Role-playing game as a means of developing interpersonal relationships in older preschoolers. Formation of interpersonal relations of preschoolers Games for the development of interpersonal relations

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Introduction

The life of every normal person is literally riddled with contacts with other people. The need for communication is one of the most important human needs. Relations with other people give rise to the most acute and intense experiences, fill our actions and actions with meaning.

The role of interpersonal relations in childhood is especially great, since for a small child his communication with other people is not only a source of various experiences, but also the main condition for the development of his personality, his human development.

Interpersonal relationships are considered as selective preferences, as ideas about the other (about his social and personal qualities), as the ability to work together.

It was in the preschool years, as shown by the special studies of A.N. Leontiev., L.I. Bozovic begins the first relationship between the children.

The kindergarten group is the primary socio-psychological community, the first "children's society", which, along with the family, has a decisive influence on the formation of the personality of a preschooler. The formation of a personality in a group largely depends on what kind of relationship develops between its members, so it is important to study the features of interpersonal relationships of preschoolers. This problem was studied by Spivakovskaya, Bozhovich, Lisina.

The significance of relationships with others is enormous, their violation is a subtle indicator of deviations in mental development. A child who communicates little with peers and is not accepted by them because of the inability to build interpersonal relationships, to be interesting to others, feels vulnerable, rejected. This can lead to a sharp decrease in self-esteem, an increase in shyness in conflicts, and isolation. Therefore, adults need to help the child, teach him to build relationships with others, so that this fact does not become a brake on the path of personal development.

Game activity is one of those activities that can be used by adults in order to form and develop interpersonal relationships in preschoolers. After all, the game is distinguished by the presence of an imaginary situation and the unproductive nature of the activity, which implies a focus on self. game process and on the feelings of the player.

Analyzing the specifics of the game by T. Antonov, L. Artemyeva single out communication and interaction as a necessary condition for its emergence and existence in childhood, which allows us to consider the game as meaningful communication. The game is considered as a game dialogue, a way of understanding, penetrating the meaning, intentions of the interlocutor.

In the game, only his own feelings are available to the player, and as soon as he "enters the role", not only the feelings of his role will be revealed to him, which will become his own feelings, but also the feelings of partners, united with it by the unity of action and impact. When a child plays this or that role, he is not just fictitiously transferred into someone else's personality; assuming a role and entering it, he expands, enriches, deepens his own personality. The significance of the game for the development of not only imagination, thinking, will, but also the personality as a whole is based on this relation of the child's personality to his role. The personality and its role in life are closely interconnected; and in the game through the roles that the child takes on, his personality is formed and develops, he himself.

Very great opportunities for play in meeting the child's inherent needs for communication. In conditions preschool usually add up game groups that bring children together common interests, mutual sympathy.

Already in senior group kindergarten, there are fairly strong electoral relationships. Children begin to occupy different positions among their peers: some are more preferred by most children, while others are less. Usually, the preferences of some children over others are associated with the concept of "leadership". The problem of leadership is one of the most important in social psychology. With all the variety of interpretations of this concept, the essence of leadership is mainly understood as the ability for social influence, leadership, dominance and subjugation of others. The phenomenon of leadership is traditionally associated with the solution of some problem, with the organization of some important activity for the group. This understanding is rather difficult to apply to the group of preschoolers, in particular to the kindergarten group. This group does not have clear goals and objectives, it does not have any specific, common activity that unites all members, it is difficult to talk about the degree of social influence here. At the same time, there is no doubt about the fact that certain children are preferred, their special attraction.

Therefore, it is more correct for a given age to speak not about leadership, but about the attractiveness or popularity of such children, which, unlike leadership, is not always associated with the solution of a group problem and with the management of any activity. The degree of popularity of the child in the peer group is of great importance. The subsequent path of his personal and social development depends on how the relations of a preschooler develop in a group of peers. The position of children in a group (the degree of their popularity or rejection) in psychology is revealed by sociometric methods, which make it possible to identify mutual (or non-reciprocal) electoral preferences of children.

Due to the attractiveness of the game, preschoolers in it are capable of greater accommodatingness, compliance, tolerance than in real life. While playing, children enter into such relations, to which they are still “undergrown” in other conditions, namely: in relations of mutual control and assistance, submission, exactingness. The presence of such relationships suggests that the playing group becomes a “playing team”.

Adults can help in two ways: first, by teaching social skills through illustrative examples and explanations; secondly, to create conditions that allow children to gain successful experience of interacting with their peers.

It is the implementation of this direction that is most interesting, since in the scientific and methodological literature there are no clearly formulated pedagogical conditions for the development of interpersonal relations of preschoolers.

The significance of the topic is to show how interpersonal relations of older preschool children develop in a theatrical game.

Problem: what is the connection between the formation of interpersonal relations of older preschoolers with a theatrical game.

Purpose of the study: to identify, theoretically substantiate and experimentally test the effectiveness of the process of forming interpersonal relations of older preschoolers through a theatrical game.

Object of study: interpersonal relations of children of senior preschool age.

Subject of study: psychological and pedagogical conditions for the formation of interpersonal relations of older preschoolers.

Research hypothesis: The process of forming interpersonal relationships of older preschoolers will be effective under the following conditions:

1. A theatrical game will be used as a means of forming interpersonal relationships.

2. A program will be developed for the formation of interpersonal relations of older preschoolers, based on a theatrical game.

Research objectives:

1. To analyze the psychological and pedagogical literature on the problem of interpersonal relations of children of primary preschool age.

2. To identify the indicator of the formation of interpersonal relations in children of senior preschool age.

When performing the work, the following research methods were used: theoretical analysis of psychological, pedagogical, scientific and educational literature; ascertaining, forming and control experiment, as well as the development of a correctional and developmental program that contributes to the development of favorable interpersonal relationships of older preschoolers.

1. Interpersonal relations of children of the senior preschool inage and theatrical play

1.1 Age features of senior preschool age

In to school age 2 forms of extra-situational communication are distinguished - cognitive and personal.

In the first half of preschool age (3-5 years), a cognitive form of extra-situational communication between a child and an adult appears. He begins to ask the adult numerous questions. Therefore, children of this age are often called "why". These questions are extremely diverse and cover almost all areas of knowledge about the world, nature, and society. Everything that the child hears from an adult and what he sees himself, he tries to put in order, to establish regular relationships. Therefore, the communication of the child with adults are educational. The adult begins to speak to the child in a new capacity - as a source of new knowledge, as an adult who "knows everything", able to resolve doubts and answer questions. And since in the course of such communication with an adult, topics that are not directly related to the environment are discussed, communication for the first time acquires an extra-situational character. However, the world of natural, physical phenomena soon ceases to meet the interests of children. They are increasingly attracted to events taking place among people.

By the age of 5, it begins to emerge, and by the end of preschool age, a new form of communication for a preschooler is formed - out of situation - personal. Unlike the previous form, its content is the world of people, not things.

Older preschoolers prefer to talk about the rules of conduct, about themselves, about their parents. The leading motives are personal. The social situation of the development of a preschooler is not limited to his contacts with surrounding adults. In addition to the real adults surrounding the child, another one appears in the life and consciousness of the preschooler - the ideal adult. He exists only in the mind of the child as an idea, and not as a specific real person. And most importantly, he embodies the perfect image of some social function: an adult - dad, doctor, salesman, driver, director, etc. Moreover, this ideal adult not only appears or is thought of by a child, but becomes the motive for his actions.

The child wants to be like this ideal adult . His main need at this stage of development is to be "like an adult", to do "like an adult".

But a preschooler cannot really get involved in adult life due to his limited abilities.

This is the main contradiction of age - in the gap between his desire to be like an adult and the inability to realize this desire directly.

The only activity that allows him to resolve this contradiction is a role-playing game. In such a game, the child assumes the role of an adult and enters into certain relationships with other “ideal adults”. The adult in the role-playing game is present not directly, but indirectly, through the role that the child takes on. The child's behavior in play, his attitude to things and to other children who perform other roles, are mediated by the image of the ideal adult and directed by him. Precisely because role-playing gives the child the opportunity to interact with aspects of life that are inaccessible to him in real practice, it is the leading activity of the preschooler. . In it, on the one hand, thanks to the role-playing action, the assimilation of the norms of social relations takes place, and on the other hand, the very mechanism of personal behavior is formed. The child learns to control his behavior perfect image adult, which became the motive of his activity. And the main motive of gaming activity is to fulfill the role taken on as best as possible, to act “like an adult”. This motive subjugates the child's immediate impulses and is the leading one. From this point of view, it is in a role-playing game that a preschool child can recreate and master the meanings and motives of adult activities, it is in a role-playing game that he can learn the norms and rules of behavior that exist in the world of adults. It is in the role-playing game that arbitrariness in behavior becomes, since without observing the rules of the game action, the game can “collapse”, “not take place”. The child in the game learns to overcome his immediate desires and to subordinate his behavior to the rules of the game.

One of the most important neoplasms of preschool age is imagination. Imagination is closely connected with memory - in both cases, the child acts in terms of images and ideas. Memory, in a sense, can be seen as a "reproducing imagination". But in addition to reproducing images of past experience, imagination allows the child to build and create something new, original, which was not previously in his experience.

The child creates an imaginary situation in the game, composes fantastic stories, draws characters invented by him. During this period, the child does not just invent, he believes in his imaginary world and lives in it.

He lives in an imaginary game situation. Fairy-tale or theatrical characters are quite real for him. Invented and real stories difficult for him to distinguish. This emotional saturation of imaginary images and belief in an imaginary situation is one of the most important specific features of preschool age.

The most important new formation of this period is arbitrary behavior, which can be defined as behavior mediated by norms and rules.

