Process of formation and development relationships in preschool age can be represented as "entry" peer into the child's inner world. For younger children groups characterized by a significant number of prosocial actions with a general indifferent attitude towards another child. Three-year-old children are indifferent to actions peer and its assessment by adults. At the same time, they easily solve problem situations "in favor" others: they give up their turn in the game, share toys. Most often, their gifts are addressed to adults. This indicates that peer does not yet play a significant role in the child’s life and is not part of his self-awareness. Fracture in attitude towards peers happens in the middle preschool age . The child begins relate to yourself through another child. The other becomes the subject of constant comparison with oneself. Comparison is aimed at contrasting oneself with another. In the child’s self-awareness, certain skills, abilities and qualities have already been identified, but they can only be realized in comparison with someone else’s, the bearer of which is peer. To the elder At preschool age, attitudes towards peers change. There is a direct and selfless desire to help peer. A peer becomes for a child not only a subject of comparison with himself, but also a valuable, integral personality. So way, to the elder preschool age peer is for the child not only a preferred partner for communication and joint activities, not only a means of self-affirmation, but also a self-valuable, self-sufficient personality, subject appeals his integral indecomposable Self.

This is what the age dynamics look like in general terms: relationships with peers in preschool age. However, it may vary depending on individual features.

Based on the research of E. O. Smirnova and V. G. Utrobina, several types can be distinguished peer relationship.

The first type is passive-positive attitude. Characterized by a lack of any involvement in actions and experiences peer.

For the second type - egoistic relationship– also characterized by a lack of interest in peer and any emotional manifestations associated with it. All problematic situations are children of the egoistic peer relationship decide in their favor.

The third type is competitive attitude. Children are actively involved in activities peer, they evaluate and condemn them, demonstrating their advantage. Children willingly agree with the adult’s comments to peer, but are tensely greeted with encouragement.

Children with personality type relationship interested in peer, emotionally and practically involved in his actions. Choice in favor these kids are the same age, as a rule, are carried out without hesitation or grief.

The last type is the unstable type relations, it differs in that there is no specific behavioral strategy observed here. In some cases, children show personal attitude, in others competitive.

As a result, we can conclude that interpersonal relationships have a significant impact on the formation of a number of stable characteristics, mental processes, states and personality traits. The children's society has its own structure, peculiar moral norms and peculiarities of relationships between its members.

Each child develops in an interweaving of connections and relationships of various kinds. Interpersonal relationships, reflecting the relationships of the participants, develop specifically in children's and adolescent groups.

At different age stages, general patterns of formation and development of interpersonal relationships operate, despite the fact that their manifestations in each specific group have their own unique history.

Characteristics of children's interpersonal relationships

The attitudes of teachers and other significant adults surrounding the child have a significant influence on children’s perceptions. The kid will be rejected by his classmates if he is not accepted by the teacher.

In many areas mental development the influence of the adult can be traced to the child, this is due to the fact that:

1. An adult is a source of various influences for children (auditory, sensorimotor, tactile, etc.);
2. The child’s efforts are reinforced by an adult, supported and corrected;
3. When enriching a child’s experience, an adult introduces him to something, and then sets the task of mastering some new skill;
4. In contacts with an adult, the child observes his activities and sees role models.

How does the importance of an adult in a child’s life change at different ages?

In the preschool period, the role of adults for children is maximum and the role of children is minimal.
In the primary school period, the decisive role of adults fades into the background and the role of children increases.
In the high school period, the role of adults is leading; by the end of this period, the role of peers becomes dominant; during this period, personal and business relationships merge.

What kind of interpersonal relationships can develop in children's groups?

In children and adolescent groups, the following types of relationships can be distinguished:

Functional-role relationships, develop in various types of children’s life activities such as labor, educational, productive, play. During these relationships, the child learns norms and methods of action in a group under the control and direct guidance of an adult.

Emotional-evaluative relationships between children is the implementation of correction of a peer’s behavior in accordance with the norms that are accepted in joint activities. Here, emotional preferences come to the fore - dislikes, likes, friendships, etc. They arise early, and the formation of this type of relationship can be determined by external moments of perception or the assessment of an adult, or past communication experience.

Personal-semantic relations between children are such relationships in a group in which the goals and motives of one child in a peer group acquire personal meaning for other children. When the comrades in the group begin to worry about this child, his motives become their own, for the sake of which they act.

Features of interpersonal relationships in children of preschool, primary and senior school age

Preschool period

The period of preschool childhood begins from approximately 2-3 years, when the child begins to recognize himself as a member of human society, until the moment of systematic education at 6-7 years. During this period, the prerequisites for the formation of social and moral qualities of the individual are created, the basic individual psychological characteristics of the child are formed. Preschool childhood is characterized by the following features:

1. Excessively high role of the family in satisfying material, spiritual, cognitive needs;
2. The child’s maximum need for adult help to meet basic life needs;
3. Low ability of the child to protect himself from the harmful influences of his environment.

