect of internal, mental life, this characteristic of consciousness, which does not imply fixed means of expression. But in real life, the attitude towards another person is manifested, first of all, in actions aimed at him, including in communication. Thus, relationships can be considered as the internal psychological basis of communication and interaction between people.
In the sphere of communication with peers, M.I. Lisina identifies three main categories of means of communication: among younger children (2-3 years old), the leading position is occupied by expressive and practical operations. Starting from the age of 3, speech comes to the fore and takes a leading position. In older preschool age, the nature of interaction with a peer and, accordingly, the process of cognition of a peer is significantly transformed: the peer, as such, as a certain individuality, becomes the object of the child’s attention. The child’s understanding of the partner’s skills and knowledge expands, and an interest appears in aspects of his personality that were previously unnoticed. All this helps to highlight the stable characteristics of a peer and form a more holistic image of him. The hierarchical division of the group is determined by the choices of preschoolers. Considering evaluative relations, M.I. Lisina defines how the processes of comparison and evaluation arise when children perceive each other. To evaluate another child, you need to perceive, see and qualify him from the point of view of the evaluative standards and value orientations of the kindergarten group that already exist at this age. These values, which determine children’s mutual assessments, are formed under the influence of surrounding adults and largely depend on changes in the child’s leading needs. Based on which of the children is the most authoritative in the group, what values and qualities are most popular, one can judge the content of the children’s relationships and the style of these relationships. In a group, as a rule, socially approved values prevail - to protect the weak, to help, etc., but in groups where the educational influence of adults is weakened, the “leader” can become a child or a group of children trying to subjugate other children.
1.2 Features of the relationships between children in the kindergarten group
The kindergarten group is defined as the simplest type social group with direct personal contacts and certain emotional relationships between all its members. It distinguishes between formal (relations are regulated by formal fixed rules) and informal (arising on the basis of personal sympathies) relationships.
Being a kind of small group, the kindergarten group represents genetically the earliest stage of social organization, where the child develops communication and various activities, and forms the first relationships with peers, which are so important for the development of his personality.
In relation to the children's group T.A. Repin distinguishes the following structural units:
· Behavioral, which includes: communication, interaction in joint activities and behavior of a group member addressed to another.
· Emotional (interpersonal relationships). This includes business relationships (in the course of joint activities),
· Evaluative (mutual evaluation of children) and personal relationships themselves.
· Cognitive (gnostic). This includes children’s perception and understanding of each other (social perception), which results in mutual assessments and self-esteem.
Interpersonal relationships necessarily manifest themselves in communication, activity and social perception.
In the kindergarten group, there are relatively long-term attachments between children. A certain degree of situationality appears in the relationships of preschoolers. The selectivity of preschoolers is determined by the interests of joint activities, as well as the positive qualities of their peers. Also significant are those children with whom they interact most, and these children are often same-sex peers. The nature of social activity and initiative of preschoolers in role-playing games was discussed in the works of T.A. Repina, A.A. Royak, V.S. Mukhina and others. Research by these authors shows that the position of children in role-playing play is not the same - they act as leaders, others as followers. Children's preferences and their popularity in a group largely depend on their ability to invent and organize a joint game. In the study by T.A. Repina also studied the child’s position in the group in connection with the child’s success in constructive activities.
The success of the activity has a positive effect on the child’s position in the group. If a child’s successes are recognized by others, then the attitude towards him from his peers improves. In turn, the child becomes more active, self-esteem and level of aspirations increase.
So, the popularity of preschoolers is based on their activity - either the ability to organize joint play activities, or success in productive activities.
There is another line of work that analyzes the phenomenon of children's popularity from the point of view of children's need for communication and the degree to which this need is satisfied. These works are based on the position of M.I. Lisina that the basis for the formation of interpersonal relationships and attachment is the satisfaction of communicative needs.
If the content of communication does not correspond to the level of the subject’s communicative needs, then the partner’s attractiveness decreases, and vice versa, adequate satisfaction of basic communicative needs leads to preference for a specific person who has satisfied these needs. And the study by O.O. Papir (under the leadership of T.A. Repina) discovered that popular children themselves have an acute, pronounced need for communication and recognition, which they strive to satisfy
So, an analysis of psychological research shows that children’s selective attachments can be based on a variety of qualities: initiative, success in activities (including play), the need for communication and recognition from peers, recognition from adults, and the ability to satisfy the communicative needs of peers. The study of the genesis of group structure showed some trends characterizing the age-related dynamics of interpersonal processes. From younger to preparatory groups, a persistent, but not in all cases, pronounced age-related tendency was found to increase “isolation” and “stardom,” reciprocity of relationships, satisfaction with them, stability and differentiation depending on the gender of peers.
Different stages of preschool childhood are characterized by unequal content of the need for communication with peers. By the end of preschool age, the need for mutual understanding and empathy increases. The very need for communication transforms from the youngest preschool age to the older one, from the need for friendly attention and playful cooperation to the need not only for friendly attention, but also for experience.
The preschooler’s need for communication is inextricably linked with the motives for communication. The following age dynamics of the development of motives for communication with peers in preschoolers have been determined. At each stage, all three motives operate: the position of leaders in two or three years is occupied by personal and business motives; at three to four years - business, as well as dominant personal; in four or five - business and personal, with the dominance of the former; at five or six years old - business, personal, cognitive, with almost equal status; at six or seven years old - business and personal.
Thus, the kindergarten group is a holistic education and represents a single functional system with its own structure and dynamics. There is a complex system of interpersonal hierarchical connections of its members in accordance with their business and personal qualities, value orientations of the group, which determine which qualities are most highly valued in it.
1.3 Unity of interpersonal relationships and self-awareness
In a person’s relationship to other people, his Self always manifests itself and declares itself. The main motives and life meanings of a person, his attitude towards himself are always expressed in his relationship to another. That is why interpersonal relationships (especially with close people) are almost always emotionally intense and bring the most vivid and dramatic experiences (both positive and negative).
E.O. Smirnova proposes in her research to turn to the psychological structure of human self-awareness.
Self-awareness includes two levels - “core” and “periphery”, or subjective and object components. The so-called “core” contains the direct experience of oneself as a subject, as a person; the personal component of self-consciousness originates in it, which provides a person with the experience of constancy, identity of oneself, a holistic sense of oneself as the source of one’s will, one’s activity. “Periphery” includes the subject’s private, specific ideas about himself, his abilities, capabilities, external internal qualities - their assessment and comparison with others. The “periphery” of the self-image consists of a set of specific and finite qualities, and form the objective (or subject) component of self-awareness. These two principles - object and subject - are necessary and complementary aspects of self-awareness; they are necessarily inherent in any interpersonal relationship.
In real human relationships, these two principles cannot exist in their pure form and constantly “flow” into one another. Obviously, a person cannot live without comparing himself with another and using another, but human relationships cannot always be reduced only to competition, evaluation and mutual use. The psychological basis of morality is, first of all, a personal or subjective attitude towards another, in which this other acts as a unique and equal subject of his life, and not a circumstance of my own life.
Various and numerous conflicts between people, severe negative experiences (resentment, hostility, envy, anger, fear) arise in cases where the substantive, objective principle dominates. In these cases, the other person is perceived solely as an adversary, as a competitor who needs to be surpassed, as a stranger who interferes with my normal life, or as a source of expected respectful attitude. These expectations are never met, which gives rise to feelings that are destructive to the individual. Such experiences can become a source of serious interpersonal and intrapersonal problems for an adult. In time, recognizing this and helping the child overcome them is an important task for a teacher, educator, or psychologist.
4 Problematic forms of interpersonal relationships in preschool children
Children of preschool age quarrel, make peace, get offended, become friends, are jealous, help each other, and sometimes do small “dirty tricks” to each other. Of course, these relationships are acutely experienced by preschoolers and carry a variety of emotions. Emotional tension and conflict in children's relationships occupy a larger place than communication with adults.
Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole. This experience does not always go well. Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. The most typical conflicting attitudes towards peers for preschoolers are: increased aggressiveness, touchiness, shyness and demonstrativeness.
One of the most common problems in children's groups is increased aggressiveness. Aggressive behavior already in preschool age it takes on various forms. In psychology, it is customary to distinguish between verbal and physical aggression. Verbal aggression is aimed at accusing or threatening a peer, which is carried out in various statements and even insulting and humiliating another. Physical aggression is aimed at causing any material damage to another through direct physical actions. This happens in most cases with attracting the attention of peers, infringing on the dignity of another, in order to emphasize one’s superiority, protection and revenge. However, in a certain category of children, aggression as a stable form of behavior not only persists, but also develops. A special feature in relationships with peers in aggressive children is that the other child acts for them as an opponent, as a competitor, as an obstacle that needs to be eliminated. This attitude cannot be reduced to a lack of communication skills; it can be assumed that this attitude reflects a special personality, its orientation, which gives rise to a specific perception of the other as an enemy. Attribution of hostility to another is manifested in the following: the perception of one’s underestimation by a peer; attribution of aggressive intentions when resolving conflict situations; in real interactions between children, where they are constantly waiting for a trick or attack from their partner.
Also, among problematic forms of interpersonal relationships, such a difficult experience as resentment towards others occupies a special place. In general terms, resentment can be understood as a person’s painful experience of being ignored or rejected by peers. The phenomenon of resentment arises in preschool age: 3-4 years - resentment is situational in nature, children do not focus on grievances and quickly forget; After 5 years, the phenomenon of resentment begins to manifest itself in children, and this is associated with the emergence of a need for recognition. It is at this age that the main object of grievance begins to be a peer, and not an adult. Distinguishes between adequate (reacts to the real attitude of another) and inadequate (a person reacts to his own unjustified expectations) reason for the manifestation of resentment. A characteristic feature of touchy children is a strong attitude towards an evaluative attitude towards themselves, a constant expectation of a positive assessment, the absence of which is perceived as a denial of oneself. The peculiarity of the interaction of touchy children with peers lies in the child’s painful attitude towards himself and self-evaluation. Real peers are perceived as sources of negative attitudes. They need continuous confirmation of their own value and importance. He ascribes neglect and lack of respect to himself to those around him, which gives him the basis for resentment and accusations of others. The characteristics of the self-esteem of touchy children are characterized by a fairly high level, but its difference from the indicators of other children is marked by a large gap between their own self-esteem and assessment from the point of view of others.
Finding themselves in a conflict situation, touchy children do not seek to resolve it; blaming others and justifying themselves is the most important task for them.
The characteristic personality traits of touchy children indicate that increased touchiness is based on the child’s tense and painful attitude towards himself and self-evaluation.
Another one of the most common and most difficult problems in interpersonal relationships is shyness. Shyness manifests itself in various situations: difficulties in communication, timidity, uncertainty, tension, expression of ambivalent emotions. It is very important to recognize shyness in a child in time and stop its excessive development. The problem of shy children is considered in his research by L.N. Galiguzova. In her opinion, Shy children are distinguished by increased sensitivity to adult assessment (both real and expected) . Shy children have a heightened perception and expectation of evaluation. Luck inspires and calms them, but the slightest remark slows down their activity and causes a new surge of timidity and embarrassment. The child behaves shyly in situations in which he expects failure in activities. The child is not confident in the correctness of his actions and in the positive assessment of the adult. The main problems of a shy child are related to the sphere of his own attitude towards himself and perception of the attitude of others.
The characteristics of the self-esteem of shy children are determined by the following: children have high self-esteem, but they have a gap between their own self-esteem and the assessment of other people. The dynamic side of activity is characterized by greater caution in their actions than their peers, thereby reducing the pace of activity. The attitude towards praise from an adult causes an ambivalent feeling of joy and embarrassment. The success of their activities does not matter to them. The child prepares himself for failure. Shy child treats other people kindly, strives to communicate, but does not dare to express himself and his communication needs. In shy children, their attitude towards themselves manifests itself in high degree fixation on one's personality.
Interpersonal relationships throughout preschool age have a number of age-related patterns. Thus, at 4-5 years old, children develop a need for recognition and respect from their peers. At this age, a competitive, competitive beginning appears. Thus, demonstrative behavior appears as a character trait.
The peculiarity of the behavior of demonstrative children is distinguished by the desire to attract attention to themselves by any means. possible ways. Their actions are focused on the assessment of others, at all costs to obtain a positive assessment of themselves and their actions. Self-affirmation is often achieved by reducing the value or devaluing of another. The degree of involvement of the child in the activities is quite high. The nature of participation in the actions of a peer is also colored by vivid demonstrativeness. Reprimands cause negative reactions in children. Helping a peer is pragmatic. The correlation of oneself with others is manifested in intense competitiveness and a strong orientation towards the evaluation of others. Unlike other problematic forms of interpersonal relationships, such as aggressiveness and shyness, demonstrativeness is not considered a negative and, in fact, problematic quality. However, it must be taken into account that the child does not show a painful need for recognition and self-affirmation.
Thus, we can distinguish general features children with problematic forms of relationships with peers.
· The child's fixation on his own objective qualities.
