To be successful in society, you must have social skills, establish contacts and solve problems together, showing respect and tolerance for each other. Rudiments social development begin to manifest themselves in infancy. At preschool age, they continue to develop friendly relations, where the partner is assessed based on business and personal qualities. The level of social development of a preschooler (O.V. Solodyankina) is presented below.
Levels of mastery of self-care skills
low: knowledge is elementary, not systematized in accordance with age and the requirements of the training program. The amount of knowledge does not make it difficult to communicate and interact with other people. Most of practical actions performed only in joint actions with adults, with the constant assistance of an adult.
intermediate: knowledge, skills and abilities are partially systematized in accordance with age and the requirements of the training program. Most of the practical actions are performed independently, but not regularly.
high: knowledge, skills and abilities are systematized. The child independently performs actions in accordance with age and the requirements of the training program.
Levels social adaptation
short: high level emotional anxiety, low self-esteem, incomplete or distorted ideas about the methods or norms of social interaction. Training based on situational personal and business interest. The child does not outwardly show initiative (acts individually or passively follows the initiator).
medium: average level of emotional anxiety, stereotypical self-esteem, the emergence of opportunities to reflect not only personal, but also social experience in communication; communication based on personal and cognitive interest. The child does not outwardly show initiative, but actively accepts the partner’s position.
high: low level of emotional anxiety, self-esteem based on the importance of personal and socially significant characteristics, communication in accordance with knowledge of socially acceptable methods of communication, communication based on non-situational personal cognitive interest. The child shows initiative (knows how to coordinate his actions with the desires of his partners, acts in accordance with the actions of his partner).
Social competence:
low: needs support for his initiative in games and actions according to his own rules. In every possible way attracts the attention of peers and adults. Single games with objects and toys are more successful than group games. Interactions with peers develop successfully with the participation of an adult or correction on his part. Needs adult assessment of actions (especially positive). Often does not want to show concern for others and openly protests such proposals. Often emotionally deaf to the pain caused to surrounding people and animals.
average: in his activities he prefers peers to adults. Everyone prefers group games to other activities. Needs the attention of peers and their recognition of their successes. Can follow turn-taking rules. Shows compassion and care for loved ones.
high: feels the need for cooperation and knows how to subordinate his interests to the rules of the game. Prefers regular partners for joint games. Preferences can turn into friendship. He is restless, but can subordinate his activity to not very distant goals. Can keep the younger one busy with something interesting for him. Interested in evaluation of work by peers and adults. Maintains the assumed role until the end of the game. Shows compassion and care for loved ones; proactive, inquisitive, gladly and fearlessly involved in finding a way out of difficult situations.
The development of social competence is an important and necessary stage of a child’s socialization in the overall process of assimilating the experience of social life and social relations. Man by nature is a social being. All the facts describing cases of forced isolation of young children, the so-called “Mowgli”, show that such children never become full-fledged people: they cannot master human speech, elementary forms of communication, behavior and die early.
Social and pedagogical activity in a preschool educational institution is work that includes pedagogical and psychological activities aimed at helping the child, teacher and parent develop their own individuality, organize themselves, and their psychological state; assistance in solving emerging problems and overcoming them in communication; as well as assistance in the development of a little person in society.
The word “society” itself comes from the Latin “societas”, meaning “comrade”, “friend”, “buddy”. From the first days of life, a child is a social being, since any of his needs cannot be satisfied without the help and participation of another person.
Social experience is acquired by a child through communication and depends on the variety of social relationships that are provided to him by his immediate environment. A developing environment without an active position of an adult aimed at transmitting cultural forms of relationships in human society does not provide social experience. A child’s assimilation of universal human experience accumulated by previous generations occurs only through 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.
All adults who communicate with the child and influence his social development can be divided into four levels of closeness, characterized by various combinations of three factors:
frequency of contact with the child;
emotional intensity of contacts;
informative.
On the first level there are parents – all three indicators have the maximum value.
Second level occupied by preschool teachers - the maximum value of information content, emotional richness.
Third level– adults who have situational contact with the child, or those whom children can observe on the street, in the clinic, in transport, etc.
Fourth level– people whose existence a child may know, but with whom he will never meet: residents of other cities, countries, etc.
The child’s immediate environment – the first and second levels of closeness – due to the emotional intensity of contacts with the child, not only influence his development, but also themselves change under the influence of these relationships. For the success of a child’s social development, it is necessary that his communication with his immediate adult environment be dialogical and free from directiveness. However, even direct communication between people is actually a complex and multifaceted process. It is where communicative interaction takes place and information is exchanged. The main means of communication between people are speech, gestures, facial expressions, and pantomime. While not yet proficient in spoken language, the child accurately responds to a smile, tone and intonation of voice. Communication involves people understanding each other. But small children are self-centered. They believe that others think, feel, see the situation the same way as they do, so it is difficult for them to enter into the position of another person, to put themselves in their place. It is the lack of mutual understanding between people that most often causes conflicts. This explains such frequent quarrels, arguments and even fights between children. Social competence is achieved through the child’s productive communication with adults and peers. For most children, this level of communication development can only be achieved in the educational process.
Basic principles of organizing the process of social education
individual assistance in eliminating conflict and critical situations in the social interaction of an individual, the value formation of his life relationships;
nurturing in a person the abilities and needs to discover and create himself in the basic forms of human activity;
development of the ability to know oneself in unity with the world, in dialogue with it;
development of the ability of self-determination, self-actualization based on reproduction, assimilation, appropriation of the cultural experience of self-development of humanity;
the formation of the need and ability to communicate with the world on the basis of humanistic values and ideals, the rights of a free person.
Modern trends in the development of the education system in Russia are associated with the implementation of the request for optimal updating of its content and methods in accordance with the progress of society, science, and culture. The public order for the development of the education system is predetermined by its main goal - preparing the younger generation for active creative life in the world community, capable of solving global problems of humanity.
The current state of science and practice of preschool education indicates the presence of enormous potential in the development and implementation of programs and technologies for the social development of preschool children. This direction is reflected in the requirements of the state educational standard and is included in the content of federal and regional comprehensive and partial programs (“Childhood”, “I am a man”, “Kindergarten - a house of joy”, “Origins”, “Rainbow”, “I, you” , we”, “Introducing children to the origins of Russian folk culture”, “Enduring values of the small Motherland”, “Development of children’s ideas about history and culture”, “Community”, etc.).
Analysis of existing programs allows us to judge the possibility of implementing certain areas of social development of preschool children.
Social development is a process during which a child learns the values, traditions of his people, and the culture of the society in which he will live. This experience is represented in the personality structure by a unique combination of four components that are closely interdependent:
Cultural skills – represent a set of specific skills that society imputes to a person in various situations as mandatory.
