Educational work on social and communicative development. Social and communicative development of preschool children: goals, objectives and methods of implementation

Socialization is a complex of social and mental processes, due to which a person acquires knowledge, norms and values that define him as a full member of society. This is a continuous process and a necessary condition for the optimal life of the individual.

preschool age in the system of GEF DO

According to the Federal State Educational Standard (FGOS), socialization and communicative development of the personality of a preschooler are considered as a single educational area - social and communicative development. The social environment acts as the dominant factor in the child's social development.

The main aspects of socialization

The process of socialization begins with the birth of a person and continues until the end of his life.

Includes two main aspects:

assimilation of social experience by an individual due to its entry into the social system of social relations;
active reproduction of the system of social relations of the individual in the process of his inclusion in the social environment.

Structure of socialization

Speaking of socialization, we are dealing with a certain transition of social experience into the values and attitudes of a particular subject. Moreover, the individual himself acts as an active subject of perception and application of this experience. The main components of socialization include transmission through social institutions (family, school, etc.), as well as the process of mutual influence of individuals within the framework of joint activities. Thus, among the areas to which the process of socialization is directed, activity, communication and self-consciousness are distinguished. In all these areas, there is an expansion of human ties with the outside world.

Activity aspect

In the concept of A.N. Leontief activity in psychology is an active interaction of an individual with the surrounding reality, during which the subject purposefully influences the object, thereby satisfying his needs. It is customary to distinguish on several grounds: methods of implementation, form, emotional tension, physiological mechanisms, etc.

The main difference between different types of activity is the specificity of the subject to which this or that type of activity is directed. The subject of activity can act both in material and in ideal form. At the same time, behind each given item there is a certain need. It should also be noted that no activity can exist without a motive. Unmotivated activity, from the point of view of A.N. Leontiev, is a conditional concept. In reality, the motive still takes place, but it can be latent.

The basis of any activity is individual actions (processes determined by a conscious goal).

Sphere of communication

Scope of communication and closely related. In some psychological concepts, communication is considered as a side of activity. At the same time, activity can act as a condition under which the process of communication can be carried out. The process of expanding the communication of the individual occurs in the course of increasing his contacts with others. These contacts, in turn, can be established in the process of performing certain joint actions - that is, in the process of activity.

The level of contacts in the process of socialization of an individual is determined by his individual psychological characteristics. The age specificity of the subject of communication also plays a significant role here. The deepening of communication is carried out in the process of its decentration (transition from a monologic form to a dialogic one). The individual learns to focus on his partner, to more accurately perceive and evaluate him.

Sphere of Self-Consciousness

The third sphere of socialization, self-consciousness of the individual, is formed through the formation of his I-images. It was experimentally established that I-images do not arise in an individual immediately, but are formed in the course of his life under the influence of various social factors. The structure of the I-individual includes three main components: self-knowledge (cognitive component), self-assessment (emotional), self-attitude (behavioral).

Self-consciousness determines the individual's understanding of himself as a certain integrity, awareness of his own identity. The development of self-awareness in the course of socialization is a controlled process carried out in the process of acquiring social experience in the context of expanding the range of activities and communication. Thus, the development of self-consciousness cannot take place outside the activity in which the transformation of the individual's ideas about himself is constantly carried out in accordance with the idea that is emerging in the eyes of others.

The process of socialization, therefore, should be considered from the point of view of the unity of all three spheres - both activity and communication and self-consciousness.

Features of social and communicative development in preschool age

The social and communicative development of preschoolers is one of the basic elements in the development of the child's personality. The process of interaction with adults and peers has an impact not only directly on the social side of the development of a preschooler, but also on the formation of his mental processes (memory, thinking, speech, etc.). The level of this development at preschool age is directly proportional to the level of effectiveness of its subsequent adaptation in society.

Social and communicative development according to GEF for includes the following parameters:

the level of formation of a sense of belonging to one's family, respect for others;
the level of development of the child's communication with adults and peers;
the level of readiness of the child for joint activities with peers;
the level of assimilation of social norms and rules, moral development child;
the level of development of purposefulness and independence;
the level of formation of positive attitudes towards work and creativity;
the level of knowledge formation in the field of life safety (in various social, domestic and natural conditions);
level intellectual development(in social and emotional sphere) and the development of the empathic sphere (responsiveness, compassion).

Quantitative levels of social and communicative development of preschoolers

Depending on the degree of formation of skills that determine social and communicative development according to the Federal State Educational Standard, one can distinguish low, medium and high levels.

A high level, respectively, takes place at a high degree of development of the parameters discussed above. At the same time, one of the favorable factors in this case is the absence of problems in the sphere of communication between the child and adults and peers. The dominant role is played by the nature of relations in the family of a preschooler. Also, classes on social education have a positive effect. communication development child.

The average level, which determines social and communicative development, is characterized by a lack of skill development in terms of some of the selected indicators, which, in turn, gives rise to difficulties in the child's communication with others. However, the child can compensate for this lack of development on his own, with little help from an adult. In general, the process of socialization is relatively harmonious.

In turn, the social and communicative development of preschoolers with a low level of severity in some of the selected parameters can give rise to significant contradictions in the sphere of communication between the child and the family and others. In this case, the preschooler is not able to cope with the problem on his own - assistance is required from adults, including psychologists and social educators.

In any case, the socialization of children before school age requires constant support and periodic monitoring by both the parents of the child and educational institution.

Social and communicative competence of the child

Social and communicative development in preschool educational institutions is aimed at shaping children. In total, there are three main competencies that a child needs to master within this institution: technological, informational and socio-communicative.

In turn, social and communicative competence includes two aspects:

Social- the ratio of their own aspirations with the aspirations of others; productive interaction with group members united by a common task.
Communicative- the ability to obtain the necessary information in the process of dialogue; readiness to present and defend one's own point of view with direct respect for the position of other people; the ability to use this resource in the process of communication to solve certain problems.

