Article "Social and communicative development in accordance with the Federal State Educational Standard of Education"

MAGAZINE Preschooler.RF

Master class: Features of the social and communicative development of preschool children in accordance with the Federal State Educational Standard for Preschool Education

In the Federal State Educational Standard for Preschool Education, the social and communicative development of children is considered as: a positive attitude towards themselves and other children, active interaction with adults and peers, participation in joint games, the ability to negotiate, take into account the interests and feelings of others, empathize with the failures of other children, and rejoice. their successes, try to resolve conflicts, show initiative and independence in different types of activities, communicate, construct, comply with social norms of behavior and rules in different types of activities.

Preschool age is the most favorable period for social and communicative development.

This is due, on the one hand, to the continued high susceptibility to social influences, on the other, to the loss of spontaneity, the development of elements of voluntariness, self-awareness, internal ethical authorities, the emergence of a hierarchy of motives, and generalization of experiences, which provides the child with a certain level of consciousness and independence (A.G. Arushanova, S. S. Bychkova, Yu. V. Polyakevich, E. O. Smirnova, etc.).

E. A. Shcherbakova considers the process of social and communicative development of a child in the unity of its manifestations: adaptation to the social world; integration and acceptance of the social world as a given; differentiation - the ability and need to change, transform social reality, the social world and individualize in it.

According to the Federal State Educational Standard, the main tasks of the social and communicative development of preschool children are:

Creating conditions for preschool children to assimilate the norms and values accepted in society.
Development of social and emotional intelligence of children, their emotional responsiveness, empathy.
Development of independence, purposefulness and self-regulation of children’s actions.
Forming a respectful attitude and a sense of belonging to one’s family, to the community of children and adults in the team.
Formation in children of the basics of safe behavior in everyday life, society, in nature, as well as readiness to interact with peers.

Socio-communicative development is a complex process during which a child learns the values, traditions, and culture of the society or community in which he will live. This is the development of a child’s positive attitude towards himself, other people, the world around him, the development of children’s communicative and social competence.

The most important basis for a child’s full social and communicative development is his positive sense of self: confidence in his abilities.

The activities of teachers to provide the necessary conditions for the social and communicative development of children include:

organization of the subject-spatial environment;
creating situations of communicative success for children; stimulating children's communicative activities, including using problem situations;
eliminating communication difficulties in children in collaboration with an educational psychologist and with the support of parents;
motivating the child to express his thoughts, feelings, emotions,
characteristic features of characters using verbal and non-verbal means of communication;
ensuring a balance between educational activities under the guidance of a teacher and independent activities of children;
modeling game situations that motivate a preschooler to communicate with adults and peers.

The implementation of the tasks of social and communicative development of preschool children is aimed at gaining experience in various types of children's activities.

Playful activities make the child feel like an equal member of society. In the game, the child gains confidence in his own abilities, in the ability to get real results.

Research activities enable the child to independently find a solution, confirmation or refutation of his own ideas.

Visual activity allows a child, with the help of elementary labor in the process of creating children's creative products based on imagination and fantasy, to “get used to” the world of adults, to know it and take part in it.

Subject-based activities satisfy the child’s cognitive interests at a certain period and help to navigate the world around him.

Cognitive activity enriches the child’s experience, stimulates the development of cognitive interests, gives rise to and strengthens social feelings.

Communicative activity (communication) unites an adult and a child, satisfies the child’s various needs for emotional closeness with an adult, for his support and evaluation.

Constructive activity makes it possible to form complex mental actions, creative imagination, and mechanisms for managing one’s own behavior.

Project activities activate the child’s independent activity and ensure the unification and integration of different types of activities.

Thus, in the preschool period, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, develops skills of correct behavior, and develops a character.

Characteristics of role-playing games for preschool children

Role-playing game is the most interesting and meaningful activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internally subjective feeling of freedom, the subordination of things, actions, and relationships to him.

S. L. Rubinstein characterized role-playing game as a type of game that stimulates the most spontaneous manifestation of the child, and at the same time it is based on the interaction of the child with adults [9].

According to the concept of D. B. Elkonin, role-playing game is a manifestation of the increasing connection of a preschool child with society. The manifestation of social role play is not associated with the action of internal, innate, subconscious forces, but with the completely real conditions of a child’s life in society.

Role-playing play reaches its main peak of development in older preschool age.

We can highlight the following features of role-playing games for children in older preschool age:

The game has a concept that is based on such characteristics as stability, development, dynamics.
Joint planning of play by children as a process is important.
In a role-playing game, a high level of gaming creativity is manifested, and the perspective of the game is formed.
In the community of children, joint modeling of various relationships between people takes place.
The game involves a joint construction of the plot development.
An important point is role interaction, content, and the use of various means of expression.
The speech of a preschooler occupies a significant place in the implementation of his role in the game.