· Hypertrophied self-esteem
· The main cause of conflicts with oneself and others is the dominance of one’s own activities, “what I mean to others.”
1.5 Features of preschoolers’ relationships with peers and the impact on the child’s ethical development
The attitude towards another person is inextricably linked with the person’s attitude towards himself and with the nature of his self-awareness. According to E.O. Semenova, the basis of moral behavior is a special, subjective attitude towards a peer, not mediated by the subject’s own expectations and assessments.
Freedom from fixation on oneself (one's expectations and ideas) opens up the opportunity to see another in all his integrity and completeness, to experience one's community with him, which gives rise to both empathy and assistance.
E.O. Semenova in her research identifies three groups of children with different types of moral behavior, and attitudes towards other children differ significantly based on this type of moral behavior.
· Thus, the children of the first group, who did not demonstrate a moral and ethical type of behavior, did not embark on the path of ethical development at all.
· Children of the second group who showed a moral type of behavior
· Children of the third group with criteria of moral behavior.
As indicators of attitude towards peers E.O. Semenova highlights the following:
.The nature of a child’s perception of a peer. Does the child perceive another as an integral person or as a source of certain forms of behavior and evaluative attitude towards himself.
2.The degree of emotional involvement of a child in the actions of a peer. Interest in a peer, heightened sensitivity to what he is doing, may indicate an internal involvement in him. Indifference and indifference, on the contrary, indicate that a peer is an external being for the child, separate from him.
.The nature of participation in the actions of a peer and the general attitude towards him: positive (approval and support), negative (ridicule, abuse) or demonstrative (comparison with oneself)
.The nature and degree of expression of empathy for a peer, which is clearly manifested in the child’s emotional reaction to the success and failure of another, the censure and praise of adults for the actions of the peer.
.Showing help and support in a situation where a child is faced with the choice of acting “in favor of another” or “in his own favor”
The nature of a child’s perception of a peer is also determined by his type of moral behavior. So the children of the first group focus on their attitude towards themselves, i.e. their assessments are mediated by their own expectations.
Children of the second group describe other children, while often mentioning themselves and talking about others in the context of their relationships.
Children of the third group with criteria of moral behavior described the other regardless of their attitude towards him.
Thus, children perceive another differently, using the subjective and objective vision of a peer.
The emotional and effective aspect of interpersonal relationships also manifests itself in children based on the type of their moral behavior. Children who have not embarked on the path of ethical development, group 1, show little interest in the actions of their peers, or express a negative assessment. They do not empathize with failures and do not rejoice in the successes of their peers.
A group of children who exhibit an initial form of moral behavior show a keen interest in the actions of their peers: they make remarks and comment on their actions. They help and try to protect their peers, although their help is pragmatic in nature.
Children with criteria for moral behavior try to help their peers, empathize with failures, and rejoice at their successes. Help is shown regardless of their interests.
Thus, children perceive and relate to each other differently, based on the characteristics of their self-awareness. Thus, in the center of self-awareness of children of the 1st group who did not demonstrate any moral or moral type of behavior, the object component dominates, overshadowing the subjective one. Such a child sees himself or his attitude towards himself in the world and in other people. This is expressed in fixation on oneself, lack of empathy, and promotion of interest in a peer.
In the center of self-awareness of children of the 2nd group, who showed a moral type of behavior, the objective and subjective components are represented equally. Ideas about one’s own qualities and abilities need constant reinforcement through comparison with someone else’s, the bearer of which is a peer. These children have a pronounced need for something else, in comparison with which they can evaluate and affirm themselves. We can say that these children are still able to “see” their peers, albeit through the prism of their own “I”.
Children of the 3rd group who showed a moral type of behavior have a special attitude towards their peers, in which another person is in the center of the child’s attention and consciousness. This is manifested in a strong interest in a peer, empathy and selfless help. These children do not compare themselves with others and do not demonstrate their advantages. The other acts for them as a valuable personality in itself. Their attitude towards their peers is characterized by a predominance of subjective attitude towards themselves and others, and most closely meets the criteria of moral development.
1.6 Age-related characteristics of the formation and development of interpersonal relationships
The origins of interpersonal relationships in infancy. Relationships with other people begin and develop most intensively in early and preschool age. The experience of first relationships with other people is the foundation for the further development of the child’s personality and, above all, his ethical development. This largely determines the characteristics of a person’s self-awareness, his attitude to the world, his behavior and well-being among people. Many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. Smirnova E.O. in her research suggests turning to the consideration of the development of children’s relationships with each other at the most early stages ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.
In the studies of S.Yu. Meshcheryakova, based on the origins of the personal attitude towards oneself and towards others in infancy, determines what Even before the birth of a child, two principles already exist in the mother’s attitude towards him - objective (as an object of care and beneficial influences) and subjective (as a full-fledged personality and subject of communication). On the one hand, the expectant mother is preparing to care for the child, purchasing necessary things, taking care of her health, preparing a room for the baby, etc. On the other hand, she is already communicating with not yet born child- by his movements, guesses his states, desires, addresses him, in a word, perceives him as full-fledged and very important person. Moreover, the severity of these principles varies significantly among different mothers: some mothers are mainly concerned with preparing for childbirth and purchasing the necessary equipment, others are more focused on communicating with the child. In the first months of a baby’s life, these features of the mother’s relationship have a significant formative influence on his relationship with his mother and his overall mental development. The most important and favorable condition for the formation of a baby’s first relationship is the subjective, personal component of the mother’s relationship. It is she who ensures sensitivity to all manifestations of the baby, a quick and adequate response to his states, “adjustment” to his moods, interpretation of all his actions as addressed to the mother . Thus, all this creates an atmosphere of emotional communication in which the mother, in the first days of the child’s life, speaks for both partners and thereby awakens in the child a sense of himself as a subject and the need for communication. Moreover, this attitude is absolutely positive and selfless. Although caring for a child is associated with numerous difficulties and worries, this everyday aspect is not included in the relationship between the child and the mother. The first half of life is a completely unique period in the life of both a child and an adult. The only content of such a period is the expression of the attitude towards another. At this time, the subjective, personal principle clearly dominates in the relationship of the infant with the mother. It is very important that the child needs an adult on his own, regardless of his subject attributes, his competence or social role. The baby is not at all interested appearance mother, her financial or social situation - all these things simply do not exist for him. He highlights, first of all, the integral personality of an adult, addressed to him. That is why this type Relationships can certainly be called personal. In such communication, an affective connection between the child and his mother is born, which gives rise to his sense of self: he begins to feel self-confidence, in his uniqueness and need for others. This sense of self, like the affective connection with the mother, is already the internal property of the baby and becomes the foundation of his self-awareness.
In the second half of the year, with the appearance of interest in objects and manipulative activities, the child’s attitude towards an adult changes (the relationship begins to be mediated by objects and objective actions). The attitude towards the mother already depends on the content of communication; the child begins to differentiate the positive and negative influences of the adult, and react differently to close and strangers. An image of your physical self appears (recognizing yourself in the mirror). All this may indicate the emergence of an objective principle in the image of oneself and in relation to another. At the same time, the personal beginning (which arose in the first half of the year) is clearly reflected in the child’s objective activity, his sense of self and in relationships with close adults. The desire to share their impressions with a close adult and the feeling of security in alarming situations, which is observed in children from a normal family, testifies to the internal connection and involvement of mother and child, which opens up new opportunities for exploring the world, gives confidence in oneself and one’s competence. In this regard, we note that children raised in an orphanage and who did not receive the necessary personal, subjective attitude from their mother in the first half of the year are characterized by reduced activity, stiffness, they are not inclined to share their impressions with an adult and perceive him as an external means of physical protection from possible danger . All this indicates that the absence of affective and personal connections with a close adult leads to serious deformations in the child’s self-awareness - he is deprived of the internal support of his existence, which significantly limits his ability to explore the world and express his activity.
Thus, the underdevelopment of the personal principle in relationships with a close adult inhibits the development of a substantive attitude towards the surrounding world and towards oneself. However, under favorable developmental conditions, already in the first year of life the child develops both components of the relationship to other people and to himself - personal and objective.
Features of interpersonal relationships in children at an early age. Considering the features of communication and interpersonal relationships in young children from 1 to 3 years old. L.N. Galiguzova argues that in the first forms of attitude towards a peer and first contacts with him, it is reflected, first of all, in the experience of one’s similarity with another child (they reproduce his movements, facial expressions, as if reflecting him and being reflected in him). Moreover, such mutual recognition and reflection bring stormy, joyful emotions to the kids. Imitating the actions of a peer can be a means of attracting attention and the basis for joint actions. In these actions, kids are not limited by any norms in showing their initiative (they tumble, take bizarre poses, make unusual exclamations, come up with unique sound combinations, etc.). Such freedom and unregulated communication of young children suggests that a peer helps the child to show his originality, to express his originality. In addition to very specific content, contacts between children have another distinctive feature: they are almost always accompanied by vivid emotions. A comparison of children’s communication in different situations showed that the most favorable situation for children’s interaction is the situation of “pure communication”, i.e. when children are face to face with each other. The introduction of a toy into a communication situation at this age weakens interest in a peer: children manipulate objects without paying attention to the peer, or quarrel over a toy. Adult participation also distracts children from each other. This is due to the fact that the need for objective actions and communication with an adult prevails over interaction with a peer. At the same time, the need to communicate with a peer already develops in the third year of life and has a very specific content. Communication between young children can be called emotional-practical interaction. A child’s communication with peers, which occurs in a free, unregulated form, creates optimal conditions for self-awareness and self-knowledge. By perceiving their reflection in another, children better distinguish themselves and receive, as it were, another confirmation of their integrity and activity. Receiving feedback and support from a peer in his games and undertakings, the child realizes his originality and uniqueness, which stimulates the child’s initiative. It is typical that during this period children react very weakly and superficially to the individual qualities of another child (his appearance, skills, abilities, etc. ), they do not seem to notice the actions and states of their peers. At the same time, the presence of a peer increases the child’s overall activity and emotionality. Their attitude towards another is not yet mediated by any objective actions; it is affective, direct and non-evaluative. The child recognizes himself in another, which gives him a sense of community and involvement with the other. In such communication there is a feeling of immediate community and connection with others.
The objective qualities of another child (his nationality, his property, clothes, etc.) do not matter at all. Kids do not notice who his friend is - a black or a Chinese, rich or poor, capable or retarded. Common actions, emotions (mostly positive) and moods that children easily transmit from each other create a feeling of unity with equal and equal people. It is this sense of community that can subsequently become the source and foundation of such an important human quality as morality. Deeper human relationships are built on this basis.
However, at an early age this community has a purely external, situational character. Against the background of similarities, for each child his own individuality is highlighted most clearly. “Look at your peer,” the child seems to objectify himself and highlight specific properties and qualities in himself. Such objectification prepares the further course of development of interpersonal relationships.
Interpersonal relationships in preschool age.
The type of emotional-practical interaction lasts up to 4 years. A decisive change in attitude towards peers occurs in the middle of preschool age. The age of five is not usually considered critical in developmental psychology. However, many facts obtained in various studies indicate that this is a very important turning point in the development of a child’s personality, and the manifestations of this turning point are especially acute in the sphere of relationships with peers. There is a need for cooperation and joint action. Children's communication begins to be mediated by object-based or play activities. In 4-5 year old preschoolers, emotional involvement in the actions of another child will sharply increase. During play or joint activities, children closely and jealously observe the actions of their peers and evaluate them. Children's reactions to an adult's assessment also become more acute and emotional. During this period, empathy for peers increases sharply. However, this empathy is often inadequate - the successes of a peer can upset and offend the child, and his failures delight him. It is at this age that children begin to brag, envy, compete, and demonstrate their advantages. The number and severity of children's conflicts is increasing sharply. Tension in relationships with peers increases, and ambivalence of behavior, shyness, touchiness, and aggressiveness appear more often than at other ages.
The preschooler begins to relate to himself through comparison with another child. Only by comparison with a peer can one evaluate and establish oneself as the owner of certain advantages.
If two- to three-year-old children, comparing themselves and others, look for similarities or common actions, then five-year-olds look for differences, while the evaluative moment prevails (who is better, who is worse), and the main thing for them is to prove their superiority. The peer becomes an isolated, opposed creature and the subject of constant comparison with oneself. Moreover, the correlation of oneself with another occurs not only in the real communication of children, but also in the inner life of the child. A persistent need for recognition, self-affirmation and self-evaluation through the eyes of another appears, which become important components of self-awareness. All this, naturally, increases the tension and conflict in children's relationships. Moral qualities acquire particular significance at this age. The main bearer of these qualities and their connoisseur is the adult for the child. At the same time, the implementation of prosocial behavior at this age faces significant difficulties and causes an internal conflict: to give in or not to give in, to give or not to give, etc. This conflict is between the “inner adult” and the “inner peer.”