Modular system in the formation of social and communicative competence

Social and communicative development within the framework of an educational institution seems to be appropriate to accompany in accordance with the following modules: medical, module PMPK (psychological-medical-pedagogical council) and diagnostics, psychological, pedagogical and socio-pedagogical. First, the medical module is included in the work, then, in case of successful adaptation of children, the PMPk module. The remaining modules are launched simultaneously and continue to function in parallel with the medical and PMPK modules, until the release of children from preschool.

Each of the modules implies the presence of specific specialists acting clearly in accordance with the tasks of the module. The process of interaction between them is carried out at the expense of the management module, which coordinates the activities of all departments. Thus, the social and communicative development of children has support at all necessary levels - physical, mental and social.

Differentiation of children in preschool educational institutions within the framework of the PMPk module

As part of the work of the psychological, medical and pedagogical council, which usually includes all subjects of educational process(educators, psychologists, head nurses, managers, etc.), it is advisable to differentiate children into the following categories:

children with poor somatic health;
children belonging to the risk group (hyperactive, aggressive, withdrawn, etc.);
children with learning difficulties;
children with pronounced abilities in a particular area;
children with developmental disabilities.

One of the tasks of working with each of the identified typological groups is the formation of social and communicative competence as one of the significant categories on which the educational field is based.

Socio-communicative development is a dynamic characteristic. The task of the council is to monitor this dynamics from the point of view of harmonious development. The corresponding consultation should be held in all groups in the preschool educational institution, including social and communicative development in its content. The middle group, for example, in the process of the program is included in the system of social relations by solving the following tasks:

development ;
instilling elementary norms and rules for the relationship of the child with adults and peers;
the formation of patriotic feelings of the child, as well as family and citizenship.

To implement these tasks in the preschool educational institution, there should be special classes on social and communicative development. In the process of these classes, the child's attitude to others is transformed, as well as the abilities for self-development.

Social and communicative development of a preschooler in accordance with GEF DO

GEF provides for the development of preschoolers in the assimilation of norms, accepted in society, including moral and moral values ; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy; formation of readiness for joint activities with peers; the formation of a respectful attitude and a sense of belonging to one's family and community of children and adults.

Social and communicative development of a preschooler
is aimed at solving the following problems:

1. Formation of a positive attitude and a sense of belonging to one's family, small and large homeland.

2. Formation of the foundations of one's own security and the security of the surrounding world "in everyday life, society, nature."

3. Mastering the elementary generally accepted norms and rules of behavior in society on the basis of primary value and moral ideas about "what is good and what is bad."

4. Mastering the elementary norms and rules of a healthy lifestyle (in nutrition, motor mode, hardening, in the formation of good habits, etc.)

5. Development of emotional and value perception of a work of art (verbal, musical, visual), the natural world

Teachers of preschool educational institutions are concerned about changes in the moral, social and communicative development of preschoolers, their behavior. Today's children have difficulty learning certain moral standards, they have become more selfish, capricious, spoiled, often uncontrollable. As a result, manipulation by parents, difficulties in communication and interaction with adults and peers, this is due to a complex of socio-psychological problems (aggressiveness, shyness, hyperactivity, passivity of the child).

Analyzing the problems of modern preschoolers, the following typical features can be distinguished:

- despite changes in the world, society and family, preschoolers remain children, they love to play (the content of games has changed, along with role-playing games, children choose computer games, games with modern puzzles, constructors);

- there have been significant changes in the intellectual sphere of children, they have become more informed and inquisitive, freely oriented in modern technology, adult life, which is facilitated by the saturation of the environment in kindergarten and at home;

- there are changes in the moral, social and personal development of children, in their behavior, communication.

The problems of preschool childhood are caused and aggravated, among other things, by the inability and unpreparedness of some families to create conditions for the harmonious socialization of the child, the weakening of successive ties between family and preschool education.

The experience of the preschool educational institution shows that it is important to form in preschoolers the ability to build relationships with others on the basis of cooperation and mutual understanding, to ensure a common mental development, to form the prerequisites for educational activities and qualities,necessary for adaptation to school and successful education in primary school.

Socialization of a preschool child- a multifaceted phenomenon that occurs under the influence of various factors: heredity, the atmosphere in which the child is brought up, the environment surrounding him, his own activities, games, self-knowledge and self-development.

The main goal of socializationis the formation of the foundations of a value attitude to the elements of social culture: tolerant - to people of different nationalities, age and gender values, careful and respectful attitude to one's own ethnic values and heritage of history, humane - to people, nature, the world around.

In the process of a child's social life, the meaning of social development is realized - from self-esteem, self-perception, self-affirmation to self-awareness, social responsibility, the need for self-realization of one's capabilities, awareness of oneself as an independent member of societies, understanding one's place and purpose in it.

Three groups of tasks that are solved at the stage of socialization:

1 natural cultural

2 socio-cultural

3 socio-psychological.

1. Natural-cultural tasksassociated with the achievement of a certain level of physical and gender development. A preschooler learns the elements of etiquette behavior, forms of communication, has an idea of his gender, shows feelings and emotions, social and moral qualities of a person are formed. In this regard, social development ensures the formation of general cultural, physical, gender foundations of the child's personality, on the basis of which social and moral qualities are formed: self-esteem, empathy, tolerance, self-esteem, respect for others, caring, justice, responsiveness, patriotism, citizenship.

2. Socio-cultural tasksdetermine the cognitive, moral, value-semantic aspects of the entry of a preschooler into society.

