Communicative development of preschool children: tasks and features

Effective socialization of a child determines his success in life. The social and personal development of preschoolers and all the tasks associated with it have always been relevant, but they are especially important now, when the amount of information is off the charts, and the exchange of it is very fast. In order not to get confused and find oneself, every person needs help in early preschool age, when his personality is being formed.

Communicative development is an important element of a child’s socialization

Parents mostly rely on various preschools to help children learn the basics of life in modern society. It is very important to use effective techniques that can develop the communication skills of each child in the best possible way.

The basis of behavior is emotional states

The introduction of communication skills with other people occurs through play - for preschool children this is the optimal, most suitable way of learning. In addition, it allows educators to see the characteristics of each child and possible communication problems.

What is socio-communicative development - definition

For example, one of the most important things that preschoolers need to be taught is to manage their emotions, since it is emotional states that determine an individual’s behavior; For effective development of personality and brain, it is necessary to teach a child to recognize emotions, their nature, recognize and use them.

While positive emotions are well perceived by the psyche of preschoolers and motivate them to develop further, negative emotions cause acute rejection. You also need to be able to accept this layer of emotions internally, because blocking will create deposits of aggression, resentment and discontent in the child’s subconscious: they can be expressed in communication problems and difficulties in further growing up.

The development of the emotional sphere must be given attention from the first days of life.

By managing their emotions, children will be able to overcome fears and insecurities, be aware of their behavior, avoid destructive and deviant behavior, and not commit rash acts.

Also, work on managing emotions contributes to the social and communicative development of preschoolers in the sense that they are able to determine the mental states of other people. Starting with the perception of basic emotions, with experience children begin to see more and more complex states; in some cases, this contributes to the development of empathy (full feeling of the emotional state of another person).

Communication in kindergarten

Communication in kindergarten is the process of transmitting meaningful information, its emotional and intellectual content from the sender to the recipient, i.e. from a person, group to another person, group. Communication skills are extremely important for children, since we all live within society and, in one way or another, interact with it and other members of it.

In order to achieve success in work and personal life, we need to be able to communicate correctly and correctly, conduct dialogue, recognize our own and others’ emotions well, and so on.

Communication system in kindergarten. In preschool age, there are two spheres of communication - with adults and with peers. The question often arises: who does a child need more and with whom should children spend more time - with adults or with peers? In answering this question, it is important to emphasize that there cannot be an “either/or” opposition here. Both adults and peers are necessary for the normal development of a child’s personality. But their role in the lives of children is, of course, different. Communication with an adult and with a peer also develops differently. Non-situational forms of communication predominate in preschool age.

In the section of the site, communication in kindergarten for different groups contains many interesting publications for educators on teaching children on various topics:

• Communication second junior group
• Summary of organized educational activities on social and communicative development
• Application of information and communication technologies in the speech development of young children
• Abstract of the educational field in the educational field "Communication" in the second junior group of 3-4 years
• Forms and methods of developing communicative abilities in children of senior preschool age
• Abstract of the educational field "Communication" For the older (5-6 years old) group
• Individual development map for the socio-communicative area
• The importance of social and communication skills in the formation of tolerant consciousness of preschool children
• Communication skills of children 3-4 years old
• Summary of direct educational activities in the educational field “Communication” in the senior group of kindergarten
• Synopsis of educational activities in a multi-age kindergarten group
• Summary of organized educational activities for the 1st junior group in the educational field “Communication”
• Summary of direct educational activities in the field of “Communication” in the preparatory group of 6-7 years
• Notes on OO "Communication" in the second junior group
• Summary of direct educational activities in the educational field “Communication: speech development”
• Continuity in the formation of communicative and speech competence of children in the context of the implementation of the Federal State Educational Standard
• Implementation of the educational field of Communication through educational games in kindergarten
• Communication games in the children's club for creative and business communication
• Summary of direct educational activities in the educational field “Communication” speech development
• Summary of direct educational activities in the educational field “Communication” and “Artistic Creativity”
• Development of communicative relationships among children in kindergarten
• Games for children's communicative development
• Communication games in kindergarten
• Technologies of communicative games as a means of interaction between preschool educational institutions and families of kindergarten students
• Development of communicative qualities of preschoolers in the game

Development of communication skills in preschoolers. From early childhood, the baby learns the secrets of behavior in various situations at home, among peers, in public places, etc. The most important role at the stage of growing up is given to parents. Family members are the first to instill in the child the basic rules of behavior and the ability to clearly express one’s thoughts. This is necessary so that children can feel comfortable among others and communicate.

