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The business game "Shipwrecked"

Forms of communication between a child and an adult. The attitude of children of different ages to different forms communication.

Any child, before starting communication with their peers, enters into communication with an adult. It is this communication that becomes the starting point in the acquisition of communication skills by the child.

Depending on what motivates a child to communicate, the main forms of communication between a child and an adult can be distinguished:
- situational - personal,
- situational - business,
- extra-situational - personal.
- extra-situational - cognitive ,

The development of communication between the child and adults throughout childhood. Forms of communication according to M.I. Lisina

M. I. Lisina represented the development of communication between a child and an adult from birth to 7 years as a change in several integral forms of communication.

The first form is situational-personal form of communication is characteristic of infancy. Communication at this time depends on the characteristics of the momentary interaction between the child and the adult, it is limited by the narrow framework of the situation in which the needs of the child are met. Direct emotional contacts are the main content of communication, since the main thing that attracts a child is the personality of an adult, and everything else, including toys and other interesting items, remains in the background. At an early age, the child masters the world of objects. He still needs warm emotional contacts with his mother, but this is no longer enough. He has a need for cooperation, which, together with the need for new experiences and activity, can be realized in joint actions with an adult. The child and the adult, acting as an organizer and assistant, manipulate objects together and perform increasingly complex actions with them. An adult shows what can be done with different things, how to use them, revealing to the child those qualities that he himself is not able to discover. Communication that unfolds in a situation of joint activity is called. With the advent of the first questions of the child: “why?”, “Why?”, “Where?”, “How?” new stage in the development of communication between a child and an adult.

it extra-situational - cognitive communication motivated by cognitive motives. The child breaks out of the visual situation in which all his interests were previously concentrated. Now he is much more interested in: how does the world of natural phenomena and human relations that has opened up to him work? And the main source of information, an erudite who knows everything in the world, becomes for him the same adult. In the middle or at the end of preschool age, another form should arise -extra-situational - personal communication . An adult for a child is the highest authority, whose instructions, demands, comments are accepted in a businesslike manner, without offense, without whims and refusal of difficult tasks. This form of communication is important in preparing for school, and if it has not developed by the age of 6-7, the child will not be psychologically ready for schooling. It should be noted that later, at primary school age, the authority of an adult will be preserved and strengthened, a distance will appear in the relationship between the child and the teacher in the conditions of formalized schooling. Keeping the old forms of communication with adult family members, the younger student learns business cooperation in educational activities. AT adolescence authorities are overthrown, there is a desire for independence from adults, a tendency to protect certain aspects of one's life from their control and influence. Communication of a teenager with adults both in the family and at school is fraught with conflicts. At the same time, high school students show interest in the experience of the older generation and, determining their future life path, need trusting relationships with close adults. Communication with other children, initially, has practically no effect on the development of the child / if there are no twins or children of close age / in the family. Even younger preschoolers at 3-4 years old still do not know how to really communicate with each other. As D. B. Elkonin writes, they “play side by side, not together.” It is possible to talk about the full communication of a child with peers only starting from the middle preschool age. Communication, woven into a complex role-playing game, contributes to the development of the child's arbitrary behavior, the ability to take into account someone else's point of view. The development is definitely influenced by the inclusion in the collective learning activities – group work, mutual evaluation of results, etc. And for adolescents trying to free themselves from adult evaluation, communication with peers becomes a leading activity. In relationships with close friends, they / just like high school students / are capable of deep intimate-personal, “confessional” communication.

Situational business communication At the end of the first year of life, the social situation of the fusion of the child and the adult explodes from within. Two opposite, but interconnected poles appear in it - a child and an adult. By the beginning of an early age, the child, acquiring a desire for independence and independence from an adult, remains connected with him both objectively (because he needs the practical help of an adult) and subjectively (because he needs an adult's assessment, his attention and attitude). This contradiction finds its resolution in the new social situation of the child's development, which is cooperation, or joint activity of the child and the adult.

