Analysis of the specifics of children's communication in a peer group. Diagnostic program for the study of communication skills of children of senior preschool age. Analysis of the results of the study

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Problems with the child's communication with peers

The problem of communication of preschoolers has always been relevant in the studies of foreign and domestic figures of pedagogy and psychology.

And this is not without reason, as it is a completely natural phenomenon. Children love to share their impressions during different activities. Joint games of children do not pass without communication, which is the leading need of children. Without communication with peers, a child can observe certain mental disorders.

Conversely, meaningful communication is an indicator harmonious development preschooler personality.

Communication of the child should not be limited only to relationships within the family. Preschoolers should have contacts with peers, teachers, and other adults.

Group kindergarten- this is practically a stage on which interpersonal relationships are unfolding between children - its actors. In the interpersonal interaction of children, not everything goes smoothly. There is strife and peace. Temporary truce, resentment and petty dirty tricks.

In all positive relationships, preschoolers form and develop positive personality traits.

In the negative moments of communication, a preschooler receives a charge of negative emotions, which is fraught with sad consequences in his personal development.

What are problematic peer relationships?

The forms of communication that are problematic include increased children's aggressiveness, excessive touchiness, shyness, other communication problems.

Briefly consider the factors of improper communication between children preschool age with peers.

Aggressive children

If a child is aggressive, then peers are unlikely to become friends with him. Most likely, children will avoid such a child. Such children are objects of increased attention from parents and teachers.

In most preschoolers, aggression manifests itself to one degree or another. And this is normal when a child reacts with some degree of aggression to unfair actions from the outside. However, this form aggressive behavior does not affect the general condition of the baby in any way and always gives way to peaceful forms of communication.

But there are children whose aggressive manifestations are a stable side of the personality, persist and even develop into the qualitative characteristics of preschoolers. This harms the normal communication of children.

Let us turn to another problem of communication between children.

touchy children

Although touchy children do not cause much harm to others, it is also very difficult to communicate with them. Any wrongly cast glance in the direction of such preschoolers, an accidentally dropped word, and you already lose all contact with such a child.

Resentments are very long. It is not easy for a touchy child to overcome this feeling, and he can withdraw into himself for a long time.

This feeling is destructive to any friendship. Resentment leads to painful experiences in children. They start at preschool age. Younger children are not yet familiar with this feeling.

During preschool childhood, when a child's self-esteem is being formed, resentment arises suddenly and takes root deep in the child's mind.

Unlike an aggressive child, a touchy child does not fight, does not show physical aggression. But the behavior of a touchy preschooler is demonstratively suffering. And it does not encourage friendly communication.

Often, an offended preschooler deliberately attracts the attention of others by deliberately refusing to communicate with anyone who approaches him.

shy kids

Communication with shy children brings little pleasure. With unfamiliar children and adults, they generally refuse to communicate. Getting to know them is a top-level problem.

Unfortunately, in most preschool children, the beginnings of shyness can be observed. And if in 60% of preschoolers shyness disappears as soon as the child is offered something interesting, then it is very difficult to get others to talk.

Not everyone and not always manages to talk to a shy preschooler. When approaching a stranger, whether an adult or a child, shy kid feels emotional discomfort, shy. In his behavior, you can catch notes of anxiety, and even fear.

Shy preschoolers tend to have low self-esteem, which prevents them from engaging in relationships with peers. It seems to them that they will do something differently from what is required of them. And therefore they refuse to take any steps towards the collective of children.

They stay away from common affairs and any joint activities, watching the games of other children from the sidelines.

I would like to note another type of children who have problems in communication.

Demonstrative children

Such children, as a rule, compare themselves with other children and demonstrate their success to everyone around them. They are arrogant and proud, even when they are children.

Demonstrativeness gradually turns into a stable quality of the child's personality and brings him a lot of negative experiences. On the one hand, the child is upset if he is perceived differently than he exposes himself. On the other hand, he does not want to be like everyone else.

At times, a demonstrative child is able to perform a positive act. But this is not at all for the sake of another, but only in order to once again show oneself, to demonstrate one's kindness.

Communication with a demonstrative child is very complicated at preschool age. Demonstrative children like to attract undue attention to themselves, often bring beautiful toys to kindergarten to show off to other children.

Interestingly, demonstrative children are active in the process of communication. But this communication on their part is devoid of interest in the other.

They only talk about themselves. If they fail to assert themselves in the eyes of their peers, and especially adults, then such children begin to show aggression, scandal, quarrel with everyone.

And although other children do not particularly want to communicate with them, they themselves really need the environment. Because they need someone to listen to them in order to demonstrate themselves in front of society.

Features of communication of preschoolers with peers

As we discussed above, the communication of preschoolers with peers is very dependent on themselves. If they are aggressive, touchy, envious or demonstrative, then they often have problems in the process of communication.

But all children of the age we are considering also have common features of communication with peers.

Preschoolers are highly emotional. In a group of peers, they manifest other forms of communication.

This applies to expressive-mimic manifestations. Children in general are very fond of gesticulating during conversations, reinforcing their statements with facial expressions. This helps them to be emotionally expressive during communication.

I would like to note some features of the communication of children at preschool age. Children love to communicate. During communication with peers, they develop speech skills, develop communication skills. There are, of course, some communication problems associated with frequent conflicts in the children's team.

Communication with peers is more relaxed than with adults. Completely different forms of behavior prevail here. Non-standardized communicative patterns can also be attributed to the peculiarities of the behavior of preschool children during communication. Such as bouncing, bizarre poses, antics. One child may intentionally mimic another, which does not happen in communication with an adult.

But in each free manifestation, the child reveals his individual personality traits. And these distinctive features communication of children with peers remain until the end of preschool childhood.

Another feature children's communication at preschool age, it can be considered that the initiative in response actions prevails in the child. A preschooler quickly reacts to a replica of another child with response activity. At such moments, the development of dialogue speech occurs. At the same time, problems such as protests, resentment, conflicts can be noticed, because the child is trying to say his weighty word last. And none of the children wants to give in.

On the forms of communication between children and peers

Now it is worth talking a little about the forms of communication of the child in the circle of peers.

The first form of communication of preschool children is usually called emotional and practical.
A child, more often at a younger preschool age, expects complicity in undertakings and pranks. This form of communication is situational and depends on the specific situation.

