Analysis of communication planning in preschool children. Plan for individual work with a preschooler on developing communication skills. to the organization of the educational process

The study was conducted at Municipal Educational Institution No. 4 in Tula (school preparation courses). The sample consisted of 20 children of senior preschool age, 10 people each in the experimental and control groups.

The list of children in the experimental and control groups is presented in Table 3.

Table 3 List of children in the experimental and control groups

Description and analysis of the results obtained at the ascertaining stage

1. Comprehensive observation of children in natural conditions

The diagnostic results of complex observation of children in natural conditions in the experimental and control groups at the ascertaining stage of the experiment are presented in Table 4.

Table 4 Results of comprehensive observation of children in natural conditions at the ascertaining stage of the experiment in the experimental and control groups

Table 4 shows that 1 child (10%) each in the experimental and control groups has a high level of development of communication culture skills. Children in this category show attention to their peers, address them by name, and use a friendly tone; on their own initiative (without prompting from adults) they greet, thank a peer and say goodbye to him; in conflict situations, do not insult the interlocutor (they try to resolve the conflict themselves or seek the help of an adult). 4 children (40%) in the experimental group and 7 children (70%) in the control group have an average level, i.e. these children do not always show attention to their peers, do not always address them by name, rarely notice the mood of another child, do not always say hello and goodbye, and do not use polite words enough; smooth relationships prevail. 5 preschool children (50%) in the experimental group and 2 children (20%) in the control group had a low level of development of communication culture skills. Children in this category very rarely address themselves by name and do not take into account the opinions of other children; When communicating with peers, an openly negative, selective relationship prevails.

2. Methodology "Identification of the level of development of dialogical communication of children (conversation on the proposed situation) (methodology of E.I. Radina)"

The diagnostic results using the “Conversation on the proposed situation” method at the ascertaining stage of the experiment are presented in Table 5.

Table 5 Diagnostic results using the “Conversation on the proposed situation” method at the ascertaining stage of the experiment

Analysis of the results presented in the table shows that a friendly tone of communication was observed in 40% of children, both in the experimental and control groups, an unfriendly tone of communication - in 60% of subjects in both groups, a calm tone of communication in 30% of subjects in the experimental group and 40% of children in the control group, loud tone of communication - 70% in the experimental group and 60% of subjects in the control group, show attention to the speech of the interlocutor - 30% of subjects in the experimental group and 40% of children in the control group, are inattentive to speech interlocutor - 70% of children in the experimental group and 60% of the control group, interrupt the interlocutor - 70% of preschool children in the experimental group and 80% of the control group, do not interrupt the interlocutor - 30% of children in the experimental group and 20% of subjects in the control group, use speech etiquette - 40 % of subjects in both groups and 60% of children in each group do not use speech etiquette.

Thus, the majority of subjects in the sample (70% in the experimental group and 60% of children in the control group) have a low level of development of dialogic communication. Children with a low level of development of dialogical communication are characterized by monosyllabic answers, indicating a reluctance or inability to construct complete speech structures, ask questions, and use speech etiquette formulas in speech. Children in this category are characterized by an unfriendly, loud tone of communication, and inattention to the speech of the interlocutor.

The average level is typical for 20% of subjects in the experimental group and 30% of children in the control group. Children with an average level of development of dialogical communication are characterized by incomplete answers from children, indicating a desire to engage in communication, ask questions themselves, and use speech etiquette formulas in conversation. Children in this category do not always use a friendly, calm tone of communication, are not always attentive to the speech of the interlocutor, and often do not use speech etiquette.

Only 10% of subjects in the sample (both in the experimental and control groups) have a high level of development of dialogic communication. Children with a high level of development of dialogical communication are characterized by complete answers, indicating a desire to engage in communication and ask questions themselves; These children use speech etiquette formulas, a friendly, calm tone of communication, and attention to the speech of the interlocutor.

3. Methodology "Study of speech communication skills" (according to G.A. Uruntaeva and Yu.A. Afonkina)

The diagnostic results using the “Study of Speech Communication Skills” method (according to G.A. Uruntaeva and Yu.A. Afonkina) at the ascertaining stage of the experiment in the control and experimental groups are presented in Table 6.

Table 6 Diagnostic results using the “Study of speech communication skills” method at the ascertaining stage of the experiment in the experimental and control groups

Analysis of the results using the “Study of Speech Communication Skills” method, presented in the table, showed that 60% of the subjects (6 children) in the experimental group and 30% of the subjects (3 children) in the control group have a low level of development of speech communication skills. Children with a low level of development of speech communication skills are inactive, little talkative when communicating with children and the teacher, inattentive, rarely use forms of speech etiquette, and do not know how to consistently express thoughts or accurately convey their content. Voice is too loud or quiet, speech is intermittent, frequent use of unnecessary words. There is no eye contact with the interlocutor; during communication, the posture is tense and uncomfortable; complete lack of movement of the arms and head; absence of any changes in facial expression during a conversation.

30% of children (3 people) in the experimental group and 50% of preschoolers (5 people) in the control group have an average level of development of speech communication skills. Children with an average level of development of speech communication skills know how to listen and understand speech, participate in communication more often on the initiative of others; the strength of the voice does not always correspond to the norm, speech is smooth, continuous, frequent use of unnecessary words, relaxed, comfortable posture when communicating, relaxed gestures appropriate to the conversation are used; Gestures replace each other too often, sometimes making communication difficult.

Only 10% of subjects (1 person) in the experimental group and 20% of subjects (2 people) in the control group have a high level of development of speech communication skills. Children in this category are active in communication; know how to listen, understand speech; communication is built taking into account the situation; these children easily come into contact with children and the teacher; express their thoughts clearly and consistently, and know how to use forms of speech etiquette. The strength of the voice is normal, speech is smooth, continuous, and there is no use of unnecessary words. There is eye contact with the interlocutor, a constantly relaxed, comfortable posture when communicating, relaxed gestures appropriate to the conversation are used; facial expression indicates interest in communication.

4. Sociometric analysis

The diagnostic results of sociometric analysis at the ascertaining stage of the experiment in the experimental and control groups are presented in sociomatrices (see appendix)

According to the results of sociometric analysis, 60% of children (6 people - Andrey S., Alexey V., Vitya L., Nastya N., Natasha S., Polina K.) in the experimental group and 70% of children (7 people - Alina L., Anya M., Kostya B., Masha O., Marina D., Oleg K., Yana Ch.) in the control group belong to the status category “accepted” and have a more or less favorable status in the group, which means the well-being of these children in system of interpersonal relationships, their satisfaction in communication, recognition by peers. 40% of preschool children (4 people) in the experimental group and 30% of children (3 people) in the control group have an unfavorable status in the group: 20% of children in both the experimental and control groups (2 people each - Katya O., Yura G (exp. group), Dasha M., Kirill K. (counter group)) belong to the status category “not accepted”; 20% of children (2 people - Natasha T., Olya M.) in the experimental group and 10% of the subjects (1 person - Misha P.) in the control group have the status position “isolated”.

Based on sociomatrices, one can also say about the nature of relationships in groups. . There is a lack of cohesion within the teams of both groups, and there is also disunity in the class by gender: the children are mainly divided into groups of girls and boys, and within each group there are close-knit microgroups - children are mostly friends with each other in groups of 2-3 people. Although there is also mutual sympathy between some boys and girls. Also, based on the results of the tables, the level of well-being of relationships in groups (WBL) was determined. In both the experimental and control groups, the BLV is quite high, because the number of children with a favorable status exceeds the number of children with an unfavorable status. An important indicator of BWL is also the “isolation index”, which should not exceed 15-20%; in the experimental group it is 20%, and in the control group it is 10%.

5. Participant observation during problem situations

The diagnostic results of participant observation during problem situations at the ascertaining stage of the experiment in the experimental and control groups are presented in Table 7.

Table 7 Results of participant observation during problem situations at the ascertaining stage of the experiment in the experimental and control groups

State of the art	The degree of emotional involvement of the child in the actions of a peer	The nature of participation in the actions of a peer	The nature and degree of expression of empathy for a peer	The nature and degree of manifestation of prosocial forms of behavior
	Counter. Gr.		Counter. Gr.		Counter. Gr.		Counter. Gr.

Based on the results presented in Table 7, the following conclusions can be drawn:

1. On the scale “The degree of emotional involvement of a child in the actions of a peer,” 20% of children (2 people) in the experimental group and 30% of children (3 people) in the control group have a high level - these children show interest in their peer, closely observe and actively intervene in peer actions; 50% of subjects (5 people) in the experimental group and 60% of children (6 people) in the control group belong to the average level. Children in this category periodically closely observe the actions of a peer, individual questions or comments on the actions of a peer. According to this indicator, 30% of children (3 people) in the experimental group and 10% of subjects (1 person) in the control group have a low level, which indicates that children in this group have either a complete lack of interest in the actions of their peers (does not pay attention, looks around, minds his own business, talks to the experimenter), or casts only cursory interested glances in the direction of his peer.

2. On the “Nature of participation in peer activities” scale, 10% of children (1 person) in the experimental group and 40% of children (4 people) in the control group have a high level, i.e. these children positively evaluate the actions of their peers - they approve, give advice, suggest, help; 50% of the subjects (5 people each) had an average level in both the experimental and control groups. Children in this category have demonstrative assessments of the actions of their peers - they compare with themselves, talk about themselves. 40% of children (4 people) in the experimental group and 10% of children (1 person) in the control group are at a low level for this indicator. These children either have no assessments of the actions of their peers at all, or their assessments are negative - they scold and ridicule.

3. On the scale “The nature and degree of expression of empathy for a peer,” which is clearly manifested in the child’s emotional reaction to the success and failure of another, censure and praise by adults of the actions of a peer, 20% of children (2 people) in the experimental group and 30% of the subjects have a high level (3 people) in the control group. These children have an adequate reaction - joyful acceptance of a positive assessment and disagreement with a negative assessment. Here the child seems to be trying to protect his peer from unfair criticism and emphasize his merits. This response option reflects the ability to empathize and compassion. The average level for this indicator includes 20% of children (2 people) in the experimental group and 60% of children (6 people) in the control group. Children in this category have a partially adequate reaction - agreement with both positive and negative assessments of the adult. This reaction option rather reflects the child’s attitude towards the adult and his authority and an attempt to objectively assess the result of the partner’s actions. 60% of preschool children (6 people) in the experimental group and 10% of children (1 person) in the control group belong to the low level, i.e. these children have either an indifferent reaction, which consists of indifference to both positive and negative evaluations of the partner by an adult, or an inadequate reaction - unconditional support for the adult’s censure and protest in response to his encouragement.

