Introduction

Preschool age is a particularly important period in education, as it is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influence the development of his personality.

At preschool age, the child’s world is already, as a rule, inextricably linked with other children. And the older a child gets, the more important contacts with peers become for him.

So, preschool childhood is an extremely important period of human development. Its existence is determined by the socio-historical evolutionary-biological development of society and a specific individual, which determines the tasks and development opportunities of a child of a given age. Preschool childhood has independent value, regardless of the child’s upcoming schooling.

Preschool period childhood is sensitive to the formation in a child of the foundations of collectivist qualities, as well as a humane attitude towards other people. If the foundations of these qualities are not formed in preschool age, then the child’s entire personality may become defective, and subsequently it will be extremely difficult to fill this gap.

Preschool age is a stage mental development children, covering the period from 3 to 6-7 years, is characterized by the fact that the leading activity is play, which is very important for the formation of the child’s personality. There are three periods:

1) junior preschool age - from 3 to 4 years;

2) middle preschool age - from 4 to 5 years;

3) senior preschool age - from 5 to 7 years.

During preschool age The child discovers, not without the help of an adult, the world of human relationships and different types of activities.

Psychology in preschool age

The driving forces of development of a preschooler's psyche are the contradictions that arise in connection with the development of a number of his needs. The most important of them are: the need for communication, with the help of which social experience is acquired; the need for external impressions, which results in the development of cognitive abilities, as well as the need for movements, leading to the mastery of a whole system of various skills and abilities. The development of leading social needs in preschool age is characterized by the fact that each of them acquires independent significance.

The need to communicate with adults and peers determines the development of the child’s personality. Communication with adults develops on the basis of the preschooler’s increasing independence and expanding his acquaintance with the surrounding reality. At this age, speech becomes the leading means of communication. Younger preschoolers ask thousands of questions. Listening to the answers, the child demands that the adult treat him seriously as a comrade, a partner. Such cooperation is called cognitive communication. If a child does not meet such an attitude, he develops negativism and stubbornness.

A significant role in the formation of a child’s personality is played by the need to communicate with peers, in whose circle he is from the first years of life. The most common problems can arise between children different shapes relationships. Therefore, it is very important that the baby, from the very beginning of his stay in preschool institution gained positive experience of cooperation and mutual understanding. In the third year of life, relationships between children arise mainly on the basis of their actions with objects and toys. These actions become joint and interdependent. By older preschool age, in joint activities, children have already mastered the following forms of cooperation: alternate and coordinate actions; perform one operation together; control the actions of the partner, correct his mistakes; help a partner, do part of his work; accept their partner’s comments and correct their mistakes. In the process of joint activities, children gain experience in leading other children and experience in subordination. A preschooler’s desire for leadership is determined by his emotional attitude to the activity itself, and not to the position of the leader. Preschoolers do not yet have a conscious struggle for leadership. During preschool age, communication methods continue to develop. Genetically, the earliest form of communication is imitation. A.V. Zaporozhets notes that arbitrary imitation of a child is one of the ways to master social experience.

During preschool age, the child's imitation pattern changes. If in early preschool age he imitates certain forms of behavior of adults and peers, then in middle preschool age the child no longer blindly imitates, but consciously assimilates patterns of behavioral norms. The activities of a preschooler are varied: playing, drawing, designing, elements of work and learning, which is where the child’s activity is manifested.

At preschool age, elements of labor appear in the child’s activities. In work, his moral qualities, a sense of collectivism, and respect for people are formed. At the same time, it is very important that he experiences positive feelings that stimulate the development of interest in work. Through direct participation in it and in the process of observing the work of adults, a preschooler becomes familiar with operations, tools, types of labor, and acquires skills and abilities. Education has a great influence on mental development. By the beginning of preschool age, the child’s mental development reaches a level at which it is possible to form motor, speech, sensory and a number of intellectual skills, and it becomes possible to introduce elements of educational activities. In preschool age, under the influence of training and upbringing, intensive development of all cognitive mental processes occurs. This relates to sensory development.

Sensory development is the improvement of sensations, perceptions, and visual representations. Children's sensory thresholds decrease. Visual acuity and accuracy of color discrimination increase, phonemic and pitch hearing develops, and the accuracy of estimating the weight of objects increases significantly. As a result sensory development the child masters perceptual actions, the main function of which is to examine objects and isolate the most characteristic properties in them, as well as to assimilate sensory standards, generally accepted patterns of sensory properties and relationships of objects. The most accessible sensory standards for a preschooler are geometric shapes(square, triangle, circle) and the colors of the spectrum. Sensory standards are formed in activity. Modeling, drawing, and design most contribute to accelerating sensory development.

Children of this age do not yet know how to identify significant connections in objects and phenomena and draw generalizing conclusions. During preschool age, a child's thinking changes significantly. This is primarily expressed in the fact that he masters new ways of thinking and mental actions. Its development occurs in stages, and each previous level is necessary for the next one. Thinking develops from visual-effective to figurative. Then, on the basis of figurative thinking, figurative-schematic thinking begins to develop, which represents an intermediate link between figurative and logical thinking. Figurative-schematic thinking makes it possible to establish connections and relationships between objects and their properties. The development of his thinking is closely related to speech. In early preschool age, in the third year of life, speech accompanies the baby’s practical actions, but it does not yet perform a planning function. At 4 years old, children are able to imagine the course of a practical action, but cannot talk about the action that needs to be performed. In middle preschool age, speech begins to precede the implementation of practical actions and helps to plan them. However, at this stage, images remain the basis of mental actions. Only at the next stage of development does the child become able to solve practical problems, planning them with verbal reasoning. During preschool age, memory develops further; it becomes more and more isolated from perception. The child’s imagination begins to develop at the end of the second - beginning of the third year of life. The presence of images as a result of imagination can be judged by the fact that children listen to stories and fairy tales with pleasure, empathizing with the characters. The development of the reconstructive (reproductive) and creative (productive) imagination of preschoolers is facilitated by various types of activities, such as playing, designing, modeling, drawing.

