Psychological features of the development of preschool children. Preschool age Preschool psychology what
Psychology of preschoolers
Introduction
A person cannot live, work, satisfy his material and spiritual needs without communicating with other people. From birth, he enters into a variety of relationships with others. Communication is a necessary condition for the existence of a person and, at the same time, one of the main factors and the most important source of his mental development in ontogenesis.
The child lives, grows and develops in the interweaving of various kinds of connections and relationships. In children's and adolescent groups, interpersonal relationships are formed that reflect the interrelationships of the participants in these groups in a specific historical situation in the development of society. The study of deviations in development interpersonal relationships at the very first stages of personality formation, it seems relevant and important, primarily because the conflict in the child's relationship with peers can act as a serious threat to personal development. That is why information about the features of the development of a child's personality in difficult, unfavorable conditions at that stage of its genesis, when the basic stereotypes of behavior begin to be laid, the psychological foundations critical relationships personality to the surrounding social world, to himself, clarification of knowledge about the causes, nature, logic of the development of conflict relations and possible ways of timely diagnosis and correction is of paramount importance.
The danger lies in the fact that the negative qualities that have appeared in the child due to the peculiarity of preschool age determine all further personality formation can be found in the new school team, and even in subsequent activities, preventing the development of full-fledged relationships with people around them, their own worldview. The need for early diagnosis and correction of violations of communication with peers is caused by the significant circumstance that in each group of any kindergarten there are children whose relations with their peers are significantly distorted, and their very ill-being in the group has a stable, long-term character.
Many domestic and foreign researchers addressed the problem of children's troubles, deviant forms of behavior at preschool age: L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, Ya.L. Kolominsky, V.N. and others.
The focus of the study is internal conflicts, leading to psychological isolation from peers, to the child falling out of life together and activities of the preschool group.
The purpose of this work is to study the psychological nature of the phenomenon of violation of relations with peers (psychological conflict) in preschoolers; development and testing of game methods for correcting psychological conflict in the preschool group based on diagnostic and psycho-correctional work with children 4-5 years old, conducted in kindergarten No. 391 "Teremok", Volgograd.
In this work, the object of study is the child and other members of the preschool group. The subject of the study is the conflict that arises between the child and peers in the game - the leading activity of preschoolers.
Chapter I . Psychological conflict in preschool children. Investigation of causes and symptoms
1.1 Preschool childhood
preschool age- a particularly responsible period in education, since it is the age of the initial formation of the child's personality. At this time, in the communication of the child with peers, rather complex relationships arise that significantly affect the development of his personality. Knowledge of the characteristics of the relationship between children in the kindergarten group and the difficulties that they have in this case can be of great help to adults in organizing educational work with preschoolers.
At preschool age, the child's world is already, as a rule, inextricably linked with other children. And the older the child becomes, the more important contacts with peers become for him.
Obviously, a child's communication with peers is a special area of his life, which differs significantly from communication with adults. Close adults are usually attentive and friendly to the baby, they surround him with warmth and care, teach him certain skills and abilities. With peers, things are different. Children are less attentive and friendly, they are usually not too eager to help each other, support and understand their peers. They can take away a toy, offend, not paying attention to tears. And yet, communication with other children brings a preschooler incomparable pleasure.
Starting from the age of 4, a peer becomes a more preferred and attractive partner for a child than an adult. If a preschooler has a choice - with whom to play or walk: with a friend or with his mother, most children will make this choice in favor of a peer 1 .
To consider the problem indicated in the title of the proposed work, it is necessary to note the significance of the period of preschool childhood in the process of the entire personality formation of a person.
So, preschool childhood is an extremely important period of human development. Its existence is determined by the socio-historical and evolutionary-biological development of society and a particular individual, which determines the tasks and opportunities for the development of a child of a given age. Preschool childhood has an independent value, regardless of the upcoming schooling for the child.
The preschool period of childhood is sensitive for the formation in the child of the foundations of collectivist qualities, as well as a humane attitude towards other people. If the foundations of these qualities are not formed at preschool age, then the whole personality of the child may become flawed, and subsequently it will be extremely difficult to fill this gap.
J. Piaget attributes little child egocentrism, as a result of which he still cannot build joint activities with peers (therefore, Piaget believes that the society of children arises only in adolescence). In contrast, A.P. Usova, and after her, many domestic psychologists and teachers believe that the first children's society is formed in kindergarten.
But at preschool age, against the backdrop of a favorable environment for upbringing in kindergarten, conditions can be created when the influence of the environment becomes “pathogenic” for the development of the individual, since it infringes on it.
That is why early diagnosis and correction of symptoms of conflict relations, troubles, emotional discomfort of the child among peers are of great importance. Ignorance of them makes all attempts to study and build full-fledged children's relationships ineffective, and also prevents the implementation individual approach to the development of the child's personality.
Children come to kindergarten with different emotional attitudes, heterogeneous claims, and at the same time with different skills and abilities. As a result, each in his own way meets the requirements of the educator and peers and creates an attitude towards himself.
In turn, the requirements and needs of others find a different response from the child himself, the environment turns out to be different for children, and in some cases - extremely unfavorable. A child's trouble in the preschool group can manifest itself ambiguously: as uncommunicative or aggressively sociable behavior. But regardless of the specifics, children's trouble is a very serious phenomenon, behind it, as a rule, lies a deep conflict in relationships with peers, as a result of which the child is left alone among children. 2 .
Changes in the child's behavior are secondary neoplasms, distant consequences of the root causes of the conflict. The fact is that the conflict itself and the negative features that arise as a result of it are hidden from observation for a long time. That is why the source of the conflict, its root cause, as a rule, is missed by the educator, and pedagogical correction turns out to be ineffective.
1.2 Internal and external psychological conflicts of preschoolers
Before proceeding to a more detailed study of the psychological conflict in preschoolers (violation of relationships with peers), it is necessary to consider the general structure of interpersonal processes, which can be represented as a diagram. Many authors (A.A. Bodalev, Ya.L. Kolomensky, B.F. Lomov, B.D. Parygin) naturally distinguish three components and interrelated components in the structure of interpersonal processes: behavioral (practical), emotional (affective) and informational , or cognitive (gnostic) 3 .
If the behavioral component can be attributed to interaction in joint activities, and communication, and the behavior of a group member addressed to another, and to the gnostic component - group perception, which contributes to the awareness of the subject's qualities of another, then interpersonal relations will be an affective, emotional component of the structure of interpersonal processes.
The focus of this work is internal conflicts, leading to psychological isolation from peers, to the child's falling out of the joint life and activities of the preschool group.
A conflict situation develops into a conflict only with joint play actions of the child and peers. A similar situation arises in cases where there is a contradiction: between the requirements of peers and the child's objective capabilities in the game (the latter are below the requirements) or between the leading needs of the child and peers (needs are outside the game). In both cases, we are talking about the lack of formation of the leading gaming activity preschoolers, which contributes to the development of psychological conflict.
The reasons may be the child's lack of initiative in establishing contacts with peers, the lack of emotional aspirations between the players, when, for example, the desire to command prompts the child to leave the game with his beloved friend and join the game with a less pleasant, but pliable peer; lack of communication skills. As a result of such interactions, two types of contradictions can arise: a mismatch between the requirements of peers and the child's objective capabilities in the game and a mismatch in the motives for the game of the child and peers.
Thus, two types of psychological conflicts in preschoolers who experience difficulties in communicating with peers should be considered: conflict in operations and conflict in motives. 4 .
External obvious conflicts among preschoolers are generated by contradictions that arise when they organize joint activities or in the process of it. External conflicts arise in the sphere of business relations of children, however, as a rule, they do not go beyond it and do not capture deeper layers of interpersonal relations. Therefore, they are of a transient, situational nature and are usually resolved by the children themselves by establishing the norm of justice on their own. External conflicts are useful, as they give the child the right to responsibility, to a creative solution to a difficult, problematic situation and act as a regulator of fair, full-fledged relations between children. Modeling of such conflict situations in the pedagogical process can be considered as one of the effective means moral education.
