M. i. fox. the genesis of forms of communication in children. M. Lisina's methodology for determining the level of formation of communicative activity

Elena Yasnitskaya
Features of communication of preschool children 6–7 years old. Forms of communication by M. I. Lisina

Features of communication of preschool children 6-7 years old. Forms of communication M. AND. Lisina.

Features of communication in preschool children of 6-7 years. Forms of communication M. I. Lisina.

annotation: The article deals with features of contact of preschool children with their peers and adults during the shift forms of communication. Described ways to work with preschoolers for their successful personal development.

Keywords: communication, communicative activity, extra-situational-cognitive form of communication, extra-situational-personal form of communication.

Key words: communication, communicative activities, visitation-cognitive form of communication, visitation-personal form of communication.

Abstract: the article discusses the features of the contact of the preschool children with their peers and adults in the period of changing forms of communication.Describes how to work with preschool children for their successful personal development.

Federal state standard preschool education highlights one of the educational areas - the social and communicative development of the child preschool age as a priority in his life. Modern child strive for self-assertion and personalization in society, but it is very important to educate him socially significant qualities and teach to adapt quickly and flexibly in society, to help through culture and ways of communication enter social life. Front preschool new education Problems: not easy to organize social development preschoolers and teach children when entering society interact with other people with a focus on moral values societies.

Research conducted under the direction of M.I. Lisina showed that during the first seven years of a child's life, his communicative contacts with adults and peers change qualitatively. These qualitative steps of M.I. Lisina called forms of communication. IN preschool age four in succession forms of communication child with an adult

Situational-personal form of communication occurs in ontogeny first in 0.2. An essential feature of situational-personal communication- Satisfaction of the child's need for the benevolent attention of adults.

Situational business form of communication appears in the ontogeny of the second and exists in children from 0; 06 to 3; characterized by object-manipulative activity children. Main reasons for contacts children with adults are now connected with their common cause- practical cooperation, and therefore at the center of all motives communication a business motive emerges. The child is unusually interested in what and how the adult does with things, and the elders are now revealed to the children precisely from this side.

Extra-situational-cognitive communication manifests itself in older preschool age. Formation extra-situational-cognitive communication plays an important role in mental development preschooler. Here, for the first time, he enters into theoretical, mental cooperation with adults. His spiritual life acquires special saturation and fulfillment. The irreverent attitude of an adult towards new child's abilities, suspicions of deceit deeply hurt, cause resentment, resistance.

Extra-situational business form of communication between children and peers(6–7 years old) is a thirst for cooperation, which is practical, business character, unfolds against the background of a joint gaming activity. However, the game changes noticeably. Games with a plot and roles colored by fantasy are being replaced by games with rules. In this regard, it is important to note one of the key positions pedagogical work in kindergarten- its humanization associated with the recognition of the uniqueness of the child's personality, the realization of his interests and self-esteem. .

IN different situations interactions in which children show hostility towards peers, adults should use not punishment, but a positive assessment of a friendly attitude towards each other. Behavior observation children in a peer group positive examples to identify representations preschoolers about what it means to be kind. Putting children in situations moral choice makes it possible to judge capabilities follow your steps ethical standards reflecting the relationship to peers. One-to-One Conversations Reveal Views children about kindness. effective method formation goodwill towards peers is the setting children in specially created situations of moral choice. For example, holding Good Deeds Day in kindergarten.

Extra-situational-personal form of communication appears in children at the end of preschool childhood(5–7 years old): it is connected with their mastery of the system of human relations. For the first time, life opens up to them with this special side, before them rise new tasks: to master the rules of behavior in the world of people, to comprehend the laws of interconnection in this field of activity, to learn to control one's actions and actions. Adult in the eyes preschooler- the embodiment of the image of how to behave. In solving new problems, reliance on the model of adult behavior and on its assessment becomes the basis for the assimilation of moral norms by children, understanding their duty and responsibility to others. .

IN preschool age in children four in succession forms of communication.

Extra-situational-personal communication represents high level communicative activity. Children with extra-situational personality disorder form of communication capable of empathy managing your behavior.

Bibliography:

1. Kopeasheva Ulmeken Gimranovna. Communication of a preschool child with adults and peers//Step into pedagogical science/Article in the conference proceedings. – 2013.- p. 26-29.

2. Lisina M. I. Development communication with peers [Text] // preschool education/ M. AND. Lisina. - 2009. - No. 3. - P. 22.