4. On the scale “Nature and degree of manifestation of prosocial forms of behavior” in a situation where a child faces a choice to act “in favor of another” or “in his own favor,” 10% of children (1 person) in the experimental group and 20% of preschoolers (2 people) in the control group. Children of this group provide unconditional help to their peers, without presupposing any requirements or conditions: the child provides the other with the opportunity to use all of his elements. 40% of children (4 people) in the experimental group and 60% of subjects (6 people) in the control group belong to the average level. This indicates pragmatic help to a peer of this category of children - in this case, children do not refuse to help a peer, but only after they complete the task themselves. The low level for this indicator includes 50% of subjects (5 people) in the experimental group and 20% (2 people) in the control group. These children either refuse to help their peer - they do not give in to any persuasion and do not give up their details to their partner, or provide provocative help - the children are reluctant, under peer pressure, to give up their details. At the same time, they give their partner one element of the mosaic, clearly expecting gratitude and emphasizing their help, knowingly understanding that one element is not enough, and thereby provoking the peer’s next request.

6. “Guess the emotion” technique

The diagnostic results using the “Guess the Emotion” method at the ascertaining stage of the experiment in the experimental and control groups are presented in Table 8.

Table 8 Diagnostic results using the “Guess the Emotion” method at the ascertaining stage of the experiment

Analysis of the results of the “Guess the Emotion” technique showed that the majority of the subjects - 50% of the subjects (5 people) in the experimental group and 40% of the children (4 people) in the control group - have a low level of ability to understand the emotional state of another person. Children in this category do not cope with tasks: in most cases they incorrectly name the emotions depicted in the picture and cannot characterize the state of the person experiencing the indicated emotion; Children do not understand people’s moods and do not correctly differentiate and evaluate their actions. These guys are characterized by difficulties in describing the experienced emotional state of the interlocutor by his facial expression, posture, emotions, gestures, and giving undeveloped answers in describing situations in which the specified state of a person arises.

40% of subjects (4 people each) from both groups belong to the average level. These children do not cope with all tasks: they do not always correctly name the emotions depicted in the pictures and characterize the state of the person experiencing the specified emotion; These children do not understand people’s moods very well; they differentiate and evaluate their actions not always correctly.

Only 10% of children (1 person) in the experimental group and 20% of children (2 people) in the control group belong to the high level. These children coped with the task: they accurately understand the emotional state of the interlocutor by his facial expression, posture, emotions, gestures, give detailed answers in describing situations in which the specified state of a person arises, children easily understand the mood of people, differentiate their actions, and evaluate actions.

Analysis of the results of the ascertaining stage of the experiment allows us to draw the following conclusions:

1. The majority of preschoolers in the experimental group (50%) have a low level of development of communication skills. Children in this category very rarely address themselves by name and do not take into account the opinions of other children; When communicating with peers, an openly negative, selective relationship prevails.

The majority of preschoolers in the control group (70%) have an average level of development of communication skills. These children do not always show attention to their peers, do not always address them by name, rarely notice the mood of another child, do not always say hello and goodbye, and do not use polite words enough; smooth relationships prevail.

2. 70% of children in the experimental group and 60% in the control group have a low level of development of dialogic communication. Children with a low level of development of dialogical communication are characterized by monosyllabic answers, indicating a reluctance or inability to construct complete speech structures, ask questions, and use speech etiquette formulas in speech.

3. Most of the children (60%) in the experimental group belong to a low level of development of speech communication skills. Children with a low level of development of speech communication skills are inactive, little talkative when communicating with children and the teacher, inattentive, rarely use forms of speech etiquette, and do not know how to consistently express thoughts or accurately convey their content. These children are characterized by a voice that is too loud or quiet, intermittent speech, and frequent use of unnecessary words; there is no eye contact with the interlocutor; during communication, the posture is tense and uncomfortable; complete lack of movement of the arms and head; absence of any changes in facial expression during a conversation.

Half of the preschoolers (50%) in the control group belong to the average level of development of speech communication skills. Children with an average level of development of speech communication skills know how to listen and understand speech, participate in communication more often on the initiative of others; the strength of the voice does not always correspond to the norm, speech is smooth, continuous, frequent use of unnecessary words, relaxed, comfortable posture when communicating, relaxed gestures appropriate to the conversation are used; Gestures replace each other too often, sometimes making communication difficult.

4. According to the results of sociometric analysis, 60% of children in the experimental group and 70% of children in the control group have a favorable status in the group and belong to the “accepted” status category, which means the well-being of these children in the system of interpersonal relationships, their satisfaction in communication, and recognition by peers. 40% of children in the experimental group and 30% of children in the control group have an unfavorable status and belong to the status categories “unaccepted and isolated,” which can be said about the nature of the relationships that exist in the group. Not a single child belongs to the “preferred” status category. There is a lack of cohesion within the teams of both groups, and there is also disunity in the class by gender: the children are mainly divided into groups of girls and boys, and within each group there are close-knit microgroups - children are mostly friends with each other in groups of 2-3 people. Although there is also mutual sympathy between some boys and girls. The level of well-being of relationships in groups is quite high, because the number of children with a favorable status exceeds the number of children with an unfavorable status.

5. Based on the analysis of the results of participant observation during problem situations at the ascertaining stage of the experiment, one can draw a general conclusion about the nature of the emotional manifestations of children when solving social problems. In both the experimental and control groups, low and medium levels of empathy and emotional attitude towards a peer prevail (the degree of emotional involvement of the child in the actions of a peer; the nature of participation in the actions of a peer, i.e. the color of emotional involvement in the actions of a peer; the nature and degree of expression empathy for a peer). This suggests that the majority of children in both groups show indifference, indifference and disinterest in the actions of their peers; preschoolers have negative and demonstrative assessments of their peers’ actions, i.e. they either compare with themselves, or scold and ridicule a peer; Most children do not empathize with their peers; they show a positive emotional reaction when another child fails and encourage adults to censure their peers’ actions; Preschoolers in most cases refuse to help a peer, or show provocative help, reluctantly, under pressure from a peer, or pragmatic help when they themselves complete the task.

6. The majority of children in the experimental (50%) and control (40%) groups have a low level of ability to understand the emotional state of another person. Children in this category do not cope with tasks: in most cases they incorrectly name the emotions depicted in the picture and cannot characterize the state of the person experiencing the indicated emotion; Children do not understand people’s moods and do not correctly differentiate and evaluate their actions. These guys are characterized by difficulties in describing the experienced emotional state of the interlocutor by his facial expression, posture, emotions, gestures, and giving undeveloped answers in describing situations in which the specified state of a person arises.

Introduction

Main part

Conclusion

Introduction

Curriculum for PM 03. Organization of various activities and communicationinvolves educational and industrial teaching practice in:

MDK.02.01.Theoretical and methodological foundations for organizing play activities for children of early and preschool age

MDK.02.02.Theoretical and methodological foundations for organizing the work activities of preschool children

MDK.02.03.Theoretical and methodological foundations for organizing productive activities for preschool children

MDK.02.04.Workshop on artistic processing of materials and fine arts

MDK.02.05.Theory and methodology of music education with workshop

MDK.02.06.Psychological and pedagogical principles of organizing communication among preschool children

Practice goals:

combining theoretical and practical training into a single process of developing professional competence;

adaptation of students to the real conditions of the pedagogical process;

preparing students for independent professional teaching activities;

mastery of all types of activities of a preschool teacher, pedagogical culture;

formation of one’s own professional position.

Practice objectives:

1. Consolidate and deepen theoretical knowledge, test it in real educational work;

preschooler musical labor education

2. To develop the ability to navigate the modern educational system of preschool education, analyze and select the most advanced and acceptable areas for independent practical activity;

Study the age characteristics of preschool children and take them into account in their work;

Develop interest and desire for creative, research teaching activities;

Develop an individual work style;

Carry out methodological and methodological culture, diagnostic work.

The practice base is MBDOU DSKV No. 98, equipped with the necessary means for conducting practice.

Kindergarten No. 98 is located in Bratsk, Osinovka district, st. Sports 4 A.

Tel: 302-571; 302-564

There are 14 groups in the kindergarten of them:

2 early age groups,

groups for preschool children, including: younger - 3gr.,

medium - 2 gr.,

senior-2nd year,

preparatory to school - 3rd grade,

of these, 2 groups operate on the basis of secondary school No. 43;

compensatory group for children with speech disorders,

group for supervision and care without the implementation of an educational program of preschool education for pupils of primary preschool age on the basis of DDT&M "Harmony".

Payrollfor the 2013-2014 school year there were 295 children. Junior group I (2-3 years old) - 50 children; II junior group (3-4 years old) - 81; middle group (4-5 years old) - 45 children; senior group (5-6 years old) - 46 children; preparatory group (6-7 years old) - 58 children; compensatory group for children with speech impairment (5-7 years old) - 15 children.

Preschool mission- create conditions for the upbringing and education of each child at the level of his age and individual capabilities, promote their full development, and ensure equal starting opportunities for education in educational institutions.

Priority areas in the work of preschool educational institutions -Providing qualified correctional assistance to children with speech disorders.

Material and technical basethe kindergarten is located in a standard two-story building, there are functional premises: music and physical education rooms, a methodological room, a psychologist’s office, a speech therapist’s office; catering unit; medical block; laundry block.

The kindergarten operates according to the program “From birth to school”, scientific editor N.E. Veraxa.

Main part

Theoretical and methodological foundations for organizing play activities for children of early and preschool age

In the course of getting acquainted with the experience of preschool educational institutions in organizing gaming activities, 2 thematic weeks were reviewed. The teacher uses all types of games (D/i, S/r, P/i, Page/i, etc.) The games are displayed as in a joint one. So it is in independent activities. Games are also used in GCD.

In independent activities, children can play independently, but due to their age, the games are monotonous.

All types of games are reflected in the plan. Thus, the teacher uses different types of games in his activities: both creative and games with rules.

When studying the subject environment of the "Romashka" group for the formation of gaming skills, zones for gaming activities were identified:

1. The role-playing games corner contains games appropriate to the age of the children: hospital, hairdresser, driver, shop, sailor. All games are equipped with the necessary equipment. Containers with game equipment are marked with corresponding pictures. Children can independently pick up, play, and move games around the group.

The zone of printed board games is equipped with various didactic games, during which children learn to combine similar characteristics of objects and group objects according to a named characteristic. The games are located on shelves within reach of children.

The play corner is equipped with various toys: dolls, cars, phones, bags, kitchen corner.

