Features of communication between preschool children in play activities

Development of communication of a younger preschooler in play activities

Definition 1
Communication is the process of establishing contacts between people, necessary for them to carry out joint activities and establish friendly and other relationships.

Communication skills begin to develop from a child’s early age. Their formation is necessary for the social formation and development of the personality of a preschooler.

Children begin to develop communication skills through play activities. This is due to the fact that play is the leading activity of a preschooler and helps him master the basics of the structure of the world around him.

Figure 1. Communication of preschoolers. Author24 - online exchange of student work

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At primary school age, a child’s communication with peers has its own characteristics. They are due to the fact that the child does not yet master the basics of cultural behavior and does not know the norms of social communication. You can get acquainted with them through the game.

Playful activities help children develop joint activity skills, establish the basics of interaction in a team, eliminate the child’s isolation, remove his embarrassment in establishing social contacts and develop skills for positive contact with peers.

The play activities of younger preschoolers, aimed at developing the child’s communication skills, should be based on compliance with a number of conditions:

1. The gameplay should be free from evaluation. You cannot evaluate gaming successes or failures. This turns the game into a competition. The child loses the connection between his activities and his peers and strives to act one way and not another in order to receive a positive assessment from an adult. Therefore, grades need to be removed in order to develop a sense of collective community, a common direction in the activities of preschoolers.
2. Building a story game or educational game without using toys. Toys distract the child’s attention from joint activities and from communicating with other participants in the game.
3. Elimination of competitive moments in the gameplay. At primary school age, it is necessary to use games that maximally focus the child on joint collective activities. Contests and competitions lead to collective disunity.

Finished works on a similar topic

Course work Features of communication of preschool children in play activities 400 ₽ Abstract Features of communication of preschool children in play activities 270 ₽ Examination Features of communication of preschool children in play activities 190 ₽

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Children's play as a medium for the development of all aspects of communication

Let's consider how the conditions of the game provide preschoolers with opportunities to develop communication skills in terms of the basic functions of communication.

Development of information and communication function

If in ordinary conversations children speak without really listening to the other, then the game situation significantly reduces such chaos. A situational business form of communication is emerging.

Whether it is necessary to agree on what game will be played, assign roles or discuss the rules - preschoolers try to listen to the speaker. In a group of children there are always those who interrupt without listening to the end and shout out their suggestions. Other children stop such screamers, ask them to be silent, and order them back: “Let me listen!”

Following the plot, preschoolers strive to perform roles in a way that conveys the nature of the relationship, rather than simply performing actions. Role-playing speech addressed to game partners is actively used. Dialogues often develop between the characters in the plot. This is great communication training.

In older preschool age, the content of the game is often the relationships between people and the rules governing behavior and communication. For example, while pretending to be at school, one of the preschoolers acts as a strict teacher, makes comments to the students, and strictly follows the educational regulations.

Thus, thanks to inclusion in the game, children exchange information, learn a lot of new things, gain experience in effective communication, and have the opportunity to speak out themselves and hear others.

Formation of interaction skills

A preschooler's mastery of the world of relationships largely occurs through imitation of others. The most important practical task for a preschooler is to learn to act together, coordinating his desires and actions with the activities of his peers.

The older the preschooler, the greater his desire to play together. He may even agree to roles that are of little interest to him in order to get involved in collective activities.

It is interesting that other mechanisms then come into play: when choosing a partner within the framework of the plot, children do not want a random choice, but offer to play together with someone with whom they have already established friendly relations or have shown common interests.

As an example, a girl may agree to be not a flight attendant (an attractive role), but a passenger, but at the same time she will invite her friend to be a “passenger”. And only after this will he become much more enthusiastic about playing a role that initially did not arouse much interest.

Plot-based role-playing game creates conditions for children to simultaneously develop role-playing and real-life relationships. In role-playing games they train “as they should,” but in real ones they behave the way they want.

When children speak in accordance with the chosen role, they reflect their ideas about the style and nature of relationships. Every day they see how their parents communicate, how other adults interact, and imitate them in accordance with the game plot.

It is interesting to watch how a preschooler steps out of his role for a minute and begins to express his comments that someone is behaving differently, or that the rules of the game do not correspond to how it happens in life.

Development of the emotional sphere and children’s perception of each other

The situations played out by children are made up for fun, but the feelings experienced in the game are real, real.