Understanding communication leads educators, teachers and psychologists to the understanding that it is still necessary to make every effort to establish, shape and develop communication skills in preschoolers. The principles and methods of developing children's communication also play an important role in this process.

The speech of a preschooler is a universal means of communication that helps convey feelings, knowledge, and wishes. Without words, it is difficult to ask for something or communicate your intentions. Communicative abilities of a preschooler - teach communication from childhood.

The main tasks of the communicative development of preschool children are in the family, in children's institutions, and in society. Ways to develop communicative qualities in children. The introduction of communication skills with other people occurs through play - for preschool children this is the optimal, most suitable way of learning. In addition, it allows educators to see the characteristics of each child and possible communication problems.

The success of the development of communicative activity in preschoolers depends on the degree of productivity of the process of consolidating speech skills and abilities acquired in classes throughout the day.

Directions and tasks of social and communicative development of preschool children

There is a state standard that determines the directions of development of preschool children:

1. Social and communicative development.
2. Cognitive development.
3. Speech development.
4. Artistic and aesthetic development.
5. Physical development.

Tasks of socio-communicative development - an expanded definition
In combination, they develop the social and communicative abilities of preschool children, the desire and ability to interact based on a positive perception of their peers.

This is quite complex work, which begins with the child recognizing himself as part of a large organism of society, perceiving himself and his interlocutor as separate and self-sufficient units (subjects) of communication.

Having realized this, the child learns to express his thoughts and emotions using different means: visually, verbally, through gestures and facial expressions. Children realize that they communicate with each other in the same language (in every sense), which helps to deepen mutual understanding.

After this, preschoolers are introduced to more complex norms of behavior and life in human society (the presence of certain roles in relationships, professions, etc.).

Communication in the family is the first stage of social and communicative development

Since all this happens in the form of various games, children accept new information easily and naturally. A whole system of game exercises has been developed, which includes:

• individual sessions;
• group work;
• integrated exercises.

This activity allows children to develop the desire and ability to cooperate, share experiences, interact in a team, easily express their thoughts and solve various problems. Games stimulate thinking, cognitive, research, visual, constructive and many other types of activities necessary for the development of a successful personality.

In kindergarten, children learn to communicate with peers

Games help preschoolers eliminate communication problems, process psychological blocks, and help express their thoughts and emotions in a constructive form that is useful to the whole group.

Development of communicative culture of older preschoolers

Bibliographic description:

Popovich, I.V. Development of the communicative culture of older preschoolers / I.V. Popovich. — Text: direct // Questions of preschool pedagogy. — 2022. — No. 3 (20). — P. 1-3. — URL: https://moluch.ru/th/1/archive/118/3974/ (access date: 02/05/2022).


This article discusses the concepts of “communicative culture”, “communication” and “culture”. The features of the development of the communicative culture of older preschoolers, the sides and forms of communication are revealed. The development of a communicative culture in children is one of the pressing topics in the modern world.

Key words: communicative culture, older preschoolers, communication, culture.

The development of the communicative culture of preschool children is one of the main tasks of education at all times. It is important to begin the development of a communicative culture in preschool age. The basis of a person’s communicative culture is communication, without which a person cannot develop.

In accordance with the Federal State Educational Standard for Additional Education, the content of the educational field, “Socio-communicative development” is aimed at mastering the norms and values ​​​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude towards one’s family and towards the community of children and adults in the Organization [1, p.6].

Communicative culture is considered in philosophy, sociology, general and social psychology, pedagogy and other sciences. Psychologists L. S. Vygotsky, A. A. Leontyev describe social problems of personal communication; philosophers M. M. Bakhtin, M. S. Kagan, V. S. Bibler reveal the essence of communicative culture. Issues of the development of a person’s communicative culture are considered in the studies of I. A. Zimnyaya, I. F. Isaev and others.

However, in the psychological and pedagogical literature there is no unambiguous definition of the concept of “communicative culture”. The concept of “communicative culture” has characteristics inherent in the concepts of “culture” and “communication”. In the modern encyclopedic dictionary, “communication” is communication, the transfer of information from person to person, a specific form of interaction between people in the processes of their cognitive and labor activity, carried out mainly through language. “Culture” (from the Latin Cultura upbringing, education, development) is a historically determined level of development of society, creative powers and abilities of a person, expressed in the types and forms of organization of people’s lives and activities, in their relationships, as well as in the material and spiritual values ​​they create . Consequently, “communicative culture” as a form of human activity expresses the essence of general culture with all its characteristics and manifests itself in the process of communication.