In the corner for construction games there are various types of construction sets: floor-standing, tabletop, Lego, soft modules.

In the area for theatrical games there are various types of theater: finger theater, "bibabo", flannelgraph theater, rubber characters from fairy tales, theater with cubes, theater in pictures.

In the area of ​​musical development: sounding toys, sets of noise boxes, contrasting in timbre and nature of sound production (bells, drums, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.), musical didactic games, music books, tape recorder.

The subject environment in the group is organized taking into account the needs of children and corresponds to the principles of activity, taking into account gender and age differences, modernity, and safety.

The formation of a subject-development environment is a dynamic process that allows the teacher to be creative by involving parents in the work.

Pay attention to the water and sand area and the experimentation corner. Children are rarely allowed to play with them.

Pay attention to the frequency of director's games. They are absent from the teacher's plan.

Pay attention to the spatial organization of the environment; it should take into account the possibility of fairly wide, clearly visible paths of movement for the child.

Selected aspects of planning play activities in kindergarten:The plan gives the teacher the opportunity to think through in advance the methods and techniques of teaching and raising children, and to see ways to achieve the goal. Everything that the teacher plans must ensure the harmonious development of the personality of each child. It should be remembered: planning must be flexible, because its implementation may be affected by unforeseen factors. A plan is not a formality, but an indispensable condition for successful and fruitful work with children, where the main thing is not the scheme and form, but the content.

Let's consider planning a plot-role-playing creative game, in which meaningful play activity of preschool children and their relationships are successfully formed. An analysis of plans for educational work showed that there is often no connection between play activities and the content of classes to familiarize themselves with the surrounding reality and observations (for example, on a walk). But such observations are random, ill-conceived and of little value for the overall development of the child. Also, there is insufficient connection between learning in the classroom<#"center">Theoretical and methodological foundations for organizing the work activities of preschool children

According to the plan for this IDC, a conversation was held with the teacher of the “Romashka” group (2nd junior) on the main directions and tasks of labor education of children.

Main tasks in self-service:

continue to teach children how to dress and undress independently in a certain sequence (putting on and taking off clothes, unbuttoning and fastening buttons, folding, hanging items of clothing, etc.).

cultivate neatness, the ability to notice disorder in clothing and eliminate it with a little help from adults.

The main tasks in household work:

Encourage children to independently carry out basic tasks: prepare materials for classes (brushes, modeling boards, etc.), after playing, put away toys and building materials.

teach to maintain order and cleanliness in the premises and area of ​​the kindergarten.

in the second half of the year, begin to develop in children the skills necessary for serving in the dining room: helping to set the table for dinner (laying out spoons and forks, arranging bread bins, plates, cups, etc.).

Main tasks in work in nature:

cultivate a desire to participate in the care of plants and animals in a corner of nature and on the site.

teach, with the help of an adult, to feed fish, birds, water houseplants, plants in beds, plant onions, collect vegetables, clear paths of snow, clear it from benches.

The main tasks when introducing adults to work:

to form a positive attitude towards the work of adults.

cultivate the desire to take part in whatever is feasible, the ability to overcome small difficulties.

continue to cultivate respect for people of familiar professions.

encourage to provide assistance to adults, to cultivate a caring attitude towards the results of their work.

develop a caring attitude towards your own crafts and those of your peers. Encourage people to talk about them.

When studying the conditions of the group for the formation of labor skills, we found out where the equipment for work is stored:

aprons for duty hang in the dishwashing room so that children can get them themselves;

aprons for washing toys and for working in the nature corner hang next to the nature corner:

buckets and watering cans lie on shelves in a corner of nature;

rakes and brooms are stored in the reception area in the corner for take-out material;

manual labor equipment is stored in the artistic center.

It is necessary to bring in a brush and dustpan to sweep away crumbs from the dining room table.

for manual labor you need to replenish the variety of fabrics.

Observing the work of the teacher during the washing process.

Sonya M. Masha H. Denis K. Dasha C. Katya L. Nastya K. Roll up their sleeves++++++Use soap++++++Lather their hands++++++Wring out their hands---+++ Take off the towel++++++

Observing the work of the teacher while getting ready for a walk and returning from a walk (dressing, undressing).

Sonya M. Masha H. Denis K. Dasha Ch. Katya L. Nastya K. know the dressing sequence+ + +++ + neatly fold clothes - - - + + + know how to put things on++++++ fasten++-+ ++they tie up ------help each other++-+++thank you for the service++++++

Based on the analysis, we came to the conclusion that it is necessary:

Continue to develop children’s ability to push their hands while washing.

Develop the ability to neatly fold things.

Develop the ability to tie shoelaces.

A plan for labor education was drawn up based on tables in the second junior group. It contains specific names of types of work, their purpose and who was involved.

Observation of the teacher’s work on the use of work assignments was also carried out:

“Washing indoor plants” is work in a corner of nature.

Reinforce the names of plants and children's knowledge about them.

Learn to wipe leaves with a damp cloth.

Maintain interest in plants and care for them.

Encourage children to use words: ficus, care, water, wipe the leaves. Equipment: 2 flowers, 2 watering cans, 2 rags

The planned tasks were completed. The children eagerly watered the flowers and wiped the leaves. All equipment was prepared in sufficient quantity.

At the beginning, the technique of introducing a flower was used, which helped to attract the attention of the children.

During the work, the teacher used a step-by-step demonstration and explanation (how to use a watering can, how to wipe the sheets correctly). The children performed together with the teacher. The show was complete.

During the work, the teacher uses help for children, artistic expression, instructions, and praise.

The assignment was carried out methodically correctly.

The work of the teacher in supervising duty was observed:

"Preparing for Lunch"

Goal: to teach children to set tables in a certain sequence and arrange cutlery correctly.

Fostering a value-based attitude towards one’s own work, the work of other people and its results. Cultivate a desire to take part in feasible work, the ability to overcome minor difficulties.

Develop thinking, activate vocabulary.

Continue teaching children to set the table in a certain sequence.

Equipment: plates, spoons, cups, napkin holders, bread bins, aprons, scarves for 5 children.

The assigned tasks were completed in full.

At the beginning, the problem situation technique “It’s almost lunch, but the tables are not set” was used, which helped to activate the children.

During the work, the teacher used help for children, thin. word.

The assignment ended with the children going into quiet games. The assignment was carried out methodically correctly.

We observed the work of a teacher in managing collective work in the second junior group: “Clean area”

Encourage children to work hard, teach them to maintain order and cleanliness. Encourage adults to help.

Foster a caring attitude towards the results of work.

Equipment: buckets, brooms.

A goal was set for the children. The distribution of responsibilities was at the request of the children.

During the work, the teacher helped the children, showed how to hold a broom and sweep correctly, and used artistic expression. The assigned tasks were completed. When summing up the results, the teacher used praise and encouragement. He emphasized that garbage should be thrown away in a designated place.

Theoretical and methodological foundations for organizing productive activities for preschool children and a workshop on artistic processing of materials and fine arts

Productive activities of preschoolers include: drawing, modeling, design, appliqué; is of great importance for comprehensive development. It attracts children, delights them with the opportunity to create something beautiful on their own. Children should begin to be included in preschool settings from the age of 2 to 3 years.

Productive activity is part of all educational work in preschool educational institutions and is interconnected with all its areas. The connection with play is especially important for the upbringing and development of a child.

We got acquainted with the aesthetic development environment at the preschool educational institution.

One of the most important factors in the formation and development of a child’s personality is the environment; in a preschool educational institution, this is the environment in which the child lives, develops, and rests. An environment created according to the laws of beauty contributes to children’s understanding of beauty, the formation of aesthetic and artistic taste, the natural formation of their aesthetic attitude towards the environment, and the formation of artistic and creative abilities.

Constantly influencing through the senses, without words or edification, it forms an idea of ​​beauty, taste, and value orientations.

The developmental environment in the "Romashka" group is aesthetically organized and contains opportunities for children to engage in a variety of games, activities, and leisure activities and can contribute to their development. It meets sanitary, hygienic and safety requirements.

The aesthetic development environment should be:

replaceable, variable.

interconnected with all its parts and the environment, which will allow children to engage in various activities and interact with each other.

located so that materials and equipment are within children's field of vision.

appropriate for the age of the children.

An observation was made of the teacher’s work in visual arts (painting “Dandelions in the Grass”).

The premises were prepared for occupation in compliance with hygienic conditions. The tables are placed according to the correct lighting.

The teacher prepared visual material (colorful, of the required size, at the children’s eye level). In preparation for the lesson, the children were given instructions: pour water into glasses, lay out napkins.

The topic of the lesson corresponds to the program, time of year, and children’s visual abilities.

The teacher has a lesson plan and outline. The children were given the task of conveying in a drawing the beauty of a blooming meadow and the shape of flowers.

Illustrations with flowers were examined and their main parts were highlighted. During the lesson, the teacher gave instructions to the children. Those children who did not succeed were given help by showing the child with his hand.

The duration of the lesson is 20 minutes, of which 5 minutes are devoted to the introductory part.

The teacher allowed the children to analyze each other’s work themselves. After which she herself noted that the children did especially well.

It is necessary to carry out individual work with children who do not hold their hands correctly.

At the end of work, the children clean up the tables. The teacher gives instructions: wash brushes and glasses, wipe tables.

In general, the tasks set by the teacher were completed.

In the "Romashka" group, a subject-based developmental environment has been created to stimulate independent activity and develop children's creativity.

The art area, located within reach of children, has all the necessary equipment. Children can come up on their own and choose an activity of their choice.

We analyzed observations of children’s independent productive modeling activities (“pies for grandma”):

Children can sculpt on their own. They love to work with plasticine and depict objects in volume. They are able to separate small pieces from a large piece of plasticine, roll them out in a circular motion with their palms, and sculpt various objects using a variety of sculpting techniques. Place plasticine on a board. They select the necessary material themselves.

During the educational practice, technological maps for modeling, appliqué, drawing, design were developed and lesson notes were compiled for them for practical training.

Theory and methodology of music education with workshop

· development of musical and artistic activities;

· introduction to the art of music.