Preschool age -- First stage personality formation. Children develop such personal formations as the subordination of motives, the assimilation of moral norms and the formation of arbitrary behavior. The subordination of motives is that the activities and behavior of children begin to be carried out on the basis of a system of motives, among which motives of social content, which subordinate other motives, are becoming increasingly important. The study of the motives of preschoolers made it possible to establish two large groups among them: personal and socially significant. In children of primary and secondary preschool age, personal motives predominate. They are most clearly manifested in communication with adults. The child strives to receive an emotional assessment from an adult - approval, praise, affection. His need for evaluation is so great that he often ascribes positive qualities to himself. Personal motives manifest themselves in different types activities.

At preschool age, children begin to be guided in their behavior by moral standards. A child’s familiarity with moral norms and understanding of their value is formed in communication with adults, who evaluate opposing actions (telling the truth is good, deceiving is bad) and make demands (one must tell the truth). From about 4 years old, children already know that they should tell the truth and that lying is bad. But the knowledge available to almost all children of this age does not in itself ensure compliance with moral standards.

The child’s assimilation of norms and rules and the ability to correlate his actions with these norms gradually lead to the formation of the first inclinations of voluntary behavior, i.e. such behavior, which is characterized by stability, non-situationalism, and correspondence of external actions to the internal position.

D.B. Elkonin emphasizes that during preschool age a child goes through a huge developmental path - from separating himself from an adult (“I myself”) to discovering his inner life and self-awareness. In this case, the nature of the motives that encourage a person to satisfy the needs for communication, activity, and a certain form of behavior is of decisive importance.

The preschool period is a significant stage of life. What are the main features of preschool psychology? At this stage, social boundaries expand significantly (from the family to the street, the first children's group, the whole city, and even the country). The child studies the world of people’s relationships, their various types of activities, social roles, and strives to participate in them to the best of their ability. But at the same time he also wants to be independent. This contradiction (to participate in social life and to show independence) is expressed in role-playing games. On the one hand, this is an independent activity, on the other hand, it models adult life.

The leading activity is the game

So, play plays a major role in the mental development of preschool children. Going through certain age stages, it transforms depending on the degree of development of the baby:

• 3 – 4 years – director’s play;
• 4 – 5 years – the game becomes figurative and role-playing;
• 5 – 6 years – the game takes on a role-playing orientation;
• 6 – 7 years old – preschoolers play according to the rules established for each game.

Each game, to one degree or another, reflects some area of ​​activity, as well as relationships. The game gradually ceases to be manipulative - using only objects. Its essence is transferred to a person, to his activities. Therefore, the child perceives the actions of adults as not only an objective, but also a subjective example.

The game has enormous developmental and educational significance. During games, children learn to fully communicate with each other: share, negotiate, help, conflict. The game develops motivation and the needs of children. In role-playing games with complex plots and actions, preschoolers actively develop their creative imagination. The game helps the child improve voluntary memory, perception, thinking, and intellectual activity. All this contributes to his further development, becomes the basis for preparation for training.

Mental functions in preschool age

These include perception, speech, memory, thinking. The mental processes of preschoolers go through a long process of improvement.

• Speech development.

By school age, most children have completed the formation of speech and mastery of its capabilities. Speech helps a child communicate with others and think. Language becomes a subject of study - preschoolers learn to write and read. Lexicon growing rapidly. If a one and a half year old baby can use up to 100 words, then by the age of 6 there are already about 3000 of them. Grammatical command of speech also develops. The child creatively masters the possibilities of his native language. He masters various forms of contextual and oral speech: learns retelling, monologue, story. Dialogue speech also becomes brighter and more expressive. It contains assessments, instructions, and moments of coordination of actions. Speech helps a preschooler plan his actions and regulate them.

• Development of perception.

The main feature of perception is that it gradually loses its original emotionality: perception and emotions are separated from each other. By the beginning of school age, perception becomes more and more meaningful; it becomes purposeful, arbitrary, and analytical.

• Development of thinking.

Perception is closely related to the child’s thinking. So much so that in preschool psychology it is customary to single out visual-figurative thinking as the most characteristic of the age. However, there is a systematic transition towards it from visual-effective thinking, when the child needs to rely on manipulations with objects when drawing conclusions. The final stage will be the transition to verbal thinking. This is why it is so important to pay attention to the speech development of a preschooler. At this stage, the baby learns to generalize, search and establish connections between processes, objects, and actions. This is important for the proper development of intelligence in the future. True, generalization can still be made with errors - children, without sufficient experience, often focus only on external signs(for example, a large object cannot be light).

• Memory development.

Memory in preschool age is the main function; it contributes to the formation of personality. Neither before nor after the preschool period can a child memorize so much diverse information so quickly and easily. The memory of preschoolers has its own specifics. Thus, in early preschool age, a child’s memory is involuntary. He remembers only what interested him and aroused emotions. By the age of 4–5 years, voluntary memory begins to develop. True, conscious memorization appears only occasionally. Voluntariness will finally be formed by the senior preschool age. The first childhood memories are usually preserved from the age of 3–4 years.

Personality formation

One of the important aspects in the psychology of preschool age is the process of development of a small personality: its emotions, motivation, self-awareness.

• Emotional sphere.

The period of preschool childhood is relatively stable and calm emotionally: there are practically no special outbursts or conflicts, with the exception of the crisis of 3 years, when the child just realizes himself as a small social person. The stable development of the emotional sphere is facilitated by the development of the child’s ideas. Representations allow him to switch from a specific situation, so the difficulties that arise do not seem so significant. However, the experiences themselves gradually become more complex, deeper, more diverse, and the range of experienced emotions increases. For example, empathy for others appears. The child learns to feel and understand not only his own self. All images in the child’s mind acquire an emotional coloring, all his activities (and this, first of all, play) are saturated with vivid emotions.

• Motivation.

The beginning of personality formation is associated with the formation of such an important personal mechanism as the subordination of motives. They have different significance for a preschooler. One can distinguish motives for self-esteem (competition, achieving success), motives associated with the formation of moral standards, etc. In the preschool years, the child’s individual motivational system begins to build, which will be of great importance for his future success.

• Self-awareness.

It is considered to be the main new formation of the period. The formation of self-awareness is facilitated by active personal and intellectual development. Self-esteem is formed in middle preschool age, initially from one’s own assessment (necessarily positive), and then from assessments of the behavior of others. What is typical: the baby learns to evaluate the actions, skills or behavior of other children first, and then his own.

