Why today do we so often talk about the social situation of the development of a child - a preschooler? Why do questions of the social situation of child development so concern the minds of famous theorists and interested practitioners?
Problem personal development child to school age in the conditions of social development situations attracted the attention of outstanding domestic scientists, such as L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, V.T. Kudryavtsev, D.I. Feldstein, D.B. Elkonin et al.
The concept of “social situation of development” was first introduced by L. S. Vygotsky; according to the scientist, it combines the main characteristics age period development, including central mental neoplasms and age-related changes in the child’s entire psyche as a whole, as well as the child’s relationship with the surrounding social environment, which leaves an imprint on his personal development. The scientist believed that each stage child development characterized by its social situation. Over time, this area of research has been enriched with new scientific knowledge.
According to A.N. Veraksa, “the social situation of development can be characterized as a system of demands that the “adult world” places on the child, and the rights that this “world” grants him. It is in such a situation that the child has the opportunity not only to appropriate social experience, but also to take a step in his development...”
According to A.G. Asmolov, without the concept of “social situation of development”, there is no idea of leading activity. According to the scientist, the social situation of development literally acts as a source of development of the child’s personality; various forms of activity characteristic of a certain childhood age allow the social situation of the development of the child’s personality to be realized, the social role assumed by the child in certain relationships.
Issues of the social situation of the development of a preschool child are given attention in one of the most significant modern documents of the system preschool education- Federal State Educational Standard for Preschool Education, which indicates the importance of the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age (Clause 3.2.5.): “ensuring the emotional well-being of children, supporting individuality and initiative, establishing rules of interaction in different situations, building variable developmental education, interaction with parents (legal representatives) on issues of the child’s education.”
Let us pay attention to the components of the concept of “social development situation”.
Social - public, associated with the life and relationships of people in society.
A situation is a set of circumstances, conditions that create certain relationships, conditions or situations.
Development is the process of formation of an organism or its individual parts and organs. In contrast to growth, a process associated mainly with quantitative phenomena, development is aimed at qualities that are inherent in an individual from birth and can develop under the influence of training and upbringing.
Thus, the social situation of development is nothing more than a system of social relations associated with the lives of people in society, a set of circumstances, conditions, a process associated mainly with quantitative phenomena (changes) aimed at the formation of qualities that are inherent in an individual from birth and developing under the influence of training and education or the surrounding social environment.
Of course, the conditions of the modern social or, more precisely, sociocultural environment and its features can have a significant impact on the social situation of the development of a preschool child, and through it on his personal development. The state of the modern sociocultural environment can be characterized by the following features:
1. The cultural instability of the surrounding world, the mixing of cultures, coupled with multilingualism, diversity and sometimes inconsistency of the proposed different cultures patterns of behavior and patterns of attitude towards the surrounding world;
2. A large number of aggressive sources of information (television, Internet), characterized by the complexity of perception and interpretation of the information received for the child;
3. The complexity of the environment from a technological point of view, the violation of the established traditional scheme of transferring knowledge and experience from adults to children, the lack of a real transition from authoritarian pedagogy to the construction of various forms joint activities adults and children, the inability of adults to recognize children’s “right to make mistakes.”
4. The aggressiveness of the environment and the limited mechanisms of adaptation of the human body to rapidly changing conditions, the presence of numerous harmful factors that negatively affect the health of children, both physical and mental.
What areas and forms of work used in preschool educational institutions can serve to prevent the influence of negative information from the outside and contribute to the creation of a favorable social situation for the child’s development?
1. Implementation educational field“Social and communicative development” in integration with other educational areas.
“Socio-communicative development is aimed at mastering the norms and values 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, 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 labor and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.”
2. Development of social skills: communication skills with peers, the ability to get out of conflict situation, skills for dealing with feelings (skills for regulating feelings), skills for alternatives to aggression, skills for coping with stress, skills for positive socialization.