D. I. Feldstein wrote: “By the age of three, the child completes the first cycle of acquaintance with the human world, fixing his new social position, highlighting his “I”, begins to more actively enter into relationships with other people - adults and peers.Particular attention to preschool teachersshould pay attention to the development of skills to manage their emotions, control and evaluate their activities and behavior, foster goodwill,respect for other children and adults. The cognitive aspects of a preschooler are aimed at expanding knowledge about the surrounding objective world, the natural and social environment. With age, the cognitive sphere of a preschooler expands - the world around me, family, relatives and friends, the history of my native land, fatherland, motherland, the whole world. The next form of organization of the child's experience is the "living" of various situations. It includes not only the experience of analyzing reality, but also the experience of one's attitude to this reality. Game activity becomes more complicated, there are role-playing games, games with rules, didactic games and drama games. If role-playing games and games with rules are basic for the development of cognitive actions, then games with rules and didactic games can be considered as a new stage for the development of artistic activity and the activation of cognitive interests.

3. Socio-psychological tasksassociated with the development of consciousness of the personality of the child. At preschool age, self-awareness can be viewed as the achievement of a certain measure of self-knowledge and a level of self-respect. The basis of self-esteem is the ability to compare yourself with other people. Preschoolers develop the ability to build relationships with others on the basis of cooperation and mutual understanding, the willingness to accept their habits, customs, views as they are, learn to think about their actions, plan activities. At the senior preschool age, the formation of voluntary behavior occurs. This basic psychological neoplasm of this age consists in the desire and ability to control oneself, one's actions. The formation of arbitrariness is one of the basic lines of the development of a child in preschool childhood, it comes to the forefront of personality formation. The specificity of preschool age is that the social development of the child is carried out under the influence of an adult who introduces the child into society. The child cooperates with competent adults, as a member of society, he is included in the system of human relations, where there is a dialogue of personalities, values. The development of patterns and norms of behavior, the search for the right attitudes in life occurs in a preschooler in interaction with peers, educators, and parents. Adults open the future for children, act as intermediaries, accomplices in relation to the activities of children, in order to help children gain their own experience.

If we talk about the education of independence of preschoolers, then we can give the following recommendations to parents.

Tips for parents

1 Do not suppress the initiative in the child.

2 Do not ridicule his ideas and fantasies.

3 Don't seek to prevent or correct mistakes. (let the child

he will understand feedback between the action and the result and find the right solution).

4 Instill in your child the idea that his opinion is important and he should

be able to defend it.

5 Let the opportunity for independent activities.

6 Ask the child's opinion as often as possible: what he considers important and why.

7 Allow your child to face the negative consequences of their actions.

Usually, parents begin to think about the independence of their child when he first starts going to school. However, it is necessary to start cultivating this quality much earlier - and the sooner, the greater success can be achieved.

What should children be able to do on their own?

1 The ability to act on one's own initiative, to notice the necessary

The bridge of one's participation in certain circumstances.

2 Ability to perform routine tasks without asking for help and

Adult control.

3 The ability to act consciously in new conditions (set a goal,

Take into account the conditions, carry out elementary planning, semi-

read result).

4 Ability to act consciously in a situation of given requirements

and conditions of reality.

5 Ability to endure known ways actions in new conditions.

6 Ability to exercise elementary self-control and self-assessment

Performance results.

7 Ability to transfer known methods of action to new conditions.

The task of a modern preschool educational institution is to ensure that pupils come out of its walls not only with a certain amount of knowledge, skills and abilities, but also independent people with a certain set of moral qualities necessary for later life, the assimilation of social, ethical norms of behavior, non-violent interactions with adults and peers.

Vera Safonova
An experience work of preschool educational institution on the social and communicative development of preschoolers in accordance with the Federal State Educational Standard

Report at the teachers' council

on the topic: « Experience of the preschool educational institution on social and communicative development

preschoolers in accordance with GEF DO»

Children are among the most important problems of pedagogy. Its relevance is growing in modern conditions due to the peculiarities child's social environment, in which there is often a lack of upbringing, kindness, goodwill, speech culture in human relationships. The task of the teachers of our preschool educational institution is to ensure that pupils come out of its walls not only with a certain amount of knowledge, skills and abilities, but also independent people with a certain set of moral qualities necessary for later life.

In the Federal State Educational Standards preschool education introduces the concept educational field « social and communicative development of preschoolers» .

Tasks social and communicative development of preschoolers according to GEF:

Assimilation of norms and values accepted in society, including moral and ethical values;

- development communication and interaction of the child with adults and peers;

The formation of independence, purposefulness and self-regulation of one's own actions;

-development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization;

Formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

Work experience shows what is important to form preschoolers the ability to build relationships with others on the basis of cooperation and mutual understanding, to ensure a common mental development, to form the prerequisites for educational activities and the qualities necessary for adaptation to school and successful education in the primary grades.

Activities of teachers to ensure necessary conditions for social and communicative development of children includes:

Organization of the subject-spatial environment;

Creation of situations of communicative success for children;

Stimulation of the communicative activity of children, including using problem situations;

Elimination of communication difficulties in children in cooperation with a teacher-psychologist and with the support of parents;

Motivating the child to express his thoughts, feelings, emotions, characteristic features characters using verbal and non-verbal means of communication;

Ensuring a balance between educational activities under the guidance of a teacher and independent activities of children;

Modeling game situations that motivate preschooler interacting with adults and peers.

For implementation work on the social and communicative development of preschoolers according to this system, the following terms:

1. Increasing the level of self-education of teachers.

First of all, the teacher himself must know well what is expedient to show and tell the children, be able to do it methodically correctly and want to teach the child, give him the necessary knowledge in accordance according to his age and needs.

In this we are helped by various methodological Events: consultations, seminars, workshops, open classes, teachers' councils.

The topics of methodological events are both theoretical issues and methodology. work with children in the chosen direction.