An internal psychological conflict occurs in preschoolers in the conditions of their leading play activities and is mostly hidden from observation. 5 . Unlike the external one, it is caused by contradictions connected not with the organizational part of the activity, but with the activity itself, with its formation in the child, contradictions between the requirements of peers and the child's objective capabilities in the game, or contradictions in the motives of the child's and peers' play. Such contradictions cannot be overcome by children without the help of adults. Under the conditions of these contradictions, the inner emotional comfort of the child, his positive emotional well-being is infringed, he cannot satisfy his essential needs, not only business but also personal relationships are distorted, and psychological isolation from peers arises. The function of internal conflicts is purely negative; they hinder the formation of full-fledged, harmonious relations and the formation of personality.
Each child occupies a certain position in the peer group, which is expressed in the way his peers treat him. The degree of popularity that a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, ability to establish contacts with other children, appearance, etc.
1.3 Play and communication of preschoolers
Interpersonal relationships (relationships) are a diverse and relatively stable system of selective, conscious and emotionally experienced connections between members of the contact group. Despite the fact that interpersonal relations are actualized in communication and for the most part in the actions of people, the very reality of their existence is much wider. Speaking figuratively, interpersonal relationships can be likened to an iceberg, in which only its surface part appears in the behavioral aspects of the personality, and the other, underwater part, larger than the surface, remains hidden.
Consideration of the phenomenon of children's relations, against which the conflict unfolds, allows us to proceed to its description and analysis. Interpersonal relationships of preschoolers are very complex, contradictory, and often difficult to interpret.
Communication with children is a necessary condition for the psychological development of the child. The need for communication early becomes his basic social need. Communication with peers plays an important role in the life of a preschooler. It is a condition for the formation of the social qualities of the child's personality, the manifestation and development of the beginnings of the collective relationship of children in the kindergarten group 6 . Children all have different personalities.
At present, in the theory and practice of preschool pedagogy, more and more importance is attached to children's collective activity in the classroom, as a means of moral education. Joint activities unite children with a common goal, task, joys, sorrows, feelings for a common cause. There is a distribution of responsibilities, coordination of actions. By participating in joint activities, the child learns to yield to the wishes of peers or to convince them that he is right, to make efforts to achieve a common result.
The game of preschoolers is a multifaceted, multilayered education that generates different types children's relationships: plot (or role-playing), real (or business) and interpersonal relationships 7 .
At preschool age, the leading activity is a role-playing game, and communication becomes its part and condition. From the point of view of D.B. Elkonin, “the game is social in its content, in its nature, in its origin, i.e. arises from the conditions of the child's life in society.
Of particular importance for the development of the child's personality, for the assimilation of elementary moral norms by him, are relations about the game, since it is here that the learned norms and rules of behavior are formed and really manifest themselves, which form the basis of the moral development of a preschooler, form the ability to communicate in a group of peers 8 .
Role-playing game differs in that its action takes place in a certain conditional space. The room suddenly becomes a hospital, or a store, or a busy thoroughfare. And the children playing take on the appropriate roles (doctor, seller, driver). In a story game, as a rule, there are several participants, since any role involves a partner: a doctor and a patient, a seller and a buyer, etc., about the significance of the game for the mental, personal and social development The child was written many interesting books. We, first of all, will be interested in the importance of the game of preschoolers for the development of communication.
The main line of development of the child is the gradual release from a particular situation, the transition from situational communication to extra-situational 9 . Such a transition is not easy for a baby, and an adult needs to make certain efforts so that the child can overcome the pressure of the perceived situation. But in the game, such a transition occurs easily and naturally. The statements of children during the game, although they are based on certain specific objects, have nothing to do with them. And this is how it happens.
Sasha takes a pencil in his hand, waves it in the air and says: “I am the Serpent Gorynych, I will conjure everyone, here is my magic wand, it will turn everyone into stone.” It would seem that an ordinary pencil has nothing to do with Zmey Gorynych. And yet, this simple object helps Sasha to enter another, fairy-tale world and break away in his imagination from what he sees and holds in his hands.
Tanya crumples a handkerchief in an empty plate with her hands and says to her friend: “I’m washing clothes, this is my basin, but here’s the powder, now I’ll wash it and go for a walk with you, daughter, you wait and play by yourself.” It is obvious that such a specific plan of action (I will wash, and then I will go for a walk with my daughter) has nothing to do with Tanya's manipulations with a handkerchief. But it is this scarf that helps the girl to take on the role of a mother, to perform and plan actions characteristic of a mother.
Of course, neither a pencil nor a handkerchief by themselves can transport a child into an imaginary situation. The main and decisive condition for the transition from a concrete, perceived situation to an imaginary one is the child's imagination. It is the naming of objects by new names, the designation of actions performed with them, that gives a different meaning to each individual thing, action, deed. When preschoolers play, they always explain what they are doing. Without such explanations, which give new meaning to objects and actions, neither the acceptance of a role nor the creation of a conditional space for play is possible. Moreover, the speech of the child explaining the game should be addressed to someone. When playing in the hospital, you must definitely agree on who is the doctor and who is the patient, where is the syringe and where is the thermometer, when the doctor gives pills, and when he listens to the patient. Without such an agreement and without mutual understanding game situation ceases to exist.
The famous Soviet psychologist D. B. Elkonin wrote that the game is a kind of transitional, intermediate link between complete dependence on things and objective actions to freedom from the real, perceived situation. It is in this liberation that the significance of play for the mental development of children lies.
However, the ability to play role-playing games requires a fairly high level of speech and mental development. It is known that children with poor language skills cannot play role-playing games: they do not know how to plan a plot, cannot take on a role, their games are primitive in nature (mostly manipulations with objects) and fall apart under the influence of any external impacts.
In one interesting psychological study, done by A. R. Luria and F. Ya. Yudovich, the history of two twins, who were significantly behind in their development, was traced. They grew up in isolation from other children, and as a result they developed their own language, understandable only to them, based on gestures and sound combinations. Their speech completely depended on objective actions: they could only talk about what they saw and what they did, although they understood the speech of adults quite well.
The kids didn't know how to play. They couldn't accept the item's new in-game value and pretend to do something with it. They were told that a toy knife was like a broom, and they were shown how they could sweep. Usually children 3-5 years old willingly accept such conditions. But our twins, having taken a knife in their hands, began to sharpen pencils or cut something. An adult in the game called the spoon an ax and offered to pretend to cut down a tree, but the children were surprised: they could not understand how this spoon could be an ax. But the ability to fantasize is the basis of the role-playing game.
To correct this situation, both twins were placed in different groups kindergarten, so that they are not cut off from their peers and freely enter into various contacts with them. Three months later, the situation changed. Children's play began to be accompanied by speech. The kids planned their actions, created a game situation.
For example, a game of “construction” (loading and transporting blocks, folding the house, transporting again, etc.) was accompanied by comments on the actions taken and planning for further ones: “Now I will load the bricks and take them to the construction site. Here is my truck, and there will be a construction site. Everything, I went. Let's; unload the bricks...” etc. The essence of the changes that took place in the twins’ play was that the children were now able to break away from the immediate situation and subordinate their actions to the play plan formulated in advance.
So, communication and play of preschoolers are very closely related. Therefore, by forming extra-situational communication, we prepare or improve children's play activities. And by organizing a role-playing game (offering children new stories, roles, showing how to play), we contribute to the development of their communication. And yet, although children love to play together, their game is not always peaceful. Very often conflicts, grievances, quarrels arise in it. 10 .
Diagnosing the causes of children's troubles made it possible to discover that the troubles in the child's relations with peers, his deep conflict with them, are generated by the insufficient formation of the child's leading activity. Researchers single out the insufficient formation of game operations and distortions in its motives as main reason internal psychological conflicts in preschoolers. In accordance with the causes, two types of such conflicts were differentiated: a conflict with the unformed operational side of play activity and a conflict with a distortion of the motivational basis of activity. Having examined in more detail the emergence and development of these two types of psychological conflict in preschool children, delving deeper into their essence, it will be possible to judge which methods can be more effectively used to diagnose this phenomenon and which game methods can be most effectively used for this purpose in educational psychology.
Chapter II . Practical part
2.1 Ways of psychological and pedagogical correction of violations of relations with peers in preschoolers
By preschool age, the child already has experience in communicating with adults and peers; the preschooler is dominated by the involuntary nature of behavior. This makes it possible to empirically and experimentally trace the connection between the violations of the child's communication in the family with the violations of his communication with peers and with the problems of the development of his personality.
To do this, we propose to use the game, taking into account its significance for the preschooler, and to confirm the formative and corrective role of the game for the child's personality, in case of conflicts in communication with peers.