In preschool childhood, a preliminary image of one's behavior is created. The image of behavior, which can be set in the form of a generalized rule, or a game role, or the actions of a particular person, acts as a regulator. The child begins to master and control his behavior by comparing it with this model. This comparison with the model is the awareness of one's behavior. The older preschooler begins to understand what he can and cannot do, he is aware not only of his actions, but also of inner experiences - desires, preferences, moods, etc.

Both imagination and voluntary behavior are formed, manifested and developed in various activities of a preschooler: playful, productive and educational.

In addition to playful and productive activities, educational activities begin to take shape in preschool childhood. And although in its developed form this activity takes shape only outside the preschool age, some of its elements already arise here.

The main feature of educational activity and its difference from productive activity is that it is aimed not at obtaining an external result, but at a purposeful change in oneself - at acquiring new knowledge and methods of action.

The development of the central nervous system is characterized by the accelerated formation of a number of morphophysiological features. So, the surface of the brain of a six-year-old child is already 90% of the size of the surface of the cerebral cortex of an adult. The frontal lobes of the brain are rapidly developing.

For example, the differentiation of the nervous elements of those layers (the so-called associative zones) is being completed, in which the processes that determine the success of complex mental actions are carried out: generalizations, awareness of the sequence of events and cause-and-effect relationships, the formation of complex inter-analyzer connections, etc.

Thus, children of older preschool age understand complex generalizations formed on the basis of interfunctional relationships. For example, they had previously learned that the term “clothing” refers to various items: a coat, a dress, a shirt, trousers, etc.

Now they are able to realize that toys, furniture, dishes are united by the fact that these things are made by human hands. Children's ideas about the main types of relationships between animate and inanimate nature are expanding. All this creates the possibility of communicating systematized knowledge to preschoolers.

In the sixth year of a child's life, the basic nervous processes are improved: excitation and especially inhibition. During this period, all types of conditioned inhibition (differentiated, delayed, conditioned inhibition, etc.) are formed somewhat easier. The improvement of differentiated inhibition has a positive effect on the child's compliance with the rules of behavior. Children are more likely to do what is right and refrain from doing what is not allowed.

An older preschooler is able to differentiate his muscle efforts. Therefore, in physical education classes, he can perform exercises with different amplitudes.

The properties of nervous processes (excitation and inhibition) - strength, balance and mobility are also somewhat improved. Children quickly answer questions, change actions, movements. But still, the properties of nervous processes, especially mobility, are not sufficiently developed.

The child sometimes reacts slowly to an emergency request, if necessary, cannot quickly push off, jump back, jump away, etc.

In children of five or six years old, dynamic stereotypes, which form the biological basis of skills and habits, are formed quite quickly, but their restructuring is difficult, which also indicates insufficient mobility of nervous processes. A child, for example, reacts negatively to a change in the usual way of life.

Personal development in senior preschool age characterized by the development of new knowledge, the emergence of new qualities, needs. In other words, all aspects of the child's personality are formed: intellectual, moral, emotional and volitional, effective and practical. Children's knowledge of the areas of socially useful activities of adults that are not directly related to serving the child is expanding.

Ideas about things, their properties are easily combined in the mind of the child with new knowledge about the work of adults in the manufacture of objects.

Soviet psychologists L.S. Vygotsky and A.V. Zaporozhets repeatedly emphasized that in the senior preschool age the child moves from situational behavior to activities subject to social norms and requirements, and is very emotional about the latter.

The above brief description of the personal development of an older preschooler indicates that it is carried out in the process of various activities of the child with adults and in a group of peers.

By the beginning of senior preschool age, independent actions of this kind, the child's questions to others, the desire to explain to a friend what is interesting to himself, or how to do it, act, constitute the elements of cognitive interests.

Equally important is the performance of the task.

At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem in a visual way, but also to transform the object, indicate in what sequence the objects will interact, etc.

However, such decisions will turn out to be correct only if children use adequate mental means.

Among them, we can distinguish schematized representations that arise in the process of visual modeling; complex representations that arise in the process of visual modeling; complex representations that reflect children's ideas about the system of attributes that objects may have, as well as representations that reflect the stages of transformation of various objects and phenomena (representations of the cyclicity of changes).

Ideas about the change of seasons, day and night, about the increase and decrease of objects as a result of various influences, ideas about development, etc. In addition, generalizations continue to improve, which is the basis of verbal and logical thinking. J. Piaget showed that at preschool age, children still lack an idea of ​​the classes of objects. Objects are grouped according to features that can change, but the operations of logical addition and multiplication of classes begin to form. For example: older preschoolers can take into account two features when grouping objects. As studies by domestic psychologists have shown, children of older preschool age are able to reason and give adequate causal explanations if the analyzed relationships do not go beyond their visual experience.

So - thinking and perception are so connected that they talk about visually - figurative thinking. Preschoolers can reason correctly and solve fairly complex problems.

Perception becomes more perfect, meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search. Assimilate the system of sensory standards (round - like an apple).

The perception of color, shape and size, the structure of objects continues to improve; children's ideas are systematized.

Children name not only the primary colors and their shades, but also intermediate color shades; the shape of rectangles, ovals, triangles. They perceive the size of objects, easily line up - in ascending or descending order - up to ten different objects.

However, children may experience difficulties in analyzing the spatial position of objects if they encounter a discrepancy between the shape and their spatial arrangement (the phenomenon of J. Piaget is a straight, winding road)

This indicates that in different situations perception presents certain difficulties for preschoolers, especially if they must simultaneously take into account several different and at the same time opposite signs.

Speech continues to improve, including its sound side. Preschoolers begin to realize the peculiarities of their pronunciation. Children can correctly reproduce hissing, whistling and sonorous sounds.

The vocabulary of speech is growing intensively. Individual differences are great - some children have a larger vocabulary, others have less, which depends on their living conditions, on how and how much close adults communicate with them.

Phonetic hearing, intonational expressiveness of speech develop when reading poetry in role-playing game and in Everyday life. The grammatical structure of speech is improved. Children use almost all parts of speech, are actively engaged in word creation (words created by the child himself according to the laws of grammar mother tongue always recognizable, sometimes very successful and certainly original). Vocabulary becomes richer: synonyms and antonyms are actively used. Connected speech develops. Children can retell, tell from the picture, conveying not only the main thing, but also the details.

Children learn the patterns of morphological order (word structure) and syntactic order (phrase construction).

Achievements of this age are characterized by the distribution of roles in play activities; structuring the playing space; further development of fine arts - an activity characterized by high productivity; application in the design of a generalized method for examining a sample.

Perception is characterized by the analysis of complex shapes of objects; the development of thinking is accompanied by the development of mental means (schematized representations, complex representations, ideas about the cyclical nature of changes); develops the ability to generalize, causal thinking.

1.2 Features of interpersonal relations of older preschoolers

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.

Preschool age is a particularly responsible period in education, because. 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. Knowing 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.

At preschool age, other children begin to occupy an increasing place in the life of a child.

If at the end early age the need for communication with peers is only taking shape, then for a preschooler it is already becoming one of the main ones. At 4-5 years old, the child knows for sure that he needs other children, and clearly prefers their company.

The communication of preschoolers with peers has a number of significant features that qualitatively distinguish it from communication with adults.

The first and most important distinguishing feature is the wide variety of communicative actions and their extremely wide range. In communication with peers, one can observe many actions and appeals that are practically never found in contacts with adults. The child argues with a peer, imposes his will, calms, demands, orders, deceives, regrets, etc. It is in communication with other children that such complex forms of behavior as pretense, the desire to pretend, express resentment, coquetry, and fantasizing are first manifested.

Such a wide range of children's contacts is determined by the wide variety of communicative tasks that are solved in this communication. If an adult remains for a child until the end of preschool age mainly as a source of assessment, new information and a model of action, then in relation to a peer, already from the age of 3-4 years, the child solves a much wider range of communicative tasks: here is the management of the partner’s actions, and control over their implementation, and the assessment of specific behavioral acts, and a joint game, and the imposition of their own models, and constant comparison with themselves. Such a variety of communicative tasks requires the development of a wide range of relevant actions.

The second striking feature of communication is its extremely vivid emotional richness. The increased emotionality and looseness of contacts between preschoolers distinguishes them from interaction with adults. Actions addressed to peers are characterized by a much higher affective orientation. In communication with peers, the child has 9-10 times more expressive-mimic manifestations, expressing a variety of emotional states - from violent indignation to violent joy, from tenderness and sympathy to anger.

On average, preschoolers are three times more likely to approve of a peer and nine times more likely to enter into a conflict relationship with him than when interacting with adults.

Such a strong emotional richness of the contacts of preschoolers is due to the fact that, starting from the age of four, a peer becomes a more preferred and attractive communication partner.

The significance of communication, which expresses the degree of intensity of the need for communication and the measure of aspiration for a partner, is much higher in the sphere of interaction with a peer than with an adult.

The third feature is their non-standard and irregularity. If in communication with adults even the smallest children adhere to certain generally accepted norms of behavior, then when interacting with their peers, preschoolers use the most unexpected actions and movements. These movements are characterized by a special looseness, irregularity, not being set to any patterns. Such freedom suggests that the society of peers helps the child to show his original beginning. If an adult carries cultural and normative patterns of behavior for a child, then a peer creates conditions for individual, non-normative, free manifestations.

Another feature of peer communication is the predominance of initiative actions over reciprocal ones. This is especially evident in the impossibility to continue and develop the dialogue, which breaks up due to the lack of reciprocal activity of the partner. For a child, his own action or statement is much more important, and in most cases he does not support the initiative of a peer. Children accept and support the initiative of an adult about twice as often. Sensitivity to the influences of a partner is significantly less in the sphere of communication with other children than with adults. Such inconsistency in communicative actions often gives rise to conflicts, protests, and resentment among children.