The educational field "Music" integrates with the following areas:

HealthPreservation and strengthening of children’s physical and mental health, formation of ideas about a healthy lifestyle, relaxation. Labor Formation of labor skills, education of hard work, education of a value attitude towards one’s own work, the work of other people and its results Safety Formation of the foundations of the safety of one’s own life in various types of musical activities. Socialization Formation of ideas about musical culture and musical art; development of gaming activities; the formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community. Cognition Expanding children's horizons in the field of music; sensory development, the formation of a holistic picture of the world in the field of musical art and creativity. Reading Literature The use of musical works to enhance the emotional perception of works of art. Hood. creativityDevelopment of children's creativity, introduction to various types of art, use of artistic works to enrich the content of the field of "Music", consolidate the results of the perception of music. Formation of interest in the aesthetic side of the surrounding reality; development of children's creativity. Communication Development of free communication with adults and children in the field of music; development of all components of oral speech in theatrical activities; practical mastery of speech norms by pupils. Phys. culture Development of physical qualities for musical and rhythmic activities, the use of musical works as musical accompaniment for various types of children's activities and physical activity.

In kindergarten we do musical activities every day. We are working on developing musical abilities and instilling aesthetic taste. Kindergarten and family are the two main groups responsible for the development and upbringing of the child. Musical art is of great importance in mental, moral, aesthetic and physical education. We start working with children aged one and a half years and accompany them to school. At this stage of the journey, lasting six years, the children systematically and consistently engage in all types of musical activities. We teach children to sing, dance, listen, play musical instruments. In the process of learning and singing, children develop memory, strengthen their vocal cords, and the ability to breathe correctly. There is constant work on diction, the child learns to correctly sing sounds, words, sentences. We teach children to dance expressively, rhythmically, beautifully. Express your feelings and emotions through dance. Children learn to invite each other to dance and see each other off after the dance. Dancing is very good for health, the child develops correct posture, and in the future he will feel confident in any situation. We also instill a love for classical music, expanding our horizons. By systematically listening to music, children develop perseverance and attention, and this is preparation for school and later life.

To achieve the main goal and objectives of music education, the teacher draws up a work plan on the topic for the week, which reflects the joint activities of the teacher with children, individual work, independent activities of children and interaction with parents. Forms of work: group, subgroup, individual.

The following consultations have been prepared for parents:

. "How to teach a child to listen to music in a concert hall"

. "How to teach your child to listen to music at home"

To develop auditory perception and attention and develop performing skills, a musical development zone has been created in the Romashka group. It contains the necessary materials and equipment:

sounding toys

noise box sets

contrasting in timbre and nature of sound production (bells, drums, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.)

musical educational games

music books

record player.

Musical instruments bring many joyful moments and develop phonemic awareness and a sense of rhythm.

A conversation was held with the teacher of the 2nd junior group "Romashka" on issues of musical education. During the analysis of the conversation, it was revealed that Sonya M., Masha Kh., Dasha Ch., Bogdan Kh., Katya L., Nastya K. show the greatest interest in the use of music and musical-rhythmic movements. During classes, children prefer dance and play creativity. Children engage in independent play activities at will several times during the day. There are 3-4 people in the independent activity zone every day. They prefer to play metallophones, pipes, and maracas. Also, in independent activities, children use movements learned in music classes in their games. The teacher includes musical and rhythmic activities with children in his practice.

Observing joint work with children on the use of music in the everyday life of preschool educational institutions, we revealed:

Regime processes Listening: Russian. adv. song "The Sun Has Friends" Singing the song: "I sing a song to Mom" ​​music by T. Potapenko, lyrics. E Avdienko. WalkSpeaking a tongue twister to develop diction “The crow missed the little crow” (with a subgroup) Musical lesson According to the music plan. Organizer.

On what basis did they draw their conclusion?

Children react emotionally to music, listen carefully to the work, but due to age characteristics, not everyone can listen to the end. Children also move with great desire to music and actively perform movements. Children know and perform various songs and are able to distinguish between sad (minor) and cheerful (major) music.

During the practice, questions were developed to identify knowledge of musical educational activities for children of primary preschool age:

Hearing:

listens carefully

recognizes familiar melodies

distinguishes sounds (high, low)

sings and sings along with the teacher

sings without tension

starts and ends singing together

Musically rhythmic movement:

moves according to the character of the music

performs dance movements (teacher demonstration)

moves to music with objects

DMI game (distinguishes and names)

And in older preschool age, the content of musical educational activities becomes more complicated:

continue to develop aesthetic perception, interest, love for music,

to form a musical culture based on acquaintance with composers, classical, folk and modern music.

continue to develop children’s musical abilities: pitch, rhythmic, timbre, dynamic hearing; emotional responsiveness and creative activity.

Psychological and pedagogical principles of organizing communication among preschool children

During the educational practice, we observed the process of communication between children in a group, among themselves and with adults in independent and joint activities. During the observation, it was revealed that the children’s communication was non-situational. Mostly children communicate calmly without shouting, but sometimes conflicts arise over toys. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, and phrases. In contacts with other children, it is much more important for a child to speak out himself than to listen to another. In the group, several categories of kids were noticed according to the degree of their activity in establishing contacts with peers. Someone himself takes the initiative and, after a series of trials and errors, finds his own group in which he enjoys spending time. Some people spend a long time watching the games of their peers, he likes how they play, and he himself would not mind playing, but he cannot overcome his shyness and join the team. Although, if another child takes the initiative, the shy baby will interact quite successfully with him and will not spoil the games.

Children have a friendly attitude towards each other, and they demonstrate the ability to share toys. There are attempts to feel sorry for the peer, hug him, and help. Children address the teacher by first name and patronymic; if something is needed, they come up with a request. They enjoy talking with the teacher on various topics and engage in various activities. There is a culture of behavior, they know how to say “thank you” and “please”.

Analysis of the developing environment in the educational field of Communication helped to see that the microenvironment (internal design of the group) meets the requirements of the Program in the second junior group: the equipment of the room is safe, aesthetically attractive, health-preserving and developmental. Furniture corresponds to the height and age of children, toys provide the maximum developmental effect for this age.

The space of the group room is organized in the form of well-demarcated zones: (“centers”, “corners”), equipped with a large number of developmental materials (toys, creative materials, books, developmental equipment, etc.) All items are available to children.

The organization of space allows children to choose interesting activities for themselves, alternate them during the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account the individual characteristics of children. The equipment of the corners changes in accordance with the thematic planning of the educational process.

Such development centers are:

role play corner;

board and printed games area;

exhibitions of children's drawings and children's creativity;

corner of nature;

sports section;

play corner (with toys, building materials);

corners for various types of independent activities for children - constructive, visual, musical.

The world of a child, like the adult world, has its own culture, which does not arise on its own, but is passed on from generation to generation through many games and exercises. But children are not interested in just one game; they would like to communicate with each other and with adults. A child’s entire preschool childhood is built on winning the attention of adults and peers, and showing others his uniqueness. The child builds the world around him as he sees it, in a form accessible to him. He not only plays, but also designs, draws, sculpts, dances, that is, he manifests himself in various types of children's activities. And at the same time, it is important for a child to be appreciated and correctly understood, first of all, by close people, because the culture of childhood begins with a sense of personal significance for parents, which gives rise to the desire to be like mom or dad.

At preschool age, the child’s world is no longer limited to the family. People who are significant to him now are not only his mother, father or grandmother, but also other children and peers. And as the child grows up, contacts and conflicts with peers will become more and more important for him. In almost every kindergarten group, a complex and sometimes dramatic scenario of children’s interpersonal relationships unfolds. Preschoolers make friends, quarrel, make peace, get offended, get jealous, help each other, and sometimes do minor “dirty tricks.” All these relationships are acutely experienced by the child and are colored by a wide variety of emotions.

Observation was organized in the senior group to identify communication skills among themselves and with adults.

During the observation, it was found that game interactions are accompanied by speech that corresponds both in content and intonation to the role taken. They use complex sentences of different types; when retelling, they use direct and indirect speech. They tell each other about events from personal experience. They write endings to fairy tales on their own. They use words related to the world of human relationships. Relations between children are friendly, and the ability to play together is observed. There is a desire to please the teacher with good deeds. There are polite words in the children's dictionary.

The growing need of older preschoolers to communicate with peers, in joint games and activities leads to the emergence of a children's community.A system of interpersonal relationships, mutual sympathy and affection develops. The formation of the social status of each child is largely determined by the teacher’s assessment of him. By his behavior, the teacher shows examples of a kind, caring attitude towards people.

In older preschool age, children’s attitudes toward their peers again change significantly. At this time, the child is capable of extra-situational communication, which has nothing to do with what is happening here and now. Children tell each other about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of other children. At this age, it is already possible for them to communicate in the usual sense of the word for us, that is, not related to games and toys. Children can simply talk for a long time (which they could not do in early preschool age), without performing any practical actions. The relationship between them is also changing significantly. The child’s friendliness and emotional involvement in the activities and experiences of his peers increases significantly. Often older preschoolers carefully observe the actions of their peers and are emotionally involved in them. Quite often, even contrary to the rules of the game, they strive to help their peers and tell them the right move. If four- to five-year-old children, following an adult, willingly condemn the actions of their peers, then six-year-olds, on the contrary, defend a friend or can even support his “resistance” to an adult. At the same time, the competitive element in children’s communication remains intact.

An analysis was carried out of the work of the teacher in organizing joint activities in the educational field of "Communication"

The analysis revealed that the teacher uses different types of activities to implement tasks in this area. Conducts educational activities, conversations, examination of illustrations, and observation.

The main goal of the teacher is to help children master constructive ways and means of interaction with people around them.

The teacher develops children's ability to understand and use language, develops communication skills and coherent speech, helps them master the various properties of expressiveness, helps develop the ability to analyze and self-analyze the products of speech activity in accordance with the goal.

The teacher uses:

Joint activities in sensitive moments and in the GCD:

situational conversations

free communication conversations on various topics

special communication games

verbal didactic games.

theatrical games

moving and round dancing games with speech accompaniment

learning poetry, proverbs, tongue twisters, nursery rhymes, fables

writing riddles

free dialogues with children in games, observations, when perceiving paintings, illustrations, photographs, cartoons

conversations with children about events from personal experience.

2. In independent activities, games played together with peers are used:

role-playing;

director's;

theatrical;

fantasy games;

didactic;

developing intellectual;

movable;

games with building materials.

During the practice, a consultation for parents “Constructive communication with children” was compiled.

We conducted a diagnosis of the communication skills of preschool children, based on which we made the following conclusion:

When determining the level of development of communication, it is necessary to remember that communication necessarily presupposes reciprocity and reciprocity. This is in no way an influence on another or submission to him. Both partners should be active in communication and each person’s message should be directed at the other’s response. When diagnosing communication, two sides must be taken into account - activityAnd sensitivity to partner.

Activitymanifests itself in the desire to attract attention, to express something of one’s own, to develop the topic of conversation, to offer something unusual, etc.