In role-playing games, children come into contact with each other and, on their own initiative, have the opportunity to form their relationships.

Also based on the opinion of D. B. Elkonin, it is worth noting that the basis of a role-playing game is an imaginary situation in which the division of reality into real and symbolic is clearly expressed. Creating an imaginary situation involves consciously going beyond the boundaries of the real perceived space, generating new meanings and meanings, i.e. what children designate with the well-known word “pretend” (or as if).

The imaginary situation includes the plot, the role and the actions associated with it.

The plot is the main component of a role-playing game.

According to A. N. Leontyev, plot is a side of reality that is reflected in the game. The plot expresses the child's attitude to the world.

The plot of the game is the area of reality that is displayed by children. Children of senior preschool age already consciously approach the choice of plot, initially discuss it, and plan the development of the content. In subsequent activities, new plots are formed; this occurs during the formation of new impressions, which can be reading books, watching films, or telling stories from adults.

This is the subject of the game image, the sequence and connection of the events depicted, their totality, the way of developing the theme of the game, as N. A. Korotkova notes.

The plots of the games are quite diverse and variable.

E. D. Makarova identifies the following types of role-playing games for children:

Games with everyday themes: “home” , “family” , “holidays” , “birthdays” . In these games, games with dolls occupy a large place, through actions with which children convey what they know about their peers, adults, and their relationships.
Games on industrial and social topics that reflect people's work. For these games, themes are taken from the surrounding life.
Games on heroic and patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.).
Games on themes of literary works, cinema, television and radio programs: “sailors” and “pilots” , Hare and Wolf, crocodile Gena and Cheburashka (according to the content of cartoons), etc. In these games, children reflect entire episodes from literary works, imitating the actions of heroes, adopting their behavior.

The content of the role-playing game is embodied by the child through the role he plays.

A role is an image that a child assumes voluntarily or by agreement with other players.

For a child, a role reflects his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Every role contains its own rules of behavior, taken by the child from the life around him.

Taking a role in the game, the child must react to the actions and speech of carriers of different roles, related in meaning to his role, and be able to change his role behavior during the game, depending on the actions and words of the partners. Moreover, in the game the child needs to change his role depending on the development of the plot - after being an ambulance driver, turn into a patient or a car repairman.

The teacher's task is to build role behavior. Children's attention needs to be switched from actions with toys to interaction with a partner, who at first is an adult. By responding to role-playing requests from an adult and entering into role-playing dialogue with him, the child will begin to accept the convention of his own position in the game.

Special markers and roles help to accept and maintain a role. Role markers are specific objects that designate, as if marking, a playing role. These include all kinds of collars, hats, masks, headbands, bags, parts of animal costumes, and what the child puts on to transform himself. This is a very important type of game materials serving role-playing play for preschoolers.

For the formation of a role-playing game, the following psychological and pedagogical conditions are effective:

organization of a gaming subject-spatial environment that contributes to the formation of children’s gaming experience;
the use of various forms and methods of modeling the gaming experience of children, taking into account their age characteristics, ensuring the successful solution of the problems of the educational process.

Thus, it is in role-playing games that a preschool child has a unique opportunity to realize himself as an active participant in the ongoing activity; in addition, the game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, and activity.

Social and communicative development of preschool children through role-playing games

Children's play activities are always associated with the emergence and development of certain relationships between them. In a role-playing game, the position of each child is active: he plays as long as he wants to and as long as he is interested, actively looks for partners to play with, and enters into certain relationships with them. Children come up with games themselves, organize themselves to play, resolve conflicts themselves, create playing groups themselves, and change their composition.

The possibility of role-playing play in the social and communicative development of children is obvious; this is determined, first of all, by:

development of relationships with peers in role-playing games;
learning your role in the group;
the opportunity to try yourself in different roles or activities;
building effective connections and interactions;
creating conditions for the development of social and communication skills.

Role-playing play promotes close communication between children, establishing contacts between them, and the emergence of feelings of sympathy and antipathy.

The role-playing game provides great opportunities for developing communication skills, developing the ability to live and act together, helping each other, developing a sense of collectivism and responsibility for one’s actions.

Role-playing game is a kind of school in which the child actively and creatively masters the rules and norms of people’s behavior, their attitude to work, to the world around them, to people and to themselves.