These features reflect the specifics of children's contacts throughout the preschool age.

Throughout the preschool age, the communication of children with each other changes significantly in all respects: the content, needs, motives and means of communication change.

These changes can proceed smoothly, gradually, however, qualitative shifts are observed in them, as if fractures. From two to seven years, two such fractures are noted: the first occurs at about four years, the second at about six years.

The first turning point is externally manifested in a sharp increase in the importance of other children in the life of a child.

If by the time of its occurrence and within 1-2 years after that, the need for communication with a peer occupies a rather modest place, then in four-year-old children this need is put forward in the first place. Now they begin to clearly prefer the company of other children to an adult or a solitary game.

The second fracture is outwardly expressed less clearly, but it is no less important. It is associated with the emergence of selective attachments, friendships, and with the emergence of more stable and deeper relationships between children.

These turning points can be seen as time limits of three stages in the development of children's communication. These stages were called forms of communication between preschoolers and peers.

The first form - emotionally - practical communication with peers (2 - 4 years). The need to communicate with peers develops at an early age. In the second year, children show interest in another child, increased attention to his actions, and by the end of the second year, there is a desire to attract the attention of a peer to themselves, demonstrate their achievements and evoke his response. At 1.5 years old, special play actions appear in the repertoire of children, which express their attitude towards a peer as an equal being with whom one can play, compete, mess around.

Imitation occupies a special place in such interaction. Children, as it were, infect each other with common movements, a common mood, and through this they feel a mutual community.

At the younger preschool age, the content of the need for communication is preserved in the form in which it developed by the end of early childhood: the child expects complicity from his peer in his amusements and craves self-expression. It is necessary and not enough for him that a peer joins his pranks and, acting together or alternately with him, maintains and enhances the general fun.

Each participant of such emotionally-practical communication is primarily concerned with drawing attention to himself and getting an emotional response from his partner. In a peer, children perceive only the attitude towards themselves, and as a rule, they do not notice him.

Emotionally - practical communication is extremely situational both in terms of its content and means. It entirely depends on the specific situation in which the interaction takes place, and on the practical actions of the partner.

At this stage, the communication of children is not yet connected with their objective actions and is distant from them. The main means of communication are locomotion or expressive - expressive movements. After three years communication is increasingly mediated by speech, however, speech is still extremely situational and can only be a means of communication if there is eye contact and expressive movements.

The next form of peer communication is situational-business. It develops by the age of four and up to the age of six. After four years in children, a peer in their attractiveness begins to overtake an adult and occupy an increasing place in life. This age is the heyday of the role-playing game. The plot - role-playing game becomes collective - children prefer to play together, and not alone. Communication in a role-playing game unfolds, as it were, at two levels: at the level of role-playing relationships and at the level of real relationships, i.e. that exist outside of the story being played.

In joint play activities, there is a constant transition from one level to another - moving to the level of role-playing relationships, children emphasize their manners, voice, intonations. This may also indicate that preschoolers clearly share role-playing and real relationships, and these real relationships are aimed at a common thing for them - the game. Thus, business cooperation becomes the main content of children's communication in the middle of preschool age.

Along with the need for cooperation, the need for peer recognition and respect is clearly highlighted. The child seeks to attract the attention of others, sensitively catches in their views, facial expressions signs of relationship to himself, shows resentment in response to inattention or reproaches of partners.

Children carefully and jealously observe each other's actions, constantly evaluate and often criticize partners, and react sharply to an adult's assessment given to another person.

Thus, a peer becomes the subject of constant comparison with oneself. This comparison is no longer aimed at discovering commonality, but at opposing oneself and another. So, in situational - business communication there is a competitive, competitive beginning.

Among the means of communication at this stage, speech begins to predominate. Children talk a lot with each other (about 1.5 times more than with adults), but their speech continues to be situational.

Interpersonal communication is an indispensable condition and at the same time generated by the vital needs of human society and communication, a multi-purpose mechanism for the formation of personality in the preschool age of a child in the course of assimilation of the socio-historical experience of a person.

Communication with peers, as well as joint activities, is a prerequisite for the formation of a child's personality. In the process of communication, he develops communication skills, forms knowledge about others and about his own "I" by comparing himself with his peers, and then with adults.

The statement of K. Marx and F. Engels that "the development of an individual is determined by the development of all other individuals with whom he is in direct or indirect communication" is fully applicable to the communication of children. Joint activity and communication form a unity.

There are three aspects to interpersonal communication.

The communicative side of communication is associated with the exchange of information, enrichment of each other due to the stock of knowledge accumulated by each of the peers. The interactive side of communication serves the practical interaction of peers among themselves in the process of joint activities. Here their ability to cooperate, help each other, coordinate their actions, coordinate them is manifested. Lack of skills and abilities of communication or their insufficient formation adversely affect the development of the child's personality, create difficulties in his upbringing. The perceptual side of communication characterizes the process of children's perception of their comrades, the process of learning their individual properties and qualities.

The main mechanisms of perception and knowledge of each other in the processes of communication are identification, reflection and stereotyping. The communicative, interactive and perceptual aspects of communication in their unity determine its content, forms and role in the life of children. Communication of children with peers, as well as their communication with adults, is vital, is a condition for the normal development of a person.

To acquire socio-psychological experience, the child needs a constant expansion of the social circle. So, children in communication with peers spend from 50 to 70% of the time.

The importance of communication with peers increases from younger to older age.

An adult for a child is a standard of behavior, a role model.

A peer is a partner in a joint activity.

Communication with peers affects the development of the personality of a preschooler: he learns to coordinate his actions with the actions of other children. In games and real life When communicating with comrades, children reproduce the relationships of adults, learn to put into practice the norms of behavior, evaluate their comrades and themselves. In communicating with peers, a preschooler uses and checks the effectiveness of the methods of activity and norms of human relationships appropriated to them in communication with adults. Considering peers equal to himself, the child notices their attitude towards himself, but practically does not know how to single out their stable personal qualities.

The relationship of preschoolers in peer groups is characterized by situationality and instability (quarrels and reconciliations with each other occur several times during the day), but this communication is a necessary condition for the assimilation of certain norms of interaction.

Interpersonal relationships and conflicts in the group.

A group conflict is understood as a clash of various tendencies in interpersonal relations associated with pronounced negative emotional states of its participants.

Conflicts can differ in different ways: by source - arising from the collision of different views, values, motives, etc.; content - business and personal; by the effect they have on the life of the group, and so on. Conflicts can be both intragroup (interpersonal) and intergroup in nature.

Both interpersonal and intergroup conflicts are generated by the incompatibility of values, norms and goals, which becomes an obstacle to communication.

Already in the older groups of the kindergarten, the interaction of preschoolers causes conflict situations.

Most often, such situations arise in play, in which, along with play relations set by the roles taken by the children, real relations of children are revealed, which are brought into play from everyday communication.

Playing relationships often do not coincide with the real relationships of children. It is not uncommon to observe how a boy, who has just shown concern for a “sick” girl in the role of a “doctor”, after a few minutes, leaving the game, takes away a toy from the same girl, not paying attention to her tears. At preschool age, these conflict situations, as a rule, are resolved by adults, since the content of children's communication itself, which is almost completely dependent on an adult, gives rise to a desire for “rule-based” behavior, the violation of which leads to conflict. The reproduction of relations between adults in the game teaches the child to obey certain rules, the implementation of which is perceived by him as strictly obligatory (“mothers do not do this”, “does the doctor treat patients like this?”, etc.).

A number of childhood researchers point to the desire of children for the "rule conformity" of behavior, the standards of which they borrow from adults. Observation of five-six-year-old children in various situations in conversations and various games shows that without constant control and influence of adults, the basic rules of communication and cooperation are forgotten by them. It is logical to conclude that the resolution of conflicts at preschool age, adherence to the necessary norms of behavior largely depend on the adult. Children's need for communication is faced with their lack of preparedness for interpersonal relationships, with the lack of formation of communication skills.

With sociability typical of most preschoolers, the children's community may not develop empathy, tolerance for comrades, etc. At the same time, it is in kindergarten that children acquire the skills and abilities to play and work together; in the process of joint activity, the first shoots of collectivism are born. The conflict in an acute emotional form reflects real contradictions in the process of joint activities and communication. These real contradictions can be based on subject-business disagreements and personal-pragmatic ones. Subject-business disagreements can contribute to the intensification of joint activities, the solution of social problems, and the convergence of points of view.

But it happens that personal-pragmatic relations are transferred to the sphere of joint activity and are covered by its interests. Sometimes these clashes are generated by the lack of an interesting business, prospects, exacerbate hostility and disguise selfishness, unwillingness to reckon with comrades.

The difficulty of resolving this kind of conflicts lies in the fact that they can be not only obvious, but also hidden, not lying on the surface.

Prevention and proper resolution of such conflicts depends on the level of development of the group - the higher it is, the less individualism can cause conflict relations.

Overcoming (removing) the conflict is the way to improve relations.

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 special individual approach, need the help of an adult (psychologist or teacher) to establish full-fledged relationships with peers.

For this, it is proposed 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.

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.

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.

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.

Possession of communication methods is an important condition for establishing relationships between children in the game.

The game of preschoolers is a multifaceted, multilayered formation that gives rise to different types of children's relationships: plot (or role-playing), real (or business) and interpersonal relationships.

Thus, communication plays a significant role in the mental development of the child. In the process of communication, he receives information about objects, phenomena of the surrounding world, gets acquainted with their properties and functions. In communication, the child's interest in knowledge is acquired. Communication with other people allows him to learn a lot about the social environment, the norms of behavior in society, his own strengths and weaknesses, other people's views on the world around him. Communicating with adults and peers, the child learns to regulate his behavior, make changes in activities, correct the behavior of other people. Communication develops, forms the emotional sphere of a preschooler. The whole range of specifically human emotions arises in the conditions of communication of the child with other people.

