Organization of communicative activity of preschoolers in kindergarten. Characteristics of the main activities of preschoolers: play, cognitive research, labor, productive, communicative, perception of fiction Communic
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 the classroom throughout the day.
I am currently working in speech therapy group with children with OHP, where all the activities of the educator and other specialists are mainly aimed at developing the speech of children.
The leading form of organizing the education of pupils of the preschool educational institution is directly educational activities, which is realized through the organization of various types of children's activities: play, motor, communicative, cognitive-research, etc. In accordance with the Federal State Educational Standard, directly educational activity, consisting of five educational areas: cognitive development, speech development, socio-communicative development, artistic and aesthetic development, physical development, should be integrated, that is, should include all educational areas.
GCD is aimed at the development of one or more educational areas by children, or their integration using a variety of forms and methods of work, the choice of which is carried out by us independently.
To work with children, we often use subgroup and individual forms of organization of education.
It is very important for children with ONR to have communication skills for positive socialization. Therefore, we pay great attention to improving the grammatical structure of speech, automating sounds in syllables and in words; formation of movements of the articulatory apparatus; activating and expanding the vocabulary of children, developing coherent speech, teaching polite address to peers and adults, listening to each other, respecting the opinions of elders and their peers, etc.
Educational activities of children should be interesting, entertaining. Lexical Topics varied and rich in information. For example, to solve the problem of developing the communicative skills of children in the middle group in educational activities, we develop our methodological developments based on the individual speech characteristics of children in the group. With the help of educational activities, the following tasks were solved: to develop the communication skills of children, to form knowledge, to develop cognitive activity, interest in the objects around us; develop creative abilities; educate the ability to perform teamwork; develop speech, expand vocabulary.
Thus, an integrated educational activity is obtained with different forms work, during which all children are happy to join the process, communicate, play, design, dance, engage in creativity, get acquainted with new terms.
The development of communication skills is a priority basis for ensuring the continuity of preschool and primary general education, necessary condition success learning activities and the most important direction of social and personal development.
Through communication, the development of consciousness and higher mental functions occurs. The ability of a child to communicate positively allows him to live comfortably in a society of people; through communication, the child not only learns another person, but also himself. Regardless of their personality type, a child needs help to communicate with the outside world. The environment is rewarding and exciting, but without good communication skills, its benefits are hard to appreciate.
Teachers in preschool should create all conditions conducive to the positive mood of children, which leads to the need for children to be able to communicate with each other. Sociability, the ability to communicate with other people is a necessary component of a person's self-realization, his success in various activities.
From birth, a child is a discoverer, a researcher of the world that surrounds him. Everything is a first for him: sun and rain, fear and joy. The child cannot find the answer to all his questions on his own - teachers help him.
This problem is of particular importance at the present time, when the moral and communicative development of children causes serious concern. Indeed, more and more often adults began to face violations in the field of communication, as well as insufficient development of the moral and emotional sphere of children. This is due to the excessive “intellectualization” of education, the “technologization” of our life. It's no secret to anyone that best friend for a modern child, it is a TV or a computer, and a favorite pastime is watching cartoons or playing computer games. Children began to communicate less not only with adults, but also with each other. But live human communication significantly enriches the lives of children, paints the sphere of their sensations with bright colors.
Very often, observing a child shows the presence of certain violations in communication - avoiding contacts with peers, conflicts, fights, unwillingness to reckon with the opinion or desire of another, complaints to the teacher. This happens not because children do not know the rules of behavior, but because even an older preschooler finds it difficult to “get into the shoes” of an offender and feel what another is experiencing.
The purpose of the development of communication skills is the development of communicative competence, peer orientation, expansion and enrichment of the experience of joint activities and forms of communication with peers.
From here we set the tasks:
- develop children's vocabulary by introducing children to the properties and qualities of objects, objects and materials and performing research activities;
- to develop the ability to express an emotionally positive attitude towards the interlocutor using the means of speech etiquette.
- develop the skills of situational business communication;
- develop coherent dialogic and monologue speech.
- formation of adequate ways of behavior in conflict situations;
- teaching children to jointly search for mutually beneficial solutions in difficult situations;
- development of skills of self-regulation of emotional states;
- development of sympathy, empathy, adequate self-esteem;
Communicative competence is a complex, multicomponent education that begins its development at preschool age.
Communicative competence at preschool age can be considered as a set of skills that determine the desire of the subject to make contact with others; the ability to organize communication, including the ability to listen to the interlocutor, the ability to emotionally empathize, show empathy, the ability to decide conflict situations; the ability to use speech; knowledge of the norms and rules that must be followed when communicating with others.
The conditions for the development of communicative competence of preschoolers are: the social situation of the child's development; the emerging need for communication with adults and peers; joint activity (leading game activity) and training (based on gaming activity), which create the zone of proximal development of the child.
Any communication skill implies, first of all, recognizing a situation, after which a menu pops up in the head with ways to react to this situation, and then we choose the most appropriate and convenient way from the list and apply it.
Let's say the menu "Greetings" may contain the items: "Good afternoon!", "Hello", "Hello!" Sympathy menu: "You poor girl!", "As I understand you", "My God, what's going on!"
And if a person has the skill of greeting, then he is able to:
recognize a situation requiring a greeting;
choose the appropriate wording from the list;
and also to recognize someone else's greeting as such - even if it looks more like a lowing - and respond to it.
And so with all the other skills that we claim to possess. If a person fails to recognize some kind of communication situation, or he has too few templates in the menu and none is suitable for the situation, then the person usually either behaves as if nothing is happening, or hangs in a stupor and waits for “help from the hall”. And then you can’t call effective communication.
It is known that the communicative function of speech is considered as fundamental. With the help of dialogue, the child's need for communication is satisfied; on its basis, a monologue, coherent speech is formed. Therefore, a low level of coherent speech is very often a consequence of the insufficiency of the basic, initial form of speech - dialogic.
The dialogue is based on four types of communicative statements:
questions that by the age of five have a pronounced cognitive orientation;
motives (requests, suggestions, orders-commands, etc.);
messages;
questions, urges and messages with denial (the appearance of denial is the basis of a sharp jump in the speech of a child of the second year of life).
When organizing the process of formation of dialogical speech of preschoolers, it is necessary to use technologies that, actualizing the personal characteristics of children, would most optimally include them in activities, would contribute to the implementation of the formed communicative and speech skills.
Non-verbal means of communication help to enrich the speech communication of children, to make it more natural, relaxed. It is important that the child can adequately perceive non-verbal information, distinguish close, but not identical, emotional states of the interlocutor. The development of non-verbal skills creates additional opportunities for establishing contacts, choosing the right line of behavior, and enhances the effectiveness of social interaction among preschoolers.
Interestingly, the language is taught from childhood, and gestures are acquired naturally, and although no one explains them beforehand, speakers understand and use them correctly. This is probably due to the fact that the gesture is most often used not by itself, but accompanies the word, and sometimes clarifies it. It is known that 65% of information is transmitted using non-verbal means of communication.
Thus, the development of non-verbal skills creates additional opportunities for establishing contacts, choosing the right line of behavior, and enhances the effectiveness of social interaction among preschoolers.