Already a simple observation in any kindergarten group reveals that the relationship of children with each other does not always develop successfully. Some immediately feel like masters; others very soon find themselves in subjection to the former; still others remain out of the game altogether, their peers do not accept them (moreover, they treat some of these children extremely negatively, others do not notice at all); the fourth, although they hold themselves confidently, in the absence of any quarrels and insults, they themselves leave their peers, preferring to play alone. This is a far from complete list of various collisions in relations between children, indicating that the same environment is not the same for different children, because each of them already has experience of emotional relationships with close adults, which, unfortunately, is not always positively colored, as well as their experience of working with adults and peers.
The study of the dynamics of psychological conflict showed that, regardless of the characteristics of such a conflict, the child is not able to resolve it on his own, cannot fully develop either as a subject of activity or as a person. Such children require a special, individual approach to themselves, they need the help of an adult (psychologist or teacher) to establish full-fledged relationships with their peers.
IN practical work, conducted on the basis of kindergarten No. 391 in Volgograd, game therapy was used in the form of relationship therapy, where the game acts as a kind of sphere in which the child’s relationship with the world around him and people is established. This paper presents a group form of play therapy for teaching children about relationships with each other, as well as for correcting communication disorders due to the unformed operational side of play activity. To diagnose violations of relations with peers in the preschool group, along with game methods, various diagnostic methods were used, which allow us to draw conclusions about the existence of interpersonal conflicts in a child. When developing methods of correction, the need was taken into account:
1) to study the social situation of the child's development: specific relationships with peers of the group, satisfaction with them, relationships with educators and parents;
2) provide pedagogical assistance to the child not only in establishing an external (business) plan for his relations with other children, but also in regulating internal (interpersonal relations). We singled out the conflict in operations and the conflict in motives, accordingly, in the experimental part, two types of psychological and pedagogical techniques were developed aimed at solving these two problems: the task in the event of a conflict in operations was solved by improving the operational side of the game activity; in case of a conflict in motives - by influencing the motivational side of the game.
Along with special games, non-game-type techniques were of great importance in correction:
1. "Ritual actions" (greeting and farewell rituals; group singing; exchange of impressions after the game).
2. Making group decisions. Many decisions during the session are made by the whole group; children themselves decide when to finish the game and move on to another, distribute roles themselves.
3. Strengthening understanding, sympathy - techniques for the ability to listen to each other, explain their feelings.
4. Formation of group independence. The reception is based on the withdrawal of the leading psychologist from the group, when children are given complete freedom of action, and they cannot turn to an adult for help and must make all responsible decisions on their own.
2.2 Game methods for correcting children's ill-being in the kindergarten group and the main stages of work
In the process of joint role-playing, the attitudes of children and attitudes towards children are manifested in the form in which they are perceived by the children themselves. It is due to the unity of the psychological nature of communication and play that the latter can have a high psychotherapeutic effect. The use of the game as a therapeutic tool by domestic psychologists is based on the following provisions:
1) the theory of activity of A.N. Leontiev, which consists in the fact that to positively influence the development process means to manage the leading activity, in this case, influencing the leading activity of a preschooler - the game;
2) D.B. Elkonin that the corrective potential of the game lies in the practice of new social relations in which the child is included in the process of specially organized game activities;
3) developed in the theoretical concept of V.N. Myasishchev, according to which personality is the product of a system of meaningful relationships.
The psychotherapeutic functions of the game are that it can change the child's attitude towards himself and others: change mental well-being, social status, ways of communicating in a team.
In addition to therapeutic play psychotherapy also performs diagnostic and educational functions. Therapeutic games aim to eliminate affective obstacles in interpersonal relationships, while educational games aim to achieve more adequate adaptation and socialization of children.
In the process of game correction, specially developed techniques and methods of game lessons were used, the content of which corresponds to correctional tasks. In the classroom, the children were offered a large selection of role-playing games: special dramatization games; games that remove barriers in communication; games aimed at the development of operations. It can be argued that many of the games proposed in the work are polyfunctional, i.e. when used, it is possible to solve a variety of tasks, and the same game for one child can be a means of increasing self-esteem, for another it can have a tonic effect, for a third it can be a lesson in collective relations.
Before proceeding to the methodology, it should be said about general principles considered variant of game correction, such as:
a) unconditional sympathy for the child;
6) the minimum number of restrictions;
c) the activity of the child himself.
Play psychotherapy performs three functions: diagnostic, therapeutic and educational.
Therapeutic games aim to eliminate affective obstacles in interpersonal relationships, while educational games aim to achieve more adequate adaptation and socialization of children.
In our work, we used game therapy in the form of relationship therapy, where the game acts as a kind of sphere in which the child's relationship with the world around him and people is established.
Below is a description of the main stages of the work carried out in middle group kindergarten No. 391, and analysis of the results.
The work consists of diagnostic, corrective and control stages.
The diagnostic stage is a preliminary testing of children and adults (parents and caregivers).
The correctional stage is carried out in the form of play therapy. The duration of one game lesson is 50-60 minutes. Changing the types of correctional work avoids the problem of overworking children in the classroom. Classes are held 2 times a week. A total of 12 classes were organized; 11th and 12th lessons - together with parents and educators.
The control stage consists of the final testing of children and adults, the final meeting with parents and caregivers.
Corrective stage. In the process of game psycho-correction, a variety of game and non-game techniques were used that entertain children, test the ability to prevent conflict situations, promote mutual understanding, reflection and control of their behavior, and are also aimed at improving the operational side of children's play activities, at children's awareness of their place in a peer group. . In the course of game therapy, three areas of work are distinguished, which have their own methodological techniques that ensure the solution of the tasks.
The first direction (2 lessons) includes the grouping of children into subgroups. Most of the proposed methods ensure the creation of a kind, safe situation where the participant feels mutual understanding, support, desire to help in solving problems (entertaining, subject and outdoor games). Mostly entertaining (contact) games were used.
The second direction (7 lessons) carries out the main correctional work in subgroups of children. In addition to correcting negative personality traits and teaching socially desirable forms of communication, diagnostic data are collected regarding the psychological characteristics of children. These data, in the process of a formative experiment, allow us to supplement, change the planned methods and correction techniques in order to take into account the individual problems of each child.
In this work, we used mainly gaming (with the adoption of roles, rules, etc.), as well as non-gaming techniques (joint activities, reading fairy tales, stories, visual activity and so on.).
Mostly corrective-directed and educational games were used.
The third direction (3 lessons) includes consolidating the acquired skills and forms of communication in the joint games of children. A variety of game and non-game techniques were used that entertain children, test the ability to prevent conflict situations, promote mutual understanding between children and adults, develop reflection skills and control their behavior.
The main games of this direction are entertaining, educational and control. In order to consolidate the positive experience gained by the child in the process of participation in correctional group, the last two sessions are held with parents and caregivers, who, in turn, learn to understand and recognize the child's communication difficulties.
Sample plan of play therapy with children.
Stage 1
1 lesson
1. Parsley doll invites you to play.
2. Acquaintance with the participants of the game with the help of puppet dramatization: fox, cockerel, cat, hare. Children tell dolls and game participants about their toys, favorite activities, favorite fairy tales.
3. The game "Cats and mice" to unite the participants.
4. Playing in the orchestra.
5. Subject game with musical instruments: metallophone, harmonica, children's piano, tambourine.
6. Dancing with puppets, round dance.
2 lesson
1. Object game with toys - vegetables and fruits.
2. Conversation about favorite vegetables and fruits (at home, in kindergarten, etc.).
3. The game "Edible-inedible."
4. Mobile game "Locomotive".
5. The game "Who works like that?" (to improve non-verbal communication skills).
6. The game "The sea is worried, once!" (to reveal the creative potential of each child).
Stage 2
3 lesson
1. Dramatization game with the Cat (introduce the Cat to the guys).
2. The game "Affectionate name" (to develop the ability to make contact).
3. Etude "Kitten" (facial expressions, pantomimics).
4. Etude "Little Dragons" (facial expressions, pantomimics).
5. Etude "Fear" (facial expressions).
6. Theatrical game "Cat, rooster and fox" (the last part of the tale).
7. Game-maze "Fox hole".
8. Song about kittens (choral singing).
4 lesson
1. Etude "Pippi long stocking» (facial expression).
2. Etude "A very thin child" (pantomime).
3. The game "Who came?" (identification of emotions).
4. Study "Egoist".
5. Conversation "Who is called an egoist?"
6. Model of desirable behavior in the study "Egoist".
7. "Minute of prank."