1 . 3 The role of theatrical play in the formation of interpersonal relations of older preschoolers

The game is the most accessible to the child and an interesting way for him to process and express impressions, knowledge and emotions (A.V. Zaporozhets, A.N. Leontsv, A.R. Luria, D.B. Elkonin, etc.). Theatrical game as one of its types is an effective means of socialization of a preschooler in the process of comprehending the moral implication of a literary or folk work and participating in a game that has a collective character, which creates favorable conditions for developing a sense of partnership and mastering ways of positive interaction. In a theatrical game, emotional development: children get acquainted with the feelings, moods of the characters, master the ways of their external expression, realize the reasons for this or that mood. The importance of theatrical play is also great for speech development(improving dialogues and monologues, mastering the expressiveness of speech). Finally, the theatrical game is a means of self-expression and self-realization of the child.

What is theater? This is the best, according to K.S. Stanislavsky, a means for people to communicate, to understand their innermost feelings. This is a miracle that can develop creative inclinations in a child, stimulate the development of mental processes, improve bodily plasticity, and form creative activity; help to reduce the spiritual gap between adults and children. The whole life of a child is full of play, each child wants to play his part in it. In the game, the child not only receives information about the world around him, the laws of society, the beauty of human relations, but also learns to live in this world, build relationships with others, and this, in turn, requires the creative activity of the individual, the ability to behave in society.

The game is the most accessible and interesting way for the child to process, express emotions, impressions.

Childhood takes place in the world of role-playing games that help the child learn the rules and laws of adults. Games can be viewed as impromptu theatrical performances in which the puppet or the child himself has his own props, toys, furniture, clothes, etc. The child is given the opportunity to play the role of an actor, director, decorator, props, musician, poet, and thereby express himself. Each child plays his role in his own way, but everyone copies adults in their games.

Theatrical play is one of effective means socialization of a preschooler in the process of understanding the moral implication of a literary work, participation in a game that creates favorable conditions for the development of a sense of partnership. In the course of improving dialogues and monologues, mastering the expressiveness of speech, speech development occurs most effectively.

A theatrical game is an action in a reality given by a work of art or predetermined by the plot, i.e. it may be reproductive. Theatrical game is close to the story game. Role-playing and theatrical games have a common structure: concept, plot, content, game situation, role, role-playing action, rules. Creativity is manifested in the fact that the child conveys his feelings in the depicted action, artistically conveys the idea, varies his behavior in the role, uses objects and substitutes in the game in his own way.

Theatrical games always delight, often make children laugh, enjoy their unchanging love. For what? Children see the world through images, colors, sounds. Kids laugh when the characters laugh, they feel sad, upset with them, they can cry over the failures of their favorite hero, they are always ready to help him.

The theme and content of theatrical games have a moral orientation, which is contained in every fairy tale, literary work and should find a place in impromptu productions. These are friendship, responsiveness, kindness, honesty, courage ... Favorite characters become role models. The child begins to identify with the beloved image. The ability for such identification makes it possible to influence children through the images of a theatrical game. With pleasure, transforming into a favorite image, the baby voluntarily accepts and appropriates his characteristic features.

Laughter and joy are inherent in childhood, inseparable from it. The child likes to play, especially with peers.

Independent role-playing by children makes it possible to form the experience of moral behavior, the ability to act in accordance with moral standards. Such is the impact on preschoolers of both positive and negative images.

Since positive qualities are encouraged and negative ones are condemned, children in most cases want to imitate kind, honest characters. And the approval of worthy deeds by adults creates a sense of satisfaction in them, which serves as an incentive to further control their behavior.

But many themes and plots involve struggle, the opposition of good and evil through the emotional characterization of positive and negative characters. Children, along with positive characters, can imitate negative ones, which happens quite often. In theatrical games, the problem of the influence of a negative character is more complicated than in the usual reading of a literary work. Two questions arise: to whom and how to portray a negative character? What are the consequences of its influence? Of particular importance is the reaction of the audience. It is very important that they condemn the bad deed, express a negative attitude towards the character who committed it.

A negative image will lose its attractiveness, and hence its influence, if it is presented in such a way as to cause universal laughter and condemnation. But preschoolers are unlikely to be able to achieve the level of expressiveness necessary for this purpose. For example, to convey the features of evil, cunning, greedy characters with enough irony is grotesque. Their execution may not cause aversion to the immoral, but on the contrary, it may encourage imitation. In addition, there are not always those who want to play an unattractive character, since many smart children immediately refuse such a role.

But sometimes it also happens like this: the desire to actively participate in the game pushes the child to perform any, even a negative role. To attract the attention of his peers to himself, he is ready to make them laugh like a fool. So gradually the image seems to “stick” to the child, and in the end it begins to cause ridicule.

Apparently, it is better for the educator to play negative roles with the help of various puppets.

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Explanatory note.

Attitude towards another, unlike communication, does not always have external manifestations. It can exist and manifest itself without any communicative acts; it can also be experienced with an absent or even fictional, ideal character; it can also exist at the level of consciousness or inner spiritual life (in the form of experiences, ideas, images, etc.). Therefore, the relationship can be considered a broader category than communication. At the same time, in real life, the attitude towards another person is manifested, first of all, in actions directed at him, i.e. in communication. Relationships can be seen as a motivational basis for communication and interaction between people.

The problem of the formation and development of interpersonal relations of children is relevant. And it attracts the attention of the public: many well-known psychologists and educators. A significant number of studies have been devoted to this topic (by V.V. Abramenkova, Ya.L. Kolominsky, T.A. Repina, E.O. Smirnova, and others). Since in our time, society requires the education of a socialized child: independent, owning the rules of interaction and the morality of the society in which he lives.

The attitude of the child to a peer can be seen in the actions directed at him, which the child shows in various activities. Particular attention should be paid to the leading activity of preschool children - play activities.

One of the main methods is a mobile game. The mobile game is the leading method of both physical and comprehensive education. It has a comprehensive impact on the child of preschool age. While playing, children learn about the world around them, themselves and their peers, their body, invent, create the environment, and also establish relationships with peers, while developing harmoniously and holistically. It is the mobile game that acts, contributes to the formation of interpersonal relationships and communication between peers, the mental development of the child, the improvement of cognitive processes, the development of the creative activity of children.

An outdoor game is a complex emotional activity of children, active movements due to the content of the game cause positive emotions in children.

Outdoor games are characterized by morally valuable content. They bring up goodwill, desire for mutual assistance, conscientiousness, organization, initiative. In addition, outdoor games are associated with great emotional uplift, joy, fun, and a sense of freedom.

Outdoor games create an atmosphere of joy, active movements, due to the content of the game, evoke positive emotions in children. It is mobile games that create effective conditions for the development of interpersonal relationships of a preschool child. In outdoor games, a child can show his disinterested desire to help a peer, give or give in to him an invaluable emotional involvement in his actions, all these actions can indicate that a peer has become for the child not only an object of comparison with himself, but also a self-valuable integral personality.

Outdoor games are one of the conditions for the development of a child's culture. In them, he comprehends and cognizes the world around him, in them his intellect, fantasy, imagination develop, social qualities are formed.

Interpersonal relations of preschool children are most effectively formed when an outdoor game acts as a targeted pedagogical tool, in which the child masters the rules of relationships with peers, learns the morality of the society in which he lives, and thus contributes to the relationship of children.

Technical base.

Room.

The room necessary for outdoor games should be an equipped sports hall. The hall should be free and not cluttered. Which contains sports equipment: skittles, hoops, cubes, balls (of various sizes), tracks of various textures, special aids (individual mats (of various configurations)), ropes and cords, a sports corner (gymnastic ladder, etc.). Inventory (its size) should correspond to the age and individual characteristics of children.

The room must be safe for the child (no sharp corners, etc.).

Children are in a mixed age group from 1.5 to 3 years. Different types of temperament and character (from melancholic to choleric), level physical development, as well as the level of development of mental processes: attention, thinking, memory, etc.). With this in mind, children need to explain the rules of the game, show a model for implementation, convey the essence of the game, which will lead the child to the knowledge of the world around him, himself and his peers, his body, invent and create the environment, as well as establish relationships with peers, while developing harmoniously and holistically. During the game, it is necessary to direct the child to achieve the goal.

Organization of work on optimizing interpersonal relations of preschool children in outdoor games.

Outdoor games are of great importance for the comprehensive, harmonious development of preschool children. The participation of preschoolers in an outdoor game allows you to establish friendly and positive interpersonal relationships.

The following methods and techniques were used: showing and demonstrating the game, explaining its rules, talking with children about the results of the game; observation method.

The purpose of outdoor games and activities is the formation of interpersonal relationships in preschool children.

The choice of these outdoor games was due to the age characteristics of children and the interests of children were taken into account. Games should be aimed at both joint activities, team interaction, and games where the child can express himself individually.

Games for preschool children (1-3 years old):

"Bird flight"

Children - birds gather on one side of the hall (platform), opposite the gymnastic benches. At the signal “Flew!” birds fly around the hall, spreading their arms like wings, and waving them. At the signal "Storm!" birds fly to the trees (children climb onto the gymnastic bench). When the teacher says: “The storm has passed!”, the birds calmly descend from the trees and continue to fly.

"Mousetrap"

Children are divided into two groups. One forms a circle - a mousetrap. The rest represent mice and are outside the circle. Children depicting a mousetrap join hands, go in a circle to the left (right) saying:

Oh, how tired the mice are

Divorced their just passion

Everyone ate and ate

Everywhere they climb - that's an attack.