3. Lisina M. I. Problems of ontogenesis communication. M: "Pedagogy"-1986.- from 144.

4. Starostina N. V. Essential characteristics of concepts « communication» And "pedagogical communication» // Proceedings of the Penza State Pedagogical University them. V. G. Belinsky. - 2007.- No. 7 - p. 237-241.

5. Trubaychuk L. V. Social and communicative development preschool children// Bulletin of the Chelyabinsk State Pedagogical University. - 2015. - No. 6 - from 85-91.

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Communication- the interaction of two or more people, aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result. Communication is one of the most important factors of mental and social development child.

Communication between a child and an adult in most cases is part of their wider interaction. The development of motives for communication occurs in close connection with the basic needs of the child: the need for new experiences, for active work, for recognition and support.

On this basis, there are three main categories of communication- cognitive, business and personal.

· Cognitive and business motives play a service role and mediate the achievement of more distant, final motives;

personal motives receive their final satisfaction in the activity of communication.

M.I. Lisina highlighted four forms of communication, replacing each other during the first 7 years of a child's life.

1. Situational-personal communication of a child with an adult (the first half of life) in a developed form has the form of a so-called complex - complex behavior, which includes concentration, a look into the face of another person, a smile, vocalizations and motor animation.

Communication between an infant and an adult proceeds independently, without any other activity, and constitutes the leading activity of a child of this age. For the purposes of communication, children need to learn to perceive the influences of adults, and this stimulates the formation of perceptual actions.

2. Situational-business form of communication (6 months - 2 years) takes place against the background of practical interaction between a child and an adult.

In addition to attention and goodwill, the child early age begins to feel the need for cooperation with an adult. Children need the complicity of an adult and simultaneous practical activities next to him. Leading in this communication become business motives of communication. Basic means of communication- subject-effective operations. The most important acquisition children of early age is understanding the speech of people around them and mastering active speech.

3. Extra-situational-cognitive communication (3-5 years) unfolds against the background cognitive activity children, aimed at establishing sensually unperceivable relationships in the physical world.

With the expansion of their capabilities, children strive for a kind of theoretical cooperation with adults, consisting in a joint discussion of events, phenomena and relationships in the objective world. This form of communication is most typical for younger and middle preschoolers..

4. Extra-situational-personal form of communication between children and adults (6-7 years old) - the highest form of communicative activity of children in preschool childhood.

Unlike the previous one, it serves the purposes of cognition of the social, and not the objective world of people, not things. It is formed on the basis of personal motives that encourage children to interact, and against the background of a variety of activities: play, labor, cognitive. Communication has an independent meaning for the child and is not an aspect of his cooperation with an adult. The senior partner serves as a source of knowledge about social phenomena and at the same time he himself becomes an object of knowledge as a member of society, as a special person.

There are several classifications of communication functions. V. N. Panferov identifies six of them:

• communicative(implementation of the relationship of people at the level of individual, group and social interaction)
• informational(exchange of information between people)
• cognitive(comprehension of meanings based on representations of imagination and fantasy)
• emotive(manifestation emotional connection individual with reality)
• conative(management and correction of mutual positions)
• creative(development of people and the formation of new relationships between them)

M.I. Lisina believed that by the age of two, the first form of communication with peers was taking shape - emotional and practical. The new need to connect with peers ranks fourth, behind the need for active functioning, communication with adults, and new experiences. Its content lies in the fact that the child expects complicity in his pranks and fun from his peers and strives for self-expression. Communication is reduced to running around, cheerful screams, funny movements and is distinguished by looseness and immediacy.

Children are attracted by the very process of joint actions: the construction of buildings, running away, etc. It is in the process that the goal of the activity lies for the baby, and its result is not important. The motives for such communication lies in the focus of children on self-expression. Although the baby strives to imitate the peer and the children's interest in each other increases, the image of the peer for the child is not very clear, because their joint actions are superficial.

Communication with comrades is reduced to individual episodes. Children play alone for a long time. And to establish contacts, they widely use all the actions that they have mastered in communicating with adults - gestures, postures, facial expressions. The emotions of the guys are very deep and intense.

Between the ages of four and six, preschoolers have situational business form of communication with peers. At 4 years old, the need to communicate with peers is put forward in one of the first places. This change is due to the fact that the role-playing game and other activities are rapidly developing, acquiring a collective character. Preschoolers are trying to improve business cooperation, to coordinate their actions to achieve the goal, which is the main content of the need for communication.