At this stage, gender identification occurs. Children recognize themselves as representatives of the male or female gender - a girl or a boy, and learn the features of appearance, clothing, character, behavior, and social roles of different sexes. By the senior preschool period, the child begins to perceive himself in time: he remembers what he was like in the past, is aware of himself “here and now,” and can also imagine what he will be like in the future. The baby knows how to correctly express these ideas in speech.

What influences the mental development of a preschooler?

Undoubtedly, the development of such a complex structure as the psyche is influenced by many different factors. These include, first of all, biological and social factors.

• Biological factors are heredity, features of pregnancy and intrauterine development of the baby (presence of diseases, infections, etc.), features of childbirth (complex, rapid, C-section), the degree of full term of the child at the time of birth, and, accordingly, the degree of biological maturation of all its systems and organs.
• TO social factors include, first of all, environmental factors: natural and social. The natural environment affects the development of a child only indirectly. Climatic and geographical conditions determine certain types of work activity, as well as culture. This leaves an imprint on the characteristics of training and education. The social environment is the direct influence of society. It has a significant impact on the child’s mental development on two levels. These are macro and micro environments.
• Macroenvironment is society in a broad sense. That is, society with its cultural traditions, level of development of culture, art, religion, ideology, media... The child is included in various shapes activity, cognition and communication in accordance with accepted human culture and social experience. The program of mental development is formed by society and embodied through the system of training and education in surrounding social institutions.
• The microenvironment is the child’s immediate environment (his parents, family, neighbors, friends, teachers). The microenvironment has a significant influence on the early stages of a child’s mental development. Exactly family education plays a vital role in the development of a small personality. It determines many important aspects: features of communication and activity, self-esteem, creative and intellectual potential. Outside the social environment, no child can develop fully.

Try to create a favorable psychological microclimate in the family. This will contribute to the harmonious development of the baby’s psyche. Frequent scandals, constant stress and nervous tension are a powerful brake on this path.

Another important factor is the baby’s involvement in various activities- play, work, - as well as communication and learning.


Throughout life, the most important thing for a person’s mental development is interpersonal communication. Through communication with adults, learning and education and the transfer of experience occur. Through communication, not only speech develops, but also random memory, thinking, perception, attention, important personality traits (character, temperament, behavior).

While playing, children reproduce characteristic ways of communication, as well as human interaction. The game helps the child develop his cognitive, moral, and personal qualities, assimilate important social roles and methods of activity, interaction of people in society. In the game, the little personality is socialized, the baby’s self-awareness, his will, emotions, motivation, and needs develop.

The process of mental development is inseparable from labor. A child’s involvement in work activities affects all areas of the psyche.

Thus, in order to ensure the correct mental development of a child, it is important to take into account his biological characteristics, the specifics of the surrounding society, and also give him the opportunity to realize himself in play, study, work, and communication with people around him.

Hello, dear visitors of our blog! The topic of our next article: “Features of the psychology of preschool children.” Let's talk about the developmental features of a child starting from three years old. How does his perception of the surrounding reality change? Find out what parents of a growing baby should pay attention to. Find out more by reading the entire article!

Features of the psychology of preschool children

Preschool age is defined by psychologists from three years to seven. At three years of age the child experiences his first age crisis. Seven years is also a period of crisis. That is, preschool age is the period of a child’s life from the first to the second crisis of life.

A three-year-old baby already feels like a person. For the first time he begins to understand that he is a human being, a full-fledged member of the family. He learns to fulfill family responsibilities and help adults. Tries to make decisions on his own. This is the age of greatest perception of the surrounding reality. The child's development progresses very quickly. During these five years of preschool age, he needs to have time to readjust from play activity for study.

Parents' help is to provide the necessary knowledge, skills and abilities.

The main activity in preschool age is play. At three or four years old, a child masters role-playing, but so far at the level of imitation. He takes toys and plays out situations that he has seen in life or in cartoons. If this does not happen at this age, the parent’s task is to teach him to play.

Psychology of a child of senior preschool age

At the age of five or six years, role-playing games are no longer imitative. The kid himself comes up with the plot of the game and the names of the characters. These can be either real-life scenes (shopping in a store, a trip on a train) or fantastic ones. In the game, the child learns to interact with people, socialization occurs. The child tries himself in the role of an adult and learns to make decisions at the game level. Therefore, it is very important not to miss this period.

If in early preschool age a little person most often plays on his own, then at the age of five or six years the child chooses peers with whom he would like to interact. Children gather in small groups of two or three and play.

At this age, the child begins to be interested in drawing, modeling, and listening to fairy tales. He is not interested in studying, although elements of educational activities in the form of games can be introduced from the age of four. It is important to support the child in all his endeavors. Try all types of activities: appliqué, modeling, drawing, and design. The baby is interested in trying everything. And this is important to support. This is a future interest in learning, which is the key to successful schooling.

How the psychology of children of primary preschool age changes

Thinking at this age is visual and figurative. This is important for parents to know. The baby cannot remember words; it is important for him to see the picture and examine the object by touch. Mental representation and fantasy are limited by the child’s knowledge. He cannot imagine what he has never seen. Therefore, it is important to give new sensations, new emotions. What can parents do for the full development of preschoolers?

• Trips to other cities (countries)
• Visiting a museum, exhibitions
• Going to the theater
• It is important not just to watch the performance, but to discuss with the child what new things he learned and what was interesting to him.

At this age, memory develops intensively. The baby remembers everything: from advertising on TV to random phrases spoken by parents.

The development of memory in preschool age plays a huge role. Several recommendations for memory development in game form.

1. In the evening before bed, the parent reads a fairy tale. In the morning he discusses with the child who was main character where he went, what he did. You can ask leading questions, but it is important that he remembers himself.

2. Place three or four toys on the table. Give your child half a minute to remember the location of the toys. Then cover them with a scarf and swap the two toys. Open the scarf and ask the child to name what has changed.

3. After watching any cartoon, discuss. What was happening in it. What were the names of the main characters?

4. In the evening, remember together with the baby what happened sequentially during the day (provided that the parent was present and knows how the day went).

We examined the peculiarities of the psychology of preschool children. We also recommend reading the article “Features of the psychology of preschool children.” We will tell you how to deal with the problem of helplessness and develop in a child the ability to make decisions independently. Details in the article!