8. The game "Group drawing".
9. The game "Who is behind whom?" (observation).
10. Complex "Bells" (self-relaxation).
5 lesson
1. The game "Nice words."
2. The mobile game "Needle and thread".
3. Reading Russian folk tale"Fable".
4. The game "Let's show a fairy tale."
5. The game "Little sculptor" (facial expressions, pantomime).
6. "The dragon bites its tail" (outdoor game).
7. Etude for relaxation "Everyone is sleeping."
6 lesson
1. Etude "The Timid Child".
2. Etude "Brave Child".
3. Conversation "Who is afraid of what or whom."
4. Drawing your fear.
5. The game "In the dark hole" (removing the fear of the dark).
6. The game "Remember your position" (memory).
7. Etude "Tumbler" (relaxation, feeling of the group).
7 lesson
1. Etude for compassion "The hostess abandoned the bunny."
2. Etude "Funny kittens" (for a cheerful mood).
3. The game "Flower-Semitsvetik" (for color perception, attention).
4. Drawing on the topic: “What or who am I no longer afraid of” (reinforcement).
5. The game "Talking on the phone" (to develop the ability to conduct a dialogue).
6. Exercise "How do body parts say?"
8 lesson
1. Composition by all children together with the host of "a common magical story, fiction."
2. Dramatization of the "common magical story."
3. The game "The Blind Man and the Guide".
4. Etude "What do you hear?"
5. The game "Orchestra" (to develop attention to a communication partner).
6. Complex "On the magic island" (self-relaxation).
Lesson 9
1. Etude "Angry child" (facial expressions).
2. Etude "Stubborn boy" (facial expressions).
3. A conversation about stubbornness.
4. The game "Well, well!" (on the development of the moral qualities of the individual).
5. Etude "Polite child" (pantomime: puppets from the theater are used, "magic words" are recalled).
6. Finger painting on the topic: "Cheerful mood" (material: ink, toothpaste, a large long sheet of paper).
10 lesson
1. Theatrical game "Two Greedy Bears".
2. Etude "Greedy" (facial expressions, pantomime).
3. Talk about greed.
4. Model of desirable behavior in the etude "Greedy".
5. The game "Salochka-lifesaver" (for the development of moral qualities).
6. The game "Mirror" (for the ability to coordinate actions with the group).
Stage 3
11 lesson
1. The game "Cat and Mouse".
2. The game "Transfer of feelings."
3. The game "Harmful ring" (to compare positive and negative character traits). The game uses the etude "Hush", "Guilty", " Good mood"(facial expressions, pantomimics).
4. The game "Slow down, you will continue, stop!" (for the development of volitional qualities).
5. Competitive game "Joint drawing in the magic screen".
6. Test game "Guess what I'll say."
Lesson 12
1. The game "Flies - does not fly" (for association, entertainment).
2. The game "Fox, where are you" (an outdoor game with rules for the development of strong-willed qualities).
3. Role-playing game "Vasilisa the Beautiful".
4. Discussing the role of each participant in the game (each share their impressions and receive feedback from all participants in the game).
5. Competitive games for collecting figures from parts.
6. Dancing with children.
7. Rewarding children with a "medal" with commemorative drawings, signatures of all participants in play therapy.
At each lesson of the course of play therapy, a tambourine was used to relieve aggression, and a “Minute of prank” was used to relieve children psychologically.
In the process of play therapy with children, the characteristics of children's behavior, their emotional reactions, involvement in games, relationships with other children, attitudes towards classes, as well as all emerging and manifesting problems of the child were recorded in the protocols. A binder folder was created for each child for protocols, test results, drawings and other records of the psychologist.
The correction of violations of relations with peers among preschoolers allows us to draw the following conclusions:
1. The mere improvement of the operational side of the child’s play activity and changes in the motivational side of the child’s activity, as well as the organization of the child’s interaction with the children in the process of its joint implementation (external plan) is not enough to establish full-fledged (by nature) relationships with children.
Within play activity, already at a younger preschool age, interpersonal relations of a rather rigid and rigid structure are formed. Therefore, a necessary condition for the correction of children's relations is the reorientation of negativism (or indifference) of peers, which is possible only when the child is included in a special system of play relations, which in this case was the developed program of play therapy.
2. The existing conflict is not completely eliminated in all cases. Establishing positive relationships with peers is especially complicated by the child's long-term trouble in children's team. The length of the conflict in time, as a rule, is fraught with the fact that its primary causes are masked by secondary ones. As a result, it is very difficult to identify the original cause, and, consequently, to choose the right methods of pedagogical influence. The foregoing allows us to talk about the need for early diagnosis of such conflict relations.
3. In the event of a conflict in operations, the essential need for younger preschoolers to play together is blocked. However, forced "isolation" from it (due to failure in play) does not blunt this need, as evidenced by the active participation of these children in experimental play exercises.
4. The reorientation of selfish motives and the opposition of socially useful ones to them, the support of individual specific needs stabilizes the business relationships of these children with their peers, and expands the scope of play communication.
Conclusion
In conclusion, I would like to note the following. Communication has a positive effect on children's relationships if it is saturated with socially significant motivation, expressed in the desire to develop a common game, to maintain the community of children in a play association, and if the subject of the child's awareness in the game is another child - a partner in the game, as well as the area of relations with him. Mastering the ways of communication is an important condition for building relationships between children in the game.
An analysis of the results of psychological and pedagogical correction gives grounds to believe that game therapy, aimed at eliminating violations of relationships with peers in a preschooler, helps to eliminate affective obstacles in interpersonal relationships of children, as well as to achieve more adequate adaptation and socialization of preschoolers. When a conflict in motives and a conflict in the operations of play and teaching the child in game form ways of communicating with peers by creating a socially significant motivation and developing a common game, it was proved that if the child’s interpersonal relations are not well, internal emotional discomfort can be disrupted full-fledged intellectual development his personality, since the well-being of the child's relationship with peers directly determines the formation of the actual psychological structures of the personality: emotions, motives, self-awareness, personal activity and initiative.
An attempt to diagnose and correct the level of communication and relationships among pupils of preschool groups of kindergartens using game methods, as the experience of many researchers shows, is very effective. These methods make it possible to identify the main parameters of communication, interpersonal relationships and the main motives that determine the importance of a peer for a preschool child. The methods presented in this study can be used to diagnose the level of development of interpersonal relations in a group in kindergarten, as well as to correct children's problems in this group.
Bibliography
1. Bozhovich L.I. Problems of Personality Formation: Edited by D.I. Feldstein - M .: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1997
2. Raising children in the game: A guide for a kindergarten teacher / Comp. A. K. Bondarenko, A. I. Matusik. - 2nd ed. revised and additional - M.: Enlightenment, 1983
3. Raising children in senior group Kindergarten Handbook for the educator det. garden / V. V. Gerbova R. A. Ivankova, R. G. Kazakova and others; Comp. G. M. Lyamina. - M.: Enlightenment, 1984
4. Vygotsky L. S. Questions of child psychology - Ed. "Union"; SPb 1997
5. Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000
6. Mukhina V.S. Psychology of childhood and adolescence. Textbook for students of psychological and pedagogical faculties of universities. - M.: Institute of Practical Psychology, 1998
7. Obukhova L.F. Child psychology: theories, facts, problems. - M.: Trivola, 1995
8. Obukhova L. F. Developmental psychology. Textbook; Ed. "Rospedagenstvo"; Moscow 1996
9. Panfilova M.F. Game therapy of communication. - Moscow: IntelTech LLP, 1995.
10. Reader on developmental psychology. Textbook for students: Comp. L.M. Semenyuk. Ed. DI. Feldstein. - M.: Institute of Practical Psychology, 1996.
1 Obukhova L. F. Developmental psychology. Textbook; Ed. "Rospedagenstvo"; Moscow 1996
2 Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000
3 Vygotsky L. S. Questions of child psychology - Ed. "Union"; SPb 1997
4 Obukhova L.F. Child psychology: theories, facts, problems. - M.: Trivola, 1995
5 Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000
6 Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000
7 Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000
8 Raising children in the game: A guide for a kindergarten teacher / Comp. A. K. Bondarenko, A. I. Matusik. - 2nd ed. revised and additional - M.: Enlightenment, 1983
9 Bozhovich L.I. Problems of Personality Formation: Edited by D.I. Feldstein - M .: Publishing house "Institute of Practical Psychology", Voronezh: NPO "MODEK", 1997
10 Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. avg. ped. textbook establishments. - 2nd ed., revised. and additional - M.: Publishing Center "Academy", 2000
We bring to your attention excerpts from the book " Developmental psychology: Proc. allowance for students. higher textbook establishments”Darvish O.V. / Ed. V.E. Klochko. - M.: Publishing house VLADOS-PRESS, 2003.