During this period, the child intensively develops (through relationships with adults) the ability to identify with people. The baby learns to be accepted in positive forms of communication, to be appropriate in relationships. If the people around you treat the baby kindly and with love, fully recognize his rights, and show him attention, he becomes emotionally prosperous. This contributes to the formation normal development personality, development in a child positive qualities character, friendly and positive attitude towards other people.

The specificity of the children's team during this period is that the elders act as bearers of leadership functions. Parents play a huge role in shaping and regulating children's relationships.

Signs of interpersonal relationships developing between children in preschool age.

The main function of a group of preschool children is to form the model of relationships with which they will enter life. It will allow them to engage in the process of social maturation and reveal their moral and intellectual potential. Thus, interpersonal relationships in preschool age are characterized by the following features:

1. Basic stereotypes and norms that regulate interpersonal relationships are formed and developed;
2. The initiator of relations between children is an adult;
3. Contacts are not long-term;
4. Children are always guided by the opinions of adults, and in their actions they are always equal to their elders. Show identification with people who are close to them in life and peers;
5. The main specificity of interpersonal relationships at this age is that it is clearly manifested in imitation of adults.

Junior school childhood- this period begins at 7 years and lasts up to 11 years. At this stage, the process of further development of individual psychological qualities of the individual occurs. Intensive formation of the basic social and moral qualities of the individual. This stage is characterized by:

1. The dominant role of the family in meeting the emotional, communicative, material needs of the child;
2. The dominant role belongs to the school in the development and formation of social and cognitive interests;
3. The child’s ability to resist increases negative influences environment while maintaining the main protective functions of the family and school.

The beginning of school age is determined by an important external circumstance - entry into school. By this period, the child has already achieved a lot in interpersonal relationships:

1. He orients himself in family and kinship relationships;
2. He has self-control skills;
3. Can subject himself to circumstances - i.e. has a solid foundation for building relationships with adults and peers.

In the development of a child’s personality, a significant achievement is the predominance of the motive “I must” over “I want.” Educational activities require new achievements from the child in the development of attention, speech, memory, thinking, and imagination. This creates new conditions for personal development.

When children enter school, they experience new step In the development of communication, the system of relationships becomes more complex. This is determined by the fact that the baby’s social circle is expanding and new people are involved in it. Changes occur in the child’s external and internal position, and the topics of his communication with people expand. The circle of communication between children includes questions that relate to educational activities.

The teacher is the most authoritative person for children of primary school age. The teacher's assessments and judgments are perceived as true and not subject to verification or control. In the teacher, the child sees a fair, kind, attentive person and understands that the teacher knows a lot, can encourage and punish, and create a general atmosphere of the team. Much is determined by the experience that the child received and learned in preschool age.

In interpersonal relationships with peers, the role of the teacher is important. Children look at each other through the prism of his opinions. They evaluate the actions and misdeeds of their comrades by the standards introduced by the teacher. If the teacher evaluates the child positively, then he becomes the object of the desired communication. A negative attitude towards a child on the part of a teacher makes him an outcast in his team. This sometimes leads to the child developing arrogance, a disrespectful attitude towards classmates, and the desire to achieve encouragement from the teacher at any cost. And sometimes, children perceive emotionally without realizing their unfavorable situation, but experience it.

Thus, interpersonal relationships in primary school age are characterized by:

1. Functional-role relationships are replaced by emotional-evaluative ones, correction of the peer’s behavior occurs in accordance with the accepted norms of joint activity;
2. The formation of mutual assessments is influenced by educational activities and teacher evaluation;
3. The dominant basis for evaluating each other becomes the role characteristics of a peer, rather than the personal characteristics.

Senior school age - this is the period of child development from 11 to 15 years, which is characterized by the following features:

1. The family plays a dominant role in satisfying the material, emotional and comfortable needs of the child. By the end of senior preschool age, it becomes possible to independently realize and satisfy some of these needs;
2. School plays a decisive role in meeting the socio-psychological and cognitive needs of the child;
3. The ability to resist the negative influences of the environment begins to appear, in turn, it is combined with the child’s tendency to submit to them under unfavorable circumstances;
4. There remains a high dependence on the influence of surrounding adults (teachers, grandparents, parents) in the development of personal self-knowledge and self-determination.

In older (adolescent) age, a number of important changes occur in the physical, mental, emotional development schoolboy. By the age of 11, children begin to experience intensive physical growth and significant changes occur in the structure of the entire body. Not only external and internal changes occur in the body of adolescents due to physical development. The potential abilities that determine the child’s intellectual and mental activity also change.

During this period, the determining factor in the child’s behavior is external data and the nature of comparison of oneself with older people. Children develop an inadequate assessment of their capabilities and themselves.

Domestic psychologists, starting with L. S. Vygotsky, believe that the main new formation in adolescence is a feeling of adulthood. But comparing oneself with adults and focusing on adult values ​​very often makes a teenager see himself as dependent and relatively small. This gives rise to a contradictory feeling of adulthood.

Any teenager psychologically belongs to several social groups: school class, family, friendly and neighborhood groups, etc. If the values ​​and ideals of the groups do not contradict each other, then the formation of the child’s personality takes place in the same type of socio-psychological conditions. If there is inconsistency in norms and values ​​between these groups, then this puts the teenager in a position of choice.

