In almost every kindergarten group, a complex and sometimes dramatic picture of children’s interpersonal relationships unfolds. Preschoolers are friends, quarrel, make peace, get offended, are jealous, and help each other. All these relationships are acutely experienced by the participants and carry a lot of different emotions. Emotional tension and conflict in the sphere of children's relationships are much higher than in the sphere of communication with adults.

Parents and educators are sometimes unaware of the wide range of feelings and relationships that their children experience and, naturally, do not give special significance childhood friendships, quarrels, grievances. Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole. This experience does not always go well. Many already in preschool age develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. Identifying problematic forms of interpersonal relationships in a timely manner and helping a child overcome them is the most important task of a teacher and psychologist.

Identifying and studying interpersonal relationships is associated with significant methodological difficulties, since relationships, unlike communication, cannot be directly observed. Verbal methods, widely used in the study of interpersonal relationships among adults, also have a number of diagnostic limitations when we are dealing with preschoolers. Questions and tasks from an adult addressed to preschoolers, as a rule, provoke certain answers and statements from children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal response reflect more or less conscious ideas and attitudes of the child. However, between conscious ideas and real relationships children in most cases there is a gap. The relationship is rooted in deeper layers of the psyche, hidden not only from the observer, but also from the child himself.

In psychology, there are certain methods and techniques that allow us to identify the characteristics of interpersonal relationships of preschoolers. These methods can be divided into objective and subjective. Objective methods include those that allow you to record the external perceived picture of the interaction of children in a peer group. This picture, one way or another, reflects the nature of their relationship. At the same time, a psychologist or teacher notes the behavioral characteristics of individual children, their likes or dislikes, and recreates a more or less objective picture of the relationships between preschoolers. In contrast, subjective methods are aimed at identifying underlying internal characteristics relationships with other children, which are always associated with the characteristics of his personality and self-awareness. Therefore, subjective methods in most cases are projective in nature. When faced with “undefined” unstructured stimulus material (pictures, statements, unfinished sentences, etc.), the child, without knowing it, endows the characters depicted or described with his own thoughts, feelings, experiences, i.e. projects (transfers) his Self.

Among the objective methods used in a group of preschoolers, the most popular are: sociometry, observation method, method of problem situations. We offer a description of these methods in more detail for their use in diagnostic work with children.

Sociometry

The position of children in the group (their degree of popularity or rejection) in psychology is revealed sociometricmethods, which allow us to identify mutual (or non-mutual) selective preferences of children. Already in the senior group of kindergarten there are quite strong selective relationships.

The use of the bottom technique allows us to identify the different status positions of children within the group, because some are more preferred by most children, while others are less preferred. The degree of popularity of a child in a peer group is of great importance. In these techniques, the child, in imaginary situations, selects preferred and non-preferred members of his group. The descriptions of the proposed methods correspond to the age characteristics of preschoolers 4-7 years old.

Captain of the ship

During an individual conversation, the child is shown a drawing of a ship (or a toy boat) and asked the following questions:

• If you were the captain of a ship, who in the group would you take as your mate when you set out on a long voyage?
• Who would you invite on the ship as guests?
• Who would you never take on a sailing trip with you?
• Who else is left on the shore?

As a rule, such questions do not cause any particular difficulties for children. They confidently name two or three names of peers with whom they would prefer to “sail on the same ship.” Children who received the largest number of positive choices from their peers (1st and 2nd questions) can be considered popular in this group. Children who received negative choices (3rd and 4th questions) fall into the group of rejected (or ignored).

Two houses

To carry out the technique, you need to prepare a sheet of paper on which two houses are drawn. One of them is large, beautiful, red, and the other is small, nondescript, black. The adult shows the child both pictures and says: “Look at these houses. In the red house there are many different toys and books, but in the black house there are no toys. Imagine that the red house belongs to you, and you can invite everyone you want to your place. Think about which of the guys in your group you would invite to your place, and which one you would put in a black house.” After the instructions, the adult marks those children whom the child takes to his red house, and those whom He wants to move into a black house. After the end of the conversation, you can ask the children if they would like to change places with someone, if they have forgotten anyone.
Thus, having applied this technique in practice, we see that the child’s likes and dislikes are directly related to the placement of peers in the red and black houses.

Verbal election method

Older preschoolers (5-7 years old) can quite consciously answer a direct question about which of their peers they prefer and who does not arouse their particular sympathy. In an individual conversation, an adult can ask the child the following questions:

• Who would you like to be friends with, and who will you never be friends with?
• Who would you invite to your birthday party, and who would you never invite?
• Who would you like to sit at the same table with and who would you not?

Data processing and analysis of results. As a result of these procedures, each child in the group receives a certain number of positive and negative choices from his peers. Children's answers (their negative and positive choices) are entered into a special protocol (matrix) Appendix No. 1

The sum of negative and positive choices received by each child makes it possible to identify his position in the group (sociometric status). Several options for sociometric status are possible:

• popular(“stars”) - children who received the largest number (more than four) of positive choices,
• preferred- children who received one or two positive choices,
• ignored- children who received neither positive nor negative choices (they remain, as it were, unnoticed by their peers),
• rejected- children who received mostly negative choices.

When analyzing the results of the methodology, an important indicator is also the reciprocity of children’s choices. The most favorable cases are considered to be cases of mutual elections. Based on the children’s answers in each of the methods, a sociogram of the group is compiled, where there are pronounced stars and outcasts.

Observation method.

The use of this method allows us to see a specific picture of the interaction of children, provides many living, interesting facts that reflect the life of a child in his natural conditions. It is indispensable for obtaining preliminary information. When observing children's relationships, it is necessary to pay attention to indicators of children's behavior:

• initiative- reflects the child’s desire to attract the attention of a peer, to encourage joint activities, to express your attitude towards yourself and your actions, to share joy and sorrow,
• sensitivity to peer influences- reflects the child’s desire and readiness to perceive his actions and respond to suggestions. Sensitivity is manifested in the child’s actions in response to requests from a peer, in the alternation of proactive and reactive actions, in the consistency of one’s own actions with the actions of another, in the ability to notice the wishes and moods of a peer and adapt to him,
• prevailing emotional background - manifests itself in the emotional coloring of the child’s interaction with peers: positive, neutral-business and negative.

We suggest noting the presence of these indicators and the degree of their expression in the individual protocol. Appendix No. 2

But, in our opinion, this method also has a number of disadvantages, the main one of which is its extreme labor intensity. It requires high professionalism and a huge investment of time, which does not at all guarantee obtaining the necessary information. Therefore, we recommend using this method in conjunction with additional techniques.

Method of problem situations.

Builder

The game involves two children and an adult. Before construction begins, the adult invites the children to look at the construction set and tell them what can be built from it. According to the rules of the game, one of the children must be a builder (i.e., carry out active actions), and the other must be a controller (passively observing the actions of the builder). Preschoolers are asked to decide for themselves: who will build first and, accordingly, will play the role of a builder, and who will be a controller - monitor the progress of construction. Of course, most kids want to be a builder first. If children cannot make a choice on their own, an adult invites them to use lots: guess in which hand the construction cube is hidden. The one who guessed is appointed as a builder and builds a building according to his own plan, and the other child is appointed as a controller, he observes the construction and, together with an adult, evaluates his actions. During construction, the adult encourages or reprimands the child builder 2-3 times. For example: “Very good, great house, you build great” or “Your house looks strange, there are no such things.”

Dress up the doll

The game involves four children and an adult. Each child is given a paper doll (girl or boy) that must be dressed up for the ball. An adult gives children envelopes with parts of doll clothes cut out of paper (dresses for girls, suits for boys). All clothing options differ from each other in color, trim and cut. In addition, the envelopes contain various items that decorate a dress or suit (bows, lace, ties, buttons, etc.) and complement the doll’s outfit (hats, earrings, shoes). An adult invites the children to dress their doll for the ball; the most beautiful of the dolls will become the queen of the ball. But, starting to work, the children soon notice that all the items of clothing in the envelopes are mixed up: one contains three sleeves and one shoe, and the other contains three shoes, but not a single sock, etc. Thus, a situation arises that involves a mutual exchange of details. Children are forced to turn to their peers for help, ask for something they need for their outfit, listen to and respond to the requests of other children. At the end of the work, the adult evaluates (praises or makes comments) each dressed doll and, together with the children, decides whose doll will become the queen of the ball.

Mosaic

Two children participate in the game. An adult gives each person a field to lay out a mosaic and a box with colored elements. First, one of the children is asked to lay out a house on their field, and the other is asked to observe the actions of their partner. Here it is important to note the intensity and activity of the observing child’s attention, his involvement and interest in the actions of his peer. As the child completes the task, the adult first condemns the child’s actions and then encourages them.

The reaction of the observing child to the adult’s assessment addressed to his peer is recorded: whether he expresses disagreement with unfair criticism or supports the adult’s negative assessments, whether he protests in response to rewards or accepts them. After the house is completed, the adult gives a similar task to another child.

In the second part of the problem situation, children are asked to race to place the sun on their field. At the same time, elements of different colors are not distributed equally: in one child’s box there are mainly yellow elements, and in the other child’s box there are blue ones. Having started to work, one of the children soon notices that there are not enough yellow elements in his box. Thus, a situation arises in which the child is forced to turn to his peer for help, to ask for the yellow elements needed for his sun.

After both suns are ready, the adult asks to make the sky above the sun. This time the necessary elements are not in the other child's box.
The child’s ability and desire to help another and give away his part, even if he himself needs it, and the reaction to requests from peers serve as indicators of empathy.
Appendix No. 3 (Data processing and analysis of results).

Thus, using methods for diagnosing interpersonal relationships in practice, we promptly detect problematic, conflict forms in relation to each child with other children. The use of these methods in practice allowed us to reveal a fairly complete picture of not only the characteristics of the child’s behavior, but also to reveal the psychological foundations of this or that behavior aimed at a peer. Emotional and practical attitudes are revealed in these methods in inextricable unity, which is especially valuable for diagnosing interpersonal relationships.

Literature.

1. Bychkova S.S. Formation of communication skills with peers in older preschoolers. Publishing house "Arkti", Moscow, 2003
2. Volkov B.S., Volkova N.V. Psychology of communication in childhood. Textbook - M.: A.P.O., 1996
3. Wenger L.V. Psychology of a preschooler. M.: Education, 1975.
4. Kann-kalik V.A. Grammar of communication. – M.: Education, 1995
5. Lisina M.I. “Communication, personality and psyche of the child”: M.; Voronezh, 1997
6. Lisina M.I. Problems of ontogenesis of communication. M., 1996.
7. Smirnova E.O., Kholmogorova V.M. "Interpersonal relationships of preschoolers." Moscow, humanitarian center “Vlados”, 2003
8. Samukina N.V. “Games at school and at home: psychological exercises and correctional programs" – M.: New school, 1995
9. Smirnova E.O. Child psychology: Textbook for pedagogical schools and universities. M., 1997.
10. White B. The first three years of life. M., 1982.