Looking at the developmental process of a child age-related psychology gives a description of different age periods and, therefore, operates with such concepts as "age" and "childhood". Age, or age period, has its own structure and dynamics. “Each age is a qualitatively special stage of mental development and is characterized by many changes that together make up the uniqueness of the structure of the child’s personality at a given stage of his development” (L.S. Vygotsky). In psychology, there are two ideas about age: physical and psychological age. Physical age characterizes the time of a child's life in years, months and days that have passed since his birth, and psychological age indicates the level of psychological development achieved by this time. The psychological age may not coincide with the chronological age of the child. The age period, with its own characteristics of the development of mental functions and personality of the child, the characteristics of his relationship with others and the main activity for him, has certain boundaries. But these chronological boundaries can shift, and one child will enter a new age earlier, the other later. Boundaries shift especially adolescence associated with puberty in children.
preschool childhood- a long period of a child's life. This age is a direct continuation early age in terms of general sensitivity, carried out by the irresistibility of the ontogenetic potential for development. This is the period of mastering the social space of human relations through communication with close adults, as well as through gaming and real relationships with peers.
living conditions. At this time, they are rapidly expanding: the framework of the family is moving apart to the limits of the street, city, country. The child discovers the world of human relations, various activities and social functions. He is experiencing desire get involved in adult life, actively participate in it, which, of course, is not yet available to him. He strives for independence. From this contradiction, a role-playing game is born - an independent activity of children, simulating the life of adults.
Social situation of development
The place of the child in the system of relations is changing (it is no longer the center of his family), the ability to identify with people, images of heroes of works of art develops. There is an assimilation of norms of behavior, as well as various forms of communication. The child begins to realize that he is an individual, acquires an interest in the bodily structure of a person.
Leading activity in preschool age
Irpa. It has a significant impact on the development of the child. In the game, children learn to fully communicate with each other.
In the process of plot-role-playing creative play, children take on the roles of adults and in a generalized form, in play conditions, reproduce the activities of adults and the relationship between them. The child, choosing and playing a certain role, has an appropriate image - mother, doctor, driver, pirate - and patterns of his actions. But, although life in the game proceeds in the form of representations, it is emotionally saturated and becomes for the child his real life.
The game contributes to the formation of not only communication with peers, but also the arbitrary behavior of the child. The mechanism for controlling one's behavior is formed precisely in the game, and then manifests itself in other types of activity.
The game develops the motivational-need sphere of the child. There are new motives of activity and associated with them tselr. There are qualitative changes in the psyche of the child.
The preschooler also learns visual activity. As V.S. Mukhin, the specificity of drawing as a special type of activity is precisely pictorial, symbolic activity.
Central neoplasms: new internal position; subordination of motives, self-esteem and awareness of one's place in the system of social relations.
Thinking
Thinking in preschool age is characterized by a transition from visual-effective to visual-figurative and at the end of the period - to verbal thinking. The main type of thinking, however, is visual-figurative, which corresponds to representative intelligence (thinking in representations) in the terminology of Jean Piaget.
The preschooler thinks figuratively, but has not yet acquired the adult logic of reasoning. Solves mental problems in the representation, thinking becomes extra-situational.
There are prerequisites for such qualities of the mind as independence, flexibility and inquisitiveness.
There are attempts to explain phenomena and processes. Children's questions are indicators of the development of curiosity.
The mental development of a preschool child is constantly influenced by the game situation and actions. The experience of gaming and real relationships of the child in the role-playing game forms the basis special property thinking that allows you to take the point of view of other people, anticipate their future behavior and, depending on this, build your own behavior.
Speech
By the age of seven, language becomes a means of communication and thinking of the child, as well as a subject of conscious study, since in preparation for school, learning to read and write begins. According to psychologists, the language for the child becomes really native.
The sound side of speech develops. Younger preschoolers begin to realize the peculiarities of their pronunciation. By the end of preschool age, the process of phonemic development is completed.
The child's vocabulary grows rapidly.
The grammatical structure of speech develops. Children learn subtle patterns of morphological order (word structure) and syntactic order (phrase construction).
The child learns the grammatical forms of the language and actively increases vocabulary, which allows him to switch to contextual speech at the end of preschool age. He can retell a read story or fairy tale, describe a picture, convey his impressions of what he saw.
Features of speech development in preschool age:
Speech breaks away from a specific situation, loses its situationality, turning into universal remedy communication; connected forms of speech appear, its expressiveness increases;
The child comprehends the laws mother tongue in the process of actions with the word;
The child learns to express his thoughts coherently, logically, reasoning turns into a way to solve intellectual problems, and speech becomes an instrument of thinking and a means of cognition, intellectualization of cognitive processes;
Speech turns into a special activity that has its own forms: listening, conversation, reasoning and stories;
Speech becomes a special type of voluntary activity, a conscious attitude towards it is formed.
Perception
Perception at preschool age loses its original affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search. Speech has a significant influence on the development of perception at this time - the child begins to actively use the names of qualities, signs, the state of various objects and the relationships between them.
At preschool age, perception is characterized by the following:
Perception turns into a special cognitive activity;
Visual perception becomes one of the leading ones;
Perceiving objects and actions with them, the child more accurately evaluates color, shape, size (mastering sensory standards);
The ability to determine the direction in space, the relative position of objects, the sequence of events is being improved.
Attention
At preschool age there is a universal means of attention - speech. The child organizes his attention on the upcoming activity, formulating verbally.
In this age:
Concentration, volume and stability of attention increase significantly;
There are elements of arbitrariness in the management of attention based on the development of speech, cognitive interests;
Attention becomes mediated;
Attention is related to the child's interests in the activity; there are elements of post-voluntary attention.
Memory
Preschool childhood is the age most favorable for the development of memory. According to L.S. Vygotsky, memory becomes the dominant function and goes a long way in the process of its formation. The child remembers with ease the most diverse material.
In younger preschoolers, memory is involuntary. The child does not set himself the goal of remembering or remembering something and does not own special methods of memorization. The child quickly memorizes poems, fairy tales, stories, dialogues from films, empathizes with their heroes, which expands the scope of the child's cognitive activity. The child gradually learns to repeat, comprehend, connect material for the purpose of memorization, use connections when remembering.
In the middle preschool age (between 4 and 5 years), arbitrary memory begins to form.
Memory, more and more united with speech and thinking, acquires an intellectual character, elements of verbal-logical memory are formed.
The memory of a preschooler, despite its apparent external imperfection, actually becomes the leading function.
Imagination
Imagination is formed in play, civil and constructive activities and, being a special activity, turns into fantasizing. The child masters the techniques and means of creating images, while there is no need for a visual support for their creation.
By the end of preschool age, the child's imagination becomes controllable.
Imagination actions are formed:
The idea in the form of a visual model;
An image of an imaginary object;
An image of an action with an object.
emotional sphere
Preschool childhood is characterized by a generally calm emotionality, the absence of strong affective outbursts and conflicts on minor occasions.
The child learns social forms of expression of feelings.
The role of emotions in the child's activity changes, emotional anticipation is formed.
Feelings become more conscious, generalized, reasonable, arbitrary, extra-situational. Higher feelings are formed - moral, intellectual, aesthetic.
Emotional processes become more balanced.
Development of the motivational sphere
The subordination of motives is considered the most important personal mechanism that is formed in preschool age. It appears at the beginning of preschool age and then gradually develops. It is with these changes in the motivational sphere of the child that the beginning of the formation of his personality is associated.
Already at the early preschool age, a child can relatively easily make a decision in a situation of choosing one object from several, and not react to an attractive object. This becomes possible due to stronger motives that act as “limiters”. The strongest motive for a preschooler is encouragement, receiving a reward. Weaker - punishment (in communication with children, this is primarily an exception to the game), even weaker - the child's own promise. Demanding promises from children is not only useless, but also harmful, since they are not kept, and a series of unfulfilled assurances and vows reinforces such personality traits as optionality and carelessness. The weakest is the direct prohibition of some actions of the child, not reinforced by other additional motives, although adults often place great hopes on the prohibition.