A person is not born with ready-made speech skills. All communicative components are formed during life, and the most synthesizing for this is the period of preschool childhood.
In the work of the educator, the main issue becomes - the definition of effective ways to develop the communication skills of a preschooler.
The choice of methods and techniques is determined by age and individual characteristics children, their psychophysiological characteristics of children (for visuals, audials, kinesthetics).
For the development of the child's active speech, the teacher needs to accompany the child's actions with words and encourage him to pronounce. In the work on the development of children's speech, the following forms of joint activity are used: observation and elementary labor in nature; scenarios of activating communication; fun games and round dance games for the development of communication; listening to fiction using bright colorful pictures; staging and elementary dramatization of literary works; development games fine motor skills hands; didactic games and exercises; household and game situations; basic experimentation.
The game, as you know, is the leading activity of a preschooler, so why not use this circumstance to, through unobtrusive play, instill in the child all the knowledge, skills, abilities he needs, including communication skills, the ability to correctly express his thoughts, feelings, etc. .
Didactic game is by right the favorite kind of game for children. Didactic game is a multifaceted, complex pedagogical phenomenon. It is a game method of teaching children, a form of learning, independent play activity, a means of comprehensive education of the individual, as well as one of the means of developing cognitive activity and developing children's communication skills.
Communication skills are skills that allow a person to receive and transmit information.
Cognitive (didactic) games are specially created situations that simulate reality, from which preschoolers are invited to find a way out.
Technology didactic game is a specific technology of problem-based learning.
Board-printed games are widespread, arranged according to the principle of cut pictures, folding cubes, on which the depicted object or plot is divided into several parts.
In the game, children learn to help each other, learn to lose with dignity. The game develops self-esteem. Communication in the game puts everyone in their place. Children develop their organizational skills, strengthen possible leadership qualities or reach for the leader in the class.
Among the variety of means and methods for developing the communication skills of preschoolers, one can single out the director's game.
Director's games are a kind of independent story games. Unlike role-playing games, in which the child tries on roles for himself, in the director's game, the characters are exclusively toys. The child himself remains in the position of the director, who controls and directs the actions of the toy artists, but does not participate in the game as actor. Such games are not only very entertaining, but also useful. "Voicing" the characters and commenting on the plot, the preschooler uses different means verbal and non-verbal expression. The predominant means of expression in these games are intonation and facial expressions, pantomime is limited, since the child acts with a fixed figure or toy. The types of directing games are determined in accordance with the variety of theaters used in kindergarten: desktop, planar and volumetric, puppet (bibabo, finger, puppets), etc.
Tales-hints
Of course, fairy tales make it easier to come up with plots for the game. They seem to suggest what to do with toys, where they live, how and what they say. The content of the game and the nature of the actions are determined by the plot of the fairy tale, which is well known to any preschooler. There are pros and cons to such careful preparation. The pluses are that the sets for fairy tales themselves encourage a certain game and allow you to remember, imagine, tell your favorite fairy tale again and again, which is very important both for the game and for the assimilation of a work of art. And the disadvantages are that you don’t need to invent anything, everything is already ready. Therefore, it is very useful to combine figures from different sets, "mix" them, add undefined toys so that they become new characters or landscape elements. In this case, the game can become much richer and more interesting, because the child will need to come up with some new events or include unexpected participants in a familiar plot.
In the role-playing game, there are great opportunities for developing communication skills. First of all, the development of reflection as a human ability to comprehend one's own actions, needs and experiences of other people. In the game, as in any creative collective activity, there is a clash of minds, characters, ideas. It is in this collision that the personality of each child is formed, the children's team is formed. In this case, there is usually an interaction of game and real opportunities.
Theatrical games. Theatrical and gaming activities enrich children with new impressions, knowledge, skills, develop interest in literature, activate the dictionary, and contribute to the moral and ethical education of each child.
Of course, a specially created speech environment is also necessary: communicative trainings, commented drawing, work with pictures with a change in the position of the child; work on understanding the nature of the characters in fairy tales, stories, stories, etc.;
In the joint activities of a teacher with children, the main types can be distinguished: Storytelling in a picture; talking about a topic from personal experience; storytelling according to the proposed plots; retelling (partial or detailed); conversations, involvement of outdoor games and physical exercises, special classes in which video films are watched, fiction is read; music lessons; tours; holidays, competitions; individual work with children.
In order to achieve the desired well-being in the social and intellectual development of the child, it is first necessary to develop the communicative competence of children, their ability to build relationships with others using linguistic and non-verbal means.
Zvereva O. L., Krotova T. V., Svirskaya L., Kozlova A. V. note that the problems of interpersonal (dialogical) communication for a child begin mainly in the family. Unwillingness to communicate (due to lack of time, parents' fatigue), inability to communicate (parents do not know what to talk about with the child, how to build dialogic communication with him) negatively affects the activity and mental well-being of the baby. It is the close interaction between teachers and parents that makes it possible to comprehensively solve this problem.
The following principles form the basis of interaction with the family on this issue:
partnership of parents and teachers;
a common understanding of goals and objectives by teachers and parents;
help, respect and trust in the child from the parents;
knowledge by teachers and parents of the educational opportunities of the team and the family, the maximum use of the educational potential in joint work with children;
constant analysis of the process of interaction between the family and preschool, its intermediate and final results.
Our goal is the formation and development of the family's competence in matters of education and the improvement or adjustment of child-parent relationships.
The main tasks facing the teaching staff in working with parents are:
family study;
involvement of parents in active participation in the activities of a preschool institution;
study of family experience in raising and educating children;
education of parents in the field of pedagogy and child psychology;
work to improve the legal and pedagogical culture of parents.
The implementation of tasks is carried out through such forms of interaction as: excursions around the kindergarten; open days; disputes; round tables; conversations; consultations; open classes; seminars; joint activities. In our opinion, the most effective is to conduct game trainings on parent meetings on the topic “Do you know what to talk about with a child?”, “How to establish a trusting relationship?”, “How to develop children's speech?”, “Let's compliment each other”, etc.
Relationships with other people are born and develop most intensively in preschool age. The first experience of such relationships becomes the foundation on which the further development of the personality is built. The subsequent path of his personal and social development, and hence his future fate, largely depends on how the child’s relations develop in the first team in his life - the kindergarten group.
Prepared by the teacher of BGDOU No. 46
Kolpinsky district of St. Petersburg Kononova S.I.
Development of communicative activity of children at preschool age.
Communicative activity is one of the ways to obtain information about the outside world and form the child's personality, its cognitive and emotional spheres.
Preschool age is a sensitive period for the development of complex communicative connections in children. It is at preschool age that the basic forms of behavior and communication are laid, a children's team is formed, the laws of existence of which require a more developed system of communication skills.
Any activity is characterized by a certain structure. Its elements are the incentive-motivational part (needs, motives, goals), the subject of activity, the product or result of the activity and the means of its implementation (actions and operations).
Communication, like any activity, is objective. The subject or object of the activity of communication is another person, a partner in joint activities.
The specific subject of communication activity are those qualities and properties of a partner that are manifested during interaction and become products of communication. At the same time, the child learns about himself. Self-image is also included in the communication product.