Beware the cheats

We will get to you

Here we put mousetraps.

Let's catch them all at once!

As the words are spoken, the mouse children run into the circle, crawling under the clasped hands of the children walking in the circle, and run out of the circle. At the end of the words, the mousetrap closes - the children lower their hands, whoever remains in the circle is considered caught. They stand in a circle - the mousetrap increases. The game is repeated.

On one side of the hall (platform), benches or chairs are placed, and the children sit down - they are sparrows in nests. A little further away is a teacher who depicts a car in his hands a steering wheel (hoop). The teacher says: “Sparrows flew to peck grains”, the children run out to the playground, waving their arms like wings, sit down again, run. The teacher says: “The car is moving!” - sparrows fly to their nests.

"Aircraft"

Children are divided into three teams and placed on different sides of the hall (platform), in front of each they put one subject different color(cube, skittle, etc.). The players pretend to be pilots. At the command of the teacher “Prepare for the flight”, the children perform circular motions bent arms - start the engines. To the signal “Fly!” children raise straight arms to the sides and run to different directions throughout the site. At the command “Landing”, the planes return and land (they line up in their links and drop straight arms to the sides on one knee), mark the link that built faster and beautifully.

"Colored Cars"

Children are located on one side of the site (hall), they are cars. Each is given a colored circle - a steering wheel (hoop). The driver (teacher) has two colored flags in his hands. He raises a green flag - and children with a circle of the corresponding color scatter all over the site in any direction. They walk around imitating a car. The teacher raises a flag of a different color, for example blue, and the children of the second group also scatter. After a while, the flags go down and the players stop. The game is repeated. Previously, the teacher gives instructions - to run in different directions and without bumping into each other, otherwise there will be an accident.

"Carousel"

Children form a circle, holding hands, and walk in a circle at first slowly, and then faster and start running. Movements are performed in accordance with the text spoken aloud:

Barely - barely? Barely - barely

The carousels spin

And then around, around

Everyone run, run, run!

After the children run 2-3 laps, the teacher stops them and gives a signal to change the direction of movement and continue walking and running. Then the teacher together with the children says:

Hush, hush, don't rush!

Stop the carousel!

One - two, one - two.

So the game is over!

The movement of the carousel slows down and at the end the children stop.

Games for children of middle and senior preschool age (4-6 years old):

"Big Ball"

You need a big ball to play. The players stand in a circle and hold hands. The driver with the ball is in the middle of the circle. He tries to roll the ball out of the circle with his feet, and the one who missed the ball between his legs becomes the driver. But he gets around the circle. The players turn their backs to the center. Now the driver needs to roll the ball into the circle. When the ball hits the circle, the players again turn to face each other, and the one who missed the ball stands in the middle. The players do not take the ball in their hands throughout the game, they only roll it with their feet.

"Sticky Stumps"

Three to four players squat as far apart as possible. They depict sticky stumps. The rest of the players run around the court, trying not to get close to the stumps. Stumps should try to touch the children running past. Salted become stumps. Stumps should not get up.

“Catch up with your couple”

The first line of children stands at the starting line. At a distance of 1m. from the first line, each determines his pair. At the signal of the teacher, the children of the first rank run away, and the children of the second rank catch up with them, trying to touch them with their hands before they are beyond the second line. When the game is repeated, the children change roles.

"Kick the ball out"

Two horse lines are marked on opposite sides of the site. The distance between them is 5-10 m.

The players are divided into two teams, stand opposite each other behind the lines. By lot, one of them starts the game. Children alternately send the ball towards their opponents with a strong kick of the foot. They try not to miss the ball beyond the line of the horse, beat it off with their foot. If the ball has not reached the horse line, then the players pass it with their hands. So the ball passes from team to team until it passes over the line of the horse. The player who missed the ball is penalized (any object is placed behind him). The team with the fewest penalty points wins. When meeting the ball, the player can go beyond the horse line only one step. If the ball is sent weakly and does not roll to the end, the player is also penalized.

"Wandering Ball"

All players, except the driver, stand in a circle at arm's length.

They pass each other a big ball. The driver runs outside the circle, tries to touch the ball with his hand. If he succeeded, then he goes to the place of the player in whose hands the ball was, and the player goes out of the circle. When passing the ball, the players must not move. You can’t pass the ball through one, you can only pass it to a nearby player. The driver is not allowed to enter the circle. The ball can be passed in any direction. The transfer of the ball begins with the player behind whom the driver stands before the start of the game. The player who dropped the ball becomes the driver. The game is repeated.

“Frozen”

In it, Santa Claus “freezes” children, touching them with his hand, the children run away. The “frozen” child spreads his arms to the sides and stands motionless. The players can “unfreeze” it - dodging Santa Claus, run up and touch the “frozen” one with their hand. Santa Claus does not allow this. He "freezes" those who did not have time to escape from him. The game ends when most of the children are frozen.

"Empty place"

The players stand in a circle, putting their hands on their belts, form windows. The leader is chosen. He walks among the circle and says:

I walk around the house

And I look out the window

I will go to one

I knock softly.

After the word “I will knock”, the driver stops, looks into the “window” against which he stops and says: “Knock-knock-knock”. The one standing in front is asked “Who has come”. The leader says his name. The one standing in the circle asks: “Why did you come?” The driver replies: "We run a race." Both run around the players in different directions. In the circle of players there is an empty place. The one who reaches it first remains in the circle. The latecomer becomes the driver and the game continues.

“Who is faster along the track”

Of the rails (cords) form two tracks 3 m long, 30 cm wide. the players stand in two columns, in the hands of the players standing first, one pin each. At the signal of the teacher (whistle), the first players run from the starting line along the path, then go around the standing one at 1m. from the track, an object (a stuffed ball, a cube), return to their column and pass the pin to the next player, and themselves stand at the end of the column. So the players run in sequence. When the first player of the team is in front of the column, he raises the object high above his head. The winning team is marked.

“Who will carry the object faster”

On one side of the room on chairs (2-3) small objects are placed (for example: 4 cubes, 4 toys) on the other side there are the same number of chairs without objects. Those who play are called to chairs with objects. At the signal of an adult: "One - two - three - run!". The players begin to transfer one item to the other side of the room. The first person to carry all the items wins.

“Posigutki”

The players are divided into two teams by lot, one of them is the leader. The players of this team form pairs that stand in a corridor facing each other at a distance of 1 - 2 m, one pair from the other. Then the children also sit on the floor in pairs, straighten their legs, and touch each other with their feet. The players of the other party stand in single file and try to jump over their legs as quickly as possible. Drivers are trying to pin the jumping player. Each salted person stands behind the back of the driver who has salted him. The players change places after all the children have passed, and the game is repeated. The tagged must not jump further than the pair of players who tagged him. The leading salit of the player only when he jumps, while he should not change the position of the legs.

Another variant. The players of the leading team may not sit down, stretching their legs, but hold the cord or elastic band while kneeling.

"Crackers"

On opposite sides of the room or platform are marked with two parallel lines two cities. The distance between them is 20 - 30 m. All children line up near one of the cities in one line: left hand on the belt, right hand outstretched palm up. The leader is chosen. He approaches those standing near the city and pronounces the words:

Clap, yes, clap - the signal is this:

I run and you follow me!

With these words, the driver lightly claps someone in the palm of his hand. Driving and spotted run to the opposite city. Whoever runs faster, he remains in the new city, and the one who lags behind becomes the driver. Until the driver has touched someone's palm, you cannot run. While running, players must not touch each other.

"Who lives in a hut"

There is a hut in the forest. Various animals live in it. You need to guess who exactly lives in the hut. Children are divided into two groups: some depict animals living in a hut, others guess.

The guys go out one by one from the house, depicting a hare, a fox, a bear, a squirrel, etc. through movements they convey the habits, moods, states of animals.

"Storm"

Hoops are laid out in a circle according to the number of children. Leaving the houses (hoops), the children run, jump all over the site in different directions, pronouncing to the beat of the movements:

Raised the thunder to rumble,

Rode through the fields.

Ringing warm rain

Came up to me.

Rain, rain, we need

Run home!

While the players are running, pronouncing the text, the leader removes one or two hoops. With the last words: “Go home!” - children occupy any free hoop. Those left without a house are out of the game. The game continues until there is only one winner.

"Find and shut up"

Children stand on one side of the playground facing the driver. The driver invites all the players to turn their backs to him and close their eyes, and at this time he hides a small ball or some other object. Then, at the signal of the driver: “It's time!” - the children open their eyes, turn and start searching for the ball. The one who found the ball should go up to the driver, quietly tell him in his ear where he saw the ball, and sit down in his place. The game continues until all the children have found the ball. At the end of the game, the one who managed to do it first is marked.

The game can be repeated 3-4 times. The driver is the one who first found the ball.

Rules of the game:

1. you can’t take your eyes off until the driver says: “It's time!”
2. noticing the ball, the players should not take it, but only tell the leader where it is hidden in the ear.
3. the one who spied does not participate in the search for the ball.

Instructions for the game: the ball can be replaced by another object. It is necessary to ensure that the children do not peep where the ball is hiding.

"Sly Fox"

Children walk in a circle, saying:

Walks, wanders along the village

Cheat - red fox.

How can we see her?

Paw cheat to avoid?

The teacher imperceptibly touches the child, who becomes the Sly Fox.

The children say in chorus: “Cunning fox, where are you?”

A cunning fox runs out to the center with an exclamation: “I am here!”. All the players scatter around the playground, the fox catches them, touching the fleeing hand. Players caught by the fox become foxes. And they also catch those who run away, but without touching them, but tightly clasping them with both hands. The last child caught is the winner. In the repeated game, the winner becomes the cunning fox.

