Business trip "Sufferer". When he asks for something, he constructs phrases in such a way as to cause a feeling of guilt in the interlocutor, hoping that he will understand how much he has to sacrifice, and will give what he needs. Then the "sufferer" will not have to directly ask for something. It's hard for him

Business woman Modern life, when a woman can earn and provide for herself, has created this stereotype of a woman. They do not hope for help and provision with a man, as representatives of some other stereotypes of female behavior. These women got into the ring and

Business economic game "Let's go to Goa" Explanatory noteFor business participants economic game it is proposed to organize travel agencies to attract tourists to the island of Goa. During gaming activity participants get acquainted with the history, culture

The business game "Shipwrecked" Explanatory note The business game "Shipwrecked" is intended for mastering and real activity, achieving a specific goal,

This form of communication appears in the ontogenesis of the second and exists in children aged 6 months. up to 3 years. But it is very different from the first genetic form of communication.

To begin with, it no longer occupies the place of the leading activity - the object-manipulative activity of children is now moving forward in this place. Communication with adults is woven into the new leading activity, helping it and serving it. The main reasons for contacts between children and adults are now connected with their common cause - practical cooperation, and therefore, the central place among all motives for communication is put forward business motive. The child is unusually interested in what and how an adult does with things, and the elders are now revealed to children from this side - as amazing craftsmen and artisans who are able to create true miracles with objects.

We put a one-year-old baby at a table and played a tiny and completely unpretentious performance in front of him: a toy dog ​​jumps along the path (a plank), finds a plate with a “bone” (a piece of foam rubber), gnaws it, and then, satisfied and well-fed, goes to bed. The child watched the performance with bated breath. When it ended, he shook off his stupor, looked at the adult with a smile, and impatiently reached for the toys. As a rule, he was not able to repeat the actions he liked so much with them, and, after a little fiddling, he began to insistently thrust the dog into the hands of the experimenter, begging them to repeat the performance. In the meantime, other pupils of the group gathered around the table (it was in the manger) and enthusiastically followed everything that was happening.

What kind of need was objectified in the described business motives? We came to the conclusion that in its content it was the child's communicative need for cooperation with an adult. The former desire of children for benevolent attention was fully preserved. (Looking ahead, let's say that in all subsequent cases, the earlier content of the need for communication is always preserved, and the new content for a given age stage is built on top of it and occupies a leading position. In Table 1.3, we tried to depict our idea of ​​​​how this happens.) The children continued to demand the presence of an adult, and even more insistently, protested against his departure; they constantly settled down with their little things and toys next to the adult, often even leaned against his legs, leaned on his knees. But in sharp contrast to babies (that is, those who are younger than 6 months), starting from the second half of the year, the children no longer agreed to simply exchange caresses with him. If an adult took a child in his arms, he immediately either started a game (hiding, jokingly turned away, and then "scared" the adult, suddenly bringing his face closer to him), or included in the former - "pure", unmediated - communication what - or objects: he pointed with his finger at the window, at another child, invited him to admire his button or other trifle.

When contacts with an adult were included in the matter and the approval of the elders meant praise for some achievement of the baby (he climbed onto the sofa, climbed the stairs, made a “knife”), it turned out that the described changes do not mean that children now value adults less or not. they value their attention: no, the significance of adults in their lives is completely preserved, even increases, but qualitatively changes in its character. The child now needs an adult to cooperate with him in business, organizing it, helping in difficult times, encouraging him in case of failure, praising his achievements.

In our experiments (M. I. Lisina // Development of communication ..., 1974) we compared the behavior of 10-15-month-old children in conditions of various interactions with an adult. In the first series of experiments, the adult organized the so-called inverted display. He unfolded before the child a performance with the participation of toys like the "play" with the dog, which was described above. During the inverted display, the experimenter constantly addressed the child by name, often glanced at him, and smiled at him in return. When the child himself acted with the toy, the adult encouraged each attempt of the child to repeat the shown manipulations with facial expressions and words. In series II - with the so-called unconverted display - everything remained the same, with the exception of one detail: the adult no longer addressed the child personally. In series III, the child was simply given a toy, nothing was shown to him, and he was given the full opportunity to play with it at his own discretion (a series without showing).