Problems in this form of communication can arise at the moments of interaction of communication partners. Either the children switch their attention from the interlocutor to some object, or they fight because of this object.

This is due to the fact that the development of objective actions is not yet at a sufficient level, and the need to use objects in communication is already being formed.

In such cases, permission is reluctant.

Another form of communication between peers is called situational business.

Somewhere by the age of four, its formation begins and continues until the age of 6. The features of this stage are that now children begin to develop role-playing skills, even role-playing games. Communication becomes already collective.

The development of cooperation skills begins. This is not the same as complicity. If in the emotional-practical form of communication, children acted and played individually, although they were in the same team. But each represented himself differently. Here, the children in the game are closely connected by a single plot and the roles they have taken on.

One role will fall out, and a problem arises - the plot of the game is broken.

Therefore, it can be stated that the situational business form arises on the basis of a common cause in order to achieve a certain overall result interactions with peers.

In popular children, the formation of communication skills in this form of cooperation is ahead of the development of communication skills of children who are less visible in the children's team.

It is even worth noting here that aggressive and demonstrative children, which we talked about earlier, are more successful in developing communication skills than touchy and envious children, who are more likely to stay away due to personal characteristics.

At the age of 6-7 years, communication skills in preschool children acquire a more or less formed character. Children become more friendly to peers. The formation of skills of mutual assistance begins. Even demonstrative children are already beginning not only to talk about themselves, but show attention to the statements of other children.

At this time, the formation of an extra-situational form of communication begins, which goes in two directions:

• growth and formation of extra-situational contacts (children talk about what they did and saw, plan further actions and share their plans with others, learn to evaluate the words and actions of others);
• formation of the image of a peer (selective attachments to peers appear regardless of the situation of communication, and these attachments are very stable by the end of the preschool period of childhood).

These are, in general terms, the features of the forms and problems of communication of preschool children. Now let's take a look at effective ways development of communication skills between the child in a circle of peers.

How to develop the communication skills of preschool children in preschool?

The communication skills of a preschool child with peers are actively formed in the process dialogue between children. Children's dialogue speech carries the foundations of conversational speech activity in general. Here both the development of monologue skills, and the formation of the preschooler's speech readiness for the upcoming schooling.

Dialogues are actively used by children during games and other joint activities.

At the same time, an important role is assigned to an adult who takes an active part in such communication between children.

Joint games, as a form of social life of a child of this age, help to solve many relationship problems.
The plots of role-playing games help to develop the skills of community and building dialogue communication. In games, you can implement the formation of all forms of communication.

An adult needs to teach children to start, continue and end a dialogue. The child should be able to maintain a conversation, answering the questions posed during the dialogue.

Dialogue is a very difficult form of communication through which social interaction is fully realized. Therefore, an adult should contact the child as often as possible, observing a positive emotional tone. This will encourage the preschooler to talk. Features of communication during a dialogue contribute to the formation of sentence building skills different types, from simple narrative to complex in their construction and phonetic aspects.

Through dialogue, all basic speech skills and abilities are realized, both speech and speech etiquette skills.

Summing up, we note that the formation of communication at preschool age is also necessary because it will help a child entering school to quickly adapt in society.

The specifics of communication between preschoolers and peers differs in many respects from communication with adults. Contacts with peers are more vividly emotionally saturated, accompanied by sharp intonations, screams, antics, and laughter. In contacts with other children, there are no strict norms and rules that should be observed when communicating with an adult. When talking with elders, the child uses generally accepted statements and ways of behavior. In communication with peers, children are more relaxed, say unexpected words, mimic each other, showing creativity and imagination. “Hello, Elena Anatolyevna! Natasha, hello! I have gum! Want?" - says Alyosha (4 years 11 months). In contacts with comrades, proactive statements predominate over reciprocal ones. It is much more important for a child to express himself than to listen to another. And as a result, a conversation with a peer often fails, because everyone talks about his own, not listening and interrupting each other. At the same time, the preschooler more often supports the initiative and suggestions of an adult, tries to answer his questions, complete the task, and listen carefully. Communication with peers is richer in purpose and function. The actions of the child, aimed at peers, are more diverse. From an adult, he expects an assessment of his actions or information. A child learns from an adult and constantly turns to him with questions (“How to draw paws?”, “Where to put a rag?”). An adult acts as an arbiter for resolving disputes that have arisen between children. Communicating with comrades, the preschooler controls the actions of the partner, controls them, making comments, teaches, showing or imposing his own pattern of behavior, activities and comparing other children with himself. In an environment of peers, the baby demonstrates his abilities and skills.

During preschool age, three forms of communication with peers develop, replacing each other. Let's consider them.

Among the various contacts with peers, the infant most often has direct emotional ones, reflecting a wide range of experiences: pleasure from new impressions delivered by another child, infection with general fun, fear and annoyance from careless movements. Children's interest in each other encourages cognitive contacts, to study the other. By 12 months for the first time, business contacts are formed in the form of joint subject-practical and game actions. This is where the foundation for subsequent full-fledged communication with peers is laid. The formation of such a need begins from 3 months. from the appearance of orienting activity to a peer. At 5 months the child has vivid emotions when perceiving a partner as part of the revitalization complex. In the second half of the first year of life, complex forms of behavior (imitation, joint games) are formed, acting as subsequent stages in the development of the need for communication with peers.

A significant part of contacts with comrades is aimed at getting to know them as an interesting object. Children look at each other, touch their faces, clothes, sometimes even taste - they take the fingers of another into their mouths. Infants are often not limited to the contemplation of a peer, but strive to actually study the object of interest to them. They behave with their peers interesting toy. At the same time, they address them with the same actions as for an adult: they smile, offer a toy. However, initiative manifestations towards peers, the desire to attract attention to oneself are rarely observed, as well as reciprocal activity. Communication in the full sense is still absent, only its prerequisites are being laid.

At the age of 1 to 1.5 years, the content of contacts with peers remains the same as in infants. At the same age, the baby is attracted primarily by objective qualities: appearance, behavior. Therefore, the joint actions of babies are very rare and quickly disintegrate. Children cannot coordinate their desires and do not take into account the state of each other.

At the age of 1.5, a turning point occurs in relations with peers. Initiative actions are being developed in order to interest a peer. At the same time, sensitivity to the attitude of comrades develops.

