Types of conversations, their role in systematizing children’s knowledge about nature and the formation of ethical ideas, methods of its use in each age group.

Conversations when working with children

Certain difficulties in using the conversation method arise for psychologists when working with children. In this case, a standardized interview is rarely used. The psychologist strives for more natural forms of conversation (diagnostic interview). Children most often lack any motivation to communicate with a psychologist and therefore it is not always possible to immediately establish contact with them, which is so necessary during the conversation. In these cases, the psychologist should have on hand bright toys, colored pencils, paper and other entertaining things that arouse the child’s interest and encourage him to communicate.

In a conversation with children, a correctly formulated question plays a very important role. As mentioned above, questions are the main elements in the structure of a conversation. They are most often divided into three groups:

direct (“Are you afraid of thunderstorms?”);

indirect (“What do you do when there’s a thunderstorm?”);

projective (“Are the children afraid of thunderstorms? How are you?”).

Indirect and projective questions help to identify features that are difficult to comprehend. They can be used to eliminate socially desirable responses

When conducting a conversation, it is very important to take the right position towards the child, and the principle of non-directive psychotherapy is most suitable here:

the psychologist must create human warmth, a full understanding attitude towards the child, allowing contact to be established as early as possible;

he must accept the child as he is;

with his attitude he must make the child feel an atmosphere of mutual trust so that the child can freely express his feelings;

the psychologist must tactfully and carefully treat the child’s positions; he does not condemn anything, but at the same time does not justify anything, but at the same time he understands everything.

Registration of answers should not disrupt communication and inhibit children's spontaneity. It is more preferable to use a handwritten recording than a tape recording, since it allows you to maintain the naturalness of the situation, distracts the child less, and does not constrain you. During the conversation, you should also note such moments as pauses, intonation, tone, pace of speech, etc.

Also read:

Group and its structural organization Characteristics of attention. Types of attention Limitation of the self Mental development of the child: biological, social and environmental factors Teachings of ancient doctors

Methodological recommendations for conducting conversations with preschool children

Victoria Tripolskaya

Methodological recommendations for conducting conversations with preschool children

Methodological recommendations for conducting conversations with preschool children

With preschool children, it is very important to correctly use the form and method of communication . One of the appropriate and relevant forms is the communication situation. The conversation method ensures the mental and speech development of the child, starting from early preschool age . The child learns to think independently. But there is a great difficulty in this conversation - both for the teacher and for the child. After all, teaching a preschool independently is much more difficult than demonstrating and presenting ready-made knowledge to the child. For this reason, many teachers prefer to tell or read to children rather than conduct conversations . But in the process of conversation , the child develops the following skills: to recall, analyze, compare, express judgments and draw conclusions.

Consequently, conversations are a valuable method through which not only activity is developed, but also the ability to restrain. Communicating and clarifying information develops and activates the child’s mental and speech activity.

A conversation is an organized dialogue between a teacher and children , dedicated to one topic or issue.

Teacher in conversation:

1) forms children’s knowledge and ideas about nature, about the lives of people, which they acquired, under the guidance of adults at home (with parents)

or in kindergarten (with teachers, through observation or experience;

2) develops the child’s ability to think purposefully, maintaining consistency on a specific topic;

3) develops the ability to express one’s thoughts in a clear and accessible form;

4) develops in children the ability to listen and maintain steady attention, answer questions, and speak loudly and clearly.

The teacher, through conversations, forms in children the prerequisites that are necessary in order to successfully study at school, which is a very important principle of the implementation of the Federal State Educational Standard for Education.

When choosing the topic of conversations , taking into account the program material, it is important for the teacher to take into account the children’s personal experience, stock of knowledge and ideas, since the child can join the conversation and take an active part in it only if he has certain data about the subject of the conversation . Experienced events and phenomena, realized by the child or acquired through observations, one’s own activities, or the perception of fiction, are the material on which the conversation and additional, new knowledge is imparted to children.

In order for the conversation to be effective , the teacher needs preparation: approach the conversation using the creative abilities of the teacher, be based on program material, follow thematic long-term planning, draw up a plan for the sequence of the conversation . To attract and engage children's attention in the conversation , the teacher thinks through what methods and techniques would be most appropriate to start the conversation . To activate mental activity and influence the emotional feelings of children in the group, you can use verbal methods (artistic words, visual (painting, illustration), which are directly related to the topic of the conversation . For example, before starting a conversation about autumn , in the middle group, the teacher demonstrates a reproduction of a painting by Levitan "Gold autumn"

.
While looking at the picture, the children’s memory will revive the emotions and impressions they acquired while walking in the park or in the forest. The beginning of a conversation about the profession of a postman, in the older group, can be reading a poem by S. Ya. Marshak. a conversation about the city of Moscow with a demonstration of illustrations depicting the historical places of the capital, the Kremlin, Red Square. Using questions during a conversation , which serve as the main methodological technique , in order to correctly direct the thoughts of preschool , helps the teacher reveal the content of the conversation and help children answer them correctly.
Questions must be constructed and formulated in such a way that they are understandable to children. If the child does not understand the content of the question, then accordingly he will give the wrong answer to it. For example, the teacher asks: “What leaves are on the oak tree?”

Children give the answer:
“Oak”
.
The teacher expected the children to name the color of the leaves, but in order to receive the expected answer from the children, it was necessary to correctly formulate the question: “What color are the leaves on the oak tree?”
Therefore, in order for a teacher to hear the correct answer from children, it is necessary to raise questions about specific phenomena and facts that are known to children. The teacher should ask questions that activate and direct children’s thoughts to the characteristic features of an object or phenomenon.

In order to clarify children's ideas about an object unknown to them and convey a visual image, it is necessary to use a visual method , for example: a toy, a model, an object in its natural form. The teacher must remember that it is visual material that evokes significant emotions, increases interest and activates mental and speech activity. In this case, children's statements are based on direct perceptions and sensations.

Visual material is used in different ways: some are distributed to each child (pictures, tree leaves, etc., while others are shown by the teacher to the whole group (reproduction of a painting, household items, etc.)

.
All demonstration materials must clearly reflect the programmatic content of the topic of the conversation and are prepared in advance .
In the final part of the conversation, it is useful to consolidate its content by presenting the content of the conversation in a short story , where significant emphasis is placed on the most important thing. A didactic game is also (5 minutes, for example, when talking about vegetables, you can finally invite children to play the didactic game “Guess by touch”
(place toys-vegetables in a bag)
; or a song is performed that reflects the topic
of the conversation . These methodological techniques allow you to deepen the emotional impact on children and help them remember and assimilate the topic of the conversation .
The teacher structures the course of the lesson so that all students are involved and actively participate in the conversation . It is recommended to pose a question to the entire group of children, and call on one child at a time to answer, but not in unison. If you ask children in the order in which they sit, this may lead to the fact that a certain group of children will lose interest due to the fact that they have to wait for their turn.

During the interview process, it is desirable to create conditions that will allow not only active children to participate in the conversation , but also shy and timid ones, and give them the opportunity to answer the question briefly. If the teacher keeps his attention on one child for a long time, then the rest of the group of children stops participating and gets distracted. The same thing happens if the teacher repeats and talks many times about what is already well known to the students. If a child does not have the necessary knowledge and ability to express his thoughts, or is confused or shows shyness, then it is not recommended to “pull out” at the cost of a long time and effort.

answer, you should be satisfied with a brief statement
from a preschooler . This process makes the conversation boring , tedious and dry.
Children must be encouraged to answer the questions posed clearly enough, loudly, in a cheerful voice, but not shout. If the child speaks quietly, the teacher asks to repeat the answer again louder so that all children can hear the answerer. With children of middle and older age , the teacher conducts conversations in an expanded form .

As observations show, the teacher, when asking a question, does not give the child enough time to concentrate and think; they are in a hurry to answer themselves. In this case, the teacher’s speech prevails over the child’s and the child is not given the opportunity to activate his thinking and speech, he can only listen passively.

How to competently and effectively build a conversation in order to lead children and their thoughts in the right direction, to intensify speech activity, largely depends on the professionalism of the teacher.

Methodological techniques for leading a conversation are as follows:

1. Do not let children stray from the topic.

2. Steadily lead to conclusions.

3. Do not interrupt children unless absolutely necessary. Refer comments and amendments to the end.

4. Don't require complete answers. The conversation should be conducted naturally and at ease. A short answer, since it is logically and grammatically correct, can be more convincing than a common one.

5. Do not overuse questions. Do without them, if it is possible to achieve the same goal through brief instructions and reminders.

6. Encourage children to ask questions. We know that at a certain age children are bombarded with questions: what is this? Why? For what? When? etc. This is a unique manifestation of child development, which requires special attention in the sense of understanding what and how to respond to children, and should be used in the interests of children’s speech development.

7. Involve all children in evaluating the thoughts expressed and their verbal presentation.

8. Challenge competition to speak clearly and elegantly.

9. Conversations are conducted individually and collectively. Starting from middle preschool age, collective conversations in kindergarten predominate, and their content becomes more complicated.

Types of conversation

Types of conversation in psychology are divided into the following:

• individual;
• group - several subjects take part in the conversation;
• structured or formalized;
• standardized - increases the ease of processing information, but reduces the degree of cognition: incomplete information is possible;
• non-standardized - it goes at ease, prepared questions are posed according to the circumstances of the conversation, which increases the complexity of data processing;
• organizational: according to the method of implementation - at the place of work, residence, in the psychologist’s office.

On the initiative, the following types of conversation are distinguished:

• controlled - occurs on the initiative of a psychologist who supports the topic of conversation. The disproportionality of the initiative can create closedness of the respondent, simplification of answers to monosyllabic ones;
• uncontrollable - arises on the initiative of the defendant and can take the form of confession, and the psychologist collects the necessary information for the intended purposes, using the ability to listen.

Excerpt from the text

Psychology has long become an independent science in our time. Psychology methods are research methods that will help uncover psychological problems and begin their correction in a timely manner. Methods of psychology are techniques and means by which scientists obtain reliable information, which is then used to build scientific theories and develop practical recommendations.

Child psychology is one of the subsections of general psychology. A branch of developmental psychology devoted to the study of the patterns of mental development of a child. The main subject of analysis is the driving causes and conditions of the ontogenetic development of individual mental processes, including the formation of various types of child activity.

The methods of child psychology and developmental psychology have something in common, but the methods of child psychology have a number of specific principles and ways of organizing the research itself.

The relevance of the topic of our research lies in the fact that in our time much attention is paid to child psychology, since children are the key to our future. The fragility and vulnerability of a child’s soul obliges us to monitor all stages of the child’s development much more carefully and closely in order to promptly identify their peculiarities and deviations.

Timely identification of problems in child psychology helps to prevent and correct possible problems in adulthood. This means that thanks to this, the younger generation will be more psychologically healthy.

In the course of our research, we will consider such a method of child psychology as conversation. At first glance, it may seem that conversation cannot be a tool in psychology. However, a well-structured conversation helps to obtain a large amount of information about the child, and during the conversation it is possible to identify the characteristics of not only his mental state, but also to identify the probable causes of it.

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Hill (1986) identifies five types of interpretation:

1. Establishing connections between seemingly separate statements, problems or events. For example, to a client who talks about fear of public speaking, low self-esteem and difficulties in relationships with other people, the consultant points out the interconnection of problems and the influence of the client’s inadequate expectations and claims on their occurrence.

2. Emphasizing any features of the client’s behavior or feelings. A client, for example, constantly refuses to work, although he expresses a desire to work. The counselor might tell him, “You seem to be excited about the opportunity, but when you encounter inevitable difficulties, you run away.”

3. Interpretation of methods of psychological defense, reactions of resistance and transference. In the above example, a possible interpretation is: “Judging by our conversation, running away is a way for you to deal with the fear of failure.” Thus, psychological defense (escape) from anxiety (fear of failure) is interpreted here. Transference interpretation is a fundamental technique in psychoanalytic treatment. They try to show the client that his past relationship (usually with his father or mother) prevents him from correctly perceiving the feelings and behavior of the consultant.

4. Linking current events, thoughts and experiences with the past. In other words, the consultant helps the client to see the connection between current problems and conflicts with previous psychological traumas.