A comparison of the children's behavior in three series of experiments showed that they manipulated the least and poorest of all in the series without showing, where they quickly lost all interest in objects. Showing an adult stimulated the child, caused him a surge of energy. In experiments with unreversed display, the child's activity had the character of disorderly excitation: the children repeatedly repeated the same primitive action (waving, banging the toy against the wall, the table, dragging it around the table), making noise, shouting. In experiments with inverted display, the children's increased activity was aimed at trying to repeat the actions of an adult, and the manipulations here turned out to be much richer and qualitatively higher.

The established facts indicate a high sensitivity of children to personal communication, but on condition that they are included in joint business contacts with an adult.

So, in situational business communication, children need the presence of an adult and his benevolent attention, but this is not enough - he needs an adult to be related to what the child is doing and participate in this process.

In Chapter 2, we have already talked about the communicative operations of the subject-effective category. Therefore, here we confine ourselves to emphasizing their leading position in situational business communication. Just because of the role of these means of communication at the second level of development of communicative activity, we called the second form of communication “object-effective” for some time. However, later it was decided to base the naming of forms of communication not on means, but on motives as a more significant aspect of activity, and also to mention the degree of situational contacts. In the second form, contacts between children and adults are confined to a given place and time, they are highly situational. And this despite the fact that in the middle of the 2nd year of life, many children begin to speak. They even manage to subordinate speech to situations and in many cases construct statements in such a way that they can be understood only by taking into account momentary circumstances.

Just as situational-personal communication determines the infant's adaptation to the circumstances of his life and, ultimately, his survival, so situational-business communication is of paramount importance in the life of young children. In close interaction with an adult, who is practical in nature and at the same time warmed by the warmth of mutual personal spiritual contact “big and small”, a child has a rare opportunity to comprehend the socio-historical content inherent in objects and master it, using these objects for their intended purpose and in accordance with that function. for which they were created. Attachment to an adult gives rise in a child to a natural desire to follow in their actions the behavior of their elders as a model. Thanks to personal contact, the remarks of an adult - his praises and reproaches - become of great importance for children when assimilating the necessary, correct actions with objects. In other words, the existence of situational business communication is the time during which children move from non-specific primitive manipulations with objects to more and more specific, and then to culturally fixed actions with them (R. Ya. Lekhtman-Abramovich, F. I Fradkina, 1949). The process of transformation of objective actions was repeatedly traced by Soviet psychologists (A. V. Zaporozhets, D. B. Elkonin // Psychology of children ..., 1964; Psychology of personality., 1965). The decisive role of communication in their transformation is shown in a number of works (V. V. Vetrova, 1975; M. G. Elagina, 1977; T. M. Sorokina, 1978; D. B. Elkonin, 1978).

The separation of the child from the adult towards the end of early childhood leads to a new relationship between the preschooler and to a new situation of development.

For the first time, the child moves beyond his family circle and establishes a new relationship with the wider world of adults.

Communication between a child and an adult becomes more complicated, acquires new forms and new content. The preschooler is no longer enough attention from an adult and joint activities with him. Thanks to speech development significantly expand the possibilities of communication with others. Now the child can communicate not only about directly perceived objects, but also about objects that are only imagined, conceivable, absent in specific situation interactions. The content of communication becomes out of situation that goes beyond the perceived situation.

M. I. Lisina identifies two extra-situational forms of communication characteristic of preschool age - cognitive And personal .

In the first half of preschool age (3-5 years) develops extra-situational-cognitive form of communication child with an adult. Unlike the previous one (situational business), it is not woven into practical cooperation with an adult,

and in "theoretical". Acute cognitive need of the child and its expansion cognitive interests lead to the fact that he begins to ask the adult numerous questions.

Children of this age are sometimes called "pochemuchki".

The questions that children ask are extremely diverse and cover all areas of knowledge about the world, nature and society:

Why don't fish drown in water?

"Why don't trees move?"

"Is it true that the orange is the daddy of the tangerine?"

“And what do cakes grow on?” etc.

Everything that a child hears from an adult and that he sees himself, he tries to put in order, to establish regular relations, in which our fickle and complex surrounding world fits. The leading motive for this form of communication is informative . An adult begins to speak to a child in a new capacity - as a source of new knowledge, as an erudite able to resolve their doubts and answer their questions. And since in the course of "theoretical cooperation" topics are discussed that are far from the environment, communication for the first time acquires an extra-situational character.