"Breeze"

A child is chosen according to the counting rhyme for the role of “breeze”, the rest become “bunnies”.

From the snowdrift on the edge

Someone's ears peeked out

And rushed off: jumping and lope -

White little ball.

Children squat down all over the site, imagining themselves as bunnies resting under a bush, on a hillock, etc. to the text accompaniment they jump on two legs moving forward.

Here he jumped with acceleration

On thawed patches green.

He circles around the birches,

Jumping over puddles.

Children jump around substitute objects and jump over puddles (flat small cardboard boxes that determine the size of the puddle).

Wind! Wind! Catch up!

Do not catch up with the dashing bunny?

Children run around the playground or hall. The breeze should touch the fleeing hare. The salted child turns into a breeze and also salts the next one. So until everyone becomes Winds. The last salted child becomes the driving breeze. The game is repeated.

"Rain"

The players are divided into two teams. Each team has a driver with an umbrella. Children remember their driver, the pattern and color of his umbrella.

To the music, the guys run around the playground, performing arbitrary exercises. On a signal: "Stop!" - the players freeze, closing their eyes, maintain their adopted position. Both drivers quickly move to any place on the site. At the signal of the teacher: “Rain!” - the players open their eyes, locate their driver and run under his umbrella.

The team that quickly navigates in space and accurately finds its driver wins.

"Mirror"

According to the rhyme, the driver is selected. He stands in front of the children and says:

Hey guys don't yawn

And repeat after me.

The driver shows a variety of physical exercises that the children repeat after him, “mirror” performing movements.

"Turnip"

Game on the theme of the famous folk tale. The players are divided into two teams of 6 people. Roles are distributed between the players: grandfather, grandmother, granddaughter, Bug, cat and mouse.

At a distance of 4-5 m from the players, turnips (2 pins) are placed. On a signal, in each team, the grandfather runs first. Having run around the turnip, he runs to his team, the grandmother joins him, and, holding hands, they already run around the turnip together. Then, having captured the next participant, he again runs around the turnip. You can pick a turnip only when all team members, holding hands, reach it. The first team to return to their place with a turnip in their hands wins.

“Trains”

Two teams of 5-7 people are organized. Taking each other by the belt, at the signal of the teacher, the players of both teams begin to move from the starting line. The leaders of each team, before performing a new type of movement, depict train horns.

1. Walking on rails - along two parallel winding lines, track to track.
2. Running after the leader with a change of direction between obstacles (pins, flags, balls).
3. Walking on a log bridge lying on the floor 10-15 cm high.

The team that reaches the finish line first wins.

“Journey under the sea”

Two teams of 5 compete. In each team, the roles of sea animals are distributed, which will compete with each other in the speed of movement. These are crab, cancer, turtle, octopus, seahorse.

At the signal of the teacher or with the end of the words “no one will understand”, the crabs from the start begin to move to the finish line. The crab of one team that arrived at the finish line rings the bell, and the crab of the other team hits the tambourine, which is a signal for the next player to start moving. The competition continues until all players have crossed the finish line. The winner is the team that reaches the finish line faster and correctly imitates the movements of marine animals.

At the bottom of the sea among marvelous corals,

A beautiful amazing “people” lives,

Crawls and swims beautifully...

But here's where why, no one will figure it out.

Here comes the crab

Claws forward spaced.

(Walking on low all fours with emphasis on elbows and knees.)

Cancer, look

Deftly leans back.

(Walking on low all fours back.)

A sea turtle crawls under the shell -

Impenetrable underwater all-terrain vehicle.

(Walking on medium all fours with an emphasis on the hands and knees, the back is arched with tension.)

But who is it that walks merrily?

Of course, this is a good octopus!

(Walking on high all fours with support on the fingers and toes.)

Sea horse frolic and play,

Leap forward and sideways jump!

(Jumps with forward squatting, hands, kneeling.)

"Vice versa"

Children stand in a circle. In the center is the leader with the ball in his hand. Showing movements or actions with the ball, he throws it to one of the players with the words: “Do the opposite!”. The player who received the ball must perform the opposite movement and return the ball to the leader (for example, when throwing the leading ball up - hit the floor, when transferring from hand to hand - roll on the floor, when squatting with the ball - jump). At the end of the game, the children who correctly performed the opposite actions are marked.

"White bears"

According to the counting rhyme, a polar bear living on an ice floe is selected, the rest of the cubs are located throughout the site. A polar bear shouting: “I'm going out to catch!” - catches up with the cubs, salit and takes them to the ice floe. Two captured cubs join hands and also help to catch the rest. But they must take the one caught in a circle of clasped hands, after which the cubs shout: “Bear help!”. The bear runs up, taunts the player and takes him to the ice floe. When the next two cubs appear on the ice floe, they also start catching the rest in pairs. The game continues until all the cubs have been caught. The last one caught becomes the Polar Bear.

“Big and small wheels”

The guys form two circles, one inside the other. On command, to the music, circles (wheels) move in opposite directions. A sharp change in the nature of the music or clap gives a signal to change the direction of the wheels. The team with the fewest mistakes wins.

The jug game

The driver hits the ball on the ground with the words:

I dropped the jug

And broke it on the floor (a)

One two Three -

Him, (child's name), catch!

On the word “catch”, he hits the ball hard on the ground and runs away. The ball is picked up on the fly by the child whose name was called.

Game continues.

"Voevoda"

The players roll the ball from one to the other in a circle, saying:

An apple rolls into a round dance circle,

Whoever raised it is the governor ...

The child who has the ball at this moment is the governor. He says:

Today I am a warlord.
I'm running from the round dance.

Runs around the circle, puts the ball on the floor between two players. The children say in chorus:

One, two, do not crow

And run like fire!

Players run in a circle in opposite directions, trying to grab the ball before their partner. The one who runs first and grabs the ball rolls it in a circle. Game continues.

"Mail"

Hoops are laid out in a circle - mail delivery addresses (names of settlements and nearby cities). Each player receives an address.

In the center is the postman, in the hoops - the players - the addressees. The teacher announces: “The mail goes from Moscow to Petersburg” (or some other cities). The players whose cities are named must switch places. The postman at this time strives to take one of the empty places. If he succeeds, then the player left without a place becomes a postman. If the postman fails to take a free place for a long time, then the teacher can announce: “Mail goes to all cities”, then all the children change places with each other.

Evaluation of results.

To evaluate the results, we used:

observation method.

Purpose: to study a child in the natural conditions of his life, to determine a specific picture of the interaction of children in a group in the process of an outdoor game.

Organization: When observing, it is necessary to pay attention to the following indicators of children's behavior:

• initiative- reflects the desire of the child to attract the attention of a peer, to encourage joint activities, to express attitude towards himself and his actions, to share joy and grief,
• sensitivity to peer pressure- reflects the desire and readiness of the child to accept his actions and respond to suggestions. Sensitivity is manifested in the child’s actions in response to peers’ appeals, in the alternation of initiative and response actions, in the consistency of one’s own actions with the actions of another, in the ability to notice the wishes and moods of a peer and adapt to him,
• prevailing emotional background - is manifested in the emotional coloring of the interaction of the child with peers: positive, neutral business and negative.

For each subject, a protocol is started, in which, according to the scheme below, the presence of these indicators and the degree of their severity are noted.

Scale for assessing parameters and indicators:

Parameter evaluation criteria	Severity in points
Initiative
- absent: the child does not show any activity, plays alone or passively follows others	0
- weak: the child rarely shows activity and prefers to follow other children;	1
- medium: the child often takes the initiative, but he is not persistent;	2
- high: the child actively involves the surrounding children in his actions and offers various options for interaction.	3
Sensitivity to peer influences
- absent: the child does not respond at all to the suggestions of peers;	0
- weak: the child only in rare cases reacts to the initiative of peers, preferring individual play;	1
- medium: the child does not always mark the suggestions of peers;	2
- high: the child responds with pleasure to the initiative of peers, actively picks up their ideas and actions.	3
The prevailing emotional background
- negative;
- neutral business;
- positive.

Registration of children's behavior using this protocol will allow you to more accurately determine the nature of the child's relationship to peers. So, the absence or weakly expressed initiative (0-1 point) may indicate the underdevelopment of the need to communicate with peers or the inability to find an approach to them. Medium and high levels of initiative (2-3 points) indicate a normal level of development of the need for communication.

The lack of sensitivity to peer influences, a kind of “communicative deafness” (0-1 points) indicates the inability to see and hear the other, which is a significant obstacle in the development of interpersonal relationships.

An important qualitative characteristic of communication is the prevailing emotional background. If the negative background is predominant (the child is constantly irritated, screaming, insulting peers or even fighting), the child requires special attention. If a positive background prevails or positive and negative emotions in relation to a peer are balanced, then this indicates a normal emotional mood in relation to a peer.

Protocols are filled out once a month.

Dynamics of development of interpersonal relations.

All these games are aimed at the relationship and communication of children with each other. All children participated in the games with great interest and desire. But at the initial stages, the selective preferences of the partners in the games were observed. All children in turn were offered the main role, or the role of the captain in an outdoor game, thereby the child understood his importance and realized the responsibility that was given to him, and the status of the child in the eyes of his peers also increased. At some point, they learned some new information about the child. One could see the desire of the child to hear the opinion of not only his best friend, but also another peer who became interesting to him to a certain extent. This interest or desire can be seen in games where pair interaction and team interaction are important, where, accordingly, children were least involved, who communicate and interact with each other. But special attention should be paid to pro-social behavior towards peers. Next, the guys were offered greater independence in choosing players for their team, as well as in the distribution of roles. You can see how the child gives up his role, place, and also shares sports attributes, seeing how upset he is and this is important for another peer. A child worries about a peer if something does not work out for him, or if he misunderstood or follows the rules of the game, the child’s game activity is emotionally involved.