5. Giving the client another opportunity to understand his feelings, behavior or problems.

In almost all of the listed types of interpretations, the moment of explanation is obvious, i.e. The essence of interpretation is to make the incomprehensible understandable. Let us give as an example an explanation to a client of the concept of “agoraphobia” (Storr A., ​​1980):

“From your story it follows that the world has become dangerous for you since childhood, when your mother was afraid to let you leave the house alone. Such fear is not surprising for a three-year-old child, but over the years, self-confidence and risk-taking increases. The only abnormality of your fear is its duration.”

This interpretation does not relieve the neurotic symptom, but it reduces anxiety, transforming the symptom from an incomprehensible obstacle into a clearly established problem that can be solved.

Interpretation should be carried out taking into account the stage of the consultative process. This technique is of little use at the beginning of counseling, when it is expected to achieve trusting relationships with clients, but later it is very useful for revealing the psychodynamics of problems.

The effectiveness of interpretation largely depends on its depth and time. A good interpretation usually doesn't go too deep. It must connect to what the client already knows. The effectiveness of the interpretation is also determined by the timeliness and the client’s willingness to accept it. No matter how wise and accurate the interpretation may be, if it is presented at the wrong time, the effect will be zero, since the client will not be able to understand the consultant's explanations.

The effectiveness of interpretation also depends on the client’s personality. According to S. Spiegel and C

Hill (1989), clients with high levels of self-esteem and education are more sensitive to interpretations and even in case of disagreement take them into account

The consultant must be able to understand clients' reactions to the essence of interpretations. The client's emotional indifference should force the consultant to think about the consistency of the interpretation with reality. However, if the client reacted with hostility and immediately rejected the interpretation as implausible, there is reason to assume that the interpretation has touched the root of the problem.

Bibliography

1. Conversation method in psychology: A textbook for university students / Editor-compiler A.M. Aylamazyan. - M.: Smysl, 1999. - 222 p.

2. Ilyin E.P. Psychology of trust. - M.: Peter, 2013.

3. May R. The Art of Psychological Counseling /Trans. from English T.K. Kruglova. - M.: Nezavisimaya, 2000 - 124 p.

4. Nemov R.S. Fundamentals of psychological counseling: Textbook. for students pedagogical universities. — M.: Humanite. ed. VLADOS center, 1999. - 394 pp.

5. Borozdina G.V. Psychology of business communication: Textbook. - M.: INFRA-M, 2005 - 295 p.

6. Kociunas R. Fundamentals of psychological counseling. - M.: Academic project, 1999. - 240 p.

7. Molden D. “Management and the art of NLP.” - M., 1997

8. Minikes L. The Art of Business Communication, article 2004.

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Interview as a type of conversation

One of the most common types of conversation is an interview. An interview is a conversation conducted according to a specific plan, which involves direct contact between the interviewer and the respondent (interviewee). It comes in form:

free (conversation without strictly detailing the issues, but according to a general program: a coherent strategy in general terms, and free tactics);

standardized (with detailed development of the entire procedure, including the general plan of the conversation, sequence of questions, options for possible answers: sustainable strategy and tactics);

partially standardized (steady strategy, but looser tactics).

A standardized form of interview is more consistent with diagnostic purposes, since it makes it possible to obtain comparable data for different subjects, limits the influence of extraneous influences, and allows all questions to be worked out in full and in the required sequence. However, it should only be used when the respondent is willing to do so. Otherwise, the result may be unsatisfactory, since a standardized interview is perceived by many people as a situation of an examination survey, which limits the manifestation of spontaneity and sincerity of the respondent. The interview should not be long or boring. Logging responses should not deter the responder.

Depending on the purpose, interviews are divided into diagnostic and clinical. A diagnostic interview is a method of obtaining general information and is aimed at probing various aspects of behavior, personality traits, character, as well as life in general: finding out interests and inclinations, family status, attitudes towards parents, brothers and sisters, etc. It can to be controlled and uncontrollable (confessional). A clinical interview is a method of therapeutic conversation that helps a person understand his internal difficulties, conflicts, and hidden motives of behavior.

Sh. Conducting a conversation with children and analyzing the answers

Questions for conversation.

1) How do you understand the word kind, fair?

2) Name the guys you are friends with and why?

3) What is your favorite thing to do with your friends?

4) What a good person should be7

The conversation with the children was conducted in a group room in the afternoon. It took place in 2 stages, lasting 2 days. At the 1st stage, questions of a search nature were asked. (“What do you enjoy doing most with your friends?”). At the 2nd stage, a conversation was held with unfinished answers, aimed at developing the child’s logical thinking. (“What would you do if you were playing Builders with other kids and someone didn’t have enough blocks to build?” “What if you needed blocks too?”).

In order to interest the children and involve them in the work process, a postal envelope was brought to the group, which contained a letter addressed to the children of kindergarten No. 47. It said that: “The children's humor magazine “Yeralash” is holding a “Mercy” campaign, those children Those who answer the questions the fastest and correctly will win new toys. They can donate them to an orphanage or an orphanage, thereby bringing joy to children who do not have parents.” The children were very interested in this proposal, and they willingly answered the questions asked. See Appendix No. 3.

Analyzing children's answers at the 1st stage, it can be noted that, in general, children's ideas about various types of relationships are not rich. Basically, children use two definitions: “kind” and “good”. When talking about what a good person should be, they first of all said kind and vice versa. Then they name such qualities as the ability to be friends and play, to be cheerful, not greedy, not to offend anyone (Vetrova O., Kryuchkova P., Novikov R., Troshina Yu., Khalizov M., Shebaeva K.). 50% of children had difficulty with the question: “How do you understand the word “fair”? Answers: “I don’t know” are the most common. (Vetrova O., Novikov R., Kryuchkova P., Khalizov M., Troshina Yu). This fact suggests that children do not have a separation of different qualities and relationships. 50% of children named qualities such as affectionate, caring, but when explaining them they came up with one word “good” (Shebaeva K., Ilyina N., Kazantseva L ., Drobov S., Khalizov M.)

Conclusion:

In children, all humane qualities and relationships are contained in one concept “good”; there is no distinction between basic humane relationships.

Conversation with open-ended answers “What would you do if…”

Questions:

1) The children were playing in a group, they were having a lot of fun, but one boy was sitting very sad. What would you do?

2) If you were playing “Builders” with other children, and someone didn’t have enough bricks to build, what would you do? What if you needed cubes?

3) If you were walking in the kindergarten area with other children and suddenly one of the children fell near you and was seriously hurt. What would you do? What would you do?

Answering the first question, the children showed great activity and independence in relationships. 80% of the children said that if they noticed that one of the children was sitting sad, they would try to cheer him up - give him a toy, a book, invite him play together. (Roslavtsev D., Shebaeva K., Khalizov M., Ilyina N., Drobov S., Novikov R., Troshina Y., Kryuchkova P). 20% of children formulated the proposed verbal address to a friend as an expression of sympathy and caring: “Why are you sad? Did someone offend you?

The second question made it difficult for the children; they solved it formally: if two children each built their own house, then they had to finish building them. And so they looked for a way out along the line of searching for the missing material, while forgetting about the path of mutual communication. Only two children came up with the idea that they could share the cubes, build smaller houses for both of them, or build one house together (Troshina Yu., Khalizov M.).

Answering the third question, 50% of the children said without hesitation that they would tell the teachers that their friend had fallen (Vetrova O., Drobov S., Novikov R., Shebaeva K., Roslavtsev D.)

After the additional question “What if the teacher were at another site or went to a group on a case?” etc. - the children tried to find different ways of help from adults (look for a teacher, call another, call a nurse, etc.), but did not realize that first of all they would have to lift a friend, sit him on a bench, and say a comforting word. Only 30% of children said that they would pick up the child, sit him down, and if they couldn’t, they would call the guys who were close. Then the children planned to contact the teacher or nurse. And only 20% of children said that they would ask a friend if he was in a lot of pain, etc., carefully lift him, put him on a bench, and then tell the teacher or nurse. The children's answers are presented in Appendix No. 3.

Conclusion:

Children's ideas about humane relationships are not rich, because of this they cannot find a way out of a problematic situation themselves and therefore turn to adults for help.

IV. Observations of role-playing games and their analysis

By observing the games, we tried to find out what kind of humane relationships prevail in role-playing games: games allow us to trace the characteristics of the relationships and interactions of children in role-playing games.

4 role-playing games were held: “Family”, “Hospital”, “Builders”, “Shop”. The games were observed over a period of 10 days. The games were held in the afternoon, in specially organized play areas with various attributes for each component of the game. 3-4 children participated in each game.

When assigning roles, the children, despite the fact that many wanted to take leading roles, were able to agree among themselves and respect the wishes of others. During the game, children interacted: for example, children playing “Family” visited the “Shop”, “Builders” came to visit those playing “Family”, visited the “Hospital”, where they received medical care, etc.

Striving to correctly fulfill their role in the game, the children were polite and friendly. For example, the game “Shop”, customer Seryozha D.: - “Hello, I’d like some ice cream, please.” Seller Olya V.: “Please.” Show care, attention, sympathy. (“Hospital”, doctor Polina K., talks kindly to the patient, calms him down). They follow the rules of moral behavior and stand in line.

In general, all relationships between children are friendly. But often their actions and deeds lack the emotional basis that is necessary for the emergence and development of various humane relationships; conflicts often arise due to the inability of children to empathize, yield, and be attentive to their comrades. Only sometimes in the observed game were true humane relationships traced (the game “Shop” - Dana R., there was not enough money to buy a toy, then Ksenia Sh. offered to lend him money, she has an attentive attitude, the ability to understand the situation of others and put herself in their place.).

Conclusion:

In games, there were mainly relationships determined by the rules of the game, only sometimes these relationships acquired a humanistic orientation.

Of the entire variety of humane relationships: responsiveness, goodwill, caring, justice, sympathy, attentiveness, we observed their manifestations in only 60% of children (Kryuchkova P., Kazantseva L., Troshina Yu., Khalizov M., Roslavtsev D., Ilyina N. )

V. Description of the experimental game “Secret”

Purpose: to identify the level of formation of humane relations in children of senior preschool age.

Tasks:

1) identify the psychological structure of the group;

2) describe the features of interpersonal choice and its motives in this group;

3) introduce the teacher to the results of the experimental game “The Secret” and, together with it, determine measures to improve interpersonal relationships in the group.

To solve these problems, we used a sociometric technique, including: the experimental game “Secret”, identifying the motivations for choice, and a conversation with the teacher.

This game consists of each child choosing three children from the group according to 3 criteria and justifying their choice.

To conduct the “Secret” game, she invited children one at a time into a separate room and held an individual conversation on the following questions:

1) Who do you want to play with and why?

2) Who do you want to be friends with and why?

3) Who would you like to invite to your birthday party and why?

In order to arouse children's interest in the game, a mystery character was introduced into the task: answer “in secret.”

Before the experiment began, I told the child: “Now we will play a game with you called “The Secret.” I will ask you questions, and you will answer me “in secret.” “Do you like to play? Who do you really want to play with? Name one child. Which other child do you want to play with?

Then she asked: “Please tell me why you want to play with Misha? (The name of the child to whom the subject gave his 1st choice is called, then the 2nd and 3rd choices).

During the conversation with the child about the elections, he revealed a clearly expressed preference for one of his peers. The study was conducted in the afternoon, so after the conversation the child went home. This was done to prevent the possibility of collusion, because Preschool children find it difficult to keep their secrets.

I conducted three such surveys in order to find out who the child chooses for play, for duty, and for purely personal relationships.

The survey data was recorded in protocols. See Appendix No. 6, protocols No. 1,2,3.

The protocol is a sociogram in which the 1st, 2nd and 3rd choices of the children and the rationale for the choice were noted. Elections and mutual elections were counted. Based on the protocols, sociograms were compiled. See Appendix 7 Nos. 1,2,3. And based on the protocols and sociograms, a generalized table of data was compiled according to 3 criteria.

After a thorough study of the collected material, I began processing the data obtained.

ANALYSIS OF EXPERIMENTAL DATA

Analyzing the data from the generalized table and sociograms, we found out that in the group there are children of different authority and popularity.

The marginal value, which in the experiment is an index of the sociometric status of the child in the group, makes it possible to divide all children into 4 status groups. Children whose index is 0.29 were assigned to group 1 - especially popular children.

Children whose sociometric status index is in the range of 0.28-0.10 constituted the 2nd group of popular children.

Children whose index is below 0.10 form group 3 - unpopular children.