In modern society, the creation of new social relations makes the problem of developing communication a priority, since communication processes permeate all spheres of life in modern society.

Serious problems arise for a person who does not know how to communicate in everyday life, which today forces one to give up many habits and breaks established stereotypes. It is very difficult for an unprepared person to get out of this situation without “losses”, nervous breakdowns and even illnesses. Often this happens because a person experiencing difficulties is afraid to turn to others for help, because he simply does not know how to communicate.

In the process of communication between a person and other people, there is a mutual exchange of activities, their methods and results, ideas, ideas, attitudes, interests, feelings, etc. Communication acts as an independent and specific form of activity of the subject. Its result is not a transformed object (material or ideal), but a relationship with another person, other people.

The topic of the work is quite relevant: the problem of communication with peers in preschool age is often raised today both in theoretical literature and in practical activities. However, recommendations for practical psychologists, educators and parents on this issue relate mainly to elementary school and do not cover the organization’s experience with preschool children, although it is obvious that for further successful learning it is necessary to early identify and develop communication with peers, namely already in preschool age. Therefore, the problem of diagnosing the characteristics of communication with peers in preschool age is given paramount attention.

A person cannot live, work, satisfy his material and spiritual needs without communicating with other people. From birth, he enters into various relationships with others.

Direct emotional communication between a child and his mother is the first type of activity in which he acts as a subject of communication.

And all the further development of the child depends on what place he occupies in the system of human relations, in the system of communication. The development of a child directly depends on who he communicates with, what the circle and nature of his communication are.

Without communication, personality formation is generally impossible. It is in the process of communicating with peers that a child learns universal human experience, accumulates knowledge, masters skills, forms his consciousness and self-awareness, develops beliefs, ideals, etc. Only during communication at The child’s spiritual needs, moral and aesthetic feelings are formed, and his character is formed.

Communication with adults largely determines the emergence, development and characteristics of a child’s contacts with other children. This assumption is given to us by the fact that in ontogenesis children first learn to communicate with adults and only much later to communicate with each other. Since the single social environment in which a child of early and preschool age grows includes both an adult and children, it is clear that the personality of an adult, which is so significant for a child, of course, mediates his connections with peers. Communication with both peers and adults develops during life, but changes throughout life.

The formation of communication with a peer presupposes the development in the child of a specific version of the general communicative need, expressed in the child’s desire for self-knowledge and self-esteem through the people around him. Its peculiarity is the ability for a child to compare himself with a peer by directly superimposing information about himself on the image of an equal being, while an adult small child- an ideal that is truly unattainable.

Without communication, personality formation is generally impossible. It is in the process of communicating with other children that the child assimilates universal human experience, accumulates knowledge, masters skills and abilities, forms his consciousness and self-awareness, develops beliefs, ideals, etc. Only in the process of communication do the child develop needs, moral and aesthetic feelings, and develop his character.

In almost every kindergarten group, a complex and sometimes dramatic picture of children’s communication unfolds. Preschoolers make friends, quarrel, make peace, get offended, get jealous, help each other, and sometimes do minor “dirty tricks”. Such communication is acutely experienced and carries a lot of different emotions.

The experience of first communication with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole. This experience does not always go well.

For many children, already in preschool age, negative communication with peers is formed and consolidated, which can have very sad long-term consequences. Identifying problematic forms of communication in a timely manner and helping the child overcome them is the most important task of parents.

A kindergarten group is the first social association of children in which they occupy different positions. In preschool age, friendly and conflictual relationships appear, and children who experience difficulties in communication are identified. With age, the attitude of preschoolers towards their peers changes, whom they evaluate not only by business qualities, but also personal, above all moral.

The most important factor in the development of a preschooler’s personality and all its components is communication with peers. Communicating with his own kind, a preschool child forms an idea of ​​himself, comparing the actions and qualities of his friend with his own. It is the peer, as an equal communication partner, who acts as an objective “reference point” for the child in the process of learning about himself and others. In communication with peers, the child’s motor activity develops, communication and organizational skills are formed, and moral development occurs: the child learns to apply norms of behavior in practice and practices moral actions. Communication with peers is of great importance in the formation of a child’s self-esteem and the level of his aspirations.

Currently, diagnostic work aimed at determining the development of communication in preschool children is becoming a relevant area of ​​activity, since all subsequent correctional and developmental work with preschool children is based on the results of this diagnosis.

Diagnostic work was carried out on the basis MDOU d/s No. 37 "Semitsvetik" of a combined type in the village of Malinovka, Kemerovo region.

14 children participated in the study. The average age at the time of examination is 4 years 2 months. up to 4 years 8 months

The purpose of the work was to study the features of diagnosing communication with peers using the example middle group kindergarten. The work used: selective, participant, one-time observation method, experimental method, and auxiliary conversation method.

In the psychological and pedagogical literature there is the largest number of diagnostic techniques used in diagnosing children. From the proposed methods, the following methods were selected as diagnostic material:

Study of communication skills.V. Bogomolov

Target: Study of the content of the need for communication, motivation for communication and means of communication.

Study of free communication G.A. Uruntaeva

Target: Identification of intensity indicators (number of children in the association, duration of play associations) and means of communication.

Studying the criteria for choosing a partner G.A. Uruntaeva

Target: Identification of selectivity in preschool children.

Testing these methods, we found that children 4-5 years old exhibit: joint activity, activity itself, the need for cooperation, a tendency towards competition and competitiveness, competitive imitation, intransigence to the evaluation of comrades, business and personal motives, as well as expressive facial expressions, speech means, duration of communication, shows preference when choosing a partner, the largest number of children in communication.

When testing the methods, it was found that the “Studying the criteria for choosing partners” method is less productive and is not suitable for children of this age, since four-year-old children cannot realize their own preferences in communication and therefore name those peers who come into view. In the study, the set goal was not achieved, since the children, when answering questions, named the names of those children who were currently in their field of vision. And the preschoolers did not even remember those who were not in the group that day (who were friends with whom they spent the entire time in kindergarten on a normal day).

For example: A child (G.V.), who showed selectivity when choosing a partner for communication, was motivated by the desire to play only with this child (P.N.). The motivation was based on the desire to own a beautiful toy.

This study minimizes both the effort of the psychologist and the child. The time spent on both collecting information and processing data is also minimized. But it cannot be used in further research for children of middle preschool age, since it is less productive and does not justify the goal. The children did not show sufficient interest in the diagnostic procedure; they were often distracted, answered questions “sluggishly”, without desire, and tried to quickly leave to play with their peers.

Testing the diagnostic method “Study of Communication Skills”, it was found that it is effective and can be used in further research, since it is easy to use and minimizes the effort required by both the child and the psychologist. And also minimized in terms of time consumption, average value time ranges from 5 to 15 minutes, and is also easy to further process the results. This technique made it possible to collect factual material and identify certain indicators of communication with peers in middle preschool age. Such as: content of needs and motivation of communication

means of communication

intensity of communication

The children really liked this procedure, they performed it with great desire and were not distracted by other objects. When diagnosing children using this method, the second series does not need to be used, since the results of the second series completely coincide with the results of the first series of the method.

When testing the “Study of Free Communication” method, it was revealed that this method turned out to be the most effective, since the motivation was aimed at free play activities familiar to children. However, this technique is very difficult when collecting information for the main observation protocol, since a lot of the psychologist’s efforts are spent and collecting information takes a lot of time (observation lasts for 3 days). Processing data also requires a lot of effort from the experimenter. The frequency of contacts is calculated using the formula; number of contacts with each child across all sections; the intensity indicator is determined; selectivity is conditionally determined; The average duration of communication is calculated. This procedure does not have any effect on children, since children play in their usual environment and the psychologist does not interact with them, but simply records his observations.

Having analyzed the selected methods, we came to the conclusion that the diagnostic method “Study of free communication” is the most relevant and most effective in diagnosing children in the middle group of kindergarten.

Having carried out diagnostics using the “Study of Free Communication” method, the following results were obtained presented in Table No. 1

Table No. 1

№	F.I. baby	Intensity	Selectivity	Contact frequency	Duration of contacts	Availability of motivation	Type of motivation
							Personal sympathies	External motivations	Cooperative activity
1	Andrey A.			+		+		+	+
2	Kolya A.			+		+	+
3	Kirill Bas.	+
4	Kirill God.				+
5	Dima B.	+			+
6	Lyuba B.	+		+		+			+
7	Polina V.						+		+
8	Vitalya G.				+
9	Vova G.		+			+			+
10	Maxim K.	+				+		+
11	Ilya L.
12	Nikita P.	+		+	+
13	Sveta R.	+
14	Nastya S.	+

Based on the results obtained, changes and additions were made to the teacher’s work plan. Namely:

Carrying out joint holidays and leisure activities in the afternoon

Using role-playing games

Organizing sports festivals and all kinds of sports relay races.

Increasing number of games with building materials

Increasing the number of outdoor games

Corrective work was carried out over 4 months to improve communication abilities. During this time, 5 sporting events were held, a joint holiday was held once a week, and a sweet evening was organized on Wednesdays. As well as conducting all kinds of outdoor and didactic games based on the development of communication abilities.

After 4 months, a re-diagnosis was carried out using the “Study of Free Communication” technique, the results of which are shown in Table No. 2

Table No. 2

№	F.I. baby	Intensity	Selectivity	Contact frequency	Duration of contacts	Availability of motivation	Type of motivation
							Personal sympathies	External motivations	Cooperative activity
1	Andrey A.	+		+	+	+		+	+
2	Kolya A.	+			+	+	+		+
3	Kirill Bas.	+
4	Kirill God.	+			+		+		+
5	Dima B.	+		+	+				+
6	Lyuba B.	+		+	+	+			+
7	Polina V.	+		+	+	+		+	+
8	Vitalya G.	+			+				+
9	Vova G.		+			+	+	+	+
10	Maxim K.	+		+	+	+		+	+
11	Ilya L.			+	+		+	+
12	Nikita P.	+		+	+				+
13	Sveta R.	+			+				+
14	Nastya S.	+		+	+				+

Based on the data obtained, it can be seen that the “Study of Free Communication” methodology is acceptable. It shows a positive result and the effectiveness of the components of the communicative abilities of children in the middle group of the kindergarten, which thereby made it possible to make adjustments to the teacher’s work plan in order to obtain results (or positive data) in the development of communicative abilities in children in the middle group of the kindergarten.

