Social and communicative development
Social and communicative development
Maltseva Olga Andreevna, methodologist, State Budgetary Educational Institution Secondary School No. 1 SP d/s No. 27. Chapaevsk, Samara Region.
This educational area is aimed at solving the following tasks:
- the preschooler’s assimilation of norms and values accepted in society, including moral and moral values;
- development of communication and interaction with adults and peers;
- the formation of independence, purposefulness and self-regulation of one’s own actions;
- development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers;
- formation of a respectful attitude and a sense of belonging to one’s family, community of children and adults in the kindergarten group;
- the formation of positive attitudes towards various types of work and creativity;
- formation of the foundations of safety in everyday life, society, and nature.
Thus, socio-communicative development is aimed at assimilating knowledge, norms and values that allow the child to feel like a full member of society.
The problem of socialization of the younger generation is one of the most pressing today. A person begins to master the world from infancy, and this complex, multifaceted process continues throughout his life. Moreover, the process of socialization can be carried out both in the course of spontaneous interaction with the outside world, and in the process of purposefully introducing a person to social culture. The intensity of this process is not the same at each age period. For example, a younger preschooler urgently needs emotional contact and cognitive communication with an adult, attention to his questions and the most complete answers to them. At this age stage, the child needs communication with peers; he is able to interact with children in play and group work. The child is also able to choose the type of activity in accordance with his preferences. In addition, already in early preschool age the foundations for self-awareness are laid.
By older preschool age, the child develops a need for stable friendly relationships with peers, for emotional closeness with them, for respect and empathy from adults. He is able to communicate, focusing on relationships in the social world; have stable associations with peers to play and pursue common interests; demonstrate and use communication skills more flexibly; is able to understand his place in a peer group.
As noted above, the process of socialization can be spontaneous and specially organized. Let us consider the methods and forms of implementing the tasks of targeted social and communicative development of a preschooler in routine moments, in play, during educational activities, individual and subgroup work with children.
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Social and communicative development in sensitive moments
The daily routine is a rational organization of the life activities of children in a preschool institution, a unique opportunity to build communication between a teacher and students, and to guide the communicative interaction of children.
Communication is a complex multilateral process, including emotional, cognitive and evaluative components (A.A. Leontyev). The emotional component is the provision of psychological comfort and a sense of security; cognitive – satisfying the need for acquiring knowledge and applying it in practice; evaluative – development of self-esteem and adequate assessment of the actions of peers and adults.
The daily routine has a positive impact on the process of a preschooler’s assimilation of social norms: he learns to obey general rules and carry out the requests and instructions of the teacher. In addition, there are techniques that help optimize the process of social and communicative development of students. Here are some examples:
. Traditions that the teacher introduces, sometimes discussing them in advance, sometimes simply repeating them day after day until the children learn them;
- the morning of joyful meetings, when it is customary, for example, to shake hands or greet each other by saying something pleasant;
– reading day – one day a week when one of the children brings his favorite book and everyone reads it and discusses it together;
– Favorite Toy Day – one day a week when you are allowed to bring your favorite toy from home and tell your peers about it.
· Conventional signals indicating the transition from one type of activity to another:
- – the teacher rings the bell before the start of each lesson;
- -the teacher knocks on the tambourine when you need to go for morning exercises;
- - a set phrase from a teacher announcing that an interesting game is starting, for example: “I’m inviting my kids to an interesting game.”
· Symbols of the group (emblem, anthem, flag), distinguishing it from other kindergarten groups.
· Social signs:
- – a bandage from the attendant at the canteen, during classes;
- - the steering wheel (any other toy) is for the one who leads the line for physical education, for a walk;
- - the flag of the one who brings up the rear.
Teachers can give many such examples.
Each of these techniques not only promotes socialization and effective communication with children, but also helps the teacher in organizing their life activities.
Social and communicative development in gaming activities
The life of a child in a preschool institution is filled with different types of activities, among which play occupies a special place. In play, a preschooler learns, develops, and is educated.
Role-playing games. When organizing play activities with young children, the teacher concentrates efforts on enriching their everyday experience, conducts demonstration games (“Let’s treat the doll”, “Treat and feed the dog”, etc.). Supports plot-based games in which the child learns to use objects as is customary in society (eating with a spoon, driving a car, carrying a load, etc.).
The teacher stimulates the child's interest in playing with peers, demonstrates and encourages games using substitute objects (cube - cutlet, sticks of different heights found on a walk - mother and baby, etc.), supports children's independence in choosing toys.