3. Development of social competence.
It is known that human social competence is the ability to achieve one’s own goals in the process of interaction with other people, supporting them good relationship in any situation. To do this, you need to teach children:
select from the information flows that which is relevant for solving a specific educational problem;
teach how to find missing information, including correctly formulating a question and finding the right addressee;
to develop skills in collectively distributed activities with peers;
to foster a culture of preference for moral ways to achieve goals from among possible options.
4. Development and implementation of integrative cognitive routes. In the process of mastering educational routes, practice-oriented activities are held for children: excursions to historical places, visiting and organizing exhibitions, meeting artists, works of writers, poets, active participation in projects, regional competitions dedicated to the traditions and cultural events of the area, city or village where the child lives.
Integrative cognitive routes allow you to solve cognitive problems, provide an opportunity to fulfill social
orientational objectives of education: to cultivate in children a sense of belonging to the immediate social environment, pride in their region, the dignity of an emerging citizen, contribute to the creation of a favorable social situation for the development of the child, his positive socialization in society.
References
1. Asmolov A.G. Cultural-historical psychology and the construction of worlds. M., 1987.
2. Bozhovich L.I. Personality and its formation in childhood. M., 1968.
3. Korotaeva E.V., Andryunina A.S. Scientific and methodological support of regionally oriented programs for preschool children, West Siberian Pedagogical Bulletin, No. 2 / 2014.
4. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary. M.: Academy, 2003. - 176 p.
5. Order of the Ministry of Education and Science Russian Federation(Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education”
The concept of the social situation of development was introduced into psychology by L. S. Vygotsky as a structural component psychological age. In his doctrine of the structure and dynamics of age, he formulated a position on the social environment as a source of the child’s mental development, where learning plays a leading role, and the normative direction of development is set by the “ideal form” of social expectations and requirements.
Social situation development is completely unique, specific to of this age, an exclusive, unique and unrepeatable relationship between a child and the reality around him, especially social 1.
The study of the social situation includes an analysis of the role of the environment in the development of the child, the study of the child’s attitude to individual components of the environment, and an assessment of his position in the social environment. Considering the child’s attitude to society, Vygotsky distinguished two levels: “nearest” and “distant”. The closest relationships connect the child with a close adult and peer, and distant ones - with a social adult - the bearer of social requirements, restrictions and meanings of activity (Fig. 8.1).
Rice. 8.1.
The fundamental difference between Vygotsky’s understanding of the social environment is that for him the environment is not the environment for development, not an external, objective factor of a child’s existence, but a determinant of development, i.e. development itself occurs in the unity of the child’s connections with the social environment at each age stage.
Formulating the position on the social situation of development, Vygotsky took into account the child’s selective attitude to the surrounding reality and introduced the concept of experience, emphasizing the subjective nature of the child’s interaction with the social environment. The child not only experiences the influence of the environment, but experiences social reality through his relationship to the environment. Only in this case does the environment become a source of development and set the direction in the formation of mental functions and abilities. Studying the nature of a child’s experience of a social situation allows us to understand the content of the course of mental development of a particular child and the variability of ontogenesis. Depending on the emotional attitude and different children’s experiences of the same events, environmental factors and social relationships play different roles in the mental development of children and can determine unique developmental trajectories.
Experience is a unit in which, on the one hand, the environment, what is experienced, is presented in an indecomposable form - experience always refers to something outside a person - on the other hand, how I experience it is presented, i.e. e. all the features of the individual and all the features of the environment are represented in experience 1.
Experience, according to Vygotsky, is “a prism that determines the role and influence of the environment on the development of, say, the child’s character, on the child’s psychological development, etc.” The subject, the personality of the child becomes a measure of interaction with the environment, i.e. the experience of the environment determines the subjective and, moreover, procedural nature of causal and informational connections with the world. Vygotsky defines a child’s experience as “the way in which a child realizes, comprehends, and how he relates affectively to a known event.”
The social situation of development, determined by the child’s experiences, is relative in nature, changing with age. Vygotsky characterizes social reality as initially containing a contradiction between the attitude of the child to the environment and the environment to the child. This contradiction is the source of development, but at each age stage the contradiction is associated with different components of the environment and different mental functions of the child. The contradiction is resolved in a crisis, where mental new formations are formed in the sphere of consciousness and personality of the child, which determine the entry into a new social situation of development.