For example: the skill of ordinal counting to ten before entering school. Specific knowledge –
ideas received by a person in his individual experience of mastering the world around him and bearing the imprints of his interaction with reality in the form of individual preferences, interests, and value systems. Their distinctive feature is a close semantic and emotional relationship with each other. Their totality forms an individual picture of the world. Role behavior – behavior in a specific situation determined by the natural and sociocultural environment. Reflects a person’s familiarity with norms, customs, rules, regulates his behavior in certain situations, determines his social competence. Even in preschool childhood, a child already has many roles: he is the son or a daughter, a kindergarten student, someone’s friend. No wonder Small child At home he behaves differently than in kindergarten, and he communicates with friends differently than with unfamiliar adults. Each social role of his actions and is aware of responsibility for the results of his behavior, then the child has yet to learn this.
Social qualities, which can be combined into five complex characteristics: cooperation and concern for others, competition and initiative, autonomy and independence, social adaptability, openness and social flexibility.
All components of social development are closely interconnected. Therefore, changes in one of them inevitably entail changes in the other three components.
For example: a child achieved acceptance into games by peers who had previously rejected him. His social qualities immediately changed - he became less aggressive, more attentive and open to communication. His horizons have expanded with new ideas about human relationships and himself: I am also good, it turns out that children love me, children are not evil either, it’s fun to spend time with them, etc. After some time, his cultural skills will inevitably be enriched with new techniques for communicating with objects of the surrounding world , since he will be able to observe and try these techniques from his play partners. Previously, this was impossible, the experience of others was rejected, because the children themselves were rejected, the attitude towards them was unconstructive.
All deviations in the child’s social development preschool age- the result of incorrect behavior of surrounding adults. They simply do not understand that their behavior creates situations in the child’s life that he cannot cope with, so his behavior begins to be antisocial.
The process of social development is a complex phenomenon, during which the child appropriates objectively given norms of human society and constantly discovers and asserts himself as a social subject.
How to promote the social development of a preschooler? We can suggest the following tactics for interaction between a teacher and children in order to form socially acceptable forms of behavior and assimilate the moral norms of society:
discuss more often the consequences of a child's or adult's actions on the feelings of another person;
highlight the similarities between different people;
offer children games and situations in which cooperation and mutual assistance are necessary;
involve children in discussing interpersonal conflicts that arise on moral grounds;
consistently ignore instances of negative behavior, pay attention to a child who behaves well;
do not repeat endlessly the same demands, prohibitions and punishments;
clearly state the rules of conduct.
Explain why you should do this and not another. Regarding content preschool education in the aspect of social development, we can talk about the following sections of culture and the corresponding areas of organization pedagogical process : culture of communication included in the content moral education
; psychosexual culture, the content of which is reflected in the sex education section; national culture, realized in the process of patriotic education and religious education; ethnic culture included in the content of international education; legal culture, the content of which is presented in the section on the fundamentals of legal consciousness. This approach may somewhat limit the content of social development, excluding sections of environmental, mental, labor, valeological, aesthetic, physical, and economic education.
However, the process of social development presupposes the implementation of an integrated approach; the legitimacy of the conditional separation of these sections from the holistic pedagogical process is confirmed by one of the essential grounds associated with the social identification of a child in preschool age: species (child is a person), generic (child is a family member), gender ( a child is a bearer of a sexual essence), national (a child is a bearer of national characteristics), ethnic (a child is a representative of the people), legal (a child is a representative of the rule of law).
Social development of the individual is carried out in activity. In it, a growing person goes from self-distinction, self-perception through self-affirmation to self-determination, socially responsible behavior and self-realization.
Due to the specific development of mental processes and functions, identification of a preschooler is possible at the level of empathic experience that arises in the course of identifying oneself with other people. The effectiveness of social development as a result of socialization-individualization is determined by the action. In the aspect of pedagogical research, the most important of them is education, the goal of which is familiarization with culture, its reproduction, appropriation and creation. Modern studies of the personal development of a child (in particular, the team of authors who developed the basic program “Origins”) make it possible to supplement, specify the designated list and classify a number of basic personality characteristics as universal human abilities, the formation of which is feasible in the process of social development: competence, creativity, initiative, arbitrariness, independence, responsibility, safety, freedom of behavior, individual self-awareness, ability to self-esteem.
The social experience to which a child is exposed from the first years of his life accumulates and manifests itself in social culture. The assimilation of cultural values, their transformation, contributing to the social process, is one of the fundamental tasks of education.
Of great importance in the process of mastering culture and in the formation of universal social abilities is the mechanism of imitation as one of the ways to penetrate the semantic structures of human activity. Initially, by imitating the people around him, the child masters generally accepted methods of behavior, regardless of the characteristics of the communicative situation. Interaction with other people is not differentiated according to species, gender, or national characteristics.
As intellectual activity is updated and the semantic spectrum of social interaction is enriched, the value of each rule and norm is realized; their use begins to be associated with a specific situation. Actions previously mastered at the level of mechanical imitation acquire a new, socially charged meaning. Awareness of the value of socially oriented actions means the emergence of a new mechanism of social development - normative regulation, the influence of which in preschool age is inestimable.
The implementation of the tasks of social development of preschool children is most effective in the presence of an integral pedagogical system, built in accordance with the basic approaches of the general scientific level of pedagogical methodology.
The axeological approach allows us to determine a set of priority values in education, upbringing and self-development of a person. In relation to the social development of preschool children, these can be the values of communicative, psychosexual, national, ethnic, and legal culture.
The culturological approach allows us to take into account all the conditions of the place and time in which a person was born and lives, the specifics of his immediate environment and the historical past of his country, city, and the basic value orientations of representatives of his people and ethnic group. Dialogue of cultures, which is one of the dominant paradigms modern system education is impossible without familiarization with the values of one’s culture.
The humanistic approach presupposes recognition of the personal beginning in the child, orientation towards his subjective needs and interests, recognition of his rights and freedoms, the intrinsic value of childhood as the basis of mental development, the cultural creative function of childhood as one of the most important aspects of social development, psychological comfort and the welfare of the child as priority criteria in the assessment activities of social institutions.
The anthropological approach makes it possible to increase the status of psychological and pedagogical diagnostics in determining the dynamics of social development of preschool children, to take into account various (age, gender, national) features of personal development in the process of moral, sexual, patriotic, international, and legal education.
The synergetic approach allows us to consider each subject of the pedagogical process (children, teachers, parents) as self-developing subsystems that make the transition from development to self-development. In terms of the social development of children, this approach provides, for example, a gradual change in the general orientations of the teacher in the formation of basic types of activities(from perception - to reproduction based on a model - to independent reproduction - to creativity).
The multi-subject approach presupposes the need to take into account the influence of all factors of social development (microfactors: family, peers, kindergarten, school, etc.; mesofactors: ethnocultural conditions, climate; macrofactors: society, state, planet, space).
The systemic-structural approach involves organizing work on the social development of preschool children in accordance with an integral pedagogical system of interrelated and interdependent goals, objectives, content, means, methods, forms of organization, conditions and results of interaction between teachers and children.