Thus, the chosen method is the most effective, since the motivation was aimed at free play activities that are familiar to children. Using this technique, we achieved our goal: to study the diagnostic features of communication with peers using the example of the middle group of a kindergarten. In further work, we can use it to obtain the best results.

Introduction

Chapter 1. Theoretical study of the characteristics of communication in children of senior preschool age

1.1 Concept of communication

1.2 Characteristics of children of senior preschool age

1.3 Features of communication of children 6 years old

1.4 Chapter 2 Experimental identification of the characteristics of communication in children of senior preschool age

2.1 Selection of methods for research

2.2 Conducting research and analysis of the obtained data

2.3 Analysis of research results

Conclusion.

Bibliography

Application

Introduction

Relevance of the problem.

The problem of developing peer communication in preschool age is a relatively young, but intensively developing area of ​​developmental psychology. Its founder, like many other problems of genetic psychology, was J. Piaget. It was he who, back in the 30s, attracted the attention of child psychologists to peers as an important factor and necessary in the conditional social and psychological development of a child, contributing to the destruction of egocentrism. However, in those years, this position of J. Piaget did not have much resonance in the psychological literature and remained at the level of a general proposal. Communication- this is a very important component of a child’s life and how much he masters methods of communication, his success in the process of growing up will depend on this.

According to S. L. Rubinstein “... the first of the first conditions of human life is another person. The attitude towards another person, towards people is the main fabric human life, its core. A person’s “heart” is all woven from his relationships with other people; the main content of the mental, inner life person. The attitude towards another is the center of the spiritual and moral development of the individual and largely determines the moral value of a person.”

The conceptual foundations for developing the problem of communication are associated with the works of: V. M. Bekhterev, L. S. Vygotsky, S. L. Rubinstein, A. N. Leontiev, M. I. Lisina, G. M. Andreeva B. Spock, spouses H. and M. Harlau, A. Kimpinski, W. Hartap, B. Coates, J. Piaget and other domestic and foreign psychologists who considered communication as an important condition for human mental development, his socialization and individualization, personality formation.

Therefore, the goal our work is: studying the characteristics of communication between children of senior preschool age and their peers.

An object our research– communication of preschoolers.

Item research– the process of communication between children of senior preschool age and their peers.

Hypothesis: We assume that in children of senior preschool age, communication does not acquire non-situational features and stable selective preferences do not develop.

Tasks:

1. Theoretical consideration of the problem in psychological and pedagogical literature.

2. Study the concept of communication.

3. Characteristics of children of senior preschool age.

4. Development of communication between 6-year-old children and peers.

5.Experimentally explore the features of communication between older preschoolers and peers.

6. Generalization and systematization of the information received.

To achieve our goals and objectives, we used the following scientific research methods:

Theoretical analysis of psychological and pedagogical literature;

Methods of mass collection of material (conversations, observations);

Diagnostic methods;

Psychological and pedagogical experiment.

The work consists of an introduction, two chapters, a conclusion, conclusions, a list of references and an appendix. The first chapter highlights the problem of developing communication between older preschoolers and their peers. The second chapter is about presenting the research data, processing and analyzing it.

Chapter 1. Theoretical study of the characteristics of communication in children of senior preschool age

1.1 Concept of communication

The definition of communication is necessary, first of all, because the term itself is widely used in Russian everyday speech, where it has an intuitively understood, but not scientifically defined meaning. Such a definition is also required because in scientific literature the meaning of the term “communication” depends on the theoretical positions of the researchers who use it.

The nature of communication, its individual and age characteristics, mechanisms of flow and change have become the subject of study by philosophers and sociologists (B. D. Parygin, I. S. Kon), psycholinguists (A. A. Leontyev), and specialists in social psychology (B. F. Porshnev, G. M. Andreeva ), child and developmental psychology (V.S. Mukhina, Ya.L. Kolominsky). However, different researchers put far different meanings into the concept of communication.

Thus, N.M. Shchelovanov and N.M. Aksarina call the affectionate speech of an adult addressed to an infant communication; M. S. Kagan considers it legitimate to talk about human communication with nature and with himself.

Some researchers (G. A. Ball, V. N. Branovitsky, A. M. Dovgchllo) recognize the reality of the relationship between man and machine, while others believe that “talking about communication with inanimate objects (for example, with a computer) has only a metaphorical meaning." It is known that many definitions of communication have been proposed abroad. Thus, referring to the data of D. Dens, A. A. Leontyeva reports that in English-language literature alone, by 1969, 96 proposals for the concept of communication had been proposed.

Communication is a complex and multifaceted process that can act at the same time as a process of interaction between individuals and as an information process, as the attitude of people to each other and as a process of their mutual influence on each other, as a process of empathy and mutual understanding.

The subjects of communication are living beings, people. In principle, communication is characteristic of any living beings, but only at the human level does the process of communication become conscious, connected by verbal and non-verbal acts.

Communication is also characterized by the fact that here each participant acts as a person, and not as a physical object, a “body.” A doctor's examination of an unconscious patient is not communication. When communicating, people are determined that their partner will answer them and count on his feedback. A. A. Bodalev, E. O. Smirnova and other psychologists pay attention to this feature of communication. On this basis, B.F. Lomov asserts that “communication is the interaction of people entering into it as subjects,” and a little further: “For communication, at least two people are needed, each of whom acts precisely as a subject.” Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result.

We agree with everyone who emphasizes that communication is not just an action, but precisely an interaction: it is carried out between participants, each of whom is equally a bearer of activity and presupposes it in their partners.

The concept of communication is closely related to the concept of communication. The act of communication is assessed and analyzed according to the following components: addressee - the subject of communication, addressee - to whom the message is sent; message - transmitted content; code - means of transmitting a message, communication channel and result - what is achieved as a result of communication.

This approach is presented in the works of C. Osgood, J. Miller, G.M. Andreeva, Yu.A. Sherkovin and others. This is a system-communication-information approach.

Another common approach to communication, considering it as a psychological category, we interpret it as an activity, and therefore the term synonymous with communication is for us communication activity.

Consequently, there are several approaches to understanding communication. It is most appropriate to consider communication as an inextricable unity of communication and activity.

Several different theories of activity have been developed. The concepts of S. L. Rubinstein, B. G. Ananyev, L. S. Vygotsky, A. N Leontiev received the greatest recognition of them.

The following aspects of communication are distinguished: communicative, interactive, perceptual. These aspects of communication appear simultaneously. Communicative side manifests itself in the exchange of information, interactive - in the implementation of interaction between communication partners, subject to unambiguous coding and decoding of sign (verbal, non-verbal) communication systems, perceptual - in “reading” the interlocutor through such psychological mechanisms as comparison, identification, apperception, reflection.

The most universal means of human communication is language and speech. Language is the main system by which we encode information and is the main tool of communication. With the help of language, the knowledge of the world is carried out; in language, the self-knowledge of the individual is objectified. Language exists and is realized through speech.

IN verbal communication Features such as:

Meaning, meaning of words, phrases. playing important role accuracy of the use of words, its expressiveness, accessibility, correct pronunciation of sounds, flexibility and expressiveness of intonation.

Speech sound phenomena: speech rate, voice modulation, tonality, rhythm, timbre, intonation, diction.

Non-speech influences include facial expressions, pantomimes, gestures, as well as the distance at which the interlocutors communicate.

Monologue communication involves interpersonal communication between unequal partners who do not have equal activity. Dialogue, on the contrary, presupposes conjugacy and simultaneity of actions; alternation of positions of influencing and reflecting, mutual intellectual and volitional activity; exchange nature of actions.

There are two types of monologue communication: imperative and manipulation.

Role-based communication presupposes one form or another of regulation of content and means of communication; communication is carried out from the position of corresponding social roles. Personal communication is possible with knowledge of the partner’s personality and the ability to anticipate his reactions, interests, beliefs, and attitudes.

Ritual communication is most often a prologue to building relationships, but it can also perform independent functions in life modern man: strengthening the psychological connection with the group, increasing self-esteem, demonstrating one’s attitudes and values, that is, in ritual communication a person confirms his existence as a member of the society of one or another important group. At its core, it is role-playing. A distinctive feature of ritual relations is their impersonality.

Dialogical communication is an equal subject-subject interaction aimed at mutual knowledge, self-knowledge and self-development of communication partners.

Relationships that social norms and the rules do not have a pronounced, indirect influence can be characterized as direct, contact, and the type of communication that creates them is an interpersonal type of communication.

Thus, communication has many faces; includes many forms and types. There is still no unity in the interpretation of the concept of “communication” and its mechanisms. This generates different approaches to the study of communication, however, almost all researchers note that without human communication, the full development of a child is impossible; communication is the most important factor in the formation of personality, and communication is also the best way in order to know yourself.

1.2 Characteristics of children of senior preschool age

In older preschool age (5.5 – 7 years) there is rapid development and restructuring in the work of all physiological systems of the child’s body: nervous, cardiovascular, endocrine, musculoskeletal. The child quickly gains height and weight, and body proportions change. Happening significant changes higher nervous activity. In terms of its characteristics, the brain of a six-year-old child is more similar to that of an adult’s brain. The child’s body in the period from 5.5 to 7 years indicates readiness for the transition to a higher stage of age development, which involves more intense mental and physical stress associated with systematic schooling.

Senior preschool age plays a special role in the mental development of a child: during this period of life, new psychological mechanisms of activity and behavior begin to form.

At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs arise (the need for respect and recognition of an adult, the desire to perform important “adult” things for others, to be an “adult”; the need for peer recognition: older preschoolers actively show interest in collective forms of activity and at the same time - the desire in games and other activities to be the first, the best; there is a need to act in accordance with established rules and ethical standards, etc.); a new (indirect) type of motivation arises - the basis of voluntary behavior; the child learns a certain system of social values; moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as he “should” (I want to watch “cartoons”, but my mother asks me to play with younger brother or go to the store; I don’t want to put away the toys, but this is the duty of the duty officer, which means it must be done, etc.).

Older preschoolers cease to be naive and spontaneous, as before, and become less understandable to others. The reason for such changes is the differentiation (separation) in the child’s consciousness of his internal and external life.

One of the most important achievements of senior preschool age is awareness of one’s social “I” and the formation of an internal social position. In the early periods of development, children are not yet aware of their place in life. Therefore, they lack a conscious desire to change. If the new needs that arise in children of these ages do not find fulfillment within the framework of the lifestyle they lead, this causes unconscious protest and resistance.