In social psychology, communicative culture is considered as one of the characteristics of an individual’s communicative potential and is synonymous with the term “culture of communication.” Communication is based on the area of ​​contact between people when they interact with each other. These contacts take place in the real space of society, subjects and their inner worlds. V. S. Sadovskaya identifies the following aspects of communication:

1) the communicative side of communication consists of the exchange of information between people;

2) the interactive side consists of the exchange of activities;

3) the perceptual side of communication - in the exchange of impressions and feelings [3, p.9].

The communicative side of communication among preschoolers is determined by the needs that underlie one form or another of communication. During the preschool period, several forms of communication develop, replacing each other. A. G. Ruzskaya identifies three main forms of communication with peers in preschool age: the emotional-practical form is typical for children from 2 to 4 years old; situational business - for children 4–6 years old; The non-situational business form of communication is typical for older preschoolers, which develops by the age of 6–7 years; this period is externally manifested in selective attachments, friendships and the emergence of more stable and deeper relationships between children. They tell each other about the events of their lives, discuss plans for joint activities, their own and other people’s actions. In games, the rules come to the fore [4, p.84]. The reason for this change is a change in the content of the communicative needs of children. The main condition for the normal development and well-being of a child in kindergarten is his friendly relationship with peers and with the teacher.

In the encyclopedic dictionary (fundamentals of spiritual culture) by teacher V. S. Bezrukova, a definition of communicative culture is given - this is part of the basic culture of an individual, ensuring his readiness for self-determination in life, establishing harmonious relationships with the surrounding reality and within himself. Communicative culture includes: emotional culture (culture of feelings), culture of thinking and culture of speech.

Speech development in preschool age is one of the most important educational lines. Speech arises from the need for communication, therefore the main thing in a child’s speech development is improving the ability to use speech as a means of communication. The communicative function of speech is one of the main functions developing in preschool age. Older preschoolers develop a form of speech called explanatory—this is reasoning, an explanation of a method of action. Explanatory speech is important for the development of children’s relationships and mental development [2, p. 123]. Thinking begins to be used by the preschooler to understand what goes beyond his own activities. This is evidenced by the questions of a 6-7 year old child (What is inside the Earth? Why is the sky blue?). Serious experimental and theoretical material on the problem of the development of children's thinking belongs to the famous foreign psychologists J. Piaget and J. Bruner, who considered the main indicator of a child's mental development to be his mastery of actions and operations. According to scientists, the first stage in the development of children's thinking covers children of preschool age up to six years [2, p. 140]. The emotional culture (culture of feelings) of modern preschoolers has changed significantly; the level of empathy in children towards peers and towards older people has increased. Preschoolers began to suppress their emotions - children try not to show their real experiences, either suppressing them or masking them. I would like to emphasize that we are talking about older preschoolers who used to express their emotions openly [2, p.47].

An analysis of preschool education programs (“From Birth to School” and “Childhood”) showed that special importance is given to the development of the communicative culture of older preschoolers. The sample program “From birth to school” sets the following objectives: nurturing friendly relationships between children, respectful attitude towards others; the habit of playing together; the ability to independently find common interesting activities; developing the ability to evaluate one’s own actions and the actions of peers.

Within the framework of the ongoing “Childhood” program, social and communicative development is aimed at: nurturing a friendly attitude towards people, respect for elders, friendly relationships with peers, caring attitude towards children; development of good feelings and emotional responsiveness; fostering a culture of behavior and communication, being polite towards people, restraining immediate emotional impulses if they cause inconvenience to others. The problem of developing the communicative culture of older preschoolers is associated with a lack of kindness, respect and good manners.

Thus, the concept of “communicative culture” includes the need for communication, freedom to choose a partner for communication, self-expression, etc. The main communicative need of a preschooler is the need to communicate with peers and adults, which occurs by the age of 6–7 years. By the end of preschool age, stable, selective attachments arise between children, and the first shoots of friendship appear.