Modeling situations in role-playing games is the most important means of orienting a child to the peculiarities of adult activities, which is of great importance for social development.
A younger preschooler is able to distinguish playful behavior from real behavior, accept an imaginary situation and act in it.
With children of the third year of life, you can organize joint dramatizations of simple literary texts or situations from childhood experience with an adult.
Senior preschool age is the heyday of role-playing games: plots become more complex, roles become more diverse, and the game takes on a creative character. The child strives to reflect in the game, in addition to the events of real life, his fantasies. Children love to independently assign roles, dress themselves in appropriate costumes, and use the necessary attributes and accessories.
Taking on a role, they convey the characteristic features of the character using various means of expression: voice, facial expressions, gestures.
Pedagogical guidance of play at this age stage helps children master a real social role, which helps expand the scope of their social cognition.
Communicative games are games of varying degrees of mobility, during which verbal, tactile or other contact between an adult and a child, and between children, is necessary. These include some round dance games, verbal and role-playing.
Games with rules require compliance with rules set by adults, discussed with peers, or provided for by the game itself. The child remembers the rules, acts in accordance with them, controlling his own actions and the actions of his peers, learns to adequately evaluate the outcome of the game, accept success and failure. In such games, adequate self-esteem is actively formed and various social ideas are developed.
Social and communicative development in educational activities
Educational activities are carried out in various forms of interaction between the teacher and children: individual, subgroup and collective.
Individual and subgroup interaction between a teacher and a child is aimed, first of all, at consolidating this or that material, at working with lagging or frequently ill children, during which direct communication and the development of communication and speech skills are carried out.
Collective activities contribute to successful socialization and the formation of communication skills. To achieve a common goal, children learn to negotiate among themselves and distribute responsibilities, help a peer if necessary, and analyze the results obtained.
Direct educational activity (lesson) is a form that provides for communication between an adult and children, and between children. During the classes, participants exchange information, discuss and analyze it, and learn to apply the acquired knowledge in practice.
Participation in experimental activities (TRIZ technology, project method) allows you to join a certain system of acquiring knowledge, which leads to the emergence of a new type of relationship between the child and the social environment.
Activities during the implementation of the project are aimed at the result obtained by solving a problem that is significant for the child. This result can be seen, comprehended, and applied in practice. To achieve results, the teacher needs to teach children to set a goal, find a solution to a problem, attracting knowledge from different fields, and organize activities to obtain a result. A prerequisite is the presentation of the project: children tell what they studied, where they found the information, how they used it, and what result they got.
The interaction of participants in the educational process during the implementation of a particular project is a unique opportunity for joint cognitive activity. The teacher and children communicate closely with each other, together look for ways to solve assigned problems, and experience joys and failures together.
Tasks of social and communicative development of preschool children in accordance with the Federal State Educational Standard up to
Lyubov Kuzina
Tasks of social and communicative development of preschool children in accordance with the Federal State Educational Standard up to
«Tasks of social and communicative development of preschool children
in accordance with Federal State Educational Standards DO »
The Federal State Educational Standard identifies 5 areas of development and education of children :
1. social communicative development;
2. cognitive development ;
3. speech development ;
4. artistic and aesthetic development ;
5. physical development .
The Federal State Educational Standards for Preschool Education introduce the concept of the educational field “ social and communicative development of preschool children ”
.
The results of mastering the program are presented in the form of targets for preschool education - social and normative age characteristics of the child’s possible achievements at the stage of completing the level of preschool education .
On the screen you see the tasks of social and communicative development of preschoolers according to the Federal State Educational Standard :
— assimilation of norms and values accepted in society, including moral and ethical values;
- development of communication and interaction of the child with adults and peers;
- formation of independence, purposefulness and self-regulation of one’s own actions;
-development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization;
-formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society , and nature.
Teachers of preschool educational institutions are concerned about changes in the moral, social and communicative development of preschool children , and their behavior. Modern children have difficulty learning certain moral standards; they have become more selfish, capricious, spoiled, and often uncontrollable. As a result, manipulation by parents, difficulties in communication and interaction with adults and peers, this is due to a complex of socio-psychological problems (aggression, shyness, hyperactivity, passivity of the child)
.
Analyzing the problems of modern preschoolers , we can highlight the following typical features:
– despite changes in the world, society and family, preschoolers remain children , they love to play (the content of games has changed, along with role-playing games, children choose computer games, games with modern puzzles, construction sets);
– significant changes have occurred in the intellectual sphere of children, they have become more informed and inquisitive, they can freely navigate modern technology in adult life, which is facilitated by a rich environment in kindergarten and at home;
– changes are noted in the moral, social and personal development of children , in their behavior and communication.