The extra-situational-cognitive form of communication is characterized by the desire of the child to adult respect which manifests itself in increased resentment of children. The assessment of an adult becomes very important for them - children begin to perceive any remark as a personal insult. Studies conducted under the guidance of M. I. Lisina showed that children with cognitive motives for communication demonstrate increased sensitivity and sensitivity to remarks. Affective outbursts are especially characteristic of children of middle preschool age (among the younger ones, many still remain at the level of situational-business form). Thus, the extra-situational-cognitive form of communication is characterized by cognitive motives and the need for adult respect . The main means of such communication, of course, is speech because only it allows you to go beyond the situation.

Extra-situational-cognitive communication allows children to significantly expand the scope of the world accessible to their knowledge, and to reveal the interconnection of phenomena. However, the world of natural, physical phenomena soon ceases to exhaust the interests of

children; they are increasingly attracted to events taking place among people.

By the end of preschool age, a new and higher for preschool age is formed - extra-situational-personal form of communication . Unlike the previous one, its content is the world of people, outside of things. If at the age of 4-5 in the conversations of a child with an adult, topics about animals, cars, natural phenomena predominate, then older preschoolers prefer to talk about themselves, their parents, rules of conduct, etc. The leading motives are personal . This means that the main stimulus of communication, as in infancy, is the person himself, regardless of his specific functions. Extra-situational-personal communication (as well as situational-personal) is not a side of some other activity (practical or cognitive), but is independent value . However, unlike infancy, the adult appears to the child not as an absolute, abstract personality, but as specific individual and member of society . The child is interested not only in his situational manifestations (his attention, goodwill, physical closeness), but also in the most diverse aspects of his existence, which are not visible in a particular situation and in no way concern the child himself (where he lives, what he works with, whether he has children etc.). Just as willingly, he talks about himself (about his parents, friends, joys and grievances).

For older preschoolers, it is typical not only to strive for the benevolent attention and respect of an adult, but also for his mutual understanding and empathy . It becomes especially important for them to reach a commonality of views and assessments with an adult. The coincidence of one's point of view with the opinion of the elders serves as proof of its correctness. The need for understanding and empathy adult is the main one for extra-situational-personal communication. As for the means of communication, they, as in the previous stage, remain speech .

Extra-situational-personal communication of a child with an adult has importance for the development of the child's personality. Firstly, in the process of such communication, he consciously learns the norms and rules of behavior, which contributes to the formation of moral consciousness. Secondly, through personal communication, children

learn to see themselves as if from the outside, which is important condition development of self-awareness and self-control. Thirdly, in personal communication children begin to distinguish between the different roles of adults - educator, doctor, seller, teacher, etc., and in accordance with this, build their relationships with them in different ways.

There are no clear age boundaries between two extra-situational forms of communication: it often happens that extra-situational-personal communication does not occur until 6-7 years old, and sometimes in a simplified version it is already found in three-year-olds. However, the general age trend still indicates the consistent appearance of these forms of communication in ontogeny.

In the study by E. O. Smirnova, conducted under the guidance of M. I. Lisina, children were offered three situations of interaction, each of which was a model of a certain form of communication: play with an adult, watch a book with him or just talk. It was noted which of the three situations children prefer different ages(from 3 to 7 years), how enthusiastic the child is with the proposed interaction and, most importantly, what is the content of his contacts with an adult. As a result, it turned out that junior group in 78% of children, only a situational-business form of communication was carried out, on average, this form of communication was noted in 30% of children, out-of-situation-cognitive in 50%. Extra-situational-personal communication - only in 6% of the younger and 20% of the middle preschoolers. IN senior group 60% of children already possessed this form of communication, and the situational-business form was encountered as an exception (8%). These data give reason to believe that extra-situational-personal communication is most characteristic of older preschoolers.

This is just a general average age sequence that reflects the normal course of a child's development. Deviations from it for a short period (six months or a year) should not inspire concern. However, “stuck” at the level of the situational-business form until the end of preschool age, when the child’s interests are limited to games and toys, and his statements are associated only with momentary actions, indicates a clear delay in the development of communication, and hence the general motivational sphere of the child. With another

On the other hand, a premature transition to extra-situational-personal communication, without a full-fledged experience of its previous forms, also leads to deformations in the development of the child's personality.