Organized for educators consultations:

"Emotional Education preschoolers»

"Labor education of older children preschool age»

"Fairy tale therapy in correctional speech therapy work»

teachers' council:

"Organization of the work of preschool educational institutions for the social and communicative development of preschoolers in accordance with the Federal State Educational Standard of preschool education"

Seminar “Organization developing object-spatial environment in in accordance with GEF DO»

Master Class "Communication technology in working with parents»

2. Create a subject developing environment.

While creating developing object-spatial environment, the preschool educational institution team is guided by the norms reflected in the Federal State

educational standard.

Materials and equipment create an optimally saturated (without excessive abundance and without lack) a holistic, multifunctional, transforming environment and ensure the implementation of the main general educational program in the joint activities of an adult and children, and independent activities of children.

Gender specificity is also taken into account - materials are provided, girl-friendly: dolls, jewelry, bows, handbags, needlework kits, and boys - cars, parts military uniform, various technical toys, tools.

All parts of space can change in volume - shrink and expand, that is, I have movable transformable borders: light screens, fences, colored cords, soft modules. Play furniture and equipment are arranged so that there is sufficient space for free motor activity children. Children should be able to engage in different activities without interfering with each other. Selection didactic material, games, manuals, children's literature takes into account the features of multi-level development children and helps to make the necessary correction for the positive progress of each child.

Created in groups:

space for director's game;

space for role-playing;

space for design;

free space for outdoor games.

work teachers on the organization of subject- developing environment in groups stimulates the holding of various reviews and competitions.

An annual review is held - a competition for the organization of subject- developing group environments at the beginning of the school year. Reviews developing games and teaching aids.

3. Educational activities.

Socialization is an essential condition for a harmonious child development.

Great importance in social development work- communication skills preschoolers has a joint activity of children and adults.

The main forms of activity for social and communicative development of preschoolers: group, subgroup and individual, which are carried out in direct educational activities (GCD) in the daily routine and in the independent activities of children.

Planning of educational situations is carried out in accordance with the curriculum and the theme of the week, the principle of seasonality is taken into account.

For social and communicative development of preschoolers It's not just the game that matters. Classes, conversations, exercises, acquaintance with music, reading books, observation, discussion of various situations, encouragement of mutual assistance and cooperation of children, their moral deeds - all this becomes the bricks that make up a person's personality.

Educational area « Social and communicative development» implemented in 4 directions:

Development game activity, patriotic education, the formation of the foundations of safe behavior in everyday life, society, nature, labor education.

Development gaming activity children:

Game is school social relations in which the forms of behavior of the child are modeled. And our task is to correctly and skillfully help children acquire the necessary social skills.

The game gives children the opportunity to reproduce the adult world and participate in an imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.

The teachers of our preschool educational institution use a wide range of a wide variety of games. To establish dialogical communication, desktop-printed, didactic games, games with rules are used. Role-playing games.

Children's games after breakfast are consistent with the nature and content of further educational activities.

Games between classes. For all groups of children, games are selected that provide for slight mental stress - with small toys, a ball, and a simple designer. There is no need to regulate these games too much, but it is desirable that they give the child the opportunity to move.

Mobile games based on active motor actions children, contributing not only to physical education. In them, there is a game transformation into animals, imitation of the labor actions of people on walks, in their free time.

The next direction of the implementation of the TOE « Social and communicative development» is patriotic education.

Tasks of patriotic education.

To bring up in a child love and affection for his family, home, kindergarten, street, city;

form careful attitude to nature and all living things;

Raise respect for work;

Develop interest in Russian traditions and crafts;

To form elementary knowledge about human rights;

Expand ideas about the cities of Russia;

Introduce children to the symbols of the state (coat of arms, flag, anthem);

Develop a sense of responsibility and pride in the achievements of the country;

To form tolerance, a sense of respect for other peoples, their traditions.

These tasks in our preschool educational institution are solved in all types of children's activities: in classes, holidays and entertainment, in games, in work, in everyday life - since it is necessary to educate in a child not only patriotic feelings, but also to form his relationships with adults and peers.

The next direction for the implementation of the TOE « Social and communicative development» is the formation of the foundations of safe behavior in everyday life, society, nature.

Teaching Safe Behavior Skills preschool children carried out on the basis of the desire of the child to learn the world, using his curiosity, visual-figurative thinking and immediacy of perception. Priority are individual and subgroup forms work with children.

This work is carried out through:

Organized activities for children - classes, excursions, trainings;

Joint activities of adults and children - dramatization of fairy tales, conversations between the teacher and the child, observation, work, reading fiction;

Free independent activity of children - role-playing games.

The main purpose of which is to expand the ideas of pupils that safety depends on themselves, on compliance with certain rules (hygienic, traffic, life in a team, from the ability to foresee and avoid possible danger.

“One of the important rules that children learn in the process of such work- how to behave in extreme situations (in case of fire; during a thunderstorm or hail; in case of a threat of abduction by a stranger; in situations "alone at home").»

Introducing children to works of art, the teacher draws attention to the need to be able to take the position of another person; to choose socially acceptable course of action in a given situation; to encourage manifestations of mutual assistance and mutual assistance among peers.

Labor education

The main goal of labor education preschoolers is the formation of the personality of the child, as well as the correct attitude towards labor activity. Work develops preschooler's intelligence, observation, attention, concentration, memory, and also strengthens his physical strength and health.

Tasks of labor education

To cultivate a respectful attitude towards the work of adults and the desire to provide assistance;

Develop work skills, improve them, and gradually increase the content of labor activity;

To form positive personal qualities in children, such as the desire for work, caring, responsibility, thrift;

Develop organizational skills;

Cultivate positive relationships in the process of work between children - the ability work in a team, if necessary, provide assistance, favorably evaluate the work of peers and make comments in a respectful manner.

FORMS OF ORGANIZATION OF WORK

"Duty"

"Orders"

"Teamwork"

Constant, continuous Job in all 4 areas of this NGO contributes social and communicative development of each child. Children become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation. Children develop the ability to jointly make decisions and follow their implementation.