The problems of preschool childhood are caused and aggravated, among other things, by the inability and unpreparedness of some families to create conditions for the harmonious socialization of the child , and the weakening of the continuity of ties between family and preschool education .
The main task of the state and society in relation to children is to provide optimal conditions for the development of their individual abilities, the possibility of self-regulation, the formation in the child of the foundations of a respectful attitude towards others, the ability to communicate and interact, and familiarization with universal human values. Currently, there is an intensive development of preschool education in different directions: increasing interest in the personality of a preschool , his uniqueness, and the development of his potential capabilities and abilities.
Communication is one of the most important human needs, the main way of human life and the condition for its development . Only in communication and in relationships with other people can a person feel and understand himself, find his place in the world, socialize , become a socially valuable person . Communication is becoming a meta-activity in modern life, that is, an activity that is basic to all other types of human activity, permeates them and is a condition for their successful implementation. In this regard, the problem of social and communicative development—the development of a child in interaction with the world around him—becomes especially relevant at the present stage.
Communicative competence is “the ability to effectively solve communicative problems , which determines the individual psychological characteristics of a person and ensures the effectiveness of his communication and interaction with other people” (L. A. Petrovskaya)
.
The elements of effective communication include the following:
- desire to interact with others;
- the ability to organize communication - listen to the interlocutor, empathize emotionally, resolve conflict situations;
-knowledge of the norms and rules that must be followed when communicating with others.
Experts are increasingly expressing concern about the increase in the number of preschool children with learning difficulties, noting their low level of communicative and cognitive development , insufficient voluntary behavior, emotional imbalance, difficulties in establishing relationships with peers and adults, poorly , etc. d. This refers to children with intact intelligence, normal potential, but for various reasons lagging behind their peers in development .
It is they who cause particular concern among educators and attentive parents. And this is correct, because children themselves, without special psychological and pedagogical support, are not able to overcome such obstacles. They need help.
The task of a modern preschool educational institution is to ensure that pupils emerge from its walls not only with a certain stock of knowledge, skills and abilities, but also independent people, possessing a certain set of moral qualities necessary for later life, the assimilation of social, ethical standards of behavior, non-violent interactions with adults and peers.
On the screen you see forms of activity for the social and communicative development of preschoolers: group , subgroup and individual, which are carried out in direct educational activities (DEA)
in the daily routine and in children’s independent activities.
Forms of educational activities for the social and communicative development of preschool children
Forms of organizing children's activities
group
subgroup individual
subgroup
Educational activities during the day Independent activities of children
— integrated classes;
- game situations, games with rules, didactic (verbal, board-printed, moving, folk, creative games (plot, role-playing, theatrical, constructive)
;
- conversations, speech situations, composing stories and fairy tales, creative retellings, guessing riddles, situational conversations, situations of moral choice, speech training, joint projects with adults, etc. - individual and joint creative (plot-based role-playing, theatrical, directing)
games; all types of independent activities that involve communication with peers; performing independent labor operations in nature, household work; independent activity in solitude corners, zoned plot corners, mummering corner, theater corner, motor town;
- children’s independent recitation of short poems, telling fairy tales and stories, looking at books and magazines; making crafts, designing, coloring; educational printed board games, autodidactic games (puzzles, insert frames, paired pictures)
; simple experiments and experiments; independent activities in the sensory corner, book corner, environmental corner, sand and water corner, children's laboratory
The experience of preschool educational organizations shows that it is important to develop in preschoolers the ability to build relationships with others on the basis of cooperation and mutual understanding, to ensure general mental development , to form the prerequisites for educational activities and qualities necessary for adaptation to school and successful learning in primary school.
The activities of teachers to provide the necessary conditions for the social and communicative development of children include :
• organization of the subject-spatial environment;
• creating situations of communicative success for children;
• stimulating children's communicative activities, including using problem situations;
• eliminating communication difficulties in children in collaboration with a teacher-psychologist and with the support of parents;
• motivating the child to express his thoughts, feelings, emotions, character traits using verbal and non-verbal means of communication;
• ensuring a balance between educational activities under the guidance of a teacher and independent activities of children;
• modeling of game situations that motivate a preschooler to communicate with adults and peers.
The implementation of the tasks of social and communicative development of preschool children is aimed at gaining experience in various types of children's activities.