In play, a child can express himself in ways that he would not dare to behave in everyday interactions with peers. This is especially true for timid children. Adults who organize or supervise preschoolers’ games should encourage timid children to also take leading roles. This will not only open up the child’s potential, but will also allow other children to see a new side of their peers.

In children's games there is a lot of expression, laughter or violent indignation. The preschooler learns to manage his behavior and emotionality, and masters the moral norms of relationships.

Preschoolers quarrel quite often when playing. Especially at the stage of distributing roles, establishing rules, and developing the plot. The reason for these quarrels is differences in the presentation of actions and the nature of the game. For example, one child believes that their play “store” should copy a self-service supermarket, while another insists that the “salesperson” weighs, accepts “money”, etc.

Those who argue have to compromise and come to an agreement. Otherwise the game will not take place. Moreover, preschoolers resolve such disputes themselves, without turning to adults. This is how they learn to give in, agree with different opinions, cope with resentment, and make their first attempts to analyze their behavior and the actions of other children.

Communicative development of a middle preschool child in play

Middle preschool age is a period of transition for a child from communicating with adults to establishing close contacts with peers. The child feels the need to communicate with other children. He loses interest in communicating with adults and wants to find communication partners with similar interests and capabilities.

In middle preschool age, children are united into small groups based on common interests. They build games that are relevant to them and implement them in their narrow circle.

Communication that occurs during the play activities of children of this age contributes to:

1. Development of the child’s attention to the communication partner;
2. Formation of dialogue building skills;
3. Developing skills to attract the attention of a peer who is interesting to the child;
4. Development of collective activity skills (in small groups);
5. Formation of the foundations of nonverbal communication.

Games help develop preschoolers' communication skills. They relieve children's tension and help eliminate embarrassment.

To develop communication in middle preschool age, games focused on pair work are used: describing each other, building a dialogue, making contact, as well as games to develop teamwork skills: broken phone, round dance, streams, etc.

What conditions for communication does the game provide for children?

In preschool age, play is the main form of children's activity, the leading activity that stimulates the all-round development of the child. The vast majority of games are designed for partnerships and collective interactions.

If a child wants to express himself in any role, he needs partners; wants to run and jump - needs accomplices in active action.

Such activities involve interaction, communication, communication both with each other and in a group of children.

The game has a set of requirements and characteristics that are directly related to the development of communication.

1. The need to establish connections with other children, to communicate something, to ask about something.
2. Ability and willingness to work together.
3. Opportunities to take the initiative and convince peers to take part in the game or agree with the proposal of a rule, etc.
4. Willingness to submit to the demands of the team and change one’s behavior.
5. The need to take into account the opinions of others.
6. The ability to find your place in the game and communicate during actions.
7. Willingness to show attention and emotional support to peers.
8. The need to control your behavior, statements, outbursts of emotions.

Communication in a person’s life performs three main functions: information and communication, regulating relationships and ensuring the emotionality of relationships (affective-perceptual). If we analyze the above list, it becomes obvious that for each of the communication functions there is a place for development in the play activities of preschoolers.

The material that is offered for working with children and with which children work is widespread and mostly known to teachers: didactic, communicative games, reasoning, memorization, attention games, playing out situations, etc. There is no need to strive to teach them perfectly and automatically follow the rules. Children's efforts should be focused on mastering relationships: developing the ability to negotiate, exchange opinions, understand and evaluate each other and themselves. The emergence of trusting, emotional connections between children is facilitated by various (mostly non-verbal) games and exercises, by participating in and performing which children get used to establishing eye and tactile contacts with each other... Group support, the opportunity to act together with others cause a feeling of security. Goal: 1. Development of the emotional sphere of children, the ability to understand their emotional state 2. Development of communication abilities Objectives: 1. Teach children to recognize the emotions of people around them, develop the ability to adequately express their emotions 2. Develop skills in joint activities, an attentive, friendly attitude towards people around them. Communication ability includes:

1. Desire to make contact with others (“I want!”),
2. The ability to organize communication (“I can do it!”), including the ability to listen to the interlocutor, emotionally empathize, the ability to resolve conflict situations,
3. Knowledge of the norms and rules that must be followed when communicating with others (“I know!”).