We found that according to the sociometric status index, 1 child has a very high status (group 1) - this is Seryozha D., (25 choices);

1 child (Natasha Sh.) did not receive any elections at all (group 4);

4 people are assigned to the 3rd group of “unpopular” (Polya K., she has 5 choices, Roma N. - 4 choices, and Sasha P, with Lena K - they have 3 choices each);

6 children are assigned to the 2nd group of “popular children” (Yulia T. - she has 14 choices, Olya V. and Zhenya K. - 12 choices, Zhenya D. - 11 choices, Misha H. and Nastya I. each have 9 choices) .

Thus, the group under study has a complete sociometric structure. According to the results of the study, the majority of children in the group found themselves in favorable status groups (7 children in groups 1 and 2, 5 children in groups 3 and 4).

Consequently, the level of well-being in the group is high. In order to find out the level of reciprocity in children's relationships, we calculated the reciprocity coefficient. It is determined in %, as the quotient of the number of mutual elections divided by the total number of elections. The level of reciprocity of relationships in the group turned out to be extremely high (83%, i.e. above 40%), since 10 out of 12 children have mutual choices.

Our analysis of the motivations for their choices received from children allows us to say that the nature of the motivations is different.

The children's choices were justified by one or another positive qualities of their peers: external (from protocol No. 2, Sasha P. chooses Nastya I., because she has beautiful hair, wears beautiful clothes, likes her hairstyle); moral qualities (protocol No. 2 Roma N. chooses Zhenya K., since he always helps him, and Danil R. is a good friend); friendly relations; a general positive attitude or characteristic of “good.” The greatest number of motivations used were those related to friendly relations and interesting joint activities. This suggests that for children in this group the main factors in their sociometric choice were friendships and interesting joint activities.

As for the differentiation of children's relationships depending on the gender of their peers, the results of a sociometric experiment revealed that in the group there is pronounced communication between children and peers of the same sex (boys choose boys, girls choose girls). Mixed communications, i.e. There are very few mutual choices between children of different sexes, only 4 choices. The group teacher was introduced to the results of the experiment. It turned out that the teacher’s answers and the results of the experiment largely coincided. This suggests that the teacher knows the children of his group well and their relationships with each other. A favorable position in a group is a healthy emotional climate in communication; it is a necessary condition for successful personal development.

Children who have a good position in the group have a wide circle of contacts, they are involved in a wide variety of activities, they are the center of life, they are willingly accepted into various associations. The situation is completely different for disadvantaged children. They are out of communication and are not very willingly accepted into common games. Of course, the current situation affects children.

Thus, having analyzed the research data together with the group teacher, we came to the following conclusions and recommendations.

A lot in terms of the formation of interpersonal relationships depends on the teacher. We must try to create a positive emotional microclimate in the group. When observing children, be sure to encourage the shy ones and calm the hot-tempered and excitable ones. Do not leave children outside the group.

You should pay close attention to children with low status, and first of all to Natasha Sh., a girl who is not popular with her peers. It depends on the teacher whether her sociometric status will increase. When asked what should be done to improve Natasha’s status, the teacher replied that, in her opinion, it is necessary to highlight her positive qualities (she is kind, never quarrels with children, is not greedy, always gives children toys that she brings from home, in play yields, takes into account the opinions of others). In addition, Natasha Sh. draws well. It can help children in drawing. During a drawing class, you need to pay more attention to her work. Be sure to draw the parents' attention to the girl's appearance, because... this affects the attitude towards her.

In order to increase children's interest in each other, it is necessary to provide each child with the opportunity to express themselves in a team.

It is necessary to create such game situations in which the merits of children would be most clearly demonstrated, and give individual tasks, the result of which would influence the group.

Conclusions:

1) As a result of the study, it was found that this group corresponds to the socio-psychological structure;

2) The studied group of children has a complete sociometric structure;

3) The level of well-being in the group is high, because As a result of the study, the majority of children found themselves in favorable status groups (7 children in groups 1 and 2, 5 children in groups 3 and 4);

4) The level of humane relations between children is extremely high (83%, since 10 out of 12 children have mutual choices);

5) Children communicate mainly with peers of the same sex (boys with boys, girls with girls). There are only 4 mixed communications;

6) The main motivations for sociometric choice are friendly relations and interesting joint activities.

Having analyzed the children’s answers, analyzing the role-playing games, based on the material of the work of T.A. Markova, we identified three levels of formation of children’s judgments, ideas about humane relationships and their manifestations.

I. Level. High: children who are characterized by a willingness to help others and respond to their misfortune. Children tend to have their ideas about humane relationships coincide with their actual behavior. The games of these children are meaningful, the relationships are quite high.

II. Level. Average: children with insufficiently stable friendships, a little impulsive, the level of moral ideas and judgments is not high. Showing responsiveness and the desire to help other children is not constant for them.

III. Level. Low: children have a sharp discrepancy between words and actions, general behavior. A characteristic feature is an indifferent attitude towards the experiences of others. They don't see when someone else needs help or support. We reflected the level of formation of ideas about humane relationships and their presence during children’s communication in role-playing games in table No. 2 and hologram No. 1.

Table No. 2

Hologram No. 1

Levels of development of humane relationships among children in percentage terms

Conclusions:

Educators understand the urgency of the problem of developing humane relationships in children, but work in this direction is not carried out in full, and not all means are used. They pay little attention to role-playing games as the most important means of developing humane relationships in children.

Educators believe that the most effective means for developing humane relationships in children are:

art, fiction, example of parents, educators, peers, social environment, work, television programs.

The material we have collected proves that children’s activity, independence, and ability to navigate humane relationships are not yet sufficiently developed; it often happens that their judgments do not coincide with real actions.

Humane relationships among children are formed at an average level.

Formative stage

Target:

increase the level of formation of humane relationships in children of senior preschool age through role-playing games.

Tasks:

1) determine the content of preliminary work to enrich children’s ideas;

2) develop and test game situations with humane content for use by children in role-playing games;

According to the authors (Nechaeva V.G., Kotyrlo V.K., Markova T.A., etc.), the game performs the function of education and the formation of humane relations. The most favorable games are those in which humane manifestations are included in the role instructions: “Family”, “Hospital”, as well as games whose plot requires children to be able to act together, make decisions together, and find a way out of their situations: “Captains”, “Builders” ", etc. In our work we have outlined two directions:

First direction. Developing in children the ability to understand the state and mood of another person, to form ways of emotional assistance, to provide assistance, and to sympathize.

To solve the problems of the first direction, we proposed to carry out preliminary work before organizing role-playing games.

Contents of preliminary work:

1) reading fiction that describes any typical situation containing a moral meaning, followed by a discussion of the actions described in them;

2) examination of pictures reflecting various situations from the lives of children, in which the child experiences anxiety, pain, grief, and resentment.

3) Games - exercises in which children are offered solutions to situations containing moral meaning.

The selection of paintings, works of art and situations is carried out based on the plots of the games that the children will play.

Second direction. To form the experience of demonstrating humane relations through role-playing games. This direction will be carried out through the development and implementation of special game situations in children’s role-playing games, allowing for changes to be made to the plot that would require children to demonstrate humane feelings and relationships with their peers.

STORY-ROLE-PLAYING GAME “FAMILY”

1 - direction. Preliminary work.

Tasks:

cultivate a friendly attitude towards peers, a desire to help, and an attentive attitude to the failures of others.

1) Conversation on a series of paintings accompanying the development of the plot

The teacher shows 1 picture: “Spring has come. Plots of land have dried up. The teacher offers the children jump ropes. She knows that all the children will be happy and jump.” Children look at the picture. The teacher draws attention to the joyful state of the children, who really want to see the jumping ropes.

Shows 2nd picture.

Educator: “The girls are jumping, smiling, having fun. But nothing works out for one of them. She got “tangled” in the jump rope. Will your girlfriends notice this? Will they help the girl?

Shows picture 3.

Teacher: “Yes, we noticed! Look what one girl thinks? (Teaching her girlfriend to jump!), and the other one? (Offers her jump ropes, thinking that her jump rope is not broken).”

The teacher supports the children’s statements, their joy that their friends are helping the girl.

Shows 4th picture. Look what's happening?

Educator: “It turns out that not all children acted like her friends! Look, two girls are standing aside and laughing at misfortune! Guys, did you like all the girlfriends? And why?".

The teacher listens to the children and emphasizes that their actions show attention to their peers and a desire to help. Expresses regret over the actions of the girls who laughed at the misfortune of their peer. Asks you to think about in what situations and how you need to provide help?

2) The game is an exercise.

Tasks:

1) cultivate a responsive attitude towards others;

2) activate your own experience of children’s experiences in a specific situation;

3) develop the ability to find different solutions.

Teacher: “Mom came home from work late, very tired, upset. The house is not cleaned. Guys, what should we do?”

The teacher addresses the children, offering them different roles (mom, dad, daughter, son...), helps establish a dialogue with the tired mother, and turns to her with words of consolation.

- Guys, how else can you please your mother?

— Who will offer something new?

The teacher encourages the children's various suggestions, highlighting the intonation of the voice and facial expressions of the child, who was able to convey care and affection in his own words. Recognizes children who have come up with different ways to please their mother.

3) Continue the story

Tasks:

1) cultivate empathy for the experiences of a peer;

2) the desire to help cope with grief.

Alina loved order. She always cleaned the doll's corner. She put the toys in their places and wiped the dust off the doll furniture. But one day, while cleaning, Alina accidentally spilled water on the carpet. She stood in confusion and looked at the puddle. Olesya came up to her... Continue the story. What were the girls talking about? What would you do? Why do you think so?

The teacher encourages continuations in which children show compassion and care.

4) Reading fiction. “Vovka is a good soul” by A. Barto.

Tasks:

1) learn to use words of gratitude;

2) instill in children an attentive attitude to the condition of other people.

After reading this work, the teacher talks with the children and asks questions to help the children understand the meaning of Vovka’s actions.

Questions:

1) What did Vovka shout from the window to passers-by?

2) What did Vovka do to calm Katya down?

3) What happened to Katya, why was she crying?

The teacher supports the children’s answers, explains that Vovka was attentive to the condition of other people and figured out how to help them, take care of them. Here you need to pay attention to the good deeds of children in the group.

“The Magic Word” by V. Oseeva - teaches children not only to use words of gratitude in response to the care of others, but shows how the mood of others changes for the good due to the rudeness of the “hero” and changes for the better when the “hero” realizes his mistakes .

PLOT-ROLE-PLAYING GAME “HOSPITAL”

Tasks:

1) cultivate responsiveness and goodwill towards peers;

2) formulate ways of assistance.

When working with children to form an attentive attitude towards another person and provide assistance to him, the teacher can use all means in combination, but one should start with the accumulation of knowledge in specific situations in which a child may experience emotional distress and the methods that children use to achieve changes in this state.

1) Examination of the painting “An Unintentional Mistake”

Tasks:

1) learn to find words of consolation for another person;

2) cultivate a sense of mutual assistance and mutual assistance;

3) instill in children an attentive attitude to the condition of others.

The picture shows a boy who broke a cup. His entire appearance (figure, face) reflects great fear. There is a broken cup on the floor. Attached to this picture are several more pictures reflecting the children’s positive and negative attitudes towards the boy’s mistake.

— The girl collects the fragments in a scoop, as if addressing the boy with words of consolation;

— The boy looks sympathetically at the victim;

— The girl leads the teacher to the scene of the incident, both have sympathy for the hero on their faces;

— Two boys are laughing.

The teacher’s task is to understand the situation, to ensure that the children understand the essence of the situation and the emotional state of the “hero”. Be sure to draw children's attention to ways to help a child in a difficult situation.

The game is an exercise.

Tasks:

1) develop mutual assistance skills;

2) cultivate sympathy, responsiveness, empathy.

The teacher plays out a scene, explaining: “Guys, the girl is very sad, her daughter (the doll) is sick (the girl rocks the doll in her arms). "What should I do? What do i do?" - asks the girl.

The teacher addresses the children, offers them different roles (doctor, nurse, ambulance driver, etc.), helps to establish a dialogue with the patient, and address her with words of consolation. The teacher encourages children's initiative.

Continue the story

Tasks:

1) cultivate a sense of compassion and empathy for other people;

2) invite the child to give his own answer in this situation;

3) learn to help other people in difficult situations.