In infancy the basic contradiction that determines development is the maximum dependence of the child on the adult and the absence specific means impact on an adult. A newborn who lacks innate forms of behavior is maximally social, but his interaction with the world is always mediated by another person. The social situation “we,” which determines development in infancy, is characterized by the closest interaction between the child and a close adult and the formation of emotional and personal communication.
In early childhood The main contradiction in the social situation of development is contained in the child’s focus on an object and the inability to independently master its meaning (action with it). The child strives to perform an individual action, but the pattern of action is owned by the adult, and the pattern itself has the character of a collective, socially determined meaning and method of action. Developing verbal communication and object-based activity create conditions for separating the child, first from the object, and then from the adult standing “behind the object.” In objective actions, the child discovers his actions and himself as a subject of action, capable of acting independently.
The basic contradiction of the new social developmental situation that emerges in preschool age is the desire to enter the world of adults and the inability to fulfill this desire directly. The real level of development of a child does not objectively correspond to the ideal forms of the adult world, the level of social relations. The child models the ideal world of relationships and meanings in symbolic play. Contradiction directs the child’s development towards mastering social relationships and understanding an adult in the system of his social connections.
D. N. Uznadze understood the environment as an intermediate zone connecting and separating the personality and the world. He emphasized the dual nature of man, integrating the ideal universality as independence from the time and space of the environment and the real limitation of man by the external world. By overcoming these limits, a person creates both himself and the world around us.
The social environment was studied by P. Ya. Galperin, who formulated a position on orientation, including the image of the situation, the mode of action in the situation and the social meaning of needs. The formation of new forms of psychological abilities occurs in joint activity with an adult, the unity of the child as a subject of activity and his social connections and relationships.
The relationship between the developing personality and the environment was studied by A. N. Leontyev, who formulated the position about objective place child in the system of social relations. The psychological characteristics of a person, according to Leontyev, are determined by the specific circumstances of a child’s life, the place he occupies in the system of human relations. A child's development is determined directly by the people who surround him, the demands placed on him, and the relationships he enters into. Relationships with close adults acquire the force of a motive, giving direction and impetus to development 1 .
Alexey Nikolaevich Leontyev(1903-1979) - Russian psychologist, philosopher and teacher. Specialist in the field of general and experimental psychology, cognitive and engineering psychology. Leontiev, being a student of L. S. Vygotsky, studied methodological and philosophical problems in psychology. Author of the “activity approach” in psychology, and then the activity theory of personality.
The most significant works: “Problems of psychic development” (1959); “Activity, Consciousness, Personality” (1975); "The Development of Memory" (1931).
The development of a preschooler, who, in addition to his family, is included in relationships with peers, with a kindergarten teacher and other broader social connections, depends on the place, the real position that he occupies in the system of social relations. Features that unite the interaction of a preschooler with different people, there will be intimacy, personal orientation of communication. Thus, a change in the child’s place in the system of social relations characterizes the level of development he has achieved, reflecting the content of his internal and external activities, which, in turn, depends on the existing living conditions and relationships in which the child is included. The central unit of development, according to Leontyev, is activity that determines fundamental, qualitative changes in the psyche and transforms the social situation of development. It is important to recall that Leontiev considered only the processes that carry out a person’s relationship to the world as actual activity.
The division of the subjective and objective aspects of the social situation of development proposed by L. S. Vygotsky was developed by L. I. Bozhovich, who studied the conditions and mechanisms for the transition of objective relationships into subjective ones, which have personal meaning for the child. Bozhovich defined the objective aspect of the social situation of development as the child’s place in the system of social relations, endowed with certain rights of the child and the requirements imposed by the environment on his behavior and activities, a system of sanctions and social expectations. Society develops an educational system that includes the image of childhood, cultural expectations, social prescriptions and restrictions, which constitute the objective content of the social situation of development.
