Natalia Kulevaa
Social and communicative development in a preschool institution
A child’s education is a process as a result of which he learns to establish and maintain the necessary contacts with the outside world and people.
The main goal of this direction is positive socialization of preschool children, introducing them to sociocultural norms, traditions of family, society and state.
Tasks social and communicative development of preschool children according to the Federal State Educational Standard:
Assimilation of norms and values accepted in society, including moral and moral values;
- development communication and interaction of the child with adults and peers;
Formation of independence, purposefulness and self-regulation of one’s own actions;
-development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization;
Formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.
Social and communicative development children is one of the most important problems of pedagogy. Its relevance is increasing in modern conditions due to the peculiarities social environment of the child, in which there is often a lack of good manners, kindness, goodwill, and speech culture in people’s relationships.
The task of our teachers preschool department is that our graduates in the future, when they go to school, enter a university or get a job, do not experience difficulties in communicating with other people and become a full-fledged member of society, showing initiative and independence, confident in their abilities, open to the outside the world, has a positive attitude towards himself and others, has developed imagination.
Experience shows that it is important to develop preschoolers the ability to build relationships with others on the basis of cooperation and mutual understanding, to ensure general mental development, to form the prerequisites for educational activities and qualities necessary for adaptation to school and successful learning in primary school.
Activities of teachers in our preschool to ensure the necessary conditions for social and communicative development children included in myself:
Organization of the subject-spatial environment;
Creating situations of communicative success for children;
Stimulating children's communicative activities, including using problem situations;
Elimination of communication difficulties in children in collaboration with an educational psychologist and with the support of parents;
Motivating the child to express his thoughts, feelings, emotions, character traits using verbal and non-verbal means of communication;
Ensuring a balance between educational activities under the guidance of a teacher and independent activities of children;
Simulation of game situations that motivate preschooler to communicate with adults and peers.
Main forms of activity social and communicative development of preschool children: group, subgroup and individual, which are carried out in direct educational activities (DED, in the daily routine and in independent activities of children.
Planning of educational situations is carried out in accordance with the curriculum and theme of the week, taking into account the principle of seasonality.
For social and communicative development of preschool children It's not just the game that matters. Classes, conversations, exercises, getting to know music, reading books, observing, discussing various situations, encouraging mutual assistance and cooperation of children, their moral actions - all this becomes the building blocks that make up a person’s personality.
Educational area « Social and communicative development» implemented in 4 directions:
Development gaming activities, patriotic education, formation of the foundations of safe behavior in everyday life, society, nature, labor education.
Development children's play activities (slide)
Play is the main activity of children preschool age. And our task is to correctly and skillfully help children acquire the necessary social skills.
The game gives children the opportunity to reproduce the adult world and participate in imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.
Teachers of our preschool use a wide range of different games. To establish dialogical communication, board-printed, didactic games, and games with rules are used. Role-playing games.
The next direction of implementation of OO « Social and communicative development» is patriotic education. (slide)
To cultivate in a child love and affection for his family, home, kindergarten, street, city;
Develop a caring attitude towards nature and all living things;
Foster respect for work;
Develop interest in Russian traditions and crafts;
Develop basic knowledge about human rights;
Expand ideas about Russian cities;
Introduce children to the symbols of the state (coat of arms, flag, anthem);
Develop a sense of responsibility and pride for the country's achievements;
To develop tolerance and a sense of respect for other peoples and their traditions.
These tasks in our preschool educational institution are solved in all types of children's activities: during classes, holidays and entertainment, in games, in work, in everyday life - since it is necessary to cultivate in a child not only patriotic feelings, but also to form his relationships with adults and peers.
The next direction of OO implementation « Social and communicative development» is the formation of the foundations of safe behavior in everyday life, society, nature. (slide)
Education of safe behavior skills in children is carried out on the basis of the child’s desire to explore the world around him, using his curiosity, visual-figurative thinking and spontaneity of perception. Priority is given to individual and subgroup forms of work with children.
This work is being carried out through:
Organized activities for children - classes, excursions, trainings;
Joint activities of adults and children - dramatization of fairy tales, conversations between teacher and child, observations, work, reading fiction;
Free independent activity for children - role-playing games.
The main content of our educational activities preschool to develop safe behavior skills in children within the framework of the implementation of the Federal State Educational Standard is the development of projects, such as, "traffic certificate", "my health", "indoor safety", "safety and nature", "communication with strangers".
The main goal of which is to expand the understanding of pupils that safety depends on themselves, on compliance with certain rules (hygienic, traffic, life in a team, on the ability to anticipate and avoid possible danger).