Children 5-6 years old already know how to coordinate their actions with peers, participants in joint games, and correlate their actions with social norms of behavior. In exceptional cases, it is necessary to help the child establish relationships with others so that this factor does not become a brake on the path of personal development. To develop positive communication skills, it is necessary to develop children’s emotional perception of the environment. Emotions are one of the constituent parts of human nature. Having learned to distinguish between emotional states, children show their own emotions in a more differentiated way. The ability to understand a person’s emotional state and the ability to convey one’s emotions by all available means is a high level of human communication. \ Application. Practical material. Games and exercises that help create a positive emotional background, unite the group, create a sense of “We,” and the ability to obey the demands of one. “Roar, lion, roar!” Children are asked to imagine that they are all lions, a large lion family. There is a competition to see who can growl the loudest. On the command “Roar, lion, roar!” children must “growl” while competing in loudness. When the loudest voice is selected, all the children begin to “roar” in chorus - this is done until the group begins to notice that some kind of melody is being produced. Indian dance Participants disperse freely around the room. Children are invited to look carefully at the leader and repeat after him all the movements imitating the dance of the Indians. The pace gradually quickens. Train Children cling to each other, pretending to be carriages, with a train in front. Everyone should feel supported by the other. A train with trailers overcomes all sorts of obstacles during the game: jumps over a stream, drives through a dense forest, makes its way through mountains, past a terrible beast... “Wanters” The presenter draws a letter in the air very slowly with the tip of a pencil. Children are asked to guess the letter (and they usually all guess), but not to immediately shout out the correct answer (but they really want to), but, having overcome their “I want to shout out”, wait for the leader’s command and whisper the answer. Games and exercises to develop communication skills . Goal: Develop the ability to listen and hear a partner, empathize, and take into account his desires. The ability to address a peer in a friendly manner, express a positive attitude towards a friend, and use verbal and non-verbal means of communication. Greeting \ “Hello!”\ Participants break into pairs and stand opposite each other at a distance of several steps. At the experimenter’s signal, the partners approach each other and exchange various greetings. These can be handshakes, hugs, curtsies, pats, enthusiastic exclamations. Exchanging greetings, the partners change. Collective fairy tale Instructions are given to come up with a fairy tale. The first narrator says a sentence. The second says the second sentence, the third says the third sentence of the fairy tale, etc. Thus, it turns out that the fairy tale is told in turn. Magic word Children stand in a semicircle. The leader is in front of them. The presenter explains that he will show different movements, and the players must repeat them, but only if he adds the word “please” to the demonstration. Note: the presenter pronounces the “magic word” in random order, after 1-5 movements. The one who makes a mistake goes to the middle and “gives” everyone compliments or expresses wishes to the players. We really love the Instruction: “Let's choose a driver, and then imagine that we are all - mom, dad, grandmother, grandfather or friends - in a word, those who love our driver very much. He will throw a ball to us one by one, and we will come up with and call his affectionate name.” Guessing game Instructions: “Let's play a game. Look carefully at your neighbor on the right and try to guess what his mother likes about your neighbor.” Children take turns saying their guesses out loud. Then you are asked to choose the children who guessed correctly. Although most often children who are guessing find it difficult to note the correctness or incorrectness of the guesses. After the first round, a second one can be organized, in which the children guess what their neighbor and friends like, then the third round - what the kindergarten teacher likes. The leader should be ready to help the children guess, especially in the third circle. Games with rules, exercises and tasks that promote cooperation . Goal: to develop the ability to carry out a common task together, to work in pairs amicably, without conflicts, to coordinate their points of view, to find a common solution, one answer for two, to coordinate each other’s actions, to turn to each other for help. Assemble a postcard Children in pairs are offered 3 postcards with different images, each of which is cut into 4 parts. /Parts of all postcards are mixed/. It takes two of you to assemble one of the postcards. “Repeat, complete, excel!” Material: set of geometric shapes (4 shapes, 3 colors, 2 sizes). You can play in pairs, fours, subgroups. Conditions of the game: if the leader raises the piece and says: “Repeat!” - everyone must raise the same figure if the leader says: “Add it!” - you need to raise a figure that is distinguished by one attribute. For example, if the presenter shows a figure and says: “I have a small green triangle,” the follow-up answer could be: “And I have a small green circle.” To the command “Excellent!” – you need to show a figure that is completely different from the given one. (In response to showing a small green circle, you must show a figure that is not small, not green, and not round). Children's answers are scored with + and - signs. Mittens Material: silhouette images of mittens, 2 sets of colored markers. Option 1. Two children are given one image of mittens each and asked to decorate them, but so that they form a pair and are the same. They explain that you first need to agree on what pattern to draw, and then start drawing. Children receive the same set of markers. Option 2. Similar to the first, but children are given one set of markers, warning that the markers must be shared. Be careful! Participants stand in a semicircle. Option 1. On the count of “One, two, three!” all children simultaneously “throw out a certain number of fingers on their hands. The experimenter explains: “Look at each other carefully and next time try to all show the same number of fingers.” The exercise is repeated until all participants have the same number of “exposed” fingers. Option 2. The experimenter turns to the children: “How many times I clap, the number of people should sit down (jump). Be careful!". Old Grandma (game with training elements) Option 1. Children stand in pairs against the wall. Instructions: “Let's imagine that each couple consists of a grandmother (grandfather) and a granddaughter (grandson). Moreover, the grandmothers are very old, they don’t see or hear anything (we blindfold the grandmothers). And suddenly the grandmothers got sick. They need to be very carefully led between the houses (chairs) and brought into the doctor’s office (chair against the wall).” The presenter shows how you can support grandmothers, how to guide them between chairs, and how to seat them in the doctor’s office. After changing roles, you can discuss which role the children enjoyed being in the most and why. (It’s interesting that many children like to be in the role of grandmothers) Option 2. Children are offered the situation of “carrying a blind old man across a busy street.” The “street” is drawn on the floor with chalk. Several children play the role of cars and run back and forth. The “guides” need to protect the “old men” from the cars and, as a last resort, take the “blow of the car” upon themselves. Tale about Ivan. (For children: 5-7 years old)