An integrated approach assumes the interconnection of all structural components of the pedagogical system in relation to all links and participants in the pedagogical process.
The content of social development includes the child’s orientation in the phenomena of social and personal life, in himself.
The activity approach allows us to determine the dominant relationship between the child and the outside world, to actualize the fulfillment of the needs for self-awareness as a subject of activity. Social development is carried out in the process of significant, motivated types of activity, a special place among which is occupied by play, as an activity in itself that provides a feeling of freedom, subordination of things, actions, relationships, allowing one to realize oneself more fully “here and now”, achieve a state of emotional comfort, become involved in a children's society built on free communication of equals.
The environmental approach allows us to solve the problem of organizing educational space as a means of social development of the individual. The environment is a set of niches and elements, among which and in interaction with which children’s lives take place (Yu.S. Manuilov). A niche is a specific space of opportunity that allows children to satisfy their needs. Conventionally, they can be divided into natural, social, and cultural.
In relation to the tasks of social development, the organization of educational space requires the creation of a subject-development environment that ensures the most effective introduction of children to the standards of culture (universal, traditional, regional). The element is an unconstrained force acting in the natural and social environment in the form of various social movements, manifested in moods, needs, and attitudes. In relation to the social development plan, the element will be found in the interaction between children and adults, in the dominant value orientations, in the hierarchy of goals in relation to the ranking of educational tasks.
Preschool pedagogy Public function preschool educational institution is to provide conditions that develop in children a positive attitude towards themselves, other people, the world around them, communicative and social competence. In the Federal is considered as a complex process during which the child learns the values, traditions, culture of the society or community in which he will live.
Modern psychological and pedagogical literature shows the main lines of the child’s social development, the content of pedagogical work, and the technology of formation social world children, the task of adults is to help children enter the modern world. The formation of social behavior is impossible without teachers and parents recognizing the uniqueness of each child, taking into account gender, individuality, age characteristics his psyche.
Psychological foundations social development are revealed in the works of L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyeva, S.L. Rubinshteina, D.B. Elkonina, M.I., Lisina, G.A. Repina etc.
According to L.S. Vygotsky, the social situation of development is nothing other than a system of relations between a child of a given age and social reality. The social development of a child in society occurs in the course of joint, partnership activities with an adult. Many psychologists note the role of a child’s cooperation with people around him in his assimilation of the achievements of social experience, mastery of moral norms and rules of behavior. The child’s social development also occurs in communication with peers (Ya.L. Kolominsky, M.I. Lisina, V.S. Mukhina, T.A. Repina. B. Sterkina). In the monograph by T.A. Repina identified the features of the socio-psychological characteristics of the kindergarten group and its socializing role in the development of the child; The dependence of the nature of children's relationships on the style of communication with them by teachers is shown.
“Children's society” (term by A.P. Usova), or kindergarten group, is the most important socializing factor. It is in the peer group that the child shows his activity and acquires his first social status (“star”, “preferred”, “rejected”). Criteria for assigning a characteristic social status are the basic personality traits (competence, activity, independence, freedom of behavior, creativity, arbitrariness).
Results of the study by T.A. Repina, L.V., Gradusova, E.A. Kudryavtseva indicate that in preschool age the child’s psychological gender intensively develops.
This is manifested in the formation of gender-role preferences and interests that are different in boys and girls, as well as behavior in accordance with gender-role standards accepted in society. The main reason for the process of sexual socialization is different socio-pedagogical requirements for boys and girls from parents and teachers. Modern educational programs (“Childhood”; “Origins”, “Rainbow”) have developed techniques for a differentiated approach depending on the gender of the child.
Thus, in the social development of a child, it is very important to pay professional attention to the psychological mechanisms of the formation of social emotions. The pedagogical value of solving this problem lies in the fact that social emotions not only facilitate the process of a child’s entry into the world of the group, but also the process of awareness of oneself (self-image), one’s relationships, feelings, states, experiences.
Psychological and pedagogical foundations are revealed in modern Concepts of child social development preschool age, presented in the works of S.A. Kozlova
Let's give brief description this concept. Basic concepts of the concept: social experience, social feelings, social reality, social world, social development, socialization of the individual, social “portrait” of the environment. There are hierarchical connections between these concepts. As noted by S.A. Kozlova, child, born in social world, begins to know him from what is close, what surrounds him, i.e. With social reality, with which he begins to interact. The social “portrait” of the environment evokes different emotions and feelings in the child. Without yet knowing in detail and meaningfully about the social world, the child already feels it, empathizes, perceiving the phenomena and objects of this world. That is, social feelings are primary, social experience accumulates gradually, social competence is formed, which forms the basis of social behavior of social assessments, awareness, understanding, acceptance of the world of people and leads to social development, to socialization.
Socialization is considered by S.A. Kozlova in the trinity of its manifestations: adaptation to the social world; Adoption social world as a given; ability and need change, transform social reality and social world.
An indicator of a socialized personality is its focus (direction) on other people and on itself. The task of the teacher is to form in children an interest in another person, in the world of his work, his feelings, in his characteristics as a person. Knowing yourself includes the formation of interest in yourself (“I” is physical. “I” is emotional, etc.).
The concept also contains a technological part, in which includes several provisions:
The process of socialization by mechanism coincides with moral education (formation of ideas, feelings, behavior);
Socialization is a two-way process, it occurs under influence from the outside (society) and is impossible without the subject’s response.
This concept is implemented in the S.A. program. Kozlova “I am a Man”. Social development is also represented in comprehensive educational programs. In the “Origins” program, the “Social Development” section is specially highlighted; this section includes characteristics of age-related opportunities, tasks, content and conditions of teaching work. Social development begins from the first days of a child’s life and covers a wide age range: from junior to senior preschool age.
The basis of social development is the emergence of a feeling of attachment and trust in adults, the development of interest in the world around us and in oneself. Social development creates the basis for children to learn moral values, ethically valuable ways of communicating. Formed interpersonal relationships, in turn, become moral basis social behavior, the formation in children of a sense of patriotism - love for their native land, native country, affection, devotion and responsibility towards the people inhabiting it. The result of social development is social confidence, interest in self-knowledge, and the child’s attitude toward himself and other people.
In the educational program “Childhood” (St. Petersburg), the social and emotional development of a preschool child is considered as the central direction of the educational process in a modern preschool educational institution.
Important factor in children's social development is the family (Work by T.V. Antonova, R.A. Ivankova, R.B. Sterkina, E.O. Smirnova, etc.). Cooperation between educators and parents creates optimal conditions for the formation of a child’s social experience, self-development, self-expression and creativity.
General conditions for cooperation between teachers and parents for social development will be:
Ensuring the emotional well-being and satisfaction of the vital needs of the child in the kindergarten group;
Preservation and maintenance of a single line of positive social development of children in preschool educational institutions and families;
Respect for the child’s personality, awareness of the self-worth of preschool childhood;
Forming in the child a positive sense of self, confidence in his abilities, that he is good, that he is loved.