When introducing children to works of art, the teacher draws attention to the need to be able to take the position of another person; choose socially an acceptable line of behavior in a given situation; encourage manifestations of mutual assistance and mutual assistance among peers.”
Next direction social and communicative
development is(slide)
Labor education
The main goal of labor education preschoolers- this is the formation of the child’s personality, as well as the correct attitude towards work. Work develops a preschooler's intelligence, observation, attention, concentration, memory, and also strengthens his physical strength and health.
Foster positive relationships between children during work - the ability to work in a team, provide assistance if necessary, favorably evaluate the work of peers and make comments in a respectful manner.
4. Interaction with family. (slide)
Also, our teaching team builds its work on raising and teaching children in close contact with the family, involving parents in the life of the kindergarten.
Preschool educational institutions use various forms of work with parents:
Involving parents in organizing children's activities in preschool educational institutions;
Open days for parents;
Questioning parents;
Consultations for parents;
Parent meetings;
Design of parent corners, mobile folders, exhibitions for parents.
Constant, continuous work in all 4 areas of this NGO contributes to social and communicative development of each child. Children become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation. Children develop the ability to jointly make decisions and follow their implementation.
Preschool teachers work in close collaboration with children's specialists garden: speech therapist teacher, music director, physical education instructor, speech pathologist teacher, psychologist, which helps to more successfully carry out educational work with preschoolers on the formation of social-communication skills. A joint analysis of programs, technologies, and problematic situations of training and education is carried out.
Social and communicative development A child’s education is a complex process, as a result of which he learns to establish and maintain the necessary contacts with the outside world and people.
It is this that underlies the formation of a person’s communicative competence in the future, which represents the entire set of skills, abilities and knowledge that allow one to adequately perceive and respond to the surrounding reality in the process of communication.
We can say with complete confidence that the process of acquiring communicative competence is long and difficult, and it follows from this that develop a child in this direction is necessary from an early age.
The concept of modernization of Russian education emphasizes: “The most important tasks of education are the formation of spirituality and culture, initiative, independence, tolerance, and the ability for successful socialization in society.” The basic structures of personality are laid in the first years of life, which means that families and preschool institutions have a special responsibility for nurturing such qualities in the younger generation.
In this regard, the problem of socio-communicative development - the development of a child in interaction with the world around him - becomes especially relevant at this modern stage.
The Federal State Educational Standard for preschool education, differentiating the content of programs implemented in preschool educational institutions, identifies several areas, among which an important place is given to social and communicative, which includes the tasks of developing a child’s positive attitude towards himself, other people, the world around him, and the communicative and social competence of children.
Thus, being a priority, the social and communicative development of children is today elevated to the rank of strategic directions for the renewal of Russian education, including preschool.
Social and communicative development- this is a process that allows a child to take his place in society as a full member of this society, and is carried out by a wide range of universal means, the content of which is specific to a particular society, social class and age. These include: developing household and hygienic skills, elements of material and spiritual culture, style and content of communication, introducing the child to different types and types of relationships in the main spheres of life - communication, play, cognition, in various types of activities.
Preschool childhood is the initial stage of a person’s social life, and his future life largely depends on whether this stage is successful. That is why it is necessary to pay close attention to the problem of social development of preschool children, since it is this age period that is characterized by the intensive maturation of the child’s body and the formation of his social and personal formations and the foundations of human culture.
Analyzing the process of social and communicative development of a child during preschool childhood, it is necessary to highlight the tasks that he faces at this stage of development:
— natural-cultural tasks– achieving a certain level of physical and gender development. A preschooler learns elements of etiquette behavior, forms of communication, has an idea of his gender, shows feelings and emotions, and social and moral qualities of the individual are formed. In this regard, social development ensures the formation of general cultural, physical, gender foundations of the child’s personality, on the basis of which social and moral qualities are formed: self-esteem, empathy, tolerance, self-esteem, respect for others, caring, justice, responsiveness, patriotism, citizenship.
- socio-cultural tasks– cognitive, moral, value-semantic are determined by society as a whole, as well as by ethno-regional characteristics and a person’s immediate environment.
Preschool teachers should pay special attention to developing children’s skills to manage their emotions, control and evaluate their activities and behavior, foster goodwill, and attentive attitude towards other children and adults. Cognitive aspects of a preschooler are aimed at expanding knowledge about the surrounding objective world, the natural and social environment.