Purpose: 1. Show children ways to control their feelings. 2. Arouse children’s desire to control their feelings and emotions. In one family there lived 3 sons: two were smart, and the third was a fool. Two went to work, the authorities were pleased with them and gave them awards. And they managed to save some money, so they were planning to get married soon and were looking for brides. And the third, as we have already said, Ivan was a fool, he was beaten so many times a day that you couldn’t even count. He will tell the whole neighborhood which girls the brothers have their eyes on. “But people are interested, they ask,” he justifies himself later. He'll get into a fight. As soon as he hears someone say a harsh word, he begins to teach him with his fist. “To be disgraceful,” Ivan later justifies himself. It will cause damage to the household. Whenever his brothers ask him to help with something: to harness a horse or something as small as fetching an egg from a chicken, Ivan is happy to help, he immediately takes off, but either in a hurry he does something wrong, or he breaks it, or he falls - treat him later. “That’s what I wanted to do,” he justifies himself later. And so Ivan got tired of being beaten and he went into the forest wherever his eyes looked. He walked and was tired, he sat down on a stump and dangled his legs. Look, out of nowhere an old woman appears the size of a mushroom, and her eyes are big and kind. “I know, I know about your misfortune,” the old woman tells him, “you cannot restrain your anger, nor joy, nor zeal, you do not have strong constipation so that your feelings do not jump out of you when it is not necessary.” “You’re right, grandma,” Ivan replies, “joy immediately leaps to the tongue, and anger begins to scratch your fists, so much so that you become unbearable.” “I’ll help you,” says the old woman, “listen carefully. I'll give you three pieces of advice:

• First of all, when a strong feeling comes, stand with both feet on Mother Earth, stand with your heel and all your toes so that the earth gives strength.
• Second, when you feel the earth, look around and until you find something small - an ant, a mosquito, some kind of fly or a tiny flower, don’t let the feeling come out.
• And the third is to take a deep, deep breath and exhale quietly so that you don’t hear yourself exhale.