Literature:

1. Federal State educational standard for preschool education: approved by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013, No. 1155 / Ministry of Education and Science of the Russian Federation. - Moscow 2013.
2. Child psychology: textbook. manual for secondary vocational education / V. N. Belkina. — 2nd ed. - M.: Yurayt Publishing House, 2022. - 170 p. — (Series: Professional education).
3. Fundamentals of communicative culture. Psychology of communication: textbook and workshop for applied bachelor’s degree / V. S. Sadovskaya, V. A. Remizov. — 2nd ed., rev. and additional - M.: Yurayt Publishing House, 2022. - 169 p. — (Series: Bachelor. Applied course).
4. Psychology of preschool age. At 2 o'clock Part 1: textbook and workshop for secondary vocational education / ed. E.I. Izotova. - M.: Yurayt Publishing House, 2022. - 222 p. — (Series: Professional education).

Key terms
(automatically generated)
: communicative culture, preschool age, communicative culture of older preschoolers, development, child, form of communication, children's thinking, friendly attitude, joint activities, social psychology.

Problems of development of communication in modern children

But the main task of preschool communicative development is to awaken in the child the desire to communicate.

As you know, communication is the most important need of a person, without which he ceases to be a person; It is the ability to interact with each other that is the peculiarity of human civilization. Without communication, it is impossible to communicate socially, to find your place and purpose in life. This is the foundational activity for all other activities.

Play and communicative development are interconnected

The concept of effective communication consists of 4 components:

• desire to interact with people around you;
• know the norms and rules of behavior, perceive social roles in society;
• be able to communicate, listen, perceive emotions, conscious and unconscious signals from other people;
• resolve any conflicts in communication.

Despite the fact that all this seems quite natural, in the modern world the number of young children with problems in the development of communication skills is increasing.

Speech therapy games will help improve speech communication

This leads to the fact that the behavior of preschoolers becomes increasingly unbalanced: they are unable to take control of their emotions, communicate normally with peers, master speech, etc. All this, of course, affects the development of intellectual abilities and leads to a frightening lag in the normal development of all greater percentage of children.

Responsible parents are the key to a child’s successful development!

That is why the timely assistance of preschool education workers is of fundamental importance - you need to send your children to special institutions on time and actively support their socialization.

The fact is that this process directly depends on the influence of parents, whom the child trusts absolutely. It is the influence of parents that is primary in relation to the social development of their child. Research and statistics show that if the mother and father are responsible and competent, then the preschooler himself is much more actively involved in social life and interaction with people.

Communication with a child in the family is the basis of social and communicative adaptation in society

Also, and vice versa: a low level of speech development arises primarily due to insufficient communication in the family, the so-called “personal experience”. This affects the intellectual and creative development of preschool children.

Thus, it becomes clear that the work of parents and educators in institutions is of equal importance for the social and communicative development of children. Moreover, these two points are closely interrelated with each other.

Successful results in the development of social and communication skills in preschoolers lay the foundation for unlocking creative potential, finding their place in the world and building success in life.
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MAGAZINE Preschooler.RF

In the Federal State Educational Standard for Preschool Education, the social and communicative development of children is considered as: a positive attitude towards themselves and other children, active interaction with adults and peers, participation in joint games, the ability to negotiate, take into account the interests and feelings of others, empathize with the failures of other children, and rejoice. their successes, try to resolve conflicts, show initiative and independence in different types of activities, communicate, construct, comply with social norms of behavior and rules in different types of activities.

Preschool age is the most favorable period for social and communicative development.

This is due, on the one hand, to the continued high susceptibility to social influences, on the other, to the loss of spontaneity, the development of elements of voluntariness, self-awareness, internal ethical authorities, the emergence of a hierarchy of motives, and generalization of experiences, which provides the child with a certain level of consciousness and independence (A.G. Arushanova, S. S. Bychkova, Yu. V. Polyakevich, E. O. Smirnova, etc.).

E. A. Shcherbakova considers the process of social and communicative development of a child in the unity of its manifestations: adaptation to the social world; integration and acceptance of the social world as a given; differentiation - the ability and need to change, transform social reality, the social world and individualize in it.

According to the Federal State Educational Standard, the main tasks of the social and communicative development of preschool children are:

1. Creating conditions for preschool children to assimilate the norms and values ​​accepted in society.
2. Development of social and emotional intelligence of children, their emotional responsiveness, empathy.
3. Development of independence, purposefulness and self-regulation of children’s actions.
4. Forming a respectful attitude and a sense of belonging to one’s family, to the community of children and adults in the team.
5. Formation in children of the basics of safe behavior in everyday life, society, in nature, as well as readiness to interact with peers.