The image of another person (adult, other children) helps the preschooler to regulate his behavior.
First, the child needs someone to be nearby, to control his behavior, and left alone, he behaves more freely, impulsively. Then, as the plan of representations develops, it begins to be held back by imaginary control.
At preschool age, the child is included in new systems of relationships, new activities. Appear, respectively, and new motives associated with the emerging self-esteem, pride, motives for achieving success, competition, rivalry; motives associated with assimilated moral norms, and some others. Interest in the content of the activity and achievement motivation are especially important.
During this period, the individual motivational system of the child begins to take shape. Motives acquire relative stability. Among them, dominant motives stand out - prevailing in the emerging motivational hierarchy.
The preschooler begins to learn the ethical norms accepted in society. He learns to evaluate actions from the point of view of moral norms, to subordinate his behavior to these norms.
Initially, the child evaluates only other people's actions - other children or literary heroes, not being able to evaluate their own. Perceiving, for example, a fairy tale, the younger preschooler does not realize the reasons for his attitude to different characters, globally evaluates them as good or bad.
Gradually, the emotional attitude and ethical assessment begin to differentiate.
Development of self-awareness
Self-awareness is formed by the end of preschool age due to intensive intellectual and personal development, it is usually considered the central neoplasm of preschool childhood.
There is a critical attitude to the assessment of an adult and a peer. Peer assessment helps the child evaluate himself.
Self-esteem appears in the second half of the period on the basis of the initial purely emotional self-esteem ("I am good.") And a rational assessment of someone else's behavior.
The child judges the moral qualities mainly by his behavior, which is either consistent with the norms accepted in the family and peer group, or does not fit into the system of these relations. His self-assessment, therefore, almost always coincides with the external assessment, primarily with the assessment of close adults.
By the end of preschool age, a correct differentiated self-esteem, self-criticism develops.
The ability to motivate self-esteem develops.
There is an awareness of oneself in time, personal consciousness.
The preschooler is aware of his physical abilities, skills, moral qualities, experiences and some mental processes.
The assimilation of the norms implies:
a) the child gradually begins to understand and comprehend their meaning;
b) the child develops habits of behavior in the practice of communication with other people;
c) the child is imbued with a certain emotional attitude to these norms.
Crisis of seven years
Regardless of when a child starts school, at age 6 or 7, at some point in their development they go through a crisis. This fracture may begin at 7 years of age, or may shift to 6 or 8 years. It is important how the child experiences the system of relationships in which he is included - whether they are stable or changing dramatically. The perception of one's place in the system of relations has changed, which means that the social situation of development is changing, and the child finds himself on the border of a new age period.
The crisis of seven years is the period of the birth of the social "I" of the child (L.I. Bozhovich). It is associated with the emergence of a new systemic neoplasm - “internal position., Which expresses a new level of self-awareness and reflection of the child.
Both the environment and the child's attitude to the environment are changing. The level of requests to oneself, to one's own success, position, increases, self-respect appears. There is an active formation of self-esteem.
A change in self-awareness leads to a reassessment of values, to a restructuring of needs and motives. What was important before becomes secondary. There is a generalized attitude towards oneself, towards others. There is a crisis of personality "I" (subordination of motives). Everything related to learning activities (primarily marks) turns out to be valuable, everything related to the game is less important.
There is a change in the main experiences:
The very fact of experiencing is revealed;
There is a meaningful orientation in their own experiences;
Experiences become meaningful.
Thus, the crisis of seven years is internal changes child with relatively minor external changes and social relationships between the personality of the child and the people around him.
The transition of the child to the next age stage is largely associated with the psychological readiness of the child for school. The components of psychological readiness for school are:
Intellectual readiness (OR, more broadly, - the readiness of the cognitive sphere);
Personal (including motivational);
Socio-psychological readiness;
Readiness of the emotional-volitional sphere
Literature
1. Bozhovich L.I. Personality and its formation in childhood. - M., 1968.
2. Vygotsky L. C. Questions of child psychology. -SPb., 1999.
3. Galiguzzova L.N., Smirnova E.O. Stages of communication: from one to six. - M., 1996.
4. Davydov V.V. The theory of developmental learning. Ch. 111. Problems of mental development of children. - M., 1996.
5. Ilyin EL. Motivation and motives. - SPb., 2000.
6. Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: Full life cycle of human development: Proc. allowance for students. higher textbook establishments. - M., 2001.
7. Mukhina V.S. Developmental Psychology: Phenomenology of Development, Childhood, Adolescence: A Textbook for Students. universities. - 5th ED., stereotype. - M., 2000.
8. Sapogova EE. Psychology of human development: Textbook. - M., 2001.
9. Slobodchikov V.I., Isaev E.I. Fundamentals of psychological anthropology. Psychology of human development: The development of subjective reality in ontogenesis: Proc. allowance for high schools. - M., 2000.
11, ElkoninD, B. Child psychology. - M., 1994.
12. Elkonin D.B. The psychology of the game. - M., 1978.
The manual outlines the main theoretical views of leading domestic and foreign scientists in the field of child psychology, gives an idea of the age norm and the main trends in the development of the child at various age stages.
Preschool childhood is a long period of a child's life. The conditions of life at this time are rapidly expanding: the framework of the family is moving apart to the limits of the street, city, country. The child discovers the world of human relations, different types of activities and social functions of people. He feels a strong desire to get involved in this adult life, to actively participate in it, which, of course, is still inaccessible to him. In addition, no less strongly he strives for independence. From this contradiction, a role-playing game is born - an independent activity of children, simulating the life of adults.
Play as a Leading Activity. Types of games: 3 - 4 years - directing; 4 - 5 l. - figurative-role-playing; 5 - 6 l. - role-playing; 6 - 7 l. - games according to the rules (each game has its own game conditions; plot - that area of activity that is reflected in the game; content - moments in D and relationships with adults that are reproduced by the child). The game "grows" out of object-manipulative activity at the end of early childhood. The affect is transferred from the object to the person, thanks to which the adult and his actions become a model for the child not only objectively, but also subjectively.
The game is the leading Activity, it has a significant impact on the development of the child. First of all, in the game, children learn to fully communicate with each other. The game develops the motivational-need sphere of the child. There are new motives for Activity and goals associated with them. In a developed role-playing game with its intricate intricacies, children form creative imagination. The game contributes to the formation of arbitrary memory, it overcomes the so-called cognitive egocentrism. Thanks to the decentration that occurs in the role-playing game, we also open the way to the formation of new intellectual operations.
Development of mental functions
Speech. Basically, the long and difficult process of mastering speech is completed. By the age of 7, the language becomes a means of communication and thinking of the child, as well as the subject of conscious study, since in preparation for school, learning to read and write begins. The language becomes really native. The sound side of speech develops. The vocabulary of speech is growing intensively. Average data according to V. Stern: at 1.5, the child actively uses about 100 words, at 3 years - 1000 - 1100, at 6 years. - 2500 - 3000 . The grammatical structure of speech develops. Child 3 - 5 l. does not just actively master speech - he creatively masters linguistic reality. This allows you to switch to contextual speech. Masters all forms of oral speech inherent in adults. He has detailed messages - monologues, stories. In communication with peers, dialogic speech develops, including instructions, evaluation, coordination of game actions, and the like. Egocentric speech helps the child to plan and regulate his actions.
Perception loses its original affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search. Perception and thinking are so closely connected that they speak of visual-figurative thinking, the most characteristic for this age.
Thinking. The main line of development of thinking is the transition from visual-effective to visual-figurative and at the end of the period - to verbal thinking. The main type of thinking, however, is visual-figurative, which corresponds to representative intelligence (thinking in representations) in the terminology of Jean Piaget.
By the end of preschool age, there is a tendency to generalize, to establish connections. Its emergence is important for the further development of the intellect, despite the fact that children often make unlawful generalizations, insufficiently taking into account the features of objects and phenomena, focusing on bright external signs (a small object means light, a large one means heavy, if heavy, then it will drown in water and so on).