Psychology of preschoolers

Introduction

A person cannot live, work, satisfy his material and spiritual needs without communicating with other people. From birth, he enters into various relationships with others. Communication is a necessary condition for human existence and, at the same time, one of the main factors and the most important source of his mental development in ontogenesis.

A child lives, grows and develops in an interweaving of various kinds of connections and relationships. In children's and adolescent groups, interpersonal relationships develop that reflect the relationships of the participants in these groups in the specific historical situation of the development of society. Study of developmental disorders interpersonal relationships at the very first stages of personality development seems relevant and important, primarily because conflict in a child’s relationships with peers can act as a serious threat to personal development. That is why information about the peculiarities of the development of a child’s personality in difficult, unfavorable conditions at that stage of its genesis when the basic stereotypes of behavior begin to be laid, the psychological foundations of the most important relationships of the individual to the surrounding social world, to himself, clarification of knowledge about the causes, nature, logic of the development of conflicts. relationships and possible ways of timely diagnosis and correction becomes of paramount importance.

The danger also lies in the fact that the negative qualities that appear in a child due to the peculiarities of preschool age determine all further formation of the personality and can be revealed in the new school team, and even in subsequent activities, preventing the development of full-fledged relationships with people around them and their own perception of the world. The need for early diagnosis and correction of communication disorders with peers is caused by the essential fact that in every group of any kindergarten there are children whose relationships with peers are significantly distorted, and their very troubles in the group have a stable, time-extended nature.

Many domestic and foreign researchers have addressed the problem of childhood troubles and deviant forms of behavior in preschool age: L.S. Vygotsky, D.B. Elkonin, A.V. Zaporozhets, Ya.L. Kolominsky, V.N. and others.

The study focuses on internal conflicts that lead to psychological isolation from peers and the child’s dropout from life together and activities of the preschool group.

The purpose of this work is to study the psychological nature of the phenomenon of disruption of relationships with peers (psychological conflict) in preschool children; development and testing of game methods for correcting psychological conflict in a preschool group based on diagnostic and psychocorrection work with children 4-5 years old, carried out in kindergarten No. 391 “Teremok” in Volgograd.

In this work, the object of research is the child and the rest of the preschool group members. The subject of study is the conflict that arises between a child and peers in play - the leading activity of preschoolers.

Chapter I . Psychological conflict in preschool children. Research into causes and symptoms

1.1 Preschool period of childhood

Preschool age is a particularly important period in education, since it is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influence the development of his personality. Knowledge of the peculiarities of relationships between children in a kindergarten group and the difficulties that they encounter can provide serious assistance 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 a child gets, the more important contacts with peers become for him.

It is obvious that 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, everything happens differently. 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 or offend you, not paying attention to your tears. And yet communication with other children brings a preschooler incomparable pleasure.

Starting from the age of 4, a peer becomes a more preferred and attractive partner for a child than an adult. If a preschooler is faced with a choice - with whom to play or go for a walk: with a friend or with his mother, most children will make this choice in favor of a peer 1 .

To consider the problem outlined in the title of the proposed work, it is necessary to note the significance of the period of preschool childhood in the process of the entire personal formation of a person.

So, preschool childhood is an extremely important period of human development. Its existence is determined by the socio-historical and evolutionary-biological development of society and a specific individual, which determines the tasks and opportunities for the development of a child of a given age. Preschool childhood has independent value, regardless of the child’s upcoming schooling.

The preschool period of childhood is sensitive for the formation in a child of the foundations of collectivist qualities, as well as a humane attitude towards other people. If the foundations of these qualities are not formed in preschool age, then the child’s entire personality may become defective, and subsequently it will be extremely difficult to fill this gap.

J. Piaget attributes small child egocentrism, as a result of which he cannot yet build joint activities with peers (therefore Piaget believes that the society of children arises only in adolescence). In contrast to him, A.P. Usova, and after her many domestic psychologists and teachers believe that the first children's society is formed in kindergarten.

But in preschool age, against the background of a favorable educational environment in kindergarten, conditions can be created when the influence of the environment becomes “pathogenic” for the development of the individual, since it infringes on it.

This is why early diagnosis and correction of symptoms of conflictual relationships, troubles, and emotional discomfort of a child among peers acquire such great importance. Ignorance of them makes all attempts to study and build full-fledged children's relationships ineffective, and also impedes the implementation of an individual approach to the formation of a child's personality.

Children come to kindergarten with different emotional attitudes, heterogeneous aspirations, and at the same time with different skills and capabilities. As a result, everyone meets the requirements of the teacher and peers in their own way and creates an attitude towards themselves.

In turn, the demands and needs of those around them find different responses from the child himself, the environment turns out to be different for children, and in some cases - extremely unfavorable. A child’s ill-being in a preschool group can manifest itself in different ways: as uncommunicative or aggressively sociable behavior. But regardless of the specifics, childhood troubles are a very serious phenomenon; as a rule, it hides a deep conflict in relationships with peers, as a result of which the child remains alone among children 2 .

Changes in a child’s behavior are secondary neoplasms, distant consequences of the root causes of the conflict. The fact is that the conflict itself and the negative traits that arise as a result of it are hidden from observation for a long time. That is why the source of the conflict, its root cause, as a rule, is missed by the educator, and pedagogical correction is no longer effective.

1.2 Internal and external psychological conflicts of preschool children

Before embarking on a more detailed study of psychological conflict in preschool children (violation of relationships with peers), it is necessary to consider the general structure of interpersonal processes, which can be presented in the form of a diagram. Many authors (A.A. Bodalev, Ya.L. Kolomensky, B.F. Lomov, B.D. Parygin) naturally identify three components and interrelated components in the structure of interpersonal processes: behavioral (practical), emotional (affective) and informational , or cognitive (gnostic) 3 .

If the behavioral component includes interaction in joint activities, communication, and the behavior of a group member addressed to another, and the gnostic component includes group perception that promotes the subject’s awareness of the qualities of another, then interpersonal relationships will be an affective, emotional component of the structure of interpersonal processes.

The focus of this work is on internal conflicts that lead to psychological isolation from peers and to the child’s exclusion from the life and activities of the preschool group.

A conflict situation develops into a conflict only when the child and peers play together. A similar situation arises in cases where there is a contradiction: between the demands of peers and the child’s objective capabilities in the game (the latter are below the requirements) or between the leading needs of the child and peers (needs are outside the boundaries of the game). In both cases, we are talking about the immaturity of the leading play activity of preschoolers, which contributes to the development of psychological conflict.