The normal course of development of communication is consistent and full living of each form of communication at the appropriate age . Of course, the presence of a leading form of communication does not mean at all that all other forms of interaction are excluded (for example, that a child who has reached an extra-situational-personal form will constantly talk with an adult on personal topics). The ability to communicate (both in a child and in an adult) lies precisely in the extent to which a person’s behavior corresponds to the real situation and the interests of a partner, how widely a person is able to vary business, educational and personal contacts. The main indicator of the development of communication is not the predominance of certain contacts, but ability and ability to communicate about different content - depending on the situation and the partner.

In addition to the adult, in the social situation of the development of the child in preschool age peers are playing an increasingly important role. Communication and relationships with other children become no less important for the child than his relationships with adults. The sphere of communication of a preschooler with peers has its own specific features, which will be discussed below.

Features of communication of preschoolers
with peers

Communication with peers has a number of significant features that qualitatively distinguish it from communication with an adult. These features were investigated in a series of works carried out under the guidance of M. I. Lisina and A. G. Ruzskaya.

The first and most important feature of preschoolers' communication is great variety communicative actions and extremely their wide range . In communication with a peer, one can observe many actions and appeals that are practically never found in contacts with an adult. Communicating with a peer, the child argues with him, imposes his will,

calms, demands, orders, deceives, regrets, etc. It is in communication with a peer that such complex shapes behavior, such as pretense, the desire to pretend, express offense, deliberately not respond to a partner, coquetry, fantasizing, etc. Such a wide range of children's contacts is determined by the rich functional composition of peer communication, a wide variety of communication tasks . If an adult until the end of the child's preschool age remains mainly a source of assessment, new information and patterns 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 both 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 oneself. Such a variety of communicative tasks requires the development of a wide range of communicative actions.

The second difference between peer communication and communication with adults lies in its extremely intense emotional intensity . On average, in the communication of peers (according to V. V. Vetrova), there are 9-10 times more expressive-mimic manifestations expressing a variety of emotional states- from furious indignation to violent joy, from tenderness and sympathy to a fight. Actions addressed to peers are characterized by a much greater affective orientation. On average, preschoolers are three times more likely to approve of a peer and 9 times more likely to enter into conflict relations with him than when interacting with an adult.

Such a strong emotional saturation of the contacts of preschoolers, apparently, is due to the fact that, starting from the age of 4, 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 specific feature of children's contacts is their non-standard and unregulated . If in communication with an adult even the smallest children adhere to certain forms of behavior, then when interacting

with their peers, preschoolers use the most unexpected and original actions and movements. These movements are characterized by a special looseness, irregularity, lack of any patterns: children jump, take bizarre poses, grimace, mimic each other, invent new words and fables, etc. Such freedom, unregulated communication of preschoolers suggests that peer society helps the child show originality and original beginning. If an adult carries culturally normalized patterns of behavior for a child, then a peer creates conditions for individual, non-standardized, free manifestations of the child. Naturally, with age, children's contacts are more and more subject to generally accepted rules of conduct. However, unregulated and relaxed communication, the use of unpredictable and non-standard means remain hallmark children's communication until the end of preschool age.

One more distinguishing feature peer communication - the predominance of initiative actions over response . This is especially clearly manifested in the inability to continue and develop the dialogue, which falls apart 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 the initiative of a peer is not supported by him. Children accept and support the initiative of an adult about twice as often. Sensitivity to the influence of a partner is significantly less in the sphere of communication with a peer than with an adult. Such inconsistency in the communicative actions of children often gives rise to conflicts, protests, and resentment.

These features reflect the specifics of children's contacts throughout the preschool age. However, the content of children's communication varies significantly from 3 to 6-7 years.

Development of communication with peers
at preschool age

Throughout preschool age, children's communication with each other changes significantly in all respects:

content, needs, motives and means of communication. These changes can proceed smoothly, gradually. However, qualitative shifts are observed in them, as if "breaks". From 2 to 7 years, 2 such fractures are noted: the first occurs at about 4 years, the second at about 6 years. The first fracture is outwardly manifested in a sharp increasing importance of a peer in a child's life. If by the time of its occurrence and during the first 1-2 years after that, the need to communicate with a peer occupies a rather modest place (it is much more important for a child of 2-4 years old to communicate with an adult and play with toys), then in 4-year-old children this need is put forward in first place. Now children begin to clearly prefer the company of a peer to an adult or a single game.