Children ride down the slide. They are cheerful and laugh. One boy fell. He rubs his leg and cries. The teacher asks the children: “What happened?” Asks the children to describe the boy's condition. Offers to help him, but does not say how. Children offer their own options. If they find it difficult, the teacher helps: “The boy is in pain, he hurt his leg, got scared and cried. He is offended that they laugh at him. Shouldn't we help him? You can pick him up, sit him on a bench, smile at him, say kind words. He will be very glad that he has friends!” Such reasoning helps children think about the behavior of the “heroes” and evaluate it from the standpoint of showing empathy and friendliness towards their peers.

Reading stories

Tasks:

1) using the example of the heroes of these stories, show children what a difficult and sometimes dangerous profession a doctor is;

2) instill in children a sense of mutual assistance and mutual assistance.

“Visited” by V. Oseev, “A Man Got Sick” by I. Turigin, “Collapse” by B. Zhitkov.

Then have a conversation about the medical profession, about how important it is for a doctor to have a kind heart.

STORY-ROLE-PLAYING GAME “CAPTAINS”

Conversation structure

The stages of the conversation are not strictly limited; each of them can gradually move into the next one or be planned:

Introductory part. Plays a role in creating an atmosphere of conversation and creating an appropriate mood for the interlocutor

It is necessary to indicate the importance of the respondent’s participation in the conversation, arouse his interest, and communicate the goals of the results. In addition, you need to indicate the time of testing, whether the survey will be the only one with this person, and mention the guarantee of confidentiality. Second phase

Identification of questions that elicit maximum free expression from the interlocutor on a given topic. Third stage. Its task is to conduct a detailed study of the issues under discussion by moving from general to specific issues. The most difficult and active stage is the culmination of the conversation, during which the psychologist must listen, observe, ask questions, maintaining the conversation in the right direction. The final stage. Attempts are made to ease tension and express gratitude for participation.

How to have a conversation

“The only true luxury is the luxury of human communication”

Antoine de Saint-Exupery

How to conduct a conversation correctly?

Conversation in one form or another is included in all forms of work of any psychologist and teacher. It forms the basis of individual psychodiagnostic examination, counseling, and psychological prevention. A conversation in psychology should take place according to a pre-constructed plan, be based on mutual trust, have the appearance of a dialogue
and not an interrogation, and exclude suggestion or prompting
.
A conversation in psychology is a question-and-answer method of communication between a researcher and a subject in free form on a specific topic.
An important condition for conducting the conversation method in psychology is maintaining confidentiality, ethical standards, and showing respect for the interlocutor. The conversation method is associated with external and internal observation, which involves receiving non-verbal information and comparing it with verbal information.

Types of conversation in psychology

* Individual –

the psychologist and the subject take part in the conversation;

* Group

– several subjects take part in the conversation;

* Standardized

– increasing the ease of processing information, but reducing the degree of cognition: incomplete information is possible;

* Non-standardized

– passes at ease, prepared questions are posed according to the circumstances of the conversation, which increases the complexity of data processing;

*Managed

- occurs on the initiative of a psychologist who supports the topic of conversation. The disproportionality of the initiative can create closedness of the respondent, simplification of answers to monosyllabic ones;

*Unmanaged

– arises at the initiative of the defendant and can take the form of confession, and the psychologist collects the necessary information for the stated purposes, using the ability to listen;

*Diagnostic interview

– the most common type of conversation. The main goal is to obtain a variety of data about personality traits and characteristics of mental development;

*Psychotherapeutic conversation

– used for the purpose of providing psychological assistance;

*Experimental conversation

– such a conversation serves primarily to test research hypotheses and has a strictly defined topic.

Conversation structure

The structure and stages of the conversation are not strictly limited; each of them can gradually move into the next or be planned:

1.Introductory part

Plays a role in creating an atmosphere of conversation and creating an appropriate mood in the interlocutor. It is necessary to indicate the importance of the respondent’s participation in the conversation, arouse his interest, and communicate the goals of the results. In addition, you need to indicate the time of testing, whether the survey will be the only one with this person, and mention the guarantee of confidentiality.

2.Second stage

Identification of questions that elicit maximum free expression from the interlocutor on a given topic.

3.Third stage

Its task is to conduct a detailed study of the issues under discussion by moving from general to specific issues. The most difficult and active stage is the culmination of the conversation, during which the psychologist must listen, observe, ask questions, maintaining the conversation in the right direction.

4.Final stage

Attempts are made to ease tension and express gratitude for participation.

Creating an atmosphere

The liberation of the interlocutor plays an important role: in an atmosphere of sincerity, it becomes possible to obtain the most accurate information. The researcher must exclude circumstances that provoke the subject’s insincerity, such as fear of looking incompetent, prohibition of mentioning third parties, frankness in intimate aspects of the issue, misunderstanding of the purpose of the conversation, fear of incorrect conclusions. The course of the conversation is formed at the very beginning, so the researcher needs to show genuine interest in the personality of the subject, his opinions, but avoid open agreement or denial of the point of view. It is permissible to express your attitude to the topic of conversation through facial expressions, gestures, intonation, posing additional questions, and making comments of a specific type.

Perception of the interlocutor

There are two types of perception:

*Organizational –

allows you to correctly perceive the interlocutor’s speech.
* Emotional
, empathetic is characterized by the ability of penetration.
The researcher’s responses can be considered questions, although they are not posed in this form, and the respondent’s questions can be considered answers, regardless of subjective perception. The psychologist should keep in mind that some remarks that imply a certain attitude towards the interlocutor can affect the course of the conversation until it completely stops. Remarks with a hint of condemnation, praise, order, threat, warning, moralizing, humiliation, avoidance of the problem, or direct advice are undesirable.
Such phrases disrupt the natural flow of the respondent’s reasoning and can cause a reaction of defense and irritation. The psychologist’s task is to direct the conversation in a direction that meets the goals.

Types of hearing

Hearing is divided into the following types:

1. Reflective Listening:

   the conversation is being formed with the help of the active speech intervention of a psychologist in the communication process.
   Basic techniques: clarifying, paraphrasing, reflecting feelings, summing up.

2. Non-reflective listening:

   the psychologist controls the conversation non-verbally:
   facial expressions, eye contact, gestures, choice of distance.
   This technique is useful if the interlocutor finds it difficult to solve problems or experiences uncertainty.

Questions in a conversation

Question

is the main element of the conversation and the main means of obtaining the necessary information from the respondent.
As noted above, the interviewer’s ability to ask questions, choosing the appropriate wording, is one of the most important conditions
that largely determine the effectiveness of the conversation.
In a psychological conversation, especially in its relatively free forms, the “asking”
is not reduced only to the questioning technique.
In essence, the formulation of each question is a kind of mini-task for a psychologist, the successful solution of which is possible only by taking into account many factors and their subtlest nuances that make up the entire situation of the conversation. These factors may relate to the respondent
(for example, his level of motivation, current emotional state, personal characteristics, general level of development, degree of fatigue, etc.),
to the psychologist himself
(for example, the degree of awareness of the respondent’s problem, observation, professional self-esteem, etc.). ),
to the nature of the information being discussed
(the degree of its taboo, etc.),
to the interviewing environment
(presence of interference, duration of the conversation, etc.).
Taking all this into account, a psychologist’s ability to ask questions during a conversation could rightly be called a special art.
It is customary to highlight: Open questions

- Allow the respondent to construct his or her own answer.
Closed questions
- contain the wording of the answer (or its variants).

Advantages of conversation as a research method

• During the conversation, you can obtain the most complete information about the personality of the subject, which cannot be found out by other methods.
• A conversation is the only type of research that allows you to distinguish truth or lies in the words of your interlocutor, since it uses non-verbal signals (gestures, facial expressions, postures, tone of voice, etc.), analyzed by a specialist to determine accurate information.
• Material costs are kept to a minimum, since no additional equipment and tools are used (pens, paper for multiple questionnaires, etc.).
• The friendliness and positive attitude of the researcher help the interlocutor to relax, which increases the likelihood of obtaining more reliable information.
• The subject can be confident in the confidentiality of the conversation, since it is conducted alone with the specialist.
• Emotional release during the conversation, while other research methods do not provide such an opportunity.

Conversation as a method of communication in dialogical speech

CONTENT

1. Lead 3

2. Educational meaning of conversation 3

3. Types, topics and content of conversations in age groups 4

4. Structure of a general conversation 6

5. Techniques for activating children’s thinking and speech during a conversation 6

6. Conclusion 7

References 8

In the development of coherent speech, the concepts of “dialogical” and “monological” speech are centers. Dialogical speech is considered by scientists as the primary natural form of linguistic communication, which consists of the exchange of statements. They are characterized by such forms as question, answer, addition, explanation, dissemination, objection, speech etiquette formulas and constructive connections of remarks. In preschool age, the conversation is very fragmented, it is a dialogue in question-and-answer form, introducing the child to words, surrounding objects and phenomena. Gradually, the dialogues become more detailed, enriched by the stories of someone.

Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and a group of children on a specific topic. Conversation is an active method of mental education. The question-and-answer nature of communication encourages the child to reproduce not random but the most significant, essential facts, to compare, reason, and generalize. In unity with mental activity in conversation, speech is formed: coherent logical statements, value judgments, figurative expressions. Such program requirements are reinforced as the ability to answer briefly and broadly, accurately following the content of the question, listen carefully to others, supplement and correct the answers of comrades, and ask questions yourself.

Conversation is an effective method of activating vocabulary, since the teacher encourages children to look for the most accurate, successful words to answer. It is desirable that the teacher’s speech reactions account for only 1/4 -1/3 of all statements, and the rest falls on the children.

Conversations also have educational value. The moral charge is carried by the correctly chosen content of the conversation: “What is our city famous for?”, “Why can’t you talk loudly on the bus?” The organizational form of the conversation also educates - children’s interest in each other increases, curiosity and sociability develop, as well as such qualities as endurance and tact.

Many topics of conversation provide an opportunity to influence the behavior of children and their actions. Conversation as a teaching method is practiced mainly in senior and preparatory groups. Topics of conversations are planned in accordance with the program. The methodological literature widely covers conversations of an everyday and social nature, as well as natural history “About kindergarten”, “About the work of adults”, “About birds”, etc. It is important that the topics of the conversations have a positive - emotional meaning. Three types of conversations can be distinguished.

1. An introductory conversation that organizes children for one or another type of activity.

2. Conversation accompanying the activities and observations of children.

3. Final conversation, clarifying and expanding the children’s experience.

Each of these conversations is unique in terms of purpose and method. This classification is based on the interaction between childhood experience and its expression in speech. In terms of content, we can roughly distinguish conversations of an educational nature (about school, about one’s hometown) and ethical ones (about the norms and rules of behavior of people in society and at home).

An introductory conversation, or a conversation that precedes the acquisition of new knowledge, is usually the connecting link between the experience children have and the one they will acquire. Its purpose is to identify disparate experiences and create interest in upcoming activities. Introductory conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, do not go beyond the child’s experience, and a number of questions remain unresolved (“Let’s see... we’ll see... we’ll check...”).

The conversation that accompanies the acquisition of new experience is transitional from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements. Its purpose is to stimulate and direct children’s attention to a richer and more expedient accumulation of experience. The teacher’s task is to provide the most complete perception, to help children gain clear, distinct ideas, and to supplement their knowledge. As a rule, the conversation is relaxed, children can move freely and move from one place to another. The teacher does not seek strict adherence to the rules of behavior and does not require additional answers from the children. He gives children the opportunity to observe, guides them unnoticed, without taking away the initiative; helps to understand phenomena, connections between cause and effect, and leads to a conclusion. The child is given the opportunity to observe and touch. Greater activity is provided for children, they can look at and act. They should not be pulled back, as they can get carried away. Flexibility, tact, and resourcefulness are needed. The conversation plan can be changed because it is adjusted along the way. In the process of initial observations, there is no opportunity for the development of a conversation and for the development of dialogical speech; it arises during repeated observations, based on existing ideas and knowledge.

The main conversation in kindergarten is the concluding conversation, which is usually called generalizing. The purpose of the general conversation is to systematize, clarify and expand the experience of children gained in the process of their activities, observations, and excursions. It should be noted that this type of conversation, to a greater extent than the previous two, contributes to the development of dialogic speech, primarily due to the question-answering form of communication.