Socio-communicative development is a complex process during which a child learns the values, traditions, and culture of the society or community in which he will live. This is the development of a child’s positive attitude towards himself, other people, the world around him, the development of children’s communicative and social competence.

The most important basis for a child’s full social and communicative development is his positive sense of self: confidence in his abilities.

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 an educational psychologist and with the support of parents;
• motivating the child to express his thoughts, feelings, emotions,
• characteristic features of characters 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 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.

Playful 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.

Visual activity allows a child, with the help of elementary labor in the process of creating children's creative products based on imagination and fantasy, to “get used to” the world of adults, to know it and take part in it.

Subject-based activities satisfy the child’s cognitive interests at a certain period and help 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.

Communicative activity (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 and ensure the unification and integration of different types of activities.

Thus, in the preschool period, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, develops skills of correct behavior, and develops a character.

Characteristics of role-playing games for preschool children

Role-playing game is the most interesting and meaningful activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, the subordination of things, actions, and relationships to him.

S. L. Rubinstein characterized role-playing game as a type of game that stimulates the most spontaneous manifestation of the child, and at the same time it is based on the interaction of the child with adults [9].

According to the concept of D. B. Elkonin, role-playing game is a manifestation of the increasing connection of a preschool child with society. The manifestation of social role play is not associated with the action of internal, innate, subconscious forces, but with the completely real conditions of a child’s life in society.

Role-playing play reaches its main peak of development in older preschool age.

We can highlight the following features of role-playing games for children in older preschool age:

1. The game has a concept that is based on such characteristics as stability, development, dynamics.
2. Joint planning of play by children as a process is important.
3. In a role-playing game, a high level of gaming creativity is manifested, and the perspective of the game is formed.
4. In the community of children, joint modeling of various relationships between people takes place.
5. The game involves a joint construction of the plot development.
6. An important point is role interaction, content, and the use of various means of expression.
7. The speech of a preschooler occupies a significant place in the implementation of his role in the game.

In role-playing games, children come into contact with each other and, on their own initiative, have the opportunity to form their relationships.

Also based on the opinion of D. B. Elkonin, it is worth noting that the basis of a role-playing game is an imaginary situation in which the division of reality into real and symbolic is clearly expressed. Creating an imaginary situation involves consciously going beyond the boundaries of the real perceived space, generating new meanings and meanings, i.e. what children designate with the well-known word “pretend” (or as if).

The imaginary situation includes the plot, the role and the actions associated with it.

The plot is the main component of a role-playing game.

According to A. N. Leontyev, plot is a side of reality that is reflected in the game. The plot expresses the child's attitude to the world.

The plot of the game is the area of ​​reality that is displayed by children. Children of senior preschool age already consciously approach the choice of plot, initially discuss it, and plan the development of the content. In subsequent activities, new plots are formed; this occurs during the formation of new impressions, which can be reading books, watching films, or telling stories from adults.

This is the subject of the game image, the sequence and connection of the events depicted, their totality, the way of developing the theme of the game, as N. A. Korotkova notes.

The plots of the games are quite diverse and variable.

E. D. Makarova identifies the following types of role-playing games for children:

1. Games with everyday themes: “home” , “family” , “holidays” , “birthdays” . In these games, games with dolls occupy a large place, through actions with which children convey what they know about their peers, adults, and their relationships.
2. Games on industrial and social topics that reflect people's work. For these games, themes are taken from the surrounding life.
3. Games on heroic and patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.).
4. Games on themes of literary works, cinema, television and radio programs: “sailors” and “pilots” , Hare and Wolf, crocodile Gena and Cheburashka (according to the content of cartoons), etc. In these games, children reflect entire episodes from literary works, imitating the actions of heroes, adopting their behavior.

The content of the role-playing game is embodied by the child through the role he plays.

A role is an image that a child assumes voluntarily or by agreement with other players.

For a child, a role reflects his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Every role contains its own rules of behavior, taken by the child from the life around him.

Taking a role in the game, the child must react to the actions and speech of carriers of different roles, related in meaning to his role, and be able to change his role behavior during the game, depending on the actions and words of the partners. Moreover, in the game the child needs to change his role depending on the development of the plot - after being an ambulance driver, turn into a patient or a car repairman.

The teacher's task is to build role behavior. Children's attention needs to be switched from actions with toys to interaction with a partner, who at first is an adult. By responding to role-playing requests from an adult and entering into role-playing dialogue with him, the child will begin to accept the convention of his own position in the game.