Thus, we can draw the following conclusion that interpersonal relationships in high school age are characterized by:

1. Emotional-evaluative relationships between children are gradually replaced by personal-semantic ones. This suggests that the motive of one child can acquire personal meaning for other peers;
2. The formation of mutual assessments and relationships is no longer influenced by adults, but only by the personal, moral characteristics of the communication partner;
3. The moral and volitional qualities of a partner at this age become the most important basis for choice in establishing connections;
4. But during this period, the role of the adult still remains significant for choosing the form and stereotypes of regulating interpersonal relationships.
5. Teenagers' relationships become more stable and selective;
6. The level of development of interpersonal relationships between communication partners at this age very clearly determines the specifics of the processes of individualization of adolescents.

Issues of the formation of a children's team and interpersonal relationships in it, the influence school group on the formation of the personality of individual children - all this is of exceptional interest. Therefore, the problem of interpersonal relationships, which arose at the intersection of a number of sciences - philosophy, sociology, social psychology, personality psychology and pedagogy, is one of the most important problems of our time. Every year it attracts more and more attention from researchers here and abroad and is essentially a key problem in social psychology, which studies diverse associations of people - so-called groups. Ideally, a class team is amateur and self-governing. The positive emotional attitude of children towards socially useful activities in the classroom is of great importance. The success of a group in solving its problems can be determined by the moment of maturity of the group, or the level of group development. The level of group development is at the same time a characteristic of the formation of interpersonal relationships, the result of the process of group formation.

Various approaches to analyzing the formation of a group forced researchers to consider it depending on the time of existence, the frequency of communications of different group members over a certain period of time, etc. A. I. Dontsov points out that collective properties include “... stability of existence, the predominance of integrative tendencies, sufficient clarity of group boundaries, the emergence of a sense of “We,” the proximity of norms and patterns of behavior, etc.” [Dontsov A.I. On the concept of group in social psychology // Social psychology: Reader / Comp. E. P. Belinskaya, O. A. Tikhomandritskaya. M, 2003, p.180]. As you know, a child’s need to communicate with peers arises somewhat later than his need to communicate with adults. But it is precisely during the school period that it is already expressed very clearly and, if it does not find its satisfaction, then this leads to an inevitable delay social development. And it is the peer group that the child joins at school that creates the most favorable conditions for proper development. Age group class primary school It is not an amorphous association of children with spontaneously developing random relationships and connections. These relationships and connections already represent a relatively stable system in which each child, for one reason or another, occupies a certain place.

Among them, an important role is played by both the child’s personal qualities, his various skills and abilities, and the level of communication and relationships in the group, which is largely determined by character. It turned out that in the first grades with a stable positive style of relationships, the first place goes to motivations related to friendship (28%), attractiveness and general positive characteristics of a peer (20%), and joint games (12%). The next group of motivations is of a “business” nature: an indication of good academic performance, the desire to provide assistance, and behavioral characteristics in a team. The basis of interpersonal relationships is always a kind of assessment by one person of another. In the informal interpersonal system of relations, positions are determined by the individuality of each student and the characteristics of each class. Interpersonal interaction is a really functioning connection, mutual interaction between individual subjects. Interpersonal relationships are subjectively experienced relationships and mutual influences of people. Interpersonal relationships of children in the classroom are a form of realization of the social essence of each child, a psychological basis for uniting children. In a team, the primary school student’s need for social conformity is realized: the desire to meet social requirements, to follow the rules public life, to be socially valuable.

This encourages the child to show interest in peers and look for friends. The children's team actively forms interpersonal relationships. Communicating with peers, the younger student acquires personal experience relationships in society, socio-psychological qualities (ability to understand classmates, tact, politeness, ability to interact). It is interpersonal relationships that provide the basis for feelings and experiences, allow for an emotional response, and help develop self-control. The spiritual influence of the collective and the individual is mutual. The socio-psychological atmosphere of the team is also important. It should create optimal conditions for the development of a primary school student: generate a sense of psychological security, satisfy the child’s need for emotional contact, and be significant to other people. The positive psychological and pedagogical potential of a children's team cannot develop spontaneously. What is needed is an “atmosphere surrounding the child” of social thought (L. S. Vygotsky), external pedagogical influence and guidance. For younger schoolchildren, the line of relationship “me and the teacher” is clearly visible, and not the line “me and classmates,” which weakens the importance of interpersonal relationships. For many elementary school students, microgroups (2-3 people) are the basis of interpersonal relationships. The behavior of younger schoolchildren is impulsive; not everyone has developed self-control, and it is not always able to restrain the increased emotionality of this age.

Interpersonal interaction is determined by several mechanisms of mutual influence:

A) Conviction. This is the process of logical justification of any judgment or conclusion. Persuasion involves a change in the consciousness of the interlocutor or audience that creates a willingness to defend a given point of view and act in accordance with it.

B) Mental infection. It "is carried out through perception mental states, moods, experiences." [N. P. Anikeeva. To the teacher about psychological climate a team. - M., 1983, p.6]. Children are especially susceptible to infection, since they do not yet have firm life beliefs, life experience, and have the ability to easily adapt and accept different attitudes.