The second "break" is outwardly expressed less clearly, but it is no less important. Its external manifestations are associated with the appearance electoral affections friendship and with the emergence of more stable and deeper relationships between children.

Turning points can be seen as the time limits of the three stages in the development of children's communication. These stages, by analogy with the sphere of communication with an adult, were called forms of communication between preschoolers and peers (M. I. Lisina, A. G. Ruzskaya, E. O. Smirnova, 1989).

The first of them - emotional-practical form of communication children with peers (2-4 years of life). 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 from a peer complicity in his amusements and craves self-expression . It is necessary and sufficient for him that a peer joins his pranks and, acting together or alternately with him, supports and enhances the general fun. Each participant in such emotional and 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 (his actions, desires, moods). It is for them, as it were, an “invisible mirror” (in the figurative expression of R. I. Derevyanko), in which they see only themselves.

Emotional-practical communication is extremely situationally both in terms of content and means of implementation.

It entirely depends on the specific environment in which the interaction takes place, and on the practical actions of the partner. It is characteristic that the introduction of an attractive object into a situation can destroy the interaction of children: they switch their attention from their peers to the object or fight over it. On the this stage children's communication is not yet connected with their objective actions and is separated from them. The main means of communication for children are locomotion or expressive-mimic movements. After 3 years, children's communication is increasingly mediated by speech, but 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 about 4 years of age and remains most typical until 6 years of age. After 4 years, children (especially those who attend Kindergarten) a peer in their attractiveness begins to overtake an adult and take an increasing place in their lives. Recall that this age is the heyday of the role-playing game. At this time, the role-playing game becomes collective - children prefer to play together, and not alone.

Communication with others in role play unfolds on two levels: at the level of role relationships (i.e. on behalf of the roles taken: doctor - patient, seller - buyer, mother - daughter, etc.) and at the level of real , i.e., existing outside the plot being played out (children distribute roles, agree on the conditions of the game, evaluate and control the actions of others, etc.). In joint play activities, there is a constant transition from one level to another - moving to the level of role-playing relationships, children change their mannerisms, voice, intonations, etc. This may indicate that preschoolers clearly separate role-playing and real relationships, and real relationships are aimed at common thing for them - the game.

Thus, the main content of children's communication in the middle of preschool age becomes business cooperation . Cooperation should be distinguished from complicity. During emotional and practical communication, the children acted side by side, but not together; the attention and complicity of their peers was important to them.

In situational business communication, preschoolers 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. This kind of interaction was called cooperation. The need for peer cooperation becomes central to children's communication.

Along with the need for cooperation at this stage, the need for peer recognition and respect . The child seeks to attract the attention of others. Sensitively catches in their views and facial expressions signs of attitude towards himself, demonstrates resentment in response to inattention or reproaches of partners. The "invisibility" of a peer turns into a keen interest in everything that he does. At the age of 4-5, children often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive, competitive beginning appears.

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. If in the sphere of communication with an adult at this age extra-situational contacts already arise, then communication with peers remains predominantly situational: children interact mainly about objects, actions or impressions presented in a current situation.

At the end of preschool, many (but not all) children develop new form communication, which was called off-situational business . By the age of 6-7, the number of extra-situational contacts increases significantly. Approximately half of speech appeals to a peer acquire an extra-situational character. Children tell each other about where they have been and what they have seen, share their plans or preferences, evaluate the qualities and actions of others. At this age, “pure communication” becomes possible, not mediated by objects and actions with them. Children can talk for quite a long time without performing any practical actions.

However, despite this growing trend towards extra-situation, the communication of children at this age occurs as

and in the previous one, against the background of a joint business, that is, a common game or productive activity (therefore, this form of communication retained the name business). But the game itself and the form of its implementation by the end of preschool age are changing. The rules of behavior of game characters and the correspondence of game events to real ones come to the fore in them. Accordingly, the preparation for the game, its planning and discussion of the rules begin to occupy a much larger place than at the previous stage. More and more contacts of children are carried out at the level real relationship and less and less - at the role-playing level.