The results of the work carried out show the effectiveness of the use of outdoor games as the formation of relationships among preschool children, this is evidenced by the positive dynamics in the development of children's relationships, which can be seen from the completed protocols.

Relationships are not only formed, but also realized, manifested in the interaction of people. At the same time, the attitude towards another, in contrast to communication, does not always have external manifestations. Attitude can also manifest itself in the absence of communicative acts; it can also be experienced with an absent or even fictional, ideal character; it can also exist at the level of consciousness or inner spiritual life (in the form of experiences, ideas, images, etc.). If communication is carried out in various forms of interaction with the help of some external means, then attitude is an aspect of inner mental life, it is a characteristic of consciousness that does not imply fixed means of expression. But in real life, the attitude towards another person is manifested, first of all, in actions directed at him, including in communication. Thus, relationships can be considered as an internal psychological basis for communication and interaction between people. Experience of first relationships with others equal to a child people (with peers) is the foundation for the further development of the child's personality.

The need to obey the rules and respond appropriately to the signal organizes and disciplines children, teaches them to control their behavior, develops intelligence, motor initiative and independence. Outdoor games expand the general horizons of children, stimulate the use of knowledge about the world around them, human actions, animal behavior; replenish vocabulary; improve mental processes.

Thus, the results of the work carried out show the effectiveness of the use of outdoor games as the formation of relationships among preschool children, this is evidenced by the positive dynamics in the development of children's relationships, which can be seen from the completed protocols.

Accordingly, we can highlight some recommendations on the use of outdoor games for the formation of interpersonal relationships:

Children were offered the main roles in an outdoor game, thereby the child understands his importance and realizes the responsibility that is given to him, and the status of the child in the eyes of his peers also increases.

Give children more independence in choosing a game, assigning roles, choosing sports attributes, etc. when a child can show his pro-social actions in relation to a peer, i.e. show your emotional involvement, help, give in, empathize, etc.

Offer children games for pair and team interaction, where children form necessary qualities(consistency, cohesion, helping, empathy, etc.) to develop interpersonal relationships.

E. O. Smirnova, Doctor of Psychology, Head of the Center for Psychological and Pedagogical Expertise of Games and Toys, MSUPE

U. Rakhimova, senior preschool teacher No. 734, Moscow

Interpersonal relationships of preschoolers and story play

Until recently, the sphere of interpersonal relations of preschoolers was on the periphery of the educational process. However, recently the situation has changed. In the federal state requirements for the general educational program of preschool education, the development of the communicative sphere is declared as one of the priority areas of the teacher's work. Among the integrative qualities that determine the result of the educational process, "Communicative abilities", "Emotional responsiveness", "Self-awareness" are specially defined1. All this brings to the fore the definition of the conditions for the formation of interpersonal relations of preschoolers. It is known that at preschool age (from three to six years) the main form of interaction between children is a role-playing game2. At this time, the game becomes collective - children prefer to play together, and not alone. Communication with others in a role-playing game unfolds at two levels: at the level of role-playing relationships (that is, on behalf of the roles taken - doctor-patient, mother-daughter, etc.) and at the real level, that is, about the plot being played (children assign roles, agree on the conditions of the game, evaluate and control the actions of others, etc.). The main content of communication of children at preschool age is playing cooperation. Children are busy with a common cause, they must coordinate their actions and take into account the activity of their partner in order to achieve a common result. Thus, the story game is the practice of children's communication and relationships.

This kind of communication occurs in a developed game activity. However, recently, teachers and psychologists have increasingly noted the absence or underdevelopment of role-playing among modern preschoolers, the content of which is reduced to subject

1 Federal state requirements for the structure of the main general educational program of preschool education.

2 Development of communication between preschoolers and peers /

ed. A. G. Ruzskoy. - M, Pedagogy, 1989.

Action3: Children play less and their games become more and more primitive. The study showed that about 80% of preschool children by the age of 5-6 do not reach a developed form of play activity and remain at the level of primitive play.

It can be assumed that the underdevelopment of the play activity of preschoolers negatively affects the communication and interpersonal relationships of children.

The main goal of this work was to reveal the connection between play activity and interpersonal relations of preschoolers. The research method was a comparative analysis of relationships with peers among preschoolers with a developed form of role-playing and with its absence.

We chose two groups of preschoolers with different levels of development of the game from two different preschool educational institutions Moscow, 20 people each. In the first group, free, independent play takes up most of the time spent in kindergarten, while in the second group there is practically no time left for it. In this garden, sufficient attention is paid to introducing children to folk culture, children play with familiar fairy tales, including elements of the game - round dances, artistic reading, holidays are also associated with folk games. But all this happens under the guidance of educators and does not take root in children's lives, does not become a form of independent activity. This is reflected in the disunity of children and the lack of meaningful communication.

The level of development of the game was determined by observing the free play of preschool children in their usual conditions. The observation was carried out three times within one hour. During the observation, the following indicators were recorded:

The maximum duration of the game;

Plots of the game;

The presence of role-playing speech, which indicates the adoption of a game role;

3 Smirnova E. O., Gudareva O. V. State of the game of modern preschoolers. - Psychological science and education, 2005, No. 2.

The development of the plot (the number and variety of game actions).

Observations revealed clear differences in the way of life and in the nature of play in these kindergartens, which made it possible to consider these groups as two target samples: preschoolers with undeveloped play (“non-playing children”) and children with a developed form of play (“playing children”). The main objective of our work was to compare interpersonal relationships in groups of playing and non-playing children.

To identify the interpersonal relationships of children, methods were used that have shown their validity in previous works4.

Observation of free interaction. An adult, unnoticed by the children, observed the interaction of the children for an hour and recorded its characteristic features. Each group had three observation sessions. When observing, initiative in communication, sensitivity to partners, the general emotional background and the content of communication, that is, what children talk about with their peers, were recorded. Initiative and sensitivity to peers were assessed on a conditional three-point scale.

To identify the features of peer perception, a rather effective and simple technique "A story about a friend" was used. During the conversation, the adult asks the child which of the children he is friends with and with whom he is not friends. Then he asks to characterize each of the named guys: “What kind of person is he? What could you tell about him? Answering the questions of an adult, the child discovers the peculiarities of his perception of others and the degree of sensitivity of his attitude towards others. It should be noted that the ability to see and perceive another person (and not oneself in him), which is determined in this technique, is one of the most important aspects of interpersonal relationships.

Ways to overcome conflict situations were identified using the "Pictures" technique. Children were shown pictures depicting the interaction of children with peers. On each of them there is an offended, suffering character. The child must interpret the conflict shown in the picture between the children and tell what he would do on the spot. offended person. In resolving a conflict situation, children usually do the following:

4 Smirnova E.O., Kholmogorova V.M. Conflict children. - M.: EKSMO, 2010.

1. Avoiding the situation or complaining to an adult (I’ll run away, cry, complain to my mother).

2. Aggressive decision (I will beat, I will call a policeman, I will give a stick to the head, etc.).

3. Verbal decision (I will explain that it is so bad that it cannot be done this way; I will ask him to apologize).

4. Productive solution (wait for others to play; fix the doll, etc.).

In cases where more than half of the four answers are aggressive, we can say that the child is prone to aggressiveness. If most of the children's answers have a productive or verbal solution, we can talk about the safe, conflict-free nature of the relationship with a peer.

These studies were conducted on children 5-6 years old in the "playing" and "non-playing" groups.

We present the results of a comparative analysis for each method. One of the main results of observing the interaction of children was the number of initiative and response appeals to peers, which reflected the main indicators of communication - initiative as an indicator of the need to communicate with peers and sensitivity to a partner. Indicators of both initiative and sensitivity to peers are significantly higher in the group of children who play. Communication of children in this group took place mainly in the game. The plots of the game varied, but the children's cooperation was quite constructive and meaningful. The roles were clearly distributed - mom, dad, daughter, grandfather, grandmother. It is characteristic that both girls and boys participated in the general games. For example, when playing as a family, the girls “cooked” something in the kitchen, and the boys (“daddy” or “grandfather”) were asked to help or “go to the store”. Or in the game of "barbershop" the girls played the roles of a hairdresser and his assistants, and the boys easily agreed to be customers, willingly feigning pleasure and gratitude. The group was dominated by a positive emotional state and focus on the common cause.

Quite intensive communication was also observed in the group of non-playing children. Children talked a lot with each other, but most of these conversations concerned their property and toys that their parents bought, or cartoons, TV shows, computer games. Sometimes the children talked about their

parents, relatives, friends, while mostly boasting (what kind of good mom she bought me a doll). Conflicts often arose, children could not share toys. Complaints against each other - who offended whom, took away a toy, did not accept it into the game - were observed quite often. The educator now and then has to resolve conflicts between children or separate those who are fighting. There were four children with a high level of initiative, but this activity was not always positive.

We tried to compare the content of children's communication in the two study groups. The first difference is the lack of demonstrativeness in the group of playing children. In the group of non-players, the vast majority of children's statements were directed at themselves (demonstration of toys or skills, stories about events in their lives, etc.). Each child spoke about himself and did not support the partner's statements. The pronouns I, mine, me were present in every phrase. As a result, the dialogues quickly fell apart and were reduced to fragmentary remarks (“But they bought me a typewriter”; “But they will pick me up today after dinner”). In contrast, in the group of children playing, most of the statements of children are peer-oriented. Children are interested in the actions and preferences of another ("Show me what you did?", "Do you like to draw more - with crayons or paints?"), plan a joint game ("Let's build a spaceship and fly it to the moon"). Playing children turned to each other much more often, called their comrades by name, more often asked questions, discussed the game plan or a common cause. In non-playing children, such polite and meaningful conversations were observed only in isolated cases.