Communication between a child and an adult loses its immediacy already in the second half of infancy: it begins to be mediated by objects. In the second year of life, the content of substantive cooperation between a child and an adult becomes special. The content of their joint activity is the assimilation of socially developed ways of using objects. The peculiarity of the new social situation of development, according to D. B. Elkonin, lies in the fact that now the child “... lives not with an adult, but through an adult, with his help. An adult does not do it instead of him, but together with him. An adult becomes for the child not only a source of attention and goodwill, not only a "supplier" of the objects themselves, but also a model of human, specific objective actions. And although throughout the early age the form of communication with an adult remains situational and businesslike, the nature of business communication is changing significantly. Such cooperation is no longer limited to direct assistance or to the demonstration of objects. Now the complicity of an adult is needed, simultaneous practical activities with him, the performance of the same thing. In the course of such cooperation, the child simultaneously receives both the adult's attention and his participation in the child's actions, and most importantly, new, adequate ways of acting with objects. The adult now not only puts objects into the hands of the child, but together with the object conveys the mode of action with it.

A child's achievements in objective activity and their recognition by adults become for him a measure of his ego and a way of asserting his own dignity. Children have a distinct desire to achieve a result, a product of their activity. The end of this period is marked by a crisis of 3 years, in which the increased independence of the child and the purposefulness of his actions express themselves.

A child is not born into the world with a ready need for communication. In the first two or three weeks, he does not see or perceive an adult. But, despite this, the parents constantly talk to him, caress him, catch his wandering gaze on themselves. It is thanks to the love of close adults, which is expressed in these seemingly useless actions, that at the end of the first month of life, babies begin to see an adult, and then communicate with him.

At first, this communication looks like a response to the influence of an adult: the mother looks at the child, smiles, talks to him, and he also smiles in response, waves his arms and legs. Then (at three or four months), already at the sight of a familiar person, the child rejoices, begins to actively move, walk, attract the attention of an adult, and if he does not pay any attention to him or goes about his business, he cries loudly and resentfully. The need for adult attention - the first and main need for communication - remains with the child for life. But later, other needs join it, which will be discussed later.

Some parents consider all these influences unnecessary and even harmful. In an effort not to spoil their child, not to accustom him to excessive attention, they dryly and formally fulfill their parental duties: they feed by the hour, swaddle, walk, etc., without expressing any parental feelings. Such strict formal education in infancy is very harmful. The fact is that in positive emotional contacts with an adult, not only the satisfaction of the already existing need of the baby for attention and goodwill occurs, but also the foundation for the future development of the child's personality is laid - his active, active attitude to the environment, interest in objects, the ability to see, hear, perceive the world, self-confidence. The germs of all these most important qualities appear in the most simple and seemingly primitive communication between a mother and her baby.

If, in the first year of life, a child, for some reason, does not receive sufficient attention and warmth from close adults (for example, isolation from the mother or the employment of parents), this one way or another makes itself felt in the future. Such children become constrained, passive, insecure or, on the contrary, very cruel and aggressive. Compensating for their unsatisfied need for attention and benevolence of adults at a later age can be very difficult. Therefore, parents need to understand how important the simple attention and goodwill of close adults is for the baby.

The baby does not yet distinguish individual qualities of an adult. He is completely indifferent to the level of knowledge and skills of an older person, his social or property status, he does not even care how he looks and what he is wearing. The kid is attracted only by the personality of the adult and his attitude towards him. Therefore, despite the primitiveness of such communication, it is motivated by personal motives, when an adult acts not as a means for something (games, knowledge, self-affirmation), but as an integral and self-valuable personality. As for the means of communication, they are this stage are purely expressive. Outwardly, such communication looks like an exchange of glances, smiles, cries and cooing of a child and an affectionate conversation of an adult, from which the baby catches only what he needs - attention and goodwill.

Situational-personal form of communication remains the main and only from birth to six months of life. During this period, the communication of the infant with the adult takes place outside of any other activity and itself constitutes the leading activity of the child.

Situational-business form of communicationIn the second half of life, with the normal development of the child, the attention of an adult is no longer enough. The kid begins to attract not so much the adult himself, but the objects associated with him. At this age, a new form of communication between a child and an adult is formed - situational business and the need for business cooperation associated with it. This form of communication differs from the previous one in that the adult is needed and interesting to the child not by himself, not by his attention and friendly attitude, but by the fact that he has different objects and he knows how to do something with them. The "businesslike" qualities of an adult and, consequently, the business motives of communication come to the fore.