The competitive, competitive beginning is preserved in the communication of children. However, along with this, older preschoolers develop the ability to see in a partner not only his situational manifestations, but also some extra-situational, psychological aspects of his existence - desires, preferences, moods. Preschoolers not only talk about themselves, but also ask questions to their peers: what he wants to do, what he likes, where he was, what he saw, etc. By the end of preschool age, stable selective attachments arise between children, the first shoots of friendship appear. Preschoolers "gather" in small groups (2-3 people each) and show a clear preference for their friends.

Thus, the development of out-of-situation in children's communication occurs along two lines: on the one hand, the number of out-of-situation, speech contacts increases, and on the other hand, the image of a peer becomes more stable, independent of specific, situational circumstances of interaction. The child begins to allocate and feel inner essence the other, which, although not represented in the situational manifestations of a peer (in his specific actions, statements, toys), but becomes more and more significant for the child.

1) The first form of communication between a child and an adult was called situational-personal, which takes place in the period from one to six months of life. At first, this communication looks like a response to the influence of an adult, then the child begins to actively move, attracting attention to himself, even when the adult swears, the child rejoices because this is attention to the child, appeal to him.

But in the first two weeks, the newborn does not respond to the adult. The neonatal period is preparatory stage to interact with adults. The child only learns to single out the adult. And only in the position “under the breast” does concentration appear. The child freezes and tenses with prolonged affectionate conversation and stroking. At 3 weeks, the influence of an adult causes an orienting-exploratory activity of the infant. He gazes intently at the adult, later begins to follow his movements, examine his face. At the beginning of the 4th week of life, the child smiles in response to the smile of an adult, and then begins to smile on his own initiative.

In the second month, the baby develops a complex reaction to an adult - recovery complex, which includes motor animation, speech reactions, smile. By 2 months, the baby completes the formation of the need to communicate with adults. The following criteria indicate its presence:

• -attention and interest to an adult,
• - emotional manifestations addressed to an adult, indicating that the infant evaluates him and treats him in a certain way,
• -initiative actions of the baby in order to attract the attention of an adult to himself,
• - the sensitivity of the infant to the attitude of an adult, which reveals the perception by the baby of the assessment that the adult gives, and of his own self-esteem.

These indicators appear one after the other in the described sequence.

In the first years of a person's life, the basis of a communicative need is organic needs. A helpless infant, with his anxiety and cry, notifies the adult of discomfort and thereby achieves the elimination of unpleasant factors. The baby initially does not address such signals to anyone, but his displeasure each time attracts an adult and encourages him to take certain actions. Having been born, the child cannot satisfy any of his needs on his own - he is fed, bathed, sheltered, shifted, carried, he is shown bright toys. Life practice helps the infant to single out the existence of an adult as a source of satisfaction of his needs. And the desire to control such a source encourages the baby to explore it. Growing up and becoming more and more independent, he continues to depend on an adult who teaches him to walk and hold a spoon, pronounce words correctly and build towers from cubes, answers all his "why?".

The need for communication in a child appears early, at about 1-2 months, after the neonatal crisis. He begins to smile at his mother and rejoice violently at her appearance. mother (or other close person carer) should meet this new need as fully as possible. Direct emotional communication with an adult creates a joyful mood in the child and increases his activity, which becomes the necessary basis for the development of his movements, perception, thinking, and speech.

What happens if the need for communication is not satisfied or insufficiently satisfied? Children in hospital or orphanage lag behind in mental development. Up to 9-10 months they keep a meaningless, indifferent look directed upwards, move little, feel their body or clothes and do not try to grab toys that catch their eye. They are lethargic, apathetic, not interested in the environment. They will speak very late. Moreover, even with good hygiene care, children lag behind in their physical development. These severe consequences of lack of communication in infancy are called hospitalism.

The need for adult attention - the first and basic need for communication - remains for life. The germs of all important qualities (personal development, an active, active attitude to the environment, interest in objects, the ability to see, hear, perceive the world, self-confidence, etc.) appear in the communication of the mother with the baby. The infant does not single out individual qualities of the adult. For him, the main thing is not the level of knowledge and skills of an adult, his social and property status, how he looks and what he is wearing. The kid is attracted by the personality of an adult and his attitude towards him. The means of communication for this form is the exchange of glances, smiles, cries and cooing of a child, affectionate conversation of an adult and are exclusively expressive - mimic in nature. 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-personal communication is characterized by the need for attention and goodwill, personal motives and expressive-mimic means of communication.

