Diagnosis of communication skills in preschool children. Methodology M.I.
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Introduction
The problem of communication between preschoolers and peers is especially relevant at the moment, when live communication is increasingly being replaced by computer games, which can destroy the child’s unformed psyche. It is impossible to imagine a person without communication, without it it is impossible to establish contact between people. It is in the process of communication that a child masters life and gains social experience. Preschoolers are constantly in communication with each other and are included in the system of interpersonal relationships and everyday interaction. At this age, communication with peers becomes a leading need.
The problem of developing peer communication in preschool age is a young, but rapidly developing area of research in developmental psychology. Its founder is considered to be J. Piaget. Back in the 30s of the last century, he attracted the attention of the psychological community to the communication of preschoolers with peers as an important fact of the child’s psychological development, contributing to the destruction of the phenomenon of egocentrism. Communication is an important component of a child’s social life and the extent to which he masters methods of communication will determine his success in the process of growing up.
According to S.L. Rubinstein “... the first of the first conditions of a person’s life is another person... The “heart” of a person is all woven from his relationships with other people; The main content of a person’s mental, inner life is connected with it. Attitude towards others is the center of the spiritual and moral development of the individual and largely determines the moral value of a person.”
The conceptual foundations for developing the problem of communication are related to the works of: V.M. Bekhtereva, L.S. Vygotsky, S.L. Rubinshteina, A.N. Leontyeva, M.I. Lisina, G.M. Andreeva, B. Spock, J. Piaget, B. Coates and other psychologists who considered communication as an important condition for a person’s mental development, his socialization and individualization, and personality formation.
The object of our research is the communication of preschool children.
The subject of the study is the process of development of communication between middle preschool children and peers.
The purpose of our work is to study the characteristics of communication between children of middle preschool age and peers.
The hypothesis of our research: children of middle preschool age have developed situational business communication.
Research objectives:
Analysis of research on the development of interpersonal relationships in children in preschool age.
To study the features of the development of children's communication with peers.
To identify the level of development of interpersonal relationships of middle preschool children with peers.
To achieve our goals and objectives, we have chosen the following scientific research methods:
Theoretical - analysis of scientific literature, synthesis;
Empirical - observation, diagnosis, comparison.
The study was conducted on the basis of a secondary group of Municipal Educational Institution No. 60 in Volgograd, which was attended by 24 children aged 4 to 5 years.
Chapter 1.Theoretical aspects of the problem of development of interpersonal relationships of children in a peer group
1.1 Analysis of psychological research on the problem of development of communication in preschool children
Communication is the interaction of people aimed at coordinating and combining efforts in order to achieve a common result.
Communication is one of the most important tools for the socialization of a person, a way of his existence, satisfaction and regulation of basic needs, the main channel of interaction between people.
Communication is not just interaction: it is carried out between participants, each of whom is equally a carrier of activity and presupposes it in their partners.
Communication is a complex, multifaceted process of establishing and developing contacts between people (interpersonal communication) and groups (intergroup communication), generated by the needs of joint activities and including at least three different processes:
A) communication (exchange of information);
B) interaction (exchange of actions);
C) social perception (perception and understanding of the partner).
Let us consider the history of approaches to the issue of communication of preschool children by scientists in domestic and foreign psychology. So J. Piaget back in the 30s. last century, drew the attention of child psychologists to peers as an important factor and a necessary condition for the social and mental development of a child, contributing to the destruction of egocentrism. He argued that when faced with another point of view, genuine logic and morality can replace the egocentrism that is characteristic of all children both in relationships with other people and in thinking. However, this provision did not have much resonance and remained without due attention.
Interest in this problem increased in foreign psychology in the late 60s and 70s, when stable connections were experimentally established between the characteristics of the experience of communicating with peers in childhood and some important personal and cognitive characteristics in adulthood and adolescence. Currently, the importance of a peer in a child’s mental development is recognized by most psychologists. The importance of communication with a peer in a child’s life has gone beyond egocentrism and extended to a variety of areas of his development. Its importance is especially great in establishing the foundations of a child’s personality and his communicative development. So B. Spock emphasized that only in communication with other children does a child learn to get along with other people and at the same time defend his rights.
Many authors pointed to the leading role of peers in the social development of a child, highlighting various aspects of the influence of communication with other people. According to J. Mead, social skills develop through the ability to take on roles in a role-playing game. S. Lewis and A.I. Rosenblum highlighted aggressive and defensive skills that are formed and practiced in the communication of peers; L. Lee believed that peers primarily teach interpersonal understanding, encouraging one to adapt one’s behavior to other people’s strategies. In their works, L. Ross and other scientists defined communication as an action and identified the following criteria for a communicative act:
Focus on a peer with the aim of involving him in the communication process;
Potential ability to accept information about a peer's goals;
Communicative actions must be understandable to the peer partner and capable of eliciting his agreement and achievement of the goal.
In Russian science in recent decades, the problem of communication has been considered as one of the main types of human activity, along with labor and knowledge. L.S. spoke about these three leading types of activities. Vygotsky in the 30s of the last century, but he did not consider communication as a whole, but only its specific side - play. B.G. Ananyev significantly expanded the idea of this type of activity, defining it as communication between people.