The desire to act together is so strongly expressed that children compromise, giving each other a toy, the most attractive role in the game, and so on.

Children clearly show a tendency to compete, competitiveness, intransigence in assessing comrades. In the fifth year of life, children constantly ask about the successes of their comrades, demand recognition of their own achievements, notice the failures of other children and try to hide their own mistakes. The preschooler strives to draw attention to himself. The child does not highlight the interests, desires of a friend, does not understand the motives of his behavior. And at the same time, he shows a keen interest in everything that his peer does.

Thus, the content of the need for communication is the desire for recognition and respect. Contacts are characterized by bright emotionality.

Extra-situational business a form of communication is observed quite rarely, in a small number of children of six or seven years old, but in older preschoolers there is a clear trend towards its development. The complication of gaming activity puts the guys in front of the need to agree and plan their activities in advance. The main need for communication is the desire for cooperation with comrades, which acquires an extra-situational character. The leading motive of communication is changing. A stable image of a peer is formed. Therefore, attachment, friendship 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. There is an interest in the personality of a peer, not related to his specific actions.

Features of communication with peers are clearly manifested in the topics of conversation. What preschoolers talk about makes it possible to trace what they value in their peers and through what they assert themselves in his eyes.

The contribution of each form of communication to mental development. Early contacts with peers, beginning in the first year of life, serve as one of the most important sources for the development of methods and motives for cognitive activity. Other children act as a source of imitation, joint activities, additional impressions, bright positive emotional experiences. With a lack of communication with adults, communication with peers performs a compensatory function, M.I. Lisina..

At preschool age, other children begin to occupy an increasing place in a child's life. If at the end of an early age the need for communication with peers is only taking shape, then for a preschooler it is already becoming one of the main ones. At four or five years old, the child knows for sure that he needs other children, and clearly prefers their company.

E.O. Smirnova singled out distinctive features communication of preschoolers from communication with adults.

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

Such a wide range of children's contacts is determined by the wide variety of communicative tasks that are solved in this communication. If the adult remains for the child until the end of preschool age as the main source of assessment, new information and a model of action, then in relation to a peer, already from the age of three to four 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 joint game, and the imposition of one's own patterns, and constant Comparison with oneself. Such a variety of communicative tasks requires the development of a wide range of relevant actions.

The second striking feature of peer communication is its extremely vivid emotional richness. The increased emotionality and looseness of contacts between preschoolers distinguishes them from interaction with adults. Actions addressed to peers are characterized by a significantly higher affective orientation. In communication with peers, a child has 9-10 times more expressive-mimic manifestations, expressing a variety of emotional states- from furious indignation to violent joy, from tenderness and sympathy to anger. On average, preschoolers are three times more likely to approve of a peer and nine times more likely to enter into a conflict relationship with him than when interacting with an adult.

Such a strong emotional richness of the contacts of preschoolers is due to the fact that, starting from the age of four, a peer becomes a more preferred and attractive communication partner. The significance of communication, which expresses the degree of intensity of the need for communication and the measure of aspiration for a partner, is much higher in the sphere of interaction with a peer than with an adult.

Third specific feature contacts of children lies in their non-standard and unregulated nature. If in communication with adults even the smallest children adhere to certain generally accepted norms of behavior, then when interacting with their peers, preschoolers use the most unexpected actions and movements. These movements are characterized by a special looseness, irregularity, not set by any patterns: children jump, take bizarre poses, grimace, mimic each other, come up with new words and sound combinations, compose various fables, etc. Such freedom suggests that the society of peers helps the child to show his 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. 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.

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

These features reflect the specifics of children's contacts throughout the preschool age. However, the content of communication changes significantly from three to six or seven years.

The purpose of the methodology: to identify the level of formation communicative competence at preschoolers.

Diagnostics of children's communication

The teacher leads the preschooler to the room in which there is a table. On this table are books and toys. The teacher asks what he would like: to play with toys, read books or just talk.

When a preschooler makes a choice, the teacher organizes the chosen activity. After they have finished, the preschooler needs to make another choice between what is left.

If it is difficult for a preschooler to make a choice, then the teacher himself offers to work out all these things in turn. Each activity should last no longer than 15 minutes.

Sometimes it happens that a child chooses the same situation all the time (to play with toys, for example), while he rejects other activities.