B) Imitation. It is aimed at the child’s reproduction of external behavioral traits or the internal logic of the mental life of another significant person.

D) Suggestion. Occurs when there is trust in the speaker’s messages and generates a willingness to act in accordance with the assigned attitudes. Children are also especially sensitive to suggestion, since teachers and parents have authority in their eyes, so they know how to think and act.

Children's interpersonal relationships develop not only through the mechanisms of interpersonal interaction, but also through interpersonal perception and communication. Their manifestation can be noticed, first of all, in communication. Empathy and reflection are important mechanisms of interpersonal perception. Moreover, reflection is not understood in a philosophical sense, but “... by reflection is meant the awareness by each of the participants in the process of interpersonal perception of how he is perceived by his communication partner.” [Interpersonal perception in a group / Ed. G. M. Andreeva, A. I. Dontsova. M., 1981, S. 31]. Primary school age is a period of positive changes and transformations occurring in the child’s personality. That is why the level of achievement achieved by each child at a given age stage is so important. If at this age a child does not feel the joy of learning and does not gain confidence in his abilities and capabilities, it will be more difficult to do this in the future. And the child’s position in the structure of personal relationships with peers will also be more difficult to correct.

The peer group also includes a group of children of primary school age. Acquiring skills of social interaction with a group of peers and the ability to make friends are one of the most important tasks of child development at this age stage [Kolominsky Ya. L. Psychology of relationships in small groups (general and age characteristics). - Minsk, 1976. p. 199]. Relationship is the mutual position of one person to another, the position of an individual in relation to the community. In relation to children, attitudes and relationships also manifest themselves. They are born between children during play, joint work, in classes, etc. There is a fairly wide range of relationships between school-age children. Typically, children begin to communicate based on sympathies and common interests. The proximity of their place of residence and gender characteristics also play a significant role.

A characteristic feature of the relationships between younger schoolchildren is that their friendship is based, as a rule, on common external life circumstances and casual interests; for example, they sit at the same desk, live nearby, are interested in reading or drawing... The consciousness of younger schoolchildren has not yet reached the level of choosing friends based on any significant personality qualities. But in general, children in grades I–III become more deeply aware of certain qualities of personality and character. And already in the third grade, if it is necessary to choose classmates for joint activities, about 75% of third-grade students motivate their choice by certain moral qualities of other children [Ya. L. Kolominsky. Psychology of relationships in small groups (general and age-related characteristics). - Minsk, 1976. p.214]. It is at primary school age that the socio-psychological phenomenon of friendship appears as individually selective deep interpersonal relationships of children, characterized by mutual affection based on a feeling of sympathy and unconditional acceptance of another. At this age, group friendships are most common.

Friendship performs many functions, the main of which is the development of self-awareness and the formation of a sense of belonging, connection with a society of one’s own kind [Kolominsky Ya. L. Psychology of relationships in small groups (general and age-related characteristics). - Minsk, 1976. p.219]. According to the degree of emotional involvement of a child’s communication with peers, it can be comradely and friendly. Friendly communication is a child’s emotionally less deep communication, which is realized mainly in the classroom and mainly with the same gender. Friendly - both in class and outside of it, and also mainly with the same sex, only 8% of boys and 9% of girls with the opposite sex. [Kolominsky Ya. L. Psychology of relationships in small groups (general and age characteristics). - Minsk, 1976. p.213]. The relationships between boys and girls in the lower grades are spontaneous. The main indicators of humanistic relations between boys and girls are sympathy, camaraderie, and friendship. As they develop, a desire to communicate arises. Personal friendship in elementary school is established very rarely compared to personal camaraderie and sympathy. Typical inhumane relationships between boys and girls are (according to Yu. S. Mitina):

Attitude of boys towards girls: swagger, pugnacity, rudeness, arrogance, refusal of any relationship

Attitude of girls towards boys: shyness, complaints about the behavior of boys... or in some cases the opposite phenomena, for example, childish flirting

Thus, first-graders evaluate their peers, first of all, by those qualities that are easily manifested externally, as well as by those that are most often emphasized by the teacher. By the end of primary school age, the eligibility criteria change somewhat. When assessing peers, social activity also comes first, in which children really value organizational abilities, and not just the very fact of a social assignment given by the teacher, as was the case in the first grade; and still beautiful appearance. At this age, certain personal qualities also become important for children: independence, self-confidence, honesty. It is noteworthy that indicators related to learning among third-graders are less significant and fade into the background. For “unattractive” third-graders, the most significant traits are social passivity; unscrupulous attitude towards work, towards other people's things.

The criteria for assessing classmates characteristic of younger schoolchildren reflect the peculiarities of their perception and understanding of another person, which is associated with the general patterns of development of the cognitive sphere at this age: poor ability to highlight the main thing in a subject, situational nature, emotionality, reliance on specific facts, difficulties in establishing cause-and-effect relationships . Emotional well-being, or the student’s well-being in the system of personal relationships that have developed in a team, depends not only on how many classmates sympathize with him, but also on how much these sympathies and the desire for communication are mutual. In other words, what is important for a student is not only the number of choices, but also which classmates chose him. These data are important both for identifying the structure of relationships in a team and for studying student satisfaction in communicating with classmates. In the relationships of younger schoolchildren, the emotional attitude prevails over all others.