Under the motive of activity, it is understood, according to the concept, that for the sake of which an activity is undertaken. This means that the motive of the activity of communication is the partner in communication. Consequently, for the child, the motive for the activity of communication is an adult.
The development of motives for communication occurs in close connection with the basic needs of the child. There are three main categories of communication motives:
1. Cognitive motives for communication arise in children in the process of satisfying the need for new experiences, at the same time with which the child has reasons to turn to an adult.
2. Business motives for communication are born in children in the course of satisfying the need for vigorous activity as a result of the need for the help of adults.
3. Personal motives for communication are specific to that sphere of interaction between a child and an adult, which constitutes the very activity of communication.
Communication proceeds in the form of actions that constitute the unit of a holistic process. Action is a complex formation, which includes several even smaller units, or means of communication.
There are three main categories of communication media:
Expressive-mimic,
subject-effective,
Speech.
The first express, the second depict, and the third designate the content that the child seeks to convey to an adult and receive from him.
From birth to seven years of age, there are four forms of communication with adults:
Situational-personal,
situational business,
Extra-situational-cognitive,
Extra-situational-personal.
The situational-personal communication of a child with an adult (the first six months of life) has a "complex of revival" in an infant - a complex behavior that includes concentration, a look into the face of an adult, a smile, and motor revival as components. Communication between an infant and adults proceeds independently, without any other activity, and constitutes the leading activity of a child of this age. Operations, with the help of which communication is carried out within the framework of the first form of this activity, belongs to the category of expressive-mimic means of communication.
Situational-personal communication is of great importance for general mental development child. Attention and benevolence of adults cause bright joyful experiences in children, and positive emotions increase the vitality of the child, activate all its functions. For the purposes of communication, children need to learn to perceive the influences of adults, and this stimulates the formation of perceptual actions in infants in visual, auditory and other analyzers. Assimilated in the "social" sphere, these transformations then begin to be used to get acquainted with the objective world, which leads to a general significant progress in children's cognitive processors.
Situational-business form of communication between children and adults (6 months - 2 years).
The main feature of this form of communication is the flow of communication against the background of practical mutual understanding between the child and the adult.
At this time, in addition to attention and goodwill, the child early age begins to feel the need also for the cooperation of an adult. Children need the complicity of an adult, simultaneous practical activities next to him. The combination of benevolence and cooperation - the complicity of an adult and characterizes the essence of the child's new need for communication.
At an early age, business motives for communication become leading, which are closely combined with cognitive and personal motives. The main means of communication are subject-effective actions, postures.
The significance of situational business communication in the process of joint activity of a child and an adult is that it leads to further development and qualitative transformation of the objective activity of children (from individual actions to process games), to the emergence and development of speech. But mastering speech allows children to overcome the limitations of situational communication and move from purely practical cooperation with adults to "theoretical" cooperation.
An extra-situational-cognitive form of communication (years). It unfolds against the background of the cognitive activity of children, aimed at establishing sensually unperceivable relationships in the physical world. With the expansion of their capabilities, children strive for a kind of "theoretical" cooperation with an adult, replacing practical cooperation and consisting in a joint discussion of events, phenomena and relationships in the objective world.
A sign of this form of communication can be the appearance of the child's first questions about objects and their various relationships.
The child's need for respect from an adult determines the special sensitivity of children of three to five years to the assessment that adults give them. Children's sensitivity to evaluation is manifested most clearly in their increased resentment, in violation and even complete cessation of activities after comments or censure, as well as in the excitement and delight of children after praise.
Speech becomes the most important means of communication.
The significance of this form of communication between children and adults lies in the fact that it helps children immeasurably expand the scope of the world accessible to their understanding, allows them to discover the interconnection of phenomena.
Extra-situational-personal form of communication between children and adults) - serves the purpose of cognition of the social, and not the objective world, the world of people, not things. Therefore, extra-situational-personal communication exists independently and is a communicative activity in its "pure form".
Extra-situational-personal communication is formed on the basis of personal motives that encourage children to communicate against the background of a variety of activities: gaming, labor, cognitive. But now it has an independent meaning for the child and is not an aspect of his cooperation with an adult. Such communication is of great vital importance for preschool children, as it allows them to satisfy the need to know themselves, other people and relationships between people.
The leading motive at the level of this form of communication is personal motives. An adult as a special human personality is the main thing that encourages a child to seek contacts with him.
Thus, the transition from one form of communication to another is carried out according to the principle of interaction between form and content: the content of mental activity achieved within the framework of the previous form of communication ceases to correspond to the old form, which ensured the progress of the psyche for some time, and causes the emergence of a new, more perfect form of communication. .
Speech in all its diversity is a necessary component of communication, in the process of which it is formed. The most important prerequisite for improving the speech activity of preschoolers is the creation of an emotionally prosperous, favorable situation that contributes to the desire to actively participate in speech communication. The development of speech is closely connected with the formation of thinking and imagination of the child. With normal development in preschool children, independent speech reaches a fairly high level: in communicating with adults and peers, they show the ability to listen and understand spoken speech, maintain a dialogue, answer questions and ask them on their own. At preschool age, the child's vocabulary is constantly increasing, but its qualitative transformation is entirely mediated by the participation of adults.
Speech performs a wide variety of functions in human life - communication, regulation of behavior and activity. All speech functions are interconnected: they are formed by means of each other and function one in the other. In order to fulfill all its functions, speech goes through a complex and long path of development, closely related to the general mental development of the child - the enrichment of his activity, perception, thinking, imagination, emotional-volitional sphere.
In order for speech to serve as a means of communication, conditions are necessary that encourage the child to consciously turn to the word, forming the need to be understood first by an adult, and then by peers. With the correct organization of the entire life and activity of the child, speech already at an early age becomes a means of communication. With a lack of communication at an early age, its limitations, poverty, it will be difficult for a child to learn how to communicate with children and other people, he may grow up unsociable, withdrawn. Communication with peers in preschool age plays no less important role in the development of children than communication with adults. It, like communication with adults, arises mainly in joint activities and can be carried out in different ways. If the activity itself is primitive and poorly developed, then communication will be the same: it can be expressed in aggressively directed forms of behavior (fights, quarrels, conflicts) and almost not accompanied by speech. The development of the child is especially successful in collective activities, primarily in the game, which stimulates the development of communication between children, and hence speech. Communication with peers is a special sphere of a child's life.
A younger preschooler, to a very limited extent, can learn information with the help of a word. The child acquires cognitive experience primarily in a wide variety of activities. The first independent activity of a preschooler - subject - introduces him to the world of things created by human hands, and helps to understand their main purpose.
All types of activities of a preschooler - play, constructive, visual, labor - will mobilize his cognitive abilities, and therefore develop them, teach not only to navigate in the world around him, but also to a certain extent transform it.
In order for speech to become a valid means of communication and thinking by the end of preschool age, it must be developed to a certain level. The cognitive function of speech is formed in the process of formation of various types of activity, perception and thinking, as they develop, the sensitive experience of the child must be constantly accompanied by speech.