Another obvious difference is the general benevolence and peacefulness. In the group of playing preschoolers, conflicts practically do not arise. And if they arise, they pass very quickly and, as a rule, without the intervention of the teacher. The independence of children - both in organizing their activities and in solving problems that arise - also clearly distinguishes playing children from their non-playing peers.

In the “Story about a Friend” methodology, preschoolers were asked to characterize their friends. Descriptive characteristics predominated among the statements of playing children,

in which children, as a rule, named several friends and gave them fairly accurate descriptions. For example:

Vaag: He is strong, not so smart, wrestling, can walk on his hands.

Egor: He is a gymnast, he knows any techniques, he took 3rd place in gymnastics, he likes to joke and laugh, he does not like to go to the garden.

Fedya: He likes to play tag, play soldiers.

Valera: Smart; knows what Europe is; knows what fish are.

The utterances of the non-playing children were distributed approximately equally between the two groups, with the “I” of the child present in almost every utterance. For example:

Serezha B.: “Vladik L. is my friend, he has yellow hair, we go to training with him, we visit each other, I sometimes sleep with him.”

Or: "... she is evil, I never play with her, and she also does not let me see magazines",

"...he's fat and always sweats when he runs, and he always gets in the way of my drawing."

Thus, the differences in peer perception turned out to be very significant. Playing children showed a more pronounced ability to perceive the other person, and not themselves in him, which, of course, is one of the main prerequisites for the normal development of interpersonal relationships.

In the "picture" method, the children solved a certain problem related to overcoming the current conflict situation.

WELCOMES to an adult and Verbal and

Aggressive with decisions Productive decisions

Rice. 1. Ratio different types solutions to conflict situations in two groups (in %o)

From the diagram (Fig. 1) it can be seen that in the group of children playing, constructive, peaceful answers prevailed, for example: “I would make friends with other guys”, “I would play my game”, “I would go to repair, they would fix a broken doll”, “I would build new house if it's broken." Data

the results indicate a greater ability of children at play to independently resolve conflicts in a peaceful and constructive way.

In the group of non-playing children, complaints to an adult were much more often observed, which testify to the lack of independence of children, and aggressive decisions. For example: “I would tell everything to the teacher that I was not accepted into the game or I would take the ball away”; “I will ask Alina Aleksandrovna (assistant teacher) to make a toy”; “I would have caught up with the boy, beat him and taken away the doll or told the teacher.”

The obtained results show that playing children are more friendly and attentive, less egocentric, more constructive in resolving conflict situations. Because both experimental groups are located in similar districts of Moscow and have approximately the same social composition of families, these differences can be considered the result of different approaches

to the education of children, where the main thing is the place of play in the life of preschoolers.

Considering the ways in which the game influences the communication and relationships of preschoolers, the following conclusions can be drawn.

Firstly, the game at preschool age is practically the only content of peer communication. They are not yet ready for speech extra-situational-personal communication, and at the same time, the need for a peer at preschool age is quite strong. The plot of the game and a common imaginary space unites children, creates a common field of interests for all, which they hold together. It is important to emphasize that a real story game excludes competition, since its participants are doing a common thing and are equally interested in its result.

Secondly, the game is a joint activity of children, which they build together. Communication about the game involves the ability to listen to a partner, take into account his actions, adapt to them. You need to be able not only to defend your own, but to negotiate, to yield to your peers. Game cooperation shapes these critical abilities.

And, finally, thirdly, the plot game is the practice of mastering the moral norms of behavior and relationships between people. The content of any game is human relations, the meanings and tasks of human activity, playing them, preschoolers appropriate ethical instances and implement them in specific relationships with their peers.

Children who do not have the experience of a joint plot game lack the content of communication, they cannot find an adequate form of joint activity. At the same time, their need for communication with their peers is quite tense. But without adequate content, this need is realized either in the form of emotional practical interaction (i.e., children fiddle, "rage", make faces), or in the form of boasting, demonstrating their advantages and trying to outdo their peers, which we observed in the group of non-playing children.

Returning to the question of the development of communicative abilities and emotional responsiveness, based on the results obtained, it can be argued that the most obvious and natural method for the formation of these valuable qualities is the creation of favorable conditions for the free joint plot play of preschoolers. ■

Elena Kuznetsova
Formation of interpersonal relations of preschoolers in a role-playing game

annotation: The purpose of the article is to develop a problem formation of interpersonal relations of preschoolers in the role-playing game.

Preschool - short, but an important period of personality formation. During these years, the child acquires initial knowledge about the surrounding life. The child has forming an attitude towards people to work, skills and habits are developed correct behavior, develops character. plays an important role in the development of the child game. The game is the most important children's activities.

plot Role-playing games have a big impact on interpersonal relationships between children. The rules that are obligatory when playing a game instill in children the ability to control their behavior, limit their impulsiveness, thereby character building. During a joint game with peers, children learn to communicate, the ability to take into account the desires and actions of others, to defend their opinion, the ability to insist on their own, as well as jointly build and implement plans. Playing various roles, the child begins to cover all sides various kinds activities, which, in turn, helps to develop the thinking ability of a person, to perceive someone else's point of view. IN role-playing game children enter into real organizational relationship. At the same time, complex role-playing relationship.

In connection with the introduction of the Federal State Educational Standards into the educational process, preschool educational institutions have changed forms, methods of organizing educational activities.

According to the Federal State Educational Standard, the following psychological and pedagogical conditions:

Support for the initiative and independence of children in activities specific to them;

Opportunity for children to choose materials, activities, participants in joint activities and communication.

Play is the child's true social practice, his real life in the society of his peers. The essence of play as the leading activity lies in the fact that children reflect in it various aspects of life, features adult relationships, refine their knowledge of the surrounding reality. Therefore, the problem of using the game for the comprehensive development of the child is relevant. formation his positive personal qualities, morality and socialization as a member of society.

Problems interpersonal relationships in preschool play were in the spotlight from the first years of development preschool education . Teachers and psychologists noted the great importance of playing in preschool age.

plot-role-playing game in its developed form is collective. This does not mean that children cannot play alone, but the presence of a children's society is the most favorable condition for development. role-playing games. This is the most attractive activity for kids preschool age. She always captivate children with the opportunity "to live" for at least a few minutes it is interesting, active, in an adult way. The game provides an opportunity to apply existing knowledge in new circumstances, and children learn to solve emerging problems not only with the help of toys, but also through logical findings and reasoning.

The specificity of play activity is such that everything in it is “pretend” - actions, space, and roles. It is enough for a child to draw a line to designate: "There will be kindergarten and here where I stand is your home.” Opening a door lock with an imaginary key or a wand that replaces it, pouring tea into a cup from a fist, costs nothing to a child.

In real life, all these simple, in our opinion, actions, the child cannot always perform on his own, without the help of an adult. And the game does not require special skills from him in this regard, since it is not associated with obtaining a specific practical result.

At the heart of the leadership method plot-role playing lie principles

The teacher must play with the children;

At each age stage, the game unfolds in a special way so that the children "opened" and assimilated a new, more complex way of building a game;

At each age stage, formation game skills, it is necessary to orient children both to the implementation of the game action and to explaining its meaning to partners.

It is also necessary to apply a comprehensive method of game management, which consists in providing pedagogical support plot games and providing pedagogical conditions for the development of the game.

IN role-playing game socialization, all-round development of the child, the personality as a whole is formed. The child as a personality develops in real relationships, which develop with his peers in a role-playing game influenced by their role.

plot role-playing game in its typical form- This is a free type of joint activity of children. Children unite among themselves on their own initiative, they themselves determine game plot, take on the appropriate roles, distribute the game material, outline and develop the content of the game, performing certain game actions. Important, that plot and the content of the game they take from the surrounding life, reflect those moments of it that attracted their attention, aroused interest, made a special impression. Of course, all this is possible only if preschoolers with the help of the teacher, they mastered the gaming activity to a sufficient extent.

Thus, the game occupies a special position in the pedagogical process and has a great advantage over other types of children's activities.

Pursuit preschooler to become an adult and growing up consists in subordinating one's actions to the norms and rules of behavior of adults accepted in society. Exactly at preschool age happens formation of a system of relationships between children and adults, the types of children's activities become more complicated, formed joint activities of children. Since the leading activity preschooler is play, That plot role-playing becomes the main formation social and communication skills in a child. Thanks to game babies model behavior and relationships between adults. At the same time, in the foreground in children - relationship between people and the meaning of their work. playing specific roles in game, boys and girls learn to act, subordinating their behavior to moral standards. For example, children often play hospital. They take on the roles of patient and doctor. Moreover, the role of a doctor is always more competitive, since it has the function of recovery and assistance. Playing the hospital fixes relationship mutual respect between the doctor and the patient, the implementation of his recommendations and appointments. Usually, children inherit the pattern of behavior of the doctors they visited at the clinic or their district pediatricians.

If you watch children role-playing game "Family" or, as the children say, “to father and mother”, then you can find out what kind of atmosphere reigns in the family of children. At the same time, in the nursery game moral climate may also be manifested, relationship between parents. The copying by the child of the standards of behavior of the parents indicates that it is they who form a model of relationships in the child in the family. They must remember this every minute.

Childhood without play and without play is not normal. Depriving a child of playing practice is depriving him of his main source of development. Play is the only central activity of the child, taking place at all times and among all peoples. In it, children get acquainted with such aspects of reality as actions and adult relationships.

Modern society requires enterprising young people who are able to find "myself" and their place in life, to restore the Russian spiritual culture, morally stable, socially adapted, capable of self-development and continuous self-improvement.