Thus, the middle of preschool childhood (4-5 years) is the age when the objective component of the self-image is intensively formed, when the child, through comparison with others, objectifies, objectifies and defines his self. By older preschool age, the attitude towards peers again changes significantly. By the end of preschool age, emotional involvement in the actions and experiences of a peer increases, empathy for others becomes more pronounced and adequate; Schadenfreude, envy, and competitiveness appear much less frequently and not as acutely as at the age of five. Many children are already able to empathize with both the success and failures of their peers and are ready to help and support them. Children's activity aimed at peers (help, consolation, concessions) increases significantly. There is a desire not only to respond to the experiences of a peer, but also to understand them. By the age of seven, manifestations of children's shyness and demonstrativeness are significantly reduced, and the severity and intensity of preschool children's conflicts is reduced.
So, in older preschool age, the number of prosocial actions, emotional involvement in the activities and experiences of a peer increases. As many studies show, this is associated with the emergence of arbitrary behavior and the assimilation of moral norms.
As observations show (E.O. Smirnova, V.G. Utrobina), the behavior of older preschoolers is not always voluntarily regulated. This is evidenced, in particular, by instantaneous decision-making. According to E.O. Smirnova and V.G. Womb: Prosocial actions of older preschoolers, unlike 4-5 year olds, are often accompanied by positive emotions addressed to their peers. In most cases, older preschoolers are emotionally involved in the actions of their peers . If 4-5-year-old children willingly, following an adult, condemned the actions of their peers, then 6-year-olds, on the contrary, seemed to unite with their friend in their “confrontation” with the adult. All this may indicate that the prosocial actions of older preschoolers are not aimed at a positive assessment of an adult or at compliance with moral standards, but directly at another child.
Another traditional explanation for the growth of prosociality in preschool age is the development of decentering, due to which the child becomes able to understand the “point of view” of another.
By the age of six, many children have a direct and selfless desire to help a peer, give something or give in to him.
For the child, a peer has become not only a subject of comparison with himself, but also a valuable, integral personality in his own right. It can be assumed that these changes in attitude towards peers reflect certain shifts in the self-awareness of the preschooler.
A peer becomes an internal other for an older preschooler. By the end of preschool age, children’s attitude toward themselves and others becomes more personal. The peer becomes the subject of communication and treatment. The subjective component in the relationship of a six- to seven-year-old child with other children transforms his self-awareness. The child's self-awareness goes beyond the limits of its object characteristics and to the level of experience of another. Another child no longer becomes only an opposing being, not only a means of self-affirmation, but also the content of his own self. This is why children willingly help their peers, empathize with them and do not perceive other people’s successes as their own failure. Many children develop such a subjective attitude towards themselves and towards their peers towards the end of preschool age, and this is what makes the child popular and preferred among their peers.
Having considered the features of normal age development interpersonal relationships of a child with other children, it can be assumed that these features are not always realized in the development of specific children. It is widely recognized that there is considerable individual variation in children's attitudes toward peers.
peer interpersonal preschooler social game
So, the theoretical study of this problem made it possible to reveal various approaches to understanding interpersonal relationships, both the selective preferences of children and the understanding of others, through consideration of the psychological basis of communication and interaction between people.
Interpersonal relationships have their own structural units, motives and needs. Some age-related dynamics in the development of motives for communicating with peers have been determined; the development of relationships in a group is based on the need for communication, and this need changes with age. It is satisfied differently by different children.
In the research of Repina T.A. and Papir O.O. the kindergarten group was considered as an integral entity, representing a single functional system with its own structure and dynamics. In which there is a system of interpersonal hierarchical connections. Its members in accordance with their business and personal qualities, value orientations of the group, determining which qualities are most highly valued in it.
The attitude towards another person is inextricably linked with the person’s attitude towards himself and with the nature of his self-awareness. Research by Smirnova E.O. the unity of interpersonal relationships and self-awareness indicates that they are based on two contradictory principles - objective and subjective. In real human relationships, these two principles cannot exist in their pure form and constantly “flow” into one another.
The general characteristics of children with problematic forms of attitude towards peers are highlighted: shy, aggressive, demonstrative, touchy. Features of their self-esteem, behavior, personality traits and the nature of their relationship with peers. Problematic forms of behavior of children in relationships with peers cause interpersonal conflict, the main reason for these conflicts is the dominance of one’s own value.
The nature of interpersonal relationships depends on the development of morality in the child’s behavior. The basis of moral behavior is a special, subjective attitude towards a peer, not mediated by the subject’s own expectations and assessments. This or that position of a child in the system of personal relationships not only depends on certain qualities of his personality, but, in turn, contributes to the development of these qualities.
Considered age characteristics formation and development of interpersonal relationships. The dynamics of their development from manipulative actions through emotional and practical interaction to a subjective attitude towards peers. An adult plays an important role in the development and establishment of these relationships.
CHAPTER II. STUDY OF INTERPERSONAL RELATIONS IN A KINDERGARTEN GROUP
1 Methods aimed at identifying interpersonal relationships
The identification and study of interpersonal relationships is associated with significant methodological difficulties, since relationships, unlike communication, cannot be directly observed. Questions and tasks from an adult addressed to preschoolers, as a rule, provoke certain answers and statements from children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal response reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious ideas and real relationships of children. Relationships are rooted in deeper, hidden layers of the psyche, hidden not only from the observer, but also from the child himself.
In psychology, there are certain methods and techniques that allow us to identify the characteristics of interpersonal relationships in preschoolers. These methods are divided into objective and subjective.
Objective methods include those that allow you to record the external perceived picture of the interaction of children in a peer group. At the same time, the teacher states the peculiarities of the relationship between individual children, recreates their likes or dislikes objective picture preschooler relationships. These include: sociometry, observational method, method problematic situation.
Subjective methods are aimed at identifying the internal deep characteristics of attitudes towards other children, which are always associated with the characteristics of his personality and self-awareness. These methods in most cases are projective in nature. When faced with unstructured stimulus material, the child, without knowing it, endows the characters depicted or described with his own thoughts, feelings, experiences, i.e. projects (transfers) one’s self. These include: the method of unfinished stories, identifying the child’s assessment and perception of the assessment of others, pictures, statements, unfinished sentences.
2.2 Organization and methods of research
The experimental study was carried out with children of senior preschool age at the preschool educational institution No. 6 “Vasilyok” in the village of Shushenskoye. A kindergarten group is the first social association of children in which they occupy different positions. In preschool age, friendly and conflictual relationships appear, and children who experience difficulties in communication are identified. In children of older preschool age, the need for mutual understanding and empathy increases. Communication is transformed into a need not only for friendly attention, but also for experience. The dominant motives for communication are business and personal. The features of behavioral strategy are most clearly manifested in role-playing games, where partners must simultaneously navigate both real and game relationships. At this age, the number of conflict relationships with peers increases.
Thus, we can highlight the purpose of the study: diagnostics of interpersonal relationships among children of senior preschool age in a kindergarten group.
The following diagnostic measures were carried out:
Objective methods:
· Sociometry “Captain of the ship” to identify the attractiveness and popularity of children.
Subjective methods:
· “Conversation about a friend”, to identify the nature of the perception and vision of a peer.
Sociometry is a method that is traditionally used in Russian psychology when studying interpersonal relationships in a small group. This method was first proposed by the American psychologist and psychiatrist J. Moreno. The sociometric method allows us to identify mutual (or non-mutual) selective preferences of children. I used the “Captain of the Ship” technique as sociometry.
"Captain of the ship"
Visual material: Drawing of a ship or toy boat.
Carrying out the methodology. During an individual conversation, the child was presented with a drawing of a ship (or a toy boat) and asked next questions:
.If you were the captain of a ship, who in the group would you take as your assistant when you set off on a long voyage?
2.Who would you invite on the ship as guests?
.Who would you never take on a sailing trip with you?
As a rule, such questions did not cause any particular difficulties for children. They confidently named two or three names of peers with whom they would prefer to “sail on a ship.” Children who received greatest number positive choices among peers (questions 1 and 2) were considered popular in this group. Children who received negative choices (3rd and 4th questions) fell into the rejected (or ignored) group.
Stages of the sociometric method:
.Conducting a preparatory conversation (it is necessary to set up the subjects for cooperation and trust).
2.The subjects were asked questions.
.The results of the subjects' choices were recorded in a table indicating the child's name.
.Drawing up a sociometric matrix.
.Summing up the results of the sociometric study (determining the sociometric status of each group member, the coefficient of well-being of relationships in the group, the coefficient of optimal relationships, the coefficient of “isolation”, the coefficient of mutual elections).
As noted above in my work, the relationship to another is always connected with the characteristics of the child’s self-awareness. Another person is not an object of detached observation and cognition of interpersonal relationships and the perception of another always reflects a person’s own “I”. To obtain the subjective aspects of relationships with others, the “Conversation about a friend” technique was carried out.
Stages of the “Conversation about a friend” technique:
1.During the conversation, questions were asked about which of the children the child was friends with and which children he was not friends with.
2.Then they were asked to characterize each of the named guys: “What kind of person is he? What could you tell us about him?
.Children's responses were analyzed by type of statement: 1) statements about a friend; 2) a statement about a friend’s attitude towards himself.
.The results of the subjects' choices were recorded in a table.
.The percentage of statements of the first type and the second type was calculated.
.Summing up the results of projective research.
Thus, the presented methods reveal:
intragroup communications,
system of relationships,
communication system,
consequently, the structure of interpersonal relationships in peer groups, including peer groups of older preschool age.
2.3 Results of a study of the characteristics of interpersonal relationships in a peer group of senior preschool age
Conducting a sociometric study among children senior group, in the amount of 15 people, preschool educational institution No. 6 “Cornflower” in the village of Shushenskoye, showed the following data presented in the sociometric matrix. (See table 1)
Table 1. Sociometric matrix of election results
Children's names No. 123456789101112131415 Alina B. 1123 Liza Ch. 2321 Tanya V. 3321 Artem Sh. 4213 Lena D. 5123 Ivan N. 6312 Natasha S. 7321 Dasha S. 8213 Lyuba R. 9123 Ilya S. 10213 Andrey Sh. 11312 Vit I G.12312Nikita N.13321Sasha Sh.141Vika R.15123Number of received elections610554641041105Number of mutual elections310232220020102
According to the sociometric matrix, the first status group of “stars” (C1) includes: 1) Alina B.; 2) Artem Sh.; 3) Lena D.; 4) Natasha S.; 5) Vika R.
(C2) To the “preferred”: 1) Ivan N.; 2) Dasha S.; 3) Andrey Sh.
(C3) To the “neglected”: 1) Lisa Ch.; 2) Luda R.; 3) Vitya G.; 4) Nikita N.
(C4) To the “isolated”: 1) Tanya V.; 2) Ilya S.; 3) Sasha Sh.
Differentiation of subjects by status groups allows us to determine diagnostic individual and group indicators of children’s interpersonal relationships:
· Relationship Well-Being Quotient - RBC
KBO = (C1 + C2)/n
where C1 is the number of “stars”,
C2 is the number of “preferred” ones, and n is the number of children in the group.
KBO = 5 + 3 /15*100% = 50%
The relationship well-being coefficient (RBC = 0.5) of the study group is defined as high.
· Relationship optimality coefficient - OOO.
KOO = (C2+ C3)/n
where C2 is the number of preferred ones in these.
C3 - number of neglected.
KOO = 3+3/15 = 0.4
· Star factor - KZ.
SC = C1/n = 5/15 = 0.3
· “Isolation” coefficient - CI.
where C4 is the number of “isolated” in the group.
CI = 3/15 = 0.2
· The coefficient of reciprocity of elections is calculated by the ratio of the sum of mutual elections (SВВ) in the group to the sum of all elections made by the subjects (СВ).
KV = SBB/SV.
In our study, CV = 20/43*100% = 50%
The coefficient of reciprocity of children's choices in the group is characterized as high.
· Awareness coefficient - KO.
KO = R0/Rx*100%,
where R0 is the number of fulfilled expected elections,
and Rx is the number of expected elections.
In our study, CR = 20/45*100% = 44.4%, therefore, the awareness coefficient is low.
The results of the relationship are presented in Fig. No. 1
Rice. 1 Correlation of the status structure of the kindergarten group.
Analysis of the status structure obtained from the results of sociometry shows that choices among children in the group are distributed unevenly. In the kindergarten group there are children of all groups, that is, those who received a greater number of choices - Group I, and those who had an average number of choices - Group II, and those who received 1 - 2 choices - Group III, and children who did not receive no choice - IV group. According to sociometry data, in the study group of the kindergarten, the first group includes 2 people, which is 13% of the total number of children; the second group makes up 40% of the total number of children; third group 27%; fourth group 20%.
The fewest preschoolers are in the extreme groups I and IV. The most numerous in number are groups II and III.
About 53% of children in the study group are in a favorable situation. 46% of children were disadvantaged.
As an additional method for studying the subjective side of interpersonal relationships in a group of kindergarten children, the “Conversation about a friend” technique was used.