Sensitivity to your partneris expressed in attention to him (in interest in his words and actions, in his views), in readiness to respond to his proposal, in the ability to hear and understand another.

Both sides are equally important for meaningful communication, but their severity may vary from child to child and in different situations.

To identify the form of communication, various types of interaction should be carried out with the child in different situations that model one or another form of communication. For modeling:

situational business form of communicationthe optimal situation is a joint game,

non-situational-cognitive- conversation from a book,

non-situational-personal- "intimate talk".

Let us dwell on a specific description of these situations.

The teacher offered the child a choice of different forms of interaction. I asked him what he wanted to do with him more: play with toys, read a new book, or just talk about something. If a child confidently and unambiguously chooses a joint game, it means that he prefers situational business communication with an adult. Choosing a new book indicates an interest in cognitive communication, and a preference for conversation may indicate a child’s desire for personal communication with an adult. However, conscious choice, although very indicative, cannot be the only one for determining the form of communication. If a child chooses to play together, this does not mean that he is incapable of personal communication. In addition, some children cannot immediately make such a choice or choose all three forms of interaction at once, since they are equally attractive to them. Therefore, to more accurately determine the form of communication, it is important to conduct all three types of interaction with one child.

It is better to start with the simplest and most accessible for preschoolers - situational business communication, i.e. from playing together. Any toys are suitable for this - blocks, dolls, cars, construction sets, etc. When playing with a child, you need to pay attention not to his ability to play with objects, but to his ability to play together with an adult. To do this, it is important to note whether the child knows how to focus on a partner, whether he takes into account his interests, whether he is passionate about joint activities or prefers to play alone. As a rule, all preschoolers show the desire and ability for situational business communication.

Conclusion

Educational practice allowed us to come to the following conclusion: the full development of a child is possible only thanks to the skillful guidance of an adult. However, an equally important role in mental development is played by the activity of the child himself. It is not enough that the child has normal heredity, a plastic brain, that he is brought up in a cultural environment; it is necessary that he himself perform certain forms of activity, which are controlled by an adult. These forms of activity are organized into complex systems of activity, the development of which is the main task in the development of the child’s psyche. In the process of mastering various types of activities, the child develops the brain, which represents the physiological basis of complex types of mental activity. It is important to note that the brain is not so much a condition of mental development as the result of the organization of a child’s own activity under the control of an adult.

We proceed from the fact that the most productive strategy in educational work with children is amplification (enrichment of the development of the child as an individual), according to which the child’s life must be maximally saturated with various types and forms of activity that form the basis of childhood and allow him to successfully enter adulthood in the future . It is important to emphasize: childhood is not a stage of “dragging” a child into adulthood, but a valuable period in its own right, with its own rich content, which should be presented as fully as possible in educational work with children.

Thus, educational work with children places special demands on adults. On the one hand, he acts as a mediator between culture and the child and offers him various examples of it. On the other hand, he acts as a mediator between the preschooler and the culture, supporting his initiative, trying to adapt the child to the culture. Extreme forms are acceleration and an approach in which educational work entirely follows the child’s development.

All the variety of forms of work with children is carried out in specific educational situations that are created by the teacher, or that arise spontaneously during the child’s interaction with the outside world. Therefore, the teacher faces a special task - to think through and analyze specific situations in which educational work with children takes place.

In conclusion of my report, I would like to say that there were no particular difficulties during the educational internship. It was very interesting to get to know the work of a teacher and to be a teacher myself. After being on practical training, I learned about the rights and job responsibilities, ethical principles, tasks and functions of a teacher in this institution and in the preschool sector in general. I got acquainted with the methods and methods of work of an experienced teacher, and received a lot of advice.

Similar works to - Organization of various types of activities and communication of preschoolers

Methodist
Organization of various activities and communication of children

Purpose of practice: formation of the student’s general and professional competencies in the professional module, acquisition of practical experience.

Assignment for practice: Perform the following types of activities:

1. Observation and analysis of the game children's activities

2. Observation of the formation of play skills of preschoolers

3. Planning the game children's activities

4. Organization and conducting role-playing games

5. Organization and conducting construction games

6. Organization and conducting theatrical and director's games

7. Organization and conducting outdoor games with young children

8. Organization and conducting outdoor games with preschool children

9. Organization and conducting didactic games with young children

10. Organization and conducting didactic games with preschool children

11. Observation and analysis of labor children's activities

12. Observation of the formation of labor skills of preschool children

13. Labor planning children's activities

14. Organization of various types of work activities for preschool children

15. Observation and analysis of productive children's activities

16. Observation of the development of creative abilities of preschool children

17. Planning productive children's activities

18. Organization of various types of productive activities for preschool children

19. Evaluation of children's products activities

20. Observation and analysis children's communication

21. Planning children's communication

22. Organization of communication preschoolers in everyday life and various activities

23. Observation and analysis organizations and celebrations and entertainment

24. Observation of the development of fine motor skills in preschoolers

25. Participation in the preparation and holding of holidays in an educational institution

26. Organization and entertainment

27. Development of proposals for correction organizing various activities and communication between children

PM educational practice. 02 Organization of various activities and communication of children

MDK. 02.01. Theoretical and methodological foundations organizing children's play activities early and preschool age

In choosing a toy, I took into account the characteristics of age; for older preschoolers, toys are needed that help them explore the surrounding reality and stimulate group games, which is why I chose a doll. The appearance of a new toy in the group was a joyful event. She immediately caught my attention children. I, in turn, showed my positive attitude towards her, arousing the same attitude in children. To expand your views children, I repeatedly showed her clothes, household items, and labor items. Introducing preschoolers to a new toy, I told the name of the doll, told where she came from, how and where she lived, what fairy tales, songs, games she knew, etc. Having aroused interest in the toy, I told everything necessary about it that should be paid attention to. children.

Any toy cannot be separated from the game and turned into a visual aid, so I offered the children a role-playing game "Family". The process of playing with the toy and the children learning how to handle it was full of positive emotions. Some children quickly became involved in independent play, while others required gradual introduction and repeated play.

Any toy should attract with its aesthetic view, so I dressed her up in advance before meeting the children (tied bows, put on white knee socks with an elegant dress, etc., in order to evoke an emotional attitude in the child and cultivate artistic taste. Artistic expressiveness is ensured by a harmonious combination of design, shape, and color.

And also when introducing a new toy (dolls) I accompanied the older group with a cheerful melody from a cartoon familiar to everyone "When my friends are with me" While the music was playing, the children were asked to guess which toy was about to appear. Answer options for there were a lot of children, after which I asked a riddle about a doll. The toy was presented as a bright, beautiful object that needed to be carefully looked after, not dropped, not torn, and washed.

2. Prepare and present attributes for conducting 1 role-playing game (age and theme of the game optional)

Role-playing game "Beauty Salon".

Educational area: "Socialization".

Integration of educational regions: “Socialization”, “Communication”, “Labor”.

Age group: older.

Target: Improve skill children unite in play, distribute roles, perform game actions. Develop the ability to select objects and attributes for the game. Foster respect for the work of beauty salon workers. To develop the ability to communicate kindly with peers, to take into account the interests of comrades. Expand views children about the work of adults(hairdresser, manicurist, cleaner). Foster respect for the work of beauty salon workers.

Equipment: substitute items, waste material, sets of special toys "Children's hairdresser", towels, aprons, negligees, children's cleaning toys, screen, tape recorder, badges.

Preliminary work: Excursion to a beauty salon, conversation with employees, examination of illustrative material, making attributes for the game.

Gaming Guide activities.

Children, today we will go to a very interesting event that will take place in our beloved city of Serpukhov. Let's put on jackets and hats (I show, let's stand in pairs. Be careful and attentive on the street (phonogram sounds "street noise") .

Here we are. A new beauty salon is opening here on this beautiful day. "Cinderella". And we will be its first visitors.

Tell me, children, what are beauty salons for? (answers children)

What do people do in a beauty salon? (answers children) Who works in the salon? (hairdresser, manicurist, cosmetologist, massage therapist, cleaner). Let's go to "Cinderella".Doors are open for salon visitors! (celebratory music sounds) .

Look how beautiful and cozy the salon is. This is a convenient waiting room for clients, where you can look at fashion magazines and choose a beautiful haircut.

This is the hall where hairdressers work. Tell me, what kind of work do hairdressers do?

What does he need to work? (answers children)

Lisa told us better than anyone else about the work of a hairdresser. Let you work as a master behind this chair (showing) And the second master will be Kostya. I noticed that he really likes this profession. This is your workplace behind this chair (showing). Do you remember? Let's move on. This is a manicure salon. What is the name of the master who works here? (manicurist) What is she doing? Which of you could work as a manicurist?

Okay, Katya, you will work in a manicure salon. You told me that there is also a cleaning lady working in the salon. What she does is very important. The cleaning lady keeps the salon clean and tidy. And when everything in the salon is clean and tidy, clients like it. It's always nice to be in such a room. Hairdressers are grateful for her work.

Which one of you guys could handle this role? Who can be entrusted with this responsible task? You, Arina, will be the cleaner. And with your permission, I will become the owner of the salon "Cinderella".I will watch your work and help.

So, we have hairdressers Lisa and Kostya, manicurist Katya, cleaner Arina, and the rest are visitors. Sit down in armchairs and on the sofa, look at magazines. Do not forget to behave quietly and calmly, wait for the master to invite you. And you take everything you need for work and go to your chairs. Be attentive, polite and friendly with your clients. Handle equipment with care. Our salon is starting its work! (music sounds) .

Children, the working day is ending, it’s time for us to close the beauty salon. But tomorrow it will definitely open its doors for you.

What roles have you enjoyed playing?

What was interesting about the game?

How many of you would like to work in a beauty salon when you grow up?

Boyko Svetlana Viktorovna, teacher at the kindergarten No. 29, Berezniki.
Scientific supervisor: Zoya Lvovna Venkova, Associate Professor of the Department of General Education

Regional Komi-Permyak Institute of Advanced Training for Teachers, expert in the field of education.

Introduction.

Chapter 1. Theoretical foundations for the development of communicative activity of a preschooler in the psychological and pedagogical aspect.

1.1. The concept of communication, and its role in the development of communicative activities.

1.2. Psychological and pedagogical features of the development of communicative activity of preschool children with peers.

1.3. Organizational and pedagogical aspects of using communication situations in working with children of senior preschool age.

Chapter 2. Experimental study of the situation of communication among children of senior preschool age in a preschool educational institution.

2.1. Generalization and systematization of conditions for creating a communication situation for children of senior preschool age.

2.2. A pedagogical project to improve the communicative development of older preschoolers in the context of organizing educational communication situations.