Kindergarten teachers work in close cooperation with children's specialists garden: teacher-speech therapist, music director, a physical education instructor, a teacher-defectologist, a psychologist, which helps to more successfully conduct educational and educational work with preschoolers on the formation of social- communication skills. A joint analysis of programs, technologies, problem situations of training and education is carried out.

4. Interaction with family.

The teaching staff is building work for the upbringing and education of children in close contact with the family, involving parents in the life of the kindergarten.

DOE uses a variety of forms work with parents:

Involving parents in organizing the activities of children in the preschool educational institution;

Open days for parents;

Questioning of parents;

Consultations for parents;

parent meetings;

Registration parental corners, mobile folders, exhibitions for parents.

Educators, together with specialists, conducted parent meetings on the themes: "Moral relations in the family and in kindergarten", "Every family has its own traditions"

consultations:

"Emotional development of preschool children, « Social and communicative development of preschoolers» , "Speech etiquette"

Planning your work with parents, DOW prefers joint activities, thereby « unfolding» family towards the child. It has become a tradition in the preschool educational institution to hold musical and literary living rooms, where children, together with their parents, listen to classical music, read poetry, and dance.

Parents are surveyed to identify their needs and concerns.

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Social and communicative development

This educational area is aimed at solving the following tasks:

Assimilation by a preschooler of the norms and values accepted in society, including moral and ethical values;

Development of communication and interaction with adults and peers;

The formation of independence, purposefulness and self-regulation of one's own actions;

Development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers;

Formation of a respectful attitude and a sense of belonging to one's family, a community of children and adults in the kindergarten group;

Formation of positive attitudes towards various types of work and creativity;

Formation of the foundations of security in everyday life, society, nature.

Thus, social and communicative development is aimed at mastering knowledge, norms and values that allow the child to feel like a full member of society.

The problem of socialization of the younger generation is one of the most urgent today. A person begins to explore the world from infancy, and this complex, multifaceted process continues throughout life. Moreover, the process of socialization can be carried out both in the course of spontaneous interaction with the outside world, and in the process of purposefully familiarizing a person with social culture. The intensity of this process in each age period is not the same. For example, junior preschooler in dire need of emotional contact and cognitive communication with an adult, attention to their questions and the most complete answers to them. At this age stage, the child needs to communicate with peers, he is able to interact with children in the game and teamwork. The child is also able to choose the type of activity in accordance with his preferences. In addition, the foundations of self-awareness are laid already at a younger preschool age.

By the older preschool age, the child develops a need for stable friendly relationships with peers, for emotional closeness with them, for respect and empathy from adults. He is able to communicate, focusing on relationships in the social world; have stable associations with peers for the game and the implementation of common interests; demonstrate and use communication skills more flexibly; able to recognize their place in a peer group.

As noted above, the process of socialization can be spontaneous and specially organized. Consider the methods and forms of implementing the tasks of targeted social and communicative development of a preschooler in regime moments, in the game, in the course of educational activities, individual and subgroup work with children.

Socio-communicative development in regime moments

The daily routine is a rational organization of the life of children in preschool, a unique opportunity to build communication between the teacher and pupils, to direct the communicative interaction of children.

Communication is a complex multilateral process, including emotional, cognitive and evaluative components (A.A. Leontiev). The emotional component is the provision of psychological comfort, a sense of security; cognitive - meeting the need for knowledge and its application in practice; evaluative - the development of self-esteem and an adequate assessment of the actions of peers, an adult.

The daily routine has a positive effect on the process of assimilation of social norms by a preschooler: he learns to obey the general rules, to fulfill the requests and instructions of the teacher. In addition, there are techniques that help optimize the process of social and communicative development of pupils. Here are some examples:

Traditions that the teacher introduces, sometimes discussing them in advance, sometimes simply repeating them from day to day until the children learn them;

The morning of joyful meetings, when it is customary, for example, to shake hands or greet each other, saying something pleasant;

Reading day - one day a week when one of the children brings their favorite book and everyone reads it and discusses it together;

Favorite Toy Day - one day a week when you are allowed to bring your favorite toy from home and tell your peers about it.

Conditional signals indicating the transition from one type of activity to another:

The teacher rings a bell before the start of each lesson;

The teacher knocks on a tambourine when you have to go to morning exercises;

A stable phrase of a teacher reporting that an interesting game is starting, for example: “I call my guys to an interesting game.”

· Symbols of the group (emblem, anthem, flag), which distinguish it from other groups of the kindergarten.

· Social signs:

The bandage at the duty officer in the dining room, in the classroom;

The steering wheel (any other toy) for the one who leads the formation for physical education, for a walk;

The flag of the one who closes the system.

Educators can give many such examples.

Each of these techniques not only contributes to socialization and effective communication with children, but also helps the teacher in organizing their life.

Social and communicative development in gaming activities

The life of a child in a preschool institution is filled with various activities, among which the game occupies a special place. In the game, a preschooler learns, develops, and is brought up.

Role-playing games.Organizing play activities with children early age, the teacher concentrates efforts on enriching their everyday experience, conducts demonstration games (“Let's Treat the Doll”, “Let's Treat and Feed the Dog”, etc.). Supports plot-display games in which the child learns to use objects in the way that is accepted in society (they eat with a spoon, drive a car, carry cargo, etc.).

The teacher stimulates the child's interest in playing with peers, demonstrates and encourages games using substitute items (a cube - a cutlet, sticks of different heights found on a walk - mother and baby, etc.), supports children's independence in the selection of toys.

Modeling situations in a role-playing game is the most important means of orienting a child in the characteristics of adult activities, which is of great importance for social development.

The younger preschooler is able to distinguish play behavior from real, accept an imaginary situation and act in it.

With children of the third year of life, it is possible to organize dramatizations of simple artistic texts or situations from children's experience together with an adult.