Children's names Types of statements Alina B. Liza Ch. Tanya V. Artem Sh. Lena D. Ivan N. Natasha S. Dasha S. Lyuba R. Ilya S. Andrey Sh. Vitya G. Nikita N. Sasha ShVika R. Statement about a friend* ******Statements about a friend’s attitude towards himself********
When processing the results of this technique, the percentage of statements of the first and second types was calculated. These results are presented in Fig. No. 2
Rice. 2 Subjective aspect of relationships in a kindergarten group
Analysis of the subjective aspect of the relationship in the kindergarten group showed that in children’s descriptions of their friend, statements of the first type predominated (good/evil, handsome/ugly, etc.; as well as indications of his specific abilities, skills and actions - he sings well, etc. ) Which indicates in attention to a peer, the perception of another as the most valuable independent person.
Thus, I discovered:
important diagnostic indicators of the state of general group processes (sociometric status of each child in the group, favorable relationships, coefficient of “stardom”, “isolation”, coefficient of “reciprocity”).
subjective aspect of interpersonal relationships of children in a kindergarten group (using the projective method).
Conclusion
Thus, the following conclusions were drawn from the study:
Interpersonal relationships have a number of forms and features that are realized in a team or peer group in the process of communication, depending on various factors influencing them.
Interpersonal relationships between peers of older preschool age depend on many factors, such as mutual sympathy, common interests, external life circumstances, and gender characteristics. All these factors influence the child’s choice of relationships with peers and their significance.
Each member of the group occupies a special position both in the system of personal and in the system of business relationships, which are influenced by the child’s successes, his personal preferences, his interests, speech culture and individual moral qualities.
The position of the child depends on mutual choices based on liking, personality traits and public opinion.
Children occupy different positions in the system of personal relationships; not everyone has emotional well-being.
Having determined the position of each child in the group and his sociometric status, it is possible to analyze the structure of interpersonal relationships in this group.
Analysis of the subjective aspect of relationships in the kindergarten group showed that children show attention to each other and this attention to peers manifests itself as a self-valued, independent person. A peer does not act as a bearer of a certain attitude.
Using appropriate methods and following the basic methodological principles, the hypothesis of the study of interpersonal relationships in a peer group of senior preschool age is confirmed, that the status position in the system of interpersonal relationships in a peer group determines the characteristics of these relationships.
CHAPTERIII. FORMING PART
1 Program
The basis for creating a program for improving interpersonal relationships was the conclusions drawn during the ascertaining experiment.
When analyzing the status structure obtained from the results of sociometry, it shows that choices among children in the group are distributed unevenly.
About 53% of children in the study group are in a favorable situation. 46% of children were disadvantaged. Children occupy different positions in the system of personal relationships; not everyone has emotional well-being.
Attitudes among peers are manifested, first of all, in actions aimed at him, i.e. in communication. Relationships can be viewed as the motivational basis for human communication and interaction.
The well-being of interpersonal relationships of preschool children depends on the ability to establish contact, interaction and communication with peers.
The team can influence individual development only when the child’s position in the system of interpersonal relationships is favorable.
A child’s attitude towards a peer can be seen in the actions directed towards him, which the child displays in various activities. Special attention It is necessary to pay attention to the leading type of activity of preschool children - play activity. One of the main methods for improving interpersonal relationships is social play, which includes role-playing, communicative and theatrical games. Play is the leading activity for children aged 3-7 years. While playing, the child begins to take on a certain role. There are two types of relationships in the game - gaming and real. Game relationships reflect relationships in plot and role; real relationships are relationships between children as partners, comrades, performing a common task. Social play has a comprehensive impact on a preschool child. While playing, children learn about the world around them, themselves and their peers, their body, invent, create the environment around them, and also establish relationships with peers, while developing harmoniously and holistically. Social play promotes the formation of interpersonal relationships and communication between peers, the mental development of the child, the improvement of cognitive processes, and the development of children’s creative activity.
These games foster a sense of teamwork and responsibility, respect for fellow players, teach them to follow the rules and develop the ability to obey them.
Social games are characterized by morally valuable content. They foster goodwill, a desire for mutual assistance, conscientiousness, organization, and initiative.
Social games create an atmosphere of emotional well-being. Such games are created effective conditions for the development of interpersonal relationships of a preschool child.
Social games are one of the conditions for the development of a child’s culture. In them he comprehends and learns about the world around him, in them his intellect, fantasy, imagination develop, and social qualities are formed.
Interpersonal relationships of preschool children are formed most effectively when purposeful pedagogical means is a social game, in which the child masters the rules of relationships with peers, assimilates the morality of the society in which he lives, thus promoting the relationships between children.
An auxiliary means of improving interpersonal relationships in the structure of classes is the use of elements of children's creative activity.
The goal of the program: to help children of senior preschool age improve interpersonal relationships in a kindergarten peer group through social games.
Program objectives:
Establishing a friendly atmosphere and developing communication skills among preschoolers;
Creating situations for creative self-expression in the process of communicative activities;
Development of intergroup interaction skills and nurturing interest in one’s peers;
Developing a sense of understanding and empathy for other people.
The stages of the program are compiled according to the principle proposed by O.A. Karabanova.
Approximate - 3 lessons.
The main goal of the stage: establishing an emotionally positive contact with the child.
The main tactics of adult behavior are non-directive. Giving the child initiative and independence. Necessary conditions for establishing an emotionally positive relationship between a child and a teacher will be an emphasis on empathic acceptance of the child, emotional support, friendly attention to the initiative coming from the child, and a willingness to cooperate in joint activities. These conditions are realized through the use of empathic listening techniques and providing initiative and independence to the child in making choices.
At this stage, communicative games are used aimed at relieving tension, establishing contacts and interaction, and developing the perception of a peer as a gaming partner. At this stage, games contribute to the expression of first sympathies in the form of choosing a preferred peer. And also a collective children's room creative activity, teamwork will help preschoolers develop a desire to communicate with peers
The games “Loaf”, “Stream”, “The Wind Blows on...” we will describe in detail one of the games
"The wind blows on..."
Children sit on rugs, the teacher is the first in the role of leader.
With the words “the wind blows on..” the presenter begins the game. In order for the participants in the game to learn more about each other, the questions could be the following: “the wind blows on the one who has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc.
The presenter must be changed, giving each participant the opportunity to ask questions.
Collective drawing “Our Home” Gives each child the opportunity to participate in common activities.
Objectification of difficulties in interpersonal relationships - 3 lessons
The main goal of this stage is the actualization and reconstruction of conflict situations and the objectification of negative tendencies in the child’s personal development in social play and communication with adults.
The main tactics of adult behavior at the second stage is a combination of directiveness aimed at actualizing developmental difficulties and non-directiveness in providing the child with freedom to choose the form of response and behavior.
At this stage of the program, preference is given to games that are improvised in nature, i.e. provide initiative in choosing play partners and do not have a rigid predetermined character. The adult pays attention to the children’s choice of roles for role-playing game, corrects the children’s choice, giving the rejected ones the opportunity to choose the leading roles of the game.
“Family”, “Kindergarten”, “Hospital”, “Daughters - Mothers”.
Let's describe one social game in more detail.
"Mothers and Daughters"
Goal: to form and consolidate a positive attitude towards all participants in the game.
This game is useful for both girls and boys in the development of interpersonal relationships among peers. During the game, the questions “Why is it important to love each other in a family” are resolved; the game helps the child feel like a parent, to realize how difficult it can sometimes be for mom and dad with their children. In this game you can play out life situations, for example, “an evening with the family,” “a holiday in the family,” “how to reconcile quarreling family members.”
To additionally identify the characteristics of self-esteem and the degree of self-confidence in a peer group, as well as to confirm emotional stability at this stage, methods of thematic and free creativity are used on the following topics:
"My family". "Our friendly group»
To stimulate activity and develop joint actions, a round dance theatricalization of the fairy tale “Teremok” is held.
Children are divided into subgroups. The first subgroup - are divided into roles (kamar - squeak, mouse - norushka, frog - croak, bunny - jumping, fox - cunning, wolf - click with teeth, bear - stomp). The second subgroup of preschoolers stand in a circle holding hands, depicting a strong tower.
The children of the second subgroup walk together in a circle with the words “There is a tower in the field, it is neither low nor high. Suddenly a kamar flies across the field, field. He sat down at the door and squeaked:
A child from the first group with a mosquito cap on his head imitates a mosquito and pronounces words.
Who, who lives in a little house, who lives in a low one? »
Gets into a general round dance with the children. Etc. according to the fairy tale.
Constructively - formative. - 3 lessons
The main goal of the stage: Formation of adequate ways of behavior in conflict situations, development communicative competence. Formation of the ability to voluntarily regulate activity.
At the constructive and formative stage of the program, social games are used, which include playing out conditional and real situations. As well as techniques that promote the development of the ability to make group decisions, to increase children’s self-esteem and establish a real and adequate level of aspiration and increase a sense of confidence in the participants in the social game.
The main tactics of adult behavior: directive, expressing in the choice of social play and art therapeutic effects; providing children with feedback on the effectiveness of preschoolers’ resolution of conflict situations.
Social games at this stage are “Desert Island”, “Zoo”, “Building a City”, “Shop”, “Confusion”.
To consolidate this stage, a creative children’s activity “Artists paint their hometown” is carried out.
In social games, the child chooses a specific role. Describes how he looks, speaks, dresses, moves, etc. Much attention is paid to how he will behave and what he will do while playing this role. Here are some examples:
"Zoo"
Goal: To promote children’s ability to communicate, the ability to take into account the desires and actions of others, to defend their opinions, as well as jointly build and implement plans while playing together with peers
Progress of the game: Create conditions for the game by asking a riddle about the zoo, children distribute roles among themselves (nurse, veterinarian, cook). The cook cooks porridge and pours it into bottles for the baby camel and giraffe; puts food on a cart and takes it to the animals.
The doctor makes his rounds. Measures the temperature of the water in the pool. Orders to take the bear cub for vaccination.
The nurse distributes vitamins, weighs the babies, listens to them, and writes them down on a card. Then the children prepare to receive visitors. The role of the guide is played by the teacher, this makes it easier to correct the game.
"Shop"
Goal: Development communication skills, Ability to overcome embarrassment and experience being in a peer group in the leading role of a salesperson.
Progress of the game: One seller and the second cashier are selected from a group of children. The rest of the children (buyers) choose goods on their own. Children speak politely to each other. The cashier allows (customers) to pass on the condition that they tell what can be cooked from this, or how these vegetables and fruits grow. If the cashier does not like the answer, he does not allow the buyer to pass, who in this case consults with other participants in the game and answers the question in more detail. Children can form small groups to shop together.
Another option is possible. The seller or cashier evaluates the answer (in this case, the seller must be a child) and compares the score for the answer with the cost of the selected purchase; are you selling or demanding to “pay extra”, i.e. improve the answer.
"Confusion"
Goal: To help children feel like they belong to a group.
Progress of the game: A driver is selected and leaves the room. The rest of the children join hands and stand in a circle. Without unclenching their hands, they begin to get confused as best they can. When confusion has formed, the driver enters the room and tries to unravel what happened, without unclenching his hands.
Creative children's activity “Artists paint their hometown”
Goal: To develop in children a sense of freedom and collective creative activity.
Progress of the lesson: Each participant in the collective work draws a detail of a pre-selected plot. For example: Zoo, shops, pedestrian crossing, slide, people, trees, children playing, birds, etc.
Bibliography
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Interpersonal relationships in children in a kindergarten group
Introduction
Among the variety of problems of modern psychology, communication with peers is one of the most popular and intensively studied. Communication acts as one of the most important factors in the effectiveness of human activity.
At the same time, it is relevant, in particular in connection with solving the problems of raising preschool children, to consider the problem of communication - the formation of personality in it. As the results of psychological and pedagogical research show, it is in direct communication with significant others (parents, educators, peers, etc.) that the formation of personality comes, the formation of its most important properties, moral sphere, and worldview.
Preschool children develop relatively stable sympathies and develop joint activities. Communication with peers plays a vital role in the life of a preschooler. It is a condition for the formation of social qualities of the child’s personality, the manifestation and development of the principles of collective relationships between children. Interaction with a peer is communication with an equal; it gives the child the opportunity to learn about himself.
Communication between children is a necessary condition for the mental development of a child. The need for communication early becomes his basic social need.
The study of a child in the system of his relationships with peers in a kindergarten group is of great importance and relevance, since preschool age is a particularly important period in education. The leading activity of preschool children is play, in which the child learns new things, masters the ability to build relationships and tries out different social roles. This is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influences the development of his personality.
Therefore, the problem of interpersonal relationships, which arose at the intersection of a number of sciences - philosophy, sociology, social psychology, personality psychology and pedagogy, is one of the most important problems of our time. Every year it attracts more and more attention from researchers here and abroad and is essentially a key problem in social psychology, which studies diverse associations of people - so-called groups. This problem overlaps with the problem of “personality in the system of collective relations”, which is so important for the theory and practice of educating the younger generation.
Thus, we can highlight the purpose of the course work: studying the problem of interpersonal relationships among children in a kindergarten group through social play.