With age, the cognitive sphere of a preschooler expands - the world around me, family, relatives and friends, the history of his native land, fatherland, Motherland, the whole world. The next form of organizing a child’s experience is “living” various situations. It includes not only the experience of analyzing reality, but also the experience of one’s relationship to this reality. In preschool age, play acts as a priority method of teaching; we are talking about the special importance of play activity for the intellectual development of a preschooler and the formation of personality traits that will ensure the development of the prerequisites for educational activity.
- socio-psychological tasks– the formation of a person’s self-awareness, his self-determination in current life and in the future, self-realization and self-affirmation, which at the stage of preschool childhood have specific content and methods of resolution.
In preschool age, self-awareness can be considered as the achievement of a certain measure of self-knowledge and level of self-esteem. The basis of self-esteem is the ability to compare yourself with other people. Preschoolers develop the ability to build relationships with others on the basis of cooperation and mutual understanding, a willingness to accept their habits, customs, and views as they are, learn to think about their actions, and plan activities.
In older preschool age, the formation of voluntary behavior occurs. This main psychological new formation of this age consists of the desire and ability to control oneself and one’s actions. The formation of voluntariness is one of the basic lines of child development in preschool childhood and comes to the forefront of personality formation.
The specificity of preschool age is that the social development of a child is carried out under the influence of an adult who introduces the child into society. The child cooperates with competent adults; as a member of society, he is included in the system of human relations, where a dialogue of personalities and value systems takes place. The development of patterns and norms of behavior and the search for correct life attitudes occurs in preschoolers in interaction with peers, teachers, and parents. Adults open up the future for children, act as mediators and accomplices in relation to children’s activities in order to help children gain their own experience.
Specifying the listed areas of work, S.A. Kozlova believes that the tasks of social and communicative development of preschool children are:
- formation of ideas about the social world and about oneself;
- education of social feelings;
- fostering an active social position;
- formation of ideas about oneself, about the people around you, nature, the man-made world.
At the same time, the means of social and communicative development of preschool children are:
- formation of household and hygienic skills;
- products of material culture surrounding the child;
- elements of spiritual culture;
- style and content of communication;
- consistent introduction of the child to numerous types and types of relationships in the main areas of his life - communication, play, cognition, objective-practical and productive activities.
In childhood, the assimilation of social norms occurs relatively easily. Preschool age is a period of active knowledge of the world and human relationships, the formation of the foundations of the personality of a future citizen.
Teachers must appeal to the child’s soul. Educating his soul is creating the basis for the moral values of a future adult. But, obviously, rational education of morality, which does not affect the child’s emotions, will never lead to the desired result. Education, skills, and dexterity can be acquired later, but the foundation of the best in people - humanity - is laid precisely in preschool age, the age of intensive development of feelings and interpersonal relationships.
Socialization, or the child’s assimilation of universal human experience accumulated by previous generations, occurs only in joint activities and communication with other people. This is how a child masters speech, new knowledge and skills; he develops his own beliefs, spiritual values and needs, and develops his character.
An important role in this is played by activities that give the child the opportunity to assimilate value orientations, social and moral attitudes, norms and knowledge, express his attitude towards what he has learned, and acquire practical skills for interacting with the outside world. In the game, children develop skills of social behavior, they learn to independently get out of conflict situations, and develop moral and ethical skills such as responsiveness, tolerance, friendliness, mutual assistance, etc.
As you grow older, the game becomes more and more complex. At the same time, special importance is given to collective games (long-term, sustainable, with a varied plot). The child learns the ability to behave depending on game situations. The game becomes a school of social relations, in which he models the methods of human communication observed in the surrounding reality. Social life, in turn, determines the content of children's games, and under the influence of this content, with targeted pedagogical influence, a personality is formed whose moral qualities correspond to the moral values of society.
Thus, gaming activity develops the ability to see one’s own behavior in connection with other individuals and feel their reactions. Thanks to this, the foundation is laid for the child’s social maturity during preschool childhood.
In modern society, only socially developed individuals with intellectual, psychological and sociocultural potential can feel confident. Therefore, already from preschool age, children need to develop communication and speech skills, independent thinking, intensify cognitive and creative activity, learn to be participants in events, resolve disputes and manage their emotional state. All this helps strengthen the child’s feeling “I can do it!” I know!
Bibliography:
- Alyabyeva E.A. “Games for children 4-7 years old: development of speech and imagination.” - M., 2010
- Kozlova S.A. I am a person: a program for the social development of a child/S.A. Kozlova. – M., 2004. – 44 p.