The means of communication at this stage are also significantly enriched. The child can already walk independently, manipulate objects, take various poses. All this leads to the fact that object-effective means of communication are added to expressive-mimic ones - children actively use gestures, postures, expressive movements.

At first, children are drawn only to those objects and toys that adults show them. There may be many interesting toys in the room, but the children will not pay any attention to them and will start to get bored among this abundance. But as soon as an adult (or an older child) takes one of them and shows how you can play with it: move a car, how a dog can jump, how you can comb a doll, etc. - all children will be drawn to this particular toy, it will become the most necessary and interesting. This happens for two reasons.

Firstly, an adult remains the center of his preferences for the child, because of this, he endows the attractiveness of those objects that he touches. These objects become necessary and preferred because they are in the hands of an adult.

Secondly, an adult shows children how to play with these toys. By themselves, toys (as well as any objects in general) will never tell you how they can be played or used. Only another, older person can show that rings should be put on the pyramid, that the doll can be fed and put to bed, and a tower can be built from cubes. Without such a display, the child simply does not know what to do with these objects, and therefore does not reach out to them. In order for children to start playing with toys, an adult must first show what can be done with them and how to play. Only after this the children's play becomes meaningful and meaningful. Moreover, when showing certain actions with objects, it is important not only to perform them, but to constantly address the child, talk to him, look into his eyes, support and encourage his correct independent actions. Such joint games with objects represent business communication or cooperation between a child and an adult. The need for cooperation is fundamental to situational business communication.

The significance of such communication for the mental development of the child is enormous. It consists of the following. First, in such communicationthe child masters object actions , learns to use household items: a spoon, a comb, a pot, play with toys, dress, wash, etc. Secondly, here beginsto show activity and independence of the child . By manipulating objects, for the first time he feels independent of an adult and free in his actions. He becomes the subject of his activity and an independent partner in communication. Thirdly, in situational business communication with an adultbaby's first words appear . Indeed, in order to ask an adult for the desired item, the child needs to name it, that is, pronounce the word. Moreover, this task - to say this or that word - is again put before the child only by an adult. The child himself, without the encouragement and support of an adult, will never begin to speak. In situational business communication, an adult constantly sets a speech task for the baby: showing the child a new object, he invites him to name this object, that is, to pronounce a new word after it. Thus, in interaction with an adult about objects, the main specifically human means of communication, thinking and self-regulation arises and develops - speech.

The appearance and development of speech makes possible the next stage in the development of communication between a child and an adult, which differs significantly from the two previous ones. The first two forms of communication were situational, because the main content of this communication was directly present in specific situation. Both the good attitude of an adult, expressed in his smile and affectionate gestures (situational-personal communication), and the objects in the hands of an adult that can be seen, touched, considered (situational-business communication), were next to the child, in front of his eyes.

The content of the following forms of communication is no longer limited to the visual situation, but goes beyond it. The subject of communication between a child and an adult can be such phenomena and events that cannot be seen in a particular situation of interaction. For example, they can talk about rain, about the fact that the sun is shining, about birds that flew to distant countries, about the structure of a car, etc. On the other hand, the content of communication can be their own experiences, goals and plans, relationships, memories, etc. All this also cannot be seen with the eyes and felt with the hands, however, through communication with an adult, all this becomes quite real, significant for the child. Obviously, the emergence of extra-situational communication significantly expands the horizons of the life world of a preschooler.

Extra-situational communication becomes possible only due to the fact that the child masters active speech. After all, speech is the only universal means that allows a person to create stable images and ideas about objects that are absent in this moment before the eyes of the child, and act with these images and ideas that are not present in this situation of interaction. Such communication, the content of which goes beyond the perceived situation, is calledout-of-situation.

There are two forms of off-situational communication -cognitive and personal .