The reasons may be the child’s lack of initiative in establishing contacts with peers, the lack of emotional aspirations between those playing, when, for example, the desire to command prompts the child to leave the game with a favorite friend and enter into a game with a less pleasant but pliable peer; lack of communication skills. As a result of such interactions, two types of contradictions may arise: a discrepancy between the demands of peers and the child’s objective capabilities in the game, and a discrepancy in the motives of the game between the child and peers.

Thus, two types of psychological conflicts should be considered in preschoolers who have difficulties communicating with peers: conflict in operations and conflict in motives 4 .

External obvious conflicts among preschoolers are generated by contradictions that arise when they organize joint activities or in the process of them. External conflicts arise in the sphere of children’s business relations, but, as a rule, they do not go beyond its boundaries and do not capture the deeper layers of interpersonal relationships. Therefore, they have a transient, situational nature and are usually resolved by the children themselves by independently establishing the norm of justice. External conflicts are useful because they provide the child with the right to responsibility, to a creative solution to a difficult, problematic situation, and act as a regulator of fair, full-fledged relationships between children. Modeling such conflict situations in the pedagogical process can be considered as one of effective means moral education.

Internal psychological conflict arises in preschoolers in the context of their leading play activity and is mostly hidden from observation. 5 . In contrast to the external, it is caused by contradictions associated not with the organizational part of the activity, but with the activity itself, with its formation in the child, contradictions between the demands of peers and the child’s objective capabilities in the game, or contradictions in the motives of the child’s play and peers. Such contradictions cannot be overcome by children without the help of adults. Under the conditions of these contradictions, the child’s internal emotional comfort and positive emotional well-being are infringed, he cannot satisfy his essential needs, not only business, but also personal relationships are distorted, and psychological isolation from peers arises. Function internal conflicts purely negative, they inhibit the formation of full-fledged, harmonious relationships and the formation of personality.

Each child occupies a certain position in the peer group, which is expressed in how peers treat him. The degree of popularity a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, ability to establish contacts with other children, appearance, etc.

1.3 Play and communication of preschoolers

Interpersonal relationships (relationships) are a diverse and relatively stable system of selective, conscious and emotionally experienced connections between members of a contact group. Despite the fact that interpersonal relationships are actualized in communication and, for the most part, in the actions of people, the very reality of their existence is much broader. Figuratively speaking, interpersonal relationships can be likened to an iceberg, in which only the surface part appears in the behavioral aspects of the personality, and the other, underwater part, larger than the surface, remains hidden.

Consideration of the phenomenon of children's relationships, against which the conflict unfolds, allows us to move on to its description and analysis. The interpersonal relationships of preschoolers are very complex, contradictory, and often difficult to interpret.

Communication with children is a necessary condition for the psychological development of a child. The need for communication early becomes his basic social need. Communication with peers plays an important role in the life of a preschooler. It is a condition for the formation of social qualities of the child’s personality, the manifestation and development of the beginnings of collective relationships between children in the kindergarten group 6 . Children all have different personalities.

Currently, in the theory and practice of preschool pedagogy, increasing 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, and feelings for a common cause. There is a distribution of responsibilities and coordination of actions. By participating in joint activities, the child learns to give in to the wishes of his peers or convince them that he is right, and to make efforts to achieve a common result.

The game of preschoolers is a multifaceted, multilayered education that generates different types children's relationships: plot (or role), real (or business) and interpersonal relationships 7 .

In preschool age, the leading activity is role-playing play, and communication becomes its part and condition. From the point of view of D.B. Elkonin, “the game is social in its content, in its nature, in its origin, i.e. arises from the child’s living conditions in society.”

Relationships around play are of particular importance for the development of a child’s personality and for his assimilation of elementary moral norms, since it is here that the learned norms and rules of behavior that form the basis are formed and actually manifested. moral development preschoolers, develop the ability to communicate in a group of peers 8 .

A role-playing game is distinguished by the fact that its action takes place in a certain conventional space. The room suddenly turns into a hospital, or a store, or a busy highway. And the playing children take on the corresponding roles (doctor, seller, driver). In a story game, as a rule, there are several participants, since every role involves a partner: doctor and patient, seller and buyer, etc. Much has been written about the importance of the game for the mental, personal and social development of the child interesting books. We will, first of all, be interested in the importance of preschoolers’ play for the development of communication.

The main line of child development is gradual liberation from a specific situation, the transition from situational to non-situational communication 9 . This transition is not easy for a child, and an adult needs to make some efforts so that the child can overcome the pressure of the perceived situation. But in the game, such a transition occurs easily and naturally. Children's statements during play, although based on certain specific objects, have nothing to do with them. And this is how it happens.

Sasha takes a pencil in his hand, waves it in the air and says: “I am the Serpent Gorynych, I will bewitch everyone, here is my magic wand, it will turn everyone into stone.” It would seem that an ordinary pencil has nothing to do with Zmey Gorynych. And yet, this simple object helps Sasha enter another, fairy-tale world and break away in his imagination from what he sees and holds in his hands.

Tanya crumples a handkerchief in an empty plate with her hands and says to her friend: “I’m washing clothes, this is my basin, but here’s the powder, now I’ll wash it and go for a walk with you, daughter, for now you wait and play by yourself.” Obviously, such a specific plan of action (I’ll do the laundry, and then go for a walk with my daughter) has nothing to do with Tanya’s manipulations with the handkerchief. But it is this scarf that helps the girl take on the role of a mother, perform and plan actions characteristic of a mother.

Of course, neither a pencil nor a handkerchief by themselves can transport a child to an imaginary situation. The main and decisive condition for the transition from a concrete, perceived situation to an imaginary one is the child’s imagination. It is the naming of objects by new names, the designation of actions performed with them, that gives a different meaning to each individual thing, action, and deed. When preschoolers play, they always explain what they are doing. Without such explanations, which give new meaning to objects and actions, it is impossible to either accept a role or create a conventional play space. Moreover, the child’s speech explaining the game must be addressed to someone. When playing hospital, you definitely need to agree on who is the doctor and who is the patient, where is the syringe and where is the thermometer, when the doctor gives pills and when he listens to the patient. Without such an agreement and without mutual understanding game situation ceases to exist.