By the age of 2, the first form of communication with peers develops - emotional-practical. The new need for communication with peers takes fourth place after the need for active functioning, communication with adults and new experiences. Its content lies in the fact that the child expects complicity in his pranks and fun from his peers and strives for self-expression. Communication is reduced to running around, cheerful cries, funny movements and is distinguished by looseness and immediacy.

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

Communication with comrades is reduced to individual episodes. Children play alone for a long time. And to establish contacts, they widely use all the actions that they have mastered in communicating with adults - gestures, postures, facial expressions. The emotions of the guys are very deep and intense. Subject-effective operations also contribute to the establishment of contacts. In the 4th year of life, speech occupies an increasing place in communication.

At the age of 4 to 6, preschoolers have a situational-business form of communication with their peers. At 4 years old, the need to communicate with peers is put forward in one of the first places. This change is due to the fact that the role-playing game and other activities are rapidly developing, acquiring a collective character. Preschoolers are trying to establish business cooperation, coordinate their actions to achieve the goal, which is the main content of the need for communication.

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

Preschoolers have an interest in actions, methods of action, acting in questions, ridicule, remarks.

Children clearly show a tendency to compete, competitiveness, intransigence in assessing comrades. In the 5th year of life, children constantly ask about the successes of their comrades, demand recognition of their own achievements, notice the failures of other children and try to hide their mistakes. The preschooler seeks to draw attention to himself. The child does not highlight the interests, desires of a friend, does not understand the motives of his behavior. And at the same time, he shows a keen interest in everything that his peer does.

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

Children use a variety of means of communication, and despite the fact that they talk a lot, speech is still situational.

An extra-situational-business form of communication is observed quite rarely, in a small number of children of 6-7 years old, but in older preschoolers there is a clear trend towards its development. The complication of gaming activity puts the guys in front of the need to agree and plan their activities in advance. The main need for communication is the desire for cooperation with comrades, which acquires an extra-situational character. The leading motive of communication is changing. A stable image of a peer is formed. Therefore, attachment, friendship arises. There is a formation of a subjective attitude towards other children, that is, the ability to see in them an equal personality, to take into account their interests, readiness to help. There is an interest in the personality of a peer, not related to his specific actions. Children talk in cognitive and personal themes, although business motives remain leading. The main means of communication is speech.

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

Middle preschoolers are more likely to demonstrate to their peers what they can do and how they do it. At 5-7 years old, children talk a lot about themselves, about what they like or dislike. They share with their peers their knowledge, “plans for the future” (“what will I be when I grow up”). Despite the development of contacts with peers, conflicts between children are observed at any period of childhood. Consider their typical reasons.

In infancy and early childhood, the most common cause of conflict with peers is the treatment of another child as an inanimate object and the inability to play around even with enough toys. A toy for a baby is more attractive than a peer. It obscures the partner and inhibits the development of positive relationships. It is especially important for a preschooler to demonstrate himself and at least surpass his friend in some way. He needs the confidence that he is noticed, and to feel that he is the best. Among children, the baby has to prove his right to be unique. He compares himself to his peers. But the comparison is very subjective, only in his favor. The child sees a peer as an object of comparison with himself, so the peer himself and his personality are not noticed. Peer interests are often ignored. The kid notices the other when he starts to interfere. And then immediately the peer receives a severe assessment, the corresponding characteristic. The child expects approval and praise from a peer, but since he does not understand that the other needs the same, it is difficult for him to praise or approve a friend. In addition, preschoolers are poorly aware of the reasons for the behavior of others. They do not understand that a peer is the same person with their own interests and needs.

By 5-6 years, the number of conflicts is reduced. It becomes more important for a child to play together than to establish himself in the eyes of a peer. Children are more likely to talk about themselves in terms of “we”. An understanding comes that a friend may have other activities, games, although preschoolers still quarrel, and often fight.

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

The emotional-practical form of communication encourages children to take the initiative, influences the expansion of the range of emotional experiences. Situational-business creates favorable conditions for the development of personality, self-awareness, curiosity, courage, optimism, creativity. And the non-situational-business one forms the ability to see a self-valuable personality in a communication partner, to understand his thoughts and experiences. At the same time, it allows the child to clarify ideas about himself.

Anna Anisimova
Features of communication of children of middle preschool age with peers in a kindergarten.

IN kindergarten conditions a child from the first years of life is in a circle peers. Children play, study, work together. They have a strong desire to communication. In the process of purposeful influence, the teacher forms the skills and habits of behavior children, personal qualities. They determine the nature of the child's relationship with peers. It is very important to give relationships children spirit of goodwill, to develop the ability and desire to help each other. The daily life of a child is inextricably linked to childish garden and is regulated by the educator, friendly relationships are established and strengthened between children.

The relationship must have a certain direction. Under the influence of circumstances and upbringing, relationships between children change. Interesting life children, active and joyful - necessary condition successful development of positive relationships between children. Interaction children with each other are impossible without the assimilation of social norms and rules. The central place in this process is occupied by gaming activity. In the game, children interact not only as characters, but also as real people.

Children middle preschool age are not yet aware of the norms and rules, but they are already developing generic representations. They are more likely to behave according to their desires and interests. But they can regulate behavior.

From the age of two, the child enters the scope of moral norms. Adults first, then peers begin to follow for the child to follow certain norms of behavior. The very first communication between children are contacts that arise about toys or objects. Children begin to fall under each other, try to understand each other. As they develop capabilities to joint action and the ability to communicate, interact with peers becomes longer and more stable. When children enter into social relations with each other, communicate with each other in a language of words and gestures that they understand, they learn some general rules of behavior. They share toys, praise or scold each other, sympathize with each other.

IN communication with peers in children different emotions appear, acceptance and rejection, aggressiveness. During the game communication with adults gives way communication with peers. During the game, the joint solution of some problems helps to better assimilate social norms and roles that correspond to their gender and social status. Che. Children get older, the less they play alone and the more they are drawn to peers. The child needs peer society to learn how to live in a team.

The desire to communicate is born from the child's desire for self-knowledge and self-esteem through a partner in communication and with it. It's inside communication with peers in childhood in the garden, children get to know both others and themselves. It is much easier for a child to compare himself with peer than with an adult. Communication with peers can Satisfy the need for evaluation and the need to self-evaluate a partner.

In joint activities with children develops the ability to coordinate their actions with the actions of others children mutual understanding develops. IN children's collective child sets special relationship, which he cannot master if he communicated only with adults. He masters some activities that cannot be carried out alone. Basically it's a game.