Senior preschool age is the heyday of the role-playing game: plots become more complicated, roles become more diverse, the game becomes creative. The child seeks to reflect in the game, in addition to events real life, your fantasies. Children love to distribute roles on their own, dress themselves in appropriate costumes, use the necessary attributes and accessories.

Taking on a role, they convey the characteristics of the character with the help of various means expressiveness: voices, facial expressions, gestures.

Pedagogical leadership of the game at this age stage is to help children learn a real social role, which helps to expand the scope of their social cognition.

Communication games- these are games of varying degrees of mobility, during which verbal, tactile or other contact of an adult with a child, children among themselves is necessary. These include some round dance games, verbal and role-playing.

Games with rulesrequire compliance with the rules set by adults, discussed with peers or provided for by the game itself. The child remembers the rules, acts in accordance with them, controlling his actions and the actions of his peers, learns to adequately evaluate the result of the game, accept success and failure. In such games, adequate self-esteem is actively formed, various social representations are developed.

Social and communicative development in educational activities

Educational activities are carried out in various forms of interaction between the teacher and children: individual, subgroup and collective.

Individual and subgroup interaction of the teacher with the childIt is aimed primarily at consolidating this or that material, at working with lagging behind or often ill children, during which direct communication is carried out, the development of communication and speech skills.

Collective activitycontributes to successful socialization, the formation of communication skills. To achieve a common goal, children learn to negotiate among themselves and distribute responsibilities, help their peers if necessary, and analyze the results.

Directly educational activities(occupation)- a form that provides for the communication of an adult with children, children among themselves. During the classes, participants exchange information, discuss and analyze it, learn to apply the acquired knowledge in practice.

Participation in experimental activities (TRIZ technology, project method) allows you to get involved in a certain system of obtaining knowledge, which leads to the emergence of a new type of relationship between the child and the social environment.

Activities during the implementation of the project are aimed at the result obtained when solving a problem that is significant for the child. This result can be seen, comprehended, applied in practice. To achieve a result, the educator needs to teach children to set a goal, find a solution to a problem, attracting knowledge from different areas for this, and organize activities to get a result. A prerequisite is the presentation of the project: the children tell what they studied, where they found the information, how they used it, what the result was.

Participant interaction educational process during the implementation of a project - a unique opportunity for joint cognitive activity. The teacher and children communicate closely with each other, together they look for ways to solve the tasks, they experience joys and failures together.

Prepared by methodologist Maltseva O.A.

Tolkacheva Oksana Alexandrovna

caregiver

MKDOU kindergarten No. 21, Revda, Sverdlovsk region

Project

"Social and communicative development of preschool children through games".

Modern society requires enterprising, morally stable, socially adapted young people who are able to find "themselves" and their place in life, to restore Russian spiritual culture.

The main personality traits are laid down in the first years of life, which means that the family and preschool institutions have a special responsibility for educating such qualities in the younger generation.

In this regard, the problem of social and communicative development - the development of the child in interaction with the world around him - becomes especially relevant at this modern stage.

This fact is reflected in the main federal documents that determine the activities of educational institutions. So articles 12 and 13 of the Law "On Education in Russian Federation» establish general requirements for the programs and content of education, which should primarily focus on the adaptation of the individual to life in society and the creation of conditions for its self-realization.

The concept of modernization of Russian education emphasizes: "The most important tasks of education are the formation of spirituality and culture, initiative, independence, tolerance, and the ability to successfully socialize in society."

The standard of preschool education, defining the mandatory minimum content of the program implemented in the preschool educational institution, puts forward a number of requirements for the social and communicative development of its pupils.

Thus, being a priority, the social and communicative development of children is now being brought to the rank of strategic directions for the renewal of Russian education, including preschool education.

The main directions for the implementation of the socio-communicative development of preschoolers in preschool educational institutions are:

development of children's play activities in order to master various social roles;

formation of the foundations of safe behavior in everyday life, society, nature;

labor education;

moral and patriotic education of preschool children.

Let's take a closer look at each of these areas.

The game is not entertainment, but a special method of involving children in creative activity, a method of stimulating their activity. The social and communicative development of preschoolers occurs through the game as a leading children's activity. The game is a school of social relations in which the forms of the child's behavior are modeled.

Our institution has all the conditions for games - experiments, educational, ritual, plot, theatrical, leisure games. To establish dialogical communication between the educator and children, desktop-printed, didactic games, games with rules are used.

And our task is to correctly and skillfully help children acquire the necessary social skills in the game.

The next direction in the implementation of the educational area "Social and communicative development" is the formation of the foundations of safe behavior in everyday life, society, and nature.

In our preschool institution, the education of safe behavior skills for preschool children is carried out on the basis of the child's desire to learn about the world around him, using his curiosity, visual-figurative thinking and immediacy of perception. Priority is given to individual and subgroup forms of work with children.

This work is being done through:

organized activities of children - classes, excursions, trainings;

joint activities of adults and children - dramatization of fairy tales, conversations between the teacher and the child, observation, work, reading fiction;

free independent activity of children - role-playing games.

The main content of the work on the formation of safe behavior skills in children in the framework of the implementation of the Federal State Educational Standard is the development of projects, the main purpose of which is to expand the ideas of pupils that safety depends on themselves, on compliance with certain rules (hygiene, traffic, life in a team) from the ability to anticipate and avoid possible danger.

The main goal of the labor education of preschoolers is the formation of the child's personality, as well as the correct attitude to work. Labor develops a preschooler's intelligence, observation, attention, concentration, memory, and also strengthens his physical strength and health.

Kindergarten teachers, using a variety of forms of work, instill in children the ability and desire to work, help elders and comrades, and take care of babies. Children enjoy working in a group and on the site, working collectively and individually. They feel like real masters in their group, on their site, in their kindergarten, where it should be beautiful, clean and comfortable.