In the classroom, in relationships with peers, a child can take different positions:

Be the center of attention;

Communicate with a large number of peers;

Strive to be a leader;

Communicate with a select circle of peers;

Stay away;

Stick to the line of cooperation;

Express kindness to everyone;

Take a competitive position;

Look for mistakes and shortcomings in others;

Strive to help others.

First-graders evaluate their peers, first of all, by those qualities that are easily manifested externally, as well as by those that are most often emphasized by the teacher. It should be noted that, as a rule, with age, children increase the completeness and adequacy of their awareness of their position in the peer group. But at the end of it age period, that is, among third-graders, the adequacy of their perception social status sharply decreases even in comparison with preschoolers: children who occupy a favorable position in the class tend to underestimate it, and, on the contrary, those who have unsatisfactory indicators, as a rule, consider their position to be quite acceptable. This indicates that by the end of primary school age, a kind of qualitative restructuring occurs, both in interpersonal relationships themselves and in their awareness. Of course, this is due to the emergence during this period of the need to occupy a certain position in the peer group. The intensity of this new need and the increasing importance of the opinions of peers are the reason for the inadequacy of assessing one’s place in the system of interpersonal relations. Students treat their classmates differently: the student chooses some classmates, does not choose others, and rejects others; The attitude towards some is stable, towards others it is not stable. In each class, there are three social circles for each student.

In the first circle of communication are those classmates who are the object of constant, stable choices for the child. These are the students for whom he feels a strong sympathy and emotional attraction. Among them there are those who, in turn, sympathize with this student. Then they are united by a mutual connection. Some students may not even have a single friend for whom he feels a strong sympathy, that is, this student does not have the first circle of desired communication in the class. The concept of the first circle of communication includes both a special case and a group. The group consists of students who are united by a mutual connection, that is, those who are included in the first circle of communication with each other. All classmates for whom the student feels more or less sympathy constitute his second circle of friends in the class. The psychological basis of the primary team becomes such a part of the general team where students mutually form a second circle of desired communication for each other. These circles are, of course, not a frozen state. A classmate who was previously in the student’s second circle of communication can enter the first, and vice versa. These social circles also interact with the widest third social circle, which includes all students in a given class. But schoolchildren are in personal relationships not only with classmates, but also with students from other classes. In the elementary grades, the child already has a desire to occupy a certain position in the system of personal relationships and in the structure of the team. Children often have a hard time with the discrepancy between aspirations in this area and the actual state.

The system of personal relationships in the classroom develops in the child as he masters school reality. The basis of this system is the direct emotional relationships, which prevail over all others [Dontsov A.I. Psychology of the collective: Methodological problems of research: Tutorial. M.: Moscow State University Publishing House, 1984.]. In the manifestation and development of children’s needs for communication, among students primary classes there are significant individual characteristics. Two groups of children can be distinguished according to these characteristics. For some, communication with friends is mainly limited to school. For others, communication with friends already occupies a significant place in their lives. Primary school age is a period of positive changes and transformations occurring in the child’s personality. That is why the level of achievement achieved by each child at a given age stage is so important. If at this age a child does not feel the joy of learning and does not gain confidence in his abilities and capabilities, it will be more difficult to do this in the future. And the child’s position in the structure of personal relationships with peers will also be more difficult to correct. [Dontsov A.I. Psychology of the collective: Methodological problems of research: Textbook. M.: Moscow State University Publishing House, 1984]. The child’s position in the system of personal relationships is also influenced by such a phenomenon as speech culture. Speech culture of communication consists not only in the fact that the child pronounces correctly and chooses the right words of politeness. A child who has only these capabilities can cause peers to feel a condescending superiority over him, since his speech is not colored by the presence of his volitional potential, expressed in expression, self-confidence and feeling self-esteem. Thus, we can conclude that interpersonal relationships among peers of primary school age depend on many factors, such as academic success, mutual sympathy, common interests, external life circumstances, and gender characteristics. All these factors influence the child’s choice of relationships with peers and their significance. Thus:

Children occupy different positions in the system of personal relationships; not everyone has emotional well-being;

This or that position of the child in the system of personal relationships not only depends on certain qualities of his personality, but, in turn, contributes to the development of these qualities;

Having determined the position of each child in the group and his sociometric status, it is possible to analyze the structure of interpersonal relationships in this group.

The mental mechanism for individuals to gain freedom in a team, when different individual opinions and points of view are not suppressed by mechanisms of imitation and suggestion, as in a simple group, but are given the opportunity to exist relatively freely, when each member of the team consciously chooses their position, is collective self-determination. But such relationships develop gradually and have a multi-level structure.

First level (view) forms a set interpersonal relationships of direct dependence(personal (personal) relationships). They manifest themselves in emotional attractiveness or antipathy, compatibility, difficulty or ease of contacts, coincidence or divergence of tastes, greater or less suggestibility.