Thus, social development is the formation of a child’s attitude towards himself and the world around him. The task of teachers and parents is to help the child enter the modern world. Social readiness includes the child’s social adaptation to conditions of the preschool educational institution and families, to various areas human existence, a pronounced interest in social reality(S.A. Kozlova). Social competence presupposes that a child has the following components: cognitive (related to the knowledge of another person, a peer, an adult), the ability to understand his interests, mood, notice emotional manifestations, understand the characteristics of himself, correlate his own feelings, desires with the capabilities and desires of others: emotional- motivational, including attitude towards other people and oneself, the individual’s desire for self-expression and self-respect, having a feeling self-esteem; behavioral, which is associated with the choice of positive ways to resolve conflicts, the ability to negotiate, establish new contacts, and methods of communication.
Question - Historical sketch creating and improving the program. Modern programs.
Educational program preschool organizations plays the role of a guide educational process in general: it determines the content of the cognitive and educational process in a preschool educational institution, reflects the ideological, scientific, methodological concept of preschool education, fixes its content in all main (comprehensive program) or one (several) areas (specialized, partial program) of child development. In accordance with the direction and level of program implementation, methodological work and content of the educational process are built.
For many decades the system preschool education was the only one and compulsory for all children under the age of seven who attended kindergartens. In only 20 years (1962-1982) this pedagogical program was republished nine times and was the only and mandatory document for all preschool education workers.
The first draft program for preschool educational institutions was created in 1932. The program was improved until 1962. In the same year, a unified program of educational work with children in kindergarten was approved and recommended for use by the Ministry of Education of the RSFSR, then in 1978, after modification and addition, it received the name Standard. This program ensured continuity in the training and education of children of early and preschool age.
Theoretical basis The Soviet system of preschool education was a cultural-historical concept, within the framework of which the development of a child was understood as his assimilation of the socio-historical experience accumulated by humanity. This meant that all higher mental functions, worldview and abilities of a person are formed as a result of his assimilation of various concepts, values, methods of human activity, knowledge, ideas, etc. This approach put in first place the figure of the adult - the educator, since only he, who owns cultural and social experience, could pass it on to the child. This determined the leading and guiding role of the teacher in the development of the child. At the same time, the teacher acted as a bearer of knowledge and methods of activity, as an intermediary between culture and the child. His main task was to convey to children the knowledge and skills that exist in society.
The original principle education in this system was ideological orientation the entire pedagogical process in kindergarten in accordance with the goals and objectives of communist education.
The principle of purposefulness and programming Soviet pedagogy opposed the trends of “free education”, which denied the need for any single program for all children. These trends dominated Western technology.
In the works of Soviet teachers it was repeatedly emphasized that it is necessary to take into account age and individual characteristics every child, without which it is impossible to achieve the goals of comprehensive education. The integrity and continuity of the pedagogical process had to be combined with a clear and systematic arrangement of material according to age, which made it possible to gradually complicate the material from group to group, from one age to another.
Another the most important principle Soviet preschool pedagogy – operating principle. Preschool education and education can be effective only if the child himself is active. Personality formation occurs in various types of child activity - play, work, study, which is why it is so important that educational work with preschoolers not only includes different types of children's activities, but also contributes to the formation of various skills.
The next principle is the unity of education and training, the inextricable connection of these processes. Education is always associated with the transfer of certain knowledge to children. At the same time, systematized and specially selected knowledge contains an educational element. At the same time, in a single educational process, both upbringing and training have a certain independence.
Educational work with children requires systematicity and consistency, certain repetition and generalization, those. return to previously covered material at a higher level. This principle allows the teacher to lead children from simple to complex, from direct acquaintance with surrounding things and phenomena to the ability to generalize and highlight their essential qualities and features, to understanding the simplest connections and relationships.
These pedagogical principles formed the basis of the Soviet program for teaching and raising children in kindergarten, which was a mandatory document and guide for all educators in our country.
The general goal of preschool education in kindergarten was comprehensive and harmonious development children. There were five main areas of preschool education: physical, mental, moral, labor and aesthetic. Each of these areas had its own tasks and methods for solving them.
The standard program was structured according to age and covered the development of a child from two months to seven years. Within this age range, two nursery groups were distinguished (the first - from two months to a year and the second - from one to two years) and five age groups for preschool children:
· first junior group – two to three years;
· second junior group – three to four years;
· middle group – four to five years;
· senior group– five to six years;
· preparatory group – six to seven years.
For each age group, a certain content of classes and their number were provided. The classes were educational in nature and were aimed at mastering specific knowledge and skills. They strictly determined not only the development of the child, but also the activities of the teacher, leaving practically no room for his initiative. Some freedom remained in the choice of teaching methods. Based on the form of teacher influence, teaching methods are divided into verbal and visual. For children to successfully master the material, it was recommended to combine verbal and visual with practical ones. However, practical methods in children's classes actually took the form of imitation of the teacher's actions: the teacher gave examples of correct actions with the material, and the children reproduced them.
To implement practical methods, special conditions are required to make an individual approach possible, which is very difficult with frontal training. large group children, therefore, the predominant methods of teaching preschoolers, as a rule, remained verbal and visual, i.e. story and demonstration by an adult.
The daily routine in kindergarten for each age group was also strictly defined. Strict regulation left no room for any independent decisions or the teacher’s initiative, but only required strict adherence to the established regime and regular training sessions provided for by the program. This limited the creative possibilities of the teacher, but at the same time provided a clear algorithm for his activities.
The fundamental socio-economic and political changes that occurred in our country in the late 80s and early 90s of the 20th century affected almost all aspects of public life, including preschool pedagogy.
The obvious shortcomings of the existing preschool education system in the USSR and its obvious inconsistency with the new ideological and socio-economic realities led to the development of a new concept of preschool education (authors V.V. Davydov, V.A. Petrovsky, etc.), which was approved by the State Committee for People's Affairs formation of the USSR in 1989.
This concept was the first to analyze negative aspects current state preschool education and outlines the main guidelines for its development. In its positive part, the concept was focused on overcoming the main shortcomings of the existing state system. The authoritarian educational and disciplinary model of the pedagogical process in kindergartens, in which the teacher supervised and controlled the child’s actions in accordance with a given program, was pointed out as the main drawback of the preschool education system. As an alternative to authoritarian pedagogy, the new concept proposed a democratic, student-centered approach to education.
With this approach, the child is not an object of learning, but a full participant in the pedagogical process. The new concept suggested changing the assessment of the preschool period of childhood itself and oriented teachers towards recognizing the intrinsic value of preschool childhood as a unique period in a person’s life. The most important direction in reforming preschool education was the transition from a single standard program to pluralism and variability. This opportunity was provided by the “Temporary Regulations on Preschool Institutions,” approved by a resolution of the Council of Ministers of the RSFSR in 1991. The provision gave each preschool institution the opportunity to choose a training and education program, make changes to it and create original programs. Later, the “Model Regulations on a Preschool Educational Institution” (1997; amendments in 2002) secured the right of a preschool institution to independently choose a program from a set of variable programs recommended by state educational authorities, make its own changes to it and create original programs in accordance with the requirements of the State educational standard.