With the development of activity and speech, the enrichment of the experience of communicative development, emotional, the word becomes a way of self-regulation, self-esteem, it can stop or, conversely, activate the activity, behavior of the child. During this period, it is necessary to encourage the preschooler in every possible way to verbally evaluate not only his actions and results of activities, but also other people, especially peers.
By the older preschool age, verbal regulation, based on knowledge of moral norms, helps the child to independently manage his behavior. Developing, speech gradually becomes regulators not only of the child's behavior, but also of all types of activities, performing a planning function. This side of speech should be given special attention, since the inability to formulate one's intention negatively affects any activity, both its process and its result. Of course, in no case should you suppress the emotions of the child, force him to explain everything he does. Speech should be a help, not a hindrance. The child needs to be unobtrusively helped to verbally formulate a plan for the implementation of the plan.
In their interaction and communication, older preschoolers are more peer-oriented than younger ones: they spend a significant part of their free time in joint games and conversations, the assessments and opinions of their comrades become essential for them, they make more and more demands on each other and in their behavior try to take them into account.
In children of this age, the selectivity and stability of their relationships increase. Permanent partners can be maintained throughout the entire period of stay in the hospital.
Explaining their preferences, they no longer refer to situational, random reasons (“we are sitting next to each other”, “he gave me a car to play today”, etc.). It is necessary to note the success of this or that child in the game (it is interesting to play with him, he is kind, he is good, he does not fight, etc.). The game interaction of children also begins to undergo significant changes: if earlier it was dominated by role interaction (i.e., the game itself), then at this age - communication about the game, in which a significant place is occupied by a joint discussion of its rules. At the same time, the coordination of their actions, the distribution of responsibilities in children of this age most often arises in the course of the game itself.
In the role-playing interaction of older preschoolers, attempts to control each other's actions increase - they often criticize, indicate how this or that character should behave. When conflicts arise in the game (and they mainly occur because of the roles, as well as because of the direction of the character's actions), children seek to explain why they did it, or justify the illegality of the actions of another. At the same time, they most often justify their behavior or criticism of another with various rules (“Share”, “The seller must be polite”, etc.). However, children do not always manage to agree on their points of view, and their game can be destroyed.
Communication outside the game in children of this age becomes less situational, children willingly share their previously received impressions. They carefully listen to each other, emotionally empathize with the stories of friends.
The attention of the educator should be drawn not only to children who refuse to participate in games, peers rejected by them, but also to children who, in interaction and communication, adhere exclusively to their desires, do not know how or do not want to coordinate them with the opinions of other children.
From about the age of 5, with cooperation in the classroom, the child is able to offer his peers a plan for a common cause, agree on the distribution of responsibilities, adequately assess the actions of his comrades and his own. During interaction, conflicts and stubbornness give way constructive suggestions, consent and assistance. There is a clear difference in relation to the adult. Those children who cannot agree with their peers and find their place in the common cause require the help of an adult. Often, in order to attract attention, they begin to break the buildings of children, scream, calling one child or another, offering them to run, frolic, usually, without achieving a result, they tell an adult: “They don’t want to play with me!” At the same time, these children have elements of rivalry, a desire to somehow distinguish themselves from their peers, to achieve their recognition.
Thanks to good speech development by the age of 6, children's opportunities for cooperation with peers are expanding.
During a conversation, children of this age not only listen carefully to each other, but also try to ask the interlocutor in more detail, get additional explanations, and also try to give him as accurate and complete information as possible. They are more likely to pick up on ambiguities or inconsistencies in the other's messages and ask for clarification. Well-developed children's cooperation helps an adult create an atmosphere of creativity and mutual understanding in any lesson.
Conclusions on the first chapter
Each type of communication involves communication tactics and communication techniques. Communication tactics is the implementation of a specific communication strategy, and communication technique is a set of specific communication skills.
The choice of tactics and communication techniques depends on the knowledge of the structure of communicative activity. The main components of communicative activity are: the subject of communication - a communication partner; the need for communication - consists in the desire of a person to know and evaluate other people, and through them and with their help to self-knowledge and self-esteem; communicative motives - for the sake of which communication is undertaken; the action of communication is a unit of communicative activity, i.e. a holistic act; communication tasks - this is the goal for which the communication process is performed; means of communication are those operations with the help of which the action of communication is carried out; the product of communication is education of a material and spiritual nature.
Communicative activity has a static and dynamic feature. Allocate a static feature of communicative activity - this is the distance - it means the mutual attraction of partners, status, intensity of interaction; orientation - it can be carried out in various ways: “face to face”, “side”, “back”, etc .; postures - may contain information about tension or relaxation; physical contact - they can touch each other.
The dynamic feature of communicative activity is determined by facial expressions, gestures and views.
Characteristics of the play activity of preschool children.
In modern pedagogical theory, the game is considered as the leading activity of a preschool child.
Leading game position:
1. Satisfies his basic needs:
The desire for independence, active participation in the life of adults (when playing, the child acts independently, freely expressing his desires, ideas, feelings. In the game, the child can do everything: sail on a ship, fly into space, etc. Thus, the baby, as K. D. Ushinsky, "trying his hand", living the life that he will have in the future.
- the need for knowledge of the surrounding world (games provide an opportunity to learn new things, reflect on what has already entered into his experience, express his attitude to what is the content of the game).
- the need for active movements (outdoor games, plot-role-playing, building and construction materials)
- needs for communication (playing children enter into various relationships).
2. In the bowels of the game, other types of activity (labor, study) are born and develop.
As the game develops, the child masters the components inherent in any activity: he learns to set a goal, plan, and achieve results. Then he transfers these skills to other types of activity, primarily to labor.
At one time, A. S. Makarenko expressed the idea that a good game is similar to a good job: they are related by the responsibility for achieving the goal, the effort of thought, the joy of creativity, the culture of activity. In addition, according to A. S. Makarenko, the game prepares children for those neuropsychic costs that labor requires. This means that arbitrariness of behavior is developed in the game. Due to the need to comply with the rules, children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which facilitates the formation of strong work skills.
3. The game contributes to the formation of neoplasms of the child, his mental processes, including imagination.
One of the first who linked the development of play with the characteristics of children's imagination was K. D. Ushinsky. He drew attention to the educational value of images of the imagination: the child sincerely believes in them, therefore, while playing, he experiences strong genuine feelings.
A sign of the game, as noted by L. S. Vygotsky, is the presence of an imaginary or imaginary situation.
Another important property of the imagination, which develops in the game, but without which educational activity cannot take place, was pointed out by V. V. Davydov. This is the ability to transfer the functions of one object to another that does not have these functions (the cube becomes soap, iron, bread, a machine that rides along the table-road and buzzes). Thanks to this ability, children use substitute objects in the game, symbolic actions (“washed their hands” from an imaginary tap). The wide use of substitute objects in the game in the future will allow the child to master other types of substitution, for example, models, diagrams, symbols and signs, which will be required in teaching.
Gaming activity, as proved by A.V. Zaporozhets, V.V. Davydov, N.Ya. Mikhailenko, is not invented by a child, but is given to him by an adult who teaches a child to play, introduces socially established ways of playing actions (how to use a toy, substitute objects, other means of embodying an image; perform conditional actions, build a plot, obey the rules, etc. .).