IN middle preschool age in children folds for the first time public opinion which influences the formation of personality. Grade peers acquires content. Interaction children change dramatically, initiation appears communication. Children begin to play not only side by side, but also together. The need for communication is found children interacting with each other. The child begins to share with other children more often, begins to enjoy their societies.

Communication in the nursery The garden is distinguished by its bright emotional richness. IN communication with peers there are almost ten times more expressive-mimic manifestations and bright expressive intonations than in communication with adults which has a more restrained emotional character. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds. Peers create conditions for independent speech creativity. IN communication with other children, it is more important for a child to speak out himself than you listen to another. The actions of the child, which are aimed at peer, are more diverse. IN communication with peers children can independently control the actions of a partner, organize a joint game. Communicating with children, the child fantasizes, expresses resentment, pretends to be. preschoolers actively use various speech facilities.

preschoolers who do not communicate with peers who have difficulty in communication with adults. An adult retains the meaning of an authoritative, beloved person, but peer overtakes him in his attractiveness, he becomes preferred. The child does not pay attention to appearance peer, his state of mind, but very sharply perceives the attitude towards himself.

Communication with peers creates in children selective attachments between each other. Important for children gaming cooperation and commonality of opinions and views. Friendship is a must communication of children.

The small group is defined as the simplest kind social group with direct personal contacts and certain emotional relationships between all its members, specific values ​​and norms of behavior; develop in all spheres of life and have an important impact on the development of the individual. There are formal (relationships are regulated by formal fixed rules) and informal (arising on the basis of personal sympathies).

Consider the specifics of a small group of kindergarten. The kindergarten group, on the one hand, is a socio-pedagogical phenomenon that develops under the influence of educators who set socially significant tasks for this group. On the other hand, thanks to the existing intra-group processes, it has the beginnings of self-regulation. Being a kind of small group, the kindergarten group is the genetically earliest stage of social organization, where the child develops communication and various activities, the first relationships with peers are formed, which are so important for the formation of his personality.

With regard to the children's group T.A. Repin distinguish the following structural units:

behavioral, it includes: communication, interaction in joint activities and the behavior of a group member addressed to another.

emotional (interpersonal relationships). It includes business relations (in the course of joint activities), evaluative (mutual evaluation of children) and actually personal relationships. T.A. Repin suggests that preschoolers manifest the phenomenon of interconnection and interpenetration of different types of relationships.

cognitive (gnostic). It includes the perception and understanding of each other by children (social perception), the result of which are mutual assessments and self-assessments (Although there is also an emotional coloring, which is expressed in the form of a biased image of a peer in a preschooler through the value orientations of the group and the specifics of the perceiving personality.)

In the kindergarten group, there are relatively long-term attachments between children. The existence of a relatively stable position of a preschooler in the group is traced (according to T.A. Repina, 1/3 of children have an unfavorable position for preparatory groups). A certain degree of situationality is manifested in the relations of preschoolers (children often forgot about their peers who were absent on the day of the experiment). The selectivity of preschoolers is due to the interests of joint activities, as well as the positive qualities of their peers. Also significant are those children with whom the subjects interacted more, and these children often turn out to be peers of the same sex. The question of what influences a child's position in a peer group is of paramount importance. By analyzing the quality and abilities of the most popular children, one can understand what attracts preschoolers to each other and what allows the child to win the favor of peers. The question of the popularity of preschool children was decided mainly in connection with the playing abilities of children. The nature of social activity and initiative of preschoolers in role-playing games was discussed in the works of T.A. Repina, A.A. Royak, V.S. Mukhina and others. The studies of these authors show that the position of children in a role-playing game is not the same - they act as leaders, others - as followers. The preference of children and their popularity in the group largely depend on their ability to invent and organize joint play. In the study of T.A. Repina, the position of the child in the group was also studied in connection with the success of the child in constructive activities. Increased success in this activity has been shown to increase the number of positive forms of interaction and raise the status of the child.

It can be seen that the success of the activity has a positive effect on the position of the child in the group. However, when evaluating success in any activity, it is not the result that matters, but the recognition of this activity by others. If the child's success is recognized by others, which is in connection with the group's values, then the attitude towards him from his peers improves. In turn, the child becomes more active, self-esteem and the level of claims increase.

So, the basis of the popularity of preschoolers is their activity - either the ability to organize joint play activities, or success in productive activities.

There is another line of work that analyzes the phenomenon of children's popularity from the point of view of children's need for communication and the degree to which this need is satisfied. These works are based on the position of M.I. Lisina about what is at the heart of the formation interpersonal relationships and attachment lies the satisfaction of communicative needs. If the content of communication does not correspond to the level of the subject's communicative needs, then the attractiveness of the partner decreases, and vice versa, adequate satisfaction of the basic communicative needs leads to the preference of a specific person who has satisfied these needs. The results of experimental work carried out under the guidance of M.I. Lisina showed that the most preferred were children who demonstrate benevolent attention to their partner - benevolence, responsiveness, sensitivity to peer influences. A study by O.O. Papir (under the guidance of T.A. Repina) found that popular children themselves have an acute, pronounced need for communication and recognition, which they seek to satisfy.

So, the analysis of psychological research shows that the basis of children's elective attachments can be a variety of qualities: initiative, success in activities (including games), the need for communication and recognition of peers, recognition of an adult, the ability to satisfy the communicative needs of peers. Obviously, such a wide list of qualities does not allow us to identify the main condition for children's popularity. The study of the genesis of the group structure showed some trends that characterize the age dynamics of interpersonal processes. From the younger to the preparatory groups, a persistent, but not in all cases, a pronounced age trend of increasing "isolation" and "stardom", reciprocity of relationships, satisfaction with them, stability and differentiation depending on the sex of their peers was found. An interesting age pattern is also revealed in the justification of the elections: younger preschoolers five times more likely than children preparatory groups called the positive qualities of a peer that he showed in relation to them personally; the elders noted the qualities of a peer, in which an attitude towards all members of the group was manifested, in addition, if children of the first half of preschool age more often justify their choices by interesting joint activities, then children of the second half of age - by friendly relations.

There are groups that are more prosperous than the others, with a high level of mutual sympathy and relationship satisfaction, where there are almost no "isolated" children. In these groups, a high level of communication is found and there are almost no children whom their peers do not want to accept in a common game. Value orientations in such groups are usually aimed at moral qualities.