In older preschool age, the child first becomes aware of the discrepancy between the position he occupies among other people and what his real capabilities and desires are. A clearly expressed desire appears to take a new, more “adult” position in life and to perform new activities that are important not only for himself, but also for other people. The child seems to “fall out” of his usual life and the pedagogical system applied to him, and loses interest in preschool activities. In the conditions of universal schooling, this is primarily manifested in the desire of children for the social status of a schoolchild and for learning as a new socially significant activity (“At school - big ones, but in kindergarten - only little ones”), as well as in the desire to carry out certain assignments adults, take on some of their responsibilities, become a helper in the family.

The appearance of such aspiration is prepared by the entire course of the child’s mental development and occurs at the level when it becomes possible for him to recognize himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social position and new activity does not occur in a timely manner, then the child develops a feeling of dissatisfaction.

The child begins to realize his place among other people, he develops an internal social position and a desire for a new one that meets his needs. social role. The child begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude towards success and failure in activities are formed (some people tend to strive for success and high achievements, while for others the most important thing is to avoid failures and unpleasant experiences).

The word “self-awareness” in psychology usually means the system of ideas, images and assessments that exist in a person’s mind that relate to himself. In self-awareness, there are two interrelated components: content - knowledge and ideas about oneself (Who am I?) - and evaluative, or self-esteem (What am I?).

In the process of development, the child develops not only an idea of ​​his inherent qualities and capabilities (the image of the real “I” - “what I am”), but also an idea of ​​what he should be, how others want to see him (the image of the ideal “ I" - "what I would like to be"). The coincidence of the real “I” with the ideal is considered an important indicator of emotional well-being.

The evaluative component of self-awareness reflects a person’s attitude towards himself and his qualities, his self-esteem.

Positive self-esteem is based on self-esteem, a sense of self-worth and a positive attitude towards everything that is included in one’s self-image. Negative self-esteem expresses self-rejection, self-denial, and a negative attitude towards one’s personality.

In older preschool age, the beginnings of reflection appear - the ability to analyze one’s activities and correlate one’s opinions, experiences and actions with the opinions and assessments of others, therefore the self-esteem of children of older preschool age becomes more realistic, in familiar situations and familiar types of activities it approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered a deviation in personality development.

Causes individual characteristics self-esteem in older preschool age is determined by a unique combination of developmental conditions for each child.

One of the most important conditions for the development of self-awareness in preschool age is the expansion and enrichment of the child’s individual experience. Speaking about individual experience, in this case we mean the total result of those mental and practical actions that the child himself undertakes in the surrounding objective world.

Also an important condition for the formation of self-awareness is the mental development of the child. This is, first of all, the ability to realize the facts of one’s internal and external life, to generalize one’s experiences.

If in the early periods of development the child’s perception of his actions and the actions of other people is involuntary and, as a result, the child unconsciously imitates the behavior of others, then in older preschool age observation becomes purposeful and conscious. A preschooler has a fairly well developed memory. This is the first age without childhood amnesia. The fact that the child begins to remember the sequence of events is called in psychology “the unity and identity of the “I”.” Consequently, already at this age we can talk about some integrity and unity of self-awareness.

In older preschool age, a meaningful orientation in one’s own experiences arises, when the child begins to realize his experiences and understand what it means “I am happy,” “I am sad,” “I am angry,” “I am ashamed,” etc. Moreover, an older preschooler not only becomes aware of his emotional states in a specific situation (this can also be accessible to children 4-5 years old), a generalization of experiences, or affective generalization, occurs. This means that if several times in a row he experiences failure in some situation (for example, he answered incorrectly in class, was not accepted into the game, etc.), then he develops a negative assessment of his capabilities in this type of activity (“ I can’t do this”, “I can’t do this”, “No one wants to play with me”). In older preschool age, the prerequisites for reflection are formed - the ability to analyze oneself and one’s activities.

In older preschool age, the child has a relatively rich personal experience and has the ability to observe and analyze the actions and actions of other people and his own. In familiar situations and familiar types of activities, the assessments of others (children and adults) are accepted by the senior preschooler only if they do not contradict his personal experience. This combination of factors in the development of self-awareness is not typical for all children who have actually reached senior preschool age, but only for those whose general level of mental development corresponds to the transition period - the crisis of seven years.

Thus, senior preschool age is a complex, multifaceted process of child development, during which the child goes a long way in mastering the social space with its system of normative behavior in interpersonal relationships with adults and children. The child masters the rules of adequate, loyal interaction with people and, in favorable conditions, can act in accordance with these rules.

1.3 Features of communication of children 6 years old

At preschool age, the child’s world is no longer limited to the family. People who are significant to him now are not only his mother, father or grandmother, but also other children and peers. And as the child grows up, contacts and conflicts with peers will become more and more important for him. In almost every kindergarten group, a complex and sometimes dramatic scenario of children’s interpersonal relationships unfolds. Preschoolers make friends, quarrel, make peace, get offended, get jealous, help each other, and sometimes do minor “dirty tricks.” All these relationships are acutely experienced by the child and are colored by a wide variety of emotions.

Research by N.I. Ganoshchenko and I.A. Zalysin showed that in a state of excitement, children visually turned to a peer twice as often and through speech three times more often than to an adult. When communicating with peers, older preschoolers' behavior becomes more emotional than when communicating with adults. Preschoolers actively turn to peers for a variety of reasons.

Emotional tension and conflict in children's relationships are much higher than among adults. Parents and educators are sometimes unaware of the rich range of feelings and relationships that their children experience, and, naturally, do not attach much importance to children’s friendships, quarrels, and insults.

Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. The style of communication and position among peers determines how calm and satisfied the child feels, and the extent to which he assimilates the norms of relationships with peers. This first experience largely determines a person’s attitude towards himself, towards others, towards the world as a whole, and it is not always positive. Many children, already in preschool age, develop and consolidate a negative attitude towards others, which can have very sad long-term consequences. When children communicate, relationships quickly develop in which preferred and rejected peers appear. “For the joy of communication,” the child spends a lot of energy on feelings associated with the success of identification and the suffering of alienation.

Identifying problems in interpersonal relationships in a timely manner and helping the child overcome them is the most important task of parents. Help from adults should be based on an understanding of the psychological reasons underlying certain problems in children's interpersonal relationships. It is internal reasons that cause a child’s persistent conflict with peers, lead to his objective or subjective isolation, and make the child feel lonely - and this is one of the most difficult and destructive human experiences. Timely identification of an internal conflict in a child requires from adults not only attention and observation, but also knowledge of the psychological characteristics and patterns of development of children’s communication.

Communication with peers is a tough school of social relations.

By the age of 6-7 years, children’s attitude towards their peers changes significantly again. At this time, the child is capable of extra-situational communication, which has nothing to do with what is happening here and now. Children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of other children. At this age, it is already possible for them to communicate in the usual sense of the word for us, that is, not related to games and toys. Children can simply talk for a long time (which they could not do in early preschool age), without performing any practical actions. The relationship between them is also changing significantly. By the age of 6, the child’s friendliness and emotional involvement in the activities and experiences of peers increases significantly. Often older preschoolers carefully observe the actions of their peers and are emotionally involved in them. Quite often, even contrary to the rules of the game, they strive to help their peers and tell them the right move. If four- to five-year-old children, following an adult, willingly condemn the actions of their peers, then six-year-olds, on the contrary, defend a friend or can even support his “resistance” to an adult. At the same time, the competitive element in children’s communication remains intact.

However, along with this, older preschoolers acquire the ability to see in a partner not only his toys, mistakes or successes, but also his desires, preferences, and moods. Children of this age not only talk about themselves, but also ask their peers questions: they are interested in what he wants to do, what he likes, where he has been, what he has seen. These naive questions reflect the emergence of a selfless, personal attitude towards another person. By the age of six, many children have a desire to help a peer, give or give him something. Schadenfreude, envy, and competitiveness appear less often and not as acutely as at the age of five. Sometimes children are already able to empathize with both the successes and failures of their peers. Such emotional involvement in the actions of one-year-olds indicates that peers become for the child not only a means of self-affirmation and comparison with oneself, not only preferred partners. Interest in a peer as a valuable personality in itself, important and interesting, regardless of her achievements and the subjects she possesses, comes to the fore. Parents, of course, should support their children’s attitude towards their peers, personal example teach caring for others and taking children's affections seriously.

Also, by the age of 6-7, preschool children’s friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains for life. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations: what he has and what he does, but also some psychological aspects of the partner’s existence: his desires, preferences, moods is gradually revealed. Preschoolers now not only talk about themselves, but also ask questions to a peer: what he wants to do, what he likes, where he has been, what he has seen, etc. Interest in the personality of a peer is awakened, not related to his specific actions.

By the age of 6, many children’s emotional involvement in the activities and experiences of their peers increases significantly. It is important for children what and how another child does (what he plays, what he draws, what books he looks at), not in order to show that I am better, but simply because this other child becomes interesting in itself. Sometimes, even contrary to accepted rules, they strive to help another, to tell him the right move or answer. If 4-5 year old children willingly, following an adult, condemn the actions of a peer, then 6 year old boys, on the contrary, can unite with a friend in their “confrontation” with an adult, defend or justify him. For example, when an adult negatively assessed one boy (or rather, his building from a construction set), another boy came to the defense of his friend: “He knows how to build well, he just hasn’t finished it yet, just wait, and he will do well.”

All this indicates that the thoughts and actions of older preschoolers are aimed not only at a positive assessment of an adult and not only at emphasizing their own advantages, but also directly at the other child, to make him feel better.

Many children are already able to empathize with both the successes and failures of their peers. So, for example, they are happy when a kindergarten teacher praises their friend, and get upset or try to help when something doesn’t work out for him. A peer, thus, becomes for the child not only a means of self-affirmation and a subject of comparison with himself, not only a preferred partner, but also a self-valued personality, important and interesting, regardless of his achievements and his toys.

Children become interested in what the other child experiences and prefers. A peer is now not only an object for comparison with oneself and not only a partner in an exciting game, but also a valuable, significant human personality with his own experiences and preferences.

In older preschool age, children increasingly do something specifically for a peer in order to help him or somehow make him better. They themselves understand this and can explain their actions. It is very important that children think not only about how to help a peer, but also about his moods and desires; they genuinely want to bring joy and pleasure. Friendship begins with such attention to a friend, with care for him.

In older preschool age, attitudes towards peers become more stable, independent of the specific circumstances of interaction. They care most about their friends, prefer to play with them, sit next to them at the table, go for a walk, etc. Friends tell each other about where they have been and what they have seen, share their plans or preferences, evaluate their qualities and the actions of others.