Stages of development of gaming activity.
There are 2 main phases or stages in the development of gaming activity.
The first stage (3-5 years) is characterized by the reproduction of the logic of people's real actions; the content of the game are objective actions.
At the second stage (5-7 years), real relations between people are modeled, and the content of the game becomes social relations, the social meaning of the activity of an adult.
D.B. Elkonin also singled out individual components of games that are characteristic of preschool age.
Game components include:
Game conditions.
Each game has its own game conditions - children participating in it, dolls, other toys and objects. The selection and combination of them significantly changes the game at a younger preschool age. The game at this time mainly consists of monotonously repetitive actions, reminiscent of manipulations with objects. For example, if the game conditions include another person (doll or child), then a three-year-old child, manipulating plates and cubes, can play "cooking dinner." The child plays cooking dinner even if he forgets to feed the doll sitting next to him. But if the child is taken away from the doll that prompts him to this plot, he continues to manipulate the cubes, laying them out in size or shape, explaining that he plays "cubes", "so simple." Lunch disappeared from his ideas along with a change in game conditions);
The plot is that sphere of reality that is reflected in the game. At first, the child is limited by the framework of the family, and therefore his games are mainly connected with family, everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc. The forms of playing on old plots, say, in “mothers and daughters”, are also becoming more diverse. In addition, the game on the same plot gradually becomes more stable, longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same game for several hours in a row, and some of their games stretch over several days.
Those moments in the activities and relationships of adults that are reproduced by the child constitute the content of the game. The content of the games of younger preschoolers is an imitation of the objective activity of adults. Children “cut bread”, “wash dishes”, they are absorbed in the very process of performing actions and sometimes forget about the result - for what and for whom they did it. Therefore, having “prepared dinner”, the child can then go “for a walk” with his doll without feeding it. The actions of different children do not agree with each other, duplication and sudden change of roles during the game are not excluded.
For middle preschoolers, the main thing is the relationship between people, they perform game actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to put “sliced” bread in front of the dolls and will never mix up the sequence of actions - first dinner, then washing dishes, and not vice versa. Children included in the general system of relations distribute roles among themselves before the start of the game.
For older preschoolers, it is important to obey the rules arising from the role, and the correct implementation of these rules is strictly controlled by them. Game actions are gradually losing their original meaning. Actually objective actions are reduced and generalized, and sometimes they are generally replaced by speech ("Well, I washed their hands. Let's sit down at the table!").
Game features.
The game is the leading activity in preschool age, it has a significant impact on the development of the child. First of all, in the game, children learn to fully communicating with each other. Younger preschoolers do not yet know how to really communicate with their peers. Here is how, for example, in the younger group of kindergarten, the game is played in railway. The teacher helps the children make up a long row of chairs, and the passengers take their seats. Two boys who wanted to be a machinist sit on the outer chairs at both ends of the "train", hum, puff and "lead" the train in different directions. Neither drivers nor passengers are embarrassed by this situation and do not cause a desire to discuss something. According to D.B. Elkonin, younger preschoolers "play side by side, not together."
Gradually, communication between children becomes more intense and productive. In the middle and older preschool years, children, despite their inherent egocentrism, agree with each other, preliminarily or in the process of the game itself, distributing roles. Discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in common activities.
The game contributes to the formation of not only communication with peers, but also arbitrary behavior of the child. The arbitrariness of behavior is manifested initially in obedience to the game rules, and then in other activities. For the emergence of arbitrariness of behavior, a pattern of behavior followed by the child and control over compliance with the rules are necessary. In the game, the model is the image of another person, whose behavior is copied by the child. Self-control only appears towards the end of preschool age, so initially the child needs external control - from his playmates. Children control each other first, and then each of himself. External control gradually falls out of the process of controlling behavior, and the image begins to regulate the child's behavior directly.
The game develops motivational-need sphere of the child. There are new motives of activity and goals associated with them. In addition, the game facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that are on the verge of consciousness. In the game with peers, it is easier for a child to let go of his fleeting desires. His behavior is controlled by other children, he is obliged to follow certain rules arising from his role, and has no right either to change the general pattern of the role or to be distracted from the game by something extraneous.
The game promotes development cognitive sphere child. In the developed role-playing game with its intricate plots and complex roles, the creative imagination is formed in children.
In general, the position of the child changes radically in play. While playing, he acquires the ability to change one position to another, to coordinate different points of view.
Thus, the features of the game as an activity:
Depictive and effective-speech character, specific motives (the main motive is the child's experience in the game of significant aspects of reality for him, interest in actions with objects, events, relationships between people. The motive may be the desire for communication, joint activities, cognitive interest. However, as L.S. Vygotsky noted, the child plays without realizing the motives of his activity);
The game contains an imaginary situation and its components (roles, plot, imaginary phenomenon);
There are rules in games (hidden, arising from the role, plot and open, pronounced);
Active activity of the imagination; repetition of the game and game action (due to the desire to imitate, the child repeats the same actions, words many times, and such repetition is necessary for mental development. Many outdoor games are built on repetition);
Independence (this feature is manifested with particular force in creative games, where children independently choose a plot, develop it, and determine the rules);
Creative nature, which allows children to show initiative, imagination in building a plot, in choosing content, in creating a game environment, in choosing visual means for performing roles;
Emotional saturation (the game is impossible without a feeling of joy, satisfaction, causes aesthetic emotions, etc.).
Characteristics of the cognitive-research activity of children.
Under cognitive activity preschool children should understand the activity that arises about cognition and in its process. It is expressed in the interested acceptance of information, in the desire to clarify, deepen one's knowledge, in an independent search for answers to questions of interest, in the use of comparison by analogy and opposite, in the ability and desire to ask questions, in the manifestation of elements of creativity, in the ability to learn the way of knowing and apply it on another material.
The result of the cognitive research activities are knowledge. Children at this age are already able to systematize and group objects of animate and inanimate nature, as outward signs, as well as the habitat. Changes in objects, the transition of matter from one state to another, are of particular interest to children of this age. The child's questions reveal an inquisitive mind, observation, confidence in an adult as a source of interesting new information (knowledge), explanations.
Preschoolers are born explorers. And this is confirmed by their curiosity, the constant desire for experiment, the desire to independently find a solution to a problem situation. The task of the teacher is not to stop this activity, but, on the contrary, to actively help.
This activity originates in early childhood, at first representing a simple, as if aimless (procedural) experimentation with things, during which perception is differentiated, the simplest categorization of objects by color, shape, purpose arises, sensory standards, simple instrumental actions are mastered.
In the period of preschool childhood, an “island” of cognitive research activity is accompanied by a game, productive activity, woven into them in the form of indicative actions, testing the possibilities of any new material.
By the older preschool age, cognitive research activity is singled out as a special activity of the child with its own cognitive motives, a conscious intention to understand how things work, to learn new things about the world, to streamline their ideas about any area of life.
The cognitive and research activity of an older preschooler in a natural form manifests itself in the form of the so-called children's experimentation with objects and in the form of a verbal study of questions asked to an adult (why, why, how?)