Lidiya Ilyinichna Bozhovich (1908-1981) - Russian psychologist, specialist in the field of developmental and educational psychology. Student L. S. Vygotsky, headed the laboratory of personality formation. The main topic of research - education as a process of purposeful formation of personality, showed development as a process of assimilation of social forms of consciousness. She developed provisions on the internal position of the individual, on the phenomenon of the “semantic barrier”, and on age-related neoplasms.
The most significant work: “Personality and its formation in childhood” (1968).
However, each child refracts this system in accordance with individual needs, motives, values and expectations, which constitute the subjective aspect of the social situation of development. In Bozovic’s works, the child’s subjective attitude to the social environment is called the child’s internal position. Internal factors reflect and mediate the influence of the environment in the active position of the child, his attitude to the objective place that he occupies in social relations.
The child’s internal position is the child’s system of needs and aspirations, which develops into a special personal formation and becomes the driving force behind the development of new mental qualities.
Bozovic understood mental development as a change in social position, accepted and comprehended by the child himself. Otherwise, external changes remain external and do not affect the content of development. For each age stage, the internal position is specific and has some characteristic features. In preschool age, the internal position constitutes the child’s affective, generalized experience of relationships with a significant social environment, and by the beginning of school age it acquires cognitive components and features of awareness. The actual emergence of the internal position as a psychological neoplasm is attributed to the period of the crisis of seven years, when the subjective position is transformed into an integral system of the social self, including the attitude towards oneself, surrounding people and one’s own actions.
Exploring patterns social development children and studying the processes of socialization and individualization, D. I. Feldshtein identified two main types of the child’s position in relation to society: “I and society” and “I in society.” The first position characterizes the process of assimilating the norms of human relationships and the formation of prosocial behavior. The second is associated with the development and internalization of social ways of using tools, signs and symbols. The nature of the social situation of development depends on the alternation of these positions in the development of the child and the emergence of qualitative features of the system of relations with society at each age stage.
Vladimir Petrovich Zinchenko (1931-2014) - Russian psychologist. One of the creators of engineering psychology in Russia. He experimentally investigated the processes of visual image formation, recognition and identification of image elements and information preparation of decisions. Presented a variant of the functional model of visual short term memory, a model of the mechanisms of visual thinking as a component of creative activity. Developed a functional model of the structure of human objective action.
The most significant works: “Psychology of perception” (1973); "Developing Man" (1994); "Affect and Intelligence in Education" (1995).
The anthropological paradigm of development, in which the social environment is understood as a determinant of development, determining a person’s movement towards independence and self-development, is developed in the works of V. I. Slobodchikov, V. P. Zinchenko, E. B. Morgunov, B. S. Bratus. Specifically human abilities, according to Slobodchikov, arise in the social community of people, which he understands as a “co-existence.” The actual development situation is simple shapes compatibility, where co-existence is both a source of development of subjectivity and its object, gradually transforming into increasingly complex forms of compatibility along the path of self-development 1 . In the categorical system of anthropology, the social situation of a child’s development appears as “the unity of cooperation and joint activity of the child, on the one hand, and the adult as the bearer of the existing age stratification, symbolization of the world and its spiritual meanings that determine his program of participation in events.” Such cooperation opens the way for the child’s development to independence, subjectivity and self-development.
Specify the content of the concept “social development situation (SSD)” succeeded O. A. Karabanova, who studied psychological characteristics relationships between the child, the structure of the SSR and the various social contexts that form the basis of the SSR (types of families, educational institutions, peer groups). The study of the formation and functioning of the dynamic structure of the SSR, undertaken by Karabanova, made it possible to formulate new model structure of the SSR, which includes the concepts of “social context”, “orienting image”, “internal position”, “social expectations”.
Exploring the dynamic structure of the SSR, Karabanova expressed the idea of implementing the child’s active position in relation to social reality based on a reference image. The orienting image mediates the child’s activity and can be represented in the following forms: internal position, personality-orienting image of the Self, image of the partner and interpersonal relationships with him 1.
The study of the patterns of formation and functioning of the orienting image, which mediates the implementation of the child’s activities, made it possible to identify its planning and regulatory function, which mediates the child’s activity in relations with a significant social environment. Mastering a new social situation of development is a task facing both the child and a close adult, and the effectiveness of its passage at each age stage depends on the content of the orienting images of each of the participants in the relationship, which determine the main components of the social situation.