Thus, in a six-year-old child, highest form communicative activity - non-situational-personal communication. First - bright characteristic communication between peers lies in its extreme emotional intensity. Contacts between preschoolers are characterized by increased emotionality and relaxedness, which cannot be said about the interaction between a child and an adult. If a child usually speaks relatively calmly with an adult, then conversations with peers are usually characterized by sharp intonations, screaming, and laughter. On average, in the communication of peers, there are 9-10 times more expressive and facial manifestations, expressing various emotional states - from furious indignation to wild joy, from tenderness and sympathy - to fight. The second important feature of children’s contacts is their non-standard and unregulated nature. If, when communicating with adults, even the youngest children adhere to certain norms of behavior, then when interacting with peers, preschoolers behave at ease. Their movements are characterized by a special looseness and naturalness: children jump, take bizarre poses, make faces, squeal, run after each other, imitate each other, invent new words and make up tall tales, etc. Third distinctive feature communication between peers - the predominance of proactive actions over reactive ones. Communication involves interaction with a partner, attention to him, the ability to hear him and respond to his suggestions.

The listed features are characteristic of children's contacts throughout the entire preschool age (from 3 to 6-7 years).

Conclusions on chapter 1

In the theoretical part of the study, we found that in last decades Psychological problems of children's communication with peers attract close attention of researchers. The main question that concerns scientists from different countries is the role and functions of communication with peers in a child’s life and his mental development.

The conceptual foundations for developing the problem of communication are associated with the works of: V. M. Bekhterev, L. S. Vygotsky, S. L. Rubinstein, A. N. Leontiev, M. I. Lisin, G. M. Andreeva B. Spock, spouses H. and M. Harlau A. Kimpinski, W. Hartap, B. Coates, J. Piaget and other domestic and foreign psychologists who considered communication as an important condition for the mental development of a person, his socialization and individualization, formation personality.

In our work, we adhere to the concept of M.I. Lisina, she gives the following definition of communication: communication- interaction between two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result. It will be true to agree with everyone who emphasizes that communication is not just an action, but precisely an interaction: it is carried out between participants, each of whom is equally a bearer of activity and presupposes it in their partners.

Depending on the content, goals and means, communication can be divided into several types. In terms of content, it can be presented as material(exchange of objects and products of activity), cognitive(knowledge Exchange), conditioned(exchange of mental or physiological states), motivational(exchange of motives, goals, interests, motives, needs), active(exchange of actions, operations, abilities, skills). In material communication, subjects, being engaged in individual activity, exchange its products, which, in turn, serve as a means of satisfying their actual needs. In conditional communication, people exert influence on each other, designed to bring each other into a certain physical or mental state. For example, to cheer you up or, on the contrary, to ruin it.

Thus, the formation of a person is possible only in interaction with other people, where the development of social and individual tendencies occurs in parallel. It should be noted that in this development the emphasis is on children communicating with each other.

Chapter 2 Experimental identification of communication features of children of senior preschool age

2.1 Justification for choice and description of methods

Having summarized the theoretical material, the following scientific position was put forward as a working hypothesis: we assume that in children of senior preschool age, communication does not acquire non-situational features, and stable selective preferences do not develop.

In order to verify the hypothesis put forward, we carried out research work.

Purpose of the study: to study the characteristics of communication with peers in preschool children.

In accordance with the purpose, the research objectives were defined:

1. Select methods aimed at diagnosing communication with peers in preschool children.

2. Organize a diagnostic examination of children using selected methods.

3. Compare the data obtained as a result of the study.

4. Summarize the results and draw conclusions.

The first stage of our experimental work is devoted to the selection of the most effective methods and techniques, diagnostic techniques aimed at studying the characteristics of communication with peers in preschool children. Within the framework of the assigned tasks in accordance with the purpose of the study, a necessary step was the selection of methods for the subsequent organization of diagnostic examination of preschool children.

In search of the most optimal, age-appropriate research methods and effective techniques aimed at studying the characteristics of their communication with peers, we turned to the study of practical literature on child psychology by various authors (G.A. Uruntaeva, R.S. Nemova; O.N. Istratova). Thus, after analyzing the listed works, we came to the choice of methods:

1. “Diagnostics of the development of communication with peers” Orlova I.A., Kholmogorova V.M. (see Appendix No. 1).

2. “What is the child like in relationships with people around him?” R.S. Nemov (see Appendix No. 2).

3. “Questionnaire for studying the characteristics of children’s interaction with each other” O.N. Istratova (see Appendix No. 3).

. (see Appendix No. 1)

Developed by Orlova I.A. and Kholmogorova V.M., this technique involves recording during the observation process individual actions child to a peer (the child’s interest in a peer, sensitivity to influences, the child’s initiative in communication, prosocial actions, empathy and means of communication).

Goal: to identify the level of development of communication skills of preschool children with peers.

- Interest in a peer

- Initiative

- Sensitivity

- Communication tools

“What is the child like in relationships with people around him?” (see Appendix No. 2)

This technique is a questionnaire designed for expert assessment of the communicative qualities of a preschool child’s personality. Interpersonal relationships or functionally related communicative qualities of the child’s personality in this case are determined by a small group of independent adults who know the child well. These are his parents (relatives), teachers and others teaching staff preschool educational institutions. It is desirable that such assessments be given to the child simultaneously by at least two or three people, provided that at least one of them is not one of the child’s relatives and treats him more or less emotionally neutral (not indifferent, but not subjective either). The only exception to this rule is the case when a child is admitted to a preschool institution and no one other than his relatives is yet able to truly appreciate him.

1. Kindness.

2. Attentiveness to people.

3. Truthfulness, honesty.

4. Politeness.

5. Sociability.

6. Generosity.

7. Responsiveness, willingness to help.

8. Justice.

9. Cheerfulness.

10. Responsibility.

To study communication with peers of preschool children, we decided to use the following questionnaire:

“Questionnaire for studying the characteristics of children’s interaction with each other.” (see Appendix No. 3)

2.2 Conducting research and analysis of the obtained data

After completing the work on selecting methods for conducting the ascertaining experiment, we began to actually implement the tasks of the second stage, using the selected methods.

We carried out diagnostics of the development of communication with peers on the basis of the MDOU “Child Development Center, Kindergarten No. 39 “Snowdrop”.” We observed children in natural conditions, using the following communication situations: “Direct communication”; “Communication with the participation of an adult”; “Joint activities with objects”; "One item for two." In the protocol for recording communication parameters (see Appendix 4), using a scale for assessing parameters for the development of communication with peers, the development of one or another parameter was recorded depending on the communication situation - the corresponding score was circled (see ibid.). An example would be the registration of communication parameters between Sophia G. (6 years old) and her peers. In the process of observing the girl in various communication situations, the following was noted: Sophia G. does not show much interest in the activities of her peer; acts insecurely in relation to his peers, initiative approaches to them are not persistent (sometimes he responds to an adult’s proposals to do something together with a peer (build a house, exchange toys), but the offer to give a toy to a peer causes protest), only occasionally looks into the eyes to her peer, occasionally expresses her emotional state (smiles, gets angry), the girl’s facial expressions are mostly calm, and does not become infected with emotions from her peer; The child’s active speech consists of separate phrases: “I won’t do that!”, “Give it back!” My doll!". This characteristic gives us the opportunity to determine the level of development of Sophia’s communication with her peers. As for the discovered parameters of communication with peers in Sophia G., we assessed them in the following sequence, in general, for all observed communication situations:

▪ interest = 1 point;

▪ initiative = 2 points;

▪ sensitivity = 2 points;

▪ prosocial actions =1 point;

▪ means of communication: expressive and facial expressions = 1 point;

active speech = 4 points.

So, based on the results obtained, it can be noted that Sophia has an average level of development of communication with peers.

In the same way, we recorded and assessed the parameters of communication with peers of all diagnosed children. Let us present the results obtained in Table 1.

Table No. 1

No.		Levels of development of communication with peers
1.	Anibegova Nika (5.5 years old)	2
2.	Baranov Egor (5 years old)	1
3.	Butyrin Daniil (6 years old)	2
4.	Bobrineva Nadezhda (5 years old)	2
5.	Volkova Angelina (6 years old)	2
6.	Gerasimova Sofia (6 years old)	2
7.	Ermakov Elizar (6 years old)	3
8.	Zakharova Polina (5 years old)	1
9.	Ivanov Danil (5 years old)	2
10.	Klimkov Artem (6 years old)	2
11.		2
12.	Makhonov Danila (6 years old)	1
13.	Novikov Ilya (6 years old)	3
14.	Nazarova Anna (6 years old)	2
15.	Pakhomova Maria (6 years old)	2
16.		2
17.	Samsonov Gleb (6 years old)	3
18.	Savvin Sergey (5 years old)	1
19.	Sarycheva Ulyana (6 years old)	2
20.	Filatova Elizaveta (5 years old)	2
21.	Faustov Ilya (6 years old)	2
22.	Sheveleva Marta (6 years old)	1
23.	Sholokhova Anna (6 years old)	2
24.	Shamrina Yulia (6 years old)	2

In general, in the group one can observe the following situation in the development of communication between preschool children and each other (Fig. 1):

Figure 1. Indicators of number of children I older group regarding the levels of development of communication with peers.

Legend:

High level – 20.9%

Average level – 66.6%

Low level – 12.5%

Based on the following methodology (see Appendix No. 2), we present the results obtained in Table 2.

Table No. 2

Levels of development of communication with peers of preschool children (in points).

No.	First name, last name, age of the child.	Levels of development of communication with other people
1.	Anibegova Nika (5.5 years old)	6,5
2.	Baranov Egor (5 years old)	7,5
3.	Butyrin Daniil (6 years old)	8
4.	Bobrineva Nadezhda (5 years old)	7
5.	Volkova Angelina (6 years old)	7
6.	Gerasimova Sofia (6 years old)	8
7.	Ermakov Elizar (6 years old)	8,5
8.	Zakharova Polina (5 years old)	7
9.	Ivanov Danil (5 years old)	7
10.	Klimkov Artem (6 years old)	8
11.	Myakinnikova Anastasia (6 years old)	7,5
12.	Makhonov Danila (6 years old)	6
13.	Novikov Ilya (6 years old)	8,5
14.	Nazarova Anna (6 years old)	8
15.	Pakhomova Maria (6 years old)	7,5
16.	Polosin Maxim (5 years 10 months)	8,5
17.	Samsonov Gleb (6 years old)	8,5
18.	Savvin Sergey (5 years old)	8,5
19.	Sarycheva Ulyana (6 years old)	7,5
20.	Filatova Elizaveta (5 years old)	7
21.	Faustov Ilya (6 years old)	8,5
22.	Sheveleva Marta (6 years old)	7,5
23.	Sholokhova Anna (6 years old)	8
24.	Shamrina Yulia (6 years old)	8,5

In general, in the group one can observe the following situation in the development of communication between preschool children and people around them:

Legend:

High level – 71% Average level – 29%

A written survey of parents (questionnaire) of children in this group became the last organizational stage in diagnosing the development of communication characteristics of preschoolers with peers. Parents were asked to answer a number of questions about how their children relate to their peers and how communication is developed between them. The data obtained as a result of processing the questionnaires (see Appendix No. 3) confirmed the reliability of the identified levels of development of communication with peers in the children examined.