The next form of communication between a child and an adult is situational business - and the need for business cooperation associated with it. It occurs in a child at 6 months. Now the child is not enough only benevolent attention. He needs an adult to be involved in what the baby is doing and participate in this process. Business motives come first. At an early age, the child masters the world of the objects around him. He still needs warm emotional contacts with his mother, but this is no longer enough. His need for communication at this time is closely related to the need for cooperation, which, together with the need for new impressions and activity, can be realized in joint actions with adults. 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 detect. Communication that unfolds in a situation of joint activity is called situational-business communication. child mental communication

An adult becomes needed and interesting to the child not by itself, but by the fact that he has different objects and he knows how to do something with them. He is considered by the child as an expert, model, assistant, participant and organizer of joint actions. To expressive - mimic means are added subject - effective - children actively use gestures, postures, expressive movements. But the subject itself is not interesting to the child, he is interested in how this subject can be used. This happens for two reasons. First, for the child, the adult remains the center of preference, by virtue of which he endows the attractiveness of those objects that he touches. These items become needed and preferred because they are in the hands of an adult. Secondly, an adult shows children how to play with these toys. In order for children to start playing with toys, an adult must first show and tell what can be done with them and how to play. Only after this the children's play becomes meaningful and meaningful. Such joint games represent business communication or cooperation between a child and an adult.

The need for cooperation is fundamental to situational business communication. It is characterized by the need for cooperation, business motives and subject-effective means of communication. In such communication, the child masters objective actions, learns to use household items (spoon, fork, pot, comb, dress, wash, play with a toy, etc.). Also, the activity and independence of the child begin to appear here. He becomes the subject of his activity and an independent partner in communication. The first words appear, because in order to ask an adult desired subject, the child needs to name it. Moreover, this task - to say this or that word - is put before the child, only by an adult. So in interaction with an adult about objects, the main thing arises and develops - communication, thinking, speech. The situational-business form of communication lasts up to 3 years, proceeding against the background of practical interaction with an adult, it is included in the objective activity. Children have an increasing need for cooperation with adults, they need complicity in their actions. In the course of cooperation, the child receives both benevolent attention and participation in practical actions. The remark and model of an adult, thanks to personal contact, acquire special significance in mastering the correct actions with objects. Children move from non-specific, primitive manipulations to more and more specific, and then to culturally fixed actions with objects. Both of these forms of communication are situational in nature, that is, they are confined to a given place and time.

Extra-situational-business form of communication with peers begins to manifest itself in some children of 6-7 years.

The number of extra-situational contacts increases to 50% of all peer interactions. Communication with peers goes far beyond the general subject activity. Significant developments are taking place role-playing game, its conventionality, schematism is growing. The complexity in building the game places demands on its preliminary planning.

It consists in the desire for cooperation and co-creation with a peer. The game has really general character with uniform rules, requirements, with coordination of actions, taking into account the interests of partners. Previous experience joint games children accumulates, leads to a certain generalization of children's ideas about the game, about the role of each child in it.

A clear image of a peer is formed, relations with him become more stable (there is such a phenomenon as friendship), sympathy arises. There is a formation of a subjective attitude towards other children, i.e. the ability to see in them an equal personality, take into account their interests, readiness to help.

Together with the knowledge of a peer, children develop an understanding of the self-image, especially their practical actions.

The main means of communication is speech. Features of communication with peers are clearly manifested in the topics of conversations, which are becoming more and more out of situation. Characteristic discussions of various broad topics regarding the past and future, native nature and distant lands, etc.

The contribution of out-of-situation-business communication for development consists in the formation of the child's ability to understand the other as a self-valuable person, in the awakening of interest in his inner world, the motive to expand his idea of ​​himself.

CONCLUSIONS about the development of forms of communication between a preschooler and a peer:

- A team of researchers led by A. G. Ruzsky identifies three ontogenetic sequential forms of communication with peers in preschool age;

- The age dynamics of communication and joint activities of preschoolers consists in the growth of content, selectivity, stability of relationships, the need for communication and cooperation, their intensity and focus on the interests of peers; - up to 7 years, the following forms of his communication with peers consistently change: emotional and practical (infant - early age); situational business (4-6 years); pozasituativno-business (6-7 years).