The entry, for example, of a first-grader into a new social situation of development depends not only on his psychological readiness to master new forms of educational cooperation, but also on the readiness of a significant social environment to reorganize joint activities and communication, taking into account the child’s increased abilities and new social contexts of his development.
The age-related dynamics of changes in SSR are determined by the characteristics of the child’s mastery of a new social position, changes in the hierarchy and role of social contexts, changes in the child’s sensitivity to various areas of communication, and the increasing role of the guiding image in building strategies for interaction and cooperation with a significant social environment. The social context of a child’s communication and interaction includes, as shown by Karabanova, the child’s interaction with a significant social environment in the context of a certain institution of socialization - the family (child-parent relationship), educational organizations(child-social adult relationships), peer groups (child-peer relationships, child-friend). “The role of each of the contexts, where the social environment acts as a source and carrier of the type of competence, the mastery of which is a developmental task for a child at a given age stage, changes throughout the entire ontogenesis of the psyche”
Ministry of Education and Science of the Russian Federation
Krasnoyarsk State Pedagogical University named after. V.P.Astafieva
Institute of Psychology, Pedagogy and Educational Management
Department of Practical Psychology
Coursework
Social situation of child development
Scientific supervisor :
senior lecturer of the department
practical psychology CM. Kolkova
Completed: 2nd year student
evening department
I.L. Vasyukevichute
Introduction
1. Social situation of infant development
2. Social situation of development at an early age
3. Social situation of development in preschool age
4. Social development situation in adolescence
4.1 Social situation of development in adolescence in a family environment
4.2 Social situation of development in adolescence at school
Conclusion
Concept social development situation was introduced by L.S. Vygotsky as a unit of analysis of the dynamics of child development, i.e. a set of laws that determine the emergence and changes in the structure of a child’s personality at each age stage. The social situation of development determines the child’s lifestyle, his “social being”, during which he manifests new personality traits and develops new mental formations. Being a product age development, neoplasms appear towards the end of the age period and lead to a restructuring of the entire structure of the child’s consciousness, to changes in the system of his relationships to the world, other people, and himself. The appearance of new formations is a special sign of the collapse of the old social situation of development and the formation of a new social situation of development, which is accompanied by crises of age-related development. The concept of social situation of development was defined by B.G. Ananyev and in his opinion it is aimed at overcoming the idea of the environment as a factor that mechanically determines the development of personality. Subsequently, this concept received a detailed analysis in a macro-social-psychological context and was used to describe, for example, the ontogenetic development of the personality of the child L.I. Bozhovich, D.B. Elkonin, who defined age as characterized by the following main indicators: 1) a certain social situation of development - that specific form of relationship into which a child enters with adults this period; 2) main or leading type of activity; 3) the main mental new formations acquired at this stage of development (from individual mental processes to personality traits). And also as a relatively closed period, the significance of which is determined primarily by its place on the general curve of child development. .
Thus social development situation is specific to each age period, determined by the system of relations of the subject in social reality, reflected in his experiences and realized by him in joint activities with other people.
Object of study: children from infancy to adolescence.
Analysis of the social situation of development showed that it is typical for any age period, including infancy. At first glance, it may seem that the baby is not a social creature at all. He does not yet master the main means of human communication (speech), his life activity is limited to satisfying the simplest needs of life, he is more of an object of care than a subject social life. This easily gives the impression that the baby is a purely biological being, devoid of all specific human properties.