In this case, the educator independently makes a choice and offers to do just that. It is important to do this gently, but persistently.

Or you can also gently and persistently ask the preschooler to make his own choice, but only between the two remaining classes.

Diagnosis of children's communication - Interpretation of the method

The task of the teacher is to fill in the diagnostic protocol. It contains the following information:

1. In what order did the child choose the activity.
2. What was the main object of attention for the child in the first minutes of the lesson.
3. What was the activity of the child in relation to this object.
4. How comfortable the child felt during the experiment.
5. What were the speeches.
6. How long would the child like to spend the chosen activity.

Types of communication are selected in accordance with the preference of the child:

1. In the case of choosing a game, the type of communication is situational and business.
2. In the case of choosing books, the type of communication is extra-situational-cognitive.
3. In the case of choosing a conversation, it is extra-situational-personal.

The actions of a preschooler are evaluated by points. It is very important to pay special attention to the content and theme of the preschooler's statements.

Most a large number of points are given to children who are capable of extra-situational-personal communication.

After all the activities have been carried out, you need to calculate how many points the child scored in general.

The type of communication that scored the highest number of points is considered the leading one.

Determination of the leading form of communication between the child and adults.

To use the methodology of M.I. Lisina for diagnosing forms of communication, it is necessary to get acquainted with the classification of forms of communication proposed by the author and their main parameters for preschool age, which is presented in the table.

The purpose of the methodology: to determine the leading form of communication between the child and adults.

Conducting a survey.

Diagnosis of forms of communication is carried out as follows. The teacher brings the child to a room where toys and books are laid out on the table, and asks what he would like: to play with toys (I situation); read a book (II situation) or talk (III situation).

Then the teacher organizes the activity that the child preferred. After that, the child is offered a choice of one of the two remaining types of activities. If the child cannot make a choice on his own, the teacher offers to consistently play, then read, and then talk.

Each situation lasts no more than 15 minutes.

During the examination, when choosing each new situation, the teacher fills out a separate individual protocol sheet for the child. Thus, in each examination three protocols will be completed - for each situation.

In the event that the child again and again chooses, for example, a game situation, not showing interest in the cognitive and (this is noted in the protocol, see columns 2, 3, 4), the adult, after the child’s independent choice, gently but persistently invites him to give preference the two remaining situations of communication (noted in columns 5-10 of the protocol).

The protocols record 6 indicators of children's behavior:

• the order of choosing situations;
• the main object of attention in the first minutes of the experience;
• the nature of the activity in relation to the object of attention;
• comfort level during the experiment;
• analysis of speech statements of children;
• desired duration of activity for the child.

Types of communication are distinguished according to the preference for one of three situations:

• 1st situation (joint game) - situational business communication;
• 2nd situation (reading books) - extra-situational-cognitive communication;
• 3rd situation (conversation) - extra-situational-personal communication.

Results processing

When determining the leading form of communication in children, the indicators of their actions are evaluated in points. Special attention pay attention to the topic and content of speech utterances.

The largest number points are given for extra-situational, socially significant, evaluative statements, indicating the child's ability to extra-situational-personal communication with adults.

The technique includes three situations with an adult. Each situation is a model certain form communication.

Based on a comparison of indicators of the child's behavior in each of them, a conclusion is made about the preference for one form or another and about the level of development of communication in general.

In all situations, count total amount points for each indicator. Consider the leading form of communication, which is estimated by the highest amount of points.

In the method proposed by M. I. Lisina, three forms of communication are studied, with the exception of the situational-personal one, since it manifests itself only in young children (up to 6 months).

1. Situational business (SD) form of communication. To study it, a game was organized with my participation. I previously told what the game consists of, how to use the toys. Then the child develops his activity. I observed, provided assistance if necessary: ​​answered questions, responded to the suggestions of the child. Here communication takes place against the background of practical actions with toys.
2. Extra-situational-cognitive (EP) form of communication. In order to study this form of communication, reading and discussion of books were held. The books were selected according to the age of the children and were educational in nature (about animals, machines...). I read a book, explained what was drawn in the pictures, gave the child the opportunity to report on his knowledge in the relevant field, answered the child's questions in detail. The subject of the conversation and the specific book the child chose himself from a number of suggestions.
3. Extra-situational-personal (VL) form of communication. The children were interviewed on personal topics. I asked the child questions about his family, friends, relationships in the group. I told about myself, about actions different people, assessed her strengths and weaknesses, tried to be an equal and active participant in the conversation.