The famous Soviet psychologist D. B. Elkonin wrote that play is a kind of transitional, intermediate link between complete dependence on things and objective actions to freedom from the real, perceived situation. It is in this liberation that the significance of play for the mental development of children lies.

However, the ability to play role-playing games requires a fairly high level of speech and mental development. It is known that children who have poor command of speech cannot play role-playing games: they do not know how to plan a plot, cannot take on a role, their games are primitive in nature (mainly manipulations with objects) and fall apart under the influence of any external influences. influences.

One interesting psychological study carried out by A. R. Luria and F. Ya. Yudovich traced the history of two twins who were significantly retarded in their development. They grew up isolated from other children, and as a result they developed their own language, understandable only to them, based on gestures and sound combinations. Their speech was completely dependent on objective actions: they could only talk about what they saw and what they did, although they understood the speech of adults quite well.

The children didn't know how to play at all. They could not accept the new playful meaning of the object and do anything pretend with it. They were told that a toy knife was like a broom, and were shown how to sweep with it. Typically, children 3-5 years old willingly accept such conditions. But our twins, taking the knife in their hands, began to sharpen pencils or cut something. In the game, the adult called the spoon an ax and offered to pretend to cut down a tree, but the children were surprised: they could not understand how a spoon could be an axe. But the ability to fantasize is the basis of role-playing games.

To correct this situation, both twins were placed in different kindergarten groups so that they would not be isolated from their peers and would freely enter into various contacts with them. Three months later the situation changed. Children's play began to be accompanied by speech. The kids planned their actions and created a game situation.

For example, a game of “construction” (loading and transporting cubes, folding a house, transporting again, etc.) was accompanied by comments on the actions being performed and planning for further ones: “Now I’ll load the bricks and take them to the construction site. Here is my truck, and there will be construction there. That's it, I'm off. Let's; unload the bricks...”, etc. The essence of the changes that took place in the twins’ play was that the children were now able to break away from the immediate situation and subordinate their actions to the game plan formulated in advance.

So, communication and play of preschoolers are very closely related. Therefore, by forming non-situational communication, we prepare or improve children’s play activities. And by organizing a role-playing game (offering children new stories, roles, showing how to play), we contribute to the development of their communication. And yet, although children love to play together, their play is not always peaceful. Very often conflicts, resentments, quarrels arise in it. 10 .

Diagnosing the causes of children's problems made it possible to discover that the child's dysfunctional relationships with peers and his deep conflict with them are generated by insufficient development of the child's leading activities. Researchers highlight the insufficient development of game operations and distortions in its motives as main reason internal psychological conflicts in preschool children. In accordance with the reasons, two types of such conflicts were differentiated: a conflict when the operational side of gaming activity is not formed and a conflict when the motivational basis of the activity is distorted. Having examined in more detail the emergence and development of these two types of psychological conflict in preschoolers, delving more deeply into their essence, it will be possible to judge what methods can be more effectively used to diagnose this phenomenon and what game methods can be most effectively used for this purpose in educational psychology.

Chapter II . Practical part

2.1 Ways of psychological and pedagogical correction of violations of relationships with peers in preschoolers

By preschool age, the child already has experience communicating with adults and peers; In a preschooler, the involuntary nature of behavior predominates. This makes it possible to empirically and experimentally trace the connection between a child’s communication disorders in the family and his communication disorders with peers and with problems in the development of his personality.

To do this, we propose to use the game, taking into account its significance for the preschooler, and confirm the formative and corrective role of the game for the child’s personality when conflicts arise in communication with peers.

Even a simple observation in any kindergarten group reveals that children’s relationships with each other do not always develop well. Some immediately feel like masters; others very soon find themselves subordinate to the former; still others remain out of the game altogether, their peers do not accept them (and they have an extremely negative attitude towards some of these children, and do not notice others at all); the fourth, although they behave confidently, in the absence of any quarrels or insults, they themselves leave their peers, preferring to play alone. This is not a complete list of various conflicts in relationships between children, indicating that the same environment is not the same for different children, because each of them already has experience of emotional relationships with close adults, which, unfortunately, is not always positively colored, as well as your experience of activities with adults and peers.

The study of the dynamics of psychological conflict has shown that, regardless of the characteristics of such a conflict, a child is not able to resolve it independently and cannot fully develop either as a subject of activity or as a person. Such children require a special, individual approach and need the help of an adult (psychologist or teacher) to establish meaningful relationships with peers.

In practical work carried out at kindergarten No. 391 in Volgograd, play therapy was used in the form of relationship therapy, where play acts as a unique sphere in which the child’s relationships with the world and people around him are established. This work presents a group form of play therapy for teaching children’s relationships with each other, as well as for correction of communication disorders due to the immaturity of the operational side of play activity. To diagnose disturbances in relationships with peers in the preschool group, along with play methods, various diagnostic techniques were used, which allow us to draw conclusions about the existence of interpersonal conflicts in the child. When developing correction techniques, the need was taken into account:

1) study the social situation of the child’s development: specific relationships with peers in the group, satisfaction with them, relationships with teachers and parents;

2) provide pedagogical assistance to the child not only in establishing an external (business) plan for his relationships with other children, but also in regulating internal (interpersonal relationships). We identified conflict in operations and conflict in motives, accordingly, in the experimental part, two types of psychological and pedagogical techniques were developed aimed at solving these two problems: the problem in the case of conflict in operations was solved by improving the operational side of gaming activity; in case of conflict in motives - by influencing the motivational side of the game.

Along with special games, non-game type techniques were of great importance in correction:

1. “Ritual actions” (welcome and farewell rituals; group singing; exchange of impressions after the game).

2. Making group decisions. Many decisions during the lesson are made by the whole group; The children decide for themselves when to finish the game and move on to another, and assign the roles themselves.

3. Strengthening understanding, empathy - techniques for the ability to listen to each other, explain your feelings.

4. Formation of group independence. The technique is based on the leader-psychologist leaving the group, when children are given complete freedom of action, and they cannot turn to an adult for help and must make all responsible decisions independently.