Prepared material
Teacher-psychologist MBDOU No. 7
Vera Safonova
Experience of preschool educational institutions in the social and communicative development of preschool children in accordance with the Federal State Educational Standard for Preschool Education
Report at the teachers' council
on the topic: « Experience of preschool educational institutions in social and communicative development
preschoolers in accordance with the Federal State Educational Standard for Education»
Children are among the most important problems of pedagogy. Its relevance is increasing in modern conditions due to the peculiarities social environment of the child, in which there is often a lack of good manners, kindness, goodwill, and speech culture in people’s relationships. The task of the teachers of our preschool educational institution is to ensure that pupils emerge from its walls not only with a certain stock of knowledge, skills and abilities, but also independent people with a certain set of moral qualities necessary for later life.
In the Federal State Educational Standards preschool education, the concept of educational field is introduced « social and communicative development of preschool children» .
Tasks social and communicative development of preschool children according to the Federal State Educational Standard:
Assimilation of norms and values accepted in society, including moral and moral values;
- development communication and interaction of the child with adults and peers;
Formation of independence, purposefulness and self-regulation of one’s own actions;
-development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization;
Formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.
Work experience shows what is important to form preschoolers the ability to build relationships with others on the basis of cooperation and mutual understanding, to ensure general mental development, to form the prerequisites for educational activities and qualities necessary for adaptation to school and successful learning in primary school.
The activities of teachers to provide the necessary conditions for social and communicative development of children includes:
Organization of the subject-spatial environment;
Creating situations of communicative success for children;
Stimulating children's communicative activities, including using problem situations;
Elimination of communication difficulties in children in collaboration with an educational psychologist and with the support of parents;
Motivating the child to express his thoughts, feelings, emotions, character traits using verbal and non-verbal means of communication;
Ensuring a balance between educational activities under the guidance of a teacher and independent activities of children;
Simulation of game situations that motivate preschooler to communicate with adults and peers.
For implementation work on the social and communicative development of preschool children According to this system, the following were created conditions:
1. Increasing the level of self-education of teachers.
First of all, the teacher himself must know well what is appropriate to show and tell children, be able to do it methodically correctly and want to teach the child, give him the necessary knowledge in compliance with his age and needs.
Various methodological methods help us with this. Events: consultations, seminars, workshops, open classes, teacher councils.
The topics of methodological events are both theoretical issues and methodology work with children in the chosen direction.
Organized for teachers consultations:
"Emotional education preschoolers»
"Labor education of older children preschool age»
"Fairytale therapy in correctional speech therapy work»
teachers' council:
"Organization of the work of preschool educational institutions on the social and communicative development of preschool children in accordance with the Federal State Educational Standard for preschool education"
Seminar “Organization developing subject-spatial environment in in accordance with the Federal State Educational Standard»
Master Class "Communication technology in working with parents»
2. Creation of a subject development environment.
While creating developing subject-spatial environment, the preschool educational institution team is guided by the norms reflected in the Federal State
educational standard.
Materials and equipment create optimally saturated (without excessive abundance and without deficiency) a holistic, multifunctional, transforming environment and ensure the implementation of the basic general education program in the joint activities of adults and children, and in the independent activities of children.
Gender specificity is also taken into account - materials are provided appropriate to girls' interests: dolls, jewelry, bows, handbags, needlework kits, and boys - cars, parts of military uniforms, various technical toys, tools.
All parts of space can change in volume - shrink and expand, that is, I have movable transformable borders: light screens, fences, colored cords, soft modules. Play furniture and equipment are arranged so that there is sufficient space for free physical activity of children. Children should be able to engage in different activities without disturbing each other. The selection of didactic material, games, manuals, children’s literature takes into account the features of multi-level development children and helps make the necessary adjustments for the positive progress of each child.
Created in groups:
space for director's play;
space for role play;
design space;
free space for outdoor games.
Job teachers on the organization of subject- developing environment in groups stimulates the holding of various shows and competitions.
Every year a review is held - a competition on the organization of subject-related developing group Wednesdays at the beginning of the school year. Reviews developing games and teaching aids.
3. Educational activities.
Socialization is an important condition for harmonious child development.
Great value in social development work- communication skills preschoolers has joint activities between children and adults.
Main forms of activity social and communicative development of preschool children: group, subgroup and individual, which are carried out in direct educational activities (NOD) in the daily routine and in children’s independent activities.
Planning of educational situations is carried out in compliance with the curriculum and theme of the week, the principle of seasonality is taken into account.
For social and communicative development of preschool children It's not just the game that matters. Classes, conversations, exercises, getting to know music, reading books, observing, discussing various situations, encouraging mutual assistance and cooperation of children, their moral actions - all this becomes the building blocks that make up a person’s personality.