The “Model Regulations on a Preschool Educational Institution” gave impetus to the rapid growth in the number of educational programs for preschool institutions. Among such programs are complex , i.e. covering all areas of life and education of a preschool child, and partial programs aimed at developing any area of the child (artistic, social, intellectual, etc.).
The following programs can be classified as the main comprehensive programs: “Rainbow” (edited by T.N. Doronova); “Childhood” (V.I. Loginova, T.I. Babaeva, etc.); “Program of education and training in kindergarten” (edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova); “Development” (edited by O.M. Dyachenko); “Origins” (edited by L.E. Kurneshova); “From childhood to adolescence” (edited by T.N. Doronova), etc.
So, for example, Rainbow program– was the first innovative preschool education program to receive a recommendation from the Ministry of Education. Developed by employees of the preschool education laboratory of the Institute of General Education under the leadership of T.N. Doronova. Designed to work with children from two to seven years old and covers all areas of children’s life. In terms of its goals and objectives, this program does not differ significantly from the traditional one. Just like the traditional one, she considers the main value guidelines to be the protection and strengthening of children’s health, the creation of conditions for full and timely mental development, ensuring a happy childhood for every child. However, in defining specific tasks of mental development, this program differs significantly from the traditional one. The theoretical basis of this program is the concept of A.N. Leontiev, where the main categories of mental analysis are activity, consciousness and personality. For each age, specific tasks are assigned for the development of activity, consciousness and personality of preschoolers. Thus, the tasks of activity development include the formation of motivation different types activities (game, educational, work), the formation of arbitrariness and indirectness of mental processes, the formation of the ability to adequately evaluate the results of activity, etc. The tasks of developing consciousness are expanding the child’s knowledge about the world, becoming familiar with sign systems, developing imagination and logical thinking. Personal development tasks involve instilling self-confidence, independence, establishing trusting relationships and personal contacts with adults, forming relationships of mutual assistance and cooperation between peers, cultivating emotional responsiveness, etc.
The program is adjusted according to age and ensures the holistic progressive development of children. For each age, the main psychological new formations are identified, the formation and development of which is targeted at specific pedagogical work. The development of these neoplasms occurs in various types of children's activities. The most important activities of a preschooler are indicated in the program with the colors of the rainbow (hence the name of this program). Based on the concept of M.I. Lisina, in which the driving force of a child’s development is his communication with an adult, the authors of the program rightly believe that the full upbringing and education of a child is possible only if there are adequate forms of communication with an adult and only in an atmosphere of goodwill. The program is based on principles reflecting humanistic principles:
· respect for the freedom and dignity of every child;
· creating conditions for the development of his individuality;
· providing psychological comfort;
· interaction between the teacher and the child according to the type of subject-subject communication, etc.
Many pedagogical guidelines are aimed at implementing these principles:
· work of a teacher with children, starting from younger age and before their release from kindergarten;
· formation of traditions in each kindergarten group;
· the opportunity to choose both for the teacher and for each child;
· meeting the child’s needs for free motor and play activity, etc.
THIS EXAMPLE MAY NOT BE GIVEN, YOU CAN LIMIT IT TO ONE PROGRAM Comprehensive program for the development and education of preschool children in the educational system “School 2100” (“ Kindergarten 2100") is based on taking into account the psychological new formations of preschool childhood: the first schematic outline of a child’s worldview and primary ethical authorities (L.S. Vygotsky); subordination of motives (A.A. Leontiev); voluntary behavior (D.B. Elkonin, A.V. Zaporozhets); personal consciousness.
According to the authors of the program, the content and didactics of preschool education are determined by the following lines of development of children: the formation of voluntary behavior, mastery of the means and standards of cognitive activity, the transition from egocentrism to decentration, motivational readiness.
The program reflects the psychological, pedagogical and methodological aspects of the development and education of children from 3 to 6 years old. Its content is determined by the need to create a “single chain” of lifelong education, the links of which are connected to each other, but each is the basis for the other. The goal of the program is to ensure continuity and continuity of preschool and school education. The tasks solved by this program: creating a developmental environment; protection and promotion of health of preschool children, their development physical culture; development of content for revealing the child’s personal qualities, his thinking, imagination, memory, speech, emotional sphere; formation of the experience of self-knowledge.
Preparing a child for school as part of the implementation of this program helps ensure successful learning school subjects and awareness of oneself (“I am”), one’s capabilities and individual characteristics (“I am like this”), the formation of the ability to communicate and cooperate with adults and peers. Game learning technologies are leading in the sections of the educational and cognitive block of the program, and the knowledge offered acts as a means of developing the child’s personality.
Partial programs include one or more areas of child development. Examples of specialized programs that can be successfully combined as part of the implementation of the main educational activities Preschool educational institutions may be the following: “Rosinka. In the world of beauty" (L.V. Kutsakova, S.I. Merzlyakova), "Nature and the artist" (T.A. Koptseva), "Harmony", "Synthesis" (K.V. Tarasova), "Musical masterpieces" (O.P. Radynova), “I am a man” (S.A. Kozlova), “I – you – we” (O.L. Knyazeva, R.B. Sterkina), “Young ecologist” (S.N. .Nikolaeva) and others.
The given list of programs is recommended for use in preschool educational institutions at the federal level. In addition to them, others recommended by regional educational authorities can be used as basic specialized programs.
In connection with the transition from a single state program to variable education and the emergence of many alternative innovation programs For preschool institutions, the issue of developing a unified educational standard that sets the necessary and sufficient requirements for the work of a children's educational institution was of particular relevance.
In this regard, the Ministry of Education of the Russian Federation has developed the Federal State Educational Standard for Preschool Education / 2013 /, which is aimed at regulating the quality of education in conditions of its variability and diversity and at preserving a unified educational space. And on the basis of the Federal State Educational Standard for Preschool Education, preschool education programs are being finalized and developed.
Topic - Labor education…..in accordance with the Federal State Educational Standard for Education.
The federal state educational standard for preschool education outlines the goal labor education preschool children - the formation of positive attitudes towards various types of work and creativity.
Labor education of preschool children is a process of interaction between the teacher and the child, aimed at developing labor skills, hard work, creative attitude to work.
All scientists argue for the need for labor education from an early age.
R.S. Bure pays special attention to educational opportunities for teaching children labor skills. It shows that, on the one hand, mastering skills raises work activity to a higher level of development and allows the child to set and achieve goals. On the other hand, the presence of skills ensures a more complete and successful use of work activity as a means of moral education. Emphasizes that the tasks of labor training and labor education must be solved in close connection. Draws attention to the types of skills, the complication of their content from one age group to another: the formation of productive actions, planning skills, organization of the “workplace”, self-control in the process of activity, searching for the most rational methods of work.