Cognitive form of communication

In the normal course of development, cognitive communication develops by about four to five years. A clear evidence of the appearance of such communication in a child is his questions addressed to an adult. These questions are mainly aimed at clarifying the patterns of animate and inanimate nature. Children of this age are interested in everything: why squirrels run away from people, why fish do not drown, and birds do not fall from the sky, what paper is made of, etc. Only an adult can give answers to all these questions. An adult becomes for preschoolers the main source of new knowledge about events, objects and phenomena occurring around.

It is interesting that children at this age are satisfied with any answers of an adult. They don't have to give scientific justification questions that interest them, and this is impossible to do, since the kids will not understand everything. It is enough just to connect the phenomenon of interest to them with what they already know and understand. For example: butterflies hibernate under the snow, they are warmer there; squirrels are afraid of hunters; paper is made from wood, etc. Such very superficial answers completely satisfy the children and contribute to the fact that they develop their own, albeit still primitive, picture of the world.

At the same time, children's ideas about the world remain in the memory of a person for a long time. Therefore, the answers of an adult should not distort reality and allow all the explaining magical powers into the mind of the child. Although simple and accessible, these answers should reflect the real state of affairs. The main thing is that an adult answers the questions of children so that their interests do not go unnoticed. The fact is that at preschool age a new need develops - the need for respect from an adult. The child is no longer enough simple attention and cooperation with an adult. He needs a serious, respectful attitude to his questions, interests and actions. The need for respect, for recognition by adults becomes the main need that encourages the child to communicate.

In the behavior of children, this is expressed in the fact that they begin to take offense when an adult evaluates their actions negatively, scolds, and often makes comments. If children under three or four years old, as a rule, do not respond to the comments of an adult, then at an older age they are already waiting for an assessment. It is important for them that an adult not only notices, but also praises their actions and answers their questions. If a child is too often reprimanded, constantly emphasized his inability or inability to do something, he loses all interest in this business and tries to avoid it.

The best way to teach something to a preschooler, to instill in him an interest in some kind of activity, is to encourage his success, to praise his actions. For example, what if a five-year-old child cannot draw at all?

Of course, you can objectively assess the child's abilities, constantly make comments to him, comparing his bad drawings with the good drawings of other children and encouraging him to learn to draw. But from this, he loses all interest in drawing, he will refuse the lesson that causes continuous comments and complaints from the educator. And of course, in this way, not only will he not learn to draw better, but he will avoid this occupation and dislike it.

Or, on the contrary, it is possible to form and maintain the child's faith in his abilities by praising his most insignificant successes. Even if the drawing is far from perfect, it is better to emphasize its minimal (even if not existing) merits, to show the child's ability to draw, than to give him a negative assessment. The encouragement of an adult not only inspires the child with self-confidence, but also makes the activity for which he was praised important and loved. The child, seeking to maintain and strengthen the positive attitude and respect of the adult, will try to draw better and more. And this, of course, will bring more benefits than fear of the remarks of an adult and the consciousness of one's inability.

So, for the cognitive communication of a child with an adult, the following are characteristic:

good command of speech, which allows you to talk with an adult about things that are not in a particular situation;

cognitive motives of communication, the curiosity of children, the desire to explain the world, which is manifested in children's questions;

the need for respect for an adult, which is expressed in resentment at the remarks and negative assessments of the educator.

Personal form of communication

Over time, the attention of preschoolers is increasingly attracted by events taking place among the people around them. Human relations, norms of behavior, qualities of individuals begin to interest the child even more than the life of animals or natural phenomena. What is possible and what is not, who is kind and who is greedy, what is good and what is bad - these and other similar questions are already worrying older preschoolers. And the answers to them, again, can only be given by an adult. Of course, in the past, parents constantly told their children how to behave, what is possible and what is not, but younger children only obeyed (or did not obey) the requirements of an adult. Now, at the age of six or seven, the rules of conduct, human relations, qualities, actions are of interest to the children themselves. It is important for them to understand the requirements of adults, to establish themselves in their rightness. Therefore, in the older preschool age, children prefer to talk with adults not on cognitive topics, but on personal topics related to people's lives. This is how the most complex and highest non-situational-personal form of communication arises in preschool age.