2.2 Game methods for correcting children’s problems in a kindergarten group and the main stages of work

In the process of joint role-playing, children's attitudes and attitudes towards children are manifested in the form as they are perceived by the children themselves. It is precisely because of the unity of the psychological nature of communication and play that the latter can have a high psychotherapeutic effect. The use of games as a therapeutic tool by domestic psychologists is based on the following principles:

1) theory of activity of A.N. Leontiev, which consists in the fact that to positively influence the development process means to manage the leading activity, in this case influencing the leading activity of the preschooler - play;

2) D.B. Elkonin that the correctional potential of play lies in the practice of new social relationships in which the child is involved in the process of specially organized play sessions;

3) developed in the theoretical concept of V.N. Myasishchev, according to which personality is a product of a system of significant relationships.

The psychotherapeutic functions of the game lie in the fact that it can change the child’s attitude towards himself and others: change mental well-being, social status, ways of communicating in a team.

In addition to therapeutic play psychotherapy also performs diagnostic and educational functions. Therapeutic games are aimed at eliminating affective obstacles in interpersonal relationships, and educational games are aimed at achieving more adequate adaptation and socialization of children.

In the process of gaming correction, specially developed techniques and methods of gaming activities were used, the content of which corresponds to the correctional tasks. During the lessons, children were offered a wide choice role-playing games: special dramatization games; games that remove barriers to communication; games aimed at developing operations. It can be argued that many of the games proposed in the work are multifunctional, i.e. when using them, you can solve a variety of problems, and the same game for one child can be a means of increasing self-esteem, for another it can have a tonic effect, for a third it can be a lesson in collective relations.

Before moving on to the methodology, it is worth mentioning the general principles of the considered variant of game correction, such as:

a) unconditional sympathy for the child;

6) minimum number of restrictions;

c) the activity of the child himself.

Game psychotherapy performs three functions: diagnostic, therapeutic and educational.

Therapeutic games are aimed at eliminating affective obstacles in interpersonal relationships, and educational games are aimed at achieving more adequate adaptation and socialization of children.

In our work, we used play therapy in the form of relationship therapy, where play acts as a unique sphere in which the child’s relationships with the world and people around him are established.

Below is a description of the main stages of the work carried out in middle group kindergarten No. 391, and analysis of the results obtained.

The work consists of diagnostic, corrective and control stages.

The diagnostic stage consists of preliminary testing of children and adults (parents and educators).

The correctional stage is carried out in the form of play therapy. The duration of one game session is 50-60 minutes. Changing the types of correctional work allows you to avoid the problem of overworking children in the classroom. Classes are held 2 times a week. A total of 12 classes were organized; Lessons 11 and 12 - together with parents and teachers.

The control stage consists of final testing of children and adults, a final meeting with parents and educators.

Corrective stage. In the process of gaming psychocorrection, a variety of gaming and non-game techniques were used that entertain children, test their ability to prevent conflict situations, promote mutual understanding, reflection and control of their behavior, and are also aimed at improving the operational side of children’s gaming activities, at children’s awareness of their place in the peer group . In the game therapy course, three areas of work are distinguished, which have their own methodological techniques that ensure the solution of the assigned tasks.

The first direction (2 lessons) includes uniting children into subgroups. Most of the proposed techniques ensure the creation of a kind, safe situation where the participant feels mutual understanding, support, and a desire to help in solving problems (entertaining, object-based and outdoor games). Mainly entertaining (contact) games were used.

The second direction (7 lessons) carries out the main correctional work in subgroups of children. In addition to correcting negative personality traits and teaching socially desirable forms of communication, diagnostic data regarding the psychological characteristics of children is collected. During the formative experiment, these data allow us to supplement and change the planned methods and techniques of correction to take into account the individual problems of each child.

In this work, we used mainly gaming techniques (with the adoption of roles, rules, etc.), as well as non-gaming techniques ( Team work, reading fairy tales, stories, visual arts, etc.).

Correction-oriented and educational games were mainly used.

The third direction (3 lessons) includes consolidating acquired skills and forms of communication in children’s joint games. A variety of gaming and non-game techniques were used to entertain children, test their ability to prevent conflict situations, promote mutual understanding between children and adults, and develop skills of reflection and control of their behavior.

The main games in this direction are entertaining, educational and testing. In order to consolidate the positive experience gained by the child during participation in the correctional group, the last two classes are conducted with parents and educators, who, in turn, learn to understand and recognize the child’s communication difficulties.

Sample plan for play therapy with children.

Stage 1

1 lesson

1. The Parsley doll invites you to play.

2. Introducing the participants in the game using puppet dramatization: fox, cockerel, cat, hare. Children tell the dolls and game participants about their toys, favorite activities, and favorite fairy tales.

3. Game “Cat and Mouse” to unite participants.

4. Playing in an orchestra.

5. Object game with musical instruments: metallophone, accordion, children's piano, tambourine.

6. Dancing with dolls, round dance.

Lesson 2

1. Object play with toys - vegetables and fruits.

2. Conversation about favorite vegetables and fruits (at home, in kindergarten, etc.).

3. Game “Edible-inedible”.

4. Outdoor game “Steam Locomotive”.

5. Game “Who works like that?” (to improve non-verbal communication skills).

6. Game “The sea is worried, once!” (for disclosure creative possibilities each child).

Stage 2

Lesson 3

1. Dramatization game with the Cat (introduce the Cat to the guys).

2. Game “Tender Name” (to develop the ability to make contact).

3. Sketch “Kitten” (facial expressions, pantomime).

4. Sketch “Dragons” (facial expressions, pantomime).

5. Sketch “Fear” (facial expressions).

6. Theatrical game “Cat, Rooster and Fox” (the last part of the fairy tale).

7. Maze game “Fox's Hole”.

8. Song about kittens (choral singing).

Lesson 4

1. Sketch of “Pippi Longstocking” (facial expressions).

2. Sketch “A very thin child” (pantomime).

3. Game “Who came?” (identification of emotions).

4. Sketch “Egoist”.

5. Conversation “Who is called an egoist?”

6. Model of desirable behavior in the sketch “Egoist”.

7. “A minute of pranks.”

8. Game "Group drawing".

9. Game “Who is after whom?” (observation).

10. Complex “Bells” (self-relaxation).

Lesson 5

1. Game “Nice words”.

2. Mobile game “Needle and Thread”.

3. Reading the Russian folk tale “Tale”.

4. Game “Let’s show a fairy tale.”

5. Game “Little Sculptor” (facial expressions, pantomimes).

6. “The dragon bites its tail” (outdoor game).