Thus, with the help of the work we organized using selected methods, we were able to determine the level of development of communication between peers of preschool age.

2.3 Analysis of research results

Based on the results of the study, we obtained data on the following diagnostic methods:

- “Diagnostics of the development of communication with peers” Orlova I.A., Kholmogorova V.M.

- “What is the child like in relationships with people around him?” Nemov R.S.

- “Questionnaire for studying the characteristics of children’s interaction with each other” O.N. Istratova

To process the obtained data, the method of analysis and processing of materials was used.

"Diagnostics of the development of communication with peers." Based on the methodology we carried out, we obtained the following results: 5 people out of 24, which is 20.9%, had a high level of communication with peers. The child has high level communication, if for most of the parameters in each test, he received the highest scores. Average scores are allowed for the following parameters: active speech and prosocial actions; 16 out of 24 (66.6%) – average level of communication with peers. The level of communication development is assessed as average if most indicators of all parameters have average values; and only 3 children out of 24 (12.5%) - a low level of communication is characterized by weak expression of all parameters.

What is the child like in relationships with other people? This technique is a questionnaire designed for expert assessment of the communicative qualities of a preschool child’s personality. The results showed that 71% of children have a high level of communication with people around them, they are characterized by kindness, attentiveness to people, sociability, politeness, truthfulness, generosity, cheerfulness, and responsibility.

“Questionnaire for studying the characteristics of children’s interaction with each other” The data obtained as a result of processing the questionnaires confirmed the reliability of the identified levels of development of communication with peers in the children examined.

Conclusions to the second chapter

Communication with peers plays an important role in the development of a child’s personality and in the processes of his socialization. For a child, his communication with other people is not only a source of various experiences, but also the main condition for the formation of his personality, his human development. Raising a child in a group of peers - the most important condition the comprehensive development of his personality and the revelation of his inner wealth.

As for the features of the development of communication with peers, diagnostics of identifying the level of development of communication with peers according to the main parameters of communication gave good results. Most children, although not in all situations, show initiative; and while their initiative appeals to a peer are not yet distinguished by persistence, but still they, even if they occasionally agree to play with each other, respond to the offer to do something together; children occasionally express their emotional state (smile, get angry), use gestures and familiar words, phrases in response to requests from a peer - all this, in turn, indicates that children are developing a need to communicate with each other, the prerequisites for further interaction are being formed .

It should be remembered that the adult is at the center of children’s interactions with each other. It is he who helps the child identify a peer and communicate with him as equals.

A systematic approach to the application of conditions that ensure the successful development of communication with peers in preschool children (see recommendations for parents and teachers of preschool educational institutions) can have a positive impact on the further development various forms children's interactions with each other.

♦ Develop a positive attitude towards peers by demonstrating respect for all children through your own behavior.

♦ Draw children’s attention to each other’s emotional states, encourage expressions of sympathy and empathy for the other child.

♦ Organize joint games, teach them to coordinate their actions, taking into account the wishes of other children.

♦ Help children resolve conflict peacefully by pointing out each other’s strengths, introducing the principle of turn-taking, and shifting attention to productive forms of interaction ( a new game, reading a book, walking, etc.).

♦ Do not compare a child with a peer when assessing his skills, capabilities, achievements, thereby belittling and even humiliating his dignity or the dignity of his peer. You can compare the child’s achievements only with his own achievements at the previous stage, showing how he has progressed, what he already knows, what else to learn, creating a perspective positive development and strengthening the image of oneself as a developing person.

♦ Individual differences between children should be emphasized. Understanding one’s difference from others, the right to this difference, as well as recognition of the similar rights of another person is an important aspect of the development of the social “I”, which begins in early childhood.

♦ Organizing communication between children and friendly relations between them is one of the most difficult and important tasks that a teacher of a group of preschool children faces.

Conclusion

So, summing up all the work, I would like to note that communication is one of the forms of human interaction, thanks to which, according to K. Marx, people “both physically and spiritually create each other...”. A person’s entire life is spent communicating with other people. A newborn will not become a person in the full sense of the word if he grows up outside of human contact. At any age, a person cannot be without interaction with other people: a person is a social being.

Having considered the concept of communication, we can highlight the main characteristics: focus, interaction with the goal of achieving a common result.

Domestic researchers, in particular A.G., pay special attention to the dynamics of the content of communication. Ruzskaya and N.I. Ganoshchenko. The need for communication changes from younger preschool age to older, from the need for friendly attention and playful cooperation - to older to school age with his needs not only for benevolent attention, but also for experience. The need for communication of a preschooler is inextricably linked with specific motives and means of communication at a particular age. A condition for personal development is the possibility of self-expression and self-affirmation, which exist in real groups.

What is common in the views of the research is the following irrefutable and to one degree or another supported statement: preschool age is a particularly important period in education, since it is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influence the development of his personality.

We organized experimental work with preschool children, with the goal of studying the features of the development of communication with peers in preschool children. As a result of diagnostic techniques, we received data revealing that communication with a peer has a specific effect on the development of the child. In practice, we have seen that children’s contacts with peers are more emotionally intense. There is no place in them for strict norms and rules that must be observed when communicating with adults. Modern children are more relaxed in communicating with peers, more often show initiative and creativity, and interact in various associations and activities. Receiving support from peers in the most unpredictable games and undertakings, the child most fully realizes his originality and childish spontaneity, which sometimes leads to unexpected discoveries in himself and the world around him and gives children great pleasure. The development of contacts with other children in preschool age is influenced by the nature of the activity and the availability of skills to perform it. In communicating with peers, children receive new vivid impressions; in joint games, their need for activity is most fully satisfied, and their emotional and speech spheres develop.

It should also be noted that it is a peer who opens up new opportunities for self-knowledge for children through comparing themselves with an equal partner in interaction and communication. Another significant feature of communication with peers is the formation in children of such a personal quality as initiative (activity). Here, the child is required to be able to clearly formulate his intentions, prove that he is right, and plan joint activities, which thereby requires him to develop in accordance with the age norm.

So, based on the results of the diagnostic study, we can conclude that children of senior preschool age have the following communication features: interest in a peer, the child’s desire to attract the peer’s attention to his actions, the child’s desire to act together, the desire to adapt to them, imitation of the actions of a peer , doing something together, lack of politeness, generosity.

Adults need to encourage children's emotional contacts, create optimal conditions for the successful development of communication between children. It is also advisable to arrange joint games for children, combined with episodes of communication, which will gradually develop in children the desire and ability to act together, and then lead to active communication not only with peers, but also with other people around them.

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preschool age communication teacher

Appendix No. 1

« Diagnostics of the development of communication with peers »

(Orlova I.A., Kholmogorova V.M.)

Goal: to identify the level of development of children’s communication skills early age with peers.

Diagnostic methodology: diagnostics of communication involves recording the child’s interest in a peer, sensitivity to influences, the child’s initiative in communication, prosocial actions, empathy and means of communication.

To determine the level of development of communication with peers, it is proposed to use:

Options for communication with peers;

Scales for assessing parameters of development of communication with peers.

Indicators of children’s communication with peers are the following communication parameters:

- Interest in a peer(does the child pay attention to his peer, examine him, get acquainted with his appearance (comes closer to his peer, examines his clothes, face, figure).

- Initiative(the child’s desire to attract the attention of a peer to his actions, eye contact, addressed smiles, demonstration of his capabilities, involvement in joint actions).

- Sensitivity(activity) - the child’s desire to interact with a peer, the child’s desire to act together, the ability to react to the influences of a peer and respond to them, observation of the actions of a peer, the desire to adapt to them, imitation of the actions of a peer.

- Communication tools(actions through which the child seeks to attract the attention of a peer, involves him in joint actions and

participates in them). The indicators of this parameter are:

Expressive-facial means (emotional coloring of children’s actions, relaxedness of peers);

Active speech (pre-speech vocalizations, babbling, individual words, phrases).

To determine the level of development of communication with peers, the following scales for assessing the parameters of communication with peers are used:

Interest in a peer :

0 points- the child does not look at his peer, does not notice him;

1 point- the child sometimes glances at a peer, attention is not stable, quickly switches to another subject, does not show interest in the activities of a peer;

2 points- the child pays attention to his peer, watches his actions with curiosity, but from afar, does not dare to approach or reduce the distance (passive position);

3 points- the child immediately notices a peer, approaches him, begins to carefully examine, touch, accompanies his actions with vocalizations and speech, does not lose interest in the peer for a long time, and is not distracted.

Initiative :

0 points- the child does not turn to his peer, does not seek to attract his attention;

1 point- the child is not the first to interact, begins to take the initiative only after a peer has shown activity or with the participation of an adult, most often waits for the peer’s initiative (occasionally looks into the eyes, not daring to ask);

2 points- the child shows initiative, but not always, acts hesitantly, initiative requests to a peer are not persistent, looks into the peer’s eyes, smiles;

3 points- the child constantly shows initiative in communication, often looks into the eyes of a peer, smiles at him, demonstrates his capabilities, tries to involve his peer in joint actions, and shows pronounced persistence in communication.

Sensitivity:

0 points- the child does not respond to the peer’s initiative;

1 point- the child reacts to peer influences, but only occasionally responds to them, does not show a desire to act together, does not adapt to the actions of the peer;

2 points- the child responds to the peer’s initiative, strives for interaction, responds to the peer’s influences, sometimes strives to adapt to the peer’s actions;

3 points- the child willingly responds to all the initiative actions of a peer, actively picks them up, coordinates his actions with the actions of his peer, and imitates his actions.

Prosocial actions:

0 points- the child does not turn to a peer, does not want to act together with him, does not respond to the requests and suggestions of a peer, does not want to help him, takes away toys, is capricious, angry, does not want to share;

1 point- the child himself does not show initiative, but sometimes responds to an adult’s proposal to do something together with a peer (build a house, exchange toys), but the offer to give a toy to a peer causes a protest;

2 points- the child agrees to play with a peer, sometimes he takes the initiative, but not in all cases, sometimes shares toys, gives them up, responds to an offer to do something together, does not interfere with the peer;

3 points- the child shows a desire to act together, offers his peer toys, takes into account his wishes, helps in something, and strives to avoid conflicts.