Memory. According to L.S. Vygotsky, memory becomes the dominant function and goes a long way in the process of its formation. Neither before nor after this period does the child memorize the most diverse material with such ease. However, the memory of a preschooler has a number of specific features. In younger preschoolers, memory is involuntary. In the middle preschool age (between 4 and 5 years), arbitrary memory begins to form. Conscious, purposeful memorization and recall appear only sporadically. At preschool age, memory is included in the process of Personality formation. The third and fourth years of life become the years of the first childhood memories.
Personal development
Preschool age, as A.N. Leontiev is "the period of the initial actual warehouse of the Personality."
emotional sphere. Preschool childhood is characterized by a generally calm emotionality, the absence of strong affective outbursts and conflicts on minor occasions. This new one is relatively stable emotional background determines the dynamics of the child's ideas. Now the appearance of ideas makes it possible for the child to distract himself from the immediate situation, he has experiences that are not connected with it, and momentary difficulties are not perceived so sharply, they lose their former significance.
During this period, the structure of the emotional processes themselves also changes. Experiences become more complex and deeper. The content of affects changes - the range of emotions expands. Emergence of such emotions as sympathy to another, empathy is especially important. As already emphasized, the development of the emotional sphere is associated with the formation of a plan of representations. The figurative representations of the child acquire an emotional character, and all his activity is emotionally saturated.
Motivational sphere. The subordination of motives is considered the most important personal mechanism that is formed in this period. It appears at the beginning of preschool age and then gradually develops. It is with these changes in the motivational sphere that the beginning of the formation of his Personality is associated.
The motives of a preschooler acquire different strength and significance. New motives appear. These are the motives associated with the emerging self-esteem, self-esteem - the motives for achieving success, competition, rivalry; motives associated with the moral norms being assimilated at this time, and some others. During this period, an individual motivational system begins to take shape.
Self-awareness. Self-awareness is formed by the end of preschool age due to intensive intellectual and personal development, it is usually considered the central neoplasm of preschool childhood. Self-esteem appears in the second half of the period on the basis of the initial purely emotional self-esteem (“I am good”) and a rational assessment of someone else's behavior. The child first acquires the ability to evaluate the actions of other children, and then - their own actions, moral qualities and skills.
This period is characterized by gender identification: the child is aware of himself as a boy or a girl. Children acquire ideas about appropriate styles of behavior.
Self-awareness begins in time. At 6-7 years old, a child remembers himself in the past, is aware of the present and imagines himself in the future: “when I was small”, “when I grow up big”.
This is the period of the initial formation of the Personality. The emergence of emotional anticipation of the consequences of one's behavior, self-esteem, complication and awareness of experiences, enrichment with new feelings and motives of the emotional-need sphere - this is an incomplete list of features characteristic of the personal development of a preschooler. The central neoplasms of this age can be considered the subordination of motives and self-awareness.
!You should never forget that the psychology of children, their perception of others is significantly different from adult perception. Understand why the child acts this way and not otherwise, help him, if necessary, correct his behavior in better side, reach out to his consciousness and receive desired results from education will help the materials collected in this thematic section. All publications are systematized according to relevant topics. Such as psychological preparation and adaptation to school, hyperactivity, typical children's psychological crises and conflicts, fears and aggression. great attention paid to various methods of psycho-gymnastics and relieving nervous tension: isotherapy, fairy tale therapy, relaxation, sand therapy, questions of competent encouragement and (where without it!) Punishment.
Includes sections:
- Psychology of preschoolers. Consultations and recommendations for psychologists
- Hyperactivity. Hyperactivity disorder in children, attention deficit
- Psychogymnastics and relaxation. Removal of emotional stress
Showing posts 1-10 out of 4904 .
All sections | Psychology of preschoolers
Abstract of the event within the framework of the week of psychology "Friendship of Peoples" Summary of activities within the week psychology on the topic : "Friendship of the people" Prepared and conducted educator: Osipkina K.A. Relevance b: preschool education is the first step in the education system, and it is in childhood that a person, like a sponge, absorbs ...
Presentation on psychology "Development of sustained attention in preschool children" 1 slide Subject: Development of sustained attention in children preschool age 2 slide The relevance of the project is due to the fact that attention is mental condition human, on the characteristics of which the success of educational activity depends preschooler. According to L.S. Vygotsky, ...
Psychology of preschoolers - Psychological diagnostics "Study of the level of temporal competence and loyalty among teachers"
Publication "Psychological diagnostics" Study of the level of time ... " PSYCHOLOGICAL DIAGNOSIS / PSYCHOLOGICAL DIAGNOSIS Study of the level of temporal competence and loyalty of teachers To study the loyalty and temporal competence of teachers, diagnostic tools are used. The most efficient...
Purpose: to develop associative thinking, reproductive imagination, logical thinking, memory and self-regulation; cultivate independence, accuracy. Equipment: pictures with a specific plot, cards with subject images, geometric shapes. Lesson progress...
Lesson of a psychologist in the middle group with elements of fairy tale therapy: "The mood of my day" Purpose: - creation of a positive psychological climate among preschoolers; - learning to understand one's own mood; - the development of a sense of collectivism. - establish friendly trusting emotional contacts between adults and children. - to form the ability to freely ...
"Organization of a zone of psychological unloading and a zone for relieving aggression" Privacy corner in kindergarten Adaptation to kindergarten may not be as painful as psychologists and some parents describe. Fortunately, there are many tools designed to facilitate the process of getting used to the child's new team, walls, daily routine. One of these...
Psychology of preschoolers - Essay "Why do I work as a psychologist?"
ESSAY "Why I work as a psychologist" "We all come from childhood," said Antoine de Saint-Exupery in his "The Little Prince." And I agree with him, because all my childhood aspirations were embodied in that adult person whom I see every day in the mirror. I wanted to heal people...
1. Physical and mental development of a preschooler.
2. Development of the personality of a preschooler.
1. Physical and mental development of a preschooler
Chronological framework (age boundaries) - From 3 to 6-7 years.
Physical development. During this period, the anatomical formation of tissues and organs, an increase in muscle mass, ossification of the skeleton, the development of circulatory and respiratory organs, and the weight of the brain increase. The regulatory role of the cerebral cortex increases, the rate of formation of conditioned reflexes increases, the second signaling system develops
social situation. The child has a great desire to comprehend the semantic basis of the actions of adults. The child is excluded from active participation in the activities and relationships of adults.
Leading activity Role-playing game. At the age of 2-3 years, “single games” are pronounced in children, the child is focused on his own actions. Gradually, children begin to “play side by side”, uniting purely outwardly, since everyone should have their own toy.
At the age of 3-5, “short-term associations” arise, the duration of communication depends on the ability to create and implement a game plan and on the possession of game actions; the content of the game is not yet conducive to sustainable communication.
At the age of 4-6, "long-term associations of players" arise, the child strives to reproduce in the game the actions of adults and their relationships. The child has a need to have a partner. In the game, there is a need to negotiate with each other, to organize a game with several roles together.
Mental development. The development of differentiated sensitivity is noted. There is development sensory standards, the formation of perceptual actions. At 3 years old, the child manipulates the object without trying to examine it, they name individual objects. At 4 years old, the child examines the object, highlights the individual parts and features of the object. At 5-6 years old, the child systematically and consistently examines the subject, describes it, and establishes the first connections. At the age of 7, the child already systematically, systematically examines the subject, explains the content of the picture
Developing perception space, time and movement, the child perceives works of art.
Social perception develops as the ability to perceive and evaluate relationships with other people.
Stability of attention depends on the nature of the perceived objects. This age period is characterized by a different ratio of involuntary and voluntary attention in different types activities. There is a formation of stability and concentration of attention.
Representations are being developed as the basis of figurative memory. There is a transition from involuntary memory to arbitrary. The productivity of memorization is affected by the attitude and nature of the activity. Children develop eidetic memory. The past and the future appear in the structure of the child's self-consciousness.
For thinking characteristic is the transition from visual-effective to visual-figurative thinking (4-5 years), the formation of the simplest forms of reasoning (6-7 years), at the age of six causal thinking appears. There is a development of methods of mediation, schematization, visual modeling (6-7 years). At the age of 4, thinking is formed in the process of objective actions. At the age of 5, thinking precedes objective action. At 6-7 years old, children transfer a certain mode of action to other situations, elements of verbal-logical thinking appear.
Development imagination Depends on the experience of the child, imagination affects the creativity of children. Imagination is accompanied by a bright emotional coloring. Game and visual activity affects the development of the imagination.