7. Sketch for relaxation “Everyone is sleeping.”

Lesson 6

1. Sketch “A Timid Child”.

2. Sketch “Brave Child”.

3. Conversation “Who is afraid of what or whom.”

4. Drawing your fear.

5. Game “In a dark hole” (relieving fear of the dark).

6. Game “Remember your pose” (memory).

7. Etude “Tumbler” (relaxation, feeling of a group).

Lesson 7

1. Sketch for compassion “The bunny was abandoned by the mistress.”

2. Sketch “Cheerful kittens” (for a cheerful mood).

3. Game “Flower-seven-flowered” (for color perception, attention).

4. Drawing on the topic: “What or who am I no longer afraid of” (consolidation).

5. Game “Talk on the phone” (to develop the ability to conduct a dialogue).

6. Exercise “How do body parts speak?”

Lesson 8

1. All children, together with the presenter, write a “common magical story, a fable.”

2. Dramatization of a “general magical story.”

3. Game “The Blind Man and the Guide”.

4. Sketch “What can you hear?”

5. Game “Orchestra” (to develop attention to a communication partner).

6. Complex “On the Magic Island” (self-relaxation).

Lesson 9

1. Sketch " Angry child"(facial expressions).

2. Sketch “Stubborn boy” (facial expressions).

3. Conversation about stubbornness.

4. Game “Well, well!” (for the development of moral qualities of the individual).

5. Sketch “Polite Child” (pantomime: dolls from the theater are used, “magic words” are remembered).

6. Finger painting on the theme: “Cheerful mood” (material: ink, toothpaste, a large long sheet of paper).

Lesson 10

1. Theatrical game “Two Greedy Bears”.

2. Sketch “Greedy” (facial expressions, pantomime).

3. Conversation about greed.

4. Model of desired behavior in the “Greedy” sketch.

5. Game “Tag” (for the development of moral qualities).

6. Game “Mirror” (for the ability to coordinate actions with the group).

Stage 3

Lesson 11

1. Game "Cat and mouse".

2. Game “Transfer of Feelings”.

3. Game “Harmful Ring” (to compare positive and negative character traits). The game uses the sketch “Hush”, “Guilty”, “ Good mood"(facial expressions, pantomimics).

4. Game “You drive more slowly, you will go further, stop!” (for the development of volitional qualities).

5. Competitive game “Joint drawing in the magic screen.”

6. Test game “Guess what I’ll say.”

Lesson 12

1. Game “Flies - does not fly” (for unification, entertainment).

2. The game “Fox, where are you” (an outdoor game with rules for the development of volitional qualities).

3. Role-playing game “Vasilisa the Beautiful.”

4. Discussion of the role of each participant in the game (everyone shares their impressions and receives feedback from all participants in the game).

5. Competitive games for assembling figures from parts.

6.Dancing with children.

7. Awarding children with a “medal” with memorable drawings and signatures of all participants in play therapy.

At each session of the play therapy course, a tambourine was used to relieve aggression, and psychological relief children "A minute of pranks."

In the process of play therapy with children, the characteristics of children’s behavior, their emotional reactions, involvement in games, relationships with other children, attitude towards activities, as well as all emerging and manifesting problems of the child were recorded in protocols. For each child, a folder was created for protocols, test results, drawings and other notes from the psychologist.

The correction of violations of relationships with peers in preschoolers allows us to draw the following conclusions:

1. Merely improving the operational side of a child’s play activity and changes in the motivational side of children’s activity, as well as organizing the interaction of a child with children in the process of joint implementation (external plan) is not enough to establish full-fledged (by nature) relationships with children.

Within play activities, already in early preschool age, interpersonal relationships develop with a fairly rigid and rigid structure. Therefore, a necessary condition for correcting children's relationships is the reorientation of the negativism (or indifference) of peers, which is possible only when the child is included in a special system of play relationships, which in this case was the developed play therapy program.

2. The existing conflict cannot be completely eliminated in all cases. Establishing positive relationships with peers is especially complicated by the child’s long-term disadvantage in children's team. The length of a conflict over time, as a rule, is fraught with the fact that its primary causes are masked by secondary ones. As a result, it is very difficult to identify the original cause, and, consequently, to choose the right methods of pedagogical influence. This allows us to talk about the need for early diagnosis of such conflictual relationships.

3. When there is conflict in operations, the need for joint play, which is essential for younger preschoolers, is blocked. However, forced “isolation” from it (due to failure in the game) does not dull this need, as evidenced by the active participation of these children in experimental play exercises.

4. Reorientation of egoistic motives and contrasting them with socially useful ones, support of individual specific needs stabilizes the business relationships of these children with peers, expands the sphere of play communication.

Conclusion

In conclusion, I would like to note the following. Communication has a positive effect on children's relationships if it is saturated with socially significant motivation, expressed in the desire to develop a common game, to preserve the community of children in the play association, and if the object of the child's awareness in the game is another child - a play partner, as well as the area of ​​​​relationships with him. Mastery of communication methods is an important condition for establishing relationships between children in the game.

Analysis of the results of psychological and pedagogical correction gives reason to believe that play therapy, aimed at eliminating disturbances in relationships with peers in a preschooler, helps eliminate affective obstacles in children’s interpersonal relationships, as well as achieve more adequate adaptation and socialization of preschoolers. When identifying during diagnostics a conflict in motives and a conflict in the operations of play and teaching a child in a playful way how to communicate with peers by creating socially significant motivation and developing a common game, it was proven that if the child’s interpersonal relationships are unfavorable, internal emotional discomfort can disrupt full intellectual development his personality, since the well-being of the child’s relationships with peers directly determines the formation of the actual psychological structures of the personality: emotions, motives, self-awareness, personal activity and initiative.

An attempt to diagnose and correct the level of communication and relationships of children in preschool groups of kindergartens using game methods, as the experience of many researchers shows, is very effective. These methods make it possible to identify the basic parameters of communication, interpersonal relationships and the main motives that determine the importance of a peer for a preschool child. The methods presented in this study can be used to diagnose the level of development of interpersonal relationships of a group in kindergarten, as well as to correct children's problems in this group.

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