Let's touch on the issue of children with communication difficulties. What are the reasons for their isolation? It is known that in such cases there cannot be a full-fledged development of the child's personality, because. the experience of learning social roles is depleted, the formation of the child's self-esteem is disrupted, contributing to the development of self-doubt in the child. In some cases, communication difficulties can cause these children to have an unfriendly attitude towards their peers, anger, and aggression as compensation. A.AP. Royak identifies the following characteristic difficulties:

the child strives for a peer, but he is not accepted into the game.

the child strives for peers, and they play with him, but their communication is formal.

the child leaves his peers, but they are friendly towards him.

the child moves away from peers, and they avoid contact with him.

the presence of mutual sympathy;

the presence of interest in the activities of a peer, the desire to play together;

the presence of empathy;

the ability to "adapt" to each other;

availability of the required level of playing skills and abilities.

Thus, the kindergarten group is an integral education, it is a single functional system with its own structure and dynamics. There is a complex system of interpersonal hierarchical connections of its members in accordance with their business and personal qualities, value orientations of the group, which determine which qualities are most highly valued in it.

Let us consider how the communication of children with each other changes by the senior preschool age in the light of the concept of communication. As the main parameters, we take: the content of the need for communication, motives and means of communication.

The need for communication with other children is formed in the child during his lifetime. Different stages of preschool childhood are characterized by unequal content of the need for communication with peers. A.G. Ruzskaya and N.I. Ganoshchenko conducted a number of studies to identify the dynamics of the development of the content of the need for communication with peers and found out the following changes: the number of contacts between preschoolers and peers associated with their desire to share experiences with their peers increases significantly (twice). At the same time, the desire for purely business-like cooperation with a peer in specific activities is somewhat weakening. It is still important for older preschoolers to respect peers and the opportunity to "create" together. There is a growing tendency for preschoolers to "play out" emerging conflicts and resolve them.

By the end of preschool age, the need for mutual understanding and empathy increases (under empathy we mean the same attitude, a similar assessment of what is happening, the consonance of feelings caused by a commonality of opinions). Research N.I. Ganoshchenko and I.A. Zalysin showed that in a state of excitement, children visually twice, and with the help of speech three times more often turned to a peer than to an adult. In communication with peers, the treatment of older preschoolers becomes more emotional than in contacts with adults. Preschoolers actively turn to their peers for a variety of reasons.

The data shown shows. What is a preschooler senior group Kindergarten children are not only more active with their peers in an effort to share experiences with them, but the level of functioning of this need is also higher. Equality of peers allows the child to directly "impose" his attitude to the world he perceives on the attitude of his partner. Thus, the need for communication is transformed from the younger preschool age to the older one, from the need for benevolent attention and play cooperation in the younger preschool age through the middle preschool age with its dominant need for the benevolent attention of a peer - to the older preschool age with its needs not only in benevolent attention, but also in experience.

The need for communication of a preschooler is inextricably linked with the motives of communication. Motives are the motivating forces of the activity and behavior of the individual. The subject is encouraged to interact with a partner, i.e. becomes the motives for communicating with him, it is precisely those qualities of the latter that reveal to the subject his own "I", contributes to his self-awareness (MI Lisina). In domestic psychology, there are three categories of motives for communication between older preschoolers and peers: business, cognitive and personal. The following age dynamics of the development of motives for communication with peers in preschoolers emerges. At each stage, all three motives operate: the position of leaders in two or three years is occupied by personal and business ones; in three or four years - business, as well as dominant personal; in four or five - business and personal, with the dominance of the former; at five or six years old - business, personal, cognitive, with an almost equal position; at six or seven years old - business and personal.

In the field of communication with peers, M.I. Lisina distinguishes three main categories of means of communication: in younger children (2-3 years old), expressive and practical operations occupy a leading position. Starting from the age of 3, speech comes to the fore and occupies a leading position.

At senior preschool age, the nature of interaction with a peer is significantly transformed and, accordingly, the process of learning a peer: a peer, as such, as a certain individuality, becomes the object of the child's attention. A kind of reorientation stimulates the development of peripheral and nuclear structures of the image of a peer. The child's understanding of the partner's skills and knowledge expands, and there is an interest in such aspects of his personality that were not noticed before. All this contributes to the selection of stable characteristics of a peer, the formation of a more holistic image of him. The dominant position of the periphery over the core is preserved, because the image of a peer is realized more fully and more accurately, and the distorting tendencies caused by the activity of nuclear structures (affective component) affect less. The hierarchical division of the group is due to the choice of preschoolers. Let's look at value relationships. The processes of comparison, evaluation arise when children perceive each other. In order to evaluate another child, it is necessary to perceive, see and qualify him from the point of view of the evaluation standards and value orientations of the kindergarten group that already exist at this age. These values, which determine children's mutual assessments, are formed under the influence of surrounding adults and largely depend on changes in the child's leading needs. Based on which of the children is the most authoritative in the group, what values ​​and qualities are the most popular, one can judge the content of the children's relations, the style of these relations. In a group, as a rule, socially approved values ​​predominate - to protect the weak, to help, etc., but in groups where the educational influence of adults is weakened, a child or a group of children who try to subjugate other children can become the "leader".

The content of the motives underlying the creation of play associations for older preschool children largely coincides with the content of their value orientations. According to T.A. Repina, children of this age called the community of interests, highly appreciated the business success of the partner, a number of his personal qualities, at the same time, it was revealed that the motive for uniting in the game may be the fear of being alone or the desire to command, to be in charge.

Having considered this issue, we state that at the beginning the child enters into communication with a peer for the sake of a game or activity, to which he is prompted by the peer's qualities necessary for the development of exciting activities. During preschool age, the cognitive interests of children develop. This creates a reason for contacting a peer, in which the child finds a listener, connoisseur, and source of information. Personal motives that remain throughout preschool childhood are divided into comparing oneself with a peer, with his abilities, and the desire to be appreciated by a peer. The child demonstrates his skills, knowledge and personal qualities, encouraging other children to confirm their value. The motive of communication becomes his own qualities in accordance with the property of a peer to be their connoisseur. The teacher should be attentive to all the children in the group, know their relationships and relationships. In time to notice any deviations in the relationships and relationships of children in the group.