Second level (view) forms a set of interpersonal relationships mediated by the content collective activity and the values ​​of the team (partnership (business) relationships). They manifest themselves as relationships between participants in joint activities, comrades in study, sports, work, and recreation.

Third level forms a system of connections expressing the attitude towards the subject of collective activity (motivational relationships): motives, goals, attitude towards the object of activity, social meaning collective activity.

At the highest stage of team development occurs collectivist identification- a form of humane relations that arises in joint activities, in which the problems of one of the group become motives for the behavior of others: our comrade has a problem, we must help him (support, protect, sympathize, etc.).

In the process of team development, mutual responsibility relationship the individual before the collective and the collective before each member. To achieve a harmonious combination of all types of relationships in children's team difficult: selectivity of team members to each other, to various types activities, their content, means and methods of achieving the goal will always exist. The teacher teaches to be patient with the shortcomings of others, to forgive unreasonable actions and insults, to be tolerant, to cooperate and help each other.

2.2.4. Stages of student development

The educator needs to understand that the process of forming a team goes through several stages (stages) of development on the way to becoming a subject of the pedagogical process. His task is to understand the psychological and pedagogical foundations of the changes taking place in the team and in each student. Eat different definition these stages: diffuse groups, associations, cooperations, corporations, teams; “sand placer”, “soft clay”, “flickering lighthouse”, “scarlet sail”, “burning torch” (A.N. Lutoshkin).

A.S. Makarenko identified 4 stages of team development according to the nature of the requirements made by the teacher and the position of the teacher.

1. The teacher organizes life and activities of the group, explaining the goals and meaning of the activities and making direct, clear, decisive demands. The activist group (the group that supports the requirements and values ​​of the educator) is just emerging; the level of independence of the activist members is very low. Developing personal relationships predominate; they are still very fluid and often conflicting. Relations with other groups develop only in the system of personal relations between members of different groups. The first stage ends with the formation of an asset.

Subject of education- teacher.

2. The teacher’s demands are supported by the activists; this most conscious part of the group presents them to their comrades, the teacher's demands become indirect. The second stage is characterized by the team’s transition to self-government The organizational function of the teacher is transferred to the permanent and temporary bodies of the team (active), a real opportunity is created for all members of the team to actually participate in managing their lives, the practical activities of students become more complicated, and independence in its planning and organization increases. The joy of creativity, achieved success, and self-improvement is experienced. The asset becomes the support of the teacher and authority for other members of the team. He not only supports the teacher’s demands, but also develops his own. His independence is expanding. The teacher helps strengthen the position of the asset and expanding its composition, involving all children in joint activities, specifies tasks in relation to individual groups of students and to each member; performs a communicative function - organizing and establishing relationships within the team. More stable interpersonal relationships and relationships of mutual responsibility are established. Business relationships are developing. Motivational and humanistic relationships emerge. A collective identity is being formed - “We are a collective.” Real connections are formed with other children's groups.

The subject of education is an asset.

3. Most group members make demands on their comrades and themselves and helps teachers correct the development of each person. Requirements presents collective in the form of public opinion.Public collective opinion is a cumulative value judgment expressing the attitude of a collective (or a significant part of it) to various events and phenomena in the life of society and a given collective. The emergence of the ability to form public opinion indicates a high level of development of intra-collective relations and the transformation of a group into a collective.

Motivational and humanistic relationships are formed between individual groups and team members. In the process of development, children's attitudes to goals and activities, to each other change, and common values ​​and traditions are developed. The team develops a favorable socio-psychological climate of emotional comfort and personal security. The team has systematic connections with other teams in the educational institution and outside it. Complete self-government and self-government.

The subject of education is the collective.

If the team reaches this stage, then it forms a holistic, moral personality, turns into an instrument for the individual development of each of its members. Common experience, identical assessments of events are the main feature and most characteristic feature of the team. The teacher supports and stimulates self-government and interest in other groups.

4. All members of the team are encouraged to self-education, conditions are created for the development of the creative individuality of each member of the team. The position of the individual is high, there are no superstars or outcasts. Connections with other groups are expanding and improving, and activities are increasingly prosocial in nature. Every pupil thanks to firmly acquired collective experience makes certain demands on himself, fulfillment of moral standards becomes his need, the process of education turns into the process of self-education.

The subject of education is the individual.

The teacher, together with the activists, relying on the public opinion of the children's team, supports, preserves and stimulates the need for self-education and self-improvement in each member of the team.

The process of team development does not proceed as a smooth process of transition from one stage to another; leaps, stops, and backward movements are inevitable. There are no clear boundaries between the stages - opportunities for moving to the next stage are created within the framework of the previous one. Each subsequent stage in this process does not replace the previous one, but is, as it were, added to it. The team cannot and should not stop in its development, even if it has achieved very high level. A.S. Makarenko believed that moving forward is the law of life for a children's group, stopping is death.

Dynamics of team formation can be generally defined based on the combination of the following characteristics:

o general socially significant goals;

o joint organized activity;

o relationships of responsible dependence;

o rational distribution social roles;

o equality of rights and responsibilities of team members;

o active organizational role of self-government bodies;

o stable positive relationships;

o cohesion, mutual understanding, collectivist self-determination of members;

o collectivist identification;

o level of reference (relationships of significance connecting the subject with another person or group of persons);

o the possibility of individual isolation in a group.