1. Consider psychological and pedagogical research on the problem of interpersonal relationships.
2. Study of interpersonal relationships as a factor in the personal development of preschool children.
Study of the characteristics of interpersonal relationships in a group of children of senior preschool age.
The object of the study is preschool children, the subject is relationships in a kindergarten group.
It can be assumed that the status position of the child in the system of interpersonal relationships in the peer group determines the characteristics of these relationships.
CHAPTER I. FEATURES OF INTERPERSONAL RELATIONSHIPS
1.1 Different approaches to understanding interpersonal relationships
Human relations represent a special kind of reality, which is not reducible to joint activity, communication, or interaction. The subjective and fundamental significance of this reality for a person’s life and the development of his personality is beyond doubt.
The extreme subjective significance of relationships with other people attracted the attention of many psychologists and psychotherapists of various directions to this reality. These relationships have been described and studied in psychoanalysis, behaviorism, cognitive and humanistic psychology, perhaps with the exception of the cultural-historical direction, where interpersonal (or human) relationships have practically not been the subject of special consideration or research, despite the fact that they are mentioned constantly. According to practical psychologist A.A. Bodalev: “It is enough to recall that the attitude towards the world is always mediated by a person’s attitude towards other people. The social situation of development constitutes the child’s system of relationships with other people, and relationships with other people are an organically necessary condition for human development.” But the question of what these relations themselves are, what their structure is, how they function and develop, was not raised and was assumed to be self-evident. In the texts of L.S. Vygotsky and his followers, the child’s relationships with other people appear as a universal explanatory principle, as a means of mastering the world. At the same time, they naturally lose their subjective-emotional and energetic content.
An exception is the work of M.I. Lisina, in which the subject of the study was the child’s communication with other people, understood as an activity, and the product of this activity is relationships with others and the image of oneself and another.
It should be emphasized that the focus of attention of M.I. Lisina and her colleagues was not only and not so much on the external, behavioral picture of communication, but on its internal, psychological layer, i.e. needs and motives for communication, which in essence are relationships and others. First of all, the concepts of “communication” and “relationship” should be considered synonymous. However, these concepts must be distinguished.
As shown by the works of M.I. Lisina, interpersonal relationships are, on the one hand, the result of communication, and on the other, its initial prerequisite, a stimulus that causes one or another type of interaction. Relationships are not only formed, but also realized and appear in the interaction of people. At the same time, the attitude towards another, unlike communication, does not always have external manifestations. An attitude can appear in the absence of communicative acts; it can also be felt towards an absent or even fictitious, ideal character; it can also exist at the level of consciousness or inner mental life (in the form of experiences, ideas, images). If communication is always carried out in one form or another of interaction with the help of some external means, then relationships are an aspect of internal, mental life, this characteristic of consciousness, which does not imply fixed means of expression. But in real life, the attitude towards another person is manifested, first of all, in actions aimed at him, including in communication. Thus, relationships can be considered as the internal psychological basis of communication and interaction between people.
In the sphere of communication with peers, M.I. Lisina identifies three main categories of means of communication: among younger children (2-3 years old), the leading position is occupied by expressive and practical operations. Starting from the age of 3, speech comes to the fore and takes a leading position. In older preschool age, the nature of interaction with a peer and, accordingly, the process of cognition of a peer is significantly transformed: the peer, as such, as a certain individuality, becomes the object of the child’s attention. The child’s understanding of the partner’s skills and knowledge expands, and an interest appears in aspects of his personality that were previously unnoticed. All this helps to highlight the stable characteristics of a peer and form a more holistic image of him. The hierarchical division of the group is determined by the choices of preschoolers. Considering evaluative relations, M.I. Lisina defines how the processes of comparison and evaluation arise when children perceive each other. To evaluate another child, you need to perceive, see and qualify him from the point of view of the evaluative standards and value orientations of the kindergarten group that already exist at this age. These values, which determine children’s mutual assessments, are formed under the influence of surrounding adults and largely depend on changes in the child’s leading needs. Based on which of the children is the most authoritative in the group, what values and qualities are most popular, one can judge the content of the children’s relationships and the style of these relationships. In a group, as a rule, socially approved values prevail - to protect the weak, to help, etc., but in groups where the educational influence of adults is weakened, the “leader” can become a child or a group of children trying to subjugate other children.
1.2 Features of the relationships between children in the kindergarten group
A kindergarten group is defined as the simplest type of social group with direct personal contacts and certain emotional relationships between all its members. It distinguishes between formal (relations are regulated by formal fixed rules) and informal (arising on the basis of personal sympathies) relationships.
Being a kind of small group, the kindergarten group represents genetically the earliest stage of social organization, where the child develops communication and various activities, and forms the first relationships with peers, which are so important for the development of his personality.
In relation to the children's group T.A. Repin distinguishes the following structural units:
· Behavioral, which includes: communication, interaction in joint activities and behavior of a group member addressed to another.
· Emotional (interpersonal relationships). This includes business relationships (in the course of joint activities),
· Evaluative (mutual evaluation of children) and personal relationships themselves.
· Cognitive (gnostic). This includes children’s perception and understanding of each other (social perception), which results in mutual assessments and self-esteem.
“Interpersonal relationships necessarily manifest themselves in communication, in activity and in social perception.”
In the kindergarten group, there are relatively long-term attachments between children. A certain degree of situationality appears in the relationships of preschoolers. The selectivity of preschoolers is determined by the interests of joint activities, as well as the positive qualities of their peers. Also significant are those children with whom they interact most, and these children are often same-sex peers. The nature of social activity and initiative of preschoolers in role-playing games was discussed in the works of T.A. Repina, A.A. Royak, V.S. Mukhina and others. Research by these authors shows that the position of children in role-playing play is not the same - they act as leaders, others as followers. Children's preferences and their popularity in a group largely depend on their ability to invent and organize a joint game. In the study by T.A. Repina also studied the child’s position in the group in connection with the child’s success in constructive activities.
The success of the activity has a positive effect on the child’s position in the group. If a child’s successes are recognized by others, then the attitude towards him from his peers improves. In turn, the child becomes more active, self-esteem and level of aspirations increase.
So, the popularity of preschoolers is based on their activity - either the ability to organize joint play activities, or success in productive activities.
There is another line of work that analyzes the phenomenon of children's popularity from the point of view of children's need for communication and the degree to which this need is satisfied. These works are based on the position of M.I. Lisina that the basis for the formation of interpersonal relationships and attachment is the satisfaction of communicative needs.
If the content of communication does not correspond to the level of the subject’s communicative needs, then the partner’s attractiveness decreases, and vice versa, adequate satisfaction of basic communicative needs leads to preference for a specific person who has satisfied these needs. And the study by O.O. Papir (under the leadership of T.A. Repina) discovered that popular children themselves have an acute, pronounced need for communication and recognition, which they strive to satisfy
So, an analysis of psychological research shows that children’s selective attachments can be based on a variety of qualities: initiative, success in activities (including play), the need for communication and recognition from peers, recognition from adults, and the ability to satisfy the communicative needs of peers. The study of the genesis of group structure showed some trends characterizing the age-related dynamics of interpersonal processes. From younger to preparatory groups, a persistent, but not in all cases, pronounced age-related tendency was found to increase “isolation” and “stardom,” reciprocity of relationships, satisfaction with them, stability and differentiation depending on the gender of peers.
Different stages of preschool childhood are characterized by unequal content of the need for communication with peers. By the end of preschool age, the need for mutual understanding and empathy increases. The very need for communication transforms from the youngest preschool age to the older one, from the need for friendly attention and playful cooperation to the need not only for friendly attention, but also for experience.
The preschooler’s need for communication is inextricably linked with the motives for communication. The following age dynamics of the development of motives for communication with peers in preschoolers have been determined. At each stage, all three motives operate: the position of leaders in two or three years is occupied by personal and business motives; at three to four years - business, as well as dominant personal; in four or five - business and personal, with the dominance of the former; at five or six years old - business, personal, cognitive, with almost equal status; at six or seven years old - business and personal.
Thus, the kindergarten group is a holistic education and represents a single functional system with its own structure and dynamics. There is a complex system of interpersonal hierarchical connections of its members in accordance with their business and personal qualities, value orientations of the group, which determine which qualities are most highly valued in it.
1.3 Unity of interpersonal relationships and self-awareness
In a person’s relationship to other people, his Self always manifests itself and declares itself. The main motives and life meanings of a person, his attitude towards himself are always expressed in his relationship to another. That is why interpersonal relationships (especially with close people) are almost always emotionally intense and bring the most vivid and dramatic experiences (both positive and negative).
E.O. Smirnova proposes in her research to turn to the psychological structure of human self-awareness.
Self-awareness includes two levels - “core” and “periphery”, or subjective and object components. The so-called “core” contains the direct experience of oneself as a subject, as a person; the personal component of self-consciousness originates in it, which provides a person with the experience of constancy, identity of oneself, a holistic sense of oneself as the source of one’s will, one’s activity. “Periphery” includes the subject’s private, specific ideas about himself, his abilities, capabilities, external internal qualities - their assessment and comparison with others. The “periphery” of the self-image consists of a set of specific and finite qualities, and form the objective (or subject) component of self-awareness. These two principles - object and subject - are necessary and complementary aspects of self-awareness; they are necessarily inherent in any interpersonal relationship.
In real human relationships, these two principles cannot exist in their pure form and constantly “flow” into one another. Obviously, a person cannot live without comparing himself with another and using another, but human relationships cannot always be reduced only to competition, evaluation and mutual use. “The psychological basis of morality is, first of all, a personal or subjective attitude towards another, in which this other acts as a unique and equal subject of his life, and not a circumstance of my own life.”
Various and numerous conflicts between people, severe negative experiences (resentment, hostility, envy, anger, fear) arise in cases where the substantive, objective principle dominates. In these cases, the other person is perceived solely as an adversary, as a competitor who needs to be surpassed, as a stranger who interferes with my normal life, or as a source of expected respectful attitude. These expectations are never met, which gives rise to feelings that are destructive to the individual. Such experiences can become a source of serious interpersonal and intrapersonal problems for an adult. In time, recognizing this and helping the child overcome them is an important task for a teacher, educator, or psychologist.
4 Problematic forms of interpersonal relationships in preschool children
Children of preschool age quarrel, make peace, get offended, become friends, are jealous, help each other, and sometimes do small “dirty tricks” to each other. Of course, these relationships are acutely experienced by preschoolers and carry a variety of emotions. Emotional tension and conflict in children's relationships occupy a larger place than communication with adults.
Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole. This experience does not always go well. Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. The most typical conflicting attitudes towards peers for preschoolers are: increased aggressiveness, touchiness, shyness and demonstrativeness.
One of the most common problems in children's groups is increased aggressiveness. Aggressive behavior already in preschool age takes various forms. In psychology, it is customary to distinguish between verbal and physical aggression. Verbal aggression is aimed at accusing or threatening a peer, which is carried out in various statements and even insulting and humiliating another. Physical aggression is aimed at causing any material damage to another through direct physical actions. This happens in most cases with attracting the attention of peers, infringing on the dignity of another, in order to emphasize one’s superiority, protection and revenge. However, in a certain category of children, aggression as a stable form of behavior not only persists, but also develops. A special feature in relationships with peers in aggressive children is that the other child acts for them as an opponent, as a competitor, as an obstacle that needs to be eliminated. This attitude cannot be reduced to a lack of communication skills; it can be assumed that this attitude reflects a special personality, its orientation, which gives rise to a specific perception of the other as an enemy. Attribution of hostility to another is manifested in the following: the perception of one’s underestimation by a peer; attribution of aggressive intentions when resolving conflict situations; in real interactions between children, where they are constantly waiting for a trick or attack from their partner.
Also, among problematic forms of interpersonal relationships, such a difficult experience as resentment towards others occupies a special place. In general terms, resentment can be understood as a person’s painful experience of being ignored or rejected by peers. The phenomenon of resentment arises in preschool age: 3-4 years - resentment is situational in nature, children do not focus on grievances and quickly forget; After 5 years, the phenomenon of resentment begins to manifest itself in children, and this is associated with the emergence of a need for recognition. It is at this age that the main object of grievance begins to be a peer, and not an adult. Distinguishes between adequate (reacts to the real attitude of another) and inadequate (a person reacts to his own unjustified expectations) reason for the manifestation of resentment. A characteristic feature of touchy children is a strong attitude towards an evaluative attitude towards themselves, a constant expectation of a positive assessment, the absence of which is perceived as a denial of oneself. The peculiarity of the interaction of touchy children with peers lies in the child’s painful attitude towards himself and self-evaluation. Real peers are perceived as sources of negative attitudes. They need continuous confirmation of their own value and importance. He ascribes neglect and lack of respect to himself to those around him, which gives him the basis for resentment and accusations of others. The characteristics of the self-esteem of touchy children are characterized by a fairly high level, but its difference from the indicators of other children is marked by a large gap between their own self-esteem and assessment from the point of view of others.