Forms of communication and their main parameters

METHODOLOGY FOR DIAGNOSING FORMS OF COMMUNICATION

(according to M.I. Lisina)

« Determination of the leading form of communication between a child and adults.

Educational area"Communication"

Compiled by: educator MBDOU No. 18 "Rainbow", Tikhoretsk

Konovalova Tatyana Alexandrovna

METHODOLOGY FOR DIAGNOSING FORMS OF COMMUNICATION (according to M. I. Lisina)

Determining the leading form of communication between a child and adults.

To use the methodology of M.I. Lisina for diagnosing forms of communication, it is necessary to get acquainted with the classification of forms of communication proposed by the author and their main parameters for preschool age, which is presented in the table.

The purpose of the methodology : determination of the leading form of communication between the child and adults.

Conducting a survey. Diagnosis of forms of communication is carried out as follows. The teacher brings the child to a room where toys and books are laid out on the table, and asks what he would like: to play with toys (I situation); read a book (II situation) or talk (III situation). Then the teacher organizes the activity that the child preferred. After that, the child is offered a choice of one of the two remaining types of activities. If the child cannot make a choice on his own, the teacher offers to consistently play, then read, and then talk. Each situation lasts no more than 15 minutes.

During the examination, when choosing each new situation, the teacher fills out a separate individual protocol sheet for the child. Thus, in each examination three protocols will be completed - for each situation.

If the child again and again chooses, for example, a game situation, not showing interest in cognitive and personal communication (this is noted in the protocol, see columns 2, 3, 4), the adult, after the child’s independent choice, gently but persistently offers him give preference to the two remaining situations of communication (noted in columns 5-10 of the protocol).

The protocols record 6 indicators of children's behavior:

Situation selection procedure;

The main object of attention in the first minutes of experience;

The nature of the activity in relation to the object of attention; I

Comfort level during the experiment;

Analysis of speech statements of children;

Desirable duration of activity for the child.

Types of communication are selected according to the preference of one of three situations:

1st situation (joint game) - situational business communication;

2nd situation (reading books) - extra-situational-cognitive communication;

3rd situation (conversation) - extra-situational-personal communication.

Results processing

When determining the leading form of communication in children, the indicators of their actions are evaluated in points. Pay special attention to the topic and content of speech statements. The greatest number of points is given for extra-situational, socially significant, evaluative statements that testify to the child's ability to extra-situational-personal communication with adults.

The methodology includes three situations of communication between a child and an adult. Each of the situations is a model of a certain form of communication. Based on a comparison of indicators of the child's behavior in each of them, a conclusion is made about the preference for one form or another and about the level of development of communication in general.

In all situations, the total number of points by which each indicator is evaluated is calculated. Consider the leading form of communication, which is estimated by the highest amount of points.

Scale of indicators to determine the leading form of communication between a child and adults

In the method proposed by M. I. Lisina, three forms of communication are studied, with the exception of the situational-personal one, since it manifests itself only in young children (up to 6 months).

1. Situational business (SD) form of communication. To study it, a game was organized with my participation. I previously told what the game consists of, how to use the toys. Then the child develops his activity. I observed, provided assistance if necessary: ​​answered questions, responded to the child's suggestions. Here communication takes place against the background of practical actions with toys.

2. Extra-situational-cognitive (EP) form of communication. FROM the purpose of studying this form of communication was reading, discussion of books. The books were selected according to the age of the children and had an educational character (about animals, machines...).

I read a book, explained what was drawn in the pictures, gave the child the opportunity to report on his knowledge in the relevant field, answered the child's questions in detail. The subject of the conversation and the specific book the child chose himself from a number of suggestions.

3. Extra-situational-personal (VL) form of communication. FROM children had a conversation on personal topics. I asked the child questions about his family, friends, relationships in the group. I told about myself, about the actions of different people, assessed my strengths and weaknesses, tried to be an equal and active participant in the conversation.

Forms of communication and their main parameters

PROTOCOL OF INDIVIDUAL DIAGNOSTIC EXAMINATION

to the methodology "Form of communication with an adult" according to M.I. Lisina

Group __________ Group specialization (if any) ____________________________

Name, surname, gender of the child _________________________________________________

Date of birth, exact age at the time of diagnosis ___________________________

№ situations

Output:______________________________________________________________________________________________________________________________________________