In fact, the baby lives in a very specific and deeply a unique social situation of development. This situation is determined by the complete helplessness of the baby and the lack of any means of independent existence and satisfaction of its needs. The only such “means” is another person – an adult, who mediates absolutely all manifestations of the baby. Whatever happens to the baby, he is always in a situation related to the adult caring for him. Objects appear and disappear from the child’s field of vision always thanks to the participation of other people; the child always moves in space on someone else’s legs and arms; the elimination of irritants that interfere with the baby and the satisfaction of his basic needs is always accomplished through other people. The infant's objective dependence on adults creates a completely unique character in the child's relationship to reality (and to himself). These relationships are always mediated by others, always refracted through the prism of relationships with people. Therefore, the child’s attitude to reality from the very beginning is social attitude. In this sense, L.S. Vygotsky called the infant “a maximally social being.” Any, even the simplest, relationship of a child to things or to the outside world in general is always carried out with the help of or through another person.
An adult is the center of all situations in infancy. therefore, removing it immediately means for the child a sharp change in the situation in which he finds himself. In the absence of an adult, the baby finds himself in a situation of complete helplessness: his activity is as if paralyzed or extremely limited. In the presence of an adult, the most common and natural way for the child to realize his activity opens up - through another person. That is why the meaning of any situation for an infant is determined primarily by the presence of an adult - his proximity, attitude towards the child, attention to him, etc.
The objective social situation of the infant’s development is also related to the uniqueness of its reflection by the child. L.S. Vygotsky suggested that while physically separating from the mother, the child is not separated from her either biologically or psychologically. This fusion with the mother continues until the end of infancy, until the child learns to walk independently, and his psychological emancipation from the mother occurs even later. Therefore, he designates the main neoplasm of infancy with the term “ great - we”, and implies by it the original mental community of mother and child. This initial experience of the fusion of self and other precedes the emergence of consciousness of one’s own personality, i.e. awareness of one’s separate self. This point of view of L.S. Vygotsky argued with two well-known facts.
The first fact concerns the baby’s ideas about his own body: at first the child does not distinguish his body from the surrounding world of things. He perceives and is aware of external objects earlier. At first he views his arms and legs as foreign objects and only then comes to the realization that they are parts of his own body.
The second fact confirming this point of view is the dependence of the child’s reactions on the spatial state of things. The physical distance of an object also means its psychological distance. Having moved away to a certain distance, the previously attractive object loses all interest for the baby. An object at a distance does not seem to exist at all for him. But interest comes to life with renewed vigor as soon as an adult appears next to the object - in the same optical field with it. This is an extremely important phenomenon. It would seem that nothing has changed in the object situation: the child perceives the object as distant and unattainable as before. But the affective attractiveness of an object located at a distance depends on the presence of an adult near this object. Moreover, the child does not yet understand that he can turn to an adult to get the desired item. An adult is needed here not to get an inaccessible object, but to make this object attractive to the child.
If the first fact characterizes the infant’s inability to isolate from the surrounding world and realize his own body and its autonomous existence, then the second says that the child’s social attitude and his attitude towards external objects are inseparable for the child: the objective and social contents are still fused for the child. Both facts may indicate that the child’s own mental life is carried out in no other way than under the condition of mental community, in the conditions of the consciousness of “great-we”.
This view of the social situation of an infant’s development radically changes the idea of its development. In traditional scientific ideas, the baby was viewed as a completely autonomous being, knowing nothing but itself, and completely immersed in the world of its own experiences. According to this view, the undeveloped psyche of a child is maximally isolated, incapable of social relationships and reacts only to primitive stimuli from the outside world. Only later does the baby become a social being, socializing his desires, thoughts and actions. L.S. Vygotsky categorically refutes this idea.
From the first moment of his life, the child’s psyche is included in a common existence with other people. The child initially reacts not to individual sensations, but to the people around him, and it is through them that he perceives and learns about the world around him. The baby lives not so much among lifeless external stimuli as in an internal community with other people. For an infant, an adult is not an external environment, not a perceived and cognizable object of the external world, but the internal content of his mental life. At first, the baby seems to live in another, he is merged with him from the inside. And only later does his psychological separation from the adult gradually occur.
The driving forces behind the development of a preschooler’s psyche are the contradictions that arise in connection with the development of a number of the child’s needs. The most important of them are: the need for communication, with the help of which social experience is acquired; the need for external impressions, resulting in the development of cognitive abilities; the need for movement, which leads to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.
Social situation of development of a preschooler
The need to communicate with adults and peers determines the development of a child’s personality.