Speech is mastered as the main mechanism of the child's socialization. Phonemic hearing, active and passive vocabulary develops, the vocabulary and grammatical structure of the language are mastered. At the age of 5 there is an awareness of the sound composition of the word, at the age of 6 children master the mechanism of syllabic reading.
2. Development of the personality of a preschooler
personal development. There is a development of self-consciousness, it is formed due to intensive intellectual and personal development. There is a critical attitude to the assessment of an adult and a peer. Peer assessment helps you evaluate yourself. In the second half of the period, based on the initial purely emotional self-assessment and rational assessment of someone else's behavior, self-esteem. By the end of preschool age, a correct differentiated self-esteem, self-criticism develops. At 3 years old, the child separates himself from the adult; about himself, about his qualities yet does not know. At the age of 4-5, he listens to the opinions of other people, evaluates himself on the basis of the assessments of the elders and his attitude to the assessments; seeks to act in accordance with his gender. At 5-6 years old, assessment becomes a measure of the norms of behavior, evaluates on the basis of accepted norms of behavior, evaluates others better than oneself. At 7 years old, the child tries to evaluate himself more correctly.
The development of the arbitrariness of all processes takes place - one of highlights mental development. The volitional behavior of a preschooler is largely due to the assimilation of moral attitudes and ethical standards. Capriciousness, stubbornness and negativism in crisis periods of development do not indicate a weak development of the will.
At this age, children are characterized by variability in the manifestation of temperament, maturation of properties nervous system, the type of temperament affects the behavior in various types activities. The basic qualities of the personality develop, personal qualities are formed under the influence of self-awareness, and imitation affects the development of character. In various activities, intensively develop capabilities, activity shows talent. Creativity is being formed as a basic characteristic
At preschool age, communication motives develop. There is a formation of subordination (hierarchy) of motives. Children are guided by the assessment of adults, this serves as the basis for the development of motives for achieving success.
Main impact on development emotions and feelings renders one of the neoplasms of age - self-consciousness (inner world). The inner experiences of the preschooler become more stable, feelings develop. Participation in gaming and other activities contributes to the development of aesthetic and moral feelings.
Communication with adults is different different ages: at the age of 3-5, communication is extra-situational-cognitive (objects and phenomena of the surrounding world are learned). At the age of 5-7 years - extra-situational-personal (recognize the features of the relationship between peers and adults and the characteristics of their personality). Communication with peers has the character of game cooperation, children learn empathy.
Neoplasms at preschool age. The beginning of the development of arbitrariness. The ability to generalize experiences. moral development. Ability to perceptual modeling. socialized speech. The development of visual-figurative and the emergence of verbal-logical thinking. The emergence of the "inner world".
Crisis 7 years - it is a crisis of self-regulation, reminiscent of a crisis of 1 year. According to L.I. Bozovic is the period of the birth of the social "I" of the child. The child begins to regulate his behavior by rules. Basal requirement- respect. Loss of childish spontaneity (mannering, antics). Generalization of experiences and the emergence of inner mental life. The ability and need for social functioning, for occupying a significant social position.
Tasks for independent work
1. Get to know modern research on the problem of preschool childhood. List the main issues considered by the author of the article you like.
- Dyachenko O. M. On the main directions of development of the imagination of preschoolers // Questions of Psychology. - 1988. - №6. - P.52.
- Yakobson S.G., Doronova T.N. Psychological principles of the formation of initial forms of educational activity in preschoolers // Questions of Psychology. -1988. - No. 3. -WITH. thirty.
- Yakobson S. G., Moreva G. I. Self-image and moral behavior of a preschooler // Questions of Psychology. - 1989. - №6. - P.34.
- Sokhin F. A. Psychological and pedagogical problems of the development of speech of preschoolers // Questions of psychology. - 1989. - №3. - P.39.
- Sinelnikov V. B. Formation figurative thinking in preschoolers // Questions of psychology. - 1991. - №5. – P.15.
- Kataeva A. A., Obukhova T. I., Strebeleva E. A. On the genesis of the development of thinking in preschool age // Questions of Psychology. - 1991. - No. 3. - P. 17.
- Veraksa I. E., Dyachenko O. N. Ways of regulating the behavior of preschool children // Questions of Psychology. - 1996. - №3. – P.14.
- Kolominsky Ya. L., Zhuravsky B. P. Social and psychological features of joint game and labor activity preschoolers // Questions of psychology. - 1986. - №5. - P.38.
- Yakobson S. G., Safinova I. N. Analysis of the formation of the mechanisms of voluntary attention in preschoolers // Questions of Psychology. - 1999. - №5. – C.3.
- Ermolova T.V., Meshcharikova S.Yu., Ganoshenko N.I. Features of personal development of preschoolers in the pre-crisis phase and at the stage of the crisis of 7 years // Questions of Psychology. - 1999. - №1. – P.50.
- Poddyakov N. N. Domination of integration processes in the development of preschool children // Psychological journal. - 1997. - No. 5. - P.103-112.
- Kamenskaya V. G., Zvereva S. V., Muzanevskaya N. I., Malanov L. V. Differential psychophysiological signs of motivational influence on the effectiveness of intellectual activity of older preschoolers // Psychological journal. - 2001. - №1. – S. 33.
- Sergienko E. A., Lebedeva E. I. Understanding of deception by children of preschool age in the norm and with autism // Psychological journal. -2003. -#4. –p.54.
- Elkonin D. B. Children's game // World of Psychology. - 1998. - No. 4. - S. 58-64.
- Smirnova E. O. Playing with the rules as a means of developing the will and arbitrariness of a preschooler // World of Psychology. - 1998. - No. 4. – P.64-74.
- Abramenkova VV The game forms the child's soul // World of Psychology. - 1998. - No. 4. - P.74-81.
- Tendryakova M. V. Game and expansion of the semantic space (mutual transitions of the game and reality) // World of Psychology. - 2000. - №3. - P.113-121.
- Zanchenko N. U. Conflict characteristics of interpersonal relations and conflicts between children and adults // World of Psychology. - 2001. - №3. - P.197-209.
- Senko T. V. The relationship of personal behavior, emotional and need sphere and the sociometric status of the older preschooler // Adukatsyya i vykhavanne. - 1997. - №3. - P.35-44.
- Korosteleva M. M. Quality improvement preschool education in Belarus // Adukatsiya i vykhavanne. - 2004. - №10. – P.28.
- Lebedeva IV Psychological analysis of the manifestation of aggression and anxiety in a preschooler. - 2004. - №11. – C.3.
- Ermakov V. G. On the problems of developmental education in the field of mathematical education of preschoolers. - 1996. - No. 8. –S.9-19.
- Abramova LN Features of the relationship of preschoolers in joint activities // Adukatsyya i vykhavanne. - 1996. - №10. - P.43-55.
- Abramova LN Influence of the nature of contacts between an adult and a child on the behavior and emotional manifestation of complaints of a preschooler. - 1998. - No. 4. - P.24-30.
2. Give answers to the following questions:
a) why, when communicating with peers, even dull ones, the child expands his vocabulary much better than when communicating with parents ?;
b) children aged 5-6 were shown films. In them, men and women performed work that is usually done by members of the opposite sex. The man was a nanny, and the woman was the captain of a large ship. After watching the film, they asked the question: “Who was the nanny and who was the captain?” Give a forecast of possible answers;
c) in young children, behavior is strictly determined by the situation they perceive. Each object pulls the child to touch it, feel it. Objects dictate to him what and how to do. Yes, the door can be opened and closed. This continues until about 3-4 years. How to teach a preschooler to perform an objective action consciously and voluntarily?
- Darvish O.B. Developmental psychology: Textbook for students of higher education. textbook institutions / Ed. V.E. Klochko. - M .: Publishing house VLADOS-PRESS, 2003.
- Kulagina I.Yu., Kolyutsky V.N. Developmental Psychology: The Complete Life Cycle of Human Development: A Textbook for Higher Students educational institutions. - M.: TC "Sphere", 2001.
- Mukhina V.S. Age psychology: phenomenology of development, childhood, adolescence: Textbook for students. universities. - 5th ed., stereotype. - M .: Publishing Center "Academy", 2000.
- Obukhova L.F. Developmental psychology of development. - M .: "Rospedagenstvo", 1989.
- Shapovalenko I.V. Developmental psychology (Psychology of development and developmental psychology). – M.: Gardariki, 2004.