In a conversation, such structural parts as the beginning of the conversation, the main part, and the end are quite clearly distinguished. The main part can be divided into stages. First, the most significant difficult material is identified. The main part of the conversation may have several logically complete parts. When preparing a conversation, the teacher identifies the essential components of the concept that will be analyzed with the children. Here is the structure of the main part of the conversation “About Health” in the senior group:

1. Fresh air.

2. Morning exercises.

3. Cleanliness of hands, understanding the skill of washing hands.

4. Hardening.

It is necessary to ensure that the emotional nature of the conversation is not only maintained throughout, but also increases towards the end. The end of the conversation is short in time, leading to a synthesis of the topic. This includes looking at handouts, doing game exercises, reading a literary text, and singing. The end of the conversation is a wish for the children to continue their work. As a rule, a whole range of teaching techniques is used in a conversation. One group of specific techniques ensures the functioning of children's thoughts and helps to build detailed judgments; the other makes it easier to find the exact word and remember it.

Conversation is a method of systematizing children's experiences; the leading technique is the question. It is the question that poses a mental and speech task; it is addressed to existing knowledge.

The leading role in the conversation is played by questions of a searching and problematic nature, requiring inferences about the connections between objects: Why? For what? Because of which? For what? Questions that stimulate generalization are also possible: “Which guys can we say are friends?” Lesser place is occupied by reproductive (statative) ones that are simpler in content.

A clear, specific question is pronounced slowly, with the help of logical emphasis, semantic accents are placed: how do people know where the tram stops? Children should be taught to accept the question the first time; sometimes children are offered a task consisting of two or three questions, or an answer plan. How should you wash your hands correctly? What should you do first, what should you do next, and why do they do this?

To solve other problems - expanding and clarifying the knowledge of preschoolers, activating memory and emotions - the following techniques are used - the teacher's explanation and story, reading works of art (proverbs, riddles, showing visual material) gaming techniques (verbal games, surprise moments, receiving a letter, etc. . P.).

Activation of each child during the conversation involves preliminary preparation of some children (individual conversation with the child, his parents, something to check, do), differentiation of questions and tasks in the conversation, the correct, leisurely pace of the conversation, the correct method of asking questions to a group of children. For active learning, special classes of a new type are conducted - games or “learning situations”. The problematic-search nature of these activities puts the child in front of the need to ask questions to the teacher and the children.

Mastery of all aspects of speech, in particular conversation - the development of language abilities is considered as the core of the full formation of the personality of a preschooler, which represents great opportunities for solving many problems of mental, aesthetic and moral education.

1. Ivanova O. N., Korotkova G. N. Speech development in children 5-7 years old in kindergarten: - Academy of Development; 2009, 192 pp.

2. Yanushko E. A. Speech development in early children. 1-3 years: - Mosaic-Synthesis; 2010, 64 pp.

3. Yashina V.I., Alekseeva M.M., Makarova V.N., Stavtseva E.A. Theory and methods of speech development in children: - Academy; 2009, 192 pp.

Stages of a conversation

Drawing up a plan for the upcoming communication (collect information about the profession, communicative qualities of the interlocutor; find out the interlocutor’s attitude to the issues that will be discussed; the topic must be clearly defined and acceptable to the interlocutor; for the experimenter himself it is necessary to clearly find out what he wants to achieve during the conversation, what pursues a goal; the questions of the conversation should be thought out, but not strictly defined).

• Creating external conditions to facilitate contact (think about where you and your interlocutor are sitting).
• Establishing contact.
• Adaptation. In the process of adaptation, the following points are highlighted: a) personal adaptation (to the one with whom the conversation is being conducted, cognition and adaptation); b) situational adaptation (getting used to the conditions, subject and purpose of communication); c) social adaptation (awareness and adaptation to a new social role in communication).

• Monitoring the mental state of the interlocutor and his attitude towards the beginning of communication (how he behaves).
• Actions to eliminate obstacles that arise in communication (incomplete psychological adaptation; negative attitude of the interlocutor toward contact; the presence of mental states that make communication difficult (anger, grief, excitement).
• Analysis after the conversation.

The role of conversation in the life of preschool children

Article “The role of conversation in the life of a preschooler”

Sharshakova Yulia Aleksandrovna, teacher of MBDOU “Kindergarten No. 3 “Forget-Me-Not”
Goal: to determine the main method of developing speech and enriching the knowledge of a preschooler. Objectives : development of oral speech in children, development of free communication between adults and children, practical mastery of speech norms for preschool children. The article is devoted to conversation as a method of speech development in preschool children; it will be of interest to educators and useful to students studying methods of speech development in preschool children. Conversation is the main method of dialogical speech of a child. Conversation occupies a very important place in the life of a preschooler. A conversation is a purposeful conversation prepared in advance by the teacher with children on a specific topic. A conversation teaches a child to think, express his opinions, analyze and connect facts with personal experience, draw conclusions from what he hears, a conversation pushes the child to take an interest in the life around him, and develops observation skills. E. I. Radina revealed the meaning of conversations: 1. in the process of conversations, education teaches one to think, compare, analyze, and draw conclusions;
2. dialogical speech and conversation skills develop. Conversation should be not only a means of communication, but also a means of consolidating knowledge; 3. Speech activity of children. helps to better perceive everything that children have seen. Conversation should be not only a means of communication, but also a means of consolidating knowledge. The content of the conversation should be accessible to children, close to the children’s experience. You can talk with children about family, country, city, work, transport, toys, animals, actions, weather, flora, rules of conduct, etc. In the senior group, training sessions are held in the form of a conversation: clarify , consolidate, deepen, and activate children’s ideas about the world around them, which were obtained during the observations of children. They are held on various topics in the senior group, and in the middle group - on specific ones (for example, about the seasons, about animals, about birds, about plants, insects, professions, etc.). Classification of conversations.
Flerina identified 3 stages : 1) introductory (organizes for some activity. 2) accompanying (directs the course of the activity) 3) final (clarifies and generalizes the children’s knowledge). The purpose of the introductory conversation is to identify experience and create interest; the introductory part of the conversation should be 3-4 minutes, ending with goal setting. The accompanying one is to direct children’s attention to acquiring richer experience, to talk about what they are seeing now. The final part of the conversation: clarify, systematize and expand children’s knowledge. We do it approximately once a month. The teacher’s speech takes up 1/3 of the conversation, the teacher determines the topic, content, sets tasks: 1) cognitive, developmental: we should talk about the development of speech and thinking, 2) educational. The teacher determines the amount of vocabulary work and writes it down in the preliminary work. Structure of the conversation 1) beginning of the conversation: to draw attention to the topic of the conversation, to gather attention. Should be short. 2) Main part: Reveals the general content, is divided into several parts (conversation about mom, mom at work). Questions are thought through for each part. During the conversation, the teacher gives explanations, confirms, summarizes them, and adds something. Questions are posed to the whole group, and several children can answer. Along the way, riddles, poems, and music are used.

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Disadvantages of conversation as a research method

• A high level of professionalism of a psychologist is required to conduct an effective study (excellent knowledge of all stages of this method, the ability to find an individual approach, and the ability to communicate).
• This method is time-consuming, which is of great importance for mass surveys.
• If the researcher is insufficiently professional, there is a possibility of incorrect questions, as well as a violation of objectivity, which negatively affects the effectiveness of the conversation, or it may be completely interrupted.
• Insufficient ability of a specialist to build verbal communication. Under this condition, the conversation turns into an interrogation and the possibility of effective interaction with the interlocutor is significantly reduced.
• During group interviews, some people (for example, introverts, people with psychological problems) feel uncomfortable because there is no confidentiality.

In any case, the effectiveness of the research directly depends on the level of professionalism of the psychologist.

The concept of conversation as a research method

A conversation is a question-and-answer psychological method of communication between a researcher and a subject in free form on a specific topic.

During the conversation, the specialist observes the verbal (words) and non-verbal (gestures, postures, tone and timbre of voice, facial expressions) manifestations of the ward, then draws conclusions based on observational data. The conversation takes place in a calm, comfortable environment, confidentially, and is not recorded or recorded. The specialist most often makes certain notes in a notebook so as not to miss important details for subsequent analysis of the study.

This type of research can be either individual or group, with a pre-prepared list of questions, or a specialist receives information during casual communication on a given topic. It can also be controlled (at the initiative of the researcher, but the respondent may be reluctant to conduct a dialogue, giving monosyllabic answers) or uncontrollable (at the initiative of the subject), which is a more informative way, since the ward himself talks, and the psychologist only observes and writes down.

The conversation takes place in several stages:

The first stage is creating an atmosphere that accompanies the subject’s mood

It is worth mentioning the importance of his participation, the purpose of the conversation and mentioning confidentiality.

The second stage is the identification of questions that invite free expression.

The third stage is a detailed study of problems, using a transition from general questions to more specific ones. The climax of the conversation, the most complete information.

The fourth and final stage is relaxation of tension, gratitude for participation.

“Conversation as a means of developing coherent speech in preschool children”

7. Involve all children in evaluating the thoughts expressed and their verbal presentation.

8. Challenge competition to speak clearly and elegantly.

9. Conversations are conducted individually and collectively. Starting from middle preschool age, collective conversations predominate in kindergarten; the place allotted to them is consistently expanding, and their content is becoming more complex.

10. The conversation, determined by the content of pedagogical work, is included in the work plan.

Practical part:

Lesson on speech development in the preparatory group “Retelling the story of L. N. Tolstoy “The Jackdaw Wanted to Drink”

Topic: Retelling of L. Tolstoy’s story “The Jackdaw Wanted to Drink.”

Goal: Formation of the skill of detailed retelling of a text with hidden meaning.

Tasks:

Clarification and expansion of the dictionary on the topic “wintering birds”. Improving the grammatical structure of speech. Development of coherent speech. Development of auditory attention. Development of attention, thinking, memory. Development of general motor skills.

Formation of cooperation skills, children’s acquisition of experience in collective activities, and the ability to work in a group.

Equipment: pictures of wintering birds, flat figures - a jackdaw, a jug, pebbles, a computer for watching a video.

Transparent measuring cup with water, bright marker.

Preliminary work. Getting to know wintering birds; children writing descriptive stories about birds; bird watching while walking; feeding the birds, listening to the recording “Voices of Birds”. Integration of educational areas: social and communicative development, cognitive development, speech development, physical development, artistic and aesthetic development.

Progress of the lesson:

1. Social circle “Gift”

Educator. (Children stand in a circle). Guys, you come to kindergarten every day with a different mood. And to make it wonderful all day long, let’s, looking into each other’s eyes, give ourselves, saying the following words: This is you, and this is me, you are good to me, My gift is dear and I don’t need another. (When pronouncing words, hand movements are used) 2. Conversation about birds: Educator. Anya, what is the name of the village in which we live? (Belogorsk.) There are many trees in our village, and there is a beautiful and rich forest around. And today we will talk about birds. Listen to the birds sing. (The sound recording of bird voices is turned on.) Educator. Vika, what birds did you recognize? (Children's answers: sparrow, tit, cuckoo, woodpecker.) At what time of year do they sing so merrily? (Answer: birds sing merrily in the summer.) Masha, what time of year is it now? (Answer: the season is autumn.) Many birds flew to warmer climes. What are their names? (migratory). Name the birds that stayed with us for the winter? (Children's answers: birds remained for the winter - sparrow, tit, magpie, crow, jackdaw, woodpecker, pigeon). How to call these birds in one word? (Answer: wintering.) 3. Game “Guess which bird.” Educator. (Children sit on chairs). Now let's play the game “Guess which bird.” Alina, Timofey and Karina will take turns telling about their wintering bird in the form of a riddle. Alina: this is a beautiful bird. She has a black cap on her head, white cheeks, a black stripe on her throat - a tie, gray wings and tail, a yellow-green back, and a yellow belly. (Children's answer: tit.) Timofey: the head, wings, tail of this bird are black, and there are snow-white feathers on the sides. The tail is long and straight, like an arrow. The beak is strong and sharp. (Answer: magpie.) Karina: this bird looks like a crow, only it is smaller, it is black, but there are gray spots around its neck, as if it is tied with a gray scarf, it is very smart and gets along well with humans. (Children's answer: jackdaw.) The child who guessed the bird finds and hangs the picture on the board. Well done boys. 4. Game "Correct the mistake." Educator. Now let's play the game "Correct the mistake." Guys, I will name a proposal, and you correct the mistake. The sparrow was jumping on the ground - the sparrow was jumping on the ground. The magpie flapped its wings - the magpie flapped its wings. The bullfinch pecked the bread - the bullfinch pecked the bread. The jackdaw was sitting on the fence - the jackdaw was sitting on the fence.