M.I. Lisina also conducted comprehensive studies of communication among preschoolers, defining it as a special type of activity. She viewed communication “...as the interaction of two or more people aimed at coordinating and combining their efforts with the goal of establishing relationships and achieving a common result. Thus, communication, like any activity, is stimulated by special motives and needs and ends with a special result. Therefore, we can distinguish the following structural components of communicative activity:
1) the subject of communication is another person;
2) the need for communication consists in the desire to know other people, and through them and with their help to self-knowledge;
3) communicative motives - that is why communication is undertaken;
4) unit of communicative activity - an action of communication, an act addressed to and directed at another person;
5) objectives of communication - the goal towards which various communication actions are aimed in given specific conditions;
6) means of communication are the operations through which communication actions are carried out;
7) products of communication - formations of a material and spiritual nature, created in the process of communication.
In his research into the process of developing a child’s need and ability to communicate, M.I. Lisina, A.V. Zaporozhets was singled out:
The four main forms of communication are direct emotional communication with an adult (the first 6 months of life), business communication, which expresses the child’s desire for practical cooperation with an adult in specific situations, a form of communication associated with the acquisition of speech and unfolding on the basis of cognitive motives (the “why” period "), a form of communication associated with the predominance of personal motives, that is, the need to evaluate others and oneself. The product of communication is the formation of a child’s image of himself and the establishment of relationships with the outside world.
Thus, communication is the first type of activity that a person masters in ontogenesis. As stated by A.N. Leontiev, communication in the form of joint activity, in the form of verbal or mental communication is a necessary and specific condition for human development in society.
1.2 Features of the development of children's communication with peers
E.O. was widely involved in the issues of children’s communication characteristics. Smirnova, M.I. Lisina, A.G. Ruzskaya et al. Based on their research, we will consider the communication of preschool children with peers in ontogenesis.
By the end of the first year of life, babies already develop an interest in peers. They prefer to look at pictures of people, especially children. Children pay attention to a peer as an interesting object of study, and therefore they can:
Push another;
Sit astride him;
Pulling his hair;
Transfer actions with the toy to a peer.
A peer acts for a child as an interesting toy, as a kind of semblance of himself.
Up to 1.5 years of age, children develop a form of communication with peers: “playing nearby”: 1) Kids can calmly do their own thing (with their own toy), for example, play in the same sandbox, occasionally looking at each other. At the same time, they usually look at the hands of their peer and watch how he plays.
2) The presence of a peer nearby activates the child.
3) Peers can exchange toys, although they happily take other people’s and have difficulty giving away their own.
By 2 years:
1) Interest in a peer is clearly expressed. Seeing someone the same age, the baby jumps, screams, squeals, and such “pampering” is universal.
2) Although kids get more pleasure from playing together, a toy that appears in sight or an adult who approaches distracts the children from each other.
At the age of 2 to 4 years, the emotional and practical form of communication between children and peers develops. In early preschool age, the content of the need for communication remains in the form in which it developed at the end of early childhood: the child expects his peer to participate in his fun and craves self-expression. It is necessary and sufficient for him to have a peer join in his pranks and, acting together or alternately with him, support and enhance the general fun. Each participant in such communication is primarily concerned with attracting attention to himself and receiving an emotional response from his partner. In a peer, children perceive only the attitude towards themselves, and as a rule, they do not notice him (his actions, desires, mood). Emotional-practical communication is extremely situational - both in its content and in its means of implementation. It depends entirely on the specific environment in which the interaction takes place and on the practical actions of the partner. It is typical that the introduction of an attractive object into a situation can destroy the interaction of children: they switch attention from their peer to the object or fight over it. At this stage, children’s communication is not yet connected with their objective actions and is separated from them. The main means of communication for children are locomotion or expressive facial movements. After 3 years, children’s communication is increasingly mediated by speech, however, speech is still extremely situational and can only be a means of communication if there is eye contact and expressive movements.
The situational business form of communication develops around the age of 4 and remains the most typical until the age of 6. After 4 years of age, in children (especially those who attend kindergarten), peers in their attractiveness begin to overtake the adult and occupy an increasingly larger place in their lives. At this time, the role-playing game becomes collective - children begin to play together, and not alone. Communication with others in a role-playing game unfolds at two levels: at the level of role relationships (i.e. on behalf of the roles taken: doctor - patient, seller - buyer, mother - daughter, etc.) and at the level of real ones, i.e. . existing outside the plot being played out (children distribute roles, agree on the conditions of the game, evaluate and control the actions of others, etc.). Thus, the main content of communication between children in the middle of preschool age becomes business cooperation. Cooperation must be distinguished from complicity. During emotional and practical communication, children acted side by side, but not together; the attention and complicity of their peers was important to them. During situational business communication, preschoolers are busy with a common cause; they must coordinate their actions and take into account the activity of their partner to achieve a common result. Along with the need for cooperation, the need for peer recognition and respect is clearly highlighted at this stage. The child strives to attract the attention of others. Sensitively detects signs of attitude towards himself in their glances and facial expressions, demonstrates resentment in response to inattention or reproaches from partners. At the age of 4-5, children often ask about the successes of their friends, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive, competitive element appears. Among the means of communication, speech begins to predominate, but their speech continues to remain situational. If in the sphere of communication with adults at this age extra-situational contacts already arise, then communication with peers remains predominantly situational: children interact mainly regarding objects, actions or impressions presented in the current situation.