And when you follow my three tips, you will immediately understand whether you should laugh or cry now, wave your fists or have a calm conversation.” That's what the old woman said and disappeared. Ivan was upset, he didn’t understand everything, he wanted to ask more questions, but then he stood up firmly, looked at the ladybug that was climbing onto a blade of grass, took a deep breath and wanted to return home. “The brothers are already worried, they are looking for me,” he thought. And Ivan walked home. But I remembered the old woman’s three pieces of advice all my life. And when he got married and had children, he told their children. And from then on they began to call him Ivan Ivanovich. NOTE! There is no need to discuss the fairy tale. But it is necessary to teach children to follow the old lady’s three pieces of advice. And then return to them as often as possible in subsequent classes, you can use them as a “minute of relaxation” “Facial gymnastics” Purpose: study of facial expressions and the emotional states of a person associated with it, training of expressive facial expressions. Execution: Wrinkle your forehead, raise your eyebrows (surprise). Relax. Keep your forehead smooth for one minute. Move your eyebrows, frown (angry). Relax. Completely relax your eyebrows, roll your eyes (but I don’t care – indifference). Eyes widen, mouth open, hands clenched into fists, whole body tense (fear, horror). Relax. Relax your eyelids, forehead, cheeks (too lazy, want to take a nap). Expand your nostrils, wrinkle your nose (disgust, I inhale an unpleasant odor). Relax. Purse your lips, narrow your eyes (contempt). Relax. Smile, wink (fun, that’s what I’m like!). Discussion of problematic situations Goal: learning the ability to take into account the feelings of another person in conflict situations, learning to understand the feelings of other people. Situation 1. Misha grew up as a very tall and kind boy, but, unfortunately, he was often a coward. And now the time has come for him to go to kindergarten, because... his grandmother left for another city. Misha didn’t want to go to kindergarten, he was afraid that the guys would offend him. And maybe that’s why, when he entered the group for the first time, it seemed to him that the guys were looking at him strangely and were going to beat him. He clenched his fists and prepared to defend himself. And the guys see: a tall boy with clenched fists has entered, he wants to fight. They all got together and beat Misha. (After reading the story, the children are asked to think about how Misha felt in this situation and what the guys felt; why the quarrel occurred and how it could have been avoided is discussed. Attention is drawn to how easy it is to make a mistake in determining the state of another person.) Situation 2. Left as- then once alone at home, Masha decided to help her mother wash the dishes and accidentally broke her mother’s favorite cup. She felt very ashamed and felt sorry for her mother, Masha became upset and hid in the corner between the sofa and the closet. Mom came, saw the broken cup, began looking for Masha, and shouted: “You have no shame, no conscience, Masha. Not only did you break the cup, but you’re also hiding and avoiding answering.” Masha burst into tears here. And my mother became even more angry: “Oh, so you’re still crying, you’re still feeling sorry for yourself!” (Children are asked to find the mistakes of mother and Masha in understanding each other, think about how it would be better for them to act in this situation, come up with a good ending to this story.) Energy games Goal: increasing the general tone of the group, restoring attention, creating a good mood, training cooperation skills. This is my nose Children are divided into subgroups of three people. The children agree among themselves who will be the judge. The judge’s task is to give the players pluses for each correct move on a piece of paper, and then count how many pluses the pair of players received. As soon as one of the players makes a mistake, he becomes the referee, and the former referee takes his place. Then the counting of correct moves starts all over again. The rules of the game are as follows. The first player points to any part of his body (takes his ear), but names it incorrectly (“This is my nose”). The second player must name the body part that the first player pointed to, but point to something else. So, in our example, the second player can take his elbow, saying: “This is my ear.” Then the first one, slapping himself on the heel, claims: “This is my elbow.” To which his partner, pointing to his throat, says: “This is my heel.” Instant formation Children do not stand in a circle, but form a square shape. This provides an opportunity for 4 teams to test their ability to work together. The group is divided into 4 equal teams. Each team lines up shoulder to shoulder, forming one side of a square. The leader is located in the center of the square facing one of the teams. Each player must remember the order in which his team stands, i.e. firmly learn who is to his left and right. In addition, all players remember where their team is located in relation to the leader. So, the command can be addressed to the leading person, can be behind his back, to the left or to the right of him. When each player gives the leader a conditioned signal (“I remember everything”), he begins to rotate around his axis. Then the presenter stops abruptly and orders: “Get in line!” All teams must regroup and take the correct position. To do this, everyone must move around their field so as to take their place in relation to the leader and their team. Once the team is lined up, its members join hands and shout, “Ready!” Rain Everyone sits in a circle, bending their knees, and with open eyes repeats the movements shown by the presenter:

1. rustling, rubbing their palms together,
2. snapping fingers
3. clap their hands softly,
4. hit themselves with their palms on their thighs,
5. stomp their feet.