V.G. Nechaeva formulates the main task of labor education as the formation correct attitude to work. The problem can be successfully solved only by taking into account the characteristics of this activity in comparison with games, activities, and by taking into account the age characteristics of the child. When developing hard work in children, it is necessary to teach them to set a goal, find ways to achieve it, and get a result that corresponds to the goal. In this case, it is necessary to strictly take into account the peculiarities of the work activity of preschool children.
R.S. Bure, G.N. Godina, V.G. Nechaeva in the book “Teach Children to Work” reveal the content and methodology of labor education, give a description of the types of labor, forms of organization.
The “Concept of Preschool Education” emphasizes that work activity corresponds to the main stream of mental development preschool child due to its attractiveness and the opportunity to demonstrate one’s autonomy and independence from the adult use of technologies for introducing preschool children to work.
V.G. Nechaeva and Ya.Z. Neverovich in their research revealed the formation of components of work activity in preschool childhood.
Children's work activity consists of four components:
1. The ability to set a goal.
2. The ability to act under the influence of socially significant motives.
3.Ability to plan work.
4. The ability to achieve results and evaluate them.
The labor activity of preschool children is a developmental activity .
Each of the components of activity changes with the age of the child.
Different researchers have proposed different formulations of the tasks of labor education.
Based on the classification of Yu.K. Babansky, V.I. Loginova, V.G. Nechaeva, two groups of problems can be distinguished:
Assisting the child in mastering work activities (in mastering the structure of activities, acquiring work skills and abilities);
Development of a child’s personality in work (development of personality traits, qualities, formation of relationships and acquisition of social experience of interaction).
In the studies of Michurina Yu.A., Saygusheva L.I., Krulekht M.V., the goal, objectives, and content of modules for the implementation of the model of introducing preschool children to work within the framework of subject-subject interaction are formulated.
Goal: socialization of the child as a full-fledged member of society who perceives work as a social norm of life, as well as the formation of a value-based way of interacting with others and the manifestation of his individuality in multifaceted activities.
1. Formation of systematic knowledge about the work of adults, professions, and the structure of the labor process;
2. Formation of general labor and special labor skills;
3. Development of labor activity of older preschoolers.
In the developed model of labor education, the authors distinguish 4 modules (blocks).
1. The relationship between the means of introducing preschool children to work.
2. Organization of labor activity of preschool children in the process of subject-subject interaction.
3. Organization of a work environment that develops subject matter.
4. Improving the level of readiness of preschool teachers to implement the model.
The following types of labor are used in a preschool institution: self-service, household (household) labor, labor in nature, manual labor.
For example , Self-service- this is the work of a child aimed at serving himself (dressing and undressing, eating, sanitary and hygienic procedures). The quality and awareness of actions differs among different children, so the task of developing skills is relevant at all age stages of preschool childhood.
Household work- this is the second type of work that a child in preschool age is able to master. The content of this type of labor is the work of cleaning the premises, washing dishes, doing laundry, etc. This type of work has a social orientation. The child learns to create and maintain his environment in an appropriate manner.
A special type of work is distinguished labor in nature. The content of this type of work is caring for plants and animals, growing vegetables in the garden (vegetable garden on the windowsill), landscaping the area, participating in cleaning the aquarium, etc. Work in nature affects not only the development of labor skills, but also the education of moral feelings, lays the foundation basics of environmental education.
Manual labor by its purpose it is work aimed at satisfying the aesthetic needs of a person. Its contents include making crafts from natural material, paper, cardboard, fabric, wood. This work contributes to the development of imagination, creativity; develops small arm muscles, promotes endurance, perseverance, and the ability to finish a job.
In science, various different forms of labor organization for preschool children.
Orders- tasks that the teacher occasionally gives to one or more children, taking into account their age and individual characteristics, experience, as well as educational tasks. An assignment is the first form of organizing work activity (research by V.G. Necheva, A.D. Shatova).
Duty- the work of one or more children in the interests of the group. It highlights the social orientation of work, the real, practical care of several (one) children for others, therefore this form contributes to the development of responsibility, a humane, caring attitude towards people and nature. In preschool practice, duty in the canteen, in the corner of nature, and in preparation for classes has already become traditional.
Collective work, According to the method of organization, it is divided into work nearby, common work, and joint work.
Labor nearby - usually organized in younger group(middle, high school and preparatory groups for new skills), 3-4 children, each doing the same work (remove the blocks).
Common work - unites 8-10 people, starts with middle group, there is no division of labor; children are united by a common goal and a generalization of the results of labor.
Joint work(operational) - present in preparatory group, unites up to 15 people, the peculiarity of such an association is the presence in it of a number of successive stages, children become dependent on each other, the work done by one child is transferred to another. Everyone performs their own operation.
Question – Family and preschool educational institutions: content, goals, forms of cooperation
The family and kindergarten have common goals and objectives, but the content and methods of raising children are specific.
Psychological, pedagogical and sociological research has shown that families are in dire need of help from specialists at all stages of preschool childhood. Based on this, one of the most important tasks modern society is the formation pedagogical culture parents, providing them with assistance from teachers (E.P. Arnautova, L.V. Zagik, O.L. Zvereva, T.V. Krotova, T.A. Markova, etc.) The need to solve this problem is caused by a number of circumstances. Thus, researchers highlight changes in the modern rhythm of life, an increase in the general level of education, more complex requirements for the level of socialization and upbringing of children, as well as an increase in the number of single-parent families, families with unfavorable conditions. psychological climate, i.e. crisis processes that are increasingly enveloping modern family and influencing her educational potential.
The “Concept of Preschool Education” (1989) shows approaches to cooperation with parents, which are based on the relationship between two systems - kindergarten and family. The essence of this approach is to combine the efforts of preschool institutions and families to develop the personality of both children and adults, taking into account the interests and characteristics of each member of the community, his rights and responsibilities.
On modern stage family education recognized as leading, which is reflected in the Law of the Russian Federation “On Education” (Article 18). The law says that parents are the child’s first teachers. There are preschools to help families
Description of material: I offer you an article on pedagogical topics under the section “ Modern tendencies development of preschool education" (from personal experience) on the topic “Social development of preschool children.” This material will be useful in the work of educators and methodologists and contains information that can be used in parent meetings, teachers' councils, etc.
Preschool age is a time of active socialization of the child, development of communication with adults and peers, awakening of moral and aesthetic feelings. Kindergarten is designed to provide the child with harmonious interaction with the world, the correct direction of his emotional development, awaken good feelings.
The child looks at the world around him with wide open eyes. He wants to know it, feel it, make it his own. And we teachers help little man become a Man with a capital P. In close interaction “child-adult” the social development of the child’s personality occurs. And the more consciously an adult—an educator, a parent—organizes this process, the more effective it will be.