In modern conditions, when profound changes are taking place in the life of society, one of the central areas of work with preschoolers is patriotic education. In the age of computerization and the crazy rhythm of life, it becomes necessary to return to the best traditions our people. Therefore, the teaching staff of the kindergarten pays special attention to this direction of social and communicative development of preschoolers.

The preschool educational institution has developed and successfully implemented programs in local history, environmental education preschoolers, whose main goal is to instill in preschool children not only love for the Motherland, but also the ability to preserve, protect and increase the wealth of their native land.

Work on moral and patriotic education goes through all types of children's activities and brings tangible results. Children not only have knowledge about their homeland, their region, but take an active part in the life of the city, for example, cleaning their plot in kindergarten, visiting monuments, museums.

For several years, our pupils have been active participants in district, regional competitions on moral, patriotic and environmental education, environmental campaigns.

And kindergarten teachers successfully share their work experience through the media and print media.

Constant, continuous work in all 4 areas of this educational area contributes to the social and communicative development of each child. We have the opportunity to see how children become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards their peers and adults; capable of mutual understanding and cooperation.

But the most important thing is what the work of teachers in our kindergarten is aimed at, so that children live the period of childhood happily. After all, childhood is the most important and amazing time in a person’s life. Childhood should be given the greatest respect.

preschool child- a person playing, therefore, in the Federal State Educational Standard it is fixed that learning enters the life of a child through the gates of children's play. The right to play is also fixed in the Convention on the Rights of the Child: "Every child has the right to play, rest, to participate in cultural and creative life."

The lack of communication skills significantly complicates the internal disclosure of the child and its implementation in educational process, peer environment and society as a whole, leads to non-constructive communication of the child and the appearance of deviations in his socialization. But there is a possibility of correcting the already developed communicative skills, so the socio-pedagogical work on the formation of communicative skills in pupils becomes relevant, since the characteristics of this age allow us to count on high performance.

It is this type of play activity that includes various ways of a child’s interaction with both adults and children of his age, helps children to get to know the world around them, each other and themselves better.

A preschooler who does not know how to play cannot communicate meaningfully, is not capable of joint activities, and is not interested in peer problems. In order to avoid alienation, hostility, aggressiveness, and these are all consequences of the child’s inability to communicate with others, they lead to the need to create conditions that should contribute to the gradual development of the game as a specifically leading activity of a preschooler - an indispensable school of communication, thinking and voluntary behavior.

Objective of the project: the development of social and communicative skills and abilities of children through play activities.

Project Objectives:

1. Raise a positive attitude of the child towards himself, other people, the world around him.

2. Develop social skills in children: mastering various ways to resolve conflict situations; ability to negotiate; keep order; make new contacts.

3. To form the child's communication skills - the ability to recognize emotional experiences and the states of others, the expression of one's own experiences.

4. To carry out correctional and developmental work for children with communication problems in the conditions of the game.

5. Organize parent-child cooperation in different types activities.

The project implementation consists of four blocks:

Correction-developing classes,

Communication games and exercises,

role acceptance method,

Modeling of problem situations.

Each block is aimed at solving several problems.

Each block is based on such didactic principles as the transition from simple to complex, consistency and concentricity in the organization of gaming activities.

When conducting games and exercises, the teacher must:

Think over not only the content of the instruction, but also the way it is presented;

Influence with the help of intonation-expressive coloring of speech;

Predict possible reactions of children to the proposed rules and conditions;

Remember that every child has their own communication rights:

On the value system

For responsibility

On personal dignity and respect for this dignity,

For individuality and originality,

Independence from other people

To my own thoughts

To assert your rights.

Communicative competence implies the development of the following skills:

The ability to understand the emotional state of a peer, an adult (cheerful, sad, angry, stubborn, etc.) and talk about it.

Ability to obtain the necessary information in communication.

The ability to listen to another person, respect his opinion, interests.

Ability to engage in simple dialogue with adults and peers.

The ability to calmly defend one's opinion.

The ability to correlate their desires, aspirations with the interests of other people.

The ability to take part in collective affairs (negotiate, yield, etc.)

The ability to treat other people with respect.

Ability to accept and provide assistance.

The ability not to quarrel, to respond calmly in conflict situations.

Block #1 Correctional and developmental activities

Purpose: creation of a favorable psycho-emotional climate in the peer group, the formation and consolidation of positive attitudes in the minds of children and their use in practical life.

Topics: “In the country of emotions”, “Rules of conduct at a party”, “Friends”, “How to behave with friends”, “My family”, “Rules of our group”.

Block #2 Communication games

A communicative game is a joint activity of children, a way of self-expression, mutual cooperation, where partners are in a position of “equals”, they try to take into account the characteristics and interests of each other.

We develop the ability to cooperate, actively listen, process information, construct a “text for another” (the ability to speak oneself) and obey the rules.

“Bunnies and the Fox”, “Owl - Owl”, “Cold - Hot, Right - Left”, “Mountain Path”, “Eyes”, “Freeze!”, “Beat the Transformations”, “Beasts in the Swamp”, “How are you name?”, “I shouldn’t”, “Change”, “Skeet game”, “Pantomime studies”, “Reflection of feelings”, “Echo”, “What is your name?”, “Chest”, “Explain Dunno!” , “Intended action”, “What does it look like”, “Artist of the word”, “Shop”, “Library”, “Acquaintance”, “Let's build a city”, “ABC of why”, “Fairy tale inside out”, “Pack your suitcase” , “What I said”, “Through the glass”, “I will start, and you will continue”, “Evening of riddles”.

Interactive games

(interaction games)

Purpose: we develop relationships built on equality or the ability to constructively solve the problem associated with the position (status) in the group, to help children feel unity with others.

“Kind Animal”, “Engine”, “Dragon bites its tail”, “Bug”, “Applause in a circle”, “Pyramid of love”, “ colorful bouquet”, “Magic Chair”, “Sunny Bunnies”, “Captain”, “Glue Rain”, “Hot Potato”, “Gnomes”, “ Moonstone”, “Dinosaur and the obstacle”, “Invisibility cap”, “Thousand stars”, “Two mirrors”, “Privy Councilor”.