2.3. Analysis of research results on the problem.

Conclusion.

Bibliographic list.

Introduction

The problem of developing communication in preschoolers is a relatively young, but intensively developing area of ​​developmental psychology and pedagogical practice. In the context of the implementation of the Federal State Educational Standard for preschool education, the concept of “communication situation for preschoolers” was introduced. Its founder, like many other problems of genetic psychology, was J. Piaget. It was he who, back in the 30s, attracted the attention of child psychologists to the communication of preschoolers with peers, as an important factor and necessary for the conditional social and psychological development of a child, contributing to the destruction of egocentrism. However, in those years, this position of J. Piaget did not have much resonance in the psychological literature and remained at the level of a general proposal.

Communication is a very important component of a child’s life and the extent to which he masters methods of communication will determine his success in the process of growing up.

According to S. L. Rubinstein “... the first of the first conditions of human life is another person. The attitude towards another person, towards people, constitutes the basic fabric of human life, its core. A person’s “heart” is all woven from his relationships with other people; The main content of a person’s mental, inner life is connected with them. The attitude towards another is the center of the spiritual and moral development of the individual and largely determines the moral value of a person.”

The conceptual foundations for developing the problem of communication are associated with the works of: V. M. Bekhterev, L. S. Vygotsky, S. L. Rubinstein, A. N. Leontyev, M.I. Lisina, G.M. Andreeva B. Spock, spouses H. and M. Harlau, A. Kimpinski, W. Hartap, B. Coates, J. Piaget and other domestic and foreign psychologists who considered communication as an important condition for human mental development, his socialization and individualization, formation of personality and development of his communicative activities.

Communication plays a huge role not only in human life, but also in the development of communicative activities. The child must have developed communication skills, because through communication with other children, thanks to ample learning opportunities, preschoolers acquire all their higher cognitive abilities and qualities. Through active communication, the child develops into a personality.

The study of communicative activity was carried out by such domestic and foreign scientists as: A.A. Bodalev, Ya.L. Kolominsky, A.A. Leontyev, A.N. Leontyev, M.I. Lisina, L.P. Bueva, V.M. Sokovkin, A.G. Arushanov and others. A.N. Leontyev believes that communication is a certain aspect of activity, since it is present in any activity as its element. V.M. Sokovkin analyzes human communication as communication, as activity, as attitude, as mutual understanding and as mutual influence. L.P. Bueva suggests that “communication is a directly observable and experienced reality, and the concretization of social relations, their personification, personal form. M.I. Lisina traced the evolution of the need for communication in ontogenesis. She identifies four stages of development of this need.

A.G. Arushanova notes that the formation of different aspects of the language (phonetic, lexical, grammatical) proceeds unevenly and non-simultaneously; at different stages of development one or another aspect comes to the fore. Depending on this, at each stage of a child’s life, the formation of developmental communication acquires specific features (Arushanova).

Many teachers, when planning their daily work, come across such a term as a communication situation, but not everyone understands how these situations can be applied and organized correctly in working with children to develop communicative activities.

Communication situation - forms of communication specially designed by the teacher or arising spontaneously are aimed at developing the communicative abilities of children of senior preschool age.

Communication situations can arise naturally - it is important for the teacher to see them and, without disturbing the children’s activities, use them to solve teaching or educational problems. When organizing situations, the teacher most often “goes from the children,” that is, notices them in the children’s activities.

The types of communication situations are varied: playful, practical, theatrical and others; in each situation, children face a problem that requires a solution. Thus, an integration approach is implemented in the organization of educational, independent and joint activities of children in the context of the implementation of the Federal State Educational Standard for Education.

Therefore, the purpose of our work is to study the influence of communication situations on the development of communicative activity of children of senior preschool age.

The object of our research is the communicative activity of preschool children.

The subject of the study is communication situations in the development of communicative activity of children of senior preschool age.

Hypothesis: the development of communicative activity of older preschoolers occurs most effectively when organizing communication situations.

1. Consider problems in psychological and pedagogical literature.

2. Study the concepts of communication and its influence on communicative activities.

3. Characterize communication situations among children of senior preschool age.

4. Develop a pedagogical project to improve the communicative development of older preschoolers in the conditions of organizing educational communication situations.

5. Experimentally explore communication situations among children of senior preschool age in the practice of preschool educational institutions.

6. Summarize and systematize work experience on the problem.

To achieve our goals and objectives, we used the following scientific research methods:

Theoretical analysis of psychological and pedagogical literature;

Methods of mass collection of material (conversations, observations);

Diagnostic methods;

Psychological and pedagogical experiment.

The work consists of an introduction, two chapters, a conclusion, conclusions, a list of references and an appendix. The first chapter highlights the problem of organizing the communication situation of older preschoolers in the development of communicative activities. The second chapter is to present research data, summarize work experience and process the results.

Chapter 1. Theoretical foundations for the development of communicative activity of a preschooler in the psychological and pedagogical aspect

1.1. The concept of communication and its role in the development of communicative activities

The definition of communication is necessary, first of all, because the term itself is widely used in Russian everyday speech, where it has an intuitively understood, but not scientifically defined meaning. Such a definition is also required because in the scientific literature the meaning of the term “communication” depends on the theoretical positions of the researchers who use it.

The nature of communication, its individual and age-related characteristics, mechanisms of flow and change have become the subject of study by philosophers and sociologists (B. D. Parygin, I. S. Kon), psycholinguists (A. A. Leontyev), and specialists in social psychology (B. F. Porshnev, G. M. Andreeva), child and developmental psychology (V. S. Mukhina, Ya. L. Kolominsky). However, different researchers put far different meanings into the concept of communication.

Thus, N.M. Shchelovanov and N.M. Aksarina call the affectionate speech of an adult addressed to an infant communication; M. S. Kagan considers it legitimate to talk about human communication with nature and with himself.

Some researchers (G. A. Ball, V. N. Branovitsky, A. M. Dovgchllo) recognize the reality of the relationship between man and machine, while others believe that “talking about communication with inanimate objects (for example, with a computer) has only a metaphorical meaning." It is known that many definitions of communication have been proposed abroad. Thus, referring to the data of D. Dens, A. A. Leontyeva reports that in English-language literature alone, by 1969, 96 proposals for the concept of communication had been proposed.

Communication is a complex and multifaceted process that can act at the same time as a process of interaction between individuals and as an information process, as the attitude of people to each other and as a process of their mutual influence on each other, as a process of empathy and mutual understanding.

The subjects of communication are living beings, people. In principle, communication is characteristic of any living beings, but only at the human level does the process of communication become conscious, connected by verbal and non-verbal acts.

Communication is also characterized by the fact that here each participant acts as a person, and not as a physical object, a “body.” For example, a doctor examining an unconscious patient is not communication. When communicating, people are determined that their partner will answer them and count on his feedback.

A. A. Bodalev, E. O. Smirnova and other psychologists pay attention to this feature of communication. On this basis, B.F. Lomov asserts that “communication is the interaction of people entering into it as subjects,” and a little further: “For communication, at least two people are needed, each of whom acts precisely as a subject.” Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result.

We agree with everyone who emphasizes that communication is not just an action, but precisely an interaction: it is carried out between participants, each of whom is equally a bearer of activity and presupposes it in their partners.

The concept of communication is closely related to the concept of communication. The act of communication is assessed and analyzed according to the following components: addressee - the subject of communication, addressee - to whom the message is sent; message - transmitted content; code - means of transmitting a message, communication channel and result - what is achieved as a result of communication.

This approach is presented in the works of C. Osgood, J. Miller, G.M. Andreeva, Yu.A. Sherkovin and others. This is a system-communication-information approach.

Another common approach to communication, considering it as a psychological category, we interpret it as an activity, and therefore for us the term communicative activity is synonymous with communication.

Consequently, there are several approaches to understanding communication. It is most appropriate to consider communication as an inextricable unity of communication and activity.

Several different theories of activity have been developed. The concepts of S. L. Rubinstein, B. G. Ananyev, L. S. Vygotsky, A. N Leontiev received the greatest recognition of them.

The following aspects of communication are distinguished: communicative, interactive, perceptual. These aspects of communication appear simultaneously. The communicative side is manifested in the exchange of information, the interactive side - in the implementation of interaction between communication partners, subject to their unambiguous encoding and decoding of sign (verbal, non-verbal) communication systems, the perceptual side - in “reading” the interlocutor due to such psychological mechanisms as comparison, identification, apperception, reflection.

According to Lisina M.I. The communicative side of communication is manifested through the actions of the individual, which are consciously oriented towards semantic perception by other people, the exchange of information, and the exchange of experiences.

The interactive side of communication is the interaction (or influence) of people with each other in the process of interpersonal relationships, interpersonal interaction in joint activities.

The perceptual side of communication is manifested through people’s perception and assessment of social objects (other people, themselves, groups, other social communities), perception and understanding of another person, and people’s understanding of each other.

In preschool age, there is a significant expansion of the scope of communication with adults, primarily due to mastery of speech, which takes communicative contacts beyond the boundaries of a specific situation and expands their boundaries. Communication in preschool childhood occurs about cognitive, moral, and personal problems. In addition, the child communicates not only with close people and teachers, but also with strangers; the forms and content of communication with peers intensively develop, turning into a powerful factor in mental development, which entails the development of appropriate communication skills.

Thus, there is still no unity in the interpretation of the concept of “communication” and its mechanisms. This gives rise to different approaches to the study of communication, however, almost all researchers note that without human communication, the full development of a child is impossible; Communication is the most important factor in the formation of personality, and communication is the best way to know yourself.

1.2. Psychological and pedagogical features of the development of communicative activity of preschool children with peers

A child’s ability to communicate is one of the criteria for the effectiveness of the educational process in a preschool educational organization. Communication acts as a form of open action in the upbringing of preschool children, therefore the success of fruitful interaction between a child and an adult will depend on how well the preschooler’s communicative activity is developed.

Let us turn to the definition of the concept of communicative activity. Communication activity, as noted by M.I. Lisin, this is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result. Communicative activity is one of the most important ways of obtaining information about the outside world and a way of forming a child’s personality, its cognitive and emotional spheres.

According to the views of domestic psychologists (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, M.I. Lisina, D.B. Elkonin, etc.), communicative activity acts as one of the main conditions for the development of a child , the most important factor in the formation of his personality, and finally, the leading type of human activity aimed at knowing and evaluating oneself through other people.

From the point of view of M.I. Lisina, communication and communicative activity can be considered as identical concepts. In other words, communicative activity comes down to a complex multi-channel system of interaction between people, which requires an assessment of oneself and partners and creates optimal opportunities for it. It has its own structural specific components: needs, subject, motives and means.