Educational area « Social and communicative development» implemented in 4 directions:
Development gaming activities, patriotic education, formation of the foundations of safe behavior in everyday life, society, nature, labor education.
Development play activity children:
Game is school social relations, in which forms of child behavior are modeled. And our task is to correctly and skillfully help children acquire the necessary social skills.
The game gives children the opportunity to reproduce the adult world and participate in imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.
Teachers at our preschool educational institution use a wide range of different games. To establish dialogical communication, board-printed, didactic games, and games with rules are used. Role-playing games.
Children's games after breakfast are consistent with the nature and content of further educational activities.
Games between classes. For all groups of children, games are selected that involve little mental stress - with small toys, a ball, and a simple construction set. There is no need to regulate these games too much, but it is desirable that they give the child the opportunity to move.
Outdoor games based on active motor actions of children, promoting not only physical education. They playfully transform into animals and imitate the work actions of people on walks and in their free time.
The next direction of implementation of OO « Social and communicative development» is patriotic education.
Tasks of patriotic education.
To cultivate in a child love and affection for his family, home, kindergarten, street, city;
Develop a caring attitude towards nature and all living things;
Foster respect for work;
Develop interest in Russian traditions and crafts;
Develop basic knowledge about human rights;
Expand ideas about Russian cities;
Introduce children to the symbols of the state (coat of arms, flag, anthem);
Develop a sense of responsibility and pride for the country's achievements;
To develop tolerance and a sense of respect for other peoples and their traditions.
These tasks in our preschool educational institution are solved in all types of children's activities: during classes, holidays and entertainment, in games, in work, in everyday life - since it is necessary to cultivate in a child not only patriotic feelings, but also to form his relationships with adults and peers.
The next direction of OO implementation « Social and communicative development» is the formation of the foundations of safe behavior in everyday life, society, nature.
Developing safe behavior skills preschoolers is carried out on the basis of the child’s desire to explore the world around him, using his curiosity, visual-figurative thinking and spontaneity of perception. Priority is given to individual and subgroup forms working with children.
This work is carried out through:
Organized activities for children - classes, excursions, trainings;
Joint activities of adults and children - dramatization of fairy tales, conversations between teacher and child, observations, work, reading fiction;
Free independent activity for children - role-playing games.
The main goal of which is to expand the understanding of pupils that safety depends on themselves, on compliance with certain rules (hygienic, traffic, life in a team, on the ability to anticipate and avoid possible dangers).
“One of the important rules that children learn in the process of such work– how to behave in extreme situations (in case of fire; during a thunderstorm or hail; in case of threat of kidnapping by a stranger; in situations "alone at home").»
When introducing children to works of art, the teacher draws attention to the need to be able to take the position of another person; choose socially an acceptable line of behavior in a given situation; encourage manifestations of mutual assistance and mutual assistance among peers.”
Labor education
The main goal of labor education preschoolers- this is the formation of the child’s personality, as well as the correct attitude towards work. Work develops a preschooler's intelligence, observation, attention, concentration, memory, and also strengthens his physical strength and health.
Objectives of labor education
Foster a respectful attitude towards the work of adults and a desire to provide assistance;
Develop work skills, improve them, and gradually increase the content of work activity;
To develop in children positive personal qualities, such as the desire to work, caring, responsibility, frugality;
Develop work organization skills;
Fostering positive relationships between children during work is a skill work in a team, if necessary, provide assistance, evaluate the work of peers favorably and make comments in a respectful manner.
FORMS OF LABOR ACTIVITY ORGANIZATION
"Duty"
"Errands"
"Collective work"
Constant, continuous Job in all 4 areas of this NGO promotes social and communicative development of each child. Children become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation. Children develop the ability to jointly make decisions and follow their implementation.
Preschool teachers work in close collaboration with pediatric specialists garden: speech therapist teacher, music director, physical education instructor, speech pathologist teacher, psychologist, which helps to more successfully conduct educational work with preschoolers on the formation of social-communication skills. A joint analysis of programs, technologies, and problematic situations of training and education is carried out.
4. Interaction with family.
The teaching staff is building its work on raising and educating children in close contact with the family, involving parents in the life of the kindergarten.
Preschool educational institutions use a variety of forms working with parents:
Involving parents in organizing children's activities in preschool educational institutions;
Open days for parents;
Questioning parents;
Consultations for parents;
Parent meetings;
Design of parent corners, mobile folders, exhibitions for parents.