Depending on the level of development, the behavior of a group in a stressful situation is indicative (according to L.I. Umansky).

Groups with a low level of development show indifference, apathy, and become disorganized. Mutual communication becomes conflicting in nature, and work productivity sharply decreases.

Groups of an average level of development under the same conditions are characterized by tolerance and adaptation. Operational efficiency does not decrease.

Groups with a high level of development are the most resistant to stress. They respond to emerging critical situations by increasing activity. The efficiency of their activities not only does not decrease, but even increases.

Chapter 1. Theoretical aspects studying interpersonal relationships in psychological and pedagogical science

1.1 The problem of interpersonal relationships in a children's group and its development in psychological science

1.2 Dynamics and conditions for the development of interpersonal relationships in a children's group

Chapter 2. Value orientations of the teacher as a condition for the development of interpersonal relationships of children in the group

2.1 The concept of “values” and “value orientations” of a teacher

2.2 The influence of the teacher’s value orientations on the development of interpersonal relationships of children in the group kindergarten

Chapter 3. Experimental study of the influence of value orientations of teachers on the development of interpersonal relationships of children in a kindergarten group

Conclusion

Bibliography

Application

Introduction

Relationships with other people make up the basic fabric human life. According to S.L. Rubinstein, a person’s heart is all woven from his relationships with other people; The main content of a person’s mental, inner life is connected with them. It is these relationships that give rise to the most powerful experiences and actions. The attitude towards another is the center of the spiritual and moral development of the individual and largely determines moral value person.

Relationships with other people begin and develop most intensively in preschool age. The problem Today, the fact is that from the age of one and a half years, the child has been among his peers, therefore, the mental health of the child depends on how favorable the relationship between children is. During this same period, the foundations of the baby’s personality are laid, so the skill, personality, level spiritual development Kindergarten teachers are subject to increased demands. The richness of the teacher’s personality is an indispensable condition for the effectiveness of influence on the child and the versatility of his worldview.

Therefore, in preschool pedagogy the view on work is being formed and is increasingly expanding its position preschool institutions not so much in terms of teaching, but in terms of introducing children to universal human values and developing the ability to communicate and connect with other people.

Children attending preschool educational institutions, during the day are under the supervision of a teacher who builds his work in accordance with the program of this institution, professional skills and abilities, refracting them through his personal characteristics. It follows that professional activity teacher - a process of continuous communication with preschoolers, the effectiveness of which determines the results of educational work in kindergarten. Constant involvement in communication with children during the working day requires a lot of neuropsychic expenditure, emotional stability, patience, and control over external forms of behavior from the teacher. The process of education is carried out constantly in direct contact with children as a continuous choice and justification by the teacher of his scale of values, his beliefs, views, moods. This encourages us to consider Topics our research, which reads as follows: The influence of a teacher’s value orientations on the development of interpersonal relationships in a children’s group.

In our opinion, the relevance of the study lies in the increasing need to humanize the influence of educators on the development of the personality of preschoolers, on the formation of socially acceptable skills acquired by children among their peers under the guidance of a teacher. The process of communicating with others, establishing friendly relationships depends on many factors, one of which is the neuropsychic state of the individual in the process of life and at the time of interaction with others. Taking into account the special relationship of educators with preschool children, namely imitation of the behavior of adults, the desire to demonstrate actions approved by the teacher, we pay attention to the personal characteristics of educators and their value orientations.

The problem of pedagogical communication was studied by B.G. Ananyev, A.L. Bodalev, Ya.L. Kolominsky, M.I. Lisina, A.A. Leontyev, T.A. Repin and other outstanding Russian psychologists. Particular attention to this problem is associated with the awareness of the exceptional role of the process of pedagogical communication in the socio-psychological development of the child’s personality.

Research conducted by L.N. Bashlakova (1986), D.B. Godovikova (1980), R.I. Derevyanko (1983), T.I. Komissarenko (1979), S.V. Kornitskaya (1974), M.I. Lisina (1974), G.P. Lavrentieva (1977), L.B. Miteva (1984), A. B. Nikolaeva (1985) and others, reveal various aspects of the mutual influence of teachers and children in a preschool setting.

When choosing the age of the children, we proceeded from the socio-psychological data obtained in the works of Ya.L. Kolominsky and T.A. Repina, indicating that by older preschool age (compared to junior and middle age), children’s relationships acquire relative stability, differentiation, and emotional well-being begins to play an increasingly important role in the formation of the child’s personality in the system of relations of the social environment.

Object studies: development of interpersonal relationships in a group of children.

Subject of the study: the influence of a teacher’s value orientations on the development of interpersonal relationships in a children’s group.

The purpose of the study was: To study the influence of the value orientations of a kindergarten teacher on the development of interpersonal relationships of children in the group.