Social development is one of the areas of modern preschool education. To successfully implement its goals, teachers need a high level of professional competence. Our kindergarten widely uses the programs “I am a Person” (S.I. Kozlova and others), “Fundamentals healthy image life" (N.P. Smirnova and others). These programs guide teachers towards the following: goals:
Create conditions for the full social development of children;
Think over types and forms pedagogical activity, including special classes that build self-confidence, self-esteem, a positive attitude towards the world, understanding emotional state surrounding people, the need for empathy, etc.
Determine the level of development of each child based on special indicators (interest in oneself, interest in peers, in a kindergarten group, etc.).
In the “I am a Man” program, social development is interpreted as a problem of understanding the social world, and the authors of the “Fundamentals of a Healthy Lifestyle” program are interested in the problem of social adaptation of children taking into account the realities of the modern world.
The purpose of my work in this direction- reveal to the child the world, to form his idea of himself as a representative of the human race; about people, about their feelings, actions, rights and responsibilities; about various human activities; about space; finally about what once was, what we are proud of, etc. and so on. In other words, to form a worldview, your own “picture of the world.”
Of course, a preschooler is not yet able to purposefully educate himself, but attention to himself, understanding of his essence, understanding that he is a human, gradual awareness of their capabilities will contribute to the fact that the child will learn to be attentive to his physical and mental health, through himself will learn to see other people, understand their feelings, experiences, actions, thoughts.
The main task is to gradually introduce the child to an understanding of the essence of the social world. Naturally, the speed of assimilation of the material and the depth of its knowledge are very individual. Much depends on the gender of the child, on the nature of the social experience he has accumulated, on the characteristics of the development of his emotional and cognitive spheres, etc. The teacher’s task is to focus not only on the age of the preschooler, but also on his actual mastery of the material. Using games, activities, and exercises with varying degrees of complexity in order to select what best suits the level of development of a particular child so that he or she masters the material individually.
The content of games, exercises, activities, observation tasks, experiments depends on the creativity and professionalism of the teacher. For example, in the game “What is He Like” we teach children to listen to the intonation of the speaker and determine his state of mind by intonation. And in the “Interesting Minute” exercise, we invite children to remember and tell what remarkable things they noticed during the day (a kind deed by a friend, helping an adult, etc.) and comment on this event.
In accordance with the content of the material and its characteristics, the child’s main activity is determined, which is most adequate to the task being implemented. In one case it may be a game, in another - work, in a third - classes, cognitive activity. Forms of work - collective, subgroup, individual.
Particular attention is paid to organization and style educational work, since it is this process that is the basis and indicator of the success of solving problems in the social development of preschool children. Direction of educational work: the child should feel confident, protected, happy in the preschool educational institution, convinced that he is loved and his reasonable needs are met. The kindergarten is his home, so he knows the room well and navigates this space freely and independently. Together with the children, we set up our group; they help, say, make manuals, toys, meet and see off guests, etc. If the child is wrong about something, we prompt him, but in such a way as to once again arouse interest.
In our group, places are allocated not only for solitude - to draw alone, look at a book, think, dream, but also for collective games, activities, experiments, and work. In general, the group should have an atmosphere of busyness, meaningful communication, exploration, creativity, and joy.
The child knows not only his responsibilities, but also his rights. In an environment where the teacher pays attention to each student, he is nevertheless not isolated from other children - they are united by interesting joint activities. Relationships with adults are trusting, friendly, but not equal. The child understands: he still doesn’t know much, he doesn’t know how. An adult is educated and experienced, so you need to listen to his advice and words. However, the child knows that not all adults are educated, that the behavior of many does not at all correspond to moral principles (and this is not hidden from him). The child learns to distinguish positive actions from bad ones.
Our goal is to give initial ideas, to arouse interest in self-knowledge, the desire and ability to analyze one’s actions, actions, feelings, thoughts. At the same time, we must not forget for a minute: the listener is a preschooler, an emotional, spontaneous being. The teacher’s story (conversation) is simple and occurs naturally (on a walk, in the evening, before meals, while washing, etc.). We try to awaken interest in the child, a desire not only to answer us, but also to ask questions himself. We are in no hurry to answer his questions. A joint search through observations, experiments, and reading books will lead to the correct answer indirectly. We support the preschooler's confidence that he himself will certainly find the correct answer, figure it out, and solve a difficult problem for himself.
Work on social development can begin with the younger group, gradually complicating its content. For younger preschoolers It’s interesting to include yourself in the surrounding reality through playful actions. Accordingly, considering one’s “I” as a part of “adult” reality allows one to form an idea of oneself, one’s capabilities, cultivate initiative and independence, develop activity and self-confidence. Already in the younger group, we actively involve children in imitation games. Kids imitate the actions of different animals, and also convey images of animals and their cubs. According to my demonstration and independently, in movements and facial expressions they reproduce the different moods of animals (good - evil, cheerful - sad) and their images. For example: a small fast mouse and a big clumsy bear.
Our constant assistant in the social development of children is the family. Only in cooperation with close adults can high educational results be achieved. We try to interest the parents of our students, for example, with the desire to instill in their children a love for their ancestors. We are trying to revive a valuable tradition - to be proud of our ancestry and continue its best traditions. In this regard, individual conversations are useful, the purpose of which is to attract the child’s attention to his own family, teach her to love and be proud of her.
Interaction with the family is effective only when we and the parents trust each other, understand and accept common goals, methods and means of social development. By showing parents our sincere interest, kind attitude towards the child, and the desire to promote his successful development, we can become the basis of our joint efforts with the family and help the child establish contacts with the social world.
The basis for the accumulation of positive experience is an emotionally comfortable climate in the group and meaningful, personality-oriented interaction between the teacher and children.
The living example of a teacher, his sincere participation in the affairs and problems of children, the ability to support their initiative and encourage them to show good feelings are the most important conditions for the successful social development of preschool children. So, the social development of preschool children is manifested in the humanistic orientation of their activity, in the desire to express their attitude to the world in accordance with the cultural traditions accepted in society.
A child matures not only as a representative of a certain biological species. He grows up among people, constantly learning how to interact with them, both with elders and with peers, and preparing for the future. adult life, which will be exclusively the life of a member of human society, that is, social life. Therefore, in addition to the processes of growth, development and biological maturation, the child simultaneously goes through a very complex path, which can be designated by the term “socialization”, or the social development of the child. These are all forms of communication, interaction, cooperation with other people, establishing relations of mutual understanding and respect, mutual support and mutual assistance, joint solution of pressing problems of protecting life on Earth and the social progress of humanity. And all this highest and most global has its small origins, fragile roots. These roots are the first close look at the face and eyes of your mother, the first participation in feeding, the first smile and cooing.