Finding themselves in a conflict situation, touchy children do not seek to resolve it; blaming others and justifying themselves is the most important task for them.
The characteristic personality traits of touchy children indicate that increased touchiness is based on the child’s tense and painful attitude towards himself and self-evaluation.
Another one of the most common and most difficult problems in interpersonal relationships is shyness. Shyness manifests itself in various situations: difficulties in communication, timidity, uncertainty, tension, expression of ambivalent emotions. It is very important to recognize shyness in a child in time and stop its excessive development. The problem of shy children is considered in his research by L.N. Galiguzova. In her opinion, “shy children are distinguished by increased sensitivity to adult assessment (both real and expected).” Shy children have a heightened perception and expectation of evaluation. Luck inspires and calms them, but the slightest remark slows down their activity and causes a new surge of timidity and embarrassment. The child behaves shyly in situations in which he expects failure in activities. The child is not confident in the correctness of his actions and in the positive assessment of the adult. The main problems of a shy child are related to the sphere of his own attitude towards himself and perception of the attitude of others.
The characteristics of the self-esteem of shy children are determined by the following: children have high self-esteem, but they have a gap between their own self-esteem and the assessment of other people. The dynamic side of activity is characterized by greater caution in their actions than their peers, thereby reducing the pace of activity. The attitude towards praise from an adult causes an ambivalent feeling of joy and embarrassment. The success of their activities does not matter to them. The child prepares himself for failure. A shy child treats other people kindly and strives to communicate, but does not dare to express himself and his communication needs. In shy children, their attitude towards themselves is manifested in a high degree of fixation on their personality.
Interpersonal relationships throughout preschool age have a number of age-related patterns. Thus, at 4-5 years old, children develop a need for recognition and respect from their peers. At this age, a competitive, competitive beginning appears. Thus, demonstrative behavior appears as a character trait.
The peculiarity of the behavior of demonstrative children is distinguished by the desire to attract attention to themselves by any possible means. Their actions are focused on the assessment of others, at all costs to obtain a positive assessment of themselves and their actions. Self-affirmation is often achieved by reducing the value or devaluing of another. The degree of involvement of the child in the activities is quite high. The nature of participation in the actions of a peer is also colored by vivid demonstrativeness. Reprimands cause negative reactions in children. Helping a peer is pragmatic. The correlation of oneself with others is manifested in intense competitiveness and a strong orientation towards the evaluation of others. “Unlike other problematic forms of interpersonal relationships, such as aggressiveness and shyness, demonstrativeness is not considered a negative and, in fact, problematic quality. However, it must be taken into account that the child does not show a painful need for recognition and self-affirmation.”
Thus, it is possible to identify common characteristics of children with problematic forms of attitude towards peers.
· Fixation of the child on his own subject qualities.
· Hypertrophied self-esteem
· The main cause of conflicts with oneself and others is the dominance of one’s own activities, “what I mean to others.”
1.5 Features of preschoolers’ relationships with peers and the impact on the child’s ethical development
The attitude towards another person is inextricably linked with the person’s attitude towards himself and with the nature of his self-awareness. According to E.O. Semenova, the basis of moral behavior is a special, subjective attitude towards a peer, not mediated by the subject’s own expectations and assessments.
Freedom from fixation on oneself (one's expectations and ideas) opens up the opportunity to see another in all his integrity and completeness, to experience one's community with him, which gives rise to both empathy and assistance.
E.O. Semenova in her research identifies three groups of children with different types of moral behavior, and attitudes towards other children differ significantly based on this type of moral behavior.
· Thus, the children of the first group, who did not demonstrate a moral and moral type of behavior, did not embark on the path of ethical development at all.
· Children of the second group who showed a moral type of behavior
· Children of the third group with criteria of moral behavior.
The nature of a child’s perception of a peer. Does the child perceive another as an integral person or as a source of certain forms of behavior and evaluative attitude towards himself.
2. The degree of emotional involvement of the child in the actions of a peer. Interest in a peer, heightened sensitivity to what he is doing, may indicate an internal involvement in him. Indifference and indifference, on the contrary, indicate that a peer is an external being for the child, separate from him.
The nature of participation in the actions of a peer and the general attitude towards him: positive (approval and support), negative (ridicule, abuse) or demonstrative (comparison with oneself)
The nature and degree of expression of empathy for a peer, which is clearly manifested in the child’s emotional reaction to the success and failure of another, the censure and praise of adults for the actions of the peer.
Showing help and support in a situation where a child is faced with the choice of acting “in favor of another” or “in his own favor”
The nature of a child’s perception of a peer is also determined by his type of moral behavior. So the children of the first group focus on their attitude towards themselves, i.e. their assessments are mediated by their own expectations.
Children of the second group describe other children, while often mentioning themselves and talking about others in the context of their relationships.
Children of the third group with criteria of moral behavior described the other regardless of their attitude towards him.
Thus, children perceive another differently, using the subjective and objective vision of a peer.
The emotional and effective aspect of interpersonal relationships also manifests itself in children based on the type of their moral behavior. Children who have not embarked on the path of ethical development, group 1, show little interest in the actions of their peers, or express a negative assessment. They do not empathize with failures and do not rejoice in the successes of their peers.
A group of children who exhibit an initial form of moral behavior show a keen interest in the actions of their peers: they make remarks and comment on their actions. They help and try to protect their peers, although their help is pragmatic in nature.
Children with criteria for moral behavior try to help their peers, empathize with failures, and rejoice at their successes. Help is shown regardless of their interests.
Thus, children perceive and relate to each other differently, based on the characteristics of their self-awareness. Thus, in the center of self-awareness of children of the 1st group who did not demonstrate any moral or moral type of behavior, the object component dominates, overshadowing the subjective one. Such a child sees himself or his attitude towards himself in the world and in other people. This is expressed in fixation on oneself, lack of empathy, and promotion of interest in a peer.
In the center of self-awareness of children of the 2nd group, who showed a moral type of behavior, the objective and subjective components are represented equally. Ideas about one’s own qualities and abilities need constant reinforcement through comparison with someone else’s, the bearer of which is a peer. These children have a pronounced need for something else, in comparison with which they can evaluate and affirm themselves. We can say that these children are still able to “see” their peers, albeit through the prism of their own “I”.
Children of the 3rd group who showed a moral type of behavior have a special attitude towards their peers, in which another person is in the center of the child’s attention and consciousness. This is manifested in a strong interest in a peer, empathy and selfless help. These children do not compare themselves with others and do not demonstrate their advantages. The other acts for them as a valuable personality in itself. Their attitude towards their peers is characterized by a predominance of subjective attitude towards themselves and others, and most closely meets the criteria of moral development.
1.6 Age-related characteristics of the formation and development of interpersonal relationships
The origins of interpersonal relationships in infancy. Relationships with other people begin and develop most intensively in early and preschool age. The experience of first relationships with other people is the foundation for the further development of the child’s personality and, above all, his ethical development. This largely determines the characteristics of a person’s self-awareness, his attitude to the world, his behavior and well-being among people. Many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. Smirnova E.O. in her research suggests considering the development of children’s relationships with each other at the earliest stages of ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.
In the studies of S.Yu. Meshcheryakova, relying on the origins of the personal attitude towards oneself and towards another in infancy, determines that “even before the birth of a child, two principles already exist in the mother’s attitude towards him - objective (as an object of care and useful influences) and subjective (as a full-fledged personality and subject of communication). On the one hand, the expectant mother is preparing to care for the child, purchasing the necessary things, taking care of her health, preparing a room for the baby, etc. On the other hand, she is already communicating with the unborn child - by his movements she guesses his condition, desires, addresses to him, in a word, perceives him as a full-fledged and very important person. Moreover, the severity of these principles varies significantly among different mothers: some mothers are mainly concerned with preparing for childbirth and purchasing the necessary equipment, others are more focused on communicating with the child. In the first months of a baby’s life, these features of the mother’s relationship have a significant formative influence on his relationship with his mother and his overall mental development. The most important and favorable condition for the formation of a baby’s first relationship is the subjective, personal component of the mother’s relationship. It is she who ensures sensitivity to all manifestations of the baby, a quick and adequate response to his states, “adjustment” to his moods, and interpretation of all his actions as addressed to the mother.” Thus, all this creates an atmosphere of emotional communication in which the mother, in the first days of the child’s life, speaks for both partners and thereby awakens in the child a sense of himself as a subject and the need for communication. Moreover, this attitude is absolutely positive and selfless. Although caring for a child is associated with numerous difficulties and worries, this everyday aspect is not included in the relationship between the child and the mother. The first half of life is a completely unique period in the life of both a child and an adult. The only content of such a period is the expression of the attitude towards another. At this time, the subjective, personal principle clearly dominates in the relationship of the infant with the mother. It is very important that the child needs an adult on his own, regardless of his subject attributes, his competence or social role. The baby is not at all interested in the mother’s appearance, her financial or social status - all these things simply do not exist for him. He highlights, first of all, the integral personality of an adult, addressed to him. That is why this type of relationship can certainly be called personal. In such communication, an affective connection between the child and his mother is born, which gives rise to his sense of self: he begins to feel self-confidence, in his uniqueness and need for others. This sense of self, like the affective connection with the mother, is already the internal property of the baby and becomes the foundation of his self-awareness.
In the second half of the year, with the appearance of interest in objects and manipulative activities, the child’s attitude towards an adult changes (the relationship begins to be mediated by objects and objective actions). The attitude towards the mother already depends on the content of communication; the child begins to differentiate the positive and negative influences of the adult, and react differently to close and strangers. An image of your physical self appears (recognizing yourself in the mirror). All this may indicate the emergence of an objective principle in the image of oneself and in relation to another. At the same time, the personal beginning (which arose in the first half of the year) is clearly reflected in the child’s objective activity, his sense of self and in relationships with close adults. The desire to share their impressions with a close adult and the feeling of security in alarming situations, which is observed in children from a normal family, testifies to the internal connection and involvement of mother and child, which opens up new opportunities for exploring the world, gives confidence in oneself and one’s competence. In this regard, we note that children raised in an orphanage and who did not receive the necessary personal, subjective attitude from their mother in the first half of the year are characterized by reduced activity, stiffness, they are not inclined to share their impressions with an adult and perceive him as an external means of physical protection from possible danger . All this indicates that the absence of affective and personal connections with a close adult leads to serious deformations in the child’s self-awareness - he is deprived of the internal support of his existence, which significantly limits his ability to explore the world and express his activity.
Thus, the underdevelopment of the personal principle in relationships with a close adult inhibits the development of a substantive attitude towards the surrounding world and towards oneself. However, under favorable developmental conditions, already in the first year of life the child develops both components of the relationship to other people and to himself - personal and objective.
Features of interpersonal relationships in children at an early age. Considering the features of communication and interpersonal relationships in young children from 1 to 3 years old. L.N. Galiguzova argues that in the first forms of attitude towards a peer and first contacts with him, it is reflected, first of all, in the experience of one’s similarity with another child (they reproduce his movements, facial expressions, as if reflecting him and being reflected in him). Moreover, such mutual recognition and reflection bring stormy, joyful emotions to the kids. Imitating the actions of a peer can be a means of attracting attention and the basis for joint actions. In these actions, kids are not limited by any norms in showing their initiative (they tumble, take bizarre poses, make unusual exclamations, come up with unique sound combinations, etc.). Such freedom and unregulated communication of young children suggests that a peer helps the child to show his originality, to express his originality. In addition to very specific content, contacts between children have another distinctive feature: they are almost always accompanied by vivid emotions. A comparison of children’s communication in different situations showed that the most favorable situation for children’s interaction is the situation of “pure communication”, i.e. when children are face to face with each other. The introduction of a toy into a communication situation at this age weakens interest in a peer: children manipulate objects without paying attention to the peer, or quarrel over a toy. Adult participation also distracts children from each other. This is due to the fact that the need for objective actions and communication with an adult prevails over interaction with a peer. At the same time, the need to communicate with a peer already develops in the third year of life and has a very specific content. Communication between young children can be called emotional-practical interaction. A child’s communication with peers, which occurs in a free, unregulated form, creates optimal conditions for self-awareness and self-knowledge. By perceiving their reflection in another, children better distinguish themselves and receive, as it were, another confirmation of their integrity and activity. Receiving feedback and support from a peer in his games and undertakings, the child realizes his originality and uniqueness, which stimulates the child’s initiative. It is typical that during this period children react very weakly and superficially to the individual qualities of another child (his appearance, skills, abilities, etc. ), they do not seem to notice the actions and states of their peers. At the same time, the presence of a peer increases the child’s overall activity and emotionality. Their attitude towards another is not yet mediated by any objective actions; it is affective, direct and non-evaluative. The child recognizes himself in another, which gives him a sense of community and involvement with the other. In such communication there is a feeling of immediate community and connection with others.