Interest in peers arises early in children, but their first contacts are short-lived and often complicated by the fact that they do not know how to take into account the interests and conditions of each other, sometimes perceive a peer as an inanimate object, quarrel over toys, "fight" for adult attention . The negative experience of interaction between children, especially in a group where there are many kids, can create an atmosphere of nervousness, conflict, and cause the most sensitive persistent unwillingness to communicate with peers. Therefore, educators should strive to create a favorable emotional climate in the group, help children establish positive relationships. Experience shows that in groups of even the smallest children, where teachers pay special attention to their communication, kids are cheerful, quarrel a little, like to watch their peers play, and know how to play next to or together with each other.

The most important condition for educating children in positive relationships is the attitude of adults towards babies. If a teacher rudely pulls a naughty child, speaks to him in a raised tone, makes harsh remarks, gives insulting nicknames, pulls those who quarreled with force, this style of behavior will involuntarily be adopted by him in relation to his peers. That's why,

First of all, adults, by their own example, demonstrate examples of benevolent relationships with children.

The combination of working with the group as a whole and individual communication with each - necessary condition creating a warm atmosphere of mutual understanding in the group, trusting relationships between children.

The work of a teacher with children in a group involves the solution of the following tasks:

• attracting the attention of children to each other, supporting their interest in peers;
• stimulation of emotional contacts of peers, bringing them closer to each other;
• organization of subject interaction between children.

To encourage children to communicate with their peers, a variety of situations of their life should be used: regime moments, free play, group activities, specially organized games.

Organization of communication between children during the day. The good mood of the kids, their location to each other must be maintained from the moment they arrive at the nursery. To achieve this, the teacher invites the kids to say hello to each other, calling each child by name, draws their attention to how beautifully dressed they are, how they can take off their jacket, boots, etc. Older children can be offered to help a peer put his clothes in the locker, join a group together. If there are already children in the group room, the teacher draws their attention to the newcomer, encourages them to greet him. It is good to introduce a ritual of farewell to children before leaving home: say "goodbye", wave a pen.

During routine moments, the teacher draws the attention of the kids to how each of them eats well, washes cleanly, neatly covers his bed, and encourages the children to wish everyone a good sleep. To maintain children's interest in each other, it is good to use game techniques, reading nursery rhymes, singing songs, mentioning the name of each baby in them and encouraging him to repeat them.

In order for children to learn to better understand each other, for a sense of community with peers to arise, it is necessary to draw the child’s attention to the fact that the other baby is the same as him: he also has eyes and pens, he can also speak, run, look, play.

From a very early age, it is necessary to instill in them a respectful attitude towards other children, regardless of race and nationality, language, personal and behavioral identity (including appearance, physical disabilities, etc.). If there are children of different nationalities in the group, it is necessary to ensure that the kids do not tease them, they are tolerant of the shortcomings of their speech, i.e. it is necessary to cultivate a tactful attitude, to encourage the manifestation of sympathy, the desire to help.

One of the important components of human communication is eye contact. Children who cannot and do not want to communicate rarely look into each other's faces and eyes. Their attention is mainly focused on how their peers play. Therefore, kids often do not remember their peers in the group, do not recognize them, they do not develop selective attachments. It is advisable to organize such situations when the teacher has two or three children next to him and, talking with one of the kids, draws the attention of others to him, offering to look him in the face, in the eyes, call him by name. It should only be borne in mind that it is impossible to force the kids to communicate with each other.

A good technique that brings children together is the joint viewing of children's work: drawings, plasticine figurines, buildings made of cubes, etc. An adult gathers several children around him and in their presence praises each, encourages others to praise him.

The creation of friendly relations between children is also facilitated by the joint examination of children's photographs, conversations about the parents of babies, the celebration of the birthday of each child, the joint production of simple gifts for the birthday man.

A necessary condition for awakening and maintaining good relations between children is to draw their attention to each other's emotional states. The teacher encourages children to compassion for their peers, the manifestation of sympathy, pity. At the same time, it is important to avoid coercion, not to force the kids to do something against their will, to tear them away from classes.

An emotionally positive atmosphere maintained by the teacher during the day will help children get to know each other better and will help establish friendly relations between them.

The episodes of joint observation of various events and phenomena that naturally occur during the day, organized by the educator, can serve as a rapprochement for children. For example, looking at fish in an aquarium, watching how a cat washes on the path outside the window, how a bird builds a nest in a tree, how a car drives, it rains, children walk, etc. The teacher offers to look at all this together, asks himself questions, answers the questions of the kids, and if the children can speak, encourages them to tell their peers about what they saw.

Conflicts often arise between young children. They can quarrel over toys, because of the attention of an adult, sometimes show unmotivated aggression (biting, pinching, scratching).

Children's conflicts can be due to various reasons, but the main thing is the child's desire to communicate with adults and to examine objects. At first, a peer is often perceived by a child as a "hindrance" in the realization of these aspirations or as an object of interest for research. When children try to do things together, they lack the skills to interact with an equal partner.

Most often, when they quarrel over a toy, adults resort to disciplinary measures: they scold, demand that the toy be returned to the owner, take it away from both; if it comes to a fight, they take away or punish the kids. Such methods of influence, although they allow you to quickly end the quarrel, however, do not exhaust the conflict. Children can hold a grudge for a long time, which, as a rule, leads to subsequent aggressive actions, refusal to communicate with adults and peers. As a result, they acquire a negative experience of resolving conflict situations by force, and a tense emotional atmosphere is established in the group.

Adult influences can only be truly effective when they are aimed at teaching children positive ways to resolve conflicts. The educator should try to resolve conflicts in a mild form, without violence and shouting, by translating them into positive forms of interaction, switching attention to other activities or objects. The teacher can:

• divert the attention of one of the children with another toy, an interesting activity or offer him the same;
• organize a joint game with the toy that caused the conflict;
• help children to set the order in the game with the same toy.

At the same time, it is very important that adults do not allow the older and stronger to offend the smaller and weaker.

When choosing one or another option, one should take into account the age and individual characteristics of children (the ability to play, use speech, accept the rules of priority), the degree of emotional intensity of the conflict. In a fairly calm situation, it is advisable to offer a joint game or establish a sequence, while explaining that you can’t offend each other, you need to give in, etc. An adult should help them discuss the situation, formulate their desires, and agree. If the conflict turned into a fight, the children are unlikely to hear the admonitions of the adult, and then his actions should be more decisive: he can stand between the children, spread his hand, calmly and firmly say that he forbids fighting. If this fails, the teacher can take away the toy that has become the cause of contention, warn that he will not give it away until the children reconcile.