An adult is still a source of new knowledge for children, and children still need his respect and recognition. But it becomes very important for a child to evaluate certain qualities and actions (both his own and other children) and it is important that his attitude to certain events coincide with the attitude of an adult. The commonality of views and assessments is for the child an indicator of their correctness. It is very important for a child at an older preschool age to be good, to do everything right: to behave correctly, to correctly assess the actions and qualities of their peers, to build their relationships with adults and peers correctly.

This aspiration, of course, should be supported by parents. To do this, you need to talk with children more often about their actions and relationships with each other, to evaluate their actions. Older preschoolers still need adult encouragement and approval. But they are no longer concerned about the assessment of their specific skills, but the assessment of their moral qualities and personality as a whole. If a child is sure that an adult treats him well and respects his personality, he can calmly, in a businesslike way, treat his remarks regarding his individual actions or skills. Now a negative assessment of his drawing does not offend the child so much. The main thing is that he is generally good, so that an adult understands and shares his assessments.

The need for adult understanding distinguishing feature personal form of communication. But if an adult often tells a child that he is greedy, lazy, cowardly, etc., this can greatly offend and hurt the child, and by no means lead to the correction of negative character traits. Here again, in order to maintain the desire to be good, it will be much more useful to encourage his right actions and positive qualities than to condemn the shortcomings of the child.

In older preschool age, extra-situational-personal communication exists independently and is a “pure communication” that is not included in any other activity. It is motivated by personal motives when the other person attracts the child by itself. All this brings this form of communication closer to the primitive personal (but situational) communication that is observed in infants. However, the personality of an adult is perceived by a preschooler in a completely different way than by an infant. The older partner is no longer an abstract source of attention and goodwill for the child, but a concrete person with certain qualities(marital status, age, profession, etc.). All these qualities are very important for a child. In addition, an adult is a competent judge who knows "what is good and what is bad" and a role model.

Thus, for extra-situational-personal communication, which develops by the end of preschool age, the following are characteristic:

the need for mutual understanding and empathy;

personal motives;

speech means of communication.

Extra-situational-personal communication has importance for the development of the child's personality. This meaning is as follows. First, the child consciously learns the norms and rules of behavior and begins to consciously follow them in his actions and deeds. Secondly, through personal communication, children learn to see themselves as if from the outside, which is a necessary condition for conscious control of their behavior. Thirdly, in personal communication, children learn to distinguish between the roles of different adults: educator, doctor, teacher, etc. - and, in accordance with this, build their relationships in different ways in communicating with them.

The right way to develop communication

These are the main forms of communication between a child and an adult at preschool age. With the normal development of the child, each of these forms of communication develops at a certain age. So, the first, situational-personal form of communication arises in the second month of life and remains the only one up to six or seven months. In the second half of life, situational business communication with an adult is formed, in which the main thing for a child is joint game with items. This communication remains central until about four years of age. At the age of four or five years, when the child is already fluent in speech and can talk with an adult on abstract topics, extra-situational-cognitive communication becomes possible. And at the age of six, that is, by the end of preschool age, there is verbal communication with an adult on personal topics.

But this is only a general, average age sequence, reflecting the normal course of a child's development. Deviations from it for short periods (six months or a year) should not inspire concern. However, in real life, quite often one can observe significant deviations from the indicated dates for the emergence of certain forms of communication. It happens that children remain at the level of situational business communication until the end of preschool age. Quite often, preschoolers do not form at all speech communication on personal topics. And in some cases, in preschoolers of five years, situational-personal communication prevails, which is typical for infants in the first half of the year. Of course, the behavior of preschoolers in this case is not at all like that of an infant, but in essence, the attitude towards an adult and communication with him in a quite large child can be the same as in an infant.

The development of the personality of a preschooler in communication with an adult

Speaking of a person's personality, we always mean his leading life motives, subjugating others. Each person always has something most important, for which you can sacrifice everything else. And than brighter man realizes that the main thing for him, the more persistently he strives for this, the more his behavior is strong-willed. We are talking about the volitional qualities of a person in cases where a person not only knows what he wants, but stubbornly and persistently achieves his goal himself, when his behavior is not chaotic, but directed towards something.