The non-situational business form of communication develops at the age of 6-7 years: the number of non-situational contacts increases significantly. Approximately half of the verbal appeals to a peer acquire an extra-situational character. Children tell a friend about where they have been and what they have seen, share their plans or preferences, and evaluate the qualities and actions of others. At this age, “pure communication” becomes possible, not mediated by objects and actions with them. Children can talk for quite a long time without performing any practical actions. The competitive element in children’s communication remains intact. However, along with this, older preschoolers develop the ability to see in a partner not only his situational manifestations, but also some extra-situational, psychological aspects of his existence - desires, preferences, moods. Preschoolers no longer only talk about themselves, but also ask their peers questions: what he wants to do, what he likes, where he has been, what he has seen, etc. By the end of preschool age, stable selective attachments arise between children, and the first sprouts of friendship appear. Preschoolers “gather” in small groups (2-3 people each) and show a clear preference for their friends.
Let's consider the features of communication between preschoolers and peers, identifying differences from communication with adults. The first and most important feature of communication among preschoolers is the great variety of communicative actions and their extremely wide range. When communicating with a peer, you can observe many actions and addresses that are practically not encountered in communication with an adult. When communicating with a peer, a child argues with him, imposes his will, calms, demands, orders, deceives, regrets, etc. It is in communication with a peer that forms of behavior such as pretense, the desire to pretend, express resentment, and deliberately not respond to a partner first appear. , coquetry, fantasy, etc. Such a wide range of children's contacts is determined by the rich functional composition of peer communication and a wide variety of communicative tasks. If an adult, until the end of preschool age, remains mainly a source of assessment, new information and patterns of action, then in relation to a peer, already from the age of 3-4 years, the child solves a much wider range of communicative tasks: here is both managing the actions of the partner and monitoring them. execution, and assessment of specific behavioral acts, and joint play, and imposition of one’s own models, and constant comparison with oneself. Such a variety of communicative tasks requires mastering a wide range of communicative actions.
The second difference between communication between peers and communication with adults is its extremely vivid emotional intensity. On average, in communication between peers, there are 9-10 times more expressive and facial expressions, expressing a wide variety of emotional states - from furious indignation to wild joy, from tenderness and sympathy to fight. Actions addressed to a peer are characterized by a significantly greater affective orientation. On average, preschoolers are three times more likely to approve of a peer and nine times more likely to enter into conflict relationships with him than when interacting with an adult. Such a strong emotional intensity of contacts between preschoolers is apparently due to the fact that, starting from the age of 4, a peer becomes a more preferred and attractive communication partner. The importance of communication, which expresses the degree of intensity of the need for communication and the degree of aspiration towards a partner, is much higher in the sphere of interaction with a peer than with an adult.
The third specific feature of children’s contacts is their non-standard and unregulated nature. If, when communicating with adults, even the smallest children adhere to certain forms of behavior, then when interacting with peers, preschoolers use the most unexpected and original actions and movements, which are characterized by particular looseness, non-normativeness, and lack of set patterns: children jump, take bizarre poses, make faces, imitate each other, come up with new words and fables, etc. Such freedom and unregulated communication among preschoolers suggest that the company of peers helps the child to show originality and originality. If an adult provides culturally normalized patterns of behavior for a child, then a peer creates conditions for the child’s individual, non-standardized, free manifestations.
Another distinctive feature of peer communication is the predominance of proactive actions over reactive ones. This is especially clearly manifested in the inability to continue and develop the dialogue, which falls apart due to the lack of responsive activity from the partner. For a child, his own action or statement is much more important, and in most cases the initiative of a peer is not supported by him. Children accept and support an adult’s initiative approximately twice as often. Sensitivity to the influences of a partner is significantly less in the sphere of communication with a peer than with an adult. Such inconsistency of communicative actions often gives rise to conflicts, protests, and grievances.
In the theoretical part of the study, we found that in recent decades, psychological problems of children’s communication with peers have attracted close attention from researchers. The main question that scientists from different countries are addressing is the role of communication with peers in a child’s life and his mental development. The conceptual foundations for developing the problem of communication are associated with the works of L.S. Vygotsky, S.L. Rubinshteina, A.N. Leontyeva, M.I. Lisina, E.O. Smirnova, B. Spock, J. Piaget and other domestic and foreign psychologists who considered communication as an important condition for the mental development of a child, his socialization and individualization, and personality formation.
In our work we adhere to the concept of M.I. Lisina, she gives the following definition to the concept of communication - this is the interaction of two or more people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result. Communication is not just an action, but an interaction: it is carried out between participants who are equally carriers of activity and presuppose it in their partners.
The earlier a child begins to communicate with other children, the better this affects his development and ability to adapt to society. The child’s inability to establish contacts with peers makes it much more difficult for him to get used to new social conditions. Just as a child learns to get along with peers in childhood, so he will maintain relationships with relatives in the family, with acquaintances, and with colleagues at work. An adult should help children establish contacts with each other. Properly organized communication enriches children with impressions, teaches them to empathize, rejoice, get angry, helps overcome timidity, contributes to the development of personality, and forms an idea of another person - a peer and about themselves.