The teacher must adhere to the following rules when resolving children's conflicts:

• avoid directive statements that require the child to act on direct instructions ("give the doll *," do not offend Katya, "play together");
• do not humiliate the child (greedy, angry, etc.);
• use tactful methods of supporting a weak child and influencing a stronger and more aggressive one (an adult sits down next to the offended, acts as an intermediary, etc.);
• use indirect methods to encourage the child to express his feelings and desires himself (for example, "Do you want to say ...? It is very important to say ...");
• tactfully interpret the experiences of the offended, helping the children to better understand each other's states, and agree (for example: "I think Katya is upset. Really, Katya? You both want to play with the same doll. What should you do now?");
• use the ban only after exhausting other ways to resolve the conflict;
• the prohibition should be formulated in such a way as to give the children the opportunity to negotiate for themselves (for example, "I do not allow you to play with this car until you agree").

Special games and activities , aimed at developing communication between children , should be an integral part of the life of the group, become familiar and desirable for kids. They can be carried out in between regime moments, on a walk, during the free play of children.

A necessary condition for the successful organization of joint games is the emotional involvement of an adult in them. The teacher should not only demonstrate the necessary actions, but be a living center of the game, unite children around him, infect them with interest in the game.

Forcing children to play together is unacceptable. Everyone's participation must be voluntary. If the child is afraid or shy, you need to give him the opportunity to simply watch the game of his peers, a little later he himself will join them. If he suddenly lost interest in the game he just played enthusiastically, you should invite him to do what he is more interested in at the moment.

A necessary condition for the organization of joint and individual games is the most friendly attitude of an adult and the absence of a negative assessment of the actions of children. At this age, babies are very sensitive to the encouragement and censure of an adult. Excessive demands on the child can cause him a negative reaction, because of which he may refuse to take part in the game. An adult should only direct children to perform an action and not require them to repeat it. It is necessary to praise everyone for any action performed, to address them affectionately, emphasizing how well they play together. This helps to attract the attention of the kids to each other.

A variety of games can be used to bring children together, organize their compatibility, and maintain positive relationships.

So, fun games contribute to the development of emotional positive attitude to a peer, the formation of the need for communication. These games are especially important for children in the second year of life and those babies who first came to the nursery and have no experience of interacting with others. Here it is important to form in them an understanding that the other child is the same as me, that he can do the same as me. All this is extremely important for the emergence of subjective relations between children. Such games involve the direct interaction of children without the use of objects. In the center of them is an adult who invites the kids to repeat certain movements and sounds after him, exchanging them in turn or performing synchronously. Being between children, an adult, as it were, conducts the game and at the same time is a participant in it.

Examples of such games are fun games: "Okay", "On a narrow path", "Horned Goat", "Magpie", "Tsap", "Hide and Seek", etc. They include a pronounced emotional component, imitation of the partner's actions. These games are best played with two kids. The smaller the child, the more difficult it is for him to coordinate with several children at the same time.

Games in which babies are in close proximity and face each other create optimal conditions for eye contact, physical contact, and the exchange of emotions. Each game can begin with children looking at each other and an adult, exchanging smiles, affectionate strokes. Then the teacher invites the children to play with him. Babies can sit on chairs, on a mat, or on an adult's lap, facing each other. First, the teacher plays the whole game in turn with each child, then gradually transfers part of the initiative to them. For example, playing "magpie", he first runs his finger along the palm of each baby, bends his fingers, reads a rhyme, then invites the children to do the same in relation to an adult and to each other, helping them in case of difficulty, encouraging them to repeat individual words and lines of nursery rhymes.

The joint experience of joy has a positive effect on the formation of children's relationships with each other, on the creation of a benevolent atmosphere in the group.

The task of a new stage in the development of children's communication is to unite for joint games of several kids, which requires more concentration and independence. Therefore, it is necessary to organize games that help children experience a sense of community, educating the ability to enter into emotional and practical interaction with the group. Such games can be organized after the kids have learned to play in pairs.

These games should be based on simple, accessible, well-known movements for kids. But, since children perform these movements together, they have to coordinate their actions with the actions of a partner, to reckon with each other. Such games teach the child to carefully observe the actions of others, repeat them, listen to each peer and to an adult.

During such games, an adult invites the kids to perform some action together (jump, raise their hands, sit down, clap their hands, spin around, etc.), encourages them to imitate each other's actions. In the future, the game can be complicated by offering to take turns going to the center of the circle, coming up with some new movement that all the children will repeat. Such games can be varied, for example: invite them to pass some action along the chain (stroke, hug, shake a hand, name someone standing or sitting next to them). In the train game, when children put their hands on the shoulders of the person in front and travel around the group or area, changing pace and direction, imitating the sound of a humming train, they also learn to work together.

Contribute to the development of compatibility dance games, created on the model of folk games and built on the basis of a combination of repetitive simple movements with a word. They involve the synchronism of movements and physical contact of the participants, and the simultaneous repetition of movements unites children, satisfying their need for imitation. Round dance games create optimal conditions for developing the ability to feel the body of a partner, to coordinate their movements with him.

Dancing has the same effect. Round dance games are always associated with holidays, fun reigns in them. It is important that, leading round dances with the kids, an adult infects them with joy and artistry. Round dance games exclude competition or failure of the child. By their very nature, they are fun games. They satisfy the needs of kids in movement, introduce them to the samples of folk poetic creativity. The combination of movements with the word helps to understand and comprehend the content of the game, which in turn facilitates the implementation of actions. These games help the educator to win the sympathy of children, their trust and reasonable obedience. Examples of children's round dances are "Carousels", "Snowball", "Inflate the Bubble", etc. Melodious poems, songs of children's poets and composers can be translated into round dances.

Such games enrich the communicative experience of toddlers due to the variety of contacts they enter into. Communicating with each other in this form, they learn to express their emotions, combine actions, "negotiate" in the language of actions, feel the state of the other. It is necessary to support the initiative of the child, if he himself tries to start a game with peers, to provide children with more freedom in organized games. Children's games of catch-up, hide-and-seek, joint jumps, demonstrations of their skills to each other, which sometimes take comical forms, should not be condemned. However, very often at this age, children are so carried away by fuss and running around that they stop seeing each other. Avoiding overexcitation of the kids, the teacher should gently translate their game into a different direction, offer a more relaxed activity.