If there is no such direction, if individual impulses are adjacent and enter into a simple interaction, a person's behavior will be determined not by himself, but by external circumstances. In this case, we have a picture of the disintegration of the personality, a return to purely situational behavior, which is normal for a child of two or three years old, but should cause anxiety at older ages. That is why the period in the development of the child is so important, when there is a transition from situational behavior, dependent on external circumstances, to volitional, which is determined by the person himself. This period falls on preschool childhood (from three to seven years).

Thus, if the connection between the action and the result of the action is clear to the child and relies on his life experience, even before the action begins, he imagines the meaning of his future product and emotionally tunes in to the process of its manufacture. In cases where this connection is not established, the action is meaningless for the child and he either does it badly or avoids it altogether in order to help him understand (realize) his desires and keep them despite situational circumstances. But the child must do the work himself. Not under your pressure or pressure, but of your own free will and decision. Only such assistance can contribute to the formation of his own personality traits.

2. Motivation of communication between children and adults at different age stages.

Communication is an essential condition for human existence. At all times, a person's satisfaction of his needs occurred, as a rule, with the use of communication. That is why communication is related to the problem of motivation, being a chosen and planned way, a means of satisfying needs, drives, desires.

AGE FEATURES OF MOTIVATION OF COMMUNICATION

In infancy, the need to communicate with parents, especially with the mother, is pronounced. Therefore, the lack of such communication for 5-6 months leads to irreversible negative changes in the child's psyche, disrupts the emotional, mental and physical development leads to neuroses.

By the end of the first year of life, children have a fairly stable desire to communicate with their peers: they like to be among other children, although they have not yet played with them. From the second year, communication with peers expands, and for 4-year-olds it becomes one of the leading needs. At the same time, their independence and initiative increase, i.e., their behavior becomes more and more internally determined.

As M. I. Lisina notes, the content of the need for communication (or rather, it would be the motive for communication) at different stages of ontogenesis can be different (is this the best evidence that there is no specific primary, basic need for communication and that the need for communication Is it a need for a way to satisfy other needs?). In the first 7 years of a child's life, the content of this need is: in children 2-6 months old - in benevolent attention, in children from 6 months to 3 years old - in cooperation, in children 3-5 years old - in a respectful attitude of an adult, in children 5-7 years - in mutual understanding and experience.

Thus, with age, the content of the need for communication (or rather, the content of the motive for communication) becomes richer, more diverse. At the same time, the meaning of an adult as an object of communication also changes. For children under 6 months old, an adult is a source of affection and attention, and communication itself has a personal meaning for the child. For children from 6 months to 3 years old, an adult is a play partner, a role model, an assessor of the child's knowledge and skills; Communication with him makes business sense. For a child from 3 to 5 years old, an adult is a source of knowledge, an erudite, and communication with him has cognitive meaning. For children 5-7 years old, an adult is an older friend, and communication again takes on a personal meaning.

3. Develop techniques for an algorithm for creating a situation of success in pedagogical process.

One of the most important tasks of education is that in the process of mastering knowledge, each child experiences human dignity, a sense of pride. The teacher not only opens the world to the pupils, but also affirms the child in the world around him as an active creator, a creator who feels a sense of pride in his successes.

A situation is a combination of conditions that ensure success, and success itself is the result of such a situation.

The situation of success is the experience by the subject of his personal achievements.

Creating situations of success is a creative method of pedagogical influence, because. the practical organization of these situations renders positive influence on the development of the child. It is important to keep in mind that even a one-time experience of success can radically change the psychological well-being of the child, dramatically change the style and rhythm of his activity, relationships with others.

The situation of success can become trigger mechanism further development of the individual.

Success is an ambiguous, complex concept, different interpretations.

Point of view

Characteristics of success

1. Socio-psychological

The ratio between the expectations of others, the individual and the results of its activities. When a person's expectations match or exceed those of others.

2. Psychological

The experience of a state of joy, satisfaction because the result coincided with the expectations, hopes of the individual, or exceeded them.

3. Pedagogical

This is the result of a well-thought-out, prepared strategy, tactics of a teacher, a family.