Thus, the formation of a person as an individual is possible only in interaction with other people, where the development of social and individual tendencies occurs in parallel. It should be noted that in this development the emphasis is placed on children’s communication with each other.
Chapter 2.Empirical study of interpersonal relationships between children and peers
2.1 Methods for studying communication in preschool children
Having summarized the theoretical material, we assumed as a working hypothesis that in children of middle preschool age, communication with peers is situational in nature. In order to verify the hypothesis put forward, we carried out research work.
Purpose of the study: to study the characteristics of communication with peers in children of middle preschool age.
In accordance with the purpose, the research objectives were defined:
1. Select methods aimed at diagnosing communication with peers in preschool children.
2. Organize a diagnostic examination of children using selected methods.
3. Compare the data obtained as a result of the study.
4. Summarize the results and draw conclusions.
The first stage of our experimental work is devoted to the selection of the most effective methods and techniques, diagnostic techniques aimed at studying the characteristics of communication with peers in preschool children. In search of the most optimal, age-appropriate research methods and effective techniques aimed at studying the characteristics of their communication with peers, we turned to the study of practical literature on child psychology by various authors (G.A. Uruntaeva, R.S. Nemova; O.N. Istratova). Thus, after analyzing the listed works, we came to the choice of methods:
1. “Diagnostics of the development of communication with peers” Orlova I.A., Kholmogorova V.M. (see Appendix No. 1);
2. Diagnostic technique E.E. Kravtsova “Labyrinth” (see Appendix No. 3).
Diagnostics of the development of communication between children and peers (Appendix 1.) Developed by I.A. Orlova. and Kholmogorova V.M., this technique involves, during the observation process, recording individual actions of the child towards a peer (the child’s interest in the peer, sensitivity to influences, the child’s initiative in communication, prosocial actions, empathy and means of communication).
Goal: to identify the level of development of communication skills of preschool children with peers.
Indicators of children’s communication with peers are the following communication parameters:
Interest in a peer (does the child pay attention to the peer, examine him, get acquainted with his appearance (comes closer to the peer, examines his clothes, face, figure).
Initiative (the child’s desire to attract the attention of a peer to his actions, looking into the eyes, addressed smiles, demonstrating his capabilities, involvement in joint actions).
Sensitivity (activity) - the child’s desire to interact with a peer, the child’s desire to act together, the ability to respond to the influences of a peer and respond to them, observation of the actions of a peer, the desire to adapt to them, imitation of the actions of a peer.
Means of communication (actions through which a child seeks to attract the attention of a peer, involves him in joint actions and
participates in them). The indicators of this parameter are:
Expressive-facial means (emotional coloring of children’s actions, relaxedness of peers);
Active speech.
Methodology E.E. Kravtsova’s “Labyrinth” is aimed at identifying the general characteristics of a child’s communication with a peer and establishing his type (see Appendix 3.).
2.2 Diagnosis of the level of development of interpersonal relationshipspreschoolers with peers
After completing the work on selecting methods for conducting the ascertaining experiment, we began to actually implement the tasks of the second stage, using the selected methods.
We carried out diagnostics of the development of communication with peers on the basis of Municipal Educational Institution No. 60 in Volgograd. We observed children in natural conditions, using the following communication situations: “Direct communication”; “Communication with the participation of an adult”; "Joint activity with objects." In the protocol for recording communication parameters (see Appendix 2), using a scale for assessing parameters for the development of communication with peers, the development of one or another parameter was recorded depending on the communication situation - the corresponding score was circled (see ibid.). An example would be the registration of communication parameters between Sophia K. (4 years old) and her peers. In the process of observing the girl in various communication situations, the following was noted: Sophia K. does not show much interest in the activities of her peer; acts insecurely in relation to his peers; initiative appeals to them are not persistent (sometimes he responds to an adult’s proposal to do something together with a peer (build a house, exchange toys), but the offer to give a toy to a peer causes protest, only occasionally looks into the peer’s eyes, occasionally expresses his emotional state (smiles , angry), the girl’s facial expressions are predominantly calm, not infected by emotions from her peer; the child’s active speech consists of individual phrases: “I won’t do that!”, “Give it back! My doll!”. This characteristic gives us the opportunity to determine the level of development of Sophia’s communication with peers. As for the discovered parameters of communication with peers in Sophia G., we assessed them in the following sequence, in general, for all observed communication situations:
Interest - 1 point;
Initiative - 2 points;
Sensitivity - 2 points;
Prosocial actions -1 point;
Means of communication: expressive and facial - 1 point;
active speech - 4 points.
So, based on the results obtained, it can be noted that Sophia has an average level of development of communication with peers.
In the same way, we recorded and assessed the parameters of communication with peers of all diagnosed children. Let us present the results obtained in Table 1.