• Play activities make the child feel like an equal member of society. In the game, the child gains confidence in his own abilities, in the ability to get real results.
• Research activities enable the child to independently find a solution, confirmation or refutation of his own ideas.
, to “get used to” in the process of creating children's creative products based on imagination and fantasy.
into the world of adults, to get to know it and take part in it.
• Subject-based activity satisfies the child’s cognitive interests at a certain period and helps to navigate the world around him.
• Cognitive activity enriches the child’s experience, stimulates the development of cognitive interests, gives rise to and strengthens social feelings .
• Communication activities (communication)
unites an adult and a child, satisfies the child’s various needs for emotional closeness with an adult, for his support and evaluation.
• Constructive activity makes it possible to form complex mental actions, creative imagination, and mechanisms for managing one’s own behavior.
• Project activities activate the child’s independent activity, ensure the unification and integration of different types of activities.
Each type of these and other types of joint activities makes its own special contribution to the process of social and communicative development of preschool children .
The specificity of preschool age is that the social development of a child is carried out under the influence of an adult who introduces the child into society . The child cooperates with competent adults; as a member of society, he is included in the system of human relations, where a dialogue of personalities and value systems takes place. The development of patterns and norms of behavior and the search for correct life attitudes occurs in preschoolers in interaction with peers, teachers, and parents. Adults open up the future for children, act as mediators and accomplices in relation to children’s activities in order to help children gain their own experience.
Teachers’ complaints about the insufficient level of children’s speech development (especially coherent speech)
can be heard, perhaps, more often than others.
They talk about significant difficulties that some children encounter when composing stories “from personal experience”
based on a painting or a series of paintings;
retelling works of art; performing creative tasks to complete unfinished stories, etc.
However, behind the low level of coherent, monologue speech in preschoolers developmentally lagging behind their peers, very often hides a more serious problem, namely, a lack of communicative activity, communicative behavior in general , where speech is only one of the means, albeit a very important one.
The decisive importance of communicative activity or communication for the mental development of a person is recognized by everyone. However, ideas about the essence of difficulties in mastering it, and even more so about practical methods and techniques for overcoming shortcomings in the communicative development of children, still remain very vague, unclear, and non-specific. Therefore, practical work in this direction develops mostly spontaneously, based more on pedagogical intuition than on a deep knowledge of the patterns of development of communicative activity in ontogenesis. Often, the tasks of communicative development are replaced by the tasks of developing speech , or rather, enriching it with linguistic means (this concerns the replenishment of vocabulary, the formation of word-formation skills, etc., which has a rather weak effect on the process of development of the communicative function of speech and its content side.
Of course, most children in preschool educational institutions are quite prosperous in terms of communication. They are able to establish contacts with both adults and peers; know how to negotiate joint activities and games; make plans and try to implement them, etc.; freely express their requests, make messages, ask questions ; in the process of communication they use various communicative means - speech, facial expressions, figurative and gestural. They are distinguished by a keen interest in the interlocutor, who for a child of senior preschool age becomes a peer.
One of the most important “acquisitions” in preschool
child in his communicative
development . His circle of contacts is expanding. In addition to the world of adults, the preschooler “discovers”
the world of his peers.
He discovers that other children are "just like him
.
This does not mean at all that he did not see or notice them before, but the perception of a peer acquires a special quality - awareness. What happens, as psychologists say, is identification of oneself with peers ( “He’s the same as me
,” which radically changes the attitude towards him. If in early childhood a child existed
“next to”
, in parallel with a peer, then in
preschool age they fall into a common communicative space.
Everyone knows, for example, the situation when toddlers play in a sandbox: each with his own scoop, each with his own bucket, they simply coexist peacefully. They do not yet consider the child playing nearby as an object of interaction. But suddenly the neighbor’s bucket attracts the child's attention, he gets up, goes directly to the bucket, takes it away from the owner and... calmly begins to pour sand into it with a scoop.
In preschool age the situation is different. Already in a younger preschooler , a peer arouses keen curiosity and a positive emotional attitude, becomes very attractive, and is perceived as an object of interaction. Of course, younger preschoolers still don’t know ; they don’t know how to do it. A lot depends on the adult, on how he will manage this process, whether he will teach his baby the necessary means of attracting the attention of another person, etc.
It also depends on the adult how a peer will be perceived - on a positive emotional basis or on a negative one. But the important thing is that already from early preschool age the child is not satisfied with the previous position “nearby”
.
He wants to be “together”
with the children.