Conversation

Conversation is a method of collecting primary data based on verbal communication. Subject to certain rules, it allows one to obtain information no less reliable than in observations about events of the past and present, about stable inclinations, motives for certain actions, and about subjective states. It would be a mistake to think that conversation is the easiest method to use. The art of using this method is knowing how to ask, what questions to ask, how to make sure you can trust the answers you get.

It is very important that the conversation does not turn into an interrogation, since its effectiveness in this case is very low. Conversation as a method of psychodiagnostics has some differences in the form and nature of the organization

Ethical conversations with preschoolers

Methodology for conducting ethical conversations
Author: Ignatievskaya Olga Ivanovna, teacher at MBDOU kindergarten No. 3 “Forget-Me-not”, Protvino Objectives: stem from the general objectives of moral education. The main tasks of the educator are to form personality traits. Personality properties are those properties in which personality relationships are expressed. Relationships become properties of personality when it is conscious, generalized, relatively stable and permanent. It follows from this that in order to educate moral qualities, it is necessary, first of all, to induce in children a certain attitude towards moral phenomena (children’s actions, norms and rules of behavior), to help them understand this attitude, generalize and consolidate it. In order for a child to evaluate his own and others’ actions, he must have a certain range of moral ideas. Giving him the opportunity to justify his judgments. Consequently, the main tasks of ethical conversation are: - the formation of generalized moral ideas based on analyzes of specific actions and facts; - developing a conscious attitude towards people’s actions and the ability to evaluate actions (of one’s peers, characters in literary works); — formation of a conscious attitude towards the rules of behavior; - awakening children to moral actions. These tasks also determine the methodology for conducting ethical conversations. The content of ethical conversations The content of ethical conversations is a discussion of such norms of behavior as kindness, friendship, truthfulness, modesty, and hard work. Ethical conversations are carried out mainly in senior and preparatory groups. They are included in the educational work plan at least twice a month. However, this does not exclude unscheduled conversations that are conducted based on the actions of children in everyday life. Conversations can be conducted with the whole group, with small groups or individually. Short conversations with the whole group can be held during a walk. Educators should prepare for ethical conversations in advance. For example, when planning work to develop a sensitive, friendly attitude towards people, the teacher plans only 6 conversations. The first two should help children realize their experience of a caring attitude towards loved ones: mother, sister, father, brothers and other family members, give the concept that a caring, attentive attitude is a sensitive attitude. The three subsequent conversations are aimed at revealing to children the need for a friendly attitude not only towards loved ones, but also towards other people around them: preschool employees, peers, children, even strangers, to show various manifestations of a friendly attitude towards people, to evoke a positive attitude towards people , cause a positive attitude towards those who are kind, attentive, and hostility towards those who are rude and who do not help others. Establish rules of behavior in relation to others. The sixth, final conversation is to check how the children have learned the material from previous conversations, as well as to summarize moral ideas and rules. Thus. By planning a system of conversations with a sensitive and attentive attitude, the teacher sets himself all the main tasks of the moral education of a preschooler: the formation of ideas about the norms and rules of behavior, the development of an emotional positive attitude towards moral actions and rules of behavior, the desire to follow them. Having outlined a system of conversations, the teacher then carefully prepares for each of them. Structure In an ethical conversation, as in a cognitive conversation, three parts can be distinguished: beginning, main part, ending. At the beginning of the conversation, it is important to arouse children’s interest in discussing the issue at hand and focus their attention on a certain phenomenon. Considering the visual and exemplary nature of a preschooler’s thinking, it is best to start a conversation by describing a specific fact or vivid image and setting tasks for the children. This fact or image can be given in a work of art or in a teacher’s story. Then the conversation can begin with reading a work of art or a story from the teacher. For example, the teacher began one of the conversations about a friendly attitude towards people with a literary work: “Children, today I will read you the story “The Ball in the Window,” listen to it carefully.” Another conversation began with the teacher’s story: “I’ll tell you an incident that happened recently in kindergarten. While walking on the site, one boy slipped and fell into a puddle. He got his new jacket dirty and immediately one of the girls helped him get up, cleaned his jacket and consoled him: “Don’t worry, it will dry and nothing will be visible.” How did the girl act?” The conversation can also begin with a story from the children. For example, “Children, remember what holiday our country and you and I celebrated? Tell us how you congratulated your parents on this holiday. The beginning of a conversation can also be the reproduction of material from previous conversations or observations made during excursions and walks. The main part of the conversation The main part of the conversation is aimed at revealing the specific content of a particular norm, causing a discussion of actions, facts, and a certain emotional attitude towards it. The teacher asks the children questions aimed at analyzing and evaluating the characters of literary works and the children themselves, identifying certain actions, their meaning and consequences. By clarifying and supplementing children's answers, the teacher helps them draw correct conclusions regarding the facts of their actions and forms an attitude towards them. During the main part of the conversation, the teacher explains the norms of behavior and creates a desire to follow them. This part of the conversation can also be structured in different ways: one can be based on the analysis of two works of art that specifically reveal moral norms. In this case, the conversation can go on both works at once, read one after another or on each separately. You can conduct conversations only on the basis of children’s actions and the content of previously read books. During the conversation, the teacher must ask questions in a certain logical sequence. End of the conversation An ethical conversation can end in different ways, but at the end it is necessary to summarize and formulate a moral position that children should follow. This moral position can be expressed in the form of a general conclusion from a conversation, or in the form of a rule of conduct, or in the form of an example that children should imitate. You can end the conversation by formulating the rules of behavior: “Let’s introduce rules and follow them.” The rule of behavior can be given in the form of proverbs, for example, at the end of the conversation, the teacher can once again remind the children “To be truthful, you must tell the truth, even if it is difficult and unpleasant. It’s ugly to lie; lies always offend people.” The conversation can end with reading a work of art, which gives a clear example of moral behavior. For example, “Today we will read again the familiar work “Vova the Good Soul” and learn from Vova to be kind, caring, and sensitive.” An ethical conversation can be completed by establishing a connection between its content and the subsequent activities of children. For example, at the end of a conversation about a sensitive, friendly attitude towards comrades. The teacher says, “You just spoke correctly about how to treat your comrades. But you need to not only be able to speak. But also act in a comradely manner. Now we’ll go for a walk, play the new game “Trap, give me your hand” and learn to help our comrades, learn to help them out of trouble.” The connection of ethical conversations with subsequent activities is one of the conditions for their effectiveness.

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Tips and tricks

1. It is necessary to prepare questions in advance on the problem under study, their formulation should be clear and understandable, taking into account the level of competence of the subject, and the questions should encourage a detailed answer.
2. It is worth choosing the right questions, taking into account the mood and subjective attitude of the respondent during the conversation.
3. It is recommended to start the conversation with an abstract topic, gradually moving on to the planned one.
4. Showing goodwill towards the words of the interlocutor and genuine interest (pauses, asking again, “echo”, self-perception, i.e. active listening) inspire the trust of the respondent, which allows you to obtain the most reliable data.
5. Be sure to conduct the study in a calm state. The interlocutor will feel the excited state and turn it on himself, which reduces the effectiveness of the entire conversation.
6. It is recommended to find out in advance what environment and time will be most comfortable for the subject in order to effectively conduct the study.

From all of the above, we can conclude that conversation is one of the fundamental and effective research methods in psychology; it is used to obtain the most complete information about the subject through a combination of verbal and nonverbal forms of communication.

But along with the many advantages of this method, there is one major drawback - the professionalism of the researcher. It is necessary to be able to organize a conversation, taking into account all the details: the character and mood of the subject at the time of communication, the situation, the correct questions; the skill of “reading” and comparing verbal and non-verbal signals is also required. Only if the specialist has a high level of competence can the desired result be achieved during the research process.

METHOD OF CONVERSATION IN EDUCATIONAL WORK WITH CHILDREN OF THE SENIOR GROUP OF KINDERGARTEN

One of the effective teaching methods is conversation

.

What is valuable in a conversation is that the teacher focuses the children’s attention on a certain phenomenon, clarifies and brings the child’s ideas into a system accessible to him, teaches him to think logically, and develops the ability to listen and speak out.

The conversation is also of great importance for instilling a correct attitude towards the surrounding reality, for the formation of the moral qualities of the Soviet child.

The “Guide for a Kindergarten Teacher” recommends conversations as a method of developing coherent speech for middle and older preschool age. <…>

Guiding the conversation . Conducting a conversation as one of the methods of teaching preschool children presents significant difficulties for the teacher. The child’s state during a conversation requires a certain amount of mental strength.

During a conversation, complex mental processes of recall, judgment, inference, and generalization take place. During the conversation, the child's active attention is constantly attracted. He needs to follow the flow of the conversation, not deviate from the topic, and listen to his interlocutors.

A conversation requires mental activity from the child: you need to listen, understand, think and respond quickly enough. At the same time, conversation in a group is associated with the need to restrain oneself: to refrain from speaking while others are speaking; keep in mind what you wanted to say.

For some children, participation in a collective conversation also requires a strong-willed effort: to overcome timidity, shyness and speak out in the presence of others. Skillful management of the conversation largely determines the success of its conduct.

The most important management issues lie primarily in the selection of appropriate content. It is necessary to carefully consider the logical structure of the conversation to determine the nature of the questions asked of the children and their wording.

When talking with preschool children, visual materials are of great importance.

The choice of conversation content is dictated by the tasks of the Soviet kindergarten. Conversation is not an end in itself, but a means to implement program requirements.

In order for a conversation to awaken active thought and provide the opportunity to express independent judgments, its content must be close and familiar to children.

Not only a child, but also an adult cannot speak out on little-known material. Meanwhile, in conversations we often put children before such an impossible task. Until recently, the conversation was dominated by complex socio-political material; We are still facing this trend. Meanwhile, there is a lot that you can tell children about, but talking about it is inappropriate.

Conversation is primarily a means of clarifying and systematizing the knowledge of a preschool child. <…>

Consequently, it is necessary to talk with children about close, directly perceived phenomena. <…>

The concept of “close” has completely changed for our Soviet children, living in conditions of a lively social and political life that is directly perceived by them. <…>

Children's books are read to the child, he looks at the pictures, and hears lively conversations in the family. All this makes certain socio-political concepts close and, to a certain extent, accessible to him.

Socio-political topics contain rich opportunities for educational impact.

Careful selection of material is needed to avoid giving the child overly complex concepts.

Each conversation should give children some knowledge that is accessible to them or show the familiar in a new way. <…> The question of the method of conversations in the kindergarten system is very important.

In the work of our kindergartens in the past, mistakes were made related to the method of complexity, which was decisively condemned by Soviet pedagogy. The conversation was a kind of core in the topic: a sequential series of conversations was planned and all other classes were led to them.

Excursions, thematic drawing, modeling, poetry, songs, stories, games with rules were associated with the conversations. Echoes of this thematic theme have not been eliminated even now.

In our work, we strived to ensure that thoughts and knowledge important in educational terms were repeated in different conversations, so that the conversations were closely related to the life of children in kindergarten and in the family.

Let's explain this with examples. In the conversation “About Mom,” the teacher, through questions and her comments, brought to the children’s consciousness how great a mother’s care for children is and how, therefore, one must respect the mother and take care of her. After some time, two conversations were held about how adults work in kindergarten and what they do for children. And in these conversations, teachers taught children to show respect for adults. <…>

Conversation gives good results when it is based on the specific knowledge of children.

Conducting conversations involves introducing children to their surroundings. Therefore, they are most successful after excursions and observations.

The conversation about how adults work in kindergarten was held after the children visited the kitchen and pantry.

The conversation “About the Hometown” was preceded by walks along the nearby streets and a trip to Red Square.

The conversation about the horse took place after a series of observations of it on the street, in the herd, in the field.

After the conversations, it was necessary to further consolidate the material, but not through concentrated studies, as was the case in the theme-complex (classes in drawing, modeling, singing), but in deeds and actions. So, after a conversation about the work of adults, the group began to use new types of economic labor recommended in the “Manual”. After the “About Mom” conversations, the children prepared gifts for their mothers for March 8th, wrote and put greeting cards in the mailbox themselves; throughout the year, individual children prepared gifts or learned poems for their mother's birthday. <…>

Constructing a conversation. Systematizing the child’s experience and knowledge, not allowing him to deviate from the topic of the conversation, helping him draw conclusions, and forming the correct attitude towards the phenomena under discussion is possible only with a skillful selection of content and a clear, logically consistent arrangement of the material presented to children.