Objectives of our research:

1. Consider the concept of “interpersonal relationships” in preschool age;

2. Determine the dynamics of interpersonal relationships and the conditions for their development in preschool age;

3. Study the concept of teacher’s value orientations;

4. Organize an experimental study to study the influence of the value orientations of a kindergarten teacher on the development of interpersonal relationships of children in a group using the example of senior preschool age;

5. Provide an analysis of the results obtained during the study.

Based on the analysis of the literature, we formulated the following research hypothesis: The dominance of certain value orientations of the teacher influences the nature of interpersonal relationships in the children's group, that is:

- on the stability of status relations of certain categories of children;

- to determine the motives of one’s attitude towards a peer;

- to develop prosocial actions and emotional involvement with peers;

- on the stability and sustainability of children's associations.

Chapter 1. Theoretical aspects of the study of interpersonal relationships and their development in psychological and pedagogical science

1.1 The problem of interpersonal relationships in a children's group in psychological and pedagogical science

The attitude towards another person, towards people, constitutes the basic fabric of human life, its core. According to S. L. Rubinstein, a person’s heart is all woven from his human relationships with people; The main content of a person’s mental, inner life is connected with them. It is these relationships that give rise to the most powerful experiences and main human actions.

Human relations with people are the area in which psychology is combined with ethics, where the mental and spiritual (moral) are inseparable. The attitude towards another is the center of personality development and largely determines the moral value of a person.

As we have already noted earlier, interpersonal relationships arise and develop most intensively in childhood. The ability to satisfy one’s needs for self-affirmation and recognition from the immediate environment – ​​peers and adults – has a huge impact on the development of a child’s personality. The formation and development of these needs occurs in conditions of active and fairly broad interpersonal interactions.

So, what are interpersonal relationships and interactions?

To define this concept, we turned to various sources - both psychological and pedagogical, and philosophical, because “attitude is a philosophical category that characterizes the interconnection of elements of a certain system.”

Interpersonal attitude– subjectively experienced relationships between people, objectively manifested in the nature and methods of mutual influence of people in the course of joint activities and activities. This is a system of attitudes, orientations, expectations, stereotypes and other dispositions through which people perceive and evaluate each other.

Kolominsky Ya.L. says that “attitudes and relationships are phenomena of the inner world, the internal state of people.”

"Interconnection social groups and national communities is manifested in their interaction regarding the satisfaction of their needs and the realization of their interests in appropriate working conditions, consumption of material goods, improvement of life, education, access to spiritual values.”

Thus, having examined the concept of interpersonal relationships, we have determined that it is a phenomenon of the inner world and state of people, subjectively experienced connections between them, manifested in the nature and methods of mutual influence of people in the course of joint activities.

Having defined the concept of the phenomenon we are studying, we turned to the origins of the formation of this problem of interpersonal relationships in preschool age in the psychological and pedagogical literature.

In our country, initially the problem of interpersonal relations of preschoolers was considered mainly within the framework of socio-psychological research, by such authors as Kolominsky Ya.L., Repina T.A., Kislovskaya V.R., Kirichuk A.V., Mukhina V.S. , where the main subject was structure and age-related changes children's group. These studies showed that during preschool age the structure of the children's group rapidly increases, the content and justification of children's choices changes, and it was also found that the emotional well-being of children largely depends on the nature of the child's relationships with peers. In the works of the above authors, the main subject of research was a group of children, but not the personality of an individual child. However, somewhat later, works appeared devoted to real, practical contacts of children and studying their influence on the formation of children's relationships. Among them, two main theoretical approaches stand out: the concept of activity-based mediation of interpersonal relationships by A.V. Petrovsky and the concept of the genesis of communication, where the relationships of children were considered as a product of communication activities by M. I. Lisina.

In the theory of activity mediation, the main subject of consideration is the group, the collective. Joint activity is a system-forming feature of the team. The group achieves its goal through a specific object of activity and, thereby, changes itself, its structure and the system of interpersonal relations. The nature and direction of these changes depends on the content of the activity and the values ​​accepted by the community. The group is thus inextricably linked with the individual: the group manifests itself in the individual, and the personal manifests itself in the group. Joint activity, from the point of view of this approach, determines interpersonal relationships, since it gives rise to them, influences their content and mediates entry into the community. It is in joint activity that interpersonal relationships are realized and transformed.

At the same time, V.V. Abramenkova identifies three levels of interpersonal relationships:

functional-role - fixed in norms of behavior specific to a given culture and realizing themselves in the performance of various roles (game or social);

emotional-evaluative - manifested in preferences, likes and dislikes, and in various kinds of selective attachments;

linear-semantic - in which the motive of one subject acquires personal meaning for another.

Despite the fact that in preschool childhood it is interaction and communication with adults that are the decisive factors in the development of the child’s personality and psyche, the role of the child’s interpersonal relationships with peers cannot be underestimated. Thus, in the research of T. A. Repina, it was found that under conditions of strict regulation of the activity of preschool children by adults, their relationships with each other are characterized by a specific structure. One of its features is that in a group of children in the process of free communication, mainly two types of subgroups of children are distinguished. Some of them are characterized quite stable and relatively long-term contacts members of the subgroup, while others can be assessed as short-term associations, which quickly disintegrate and change their composition.