The child not only learns something, learns the material, but also experiences his work, expresses a deeply personal attitude to what he succeeds and fails. The younger student is not so much aware as experiencing.

The expectation of success becomes gradually a steady need. On the one hand - a state of confidence, on the other - the danger of overestimating one's capabilities.

The preschooler fixes the achievement, rejoices in it.

Success could be expected, unexpected, prepared, unprepared

The child is waiting for him, hoping for him. Reasonable hopes and hope for a miracle can be based on

Generalizing

ascertainable

anticipated

Does not raise a storm of feelings, but nevertheless more stable and deeper

Shocks the child's personality, greatly leaves a deep mark

According to the individual's expectations

Depth of joy

Success

Knowledge of these types of success makes it possible to realistically imagine their pedagogical potential and navigate in the choice of ways and means of organization. The ground on which our pedagogical skills are built is in the child himself, in his attitude to knowledge, to the teacher. It is desire, inspiration, readiness to overcome difficulties.

At the heart of the expectation of success in a preschooler is the desire to earn the approval of elders. Does this mean that the teacher should play along with the child, adapt to his interests and moods?

Success is a phenomenon of painstaking efforts in professional, creative, intellectual activity. Without a sense of success, the child loses interest in activities, but achieving success in his activities is hampered by a number of circumstances, among which are the lack of knowledge and skills, mental and physiological characteristics of development, and others.

Therefore, it is pedagogically justified to create for a preschooler - a situation of success - a subjective experience of satisfaction from the process and result of an independently performed activity. Technologically, this assistance is provided by a number of operations that are carried out in a psychological atmosphere of joy and approval created by verbal and non-verbal means.

Encouraging words and soft intonations, melody of speech and correctness of addresses, as well as an open posture and friendly facial expressions, combine to create a favorable psychological background that helps the child cope with the task assigned to him. Inviting the child to complete any task, you should first"remove fear" before the upcoming activity, so that the preschooler can overcome self-doubt, shyness and fear of the work itself, the assessment of others.

In order to enhance the pedagogical impact, the operation “removal of fear” is supplemented by the operation"advance" successful result: “With your abilities…”, “You will definitely manage…”. When implementing “advance payment”, it is necessary to express one’s firm conviction that the preschooler will definitely cope with the task set, overcome the difficulties that he will face on the way to moving towards the goal. Such a position inspires confidence in the child in himself, his strengths and capabilities.

The situation of success is especially important in working with children whose behavior is complicated by a number of external and internal reasons, since it allows them to sow aggression in them, overcome isolation and passivity. Quite often we encounter a problem - when a successful child stops making efforts in the classroom. In this case, the situation of success created by the teacher takes the form of a layer cake, where between two situations of success there is a situation of failure.

The pedagogical purpose of the situation of success is to create conditions for the individual development of the child.

Creating a situation of success in the pedagogical process

Success is an ambiguous, complex concept with different interpretations. From a socio-psychological point of view, this is the optimal ratio between the expectations of others, the individual and the results of his activities. In those cases when the expectations of the individual coincide or exceed the expectations of others, the most significant for the individual, we can talk about success.

From a pedagogical point of view, the situation of success is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both a single individual and the team as a whole.

When trying to understand how the motivation to achieve success develops in preschool children, it is important to keep in mind one more circumstance. It has been shown that a person has not one, but two different motives associated with achieving success: the motive for achieving success and the motive for avoiding failure. Both of them, as oppositely directed tendencies, are formed in the leading types of activity for children of a given age: for preschoolers - in the game, and for junior schoolchildren- in training.

If adults, who have great authority over children, encourage them a little for success and punish them more for failures, then in the end a motive for avoiding failure is formed and consolidated, which is by no means an incentive to achieve success. If, on the contrary, the adult's attention and most of the child's stimuli are successes, then a motive for achieving success is formed.

OPERATION

PURPOSE

SPEECH PARADIGM

1. Removing fear

It helps to overcome self-doubt, shyness, fear of the work itself and the assessment of others.

“We are all trying and looking, this is the only way something can work out.”