Communication with adults develops on the basis of the preschooler’s significant independence and expansion of his acquaintance with the surrounding reality. The leading means of communication in children is language. Younger preschoolers ask “thousands” of questions. They want to find out where the night disappears, what the stars are made of, why the cow moos, the dog barks. Listening to the answers, the child demands that the adult treat her seriously as a partner, a comrade. This cooperation between a child and an adult is called cognitive communication. If she does not meet such an attitude, the child develops negativism and stubbornness.
In preschool age, another form of communication arises - personal, which is characterized by the fact that the child tries to discuss with adults the behavior and actions of other people and his own from the point of view of moral standards. And to talk about this topic requires a higher level of intelligence. For the sake of this form of communication, the child refuses partnership and takes the position of a student, and the adult takes the role of a teacher (A. Zaporozhets, M.I. Lisina).
Personal communication most effectively prepares a child for school, where he will have to listen to an adult and carefully absorb everything that the teacher will say.
An important role in the formation of a child’s personality is the need to communicate with peers, surrounded by whom he is from the first days of life. A variety of forms of relationships can arise between children. Therefore, it is very important that the child, from the very beginning of his stay in preschool institution, received positive experience of cooperation and mutual assistance.
In the third year of life, relationships between children arise mainly on the basis of actions with objects and toys. These actions become compatible and interconnected. Children of senior preschool age are already learning the following forms of cooperation in joint activities: being on duty and coordinating actions; perform one operation together; control the actions of the partner, correct his mistakes; help a partner, do part of his work; accept their partner’s comments and correct their mistakes.
In the process of joint activities, children gain experience in leading other children and in subordination. The desire for leadership in children is determined by their emotional attitude to their activities, and not by the position of the leader. Preschool children are not yet sufficiently aware of the struggle for leadership.
Preschoolers continue to develop ways of communicating. Genetically, the earliest form of communication is imitation. A.V. Zaporozhets notes that arbitrary imitation of a child is one of the ways to master social experience.
During preschool age, the child's inheritance pattern changes. If junior preschooler followed by individual forms of behavior of adults and peers, then the older preschooler does not blindly imitate, but consciously assimilates patterns of behavioral norms.
A preschool child has a great desire to be involved in adult life, actively participate in it. According to D.B. Elkonin, preschool age revolves around its center, around an adult, his functions, his tasks. The adult acts in a generalized form as a carrier public functions in the system of social relations (adult - dad, doctor, driver, etc.). The contradiction of this social situation of development of D.B. Elkonin sees that the child is a member of society, she cannot live outside of society, his main need is to live together with the people around him, but this is impossible to achieve in modern historical conditions: the child’s life passes in conditions of indirect, and not direct connection with the world .
It is from this contradiction that role-playing game is born - an independent activity of children that models the life of adults.
Scientists consider play as the leading activity of a preschooler and determine the social conditioning of its development (L. S. Vygotsky, D. B. Elkonin). The game is social in its origin and content; it is a historical formation, connected with the development of society and its culture. Game - special shape child's life in society. It is an activity in which children perform the roles of adults, reproducing their lives, work and relationships between them in play conditions. Through play, preschoolers satisfy their needs for communication with adults and social life with them.
Play is an activity in which a child first emotionally and then intellectually masters the entire system of human relationships.
The essence of the game, as a leading activity, is that children reflect in the game various aspects of life, the characteristics of the activities of adults, acquire and clarify their knowledge about the world around them.
At the turn of early and preschool age, the first types of children's games appear. This is, first of all, a director's game. It is immediately followed by a figurative role-playing game. In it, the child imagines himself to be anyone and acts accordingly. And a prerequisite for the development of such a game is bright, intense experiences: the child was struck by the picture he saw, and she herself, in her play actions, reproduces this image, which evoked a strong emotional response in her. In Jean Piaget you can find examples of figurative role-playing games. His daughter, who observed the old village bell tower during the holidays and heard its ringing, remained impressed by what she saw and heard. for a long time. She approaches her father's desk and, standing still, makes a deafening noise. “You’re disturbing me, don’t bother, I’m working.” “Don’t talk to me,” the girl replies. “I’m the church.”