In constructing our conversations, we attached great importance to the beginning of the conversation. It should mobilize children's attention and stimulate thought.

This was achieved by observing specific objects, looking at pictures, or children’s memories of phenomena close to their life experience. Some living image should immediately appear in the minds of children. Then followed the analysis of these phenomena, highlighting the most significant particulars, on the basis of which the teacher had the opportunity to lead the children to the generalizations he needed in educational terms. Then the teacher made an elementary generalization, clarifying the children’s ideas, helping to develop the correct attitude to the phenomena under discussion and, where possible, encouraging the children to behave accordingly in the future.

After the conversation, we sought to consolidate the concepts received by the children in their daily activities (in kindergarten and in the family), as well as in games and activities.

Let us explain how the structure of the conversation we had planned was implemented in the practical work of our experimental kindergartens.

Consider the conversation “About Mom.” The purpose of the conversations “About Mom” was to introduce children to their mother’s work in its diversity; show the power of maternal love and evoke in children a reciprocal desire to take care of their mother, help her, and do something nice.

This topic was divided into two conversations. In the first conversation, we showed the mother’s work in production. Before the conversation, the children were given the task of asking their mothers where they work and what they do.

The parents were able to tell their children about their work in a simple, interesting way, so the retellings to the children were accessible and turned out to be meaningful.

The continuation was the second conversation, dedicated to the mother’s housework, her care for the house and children. Before the conversation, the teacher asked the children to see what their mother was doing at home.

Children's stories sounded lively and naturally.

“Everyone is still sleeping, but mom is already cooking,” “Mom tells me to go to bed, but she started doing the laundry,” “Mom is sewing a dress for me,” “Mom went to the theater with me,” the children give a long list of their affairs and concerns. mothers.

During this conversation, perhaps for the first time, the thought arose in the child’s mind about how many worries a mother has, how great her love is for her children. <…>

Naturally, the question arose whether children do anything for their mothers, how they try to bring them joy, to help them in some way.

The children talked about their little everyday affairs: “I wash the cups,” “I sweep,” “I give mom the shoes,” “Mom and grandma are resting, and I sit quietly, sorting out my toys.”

“Mom washes everything,” says Igor. “I asked: “Mom, do your hands hurt?” Let me help you." Mom gave me water and soap, and I began to wash, but I didn’t succeed.” There was so much warmth in these children's words.

Even though the actions that the children talk about have not yet become a habit, even though the children talk more about what they would like and can do for their mother, it is already clear that the idea has arisen in the child’s head that she should pay in kind for her mother’s care . And this was greatly facilitated by the conversations held with the children. We were also convinced of this by the children’s statements.

With the described system of constructing conversations, it was easy for us to focus the attention of the children. Since the children at the beginning of the conversation talked about phenomena very close to them, the children’s statements were relaxed and meaningful. The entire course of the conversation logically led to the conclusions that the teacher had outlined for himself. Therefore, there was no need for a formal conclusion, which educators resort to in conversations. Often the conclusion was given in the form of an artistic image: songs, poems, proverbs, riddles.

Questions, instructions and explanations from the teacher. Skillful selection and formulation of questions in a conversation influence the pedagogical effectiveness of this method, and on the contrary, asking random questions dooms a conversation to failure even with well-chosen content. If the questions do not reach the child’s consciousness and do not awaken his thoughts, the conversation is formal and does not affect the child’s development.

For the success of a conversation, not only a reasonable sequence of questions is important, but also their wording.

In a conversation with preschool children, the teacher helps the child think, his question serves as a support for the children, helps to draw a conclusion, identify knowledge; A prompt question in some cases is a means of activating the child. It is appropriate for insecure, shy children. Reasoning with the children and leading them to a conclusion, the teacher often formulates the necessary provisions himself, giving the children a model. Children only gradually become more independent in their conclusions. <…>

We have collected and analyzed about 3,000 questions, explanations and instructions from educators. When developing the questions asked in our experimental conversations, we tested them in different versions.

Analysis of the collected material revealed the different nature of the questions being asked. The largest number of questions aimed to identify the children’s knowledge and the ability to express it verbally. All that was required from the child was a name and a description of the material known to him.

Another group of questions required children to establish a causal relationship, make inferences, and generalizations.

The wording of the questions was also varied: there were questions that suggested, guided, or required the child to independently resolve them, specific questions, and questions asked in a general form.

These questions were accessible to children to varying degrees, activated their thoughts in different ways and influenced the quality of answers and judgments. The learning effect of the questions was thus different. Let us dwell on individual categories of questions.

Questions: what? Which? How? - were asked to children when the phenomenon under discussion was directly perceived by the child in kind or in the form of a picture or toy.

These questions were also asked when the object was not present. In this case, the teacher, with his question, encouraged the children to remember what they saw, heard, and experienced. The child was only required to establish a fact and describe it. However, the psychological state of the child in this case is much more complex: an adult asks him a question to force him to remember something, mentally reproduce the image and give its description.

Much more difficult are questions that require the child to establish a simple causal relationship, inference, or generalization. Questions: why? Why? - of course, more difficult than the questions: what? and which?

No matter how simple the question, it only reaches the child’s consciousness when it is clearly and purposefully formulated. The child does not give a clear answer to every question, even if the subject in question is before the children’s eyes. Here's a small illustration. The teacher observes a herd of cows with the children and says: “Tell me about the cows. What do you know about a cow?

“He nibbles the grass,” “The cows are big,” “The shepherd cracks his whip,” “The cow waves her tail,” “The cow has milk,” the children answer. The question is posed vaguely and does not give direction to the child’s thoughts. It turns out that the teacher wanted to get a description of the external signs of the cow.

During the same conversation, the question was asked: “What kind of head does a cow have?” “A little long, a little round,” the children answer. When the question was asked: “What does a cow have on its head?”, the children answered more accurately: “Horns,” “Big horns,” “Cows butt.”

If the formulation is more specific, if the main idea is isolated, then the child copes with the task assigned to him.

Sometimes children find it difficult to understand a question because it contains unclear words. Thus, the children of one of our kindergartens did not understand the question in which the term “objects” was used: “What objects are made from wool?” - and immediately answered the question: “What things are made from wool?”

It is not always easy for a small child to understand a question, and the teacher often has to use additional specific questions, especially leading questions.

Leading questions help the child more accurately grasp the meaning of the questions being asked, push him to the correct answer and give him the opportunity to cope with it independently. <…>

The most important task of conversation is to stimulate children’s independent thought and develop the ability to make logical judgments.

If it is not easy to ask children questions that require naming and description, then all the more difficult are questions that require establishing connections, generalizations, and conclusions.

As the material from our research has shown, in such matters, only good formulation is not enough. In all the cases we observed, children were only able to draw an independent conclusion when they had a sufficient supply of concrete ideas before the conversation, or when the entire logic of constructing the conversation provided the child with material for appropriate judgments.

In all cases when it was necessary to answer questions that established a causal relationship, requiring generalizations and conclusions, we tried to first give the children the appropriate knowledge. This was achieved both by work before the conversation and by constructing the conversation itself.

In almost every conversation conducted by our teachers, there were conclusions that the children coped with relatively easily, since the entire structure of the conversation was designed to lead children to the appropriate conclusions.

What basic requirements should be presented to the teacher’s questions in a conversation?

First of all, the questions should be simple and specific. When formulating a question, the teacher needs to clearly imagine what answer he expects from the child. Non-specific questions, posed in a general form, make it difficult for children and deviate the conversation from the main core.

Taking into account the uniqueness of the perception of preschool children and their individual differences, we often have to resort to auxiliary questions that clarify the main one. The number of these questions should not overwhelm or drag out the conversation.

Auxiliary questions are mainly leading questions. They activate the child's thoughts.

In the preschool years, when the child’s thoughts are not yet sufficiently strong and in conversation the teacher helps the child in his thought process, the use of prompting questions (in a limited number), especially in relation to individual children, is completely justified.

The most difficult questions for a child are those that require establishing a causal relationship and generalization. The child is able to answer them if he has enough specific ideas. Otherwise, these questions are overwhelming and cause random answers. It is possible to lead a child to logical conclusions in a conversation only on the basis of previous work to enrich children with knowledge. The logical structure of the conversation, the entire course of reasoning between children and adults should also lead children to conclusions.

Questions that require inferences, conclusions, and generalizations must be formulated especially carefully. This is where additional guiding questions are needed.

Teachers often do not know how to respond to children’s distractions from the main content of the conversation. A question asked by a teacher often initiates a whole chain of associations, and the child’s thought begins to follow a new path. If the teacher is not experienced enough, such distractions for individual children can completely disrupt the original intent of the conversation.

In our work, we have taken different approaches to resolving this issue. For the most part, teachers tried to use children's distractions for the purposes of this conversation.

Alik tells how he fell from the slide, he gets carried away with his story and distracts the children from talking about winter. The teacher, using Alik’s story, stops him and asks: “Why do they give so much in the winter?”

“Slippery,” “Snow is slippery,” “Ice is slippery,” the children answer. The teacher moves on to the next question she has planned about the properties of snow. The conversation then proceeds as planned.

Sometimes children's distractions serve as an excuse to plan the next conversation. So, during a conversation about winter fun, the children remembered summer. They were so carried away by the memories that the conversation could easily turn to the topic of summer. Using some of the children’s memories to compare winter and summer, the teacher said: “Now we’ll talk about winter, and next time we’ll definitely remember how we walked, played, and what we saw in the summer.”

Sometimes you have to ignore children's distractions and carry on your own line of conversation. Sometimes you need to stop a child. If the teacher does not do this on time, then he will not bring the conversation to the end and will not achieve the desired result.

Questions asked by children deserve special attention in the conversation. E.I. Tikheeva rightly believes that the most important thing is to encourage children to ask questions, to awaken inquisitive thoughts. Unfortunately, adults are not always attentive enough to children’s questions, and this stifles the development of curiosity. <…>

Guiding individual children . When leading a conversation, it is necessary to remember the individual characteristics of children. Some children think quickly and immediately answer the question, while for others the thinking process proceeds more slowly. The degree of speech activity also varies: some are willing to speak out in a group, others prefer to listen.

If in games and activities with materials, silence is not an obstacle to children’s participation in general work, then in classes in their native language and especially in conversations, these children find themselves at a disadvantage in relation to others and experience this painfully. <…>

There are children with a more limited outlook than their comrades. It is difficult for them to follow the thread of the conversation, quickly navigate, and keep up with the train of thought of others.

The question arises of how to involve all children in the conversation so that it is tactful towards each child and not to the detriment of the interests of the group. Even good educators often build a conversation on the statements of the most active and developed children, so as not to reduce the tone of the conversation and prevent the children’s interest from falling in such a difficult activity as conversation.

When you have to wait for a silent child to answer, other children involuntarily begin to get distracted.

We consider it important that children listen to their friends not out of politeness and obedience to the teacher, but out of genuine interest in what a particular child is saying. In silent children, you need to make them want to speak, share their thoughts, and awaken self-confidence.<.„>

Published by: Proceedings of the All-Russian

scientific conference on preschool education. –

M., 1949. - P. 178-194.

N.M. Krylova

Types of conversation

Depending on the specific working conditions, various types of conversation are used in psychological practice:

• Introduction to the experimental situation. This species is most often used for laboratory research. Establishing contact with the subject is the main goal of this type of conversation. An important role is played by creating motivation to participate in the experiment. During the conversation, the necessary instructions are given. Conversation in the structure of laboratory research is an important auxiliary technique that follows the experiment;
• Experimental conversation. It is necessary to test research hypotheses and has a strictly defined topic. In this type of conversation, two types of questions are used: direct ones, for example, “do you like studying at school?” and indirect, for example, “Where do you want to study more - at school or at home?” By comparing direct and indirect answers, one can identify the motives for learning and the actual attitude of children towards learning and school. This serves as the basis for making judgments about the specifics of educational motivation;
• Diagnostic interview. This type is most common in psychological practice.