If we consider the structure of children's research, it is easy to see that it, like the research conducted by an adult scientist, inevitably includes next specific steps:
Identification and formulation of the problem (selection of a research topic);
Putting forward a hypothesis;
Search and offer options solutions;
Collection of material;
Generalization of the received data.
Poddyakov N.N. highlights experimentation as the main type of tentative research (search) activity. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.
He distinguishes two main types of orienting-research activity.
First. Activity in the process of activity comes entirely from the child. At first, the child, as it were, disinterestedly tries out various objects, then acts as its full-fledged subject, independently building his activity: he sets a goal, looks for ways and means of achieving it, and so on. In this case, the child satisfies his needs, his interests, his will.
Second. The activity is organized by an adult, he identifies the essential elements of the situation, teaches children a certain algorithm of actions. Thus, children receive the results that were previously determined for them.
The following are designated as the main developing functions of cognitive research activities at the stage of senior preschool age:
development of the cognitive initiative of the child (curiosity)
the development by the child of the fundamental cultural forms of ordering experience: cause-and-effect, generic (classification), spatial and temporal relations;
the development by the child of the fundamental cultural forms of ordering experience (schematization, symbolization of connections and relationships between objects and phenomena of the surrounding world);
development of perception, thinking, speech (verbal analysis-reasoning) in the process of active actions to search for connections between things and phenomena;
Expanding the horizons of children by taking them beyond the limits of direct practical experience into a broader spatial and temporal perspective (mastering ideas about the natural and social world, elementary geographical and historical ideas).
In the experimental research model cognitive activity the following method logic is used:
questions of the teacher that encourage children to formulate a problem (for example, remember the story of L.N. Tolstoy “The jackdaw wanted to drink ...”. What situation did the jackdaw get into?);
Schematic modeling of the experiment (creation of a scheme for conducting);
questions that help clarify the situation and understand the meaning of the experiment, its content or natural patterns;
a method that encourages children to communicate: “Ask your friend about something, what does he think about this?”;
The method of "first trial" of applying the results of one's own research activity, the essence of which is to determine the child's personal-value meaning of his actions.
Characteristic labor activity preschool children.
The concept and features of the labor activity of preschoolers
In the big encyclopedic dictionary work is defined as an expedient, material, social, instrumental activity of people aimed at meeting the needs of the individual and society.
Labor activity- this is an activity aimed at developing in children general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude to work and its products, and a conscious choice of profession.
Labor activity of preschool children is the most important means of education. The whole process of educating children in kindergarten can and should be organized in such a way that they learn to understand the benefits and necessity of work for themselves and for the team. To treat work with love, to see joy in it is a necessary condition for the manifestation of the creativity of the individual, his talents.
The labor activity of preschoolers is educational in nature That's how adults look at him. Labor activity satisfies the child's need for self-affirmation, knowledge of his own capabilities, brings him closer to adults - this is how the child himself perceives this activity.
In labor activity, preschoolers master a variety of skills and abilities necessary in Everyday life: in self-service, in household activities. Improving skills and habits does not consist only in the fact that the child begins to do without the help of adults. He develops independence, the ability to overcome difficulties, the ability to volitional efforts. This gives him joy, causes a desire to master new skills and abilities.
Tasks of labor activity
Preschool pedagogy identifies the following main tasks of the labor activity of children:
Familiarization with the work of adults and fostering respect for it;
Training in the simplest labor skills and abilities;
Raising interest in work, diligence and independence;
Education of socially oriented labor motives, skills to work in a team and for the team.
Social features labor activity
Considering labor activity in terms of the impact that it has on the social life of a preschooler, seven special functions of labor can be distinguished:
1. The socio-economic (reproductive) function consists in the impact of preschoolers on familiar objects and elements of the natural environment in order to transform them into new objects to meet the needs of the team. The implementation of this function allows you to reproduce the standard material or symbolic (ideal) conditions of their future social life.
2. The productive (creative, creative) function of labor activity consists in that part of labor activity that satisfies the preschooler's needs for creativity and self-expression. The result of this function of labor activity is the creation of fundamentally new or unknown combinations of previously existing objects and technologies.
3. The socially structuring (integrative) function of labor activity consists in the differentiation and cooperation of the efforts of preschoolers participating in the labor process. As a result of the implementation of this function, on the one hand, specialized types of labor are assigned to preschoolers participating in labor activity, on the other hand, special social ties are established between preschoolers, mediated by the exchange of the results of their joint labor activity. Thus, the two sides of joint labor activity - division and cooperation - give rise to a special social structure that unites preschoolers into a team along with other types of social ties.
4. The socially controlling function of labor activity is due to the fact that activity organized in the interests of the collective is a kind of social institution, i.e. a complex system of social relations between preschoolers, regulated by values, norms of behavior, standards of activity and rules. Therefore, all preschoolers participating in labor activity are within the scope of an appropriate system for monitoring the quality of their duties.
5. The socializing function of labor activity is manifested at the individual-personal level. Thanks to participation in it, the composition of social roles, patterns of behavior, social norms and values of preschool children is significantly expanded and enriched. They become more active and full participants in public life. It is thanks to labor activity that most preschoolers experience a sense of "need" and significance in the team.
6. The social development function of labor activity is manifested in the results of the impact of the content of labor activity on preschoolers. It is known that the content of labor activity, with the improvement of the means of labor, due to the creative nature of man, tends to become more complex and continuously updated. Preschoolers are motivated to increase their level of knowledge and expand their range of skills, which encourages them to acquire new knowledge.
7. The social stratification (disintegrative) function of labor activity is a derivative of the social structuring function. It is connected with the fact that the results of various types of labor activity of preschoolers are differently rewarded and evaluated. Accordingly, some types of labor activity are recognized as more, while others are less important and prestigious. Thus, labor activity performs the function of a certain ranking. At the same time, the effect of a certain competition for receiving the most significant praise appears between preschoolers.
Means of labor activity of preschoolers
The means of labor activity of preschool children should ensure the formation of sufficiently complete ideas about the content of the work of adults, about the worker, his attitude to work, about the importance of work in the life of society; assistance in teaching children the labor skills available to them and organizing various types of labor in order to educate them in the process of their activity in a positive attitude towards work and establish friendly relationships with peers. Such means are:
Acquaintance with the work of adults;
Training in labor skills, organization and planning of activities;
Organization of work of children in the content accessible to them.
Types of labor activity of preschoolers
The work activity of children in kindergarten is diverse. This allows them to maintain their interest in work, to carry out their comprehensive education. There are four main types child labor: self-service, household work, labor in nature and manual labor.
Self-service is aimed at personal care (washing, undressing, dressing, making the bed, preparing the workplace, etc.). The educational value of this type of labor activity lies, first of all, in its vital necessity. Due to the daily repetition of actions, self-service skills are firmly acquired by children; self-service is beginning to be perceived as a duty.
The household work of preschoolers is necessary in the daily life of the kindergarten, although its results are not so noticeable compared to other types of their work. This type of labor activity is aimed at maintaining cleanliness and order in the room and on the site, helping adults in organizing regime processes. Children learn to notice any disturbance in the group room or on the site and, on their own initiative, eliminate it. Household work is aimed at serving the team and therefore contains great opportunities for cultivating a caring attitude towards peers.