Along with emotional ones, children gradually develop mutual business, and in middle preschool age, play forms of interaction.
And when you’re older, the interaction becomes personal. The result of interaction with peers is the emergence of special interpersonal relationships, the quality of which determines both social status in the children’s community and the level of his emotional comfort. Relationships between children are dynamic, they develop , and in older preschool age they become competitive, which is facilitated by the child’s awareness of socially significant norms and rules. In this way, the child’s communicative behavior gradually becomes more complex and enriched, and new forms are formed. The social and personal development of a preschooler is intensively occurring .
Human communication needs can be satisfied in various ways. Among them, the most important are gestures, facial expressions, speech, and intonation. By older preschool age, the word becomes the leading means of communication. At the same time, until the end of preschool age, non-verbal methods of communication play the role of verbal accompaniment, addition, and reinforcement of the content of children's speech.
Communicative behavior in the process of observing a child is analyzed according to the following parameters:
Characteristics of communicative activity. The teacher pays attention to whether the child easily comes into contact with adults and children, whether there are significant differences in communication with loved ones and strangers, whether the child initiates communication, joint games, whether he enjoys participating in group games, etc.
Preferred recipient of communication. It is determined whether the child is primarily directed towards an adult or a peer. It is noted whether the peer has taken a leading position in comparison with adults in the preschooler’s (starting from middle preschool age , whether there is a preference for peers (on emotional, business, play, cognitive principles)
.
Content of communication. Carefully observe the content of the child’s communication with an adult (what he asks, reports)
. Whether subject, extra-situational-cognitive or extra-situational-personal content predominates. The same applies to relationships with peers - whether gaming and personal relationships are reflected in communication.
The degree of formation of the “conversation scheme”
.
Characteristics of non-verbal means used in the communication process. Conduct an analysis of non-verbal communication means (natural and figurative gestures, facial movements)
. It is noted whether they are used more actively when there is a lack of speech means.
Analysis of speech means. The level of general speech activity of the child is monitored. what types of communicative statements have the highest frequency, whether the questions have a cognitive orientation.
Experience has shown that the most difficult parameter to analyze a child’s communicative behavior is the speech parameter.
It should be noted that poor vocabulary does not fatally affect the quality of a person’s communicative behavior. Suffice it to recall Ellochka from “The Twelve Chairs”
, who has about 30 words in her active vocabulary, but who did not have any violations of communicative behavior.
Special work on correcting the communicative behavior of preschool children has three main directions:
The first direction is implemented through development of awareness of himself as a subject of communication and perception of a peer as an object of interaction. In other words, special work is carried out to form the perception of a peer on a positive emotional basis, to develop business cooperation with him and common gaming interests.
The second direction is to develop the child’s ability to perceive and use various communicative means (visual, emotional-facial, pantomimic, gestural, verbal).
The third direction ensures the formation of social ideas , which arise not only as a result of children’s familiarization with people’s professions, norms of behavior, but, most importantly, the identification, awareness and recreation and play of various types of social relationships .
All these areas provide:
development of children's social orientation and social perception , perception of a peer on a positive emotional basis as an object of interaction;
increasing speech activity and communicative orientation of children’s speech (through special modeling of communication situations, training in the use of various types of communicative statements);
mastering the “conversation pattern”
;
development of business and play motives for interaction with adults and peers, children’s acquisition of non-verbal (non-speech)
communication: mastering the semantic aspect of human facial expressions, natural and expressive gestures (
“talking”
hands, using them in communication practice;
development of dialogic speech (in the process of special techniques of “commented drawing”
, dramatization of the content of finished images (pictures, paintings, imitative movements and actions with imaginary objects);
development of the ability to reflect communicative content (relationships between people)
in movement, schematic drawing, speech;
developing an understanding of the motives of behavior and the characters of literary characters (through the introduction of “internal monologues”
and elements of dramatization);
the ability to actualize in communication the content of one’s own emotional, everyday, gaming, cognitive and interpersonal experience as the main content of communicative training;
development of language ability (competence)
;
development of speech creativity;
development of coherent speech.
We must strive to ensure that the communication skills of preschool improve by the time they enter school; the child must learn speech etiquette and the ability to maintain a conversation on any topic, within the limits of his understanding, logically and consistently in dialogue and monologue. Children must develop basic abilities to think through events and the ability to speak contextually.
It should be remembered that the results of preschoolers’ depend on the professionalism and desire of adults and make it possible to easily master the school curriculum and become successful people in adulthood.