Means of communication:

Expressive-facial

0 points- the child does not look at his peer, does not express his feelings with facial expressions, is indifferent to all the peer’s requests;

1 point- the child sometimes looks into the eyes of a peer, occasionally expresses his emotional state (smiles, gets angry), facial expressions are mostly calm, does not become infected with emotions from a peer, and if he uses gestures, it is not to express his own emotions, but in response to requests from a peer;

2 points- the child often looks at his peer, his actions addressed to his peer are emotionally charged, he behaves very relaxed, he infects his peer with his actions (children jump, squeal, and make faces together), his facial expressions are animated, bright, he expresses negative emotions very emotionally, and constantly attracts attention to himself peer attention.

Active speech

0 points- the child does not pronounce words, does not “babble”, does not make expressive sounds (neither on his own initiative, nor in response to requests from a peer or adult);

1 point- babble;

2 points- autonomous speech;

3 points- individual words;

4 points- phrases.

The results of diagnostic studies are recorded in special protocols.

To assess the degree of development of communication with peers, three levels are used: low (3 points), medium (2 points) and high (1 point).

Short level of communication characterized by weak expression of all parameters. The level of communication development is assessed as average, if most indicators of all parameters have average values. If the severity of different indicators varies significantly. The child has high level of communication, if for most of the parameters in each sample, he received the highest scores. Average scores on the following parameters are allowed: active speech and prosocial actions.

Appendix No. 2

“What is the child like in relationships with people around him?”

Communicative and personal questionnaire for parents, educators and relatives of the child .

1. Is your child kind?

2. Is your child attentive?

a) yes, b) no, c) when and how, d) I don’t know.

3. Is your child truthful?

a) yes, b) no, c) when and how, d) I don’t know.

4. Is your child polite?

a) yes, b) no, c) when and how, d) I don’t know.

5. Is your child sociable?

a) yes, b) no, c) when and how, d) I don’t know.

6. Is your child generous?

a) yes, b) no, c) when and how, d) I don’t know.

7. Is your child responsive? Is he always ready to help others?

a) yes, b) no, c) when and how, d) I don’t know.

8. Is your child fair?

a) yes, b) no, c) when and how, d) I don’t know.

9. Is your child cheerful?

a) yes, b) no, c) when and how, d) I don’t know.

10. Is your child responsible?

a) yes, b) no, c) when and how, d) I don’t know.

Evaluation of results.

For each “yes” answer, the child receives 1 point. For each answer like “no”, he is assigned 0 points. Each answer like “when how” or “I don’t know” is regarded as 0.5 points.

As a result, the total amount of points scored by the child on all ten communicative personality traits is calculated. If the child was assessed by several people using this questionnaire, their average score is taken. For example, if a child received the following marks from two educators: 0.5 and 0.5, and from the parent who took part in his assessment - 1.0 points, then the average will be approximately equal to 0.7 points.

Note. In separate columns of the individual map of psychological development (Table 4, columns 29-38), the average ratings received by the child for each personality quality manifested in the sphere of interpersonal relationships are entered, and the level of development of the child’s relationships and his communicative personality qualities is judged by the sum of points, scored by the child on all assessed personality qualities (as an example, indicated in column 39 of the individual psychological development card).

Conclusions about the level of development

10 points – very high.

8-9 points – high.

4-7 points – average.

2-3 points – low.

0-1 point – very low.

Appendix No. 3

Questionnaire for studying the characteristics of children’s interaction with each other"

Instructions: Dear parents, now you have to answer a number of questions about how your children relate to their peers, how their communication is developed with each other. Please try to answer sincerely and truthfully.

The first name, last name, and age of your child are already indicated on the form at the top. When answering a question, you need to mark the desired answer with a circle.

Survey questions:

1. How does the child relate to his peers?

A. Indifferently.

B. Negative.

C. Gives preference to certain peers.

2. Does the child call his peer by name?

3. Does the child use speech in communication with peers?

4. Does the other child help and for what reason?

A. At your own request.

B. At the request of a peer.

C. At the suggestion of an adult.

D. Does not provide assistance.

5. Does he know how not to distract his peer while performing an activity, not to interfere?

6. How often does the child come into conflict with peers?

A. Very often.

B. Sometimes.

S. Never.

7. How does a child behave in conflict situations?

A. Concedes.

V. Fights, calls names.

S. Screams.

D. Asks an adult for help.

8. Does the child notice the emotional state of his peer?

9. How does the child react to the success and failure of others?

A. Indifferent.

B. Reacts adequately.

S. Reacts inappropriately (envyes the success of another, rejoices at his failure).

10. What relationships prevail with peers?

A. Even and friendly towards all children.

B. Indifferent.

C. Negative.

D. Electoral.

Appendix No. 4

Protocol for registering parameters of communication with a peer

Child’s first and last name _______________ Age ___________________

Situations: Communication parameters:

Interest

Initiative

“Direct communication” 0 1 2 3

“Communication with the participation of an adult” 0 1 2 3

“Joint activity with objects” 0 1 2 3

“One item for two” 0 1 2 3

Sensitivity

“Direct communication” 0 1 2 3

“Communication with the participation of an adult” 0 1 2 3

“Joint activity with objects” 0 1 2 3

“One item for two” 0 1 2 3

Prosocial actions

“Direct communication” is not recorded

“Communication with the participation of an adult” is not recorded

“Joint activity with objects” 0 1 2 3

“One item for two” 0 1 2 3

Means of communication:

expressive facial expressions

“Direct communication” 0 1 2

“Communication with the participation of an adult” 0 1 2

“Joint activity with objects” 0 1 2

“One item for two” 0 1 2

active speech

“Direct communication” 0 1 2 3 4

“Communication with the participation of an adult” 0 1 2 3 4

“Joint activity with objects” 0 1 2 3 4

“One item for two” 0 1 2 3 4

For more in-depth study communicative sphere of older preschoolers, also relying on the observation method, diagnostic situations can be used that reveal the features of the interaction of preschoolers in joint activities: “Mittens” by G.L. Tsukerman, “Builder”, “Mosaic”, Abramova T.A.

The purpose of these techniques is to identify the level of formation of actions to agree on conditions in the process of organizing and implementing cooperation. When observing one of the diagnostic situations, it is necessary to analyze and evaluate how the process of interaction between children proceeds: discussion game communicative

• 1) Do children know how to negotiate;
• 2) How mutual control is carried out;
• 3) How do they feel about the results of their partner’s activities;
• 4) Is there mutual assistance;
• 5) Do they know how to rationally use the means of activity.

Also, when studying the relationships of older preschoolers, sociometric methods are used. “Two Houses”, “The Secret” by T. A. Repina. The use of these methods allows us to identify the different status positions of children within the group, since some are more preferred by the majority of children, while others are less preferred. The degree of popularity of a child in a peer group is of great importance.

In these techniques, the child, in imaginary situations, selects preferred and non-preferred members of his group. Thus, using methods for diagnosing interpersonal relationships in practice, we promptly detect problematic, conflict forms in relation to each child with other children. The use of these methods in practice allowed us to reveal a fairly complete picture of not only the characteristics of the child’s behavior, but also to reveal the psychological foundations of this or that behavior aimed at a peer. Another component of communicative competence is the receipt and perception of necessary information in communication. The ability to listen to another person, respect his opinion and interests. The ability to understand emotional states. Diagnostics of the communication sphere. This block includes two methods that are aimed, respectively, at determining the form of communication with an adult, and at diagnosing the child’s communicative competence in communicating with peers. The form of communication with an adult is determined on the basis of a well-known and repeatedly tested methodology developed in the laboratory of preschool psychology of PI RAO based on the concept of the genesis of communication by M.I. Lisina. The technique includes three situations of communication between a child and an adult. Each situation represents a model of a certain form of communication. Based on a comparison of the child’s behavior indicators in each of them, a conclusion is made about the preference for one form or another and about the level of development of communication in general.

To identify the child’s communicative competence in communicating with peers, the “Pictures” method was used, proposed by E.O. Smirnova. The stimulus material of this technique consists of pictures depicting conflict problem situations familiar to a preschooler. The child is asked to tell what he sees in each picture and find a way out of the current situation. Understanding of the events depicted and the nature of the proposed solution to the problem are indicators of social competence. All these methods involve quantitative and high-quality processing materials, i.e., a statement of certain characteristics of each child. When examining groups of children, it is possible to calculate the relative number of preschoolers (%) who have different variants of each quality.

This technique was developed by T. Yu. Andrushchenko and G. M. Shashlova [Andrushchenko T. Yu., Shashlova G. M., 2000] for diagnosing child-parent communication during the crisis period of 6 - 7 years and, according to the authors, allows identify trends in the restructuring of the social development situation and predict options for its favorable or unfavorable development already at stage school education. From our point of view, the technique may be quite relevant beyond the crisis of 6-7 years, for example, it can be used in families with younger children school age.

When constructing a diagnostic procedure, the authors proceeded from the idea of ​​communication as a two-way process of mutual direction of people’s actions, considering it necessary to study both sides of communicative interaction.

Two questionnaires for the following diagnostic purposes were developed:

1. a questionnaire for adults aimed at identifying the content of communication between parents and children (“OSOR-V”);
2. a test questionnaire for children that reveals ideas about the content of their communication with their parents (“OSOR-D”), including a conversation with the child.

The questionnaires are built on the basis of identifying and studying the main types of content of communication between a child and an adult during the transition from preschool to primary school age.

Indications for the use of these techniques, according to its authors, may include:

• — diagnostics of the social situation of development as an indicator of the child’s psychological readiness to enter school;
• — assessment of the current level and forecast of the nearest level communicative development;
• — difficulties in the age-related development of a preschooler during the transition to primary school age (symptoms of crisis behavior);
• - interpersonal conflicts, manifested in misunderstanding and rejection of the preschooler by parents.

The “OSOR-V” questionnaire is based on ten nominal scales, each of which consists of four statements relating to the specific content of communication between an adult and a child. The task is presented in the form of 40 closed statements. The psychologist, in the process of direct questioning, offers parents four answer options, reflecting the extent of how often they discuss a particular topic in interaction with their children. The grades are recorded on a special form, which has 40 numbered cells. To record responses, a 4-point scale is used, with which subjects indicate the degree of expression of the quality being assessed. If a particular topic presented in the communicative experience of an adult is often discussed with children, then in the corresponding column of the answer sheet the adult puts two pluses: “++”; if discussed, but not often - one plus “+”; if something is rarely talked about, then one minus “-”; if never - two minuses “- -”. When processing data, the algebraic sum of the pluses and minuses for each scale is initially calculated. The final - general - result represents the relationship between the four areas of communication content identified by the authors. The “Life” sphere combines three scales; sphere “Cognition” - two scales; sphere “Social world” - two scales; sphere “The Inner World of the Child” - three scales.