Labor in nature provides for the participation of children in caring for plants and animals, growing plants in a corner of nature, in a garden, in a flower garden. This type of labor activity is of particular importance for the development of observation, the upbringing of a caring attitude towards all living things, and love for native nature. It helps the teacher to solve the problems of the physical development of children, improve movements, increase endurance, develop the ability for physical effort.
Manual labor develops the constructive abilities of children, useful practical skills and orientation, forms an interest in work, readiness for it, cope with it, the ability to assess their capabilities, the desire to do the job as best as possible (stronger, more stable, more elegant, more accurate).
Forms of organization of labor activity of preschoolers
The labor activity of preschool children in kindergarten is organized in three main forms: in the form of an assignment, duty, collective labor activity.
Assignments are tasks that the teacher occasionally gives to one or more children, taking into account their age and individual capabilities, experience, and educational tasks.
Orders can be short-term or long-term, individual or general, simple (containing one simple specific action) or more complex, including a whole chain of sequential actions.
The fulfillment of labor assignments contributes to the formation in children of interest in work, a sense of responsibility for the task assigned. The child must concentrate, show strong-willed effort to bring the matter to the end and inform the teacher about the fulfillment of the assignment.
In the younger groups, the instructions are individual, specific and simple, contain one or two actions (lay out spoons on the table, bring a watering can, remove dresses from the doll for washing, etc.). Such elementary tasks include children in activities aimed at the benefit of the team, in conditions when they are not yet able to organize work on their own initiative.
In the middle group, the teacher instructs the children to wash doll clothes on their own, wash toys, sweep paths, and shovel sand into a pile. These tasks are more complex, because they contain not only several actions, but also elements of self-organization (prepare a place for work, determine its sequence, etc.).
AT senior group individual assignments are organized in those types of labor in which children have insufficiently developed skills, or when they are being taught new skills. Individual instructions are also given to children who need additional training or especially careful control (when the child is inattentive, often distracted), i.e. if necessary, individualize the methods of influence.
In the preparatory school group, when performing general assignments, children must show the necessary skills of self-organization, and therefore the teacher is more demanding of them, moving from explanation to control, reminder.
Duty is a form of organizing the work of children, which implies the obligatory performance by the child of work aimed at serving the team. Children are alternately included in different types of duty, which ensures their systematic participation in labor. The appointment and change of attendants occurs daily. Duties are of great educational value. They put the child in the conditions of mandatory performance of certain tasks necessary for the team. This allows children to educate responsibility to the team, caring, as well as understanding the need for their work for everyone.
In the younger group, in the process of completing assignments, the children acquired the skills necessary for setting the table, and became more independent when doing work. This allows in the middle group at the beginning of the year to introduce canteen duty. There is one attendant at each table daily. In the second half of the year, duties are introduced to prepare for classes. In the older groups, duty is introduced in the corner of nature. The attendants change daily, each of the children systematically participates in all types of duty.
The most complex form of organizing the work of children is collective labor. It is widely used in the senior and preparatory groups of the kindergarten, when skills become more stable, and the results of labor are of practical and social significance. Children already have sufficient experience of participation in different types duties, performing various assignments. Increased opportunities allow the teacher to solve more complex tasks of labor activity: he teaches children to agree on upcoming work, work at the right pace, and complete the task within a certain time. In the older group, the educator uses such a form of uniting children as common work, when children receive a common task for all and when a general result is summed up at the end of the work.
AT preparatory group joint work is of particular importance, when children are dependent on each other in the process of work. Joint work gives the teacher the opportunity to educate positive forms of communication between children: the ability to politely address each other with a request, agree on joint actions, and help each other.
Characteristics of the productive activity of preschool children.
productive activity in preschool education, they call the activity of children under the guidance of an adult, as a result of which a certain product appears. Productive activities include design, drawing, modeling, appliqué, theatrical activities, etc.
Productive activities are very significant for a preschooler, they contribute to the comprehensive development of his personality, the development of cognitive processes (imagination, thinking, memory, perception), reveal their creative potential.
Lessons various types artistic activity and design create the basis for a full and meaningful communication of children with adults and peers.
Productive activity, modeling objects of the surrounding world, leads to the creation of a real product in which the idea of an object, phenomenon, situation receives a material embodiment in a drawing, design, image exchange.
The product created in the course of productive activity reflects the child's idea of the world around him and his emotional attitude towards it, which allows us to consider productive activity as a means of diagnosing the cognitive and personal development of a preschool child.
It is important to note that in the process of productive activity, cognitive activity and social motivation are formed.
Prerequisites for productive activities the child's need for independence and activity, imitation of an adult, mastery of objective actions, and the formation of coordination of hand and eye movements come forward.
Drawing, sculpting, appliqué, design contribute to the disclosure of the child's individuality, and the positive emotions they feel during creative inspiration are the driving force that heals the child's psyche, helps children cope with various difficulties and negative life circumstances, which allows them to use productive activities in corrective therapeutic purposes. Therefore, teachers distract children from sad and sad thoughts, events, relieve tension, anxiety, fears. The question of the use of productive activities in the work of teachers and psychologists is currently relevant today.
productive activity closely related to knowledge of the surrounding life. At first, this is a direct acquaintance with the properties of materials (paper, pencils, paints, plasticine, etc.), knowledge of the connection between actions and the result obtained. In the future, the child continues to acquire knowledge about the surrounding objects, about materials and equipment, however, his interest in the material will be due to the desire to transfer to pictorial form their thoughts, impressions of the world around them.
productive activity closely related to the decision tasks of moral education. This connection is carried out through the content of children's work, which reinforces a certain attitude to the surrounding reality, and the upbringing of observation, activity, independence, the ability to listen and complete tasks, and bring the work begun to the end in children.
In the process of productive activity, such important qualities personality, as activity, independence, initiative, which are the main components of creative activity. The child learns to be active in observation, performance of work, to show independence and initiative in thinking through the content, selecting material, using various means of artistic expression. No less important is the education of purposefulness in work, the ability to bring it to the end.
productive activity is of great importance in solving problems of aesthetic education, since by its nature it is an artistic activity. It is important for children to cultivate an aesthetic attitude to the environment, the ability to see and feel the beautiful, to develop artistic taste and creative abilities. A preschooler is attracted by everything bright, sounding, moving. This attraction combines both cognitive interests and an aesthetic attitude to the object, which is manifested both in evaluative phenomena and in the activities of children.
In the classroom for productive activities, children learn to carefully use the material, keep it clean and tidy, use only necessary materials in a certain sequence. All these points contribute to successful learning activities in all lessons, especially in labor lessons.
Characteristics of the communicative activity of preschool children.
In modern Russian society, the problem of people's communication comes to the fore, i.e. interaction through communication, where it, in turn, plays an important role as a means of personal development. The formation of personality begins from birth in the process of communication of the child with close adults (these are parents, brothers, sisters, as well as other family members). Introducing children to social norms occurs at preschool age, when the child learns basic social knowledge, acquires certain values that he needs in later life.