Table 1 - Levels of development of communication with peers of preschool children (in points)
|
First name, last name, age of the child. |
Levels of development of communication with peers |
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Arabaji Dasha (4.5 years) |
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Barakov Denis (4 years 7 months) |
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Vorobyov Andrey (4 years 10 months) |
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Evsikova Valeria (5 years old) |
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Ivanov Egor (4 years 8 months) |
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Kazakova Darina (4y11months) |
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Kotlyarov Dmitry (4 years, 5 months) |
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Krasnov Sergey (5 years old) |
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Kuznetsova Sofia (4 years old) |
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Lisina Polina (4 years, 5 months) |
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Lisitsin Maxim (4.5 years old) |
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Mezheritsky Roman (4 years 10 months) |
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Melnikova Valeria (4 years 10 months) |
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Nikiforov Egor (4 years 7 months) |
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Neupokoeva Angelina (4 years 8 months) |
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Popov Artyom (4 years 9 months) |
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Rodionova Sofia (4 years 11 months) |
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Sadchikov Artyom (4 years 9 months) |
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Serova Veronica (4 years, 5 months) |
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Fetisov Arseniy (5 years old) |
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Shaimardanova Lada (4 years, 9 months) |
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Shishkan Nikita (4 years 8 months) |
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Shchurkina Masha (4 years 10 months) |
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In general, in the group one can observe the following situation in the development of communication between preschool children and each other:
22% of children have a low level of communication development;
65% of children have an average level;
13% have a high level of communication development.
The results of a psychodiagnostic examination to identify general characteristics and establish possible types of communication and cooperation of a child with peers (according to E.E. Kravtsova’s “Labyrinth” method) are presented in Table 2.
Table 2 - Summary results using the “Labyrinth” method
|
Type of communication |
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Based on the results of the diagnostic study, we can identify a group of preschool children, 39%, in whom type 4 of communication predominates - cooperative-competitive. This type is characterized in children by accepting and maintaining a task that sets the context of their activity, however, it is worth noting that children establish and maintain stable competitive relationships with their partner throughout the game. Participants carefully monitor the actions of their partner, correlate their actions with them, plan their sequence and anticipate the results. Hints from an adult are perceived adequately as guidance on a way to solve the current problem.
In 30% of preschoolers, type 5 communication predominates. Children with this type of communication are capable of genuine cooperation and partnership in a situation of a common task. They no longer have a competitive relationship. They give each other advice and empathize with their partner’s successes. An adult's hint is accepted adequately, but its use is also situational. Children assigned to this type of development of communication with peers actively empathize with their partner.
There is also a group of preschoolers, 13%, who have the highest 6th type of communication. In children with this, you can notice a stable level of cooperation; they treat the game as a joint, common task facing both partners. They immediately, without touching the machines, begin to look for a general solution. These subjects plan a “strategy” for performing the machines, draw up a general plan of action for themselves and their partner.
In 9% of preschoolers, type 3 of communication predominates. Representatives of this type experience real interaction for the first time, but it is situational and impulsively immediate in nature - in each specific situation and regarding each machine, children try to come to an agreement and coordinate their actions. The adult's hint is accepted, but is used only for this specific situation. These children communicate quite actively with each other.
And 9% of preschoolers have type 2 communication. They accept the challenge but are unable to maintain it throughout the game. These children exhibit stiffness of movement, tightness, and lack of self-confidence.
So, based on the results of the diagnostic study, we can conclude that children of middle preschool age are characterized by the following communication features: interest in a peer, the child’s desire to attract the peer’s attention to his actions, the child’s desire to act together, imitation of the actions of a peer, the desire to do something then together, lack of politeness and generosity.
Develop a positive attitude towards peers by demonstrating respect for all children through your own behavior.
Draw children's attention to each other's emotional states, encourage expressions of sympathy and empathy for the other child.
Organize joint games, teach them to coordinate their actions, taking into account the wishes of other children.
Help children resolve conflict peacefully by pointing out each other's strengths, introducing the principle of turn-taking, and shifting attention to productive forms of interaction (a new game, reading a book, walking, etc.).
Do not compare a child with a peer when assessing his skills, capabilities, achievements, thereby belittling and even humiliating his dignity or the dignity of his peer. You can compare the child’s achievements only with his own achievements at the previous stage, showing how he has progressed, what he already knows, what else to learn, creating the prospect of positive development and strengthening the image of himself as a developing personality.
Individual differences between children should be emphasized. Understanding one’s difference from others, the right to this difference, as well as recognition of the similar rights of another person is an important aspect of the development of the social “I”, which begins in early childhood.
Organizing communication between children and friendly relations between them is one of the most difficult and important tasks that a teacher of a group of preschool children faces.
Diagnostic studies examining the level of development of communication between middle preschool children and peers have shown that most children, although not in all situations, take initiative. Although children’s proactive appeals to peers are not yet distinguished by persistence, they still, even if they occasionally agree to play with each other, respond to the offer to do something together; children occasionally express their emotional state (smile, get angry), use gestures and familiar words, phrases in response to requests from a peer - all this, in turn, indicates that children are developing a need to communicate with each other, the prerequisites for further interaction are being formed .
In the course of studying the level of development of children's communication with peers, we found that in this group the communication of preschoolers with each other is at an average level. This is a good result for this age, but it is still necessary to carry out systematic work to increase the level of communication between children and peers.