1. Life sphere :
   • — scale of satisfaction of vital needs (VP) of a child- health, hygiene, nutrition, safety;
   • — scale of situational and everyday actions (SBA)- help around the house, household chores, caring for household items, self-care;
   • — Formal Collaborative Activities Scale (FCS)- joint types of games, construction, drawing, reading, counting, writing, watching TV.
2. Field of knowledge:
   • — scale of the content of knowledge (SC) - laws of nature, plants, animals, anatomical and physiological information about humans, information about famous scientists, writers, travelers, etc.;
   • — scale of the process of cognition (PP) - ways for a child to independently study surrounding objects and phenomena, use surrounding objects, etc.
3. Sphere of the social world:
   • — formal school reality scale (FSD), reflecting the child’s fulfillment of the requirements of the educator (teacher), his kindergarten (school) relationships with peers, participation in activities organized by adults, fulfillment of their instructions, successes, failures in kindergarten (school);
   • — Social Interaction Norms Scale (NSI)), where the compliance of behavior with rules, ethical standards from the point of view of what is “good” and “bad”, relationships between people, and the consequences of antisocial behavior are discussed.
4. Sphere inner world child:
   • — Child's World of Thought Scale (CHM)- characteristics of the child’s ideas about certain things, his opinions, views on certain issues, what and how he comes up with, composes, ways of solving certain tasks that the child himself found;
   • — Child's World of Feelings Scale (CHS)- discussion of the child’s experiences, moods and their reasons, his attitude towards people (likes, dislikes), etc.;
   • — scale I-child concept (CHC), concerning the discussion of prospects general development the child, his ideas about himself, the changes that have occurred in him over a period of time (what he was and what he has become), the child’s attitude towards himself.

The questionnaire allows you to obtain information about the specific content of communication between 6-7 year old children and close adults from the perspective of the children themselves. It is very difficult to do this using a direct survey, so indirect (game) technology was used. Nika, borrowed from the test “Diagnostics of emotional relationships in the family.” The procedure was modified in relation to the tasks of studying children's ideas about the content of communication with close adults.

Material for examination

As in the “maternal” method, first the child materializes his family with the help of 20 figures representing people of various ages (shapes, sizes), stereotypical enough to identify them with members of the child’s family. The set usually contains figures from grandparents to newborn children. The human figure “Nobody” was also introduced in order to identify the content of communication that is missing in the family. Each figure is supplied with a box - a “mailbox”.

The set of materials also includes “letters” with short “messages” printed on cards, which reflect the content of various communicative situations adapted for children. Communication situations are presented in 40 “messages”, which correspond to the previously described areas of communication content and individual scales.

Examination procedure

After establishing contact with the child, the psychologist asks him to talk about the people with whom he lives in his family. Next, using a specially created game situation, the subject selects from the entire set of figures those that, in his opinion, represent the family. The child is encouraged to refer to them as family members in the future. Then, next to each of the selected figures representing members of the child’s family, a box (“mailbox”) is placed and the child is explained that he will have to “send letters” to his loved ones. At the same time, the child is shown cards and told that they contain “messages” and his task is to put each of them in the box of the figure to which the “message” fits best. If the “message” on the card, in the child’s opinion, does not suit anyone, then it must be given to the figure of the person “Nobody” (the psychologist introduces the corresponding figure). If the child believes that the message is suitable for several family members, then he should give this card to a psychologist.

The adult himself reads the “messages” to the children in order to clarify the child’s understanding of the content of the presented fragment of communication. For example: “...tells me about plants and animals. Who tells you about plants and animals? Let's send him this letter. If no one in your family tells you about this, then give this letter to the “Nobody” figure. Or it may be that several people tell you about this at once, then give the card to me, and I will note that several people received this letter.”

Interpretation of the results of the technique

When processing the results children's version questionnaire (“OSOR-D”), the authors propose to consider the distribution of attention to one or another content of communication between family members, as well as the ratio of communicative situations given to the “Nobody” character and the family as a whole.

Indicators reflecting the specific content of communication between parents and children are ranked. The average arithmetic scores for each group of scales (area of ​​communication content) are preliminarily calculated, which are then arranged in sequence from highest to lowest. They are assigned ranks from first to fourth. A lower rank value corresponds to the greatest degree of expression of one or another communication content in communication. In this case, it becomes possible to identify the dominant combinations of certain types of communication content. Based on the ranking results, the parent’s individual combination of types of communication content that is present in his real interaction with the child is determined. These data are compared with the results of a children's questionnaire test, in which, similarly, by applying a ranking procedure, the ratio of the types of communication content that parents offer him is revealed from the child's point of view.

Text of the questionnaire "OSOR-D"

Messages presented to a child

1. Vital needs (VP):
   • - this person talks to me about my health, illnesses;
   • - this person explains to me what to do when I encounter danger;
   • - this person tells me what and how much to eat;
   • - this person tells me to wash my face, brush my teeth, and get up on time.
2. Situational everyday actions (SBA):
   • - this person tells me that I should help around the house: clean the apartment, wash the dishes, etc.;
   • - this person tells me that I should dress myself cleaned up after himself;
   • - this person reminds me of my household responsibilities;
   • - this person tells me to treat (treat) household things with care and precision.
3. Formal Cooperative Activities (FCS):
   • - this person is discussing with me what we will watch on TV;
   • - this person talks to me when we play together;
   • - this person talks to me when we sculpt, or draw, or design together;
   • - this person speaks to me when we read together or practice counting or writing.
4. Content of cognition (SP):
   • - this man tells me about famous scientists, writers, travelers;
   • - this person tells me about how and why nature changes;
   • - this person tells me about how a person works;
   • — this man tells me about plants and animals.
5. Process of cognition (PP):
   • - this person answers the questions I ask;
   • - this man tells me what can be made from different materials;
   • - this person explains to me if I don’t understand or don’t know something;
   • — this person explains to me the meaning of new words.
6. Formal school reality (FSD):
   • - this person asks me about completing the tasks of the educator (teacher);
   • — this person is interested in the problems of my friends (classmates);
   • - this person asks me about my successes and failures in kindergarten (school);
   • — this person is asking me about classes in kindergarten (school).
7. Norms of Social Interaction (NSI):
   • - this person tells me that you shouldn’t play around, lie, or offend little ones;
   • - this person tells you how to behave when visiting, in kindergarten (school), etc.;
   • - this person scolds me for bad deeds, praises me for good ones;
   • - this man tells me about people who are honest and dishonest, fair and unjust.
8. World of thoughts of a child (WMC):
   • - this person asks me what I think about different things;
   • - this person is interested in my opinion, views on various issues;
   • - this person discusses with me what I myself invent, compose;
   • - this person asks me how I managed to accomplish something, do something, decide.
9. The World of the Child's Senses (WSM):
   • - this person talks to me about my sad or joyful experiences;
   • - this person asks me about my good or bad mood;
   • - this person discusses with me how I relate to people: why I love someone and don’t like someone;
   • — this person asks me about what I like to do and what I don’t like to do.
10. Child's self-concept (CIC):
    • - this person is discussing with me what I am and what I can be;
    • - this person tells me about how I have changed: what I was like before and what I have become now;
    • - this person discusses with me why I am satisfied or dissatisfied with myself, respect or do not respect myself;
    • - this person asks me what I think about myself.

Instructions

Dear parents!

You are offered a list of statements relating to various situations of your communication with children. Please read the statements data below, and rate each one as follows:

“+ +” I discuss this often;

“+” I discuss it, I talk about it;

“-” I rarely talk about this;

“-” I never talk about this.

There are no “good” or “bad” communication situations here. Please answer as you experience in your actual relationship with your child. It is very important that you evaluate all statements.

Text of the questionnaire "OSOR-V"

1. We discuss issues of the child’s well-being (complaints about ill health, sleep, the need for medical procedures, etc.).
2. We discuss real and possible help for the child around the house (cleaning the apartment, washing dishes, etc.).
3. In conversations with the child, we plan to watch TV shows together.
4. We talk with the child about famous scientists, writers, travelers, etc.
5. We tell the child about certain ways to study surrounding objects and phenomena.
6. We are talking about fulfilling the requirements of the teacher (educator).
7. We discuss the consequences of antisocial behavior of people (lying, stealing, hooliganism, etc.).
8. We discuss the peculiarities of the child’s ideas about certain things.
9. We talk with the child about his experiences (sadness, joy, anger, etc.).
10. In a conversation with the child, we discuss possible prospects for his overall development.
11. We're talking about real and possible dangers problems that a child faces and how to prevent them.
12. We talk with the child about his self-care (getting dressed, keeping his things in order, cleaning up after himself, etc.).
13. We talk with the child during joint activities in design, drawing, etc.
14. We talk with the child about the surrounding wildlife (plants, animals).
15. I answer various questions from the child: why? For what? For what? and etc.
16. In a conversation with a child, I am interested in the problems of his friends (classmates).
17. We discuss the child’s behavior from the point of view of its compliance with the rules of communication at a party, kindergarten, clinic, on a walk, etc.
18. We discuss with the child what and how he comes up with and composes.
19. We talk with the child about certain people, discuss his attitude towards them: sympathy (love, affection, etc.), antipathy (dislike, rejection, etc.).
20. We discuss with the child his idea of ​​himself (either as smart, beautiful, etc., or as stupid, slob, etc.).
21. We talk with the child about hygiene issues (body care, timeliness of physiological functions, etc.).
22. We talk with the child about his (her) household duties and errands (taking out the trash, going to the store, caring for animals, etc.).
23. We talk with the child when we do reading, counting, and writing together.
24. We talk with the child about information about human anatomy and physiology (body parts, main organs, childbirth, etc.).
25. We discuss the child’s attempts to independently study surrounding objects and phenomena.
26. I ask the child about his participation in school (kindergarten) classes and running errands at school (kindergarten).
27. We discuss the child’s actions from the point of view of what is “good” and what is “bad.”
28. We discuss with the child his opinion, views on certain problems.
29. We notice and discuss in conversations with the child this or that mood.
30. We notice and discuss the changes that have occurred with the child over a certain period of time, we compare what he was like and what he has become.
31. We talk with the child about nutrition issues (meal regularity, food preferences, etc.).
32. Talk about careful attitude child to household things.
33. We talk with the child during joint play (discuss the rules, use of toys, etc.).
34. We talk with the child about the laws of nature (seasonal changes, circulation of substances, etc.).
35. We talk with the child about the use of various surrounding objects.
36. We discuss school (kindergarten) successes and failures with the child (adult grades, quality of work, etc.).
37. We discuss relationships between people and the child’s actions from the point of view of ethical standards (honesty, justice, etc.).
38. We discuss with the child his ways of solving this or that task.
39. We discuss with the child the reasons for his experiences.
40. We discuss with the child his attitude towards himself (dissatisfaction with himself, pride in himself, etc.).

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