It should be noted that according to the introduced standard of preschool education, it is supposed to highlight the communicative-personal educational field. The organization of communicative activity should contribute to constructive communication and interaction with adults and peers, mastery of oral speech as the main means of communication.
Child's ability to communicate is one of the criteria for the effectiveness of the educational process in preschool educational institutions. Communication acts as a form of open action in the education of preschool children, so the success of fruitful interaction between a child and an adult will depend on how well the communicative activity of a preschooler is developed.
Let us turn to the definition of the concept of communicative activity. Communicative activity, as M.I. Lisin, this is the interaction of two (or more) people, aimed at coordinating and combining their efforts in order to build relationships and achieve a common result. Communicative activity is one of the most important ways of obtaining information about the outside world and a way of shaping the child's personality, its cognitive and emotional spheres.
According to the views of domestic psychologists (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, M.I. Lisina, D.B. Elkonin, etc.), communicative activity acts as one of the main conditions for the development of the child , the most important factor in the formation of his personality, and finally, the leading type of human activity aimed at knowing and evaluating oneself through other people.
Communicative activity is developing, according to M.I. Lisina, in several stages.
1. First of all, this is the establishment of a relationship between a child and an adult, where the adult is the bearer of the standards of activity and a role model.
2. At the next stage, the adult no longer acts as a carrier of samples, but as an equal partner in joint activities.
3. At the third stage, relations of equal partners in joint activities are established between children.
4. At the fourth stage, the child in collective activity acts as a carrier of models and standards of activity. This position makes it possible to realize the most active attitude of the child to the activity being mastered and to solve the well-known problem of transforming the “known” into the “actually active”.
5. The last stage in the development of communicative activity, on the one hand, allows the child to use the learned material not in a stereotyped way, but creatively, contributes to the development of the positions of the subject of activity, helps to see the meaning of objects and phenomena; on the other hand, by setting norms and patterns of activity for comrades, demonstrating how to perform it, the child learns to control and evaluate others, and then himself, which is extremely important in terms of the formation of psychological readiness for schooling.
As already noted, the normative documents of preschool education are focused on the development of communicative activities of preschoolers. Let us single out those social and psychological characteristics of the child's personality, which teachers and psychologists should be guided by in the process of implementing the educational process.
So, completing the stage of preschool education, the child should be:
Initiative and independent in communication;
Confident in their abilities, open to the outside world, have a positive attitude towards themselves and others, have a sense of their own dignity;
Be able to interact with peers and adults, participate in joint games.
Among the targets, there is the ability to negotiate, take into account the interests and feelings of others, empathize with the failures and rejoice in the successes of others, try to resolve conflicts, as well as the ability to express one's thoughts and desires well.
It should be noted that the formed skills of communicative activity of a preschool child will ensure its successful adaptation in the environment of peers, will improve communicative competence in the process of learning activities during the transition to a new level of education. The development of communicative activity, as well as the child's ability to actively engage in it, is a necessary condition for the success of educational activities, the most important direction of social and personal development.
Characteristics of the perception of children's fiction.
Perception of fiction is considered as an active volitional process that involves not passive contemplation, but an activity that is embodied in internal assistance, empathy for the characters, in the imaginary transfer of “events” to oneself, in mental action, resulting in the effect of personal presence, personal participation.
The perception of fiction by children of preschool age is not reduced to a passive statement of certain aspects of reality, even if they are very important and significant. The child enters the depicted circumstances, mentally takes part in the actions of the characters, experiences their joys and sorrows. This kind of activity greatly expands the sphere of a child's spiritual life and is of great importance for his mental and moral development.
Listening to works of art along with creative games is of paramount importance for the formation of this new type of internal mental activity, without which no creative activity. A clear plot, a dramatized depiction of events help the child enter the circle of imaginary circumstances, begin to mentally cooperate with the heroes of the work.
During preschool age, the development of an attitude towards a work of art goes from the direct naive participation of the child in the events depicted to more complex forms of aesthetic perception, which, in order to correctly assess the phenomenon, require the ability to take a position outside them, looking at them as if from the side.
So, a preschooler in the perception of a work of art is not egocentric. Gradually, he learns to take the position of a hero, mentally assist him, rejoice at his successes and be upset because of his failures. The formation of this internal activity at preschool age allows the child not only to understand phenomena that he does not directly perceive, but also to take a detached view of events in which he did not directly participate, which is of decisive importance for subsequent mental development.
Artistic perception child during preschool age develops and improves. L. M. Gurovich, on the basis of generalization of scientific data and his own research, considers age-related features of perception preschoolers literary work, highlighting two periods in their aesthetic development:
From two to five years old, when the baby does not clearly separate life from art,
And after five years, when art, including the art of the word, becomes valuable in itself for the child).
Let us briefly dwell on the age-related features of perception.
For kids younger preschool age characteristic:
The dependence of understanding the text on the personal experience of the child;
Establishing easily perceived connections when events follow each other;
The main character is in the center of attention, children most often do not understand his experiences and motives of actions;
The emotional attitude towards the characters is brightly colored; there is a craving for a rhythmically organized warehouse of speech.
AT middle preschool age there are some changes in the understanding and comprehension of the text, which is associated with the expansion of the life and literary experience of the child. Children establish simple causal relationships in the plot, in general, correctly assess the actions of the characters. In the fifth year there is a reaction to the word, interest in it, the desire to repeatedly reproduce it, beat it, comprehend it.
According to K. I. Chukovsky, a new stage of the child’s literary development begins, a close interest arises in the content of the work, in comprehending its inner meaning.
AT senior preschool age children begin to realize events that were not in their personal experience, they are interested not only in the actions of the hero, but also in the motives of actions, experiences, feelings. They can sometimes catch the subtext. An emotional attitude towards the characters arises on the basis of the child's understanding of the entire collision of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive the text in the unity of content and form. The understanding of the literary hero becomes more complicated, some features of the form of the work are realized (steady turns in a fairy tale, rhythm, rhyme).
The studies note that in a child of 4-5 years old, the mechanism of forming a holistic image of the semantic content of the perceived text begins to fully function.
Aged 6 – 7 years understanding mechanism the content side of a coherent text, which is distinguished by visibility, is already fully formed.
L.M. Gurovich noted that in the process of developing artistic perception in children, an understanding of the expressive means of a work of art appears, which leads to to a more adequate, complete, deep perception of it. It is important to form in children the correct assessment of the heroes of a work of art. Conversations can be an effective help in this, especially with the use of problematic questions. They lead the child to an understanding of the “second”, the true face of the characters, the motives of their behavior, previously hidden from them, to an independent reassessment of them (in the case of an initial inadequate assessment). The perception of works of art by a preschooler will be deeper if he learns to see the elementary means of expression used by the author to characterize the depicted reality (color, color combinations, form, composition, etc.).
Thus, the ability to perceive a work of art, to realize, along with the content, the elements of artistic expression does not come by itself to the child: it must be developed and educated from a very early age. With purposeful pedagogical guidance, it is possible to ensure the perception of a work of art and the child's awareness of its content and means of artistic expression.