Communication activity is developing, according to M.I. Lisina, in several stages.

First of all, this is the establishment of a relationship between a child and an adult, where the adult is the bearer of activity standards and a role model.

At the next stage, the adult no longer acts as a carrier of samples, but as an equal partner in joint activities.

At the third stage, relations between children are established as equal partners in joint activities.

At the fourth stage, the child in collective activity acts as a bearer of samples and standards of activity. This position makes it possible to realize the child’s most active attitude towards the activity being mastered and to solve the well-known problem of transforming what is “known” into what is “really operating.”

The last stage in the development of communicative activity, on the one hand, allows the child to use the learned material not in a stereotyped way, but creatively, contributes to the development of the positions of the subject of activity, helps to see the meaning of objects and phenomena; on the other hand, by setting norms and patterns of activity to comrades, demonstrating ways of performing it, the child learns to control and evaluate others, and then himself, which is extremely important in terms of the formation of psychological readiness for schooling.

As already noted, regulatory documents of preschool education are focused on the development of communicative activities of preschoolers. Let us highlight those social and psychological characteristics of the child’s personality that teachers and psychologists should focus on in the process of implementing the educational process.

So, completing the stage of preschool education, the child must be: proactive and independent in communication; confident in their abilities, open to the outside world, have a positive attitude towards themselves and others, have a sense of self-esteem; be able to interact with peers and adults, participate in joint games.

Among the goals are the ability to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, try to resolve conflicts, as well as the ability to express one’s thoughts and desires well.

It is worth noting that the developed communicative skills of a preschool child will ensure his successful adaptation among his peers and will allow him to improve communicative competence in the process of educational activities during the transition to a new stage of education.

In our opinion, it is the development of communicative activity, as well as the child’s ability to actively participate in it, that is a necessary condition for the success of educational activities, the most important direction of social and personal development.

1.3. Organizational and pedagogical aspects of using communication situations in working with children of senior preschool age

An approach to a child’s speech from the standpoint of analyzing the functions it performs leads to the recognition that speech initially arises as a means of communication between the child and the people around him. A child's first words are addressed to the adult with whom he interacts. In this regard, it is necessary to understand that speech, or rather its quality, helps a preschooler solve problems in the context of various types of activities: everyday, cognitive, play, educational, work, etc.; helps, through communication with peers and adults, the formation of a personality and its worldview. Therefore, it is advisable to use, in addition to teaching situations, communication situations in joint activities with children at various moments.

A communication situation is a form of communication specially designed by a teacher or arising spontaneously, aimed at training children in using mastered speech categories.

The technology proposed by A. G. Arushanova considers two forms of organizing communication situations - special speech games (scenarios for activating communication) and verbal games in pairs. In activating communication scenarios, the tasks of children’s communicative development are set and solved, but the teacher’s goal is to awaken the child’s own speech activity, his language games, dialogues between children - children’s linguistic and communicative independence. An adult organizes children’s activities, and in the process the children learn, but the activity does not act as a form of learning - it can be leisure, entertainment, etc. Therefore, the name “activity” is avoided in relation to scenarios of activating communication in order to clearly indicate that learning in this case is carried out mainly in extracurricular forms, using indirect teaching methods, and has not educational, but game, communicative motivation.

Indeed, in such a situation, as nowhere better, the child sees the interest of the teacher who wants to talk to him, ask him about something, answer his questions. Communication situations are good for solving any of the problems of children's speech development. When organizing them, it most often “comes from the children,” that is, it finds these situations in children’s activities and uses them to develop the child’s speech. Examples of communication situations for the development of communication skills could be:

• "What's wrong?" (goal: to train children in the ability to correlate the form of greeting with the situation of its use: each greeting is appropriate in one situation or another: you cannot say “good evening” in the morning; you cannot say “hello” to someone who is older or less familiar);
• “Smile” (goal: to practice using non-verbal communication means when greeting: look a person in the eyes and smile so that he understands: he is welcome, he is the one being greeted);
• “Handshake” (goal: to train children in using forms of gesture greeting) and others.

Specially planned communication situations can be quiz games:

• “Come up with a riddle” (an exercise for children in describing objects and coming up with riddles),
• “Who knows their city best” (an exercise in perceiving and writing descriptive stories about places and monuments of the city),
• “What fairy tale are things from” (an exercise in the development of explanatory speech),
• “Shop of magical things” (an exercise in the use of linguistic expressiveness);
• Statements (prepared in advance by the teacher) that require completion, word games, the purpose of which is to enrich vocabulary and form grammatically correct speech.

Thanks to such games, children operate with linguistic information, which increases their own speech activity (“Selection of adjectives”, “Say the opposite”, “Pair to pair”, “New story”), retelling a fairy tale, telling a story about what was or will be, etc. etc. etc.

K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.” Therefore, it is necessary to support your speech with children and visual aids, which in turn gives the speech a colorful character, interest- ing children.

In relationships between adults and children, much depends on the quality of communication: what is said, how it is said, when it is said. In communicating with peers, the child learns to express himself, manage his emotions, and enter into various relationships. In order to communicate, a child must have a number of skills:

• listen carefully to your interlocutor, ask again if something is not clear;
• show respect to the speaker, do not interrupt him;
• be able to express your attitude to the subject of conversation - express your opinion, give examples, agree or object, ask or answer;
• express your thoughts clearly and consistently;
• be able to navigate a communication situation;
• be able to negotiate and plan joint actions;
• be able to complete communication using etiquette formulas.

The better a child’s speech is developed, the easier it is for him to establish contacts with peers, to be active in games and discussions, and to understand the meaning of what is said by peers and adults.

The teacher’s influence on children’s spoken speech is very diverse. A decisive tool in all age groups is to guide children's spoken language in everyday life. The teacher himself calls the children for a conversation (says the nanny's name and patronymic, the names of some children). During the day, the teacher should talk to each child, using the time the children arrive at kindergarten, washing, dressing, and walking. Specially organized planned conversations can be individual or collective. It should be noted the great importance of collective conversations in the junior and middle groups. They help bring children together and shape their behavior. The teacher asks, for example, where the children went today, what’s new in the area or in a corner of nature. It is especially necessary to involve silent children in such a conversation by addressing them with prompting questions and encouragement. To develop children's speech, the teacher organizes joint viewing of pictures, children's drawings, and books.

The teacher’s short stories (what he observed on the tram, what interesting things he saw in another kindergarten), which evoke similar memories in the children’s memory, activate their judgments and assessments, will help to encourage children to communicate on a certain topic. A very effective technique is to unite children of different ages and organize a visit to another group. Guests ask about the little owners’ toys, books, etc.

Great opportunities for verbal communication are provided by children's games and their work. Thematic role-playing games “Family”, “Kindergarten”, “Shop”, and later “School”, as well as military-themed games, reinforce speaking skills and introduce professional vocabulary.

The teacher should help deepen the content of games with such attributes as telephone, radio, information desk, cash register.

In older groups we use the same techniques, but we complicate the topics of conversations, the content of instructions and stories. More attention is paid to developing communication skills with adults, and children learning the rules of speech behavior in public places. In collective conversations, children are asked to complement, correct a friend, ask again or question the interlocutor.

Thus, the main direction of developing the spoken language of preschoolers in everyday life is the use of game communicative situations.

Chapter 2. Experimental study of the situation of communication between children of senior preschool age in a preschool educational institution

2.1. Generalization and systematization of conditions for creating a communication situation for children of senior preschool age

The children's team in a preschool group does not form immediately: first, the teacher does a lot of work on the interaction of children, helps them get to know each other better, and learn to cooperate. After some time, the correct organization of communication among preschool children begins to bear fruit in the form of independent activity and its results through communication situations.

What do children need for full communication?

A positive, friendly environment in which every little person can feel at ease.

Organization of the study: the work was carried out on the basis of the MADOU “Kindergarten No. 29” in the senior group. The pedagogical process is organized in accordance with the program “From birth to school”, ed. NOT. Veraksy, teachers Boyko Svetlana Viktorovna and Sabirova Marina Aleksandrovna work with the children.

Having analyzed the space for practical knowledge of the world, we led to the results of the conditions presented in the developing subject-spatial environment for organizing design through corners with toys, “islands of creativity”, where he can mold something from plasticine together with friends, draw a picture as a gift for his mother, weave bracelet made of rubber bands, etc.

The inextricable connection between old and new: the effect of novelty is extremely important for children. The organization of children's communication is usually based on familiar situations, but experienced educators are sure to bring something fresh into them. For example, they teach children to creatively congratulate each other on their birthday, an interested adult who will be “on the same wavelength” with the children and will help to properly organize interaction.

Transparency of the requirements placed on the child, the presence of a positive example. Adults who set the rules of communication in a preschool institution must be consistent in observing the norms of communication with children, showing them an example of a positive attitude towards each other.

So, we have identified the following conditions for organizing children’s communication in a preschool institution: creating a developmental environment, teaching situational business communication, maintaining a daily routine, and forming emotional and practical communication.

Creation of a developmental environment. Children in kindergarten are mostly in a closed room, so they quickly begin to get bored, play pranks, and offend each other if they have nothing to do. By creating a developmental environment, educators not only provide food for children’s imagination, develop children, but also teach them to communicate in the process of joint activities.

Training in situational business communication. This happens in music and rhythm classes, in theatrical performances for matinees and gymnastics. If the teacher himself is lively, emotional during the lesson, actively communicates with the children, asks questions, praises them for their answers, such an organization of children’s communication will be truly developmental.

Maintaining a daily routine. The child must learn to distinguish work from play, active wakefulness from rest. The teacher teaches him to take into account the opinions and desires of others, instills in children the rules of good manners and self-service skills

Formation of emotional and practical communication. The teacher teaches the children to communicate politely with each other and elders, to correctly formulate their requests and comments, and to avoid insults in interpersonal communication.

From observations of children’s activities, we came to the conclusion that communication situations can arise naturally - it is important for the teacher to see them and, without disturbing the children’s activities, use them to solve teaching or educational problems. When organizing situations, the teacher most often “goes from the children,” that is, notices them in the children’s activities.

Specially planned communication situations can be quiz games: “Come up with a riddle”, “What fairy tale are these things from?”, “Magical things store”.

The types of communication situations are varied: playful, practical, theatrical, etc. In each situation, children face a problem that requires a solution. The teacher guides children to find a solution to the problem (the principle of “intellectual hunger”), helps them gain new experience, activates independence, and maintains a positive emotional mood. Children should experience a range of intellectual emotions: surprise when encountering objects, interest in identifying the causes of various events, doubt, guesswork, joy of success and discovery.