The purpose of the interview is to obtain a variety of data, both about personality traits and characteristics of mental development. The interview includes test survey techniques. Thus, combining all methods, conversation not only performs its own functions, but also serves as a natural background;

Psychotherapeutic conversation. This is the most difficult type of conversation that is used to provide psychological assistance.

The psychologist, through this conversation, which is also called a clinical interview, helps a person to understand internal problems and restore the internal integrity of the “I”. Psychotherapeutic conversation is very specific and solves complex problems. Psychoanalytic sessions are long and sometimes require several years. And, conversely, contacting a psychologist via a helpline operates according to the laws of short-term intensive therapy.

The division of the listed types of conversations is quite arbitrary, because they are all interconnected;

Standardized and free conversation. The degree of standardization of the conversation depends on how detailed the preliminary conversation plan is developed and how accurately its implementation is carried out. A standardized interview is essentially a hard-coded questionnaire-type interview. The opposite is a free conversation, during which the researcher, depending on the situation, can freely change tactics. More common in practice is a partially standardized conversation. It combines a clear strategy and relatively free tactics. It should be noted here that both high and low levels of standardization have their advantages and disadvantages.

Because a standardized interview ensures that all relevant questions are asked, it provides the opportunity to obtain comparable data. In addition, it is not very sensitive to the level of qualifications of the researcher and does not require much time. Based on this, such a conversation can be used in mass surveys, when a large amount of data needs to be obtained in a short period.

A strictly regulated standardized conversation does not take into account the individual uniqueness of the situation, so schoolchildren may perceive it as an examination procedure. Free conversation allows for greater flexibility in the form and sequence of questions, makes it possible to individualize the interview situation, maintain naturalness and emotional contact. It is free conversation that is more preferable when working with children;

Guided and unguided conversation. The degree of controllability on the part of the researcher may vary depending on the goals and content of the conversation. The psychologist has complete control over the content in a fully guided conversation. He keeps the conversation within the necessary structure and guides the child's responses. On the contrary, in an uncontrolled conversation, the initiative passes to the child. An uncontrolled conversation is more often typical of a situation of psychotherapeutic interaction, because it often takes on the features of a “confession.”

The level of standardization and controllability of the conversation are directly related to each other. A highly standardized conversation is at the same time controlled and vice versa.

Types of conversations, their significance for the cognitive and speech development of children

Tatyana Belyaeva

Types of conversations, their significance for the cognitive and speech development of children

A conversation is a purposeful, pre-prepared conversation between a teacher and children on a specific topic.

The importance of conversation in educational work with children was revealed in their works by E. I. Tikheyeva, E. A. Flerina, E. I. Radina, E. P. Korotkova, N. M. Krylova and others. In their opinion, conversation teaches children to think logically , helps children gradually move from a concrete way of thinking to the simplest abstraction. During the conversation, preschoolers learn to perform mental operations (analysis, synthesis, comparison, generalization, express their thoughts, listen and understand the interlocutor , give answers to questions posed that are understandable to others. Coherence of speech develops in the conversation .

The content of the conversations is the formation of ideas in preschoolers about the life around them: about the life and work of people, about events in public life, about the activities of children in kindergarten .

The topics of the conversations are determined by the specific objectives of educational work with children, their age characteristics, the stock of information acquired during excursions and observations, as well as their immediate environment. The following groups of topics for conversations with children :

1. Topics reflecting phenomena of social life: «»

Our kindergarten”,
“Moscow is the capital of our Motherland”
, about school, about our hometown, about people’s work, etc.

2. Conversations on everyday topics : About toys, about school and washing supplies, about clothes, about dishes, about the use of technology in household work, etc.

3. Conversations on natural history topics: “Seasons”

,
“Fruits and vegetables”
,
“Wintering and migratory birds”
,
“Pets”
,
“House plants”
,
“Spring”
,
“Autumn”
, etc.

4. Conversations on literary topics: “About fairy tales”

,
"WITH.
Y. Marshak for children” ,
“Books about animals”
, about illustrators.

5. Conversations on moral and ethical topics: about the culture of behavior, “Be a good friend”

,
“About good deeds and deeds”
.

By purpose, conversations are classified into :

- introductory (preliminary, the purpose of which is to create interest in the upcoming activity, to prepare children for mastering new knowledge, abilities, skills. They should be brief and emotional;

- accompanying (accompanying)

.
The purpose of such conversations is to maintain interest in observation or examination, to ensure a complete perception of objects and phenomena, and to help obtain clear, distinct knowledge. They are carried out during children's activities, excursions, walks. The specificity of these conversations is that they activate various analyzers and consolidate the impressions received about the word;
- final (final, generalizing, the purpose of which is to clarify, consolidate, deepen and systematize the knowledge and ideas of children .

Conversation Tools

The ability to conduct a conversation and enter into dialogue with other people is an important factor in the process of socialization. From childhood, a person learns to express thoughts and convey his point of view to his interlocutor, listen to his partner and analyze what is said.

As a rule, during everyday informal conversation, an adult does not think about the means of conversation and uses them automatically. However, the effectiveness of the conversation largely depends on how consciously and thoughtfully they are used. Such means include:

• asking questions;
• listening to the interlocutor;
• studying the interlocutor’s reactions;
• transfer of information to the interlocutor.

Statement of a question

A poorly posed question can lead to the fact that the interlocutor does not want to enter into a conversation or will try to end it as quickly as possible

Therefore, it is important for the questioner to take into account the atmosphere between people, the mood of the partner and the timeliness of the question. There are several rules that will help you formulate the question correctly:

1. Ask open-ended questions so that the person can give a detailed answer.
2. Don't ask too long questions.
3. Avoid double questions (or... or...).
4. Questions should not be forced or suggestive of an answer.
5. Each question should be related to the topic being discussed and pursue a goal.
6. After asking a question, pause to give your interlocutor time to think.

Listening to your interlocutor

In conversation, in addition to mastering conversation skills, it is important to be a good listener. The interlocutor must see that you are really interested in what he is talking about

In addition, the ability to listen makes the cognition process more effective and increases a person’s tendency to empathize. To do this you need to follow the rules:

1. Use the word “I” less often in your speech.
2. Encourage people to talk about themselves.
3. Ask leading questions.
4. Show interest through nonverbal signs.
5. Don't get distracted while talking.
6. Look at your interlocutor.

Studying the interlocutor's reactions

This tool allows you to manage the conversation and ensure that the atmosphere remains relaxed

At the same time, it is important to study not only the personality traits of the interlocutor, but also dynamic manifestations - mood, motives, intentions, position taken, behavioral attitudes, etc. Observation during a conversation helps to monitor the interlocutor’s reaction and, if necessary, move the conversation to other topics in a timely manner

Conversations with children in preschool educational institutions. Methodology. Part 1.

One of the main methods for developing dialogic speech in preschool children in the classroom is conversation. A conversation is an organized, focused conversation between a teacher and children on a specific topic, which consists of questions and answers. Conversation is an effective verbal teaching method ; when properly combined with specific observations and activities of children, it plays a big role in educational work with children. The method of conversation developed by Socrates and Plato was used in teaching rhetoric and logic to young people. Later this method was used in school teaching.

Since the times of J. A. Comenius and I. G. Pestalozzi, the question has arisen about the use of conversations in preschool education . Conversation is, first of all, a method of clarifying and systematizing children’s ideas received in the process of everyday life and in the classroom. The nature of the conversation requires the child to be able to actively reproduce his knowledge, compare, reason, and draw conclusions. Through conversations, children purposefully acquire information about specific objects and phenomena, learn to convey in words the characteristics of objects, and actions with objects. By focusing on the characteristic features of phenomena, the teacher deepens children’s understanding of what they perceived during walks and excursions. The designation of what is perceived by words, the description of objects and phenomena by the children themselves makes the process of acquiring knowledge more meaningful. Conversation also enriches the child with new knowledge or shows the familiar in a new aspect. By participating in a conversation, a child learns to concentrate his opinion on one subject, remembers what he knows about it, and learns to think logically. In a conversation, the teacher teaches the child to clearly express his thoughts, develops the ability to listen and understand questions, correctly formulate the answer to them - briefly or in more detail, depending on the nature of the question, and ask questions correctly.

Conversations activate children's speech and contribute to the development of dialogical speech. Mastering dialogic speech skills is important for subsequent schooling. During conversations, the teacher teaches children to correctly use grammatical forms of words, clearly pronounce words, place stress correctly, enriches and activates their vocabulary. In conversations there is an opportunity to replay what children have previously observed. Under the influence of conversations, the speech of preschoolers becomes accurate and meaningful. In the conversation, children’s moral and aesthetic ideas are activated, and their attention is focused on vivid impressions. Conversations that are ideologically oriented and rich in content lead children to judgments and conclusions that are accessible to them. Using vivid examples, a child becomes more fully aware and emotionally experiences his attitude towards the environment. Based on knowledge, the child thinks about his behavior and evaluates his actions. Conversation forms in the child an appropriate attitude to the facts of reality, contributes to the development of organization and the formation of certain moral qualities. In a kindergarten setting, conversation is used as an important means of collective communication between children.

Conversation as a teaching method is used mainly in older groups. However, individual conversations (for example, about the work of adults in kindergarten, about the seasons) can be successfully carried out in the middle group (from the second half of the year). The content of the conversation is program material to familiarize children with the surrounding reality: with everyday objects, labor, the life and work of people, natural phenomena, social life, holidays, games, work and study of children in kindergarten.

The content of the conversation can be a discussion of listened fairy tales, stories, poems, examined paintings, filmstrips, films, television programs, etc. The content of the conversations should be pedagogically valuable, contribute to the implementation of the tasks of comprehensive education of children and at the same time be feasible and psychologically close to the child - preschooler. Compliance with the last requirement is especially necessary for the conversation to be active, to excite the child’s thoughts, to help hold his attention and to leave a deep imprint on his consciousness.

Modern methodologists offer a variety of topics for conversations with preschoolers. Conversations reproducing facts and phenomena of social life are common: “Moscow is the main city of Russia”, “Our city”, “We love our village”, “What did we see in the library?” A number of conversations are devoted to the topics of labor, labor processes, and the labor affairs of the children themselves: “Bread is the head of everything,” “Professions of your parents,” “How clothes are sewn,” “About construction,” “We are on duty,” “What we grew in the garden.” , in the garden?" etc. Conversations are held with preschoolers about machines that help adults in their work (“What do machines help them do in kindergarten and at home?”, “What do people drive?”, “What machines help grow crops?”, etc.), objects that children encounter every day (“Our toys”, “Clothes and shoes”, etc.).

The teacher must deeply think through the content of conversations, select for discussion those facts and phenomena that lead children to general conclusions and at the same time require additional explanations and information so that children can more fully and deeply comprehend the observational material. The senior kindergarten teacher should help the teachers plan the conversations in a certain sequence and ensure their connection with each other. The next conversations should be more difficult than the previous ones. New mental tasks should appear in them, and the requirements for children’s speech should increase. A conversation achieves its goal only with clear organization and a well-thought-out methodology for conducting it. Therefore, preliminary preparation of the teacher and children for it has a significant place in the successful conduct of the conversation. The teacher, having determined the tasks and topic of the conversation, thinks through and selects its content, structure, determines the nature and formulation of the main questions. In addition, he selects the necessary visual aids and technical means, thinks through how to take into account the individual characteristics of children and provide differentiated guidance to them during a conversation. Children's readiness for conversation lies in their having appropriate knowledge about the subject or phenomenon that will be discussed in the conversation. The child receives this knowledge during excursions, observations, viewing paintings, watching filmstrips, television programs, etc.

The conversation should be based on the children's life experience and knowledge . For example, a conversation on the topic “About winter” can be held only when children have already become familiar with winter natural phenomena and listened to relevant stories and poems. If a conversation is planned on the content of a painting or a literary work, then children must have certain knowledge to understand this material, listen to this literary work, and examine the painting. Conversation is a complex teaching method; its course depends not only on the training of the teacher himself, but also on the level of development of children, their knowledge, and the degree of their activity and independence. A conversation requires intense attention from a child; he must always follow the progress of the conversation, not be distracted from the topic, listen to his comrades, remember, generalize, be ready to answer, and at the same time restrain himself from speaking when not asked. The teacher is faced with the task of maintaining the activity of children throughout the lesson, mobilizing their attention.

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• Conversations with children in preschool educational institutions. Methodology. Part 2.
• Conversations with children in preschool educational institutions. Methodology. Part 1.

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