Games for the formation of a culture of communication in preschool children

"Life in the Forest", "Good Elves", "Shadow Theatre", "Toys Alive"

Games and studies aimed at removing conflict

Purpose: reorientation of behavior through games, the formation of forms of adequate behavior, relieving stress in children; relaxation training.

“Swearing vegetables”, “Depict an animal”, “Guide dog”, “We didn’t share a toy”, “Go away anger, go away”, “Pay attention to another”, “Find a friend”, “Secret”.

Block #3 Role Acceptance Method

Creative games as a method of overcoming egocentrism

Purpose: - to familiarize children with emotional getting used to the role, to approve, to recognize it. Contribute to the formation of the conditionality of the role, the relative independence of the real interests of children. Orient children to the role of a partner (real or imaginary), to predict his feelings and strategies of his behavior.

Game options:

Organized games: Kindergarten”, “Beauty Salon”, “Family”, “Polyclinic”, “School”, “Space”, etc.

Games with a free plot: "Games with objects at hand", "Games against boredom", "Toys that are always with you".

Stand alone games:

Games with famous characters: Dunno at the Zoo, Baba Yaga's Feast, Aunt Fedora's Mess, Grandmother's Chest.

Director's games: "Dunno and Znayka", "Little Red Riding Hood and the Gray Wolf", "Good and Evil Wizard", "Seller and Controller", "Kid and Carlson", " patient mom and a capricious child”, “Director's play in the sand”.

Techniques of the great storyteller: "Changing a fairy tale", "Playing a magician", "Salad from fairy tales", "Funny games", "Visiting Kashchei the Immortal", "Visiting Vasilisa the Primudra", "Visiting Baba - Yagi.

Games and studies aimed at the dynamics of communication, at understanding a partner

Purpose: to develop the ability to communicate on verbal and non-verbal levels, to determine the emotional state of other people, to express their feelings.

Games without words: “Masks”, “Say my mirror light”, “Wax Museum”, “Sculptor”, “King”.

Block #4 Modeling of problem situations

Purpose: to form in children competence in communication, the ability to find adequate ways to resolve conflicts.

Analysis of the behavior of fairy-tale characters

Watching the cartoon "The Adventures of Leopold the Cat"

Discussion of a situation from the life of the group

Problem situation created by the educator: “They didn’t share the toy”, “They brought sweets”, etc.

Parents

Crafts "I will give a gift to a friend."

Joint production of attributes for games.

Dressing room arrangement.

Evening of "Communicative Games"

Child-friendly optimization parental relationship through joint activities

Consultations in information corners:

“Play is not harmful or play therapy for children”

"What do children's games contribute to?"

Parent meeting on the topic:

"The influence of play on the development of a preschool child"

Increasing the level of knowledge of parents on this topic

Improving the pedagogical competence of parents on the problem of enhancing the gaming activity of preschoolers in a family environment.

Output.

the main task state and society in relation to children - ensuring optimal conditions for the development of their individual abilities, the possibility of self-regulation, the formation in the child of the foundations of a respectful attitude towards others, the ability to communicate and interact, familiarization with universal values. Currently, there is an intensive development of preschool education in different directions: increasing interest in the personality of a preschool child, his uniqueness, the development of his potentialities and abilities.

The development of the child's personality, and in particular the formation of social and communicative skills, as proven by pedagogical science, occurs in activity. The leading activity of a child in preschool age is the game - the most natural activity of children.

In order to contribute to the social and communicative development of the child, an adult needs to encourage all kinds of forms of play. Communication is an integral part of it. During the game, the development of the child moves at a rapid pace: social, mental, emotional.

I am convinced that the project will enable the child to synthesize the acquired knowledge, develop creative activity, communication skills, that is, step by step in practical activities to achieve the goal. The use of the project method will allow taking into account one of the main principles - the principle of integration: combining several types of activities in the process of playing, designing joint and independent play activities for children, determining its content and the intended final product.

The result of the work is the transfer of the child to a new level of social functioning, which allows expanding the circle of his relationships and creates conditions for a more harmonious and personally relevant socialization of the child in a changing world.

List of used literature

Abramova N., Nurse, V. On the problem of activating communication between an adult and a child in the game // Preschool education. - 2006. - No. 3.

Babaeva T.I. Development of cognitive-research skills in older preschoolers. [Text]: study method. allowance / Mikhailova Z. A., Klarina L. M., Serova Z. A. - St. Petersburg: Publishing House "CHILDHOOD-PRESS", 2012.

Galiguzova, P. N., Smirnova E. O. Stages of communication: from one to seven years. - M.: Enlightenment, 2002.

Ermolaeva, M. Psychological methods for developing communication skills and emotional states preschoolers // Preschool education. 2012.- No. 9.

Zebzeeva V.A. Pedagogical support socio-communicative development of preschoolers // Contemporary Issues science and education. - 2015. - No. 2.

Ilyashenko, M.V. Education of the culture of speech communication in preschool childhood: Abstract of the thesis. dis. ... cand. ped. Sciences. - M., 2013.

Litvinova M.F. Russian folk outdoor games for children of preschool and primary school age: A practical guide. - M .: Iris-press, 2003.

Mazurova N.A. Education of emotional responsiveness and the language of feelings in preschool children by means of a fairy tale. Tomsk., 2011.

Tushkanova O.I. Development of understanding of another person and empathy for him. Volgograd, 2010.

Petrovsky V.A., Vinogradova A.M., Klarina L.M., Strelkova L.P. Learning to communicate with a child // M., 2003.

Savenkov A.I. Little explorer. How to teach a preschooler to acquire knowledge. - Yaroslavl, 2012 - 160s.

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