Special markers and roles help to accept and maintain a role. Role markers are specific objects that designate, as if marking, a playing role. These include all kinds of collars, hats, masks, headbands, bags, parts of animal costumes, and what the child puts on to transform himself. This is a very important type of game materials serving role-playing play for preschoolers.

For the formation of a role-playing game, the following psychological and pedagogical conditions are effective:

• organization of a gaming subject-spatial environment that contributes to the formation of children’s gaming experience;
• the use of various forms and methods of modeling the gaming experience of children, taking into account their age characteristics, ensuring the successful solution of the problems of the educational process.

Thus, it is in role-playing games that a preschool child has a unique opportunity to realize himself as an active participant in the ongoing activity; in addition, the game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, and activity.

Social and communicative development of preschool children through role-playing games

Children's play activities are always associated with the emergence and development of certain relationships between them. In a role-playing game, the position of each child is active: he plays as long as he wants to and as long as he is interested, actively looks for partners to play with, and enters into certain relationships with them. Children come up with games themselves, organize themselves to play, resolve conflicts themselves, create playing groups themselves, and change their composition.

The possibility of role-playing play in the social and communicative development of children is obvious; this is determined, first of all, by:

• development of relationships with peers in role-playing games;
• learning your role in the group;
• the opportunity to try yourself in different roles or activities;
• building effective connections and interactions;
• creating conditions for the development of social and communication skills.

Role-playing play promotes close communication between children, establishing contacts between them, and the emergence of feelings of sympathy and antipathy.

The role-playing game provides great opportunities for developing communication skills, developing the ability to live and act together, helping each other, developing a sense of collectivism and responsibility for one’s actions.

Role-playing game is a kind of school in which the child actively and creatively masters the rules and norms of people’s behavior, their attitude to work, to the world around them, to people and to themselves.

The content of a story game and the fulfillment of a role in it, obedience to the rules of behavior and the development of gaming and actual relationships, the need to make a toy for one’s game, build a structure, agreeing on actions with other players and, by providing assistance to each other in mastering work skills, all this contributes formation in children of moral feelings, friendly relationships, organizes their behavior.

In role-playing games, children take on the role of adults, modeling the relationships that adults enter into in real life, when carrying out their main social and labor functions.

The child’s communication skills are of great importance for role-playing games.

To create an interesting, meaningful role-playing game for preschool children, it is necessary to:

1. agree on a game;
2. build a vivid role-playing dialogue.

When children have a need to play, they begin to negotiate it with their partner. At the same time, children develop the ability to interact with peers, discuss, defend their point of view, make compromises, and analyze their partner’s judgments.

Taking on a role in the game, the child is forced to react to the actions and speech of partners related in meaning to his role, that is, to be able to change role behavior during the game depending on the role of the partners.

When building a role-playing dialogue, children’s vocabulary is activated, communication skills develop such as: the ability to start and end a conversation, change the topic of verbal interaction following the interlocutor’s thoughts, maintain a certain emotional tone, monitor the correctness of the language form, children more actively use facial expressions and gestures.

Based on the research of S. N. Karpova and E. D. Makarova, relationships in role-playing games contribute to the development of moral motives of behavior in children, the formation of norms and rules of interaction and communication, and the formation of social and communication skills.

Children’s communication begins to become more active when a transition to action is made together with one of the children, a process of interaction arises that causes children to communicate in one way or another, to establish some kind of relationship with each other. When playing with other children, the child develops new relationships that give rise to new requests and more diverse mutual influences.

To develop communication skills in older preschoolers, it is advisable to conduct make-believe games. Children independently come up with a plot for this game. In the process of such a task, they learn to listen to each other and continue their partner’s story. As a result, preschoolers can realize their communicative abilities and act in a coordinated manner. Children learn to focus on peer partners, listen to their opinions (after all, they can suggest other events); the ability to combine events proposed by the child himself and other participants in the overall plot of the game.

Thus, role-playing game is the most effective means of social and communicative development of preschool children. The role-playing game effectively develops the ability to live and act together, to help each other, and develops a sense of collectivism and responsibility for one’s actions. Children learn to play not next to other children, but with them, and develop the ability to listen to their interlocutor and resolve conflict situations. Organizing a role-playing game already implies that children come into contact and communicate with both peers and adults, and the more often the game is organized, the more the desire to play more and more arises.