After the sequence of movements has been learned, the presenter warns that now everyone will close their eyes and begin to repeat the sound that he will make, touching each player in turn. First, the presenter himself begins to rustle, rubbing his palms. He immediately touches the head of one of the children. This child begins to rustle with his palms, and the leader, slowly moving in a circle, touches all the children in turn until everyone begins to rustle with their palms and the sound of drizzling rain is heard, which gradually gains strength. Game continues. Now the presenter begins to snap his fingers and again, touching all the children in turn, transmits the sound in a circle. The drizzling rain turns heavy. Then the presenter turns on the next movement - clapping hands, and everyone hears the sound of pouring rain. The rain turns into a real downpour, when all the children, following the leader and obeying his touch, begin to hit their thighs with their palms. And now the heavens have opened, and the children hear the ever-approaching peals of thunder: it has begun and the stamping of feet is growing. Then the downpour subsides just as it grew: stamping feet, slapping thighs, clapping hands, snapping fingers, rubbing palms. And silence. When we open our eyes, we might see a rainbow!

Analysis of the personnel management system in the Ladushki kindergarten

The management structure is traditional. The main governing body is the Pedagogical Council, which is headed by the head of the structural unit. Additionally, a creative group has been organized, which includes teachers with II and I qualification categories. Its task is to ensure enriched physical, cognitive, social, aesthetic and speech development of children, based on advanced pedagogical experience and its methodological developments, allowing for correction in the personal development of children through the organization of individual and collective activities based on meaningful communication, taking into account the needs and interests of themselves children.

The kindergarten staff consists of 65 people. The structure by employee categories is presented by the following data:

— Management staff — 2 people

— Teachers — 22 people

— Junior teachers – 20 people

— Technical staff — 21 people.

The largest number of employees have higher education.

In the kindergarten, the staff has a sufficient level of education. The largest number of employees (62%) have secondary specialized education, and only 39% of the staff have higher education. However, there are no workers who do not have any education on the staff of the Ladushki kindergarten.

The age composition of employees is presented in table 2.1

Table 2.1 - Age composition of employees

The data presented in Table 2.1 show that the institution has the largest number of employees - from 35 to 45 years old; this age group has the largest share in this structure - 35.6%. In second place in terms of the age structure of the personnel are employees over 45 years old. By a small margin - only 2.4%, third place is occupied by the age group of employees from 25 to 35 years. The smallest share in the age structure is occupied by employees under 25 years of age. Depending on the total length of service of employees, the data is presented in Table 2.2

Table 2.2 - Total length of service of employees

The data given in Table 2.2 show that the largest share in this personnel structure is occupied by employees with experience from 5 to 10 years (32.4%), In second place in this personnel structure are employees with experience from 10 to 20 years (25. 6%). Third place is occupied by workers with 20 to 30 years of experience (15.1%). Workers with 2 to 5 years of experience have a small share - only 12.5%. Not at all experienced and young specialists occupy a small share in this structure - only 8%. The smallest share belongs to the group of workers with over 30 years of experience. Their share was 6.4%.

In general, based on the analysis, we can say that in the Ladushki kindergarten there is a close-knit team, the average age of which is 40 years, with experience from 10 to 20 years.

The institution strives for unification, standardization and development of uniform approaches to all types of activities in the field of personnel management in all areas. A clear delineation of powers and areas of responsibility between the Human Resources Department and employees is being made, and the development of general corporate regulations and performance standards in all areas of work in the field of personnel management is being considered as one of the means aimed at ensuring this process.

For a full analysis and assessment of the actual state of the personnel management system in the Ladushki kindergarten, a study was conducted. The survey was conducted among the staff of the institution and covered the entire team (65 people). The survey results are shown in Appendix A.

Most often, employees are affected by the following aspects of the personnel management system: 70% - the system of remuneration and labor motivation; 18% - social guarantees and benefits; 10% - career development and training; 2% - other aspects. The results of the survey regarding the implementation of the above provisions are presented in Appendix A.

More than half of those surveyed (56%) are dissatisfied with the existing wages. Also, 42% are dissatisfied with working conditions, which is why many believe that the level of wages does not correspond to working conditions. This is understandable, because In most departments, working conditions are harmful.