The content of a story game and the fulfillment of a role in it, obedience to the rules of behavior and the development of gaming and actual relationships, the need to make a toy for one’s game, build a structure, agreeing on actions with other players and, by providing assistance to each other in mastering work skills, all this contributes formation in children of moral feelings, friendly relationships, organizes their behavior.

In role-playing games, children take on the role of adults, modeling the relationships that adults enter into in real life, when carrying out their main social and labor functions.

The child’s communication skills are of great importance for role-playing games.

To create an interesting, meaningful role-playing game for preschool children, it is necessary to:

agree on a game;
build a vivid role-playing dialogue.

When children have a need to play, they begin to negotiate it with their partner. At the same time, children develop the ability to interact with peers, discuss, defend their point of view, make compromises, and analyze their partner’s judgments.

Taking on a role in the game, the child is forced to react to the actions and speech of partners related in meaning to his role, that is, to be able to change role behavior during the game depending on the role of the partners.

When building a role-playing dialogue, children’s vocabulary is activated, communication skills develop such as: the ability to start and end a conversation, change the topic of verbal interaction following the interlocutor’s thoughts, maintain a certain emotional tone, monitor the correctness of the language form, children more actively use facial expressions and gestures.

Based on the research of S. N. Karpova and E. D. Makarova, relationships in role-playing games contribute to the development of moral motives of behavior in children, the formation of norms and rules of interaction and communication, and the formation of social and communication skills.

Children’s communication begins to become more active when a transition to action is made together with one of the children, a process of interaction arises that causes children to communicate in one way or another, to establish some kind of relationship with each other. When playing with other children, the child develops new relationships that give rise to new requests and more diverse mutual influences.

To develop communication skills in older preschoolers, it is advisable to conduct make-believe games. Children independently come up with a plot for this game. In the process of such a task, they learn to listen to each other and continue their partner’s story. As a result, preschoolers can realize their communicative abilities and act in a coordinated manner. Children learn to focus on peer partners, listen to their opinions (after all, they can suggest other events); the ability to combine events proposed by the child himself and other participants in the overall plot of the game.

Thus, role-playing game is the most effective means of social and communicative development of preschool children. The role-playing game effectively develops the ability to live and act together, to help each other, and develops a sense of collectivism and responsibility for one’s actions. Children learn to play not next to other children, but with them, and develop the ability to listen to their interlocutor and resolve conflict situations. Organizing a role-playing game already implies that children come into contact and communicate with both peers and adults, and the more often the game is organized, the more the desire to play more and more arises.

Next >

Modern technologies for the social and communicative development of preschool children.

children adheres to the position: “Not next to him, not above him, but together!” " Its goal is to promote the development of the child as an individual.

The transfer of knowledge occurs in the form of constantly solving problems. The lesson is most often conducted in the form of a problem dialogue.

“A child is not a vessel, but a torch that must be lit”

I'll start with the technology of differentiated (individualized)

)
preschool
education .

This technology is based on the study and understanding of the child. The teacher studies the characteristics of the pupils through observation and makes appropriate notes in the form of maps of the child’s individual development. Based on a long collection of information, the teacher notes the child’s achievements. The content diagram of the card traces the level of maturity of nervous processes, mental development, which includes: attention, memory, thinking. The child’s personality in this technology is not only a subject, but also a priority subject. I believe that every child is unique in his or her individuality and has the right to develop at their own pace, along their own educational trajectory. In my opinion, it is necessary to use didactic material that differs in content, volume, complexity, methods and techniques for completing the task.

Gaming technologies

Playing – we develop – we teach – we educate.

One of the basic principles of learning can be traced in educational games - from simple to complex. Educational games are very diverse in their content and, in addition, they do not tolerate coercion and create an atmosphere of free and joyful creativity. For example, games for teaching reading, developing logical thinking, memory, board-printed games, plot-didactic games, dramatization games, theatrical play activities, finger theater.

There is an interesting technology “Fairytale labyrinth games” by V.V. Voskobovich. This technology is a system of gradually incorporating original games into a child’s activities and gradually increasing the complexity of educational material - the game “Four-Color Square”, “Transparent Square”, “Miracle of the Honeycomb”.

Health-saving technologies

– this includes outdoor games, finger exercises, invigorating exercises after sleep. All these games are also aimed at the communicative development of children, since any of them requires learning the rules, memorizing text accompaniment, and performing movements according to the text.

Visual modeling method

Visual modeling methods include mnemonics.

Mnemonics is a set of rules and techniques that facilitate the memorization process. The model allows children to easily remember information and apply it in practical activities. Mnemonic tables are especially effective for retelling, composing stories, and memorizing