In the course of generalizing the conditions, we identified the features of communication situations as a form of working with children:

1. participation in a communication situation (mostly voluntary);

2. the position of an adult as a communication partner;

3. changing the style of relationship between the teacher and children: the adult respects the child’s right to initiative, his desire to talk about topics that interest him, and to avoid unpleasant situations. An adult is a person who strives to establish equal, personal relationships. He respects the child’s right to initiative, his desire to talk about topics of interest, to avoid unpleasant situations (not to answer incomprehensible and uninteresting questions, etc.);

4. The situation is planned and organized by the teacher at any time during the day, most often in the morning, evening or during a walk. This contributes to the organic inclusion of learning in the child’s daily life, its integration with play, everyday activities and the process of communication in the group;

5. the duration of the communication situation is from 3–5 to 10 minutes, depending on the age of the children;

6. The participation of a small subgroup of children (from three to eight) is expected, depending on their desire and the characteristics of the content of the communication situation.

7. communication situations can be real-practical and playful. Conclusion: the ratio of game and real-practical situations in the learning process depends on the age of the children.

2.2. Pedagogical project to improve the communicative development of older preschoolers in the context of organizing educational communication situations

Content	Explanations
Project name	Improving the communicative development of older preschoolers in the context of organizing educational communication situations “Kindness Lives in the World”
Type	Pedagogical
Participants	teacher of the senior group Boyko S.V., older children and their parents
Scale	Determined depending on the number of participants and the duration of the project.
Reasons for development. Problem.	One of the main directions of the kindergarten’s work with preschoolers and their families is the creation of conditions conducive to the child’s successful adaptation to social reality through the development of social and communicative spheres of activity. The social and communicative development of preschool children is multifaceted, complex and often delayed in time. Therefore, the goal of adults is to help children adapt to the modern world, which is characterized by complex, dynamic, negative experiences and manifestations. To promote a child's social and communicative development, adults need to encourage all possible forms of communication, for example, through communication situations. Communication is an integral part of it. In the process of such communication, the child’s development moves at a rapid pace: social, mental, emotional. Many teachers, when planning their daily work, come across this term, a communication situation, but not everyone understands how these situations can be effectively applied and organized correctly when working with children.
Target	Mastering initial ideas of a social nature and including children in the system of social relations.
Tasks	Give children an idea of ​​kindness, polite words and their role in human relationships; Introduce children to the words of polite treatment with peers and adults; Help children understand that kindness lives in the good deeds of people; Develop imagination, fantasy, creativity; Cultivate a desire to do good deeds.
Strategy and implementation mechanisms	Forms of implementation of these tasks: Individual work; In order to improve these results, the Federal State Educational Standard for Educational Education, the educational program “From birth to school” and methodological literature on this topic were studied. It is necessary to begin creating a subject-development environment and creating conditions for a child’s comfortable stay in the group, namely: 1. Equip a play corner where you can play role-playing games “Family”, “Hospital”, “Hairdresser”. Add new attributes, create conditions for constructive games (with a builder, modules) and role-playing games - “Drivers”, “Builders” and etc. 2. Set up a mummers’ corner for theatrical activities and acting out communication situations. 3. Make and select didactic games aimed at familiarizing them with the world around them and social reality (“We will help in any way we can”, “Good - bad, possible and impossible”, etc.), to familiarize children with the emotional states and moods of the characters in the group There are games: “Theater of Moods”, “Both Fun and Sad”, “Gather Your Mood”, “My Emotions”, pick up communicative games, games with peers. Compile and supplement card indexes. 4. In the book corner, select books with moral content, with bright illustrations in which characters display various emotions and moods, pictures depicting various actions and deeds of real and fairy-tale characters, animals, which will be replenished throughout the year. 5. Develop a work plan for social and communicative development, which will include the following topics: “We are friendly”, “New toy”, “We have guests”, “Lessons of kindness” and others. The work needs to be organized in three areas: Formation of needs (1 half day): Didactic game: “Find a good hero”; finger gymnastics “Friendship” Forming an image of the desired result (1 half day): Reading fairy tales and poems about kindness Formation of the motive (1 half of the day): Examination of slides: “On the path of goodness”; watching the cartoon “Give Just Like That” (afternoon) Stimulating goal setting (2nd half of the day): Game-experimentation: “Good - bad”, “A kind word heals”; word game: “Tender words.” Stimulating planning: discussing the sequence of tasks with the teacher and children Coordination of actions (first half of the day): NOD “Kindness Lives in the World”; (2nd half day) game: “Magic bag” Analysis: Identifying kindness in actions, establishing that being kind is better than being bad.
Expected results	Children have become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation. For older children: Ideas about kindness, polite words and their role in relationships between people appeared and became entrenched; The active vocabulary has expanded with words of polite treatment with peers and adults; The children developed a desire to do good deeds and came to understand that kindness lives in the good deeds of people.
Broadcast and project effectiveness	The overall level of achievement of educational results by children and each educational result (teacher Boyko S.V.) Photo materials (teacher Boyko S.V.) Presentation “How we looked for kindness”
Further development of the project	Constant, continuous work contributed to the social and communicative development of each child through the creation of conditions for organizing educational communication situations. In the future, it is planned to continue work in the same direction, helping, through games and activities, to prepare children for the next step in a big life - for better adaptation at school.

2.3. Analysis of research results on the problem

Already from preschool age, children need to develop communication and speech skills, independent thinking, intensify cognitive and creative activity, learn to be participants in events, resolve disputes and manage their emotional state.

Therefore, the goal of my work with children is - mastering initial ideas of a social nature and including children in the system of social relations through entering and organizing communication situations.

I set myself a number of tasks that are included in the educational field of “Socio-communicative development”, set out in the Federal State Educational Standard for Preschool Education (FSES DO).

Forms of implementation of these tasks:

Frontal and subgroup classes;

Individual work;

Creation of a subject-development environment;

Interaction with parents.

To implement all these tasks for children of senior preschool age, it is necessary to create a special play space aimed at developing communication situations in which the child could not only enter into relationships with peers and close adults, but also actively absorb knowledge, norms, rules of society, etc. words to form as a socially competent person. For this purpose, conditions have been created in the group room to solve the assigned design problems.

All tasks are solved in an integrated manner during the development of the educational areas “Physical Development”, “Speech Development”, “Cognitive Development”, “Artistic and Aesthetic Development”, which ensures the versatile development of children, taking into account their age and individual characteristics.

I began my work on developing social and communication skills and introducing children to basic generally accepted norms and rules of relationships with peers and adults through communication situations by conducting pedagogical diagnostics. From observations of everyday play activities, children’s communication, resolution of communication situations and the results of a diagnostic examination, it was revealed that there is quite a high level of tension and conflict in the group. There are children with low levels of development of communication skills and social skills. Children who do not have the skills to communicate with peers and who do not know how to resolve communication situations often become the cause of quarrels and conflicts in the children's team.

She organized her work in three areas:

Developing self-confidence in children

Development of feelings, desires and views in children,

Formation of social skills in children.

The first direction is the development of self-confidence in children. A child can form a holistic idea of ​​himself only if he learns to “listen” to his own feelings and talk about his feelings and experiences. The activities carried out under this section were aimed at providing the necessary assistance to each child to overcome his self-doubt, support his positive self-esteem, as well as to better understand other people and himself. Using the game “Mirror,” she introduced children to the features of her appearance. Every child saw how special he was, how different he was from others.

Used the good practices of the group's traditions. She organized “sessions” for the equal distribution of small gifts through the organization of communication situations: pieces of paper, ribbons, candy wrappers, which contributed to the creation of an atmosphere of equal rights in the group. The children felt that everyone here was valued and loved. I handed out identical medals after the final activity at the end of the week, praised and celebrated everyone’s successes, commenting on who and why I was giving the medal to.

Conducted GCD (classes)

Children need communication to develop. Therefore correct organization of children's communication- one of the tasks of adults. First in the family, later in kindergarten and school. And everywhere the main goal is to teach the child to communicate in such a way that it is useful and pleasant for him, and for other children too.

In infancy, it is important for the baby to feel the mood of those around him, to be imbued with their love, warmth, and care. The circle of communication at this time is narrow: it includes only family members and close acquaintances.

When entering a community of children in a kindergarten in preschool age, the child is initially lost, and at this moment it is very important organization of children's communication, as it affects the child’s adaptation and his further development.

Organization of communication between preschool children

The children's team in a preschool group does not form immediately: first, the teacher does a lot of work to adapt the children, helps them get to know each other better, and learn to interact. After some time, the correct organization of communication between preschool children begins to bear fruit in the form of independent activity and its results.

What do children need for full communication?

• A positive, friendly environment in which every little person can feel at ease

• A space for practical knowledge of the world: corners with toys, “islands of creativity” where he can make something out of plasticine with friends, draw a picture as a gift for his mother, weave a bracelet from rubber bands, etc.

• The inextricable connection between old and new: the effect of novelty is extremely important for children. The organization of children's communication is usually based on familiar situations, but experienced educators are sure to bring something fresh into them. For example, they teach kids to creatively congratulate each other on their birthday

• An interested adult who will be “on the same wavelength” with the children and help organize interaction correctly

• Transparency of the requirements placed on the child, the presence of a positive example. Adults who set the rules of communication in a preschool institution must be consistent in observing the norms of communication with children, showing them an example of a positive attitude towards each other

Conditions for organizing children's communication

Experts identify the following conditions organizing children's communication in a preschool institution:

• Creation of a developmental environment. Children in kindergarten are mostly in a closed room, so they quickly begin to get bored, play pranks, and offend each other if they have nothing to do. By creating a developmental environment, educators not only provide food for children’s imagination, develop children, but also teach them to communicate in the process of joint activities.

• Training in situational business communication. This happens in music and rhythm classes, theater and gymnastics. If the teacher himself is lively, emotional during the lesson, actively communicates with the children, asks questions, praises them for their answers, such an organization of children’s communication will be truly developmental.

• Maintaining a daily routine. The child must learn to distinguish work from play, active wakefulness from rest. The teacher teaches him to take into account the opinions and desires of others, instills in children the rules of good manners and self-service skills

• Formation of emotional and practical communication. The teacher teaches the children to communicate politely with each other and elders, to correctly formulate their requests and comments, and to avoid insults in interpersonal communication.

Under such conditions for organizing children’s communication, it is possible to create a complete environment for the growth and development of a child’s friendly, active, inquisitive personality.