The objective qualities of another child (his nationality, his property, clothes, etc.) do not matter at all. Kids do not notice who his friend is - a black or a Chinese, rich or poor, capable or retarded. Common actions, emotions (mostly positive) and moods that children easily transmit from each other create a feeling of unity with equal and equal people. It is this sense of community that can subsequently become the source and foundation of such an important human quality as morality. Deeper human relationships are built on this basis.
However, at an early age this community has a purely external, situational character. Against the background of similarities, for each child his own individuality is highlighted most clearly. “Look at your peer,” the child seems to objectify himself and highlight specific properties and qualities in himself. Such objectification prepares the further course of development of interpersonal relationships.
Interpersonal relationships in preschool age.
The type of emotional-practical interaction lasts up to 4 years. A decisive change in attitude towards peers occurs in the middle of preschool age. The age of five is not usually considered critical in developmental psychology. However, many facts obtained in various studies indicate that this is a very important turning point in the development of a child’s personality, and the manifestations of this turning point are especially acute in the sphere of relationships with peers. There is a need for cooperation and joint action. Children's communication begins to be mediated by object-based or play activities. In 4-5 year old preschoolers, emotional involvement in the actions of another child will sharply increase. During play or joint activities, children closely and jealously observe the actions of their peers and evaluate them. Children's reactions to an adult's assessment also become more acute and emotional. During this period, empathy for peers increases sharply. However, this empathy is often inadequate - the successes of a peer can upset and offend the child, and his failures delight him. It is at this age that children begin to brag, envy, compete, and demonstrate their advantages. The number and severity of children's conflicts is increasing sharply. Tension in relationships with peers increases, and ambivalence of behavior, shyness, touchiness, and aggressiveness appear more often than at other ages.
The preschooler begins to relate to himself through comparison with another child. Only by comparison with a peer can one evaluate and establish oneself as the owner of certain advantages.
If two- to three-year-old children, comparing themselves and others, look for similarities or common actions, then five-year-olds look for differences, while the evaluative moment prevails (who is better, who is worse), and the main thing for them is to prove their superiority. The peer becomes an isolated, opposed creature and the subject of constant comparison with oneself. Moreover, the correlation of oneself with another occurs not only in the real communication of children, but also in the inner life of the child. A persistent need for recognition, self-affirmation and self-evaluation through the eyes of another appears, which become important components of self-awareness. All this, naturally, increases the tension and conflict in children's relationships. Moral qualities acquire particular significance at this age. The main bearer of these qualities and their connoisseur is the adult for the child. At the same time, the implementation of prosocial behavior at this age faces significant difficulties and causes an internal conflict: to give in or not to give in, to give or not to give, etc. This conflict is between the “inner adult” and the “inner peer.”
Thus, the middle of preschool childhood (4-5 years) is the age when the objective component of the self-image is intensively formed, when the child, through comparison with others, objectifies, objectifies and defines his self. By older preschool age, the attitude towards peers again changes significantly. By the end of preschool age, emotional involvement in the actions and experiences of a peer increases, empathy for others becomes more pronounced and adequate; Schadenfreude, envy, and competitiveness appear much less frequently and not as acutely as at the age of five. Many children are already able to empathize with both the success and failures of their peers and are ready to help and support them. Children's activity aimed at peers (help, consolation, concessions) increases significantly. There is a desire not only to respond to the experiences of a peer, but also to understand them. By the age of seven, manifestations of children's shyness and demonstrativeness are significantly reduced, and the severity and intensity of preschool children's conflicts is reduced.
So, in older preschool age, the number of prosocial actions, emotional involvement in the activities and experiences of a peer increases. As many studies show, this is associated with the emergence of arbitrary behavior and the assimilation of moral norms.
As observations show (E.O. Smirnova, V.G. Utrobina), the behavior of older preschoolers is not always voluntarily regulated. This is evidenced, in particular, by instantaneous decision-making. According to E.O. Smirnova and V.G. Utrobina: “Prosocial actions of older preschoolers, unlike 4-5 year olds, are often accompanied by positive emotions addressed to their peers. In most cases, older preschoolers are emotionally involved in the actions of their peers.” If 4-5-year-old children willingly, following an adult, condemned the actions of their peers, then 6-year-olds, on the contrary, seemed to unite with their friend in their “confrontation” with the adult. All this may indicate that the prosocial actions of older preschoolers are not aimed at a positive assessment of an adult or at compliance with moral standards, but directly at another child.
Another traditional explanation for the growth of prosociality in preschool age is the development of decentering, due to which the child becomes able to understand the “point of view” of another.
By the age of six, many children have a direct and selfless desire to help a peer, give something or give in to him.
For the child, a peer has become not only a subject of comparison with himself, but also a valuable, integral personality in his own right. It can be assumed that these changes in attitude towards peers reflect certain shifts in the self-awareness of the preschooler.
A peer becomes an internal other for an older preschooler. By the end of preschool age, children’s attitude toward themselves and others becomes more personal. The peer becomes the subject of communication and treatment. The subjective component in the relationship of a six- to seven-year-old child with other children transforms his self-awareness. The child's self-awareness goes beyond the limits of its object characteristics and to the level of experience of another. Another child no longer becomes only an opposing being, not only a means of self-affirmation, but also the content of his own self. This is why children willingly help their peers, empathize with them and do not perceive other people’s successes as their own failure. Many children develop such a subjective attitude towards themselves and towards their peers towards the end of preschool age, and this is what makes the child popular and preferred among their peers.
Having examined the features of the normal age-related development of a child’s interpersonal relationships with other children, we can assume that these features are not always realized in the development of specific children. It is widely recognized that there is considerable individual variation in children's attitudes toward peers.
peer interpersonal preschooler social game
So, the theoretical study of this problem made it possible to reveal various approaches to understanding interpersonal relationships, both the selective preferences of children and the understanding of others, through consideration of the psychological basis of communication and interaction between people.
Interpersonal relationships have their own structural units, motives and needs. Some age-related dynamics in the development of motives for communicating with peers have been determined; the development of relationships in a group is based on the need for communication, and this need changes with age. It is satisfied differently by different children.
In the research of Repina T.A. and Papir O.O. the kindergarten group was considered as an integral entity, representing a single functional system with its own structure and dynamics. In which there is a system of interpersonal hierarchical connections. Its members in accordance with their business and personal qualities, value orientations of the group, determining which qualities are most highly valued in it.
The attitude towards another person is inextricably linked with the person’s attitude towards himself and with the nature of his self-awareness. Research by Smirnova E.O. the unity of interpersonal relationships and self-awareness indicates that they are based on two contradictory principles - objective and subjective. In real human relationships, these two principles cannot exist in their pure form and constantly “flow” into one another.
The general characteristics of children with problematic forms of attitude towards peers are highlighted: shy, aggressive, demonstrative, touchy. Features of their self-esteem, behavior, personality traits and the nature of their relationship with peers. Problematic forms of behavior of children in relationships with peers cause interpersonal conflict, the main reason for these conflicts is the dominance of one’s own value.
The nature of interpersonal relationships depends on the development of morality in the child’s behavior. The basis of moral behavior is a special, subjective attitude towards a peer, not mediated by the subject’s own expectations and assessments. This or that position of a child in the system of personal relationships not only depends on certain qualities of his personality, but, in turn, contributes to the development of these qualities.
The age-related features of the formation and development of interpersonal relationships are considered. The dynamics of their development from manipulative actions through emotional and practical interaction to a subjective attitude towards peers. An adult plays an important role in the development and establishment of these relationships.
CHAPTER II. STUDY OF INTERPERSONAL RELATIONS IN A KINDERGARTEN GROUP
1 Methods aimed at identifying interpersonal relationships
The identification and study of interpersonal relationships is associated with significant methodological difficulties, since relationships, unlike communication, cannot be directly observed. Questions and tasks from an adult addressed to preschoolers, as a rule, provoke certain answers and statements from children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal response reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious ideas and real relationships of children. Relationships are rooted in deeper, hidden layers of the psyche, hidden not only from the observer, but also from the child himself.
In psychology, there are certain methods and techniques that allow us to identify the characteristics of interpersonal relationships in preschoolers. These methods are divided into objective and subjective.
Objective methods include those that allow you to record the external perceived picture of the interaction of children in a peer group. At the same time, the teacher states the peculiarities of the relationship between individual children, their likes or dislikes, and recreates an objective picture of the preschooler’s relationship. These include: sociometry, observation method, problem situation method.
Subjective methods are aimed at identifying the internal deep characteristics of attitudes towards other children, which are always associated with the characteristics of his personality and self-awareness. These methods in most cases are projective in nature. When faced with unstructured stimulus material, the child, without knowing it, endows the characters depicted or described with his own thoughts, feelings, experiences, i.e. projects (transfers) one’s self. These include: the method of unfinished stories, identifying the child’s assessment and perception of the assessment of others, pictures, statements, unfinished sentences.
2.2 Organization and methods of research
The experimental study was carried out with children of senior preschool age at the preschool educational institution No. 6 “Vasilyok” in the village of Shushenskoye. A kindergarten group is the first social association of children in which they occupy different positions. In preschool age, friendly and conflictual relationships appear, and children who experience difficulties in communication are identified. In children of older preschool age, the need for mutual understanding and empathy increases. Communication is transformed into a need not only for friendly attention, but also for experience. The dominant motives for communication are business and personal. The features of behavioral strategy are most clearly manifested in role-playing games, where partners must simultaneously navigate both real and game relationships. At this age, the number of conflict relationships with peers increases.
Thus, we can highlight the purpose of the study: diagnostics of interpersonal relationships among children of senior preschool age in a kindergarten group.
The following diagnostic measures were carried out:
Objective methods:
· Sociometry “Captain of the Ship” to identify the attractiveness and popularity of children.
Subjective methods:
· “Conversation about a friend”, to identify the nature of the perception and vision of a peer.
Sociometry is a method that is traditionally used in Russian psychology when studying interpersonal relationships in a small group. This method was first proposed by the American psychologist and psychiatrist J. Moreno. The sociometric method allows us to identify mutual (or non-mutual) selective preferences of children. I used the “Captain of the Ship” technique as sociometry.
"Captain of the ship"
Visual material: A drawing of a ship or a toy boat.
Carrying out the methodology. During an individual conversation, the child was presented with a drawing of a ship (or a toy boat) and asked the following questions:
If you were the captain of a ship, who in the group would you take as your assistant when you set off on a long voyage?
2. Who would you invite on the ship as guests?
Who would you never take on a sailing trip with you?
As a rule, such questions did not cause any particular difficulties for children. They confidently named two or three names of peers with whom they would prefer to “sail on a ship.” Children who received the largest number of positive choices from their peers (1st and 2nd questions) were considered popular in this group. Children who received negative choices (3rd and 4th questions) fell into the rejected (or ignored) group.
Stages of the sociometric method:
Conducting a preparatory conversation (it is necessary to set up the subjects for cooperation and trust).
2. The subjects were asked questions.
The results of the subjects' choices were recorded in a table indicating the child's name.
Summing up the results of the sociometric study (determining the sociometric status of each group member, the coefficient of well-being of relationships in the group, the coefficient of optimal relationships, the coefficient of “isolation”, the coefficient of mutual elections).
As noted above in my work, the relationship to another is always connected with the characteristics of the child’s self-awareness. Another person is not an object of detached observation and cognition of interpersonal relationships and the perception of another always reflects a person’s own “I”. To obtain the subjective aspects of relationships with others, the “Conversation about a friend” technique was carried out.
Stages of the “Conversation about a friend” technique:
1. During the conversation, questions were asked about which of the children the child is friends with and which ones he is not friends with.
2. Then it was proposed to characterize each of the named guys: “What kind of person is he? What could you tell us about him?
Children's responses were analyzed by type of statement: 1) statements about a friend; 2) a statement about a friend’s attitude towards himself.
The results of the subjects' choices were recorded in a table.
The percentage of statements of the first type and the second type was calculated.
Summing up the results of projective research.
Thus, the presented methods reveal:
intragroup communications,
system of relationships,
communication system,
consequently, the structure of interpersonal relationships in peer groups, including peer groups of older preschool age.
2.3 Results of a study of the characteristics of interpersonal relationships in a peer group of senior preschool age
Conducting a sociometric study among children of the older group, numbering 15 people, preschool educational institution No. 6 “Vasilek” in the village of Shushenskoye, showed the following data presented in the sociometric matrix. (See table 1)
Table 1. Sociometric matrix of election results
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Natasha S. |
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Andrey Sh. |
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Nikita N. |
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Number of elections received |
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Number of mutual elections |
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According to the sociometric matrix, the first status group of “stars” (C1) includes: 1) Alina B.; 2) Artem Sh.; 3) Lena D.; 4) Natasha S.; 5) Vika R.
(C2) To the “preferred”: 1) Ivan N.; 2) Dasha S.; 3) Andrey Sh.
(C4) To the “isolated”: 1) Tanya V.; 2) Ilya S.; 3) Sasha Sh.
Differentiation of subjects by status groups allows us to determine diagnostic individual and group indicators of children’s interpersonal relationships:
· Relationship well-being coefficient - RBC
KBO = (C1 + C2)/n
where C1 is the number of “stars”,
C2 is the number of “preferred” ones, and n is the number of children in the group.