It is necessary to strike a balance between mobile, emotionally rich and calmer games that are convenient to play sitting on the carpet or at a table. For example, finger games , in which children can also imitate each other, can be organized at any time of the day, interspersed with outdoor games. They will help to occupy the whole group sitting at the table in anticipation of lunch or afternoon tea. Children like these games and calm them down very quickly. In some, babies do not directly contact each other, but only repeat the movements of an adult, in others they make contact. But in any case, they draw the attention of children to each other, stimulate the imitation of peers, create an atmosphere of intimacy and community between them.

For older children, you can organize games with rules in which the ability to control one's behavior is developed, to listen carefully to an adult, to perform game actions determined by the role in time, to coordinate one's actions with the actions of a peer. In many games of this type game situation provides for the alternation of actions of two types - active movements and their inhibition, which requires certain efforts from children. The figurative nature of games contributes to the development of imagination, joint activities - to the rapprochement and unification of children. Games with rules that are available to young children include such as "Shaggy Dog", "Sun and Rain", "Birds and Car", "Cat and Mice", etc.

In them, children acquire the experience of the same actions for all. But for the development of communication is not enough simple imitation of each other. It is necessary to teach children how to interact, which involves not only repeating the movements and words of an adult, but also their own appeals to peers, as well as responses to the initiative of partners. This is achieved using games with a leader the main principle of which is that the actions of some should be addressed to others, and these actions do not coincide in composition. As long as children do not yet know how to initiate complex games with rules and distribution of roles, an adult is an organizer and a constant participant in them, gradually transferring a central role to each of the children. The leader must act in front of others, feeling their attention on himself. Many toddlers, finding themselves in this situation, are embarrassed, sometimes even refusing actions that attract them when they are "dissolved" in the group, but cause timidity when everyone pays attention to them. The gradual inclusion of a shy child in games in which he, with the support of an adult, briefly becomes the center of attention, is the most favorable condition for overcoming internal tension and fear. Here is an example of such a game.

An adult calls the children to him, invites them to play bunnies and asks: "Who wants to be a bunny?" Having chosen the most courageous, he puts him in the center of the circle, which he forms with the rest of the children. An adult stands next to the "bunny", sings and performs movements, and the children look at the adult and move in accordance with the words of the song:

At the request of the children, the game is repeated several times, and the role of the "bunny" passes from one child to another.

A good means of bringing children together by common experiences are dramatization games. On the one hand, this is a fascinating spectacle for kids, on the other hand, it is a means of forming the emotional and moral foundations of their behavior. The central place here is occupied by the active communication of children with toys, which in the hands of an adult turn into characters in the play. The content of the performance can be accessible to kids folk tales, stories, poems, scenes from the daily life of the children themselves. It is best to start dramatization games by showing children well-known and favorite fairy tales. First, the fairy tale is played out by the teacher with the help of toys. When re-showing, an adult attracts children already as participants. A fairy tale for little ones should have a simple plot and include repetitive actions and words so that they can easily remember and repeat them. These tales include "Turnip", "Teremok", "Kolobok", "Rocked Hen", etc. Participating in the performance, children readily fulfill the instructions and requests of the characters, help them, warn of danger, worry about them. All this contributes to the formation of humane feelings, unites children and adults with a common experience.

A special group of games that contribute to the development of communication between peers are joint games using various objects and toys . Often, young children are so absorbed in playing with objects that they do not notice their peers. Toddlers still do not know how to play with each other using objects, quarrel over toys, take away from each other. But the fact that toys often interfere with the interaction of children does not mean that they should be excluded from the sphere of communication. It is important to create situations in which objective games and peer communication would be combined. To avoid quarrels, an adult should participate in joint object games. Its task is to teach and help children in the distribution of toys, coordination and coordination of actions. At the same time, he must monitor not only the sequence of performing game actions, but also organize the communication of children in the course of their implementation: call the kids by name, draw their attention to the actions of the partner, to his desires, offer help, praise, enjoy the result together. Classes that are joint with adults and interesting for children help kids see in their peers not an opponent in the struggle for the right to own a toy, but a partner in the game.

It is best to play such games with a small group of children (first with 2 kids, later with 3-5). Toys should be well known to kids so that they do not provoke increased interest in them and conflicts. It is important to involve children in playing together with this item and show that it is not so interesting to play alone. The most suitable for this are ball games, collecting and disassembling pyramids, making various buildings from cubes (houses, paths, trains, etc.), laying out figures from the details of mosaics and pyramid rings, "hide and seek" toys, making beads for dolls, games with water, making Easter cakes, joint drawings on large sheets of paper, etc. To make it interesting for children to play such games, it is best to include them in the plot.

With kids who are already familiar with some of the plots of process games, you can organize joint games with dolls and other toys.

The social and personal development of the child involves the formation of a positive attitude towards himself, social skills, the development of gaming activities, communication with peers.

For the formation and support of the child positive attitude towards yourself it is important to let the child feel that he is significant to others: to show attention to the desires and preferences of the baby, to respond sensitively to all his experiences. Adults should contribute to the development of the child's ideas about his appearance, capabilities, abilities and actions, encourage all his successes. Already at an early age, attention should be paid to the formation of his sex-role identification.

important part pedagogical process is the formation of social skills in children . In the course of security procedures, they gradually master self-service skills: eat, dress and undress, wash, use the toilet on their own. Teachers teach kids to take care of their appearance, for things and toys, help the teacher in everyday affairs, follow elementary rules etiquette. When developing social skills, it is important to organize cooperation with children, take into account individual characteristics everyone.

For the social and personal development of the child is of great importance a game. Its elements should be included in all types of interaction between the teacher and children, and the game itself should become the main form of organizing various types of children's activities. During the day, educators organize fun games with children and didactic games; a special task is the development of a process game in children, during which children simulate various situations that reflect their life experience, impressions received from observations of others, from children's books and stories of adults. Games are organized both with a group of children and individually with each child.

Educators create the conditions for children's development of communication with peers, help build positive relationships with each other. To this end, they support children's interest in peers, stimulate emotional contacts that bring them closer to each other, organize various types of joint games, and tactfully resolve conflicts that arise. Adults instill in kids a respectful attitude towards children, regardless of race and nationality, language, personal and behavioral identity.