Socialization is a phenomenon that does not always parallel the development of the physical body and biological maturation. Socialization requires the accumulation of experience of communication and interaction, moreover, experience not only positive, but also negative, you need experience of empathy, love, pity, and necessarily experience in activities of a wide variety of directions. First of all, it is self-service, then work, creation, creativity, and the ability to protect oneself, compatriots and simply other people. Socialization includes the acceptance and mastery of the entire cultural and scientific heritage of parents and compatriots, and the entire world culture as a whole. Socialization does not come through special forms of education or training, i.e. this is not enough. You need to back it up with your own experience. Throughout childhood, this experience accumulates both from life with family and other adults, and from play. Play, children's fairy tales, children's literature and cinema are the second stimulator of socialization after family. The next most important places are school, group hobbies and creativity. The socialization environment, as part of the integral development environment, is not always optimal and, accordingly, both the socialization of the child and his subsequent fate in society will be suboptimal. The socialization process must also have its conditional end point or the border of complete completion. There are different proposals on the criteria for such completeness, but there is no generally accepted formulation yet. Of course, these criteria should include the ability to make responsible decisions, achieve an independent position in society, the ability to provide for a family, raise one’s own children, contribute to the creation of material wealth and the protection of the natural environment, etc. It is obvious that the final stages of social maturity will be attributed to periods delayed by at least 15-30 years from the completion of puberty or biological maturity.
Specific attempts are being made to create scales for diagnosing the stages of the socialization process in childhood and adolescence.
In Russia, the scale for measuring social competence by E. Doll, as modified by V. I. Gordeev et al, has been best studied and adapted. The degree of social competence, or maturity, is assessed in several areas of the child’s socialization. The attribute number in the scale below is also an evaluation point. You can use an assessment for any of the profiles, identifying the presence of discorrelations in development and upbringing.
Social competence scale by E. Doll as modified by V. I. Gordeev et al.
|
1. SHG (self-help general) |
General self-service and security self-monitoring |
|
2. SHE (self-help eating) |
Self-help with feeding |
|
3. SHD (self-help dressing) |
Self-help for dressing |
|
4. SD (self-direction) |
Responsibility |
|
5. O (occupation) |
Ability to manage your time |
|
6. C (communication) | |
|
7. L (locomotion) |
Independence when moving |
|
8. S (socialization) |
Socialization |
1.6. Screams, laughs
2.1. Keeps your head balanced
3.1. Grabs objects within reach
4.1. Reaching out to familiar people
5.1. Turns over
6.1. Reaches towards nearby objects
7.5. Left unattended, he finds something to do for himself
8.1. Sits without support
9.1. Pulling up, assumes a vertical position
10.6. Babbles, imitates sounds
11.2. Drinks from a cup or glass with the help of an adult
12.7. Moves across the floor from place to place
13.1. Grasping with two fingers (first and some other)
14.8. Requires special attention
5.1. Stands alone without support
16.2. Doesn't wet itself (when eating)
17.6. Follows simple directions, requests, tasks or commands
18.7. Left unattended, walks around the room
19.5. Leaves marks with pencil or chalk
20.2. Chews food
21.3. Pulls off his socks
22.5. "Transforms" objects
23.1. Overcomes simple obstacles or obstacles
24.5. Finds or brings (on request) familiar objects
25.2. Drinks from a cup or glass without assistance
26.1. No longer needs a stroller
27.8. Plays with other children
28.2. Eats himself with a spoon
29.7. Walks around the apartment or yard (under supervision)
30.2. Distinguishes edible from inedible
31.8. Uses names of familiar objects
32.7. Walks up the stairs on his own
33.2. Unwrapping candy
34.6. Speaks in short sentences
35.1. Asks to go to the toilet
36.5. Develops own gaming activity (comes up with games)
37.3. Takes off coat or dress independently
38.2. Eats with a fork
39.2. Looks for and pours himself water, milk or juice to drink
40.3. He wipes his hands after washing.
41.1. Able to avoid simple dangers (car, strange dog)
42.3. Puts on a coat or dress himself
43.5. Cuts paper himself with scissors
44.6. Tells about some events or stories
45.7. Goes down the stairs: one step - one step
46.8. Plays common games in kindergarten with pleasure
47.3. Buttons his own coat or dress
48.5. Helps with minor housework
49.8. Plays performances for others
50.3. Washes hands without assistance
51.1. He sits on the potty himself and wipes himself after the potty.
52.3. Washing your face without assistance
53.7. May wander around unattended
54.3. Dresses himself but cannot tie his shoelaces
55.5. Uses chalk or pencil when drawing
56.8. Plays competitive games
57.5. Sledding or skating himself
58.6. Writes simple words in block letters
59.8. Plays simple board games
60.4. You can trust a child with money
61.7. Can go to school unsupervised
62.2. Uses a table knife for spreading
63.6. Uses a pencil to write
64.3. Washing in a bath (shower, sauna) with limited assistance
65.3. Can go to bed without assistance
66.1. Knows the time on the clock with an accuracy of a quarter of an hour
67.2. Uses a table knife to cut
68.8. Denies the existence of Santa Claus and other fairy-tale characters
69.8. Participates in games for older children and teenagers
70.3. Comb with a comb or brush
71.5. Uses work tools for different purposes
72.5. Can do normal housework
73.6. Reads on his own initiative
74.3. Washing in the bath (shower, sauna) independently
75.2. Taking care of himself at the table
76.4. Makes small purchases
77.7. Walks freely near the house
78.6. Sometimes he writes short letters
79.6. Calls himself on the phone
80.5. Performs minor work of economic importance
81.6. Responses to information sources (radio, newspapers, advertising)
82.5. Plans and carries out minor creative work
83.4. Stays at home for own care or to look after others
84.6. Enjoys books, newspapers, magazines
85.6. Plays difficult games
86.3. Masters complete self-care
87.4. Buys clothing items independently
88.8. Included in the activities of teenage groups
89.5. Performs responsible routine housework
90.6. Maintains contacts through mail correspondence
91.6. Follows the latest news
92.7. Walks alone to nearby places of hanging out
93.4. IN daytime is outside the home without control
94.4. Has his own pocket money
95.4. Buys all his own clothes
96.7. Goes (leaves) alone to distant places
97.4. Looks after your health
98.5. Has a job or permanent place of study
99.4. Leaves for the night without restrictions
100.4. Controls own spending
101.4. Takes personal responsibility
102.4. Uses money prudently
103.8. Takes responsibility above one's own needs
104.8. Contributes to social welfare
105.4. Secures your future
106.5. Performs skilled work
107.5. Observes reasonable restrictions
108.5. Systematizes own work
109.8. Inspires confidence
110.8. Promotes social progress
111.5. Improves professionally
112.4. Acquires value for others
114.5. Performs expert professional work
115.8. Shares common responsibility
116.7. Creates favorable circumstances for yourself
117.8. Advances public welfare
Total SA values (years)
The scale determines the social age of the subject and the degree of correspondence of this age to the chronological age, which ultimately gives a coefficient of social development in percentage similar to 10.