It should be remembered that the adult is at the center of children’s interactions with each other. It is he who helps the child identify a peer and communicate with him as an equal, so we have developed recommendations for teachers and parents on creating optimal conditions for the successful development of children’s communication with their peers. We recommended that preschool employees and parents of children develop a positive attitude towards their peers, organize joint games for children in order to teach them to coordinate their actions and peacefully resolve conflicts that arise.
A systematic approach to the application of conditions that ensure the successful development of communication with peers in preschool children (see recommendations for parents and teachers of preschool educational institutions) can have a positive impact on the further development of various forms of interaction between children.
Conclusion
So, summing up all the work, I would like to note that communication is one of the forms of human interaction, thanks to which, according to K. Marx, people “both physically and spiritually create each other...”. A person’s entire life is spent communicating with other people. A newborn will not become a person in the full sense of the word if he grows up outside of human contact. At any age, a person cannot be without interaction with other people: a person is a social being.
Having considered the concept of communication, we can highlight the main characteristics: focus, interaction with the goal of achieving a common result. Domestic researchers, in particular A.G., pay special attention to the dynamics of the content of communication. Ruzskaya, M.I. Lisina, E.O. Smirnova. The need for communication changes from younger preschool age to older, from the need for friendly attention and playful cooperation - to older preschool age with its needs not only for friendly attention, but also for experience. The need for communication of a preschooler is inextricably linked with specific motives and means of communication at a particular age. A condition for personal development is the possibility of self-expression and self-affirmation, which exist in real groups.
What is common in the views of the studies is the following irrefutable and to one degree or another supported statement: preschool age is a particularly important period in education, since it is the age of initial formation of the child’s personality. At this time, rather complex relationships arise in the child’s communication with peers, which significantly influence the development of his personality.
We organized experimental work with preschool children, with the goal of studying the features of the development of communication with peers in children of middle preschool age. As a result of diagnostic techniques, we received data revealing that communication with a peer has a specific effect on the development of the child. In practice, we have seen that children’s contacts with peers are more emotionally intense. There is no place in them for strict norms and rules that must be observed when communicating with adults. Modern children are more relaxed in communicating with peers, more often show initiative and creativity, and interact in various associations and activities. Receiving support from peers in the most unpredictable games and undertakings, the child most fully realizes his originality and childish spontaneity, which sometimes leads to unexpected discoveries in himself and the world around him and gives children great pleasure. The development of contacts with other children in preschool age is influenced by the nature of the activity and the availability of skills to perform it. In communicating with peers, children receive new vivid impressions; in joint games, their need for activity is most fully satisfied, and their emotional and speech spheres develop.
It should also be noted that it is a peer who opens up new opportunities for self-knowledge for children through comparing themselves with an equal partner in interaction and communication. Another significant feature of communication with peers is the formation in children of such a personal quality as initiative (activity). Here, the child is required to be able to clearly formulate his intentions, prove that he is right, and plan joint activities, which thereby requires him to develop in accordance with the age norm.
So, based on the results of the diagnostic study, we can conclude that children of middle preschool age are characterized by the following communication features: interest in a peer, the child’s desire to attract the peer’s attention to his actions, the child’s desire to act together, imitation of the actions of a peer, the desire to do something then together, lack of politeness and generosity.
Adults need to encourage children’s emotional contacts and create optimal conditions for the successful development of children’s communication with each other. It is also advisable to arrange joint games for children, combined with episodes of communication, which will gradually develop in children the desire and ability to act together, and then lead to active communication not only with peers, but also with other people around them.
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Annex 1
“Diagnostics of the development of communication with peers”(Orlova I.A., Kholmogorova V.M.)
Purpose: to identify the level of development of communication skills of young children with peers.
Diagnostic methodology: diagnostics of communication involves recording the child’s interest in a peer, sensitivity to influences, the child’s initiative in communication, prosocial actions, empathy and means of communication.
To determine the level of development of communication with peers, the following scales for assessing the parameters of communication with peers are used:
Interest in a peer:
0 points - the child does not look at his peer, does not notice him;
1 point - the child sometimes glances at a peer, attention is not stable, quickly switches to another subject, does not show interest in the peer’s activities;
2 points - the child pays attention to his peer, watches his actions with curiosity, but from afar, does not dare to approach or reduce the distance (passive position);
3 points - the child immediately notices a peer, approaches him, begins to carefully examine, touch, accompanies his actions with vocalizations and speech, does not lose interest in the peer for a long time, and is not distracted.
Initiative:
0 points - the child does not address a peer, does not seek to attract his attention;
1 point - the child is not the first to interact, begins to take the initiative only after a peer has shown activity or with the participation of an adult, most often waits for the peer’s initiative (occasionally looks into the eyes, not daring to ask);
2 points - the child shows initiative, but not always, acts hesitantly, initiative requests to a peer are not persistent, looks into the peer’s eyes, smiles;
3 points - the child constantly shows initiative in communication, often looks his peer in the eye, smiles at him, demonstrates his capabilities, tries to involve his peer in joint actions, and shows pronounced persistence in communication.
Sensitivity:
0 points - the child does not respond to the peer’s initiative;
1 point - the child reacts to peer influences, but only occasionally responds to them, does not show a desire to act together, does not adapt to the actions of the peer;
2 points - the child responds to the peer’s initiative, strives for interaction, responds to the peer’s influences, sometimes strives to adapt to the peer’s actions;
3 points - the child willingly responds to all the initiative actions of a peer, actively picks them up, coordinates his actions with the actions of his peer, and imitates his actions.