Teachers, together with specialists, held parent meetings at Topics: “Moral relations in the family and in kindergarten”, “Every family has its own traditions”
consultations:
"Emotional development of preschool children, « Social and communicative development of preschool children» , "Speech etiquette"
Planning your working with parents, The preschool educational institution gives preference to joint events, thereby « unfolding» family towards the child. It has become a tradition at preschool educational institutions to hold musical and literary lounges, where children and their parents listen to classical music, read poetry, and dance.
Parents are surveyed to identify their needs and concerns.
Social and communicative development
Maltseva Olga Andreevna, methodologist, GBOU secondary school No. 1 SP d/s No. 27. Chapaevsk, Samara region.
This educational area is aimed at solving the following tasks:
- the preschooler’s assimilation of norms and values accepted in society, including moral and moral values;
- development of communication and interaction with adults and peers;
- the formation of independence, purposefulness and self-regulation of one’s own actions;
- development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers;
- developing a respectful attitude and a sense of belonging to one’s family, community of children and adults in the kindergarten group;
- the formation of positive attitudes towards various types of work and creativity;
- formation of the foundations of safety in everyday life, society, and nature.
Thus, socio-communicative development is aimed at assimilating knowledge, norms and values that allow the child to feel like a full member of society.
The problem of socialization of the younger generation is one of the most pressing today. A person begins to master the world from infancy, and this complex, multifaceted process continues throughout his life. Moreover, the process of socialization can be carried out both in the course of spontaneous interaction with the outside world, and in the process of purposefully introducing a person to social culture. The intensity of this process is not the same at each age period. For example, a younger preschooler urgently needs emotional contact and cognitive communication with an adult, attention to his questions and the most complete answers to them. At this age stage, the child needs communication with peers; he is able to interact with children in play and group work. The child is also able to choose the type of activity in accordance with his preferences. In addition, already in early preschool age the foundations for self-awareness are laid.
By older preschool age, the child develops a need for stable friendly relationships with peers, for emotional closeness with them, for respect and empathy from adults. He is able to communicate, focusing on relationships in the social world; have stable associations with peers to play and pursue common interests; demonstrate and use communication skills more flexibly; is able to understand his place in a peer group.
As noted above, the process of socialization can be spontaneous and specially organized. Let us consider the methods and forms of implementing the tasks of targeted social and communicative development of a preschooler in routine moments, in play, during educational activities, individual and subgroup work with children.
Social and communicative development in sensitive moments
The daily routine is a rational organization of the life activities of children in a preschool institution, a unique opportunity to build communication between a teacher and students, and to direct the communicative interaction of children.
Communication is a complex multilateral process, including emotional, cognitive and evaluative components (A.A. Leontyev). The emotional component is the provision of psychological comfort and a sense of security; cognitive – satisfying the need for acquiring knowledge and applying it in practice; evaluative – development of self-esteem and adequate assessment of the actions of peers and adults.
The daily routine has a positive impact on the process of a preschooler’s assimilation of social norms: he learns to obey general rules and carry out the requests and instructions of the teacher. In addition, there are techniques that help optimize the process of social and communicative development of students. Here are some examples:
Traditions that the teacher introduces, sometimes discussing them in advance, sometimes simply repeating them day after day until the children learn them;
- the morning of joyful meetings, when it is customary, for example, to shake hands or greet each other by saying something pleasant;
– reading day – one day a week when one of the children brings his favorite book and everyone reads it and discusses it together;
– Favorite Toy Day – one day a week when you are allowed to bring your favorite toy from home and tell your peers about it.
· Conventional signals indicating the transition from one type of activity to another:
- – the teacher rings the bell before the start of each lesson;
- -the teacher knocks on the tambourine when you need to go for morning exercises;
- - a set phrase from a teacher announcing that an interesting game is starting, for example: “I’m inviting my kids to an interesting game.”
· Symbols of the group (emblem, anthem, flag), distinguishing it from other kindergarten groups.
· Social signs:
- – a bandage from the attendant at the canteen, during classes;
- - the steering wheel (any other toy) is for the one who leads the line for physical education, for a walk;
- - the flag of the one who brings up the rear.
Teachers can give many such examples.
Each of these techniques not only promotes socialization and effective communication with children, but also helps the teacher in organizing their life activities.
Social and communicative development in gaming activities
The life of a child in a preschool institution is filled with different types of activities, among which play occupies a special place. In play, a preschooler learns, develops, and is educated.
Role-playing games. When organizing play activities with young children, the teacher concentrates efforts on enriching their everyday experience, conducts demonstration games (“Let’s treat the doll”, “Treat and feed the dog”, etc.). Supports plot-based games in which the child learns to use objects as is customary in society (eating with a spoon, driving a car, carrying a load, etc.).