Another time, the daughter of J. Piaget, entering the kitchen, was amazed at the sight of a plucked duck lying on the table. In the evening the girl is found on the sofa. She lies there, does not move, is silent, does not answer the question, then her muffled voice is heard: “I am a dead duck.”
It is directorial and figurative role-playing that become the source of plot-role-playing play, which reaches its most developed form in middle preschool age. Later, games with rules and other types of games emerge from it. It should be noted that the emergence of new types of games does not mean the difference between old, already mastered ones - they are all preserved and continue to be improved. In role-playing games, children directly reproduce HUMAN roles and relationships. Children play with each other, or with a doll, as an ideal partner who is also given a role. In games with rules, the role fades into the background and the main thing is strict adherence to the rules of the game; Usually the motive of competition, personal or team gain appears here. These are the majority of outdoor, sports and printed games.
The game has its own structure.
The plot is the sphere of reality that is reproduced in the game. At first, the child is limited to the family and therefore his games are connected mainly with family-related problems. Then, mastering new areas of life, she begins to carry out more complex plots - production, military, etc. The forms of games based on old plots, for example, “mother-daughter”, also become more diverse. In addition, the game with the same plot gradually becomes more stable and long-lasting. If at 3-4 years old a child can devote only 10-15 minutes to it, after which he needs to switch to something else, then at 4-5 years old one game can last 40-50 minutes. Older preschoolers are able to play the same game for several hours at a time, and some games can last for several days.
Those moments in the activities and relationships of adults that are reproduced by children constitute the content of the game.
The central component in a role-playing game is the role that the child takes on. In a children's game there are all the professions that exist in the surrounding lives of adults. But the most beautiful thing about role-playing play is that, having taken on the function of an adult, the child reproduces its activity in a very generalized way, in a symbolic form.
An important component of the game are game actions. These are actions free from the operational and technical side, these are actions with meanings, they are of a figurative nature.
In children's play, meanings are transferred from one object to another (an imaginary situation), which is why, perhaps, children prefer unformed objects for which no actions are assigned.
One of the components in the structure of the game is the rules. Appears for the first time in the game new form The child's pleasure is the joy that he acts as the rules require. During the game, the child cries like a patient and rejoices like a player. This is also a line of development of voluntariness, which continues at school age.
The game changes all the time and reaches a high level of development at the end of preschool age. The first stage (3-5 years) is characterized by the reproduction of the logic of people’s real actions; The content of the game is objective actions. At the second stage (5-7 years), real relationships between people are modeled, and the content of the game becomes social relations, the social essence of an adult’s activity.
Play is a leading activity in preschool age; it has a significant influence on mental development child.
At preschool age, elements of labor appear in the child’s activities. The work is forming moral qualities child, sense of duty, respect for people. It is very important that the child experiences positive feelings that stimulate the development of interest in work. Through direct participation in the process of observing the work of adults, a preschooler becomes familiar with operations, tools, types of labor, and acquires skills and abilities. At the same time, volitionality and purposefulness of actions develop, volitional efforts increase, curiosity and observation are formed. By mastering labor skills, the child begins to understand her responsibilities more clearly, become more aware of the need to fulfill them, and make efforts to better complete the task assigned to her. The sense of responsibility, the awareness of one’s duty to the team is strengthened (Z.N. Borisova). The inclusion of a preschooler in work activities and constant guidance from an adult is an unconditional condition for the comprehensive development of the child’s psyche.
Masses of learning have a significant impact on a child’s mental development. At the beginning of preschool age, the child’s mental development reaches a level at which it is possible to form motor, speech, sensory and a number of intellectual skills, and it becomes possible to introduce elements of educational activities.
An important element that determines the nature of a preschooler’s learning is the child’s attitude to the demands of an adult. Throughout preschool age, the child learns to assimilate these requirements and turn them into his goals and objectives. The success of a preschooler’s learning largely depends on the functions between the participants in the process and the presence of certain conditions.