Prosocial actions:
0 points - the child does not turn to a peer, does not want to act together with him, does not respond to requests and suggestions from a peer, does not want to help him, takes away toys, is capricious, angry, does not want to share;
1 point - the child himself does not show initiative, but sometimes responds to an adult’s proposal to do something together with a peer (build a house, exchange toys), but the offer to give a toy to a peer causes a protest;
2 points - the child agrees to play with a peer, sometimes he takes the initiative, but not in all cases, sometimes shares toys, gives them up, responds to an offer to do something together, does not interfere with a peer;
3 points - the child shows a desire to act together, offers his peer toys, takes into account his wishes, helps in something, and strives to avoid conflicts.
Means of communication:
Expressive-facial
0 points - the child does not look at his peer, does not express his feelings with facial expressions, is indifferent to all the requests of his peer;
1 point - the child sometimes looks into the eyes of a peer, occasionally expresses his emotional state (smiles, gets angry), facial expressions are mostly calm, does not become infected with emotions from a peer, and if he uses gestures, it is not to express his own emotions, but in response to requests from a peer;
2 points - the child often looks at his peer, his actions addressed to his peer are emotionally charged, he behaves very relaxed, he infects his peer with his actions (children jump, squeal, and make faces together), his facial expressions are animated, bright, he expresses negative emotions very emotionally, he constantly attracts attention of a peer.
Active speech
0 points - the child does not utter words, does not “babble”, does not make expressive sounds (neither on his own initiative, nor in response to requests from a peer or adult);
1 point - babble;
2 points - autonomous speech;
3 points - individual words;
4 points - phrases.
The results of diagnostic studies are recorded in special protocols.
To assess the degree of development of communication with peers, three levels are used: low (3 points), medium (2 points) and high (1 point).
A low level of communication is characterized by weak expression of all parameters. The level of communication development is assessed as average if most indicators of all parameters have average values. If the severity of different indicators varies significantly. A child has a high level of communication if he received the highest scores for most of the parameters in each test. Average scores on the following parameters are allowed: active speech and prosocial actions.
Appendix 2
PA registration protocolparameters of communication with peers
Child’s first and last name _______________ Age ___________________
Situations: Communication parameters:
Initiative
“Direct communication” 0 1 2 3
“Communication with the participation of an adult” 0 1 2 3
“Joint activity with objects” 0 1 2 3
“One item for two” 0 1 2 3
Sensitivity
“Direct communication” 0 1 2 3
“Communication with the participation of an adult” 0 1 2 3
“Joint activity with objects” 0 1 2 3
“One item for two” 0 1 2 3
Prosocial actions
“Direct communication” is not recorded
“Communication with the participation of an adult” is not recorded
“Joint activity with objects” 0 1 2 3
“One item for two” 0 1 2 3
Means of communication:
expressive facial expressions
“Direct communication” 0 1 2
“Communication with the participation of an adult” 0 1 2
“Joint activity with objects” 0 1 2
“One item for two” 0 1 2
active speech
“Direct communication” 0 1 2 3 4
“Communication with the participation of an adult” 0 1 2 3 4
“Joint activity with objects” 0 1 2 3 4
“One item for two” 0 1 2 3 4
Appendix 3
Diagnostic metodika E.E. Kravtsova “Labyrinth”
preschool age communication peer
To conduct the experiment, a labyrinth working field and 8 cars are used: 4 green and 4 red.
Procedure: before the start of the experiment, an adult places cars (4 each) in someone else’s garage: red ones on the green field of the maze; green - to red.
Two children are asked to guide the cars through the maze so that each one ends up in a garage of its own color. The rules of the game come down to three requirements: you can only drive one car at a time; cars must only drive along the paths of the labyrinth; You can’t touch your partner’s cars.
The proposed task - to take their cars to the appropriate garage - can be completed when the participants are able to “agree” with each other, only if the partners somehow coordinate their actions.
Processing and interpretation of data: based on observations, it is necessary to qualify the type of communication and cooperation of children with peers. According to E.E. Kravtsova, there are six types of interaction and cooperation between children and peers.
First type - Elementary acceptance by children of a learning task
Children who have achieved this type of interaction with peers do not see their partner’s actions. There is no coordination of actions. They drive cars, honk their horns, collide, break the rules - they do not pursue the goal of putting the cars in the garage. They do not accept the experimenter’s prompts like: “Are you agreed?”, “Let him drive the car first, and then you,” “You can’t touch the car of this color.” Children are not upset if they do not reach the desired garage. As a rule, the experimenter has to interrupt the game, saying that the time allotted to them is over. Children of this type do not communicate with each other in any way, do not turn to each other.
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Age characteristics, psychological characteristics and characteristics of thinking in preschool age. Organization and methods of studying the characteristics of the relationship between the processes of thinking and communication. The problem of developing communication among preschool-aged peers.
In modern society, the creation of new social relations makes the problem of developing communication a priority, since communication processes permeate all spheres of life in modern society.