The teacher stimulates the child's interest in playing with peers, demonstrates and encourages games using substitute objects (cube - cutlet, sticks of different heights found on a walk - mother and baby, etc.), supports children's independence in choosing toys.
Modeling situations in role-playing games is the most important means of orienting a child to the peculiarities of adult activities, which is of great importance for social development.
A younger preschooler is able to distinguish playful behavior from real behavior, accept an imaginary situation and act in it.
With children of the third year of life, you can organize joint dramatizations of simple literary texts or situations from childhood experience with an adult.
Senior preschool age is the heyday of role-playing games: plots become more complex, roles become more diverse, and the game takes on a creative character. The child strives to reflect in the game, in addition to the events of real life, his fantasies. Children love to independently assign roles, dress themselves in appropriate costumes, and use the necessary attributes and accessories.
Taking on a role, they convey the characteristic features of the character using various means of expression: voice, facial expressions, gestures.
Pedagogical guidance of play at this age stage helps children master a real social role, which helps expand the scope of their social cognition.
Communication games – these are games of varying degrees of mobility, during which verbal, tactile or other contact between an adult and a child, and children between themselves, is necessary. These include some round dance games, verbal and role-playing.
Games with rules require compliance with the rules set by adults, discussed with peers, or provided for by the game itself. The child remembers the rules, acts in accordance with them, controlling his own actions and the actions of his peers, learns to adequately evaluate the outcome of the game, accept success and failure. In such games, adequate self-esteem is actively formed and various social ideas are developed.
Social and communicative development in educational activities
Educational activities are carried out in various forms of interaction between the teacher and children: individual, subgroup and collective.
Individual and subgroup interaction between teacher and child is aimed, first of all, at consolidating this or that material, at working with lagging or frequently ill children, during which direct communication and the development of communication and speech skills are carried out.
Collective activities promotes successful socialization and the formation of communication skills. To achieve a common goal, children learn to negotiate among themselves and distribute responsibilities, help a peer if necessary, and analyze the results obtained.
Direct educational activity (lesson) - a form that provides for communication between an adult and children, and between children. During the classes, participants exchange information, discuss and analyze it, and learn to apply the acquired knowledge in practice.
Participation in experimental activities (TRIZ technology, project method) allows you to join a certain system of acquiring knowledge, which leads to the emergence of a new type of relationship between the child and the social environment.
Activities during the implementation of the project are aimed at the result obtained by solving a problem that is significant for the child. This result can be seen, comprehended, and applied in practice. To achieve results, the teacher needs to teach children to set a goal, find a solution to a problem, attracting knowledge from different fields, and organize activities to obtain a result. A prerequisite is the presentation of the project: children tell what they studied, where they found the information, how they used it, and what result they got.
The interaction of participants in the educational process during the implementation of a particular project is a unique opportunity for joint cognitive activity. The teacher and children communicate closely with each other, together look for ways to solve assigned problems, and experience joys and failures together.
The social and communicative development of preschool children is not just an important component of education, but also a necessary element without which the formation of a child’s full-fledged personality in the future is impossible.
Every child is a discoverer of the world by nature and his curiosity knows no bounds, especially at an early stage of development. As he grows up and under the influence of factors such as family, environment, kindergarten, he either retains childlike spontaneity and continues to happily make contact, exploring the world, or becomes unable to build even the simplest relationships with peers and loses the ability to communicate.
This problem can be seen especially clearly in the modern world, when a child already at the age of 2–3 years prefers computer games to communication, and watching TV over group games. Thus, he deprives himself of the opportunity to develop communication skills, which ultimately leads not only to a lack of communication as such, but also to significant difficulties and problems in the process of socialization.
The result is a situation where a child, for example, going to 1st grade, does not know how to communicate with peers. They seem somehow alien to him, he doesn’t know what to talk to them about, how to play with them, and if, God forbid, someone offends him, he immediately withdraws and moves away even more. As a rule, in this case, teachers do not have time to understand the essence of the conflict that has arisen and everything comes down to a simple conclusion - since the child cannot make friends and communicate, it means that he is “bad and ill-mannered.”
In fact, the problem is not that there is something wrong with the child, but that he was simply not taught or shown how to properly build his relationships with peers and how to communicate with them. He simply does not know how to do this and, as a result, either avoids everyone or provokes a conflict.
Such situations at an early age leave a big imprint on his psyche and the formation of his personality as a whole. And it is unlikely that such a child will grow up to be a sociable, cheerful, purposeful and self-confident person. And this is a direct road to failure in work and personal life.