KBO = 5 + 3 /15*100% = 50%
The relationship well-being coefficient (RBC = 0.5) of the study group is defined as high.
· Relationship optimality coefficient - OOO.
KOO = (C2+ C3)/n
where C2 is the number of preferred ones in these.
C3 - number of neglected.
KOO = 3+3/15 = 0.4
· Star factor - KZ.
SC = C1/n = 5/15 = 0.3
· Coefficient of “isolation” - CI.
CI = C4/n,
where C4 is the number of “isolated” in the group.
CI = 3/15 = 0.2
· The coefficient of reciprocity of elections is calculated by the ratio of the sum of mutual elections (SВВ) in the group to the sum of all elections made by the subjects (СВ).
KV = SBB/SV.
In our study, CV = 20/43*100% = 50%
The coefficient of reciprocity of children's choices in the group is characterized as high.
· Awareness coefficient - KO.
KO = R0/Rx*100%,
where R0 is the number of fulfilled expected elections,
and Rx is the number of expected elections.
In our study, CR = 20/45*100% = 44.4%, therefore, the awareness coefficient is low.
The results of the relationship are presented in Fig. No. 1
Rice. 1 Correlation of the status structure of the kindergarten group.
Analysis of the status structure obtained from the results of sociometry shows that choices among children in the group are distributed unevenly. In the kindergarten group there are children of all groups, that is, those who received a greater number of choices - Group I, and those who had an average number of choices - Group II, and those who received 1 - 2 choices - Group III, and children who did not receive no choice - IV group. According to sociometry data, in the study group of the kindergarten, the first group includes 2 people, which is 13% of the total number of children; the second group makes up 40% of the total number of children; third group 27%; fourth group 20%.
The fewest preschoolers are in the extreme groups I and IV. The most numerous in number are groups II and III.
About 53% of children in the study group are in a favorable situation. 46% of children were disadvantaged.
As an additional method for studying the subjective side of interpersonal relationships in a group of kindergarten children, the “Conversation about a friend” technique was used.
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Children's names Types of sayings |
Natasha S. |
Andrey Sh. |
Nikita N. |
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Statements about a friend's attitude towards himself |
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When processing the results of this technique, the percentage of statements of the first and second types was calculated. These results are presented in Fig. No. 2
Analysis of the subjective aspect of the relationship in the kindergarten group showed that in children’s descriptions of their friend, statements of the first type predominated (good/evil, handsome/ugly, etc.; as well as indications of his specific abilities, skills and actions - he sings well, etc. ) Which indicates in attention to a peer, the perception of another as the most valuable independent person.
Thus, I discovered:
important diagnostic indicators of the state of general group processes (sociometric status of each child in the group, favorable relationships, coefficient of “stardom”, “isolation”, coefficient of “reciprocity”).
subjective aspect of interpersonal relationships of children in a kindergarten group (using the projective method).
Conclusion
Thus, the following conclusions were drawn from the study:
Interpersonal relationships have a number of forms and features that are realized in a team, peer group in the process of communication, depending on various factors influencing them.
Interpersonal relationships between peers of older preschool age depend on many factors, such as mutual sympathy, common interests, external life circumstances, and gender characteristics. All these factors influence the child’s choice of relationships with peers and their significance.
Each member of the group occupies a special position both in the system of personal and in the system of business relationships, which are influenced by the child’s successes, his personal preferences, his interests, speech culture and individual moral qualities.
The position of the child depends on mutual choices based on liking, personality traits and public opinion.
Children occupy different positions in the system of personal relationships; not everyone has emotional well-being.
Having determined the position of each child in the group and his sociometric status, it is possible to analyze the structure of interpersonal relationships in this group.
Analysis of the subjective aspect of relationships in the kindergarten group showed that children show attention to each other and this attention to peers manifests itself as a self-valued, independent person. A peer does not act as a bearer of a certain attitude.
Using appropriate methods and following the basic methodological principles, the hypothesis of the study of interpersonal relationships in a peer group of senior preschool age is confirmed, that the status position in the system of interpersonal relationships in a peer group determines the characteristics of these relationships.
CHAPTERIII. FORMING PART
1 Program
The basis for creating a program for improving interpersonal relationships was the conclusions drawn during the ascertaining experiment.
When analyzing the status structure obtained from the results of sociometry, it shows that choices among children in the group are distributed unevenly.
About 53% of children in the study group are in a favorable situation. 46% of children were disadvantaged. Children occupy different positions in the system of personal relationships; not everyone has emotional well-being.
Attitudes among peers are manifested, first of all, in actions aimed at him, i.e. in communication. Relationships can be viewed as the motivational basis for human communication and interaction.
The well-being of interpersonal relationships of preschool children depends on the ability to establish contact, interaction and communication with peers.
The team can influence individual development only when the child’s position in the system of interpersonal relationships is favorable.
A child’s attitude towards a peer can be seen in the actions directed towards him, which the child displays in various activities. Particular attention should be paid to the leading type of activity of preschool children - play activity. One of the main methods for improving interpersonal relationships is social play, which includes role-playing, communicative and theatrical games. Play is the leading activity for children aged 3-7 years. While playing, the child begins to take on a certain role. There are two types of relationships in the game - gaming and real. Game relationships reflect relationships in plot and role; real relationships are relationships between children as partners, comrades, performing a common task. Social play has a comprehensive impact on a preschool child. While playing, children learn about the world around them, themselves and their peers, their body, invent, create the environment around them, and also establish relationships with peers, while developing harmoniously and holistically. Social play promotes the formation of interpersonal relationships and communication between peers, the mental development of the child, the improvement of cognitive processes, and the development of children’s creative activity.
These games foster a sense of teamwork and responsibility, respect for fellow players, teach them to follow the rules and develop the ability to obey them.
Social games are characterized by morally valuable content. They foster goodwill, a desire for mutual assistance, conscientiousness, organization, and initiative.
Social games create an atmosphere of emotional well-being. Such games create effective conditions for the development of interpersonal relationships of a preschool child.
Social games are one of the conditions for the development of a child’s culture. In them he comprehends and learns about the world around him, in them his intellect, fantasy, imagination develop, and social qualities are formed.
Interpersonal relationships among preschool children are formed most effectively when the purposeful pedagogical tool is a social game, in which the child masters the rules of relationships with peers, assimilates the morality of the society in which he lives, thus promoting the relationships between children.
An auxiliary means of improving interpersonal relationships in the structure of classes is the use of elements of children's creative activity.
The goal of the program: to help children of senior preschool age improve interpersonal relationships in a kindergarten peer group through social games.
Program objectives:
Establishing a friendly atmosphere and developing communication skills among preschoolers;
Creating situations for creative self-expression in the process of communicative activities;
Development of intergroup interaction skills and nurturing interest in one’s peers;
Developing a sense of understanding and empathy for other people.
The stages of the program are compiled according to the principle proposed by O.A. Karabanova.
Approximate - 3 lessons.
The main goal of the stage: establishing an emotionally positive contact with the child.
The main tactics of adult behavior are non-directive. Giving the child initiative and independence. Necessary conditions for establishing an emotionally positive relationship between a child and a teacher will be an emphasis on empathic acceptance of the child, emotional support, friendly attention to the initiative coming from the child, and a willingness to cooperate in joint activities. These conditions are realized through the use of empathic listening techniques and providing initiative and independence to the child in making choices.
At this stage, communicative games are used aimed at relieving tension, establishing contacts and interaction, and developing the perception of a peer as a gaming partner. At this stage, games contribute to the expression of first sympathies in the form of choosing a preferred peer. As well as collective children's creative activities, teamwork will help preschoolers develop a desire to communicate with peers
The games “Loaf”, “Stream”, “The Wind Blows on...” we will describe in detail one of the games
"The wind blows on..."
Children sit on rugs, the teacher is the first in the role of leader.
With the words “the wind blows on..” the presenter begins the game. In order for the participants in the game to learn more about each other, the questions could be the following: “the wind blows on the one who has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc.
The presenter must be changed, giving each participant the opportunity to ask questions.
Collective drawing “Our Home” Gives each child the opportunity to participate in common activities.
Objectification of difficulties in interpersonal relationships - 3 lessons
The main goal of this stage is the actualization and reconstruction of conflict situations and the objectification of negative tendencies in the child’s personal development in social play and communication with adults.
The main tactics of adult behavior at the second stage is a combination of directiveness aimed at actualizing developmental difficulties and non-directiveness in providing the child with freedom to choose the form of response and behavior.
At this stage of the program, preference is given to games that are improvised in nature, i.e. provide initiative in choosing play partners and do not have a rigid predetermined character. The adult pays attention to the children’s choice of roles for the role-playing game, corrects the children’s choice, giving the rejected ones the opportunity to choose the leading roles of the game.
“Family”, “Kindergarten”, “Hospital”, “Daughters - Mothers”.
Let's describe one social game in more detail.
"Mothers and Daughters"
Goal: to form and consolidate a positive attitude towards all participants in the game.
This game is useful for both girls and boys in the development of interpersonal relationships among peers. During the game, the questions “Why is it important to love each other in a family” are resolved; the game helps the child feel like a parent, to realize how difficult it can sometimes be for mom and dad with their children. In this game you can play out life situations, for example, “an evening with the family,” “a holiday in the family,” “how to reconcile quarreling family members.”
To additionally identify the characteristics of self-esteem and the degree of self-confidence in a peer group, as well as to confirm emotional stability at this stage, methods of thematic and free creativity are used on the following topics:
"My family". "Our friendly group"
To stimulate activity and develop joint actions, a round dance theatricalization of the fairy tale “Teremok” is held.
Children are divided into subgroups. The first subgroup - are divided into roles (kamar - squeak, mouse - norushka, frog - croak, bunny - jumping, fox - cunning, wolf - click with teeth, bear - stomp). The second subgroup of preschoolers stand in a circle holding hands, depicting a strong tower.
The children of the second subgroup walk together in a circle with the words “There is a tower in the field, it is neither low nor high. Suddenly a kamar flies across the field, field. He sat down at the door and squeaked:
A child from the first group with a mosquito cap on his head imitates a mosquito and pronounces words.
Who, who lives in a little house, who lives in a low one? »
Gets into a general round dance with the children. Etc. according to the fairy tale.
Constructively - formative. - 3 lessons
The main goal of the stage: Formation of adequate ways of behavior in conflict situations, development of communicative competence. Formation of the ability to voluntarily regulate activity.
The main tactics of adult behavior: directive, expressed in the choice of social play and art therapeutic influence; providing children with feedback on the effectiveness of preschoolers’ resolution of conflict situations.
Social games at this stage are “Desert Island”, “Zoo”, “Building a City”, “Shop”, “Confusion”.
To consolidate this stage, a creative children’s activity “Artists paint their hometown” is carried out.
In social games, the child chooses a specific role. Describes how he looks, speaks, dresses, moves, etc. Much attention is paid to how he will behave and what he will do while playing this role. Here are some examples:
"Zoo"
Goal: To promote children’s ability to communicate, the ability to take into account the desires and actions of others, to defend their opinions, as well as jointly build and implement plans while playing together with peers
Progress of the game: Create conditions for the game by asking a riddle about the zoo, children distribute roles among themselves (nurse, veterinarian, cook). The cook cooks porridge and pours it into bottles for the baby camel and giraffe; puts food on a cart and takes it to the animals.
The doctor makes his rounds. Measures the temperature of the water in the pool. Orders to take the bear cub for vaccination.
The nurse distributes vitamins, weighs the babies, listens to them, and writes them down on a card. Then the children prepare to receive visitors. The role of the guide is played by the teacher, this makes it easier to correct the game.
"Shop"
Goal: Development of communication skills, Ability to overcome embarrassment and be in a group of peers in the main role of a salesperson.
Progress of the game: One seller and the second cashier are selected from a group of children. The rest of the children (buyers) choose goods on their own. Children speak politely to each other. The cashier allows (customers) to pass on the condition that they tell what can be cooked from this, or how these vegetables and fruits grow. If the cashier does not like the answer, he does not allow the buyer to pass, who in this case consults with other participants in the game and answers the question in more detail. Children can form small groups to shop together.
Another option is possible. The seller or cashier evaluates the answer (in this case, the seller must be a child) and compares the score for the answer with the cost of the selected purchase; are you selling or demanding to “pay extra”, i.e. improve the answer.
"Confusion"
Goal: To help children feel like they belong to a group.
Progress of the game: A driver is selected and leaves the room. The rest of the children join hands and stand in a circle. Without unclenching their hands, they begin to get confused as best they can. When confusion has formed, the driver enters the room and tries to unravel what happened, without unclenching his hands.
Creative children's activity “Artists paint their hometown”
Goal: To develop in children a sense of freedom and collective creative activity.
Progress of the lesson: Each participant in the collective work draws a detail of a pre-selected plot. For example: Zoo, shops, pedestrian crossing, slide, people, trees, children playing, birds, etc.
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