“People learn from their mistakes and find other ways to solve it, and you will succeed.”

2. Advance payment

Helps the teacher to express his firm conviction that the child will definitely cope with the task. This, in turn, instills confidence in the child's own strengths and abilities.

"You will definitely succeed."

“I don’t even doubt the successful outcome.”

3.High motivation

Shows the child for what, for whom this activity is performed, who will feel good after performing

“Without your help, your comrades cannot cope…”

4. Hidden instruction

Helps the child avoid defeat. It is achieved by a hint, a wish.

“Perhaps the best place to start is…..”

“When doing the work, don’t forget about…..”

5.Personal exclusivity.

Indicates the importance of the child's efforts in the upcoming or ongoing activity.

"Only you could..."

"You're the only one I can trust..."

“I can’t make this request to anyone but you…”

6. Pedagogical suggestion.

Encourages specific actions.

“We can’t wait to get started…”

"I want to see you soon..."

7. High grade detail.

It helps to emotionally experience the success of not the result as a whole, but some of its individual details.

"You were especially good at that explanation."

“What I liked most about your work…”

"This part of your work deserves the highest praise."

The situation of success is especially important in working with children whose behavior is complicated by a number of external and internal reasons, since it allows them to remove aggression from them, overcome isolation and passivity. In such a case, the situation of success created by the teacher takes the form of a kind of puff pastry, where between the layers of dough (between two situations of success) there is a filling (a situation of failure).

The situation of failure is a subjective emotional experience of dissatisfaction with oneself in the course and result of an activity. It cannot be considered in isolation from the situation of success, but only as a stage in the transition from one success to another. Technologically, the creation of a situation of failure, apparently, consists of the same operations as the creation of a situation of success, but with the opposite vector orientation. The implementation of the technological algorithm begins with the last operation - the evaluation of the details of the activity. The pedagogical purpose of a situation of failure, as well as a situation of success, is to create conditions for the personal individual development of the child. The question of its creation cannot be raised by a teacher if he does not take into account the prospect of its transition to a situation of success, if the teacher does not believe in his preschooler, does not feel optimistic about his success. Satisfaction from personal achievements should accompany the child for a fairly significant period, perhaps even become familiar to him.

A child who has done quite well in the first five years of his life has no doubt that everything will be fine in the future. Educators know that this confidence may weaken, but not disappear for another five years, even if the teaching does not bring satisfaction. However, if a child repeatedly fails during the first five years of schooling, i.e. from five to ten years old, by the age of ten there will be no trace of his self-confidence, motivation disappears, and the child gets used to failure. Now he is convinced that he is not capable of solving the problems he faces. He is increasingly moving away from the search for love and self-respect, groping his way through the only, as it seems to him, left open paths for him - delinquency and withdrawal into himself. And although success in school is still possible, the chances of achieving them become less and less likely every year.

In conclusion, it can be noted that communication is the main condition for the development of the child, one of the most important points that determine the development of the relationship of children to adults. Most of all, the child is satisfied with the content of communication in which he already has a need.

In order for a child to be able to understand others, to communicate with adults, they must treat the child humanely, teach the child to actively enter into contacts with other people and treat the child with respect and love. However, adults do not always pay the necessary attention to communication, as one of the specific means of purposeful and active influence on children. But this influence should be exercised through suggestion and clarification, imitation and persuasion, accustoming and exercise, demand and control, encouragement and punishment. And if the use of these methods does not give the desired effect, then this is often associated with shortcomings and mistakes made by adults in communication and relationships with children, which often causes dissatisfaction in children and alienation from the elders in the family.

At an early age, the social situation of development and the leading activity of the child change. Situational-business communication with an adult becomes a form and means of organizing the child's objective activity.

A. S. Makarenko said, addressing parents: “Do not think that you are raising a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you dress, how you talk to other people and about other people, how you feel happy or sad, how you treat friends or enemies - all this is of great importance to the child.

Bibliography

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3. Nemov R.S. Psychology. Book 2. - M., 1995.

4. Mental development of pupils of the orphanage. // Ed. I.V. Dubrovina, A.G. Ruzskaya. - M., 1990.

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