So what is the social and communicative development of children, and most importantly, how to properly prepare for it and give the child all the necessary fundamentals and communication skills?
What is the social and communicative development of a child?
The social and communicative development of a child is a complex process, as a result of which he learns to establish and maintain the necessary contacts with the outside world and people.
It is this that underlies the formation of a person’s communicative competence in the future, which represents the entire set of skills, abilities and knowledge that allow one to adequately perceive and respond to the surrounding reality in the process of communication.
To put it in everyday language, a child needs social and communicative development so that in the future, when he goes to school, enters a university or gets a job, he does not experience difficulties in communicating with other people and becomes a full-fledged member of society.
We can say with complete confidence that the process of acquiring communicative competence is long and difficult, and therefore it is necessary to begin developing a child in this direction from an early age.
The main goals and objectives of the social and communicative development of preschool children
The main goal of social and communicative development in preschool age is the painless and timely socialization of the child, by introducing him to accepted norms of communication, relationships between peers and elders, as well as accepted general cultural traditions in the family and the state as a whole.
According to the Federal State Educational Standard, each preschool educational institution has a special program, following which all set goals in the development of the child are achieved. And in this case, the ultimate goal - the socialization of the child - can be successfully achieved thanks to correctly set tasks, the main ones of which will be the following:
- Mastering the basic moral norms and values accepted in society.
- Helping the child learn the basic rules of communication with peers and older members of society.
- Formation of independence and decision-making skills in the child.
- Helping the child master the basic emotional components of communication - empathy, responsiveness, mercy.
- Formation in each child of respect for his family, peers, elders and society as a whole.
- Help in developing positive attitudes towards work and creativity in the child.
- Formation of the child’s readiness for joint work and rest.
- Formation in a preschooler of the foundations of safe behavior for his own life and the lives of others, and in all areas of life - at home, in society, in nature.
Successful solution of the given tasks allows us to express the hope that the main goal of the social and communicative development of a child of a younger, middle group and older age will be achieved, and the child will be prepared for the transition to a qualitatively new environment - school, which will not cause he has difficulties and significant problems.
Play as the best way for the social and communicative development of a child of any age
Another teacher and innovator V. A. Sukhomlinsky said:“Through a fairy tale, a game, through unique children’s creativity - the right path to a child’s heart.”
It is the game that can become a faithful assistant to both educators and parents in the process of the child’s social and communicative development. After all, even for older children, not to mention toddlers, play has been and remains the leading activity, and communication during play is its integral component.
The psychologist also assigned a major role to play activity and its significance in a child’s life. L. S. Rubinstein, who noted that only during play a child not only plays someone else’s role and imitates someone else’s personality, but also expands, deepens and enriches his own. As a result, it makes it easier for him to understand the world around him and the events taking place in it.
However, games are different, and what is interesting to a child may not interest a 4-5 year old child at all. Therefore, play activities should not only correspond to the child’s age, but also give him a sense of control over the events taking place. Only in this case will he not only comprehend the meaning and importance of human relationships, but also realize his place in them. And this will already form the necessary skills and communication experience, which will be useful to him both at this stage and in the future.
So, for young children (2 - 3 years old) regular role-playing games on any topic “Game of shopping”, “Game of doctor”, “Game of daughters and mothers”, etc. At the same time, it is important that an adult take part in the game - dad, mother, grandmother, grandfather, teacher - because it is the adult who, by his example, must show the child how to greet the child correctly, start a conversation, carry on a conversation, get what he wants or vice versa, refuse what -That.
A middle-aged child may be interested in the “Emotion” game, when he gains invaluable experience in expressing not only his own emotions, but also learns to recognize them in other children and respond adequately to it. In this case, the child can be asked to draw or depict his emotions, while the other participants in the game (children or adults) will have to guess what the child feels.
Children of older preschool age can be invited to play “Situation,” when an adult participant in the game invites the child to simulate a particular situation. For example, you were given 10 apples and you came into the garden with them - what will you do with them? Eat it yourself, share it with friends, or give it to your teacher. In this case, it is important that the child explains out loud his actions and the motivation for the action.
Or, you won the competition, but your friend (girlfriend) did not, and he is very upset. What will you do?
Such games not only give the child a wonderful communication experience, thereby developing his social and communication skills and forming communicative competence in the future, but also prepare him for painless socialization. When he will have to independently, without mom, dad and teacher, having crossed the threshold of adulthood, make decisions, react to current events and participate in them.
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