Serious problems arise for a person who does not know how to communicate in everyday life, which today forces one to give up many habits and breaks established stereotypes. It is very difficult for an unprepared person to get out of this situation without “losses”, nervous breakdowns and even illnesses. Often this happens because a person experiencing difficulties is afraid to turn to others for help, because he simply does not know how to communicate.
In the process of communication between a person and other people, there is a mutual exchange of activities, their methods and results, ideas, ideas, attitudes, interests, feelings, etc. Communication acts as an independent and specific form of activity of the subject. Its result is not a transformed object (material or ideal), but a relationship with another person, other people.
The topic of the work is quite relevant: the problem of communication with peers in preschool age is often raised today both in theoretical literature and in practical activities. However, recommendations for practical psychologists, educators and parents on this issue relate mainly to elementary school and do not cover the organization’s experience with preschool children, although it is obvious that for further successful learning it is necessary to early identify and develop communication with peers, namely already in preschool age. Therefore, the problem of diagnosing the characteristics of communication with peers in preschool age is given paramount attention.
A person cannot live, work, satisfy his material and spiritual needs without communicating with other people. From birth, he enters into various relationships with others.
Direct emotional communication between a child and his mother is the first type of activity in which he acts as a subject of communication.
And all the further development of the child depends on what place he occupies in the system of human relations, in the system of communication. The development of a child directly depends on who he communicates with, what the circle and nature of his communication are.
Without communication, personality formation is generally impossible. It is in the process of communicating with peers that a child learns universal human experience, accumulates knowledge, masters skills, forms his consciousness and self-awareness, develops beliefs, ideals, etc. Only during communication at The child’s spiritual needs, moral and aesthetic feelings are formed, and his character is formed.
Communication with adults largely determines the emergence, development and characteristics of a child’s contacts with other children. This assumption is given to us by the fact that in ontogenesis children first learn to communicate with adults and only much later to communicate with each other. Since the single social environment in which a child of early and preschool age grows includes both an adult and children, it is clear that the personality of an adult, which is so significant for a child, of course, mediates his connections with peers. Communication with both peers and adults develops during life, but changes throughout life.
The formation of communication with a peer presupposes the development in the child of a specific version of the general communicative need, expressed in the child’s desire for self-knowledge and self-esteem through the people around him. Its peculiarity is the opportunity for a child to compare himself with a peer by directly superimposing information about himself onto the image of an equal being, while an adult for a small child is an ideal that is really unattainable.
Without communication, personality formation is generally impossible. It is in the process of communicating with other children that the child assimilates universal human experience, accumulates knowledge, masters skills and abilities, forms his consciousness and self-awareness, develops beliefs, ideals, etc. Only in the process of communication do the child develop needs, moral and aesthetic feelings, and develop his character.
In almost every kindergarten group, a complex and sometimes dramatic picture of children’s communication unfolds. Preschoolers make friends, quarrel, make peace, get offended, get jealous, help each other, and sometimes do minor “dirty tricks”. Such communication is acutely experienced and carries a lot of different emotions.
The experience of first communication with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole. This experience does not always go well.
For many children, already in preschool age, negative communication with peers is formed and consolidated, which can have very sad long-term consequences. Identifying problematic forms of communication in a timely manner and helping the child overcome them is the most important task of parents.
A kindergarten group is the first social association of children in which they occupy different positions. In preschool age, friendly and conflictual relationships appear, and children who experience difficulties in communication are identified. With age, the attitude of preschoolers towards their peers changes, whom they evaluate not only by business qualities, but also by personal, especially moral ones.
The most important factor in the development of a preschooler’s personality and all its components is communication with peers. Communicating with his own kind, a preschool child forms an idea of himself, comparing the actions and qualities of his friend with his own. It is the peer, as an equal communication partner, who acts as an objective “reference point” for the child in the process of learning about himself and others. In communication with peers, the child’s motor activity develops, communication and organizational skills are formed, and moral development occurs: the child learns to apply norms of behavior in practice and practices moral actions. Communication with peers is of great importance in the formation of a child’s self-esteem and the level of his aspirations.
Currently, diagnostic work aimed at determining the development of communication in preschool children is becoming a relevant area of activity, since all subsequent correctional and developmental work with preschool children is based on the results of this diagnosis.
Diagnostic work was carried out on the basis MDOU d/s No. 37 "Semitsvetik" of a combined type in the village of Malinovka, Kemerovo region.
14 children participated in the study. The average age at the time of examination is 4 years 2 months. up to 4 years 8 months
The purpose of the work was to study the features of diagnosing communication with peers using the example of the middle group of a kindergarten. The work used: selective, participant, one-time observation method, experimental method, and auxiliary conversation method.
In the psychological and pedagogical literature there is the largest number of diagnostic techniques used in diagnosing children. From the proposed methods, the following methods were selected as diagnostic material:
Study of communication skills.V. Bogomolov
Target: Study of the content of the need for communication, motivation for communication and means of communication.
Study of free communication G.A. Uruntaeva
Target: Identification of intensity indicators (number of children in the association, duration of play associations) and means of communication.
Studying the criteria for choosing a partner G.A. Uruntaeva
Target: Identification of selectivity in preschool children.
Testing these methods, we found that children 4-5 years old exhibit: joint activity, activity itself, the need for cooperation, a tendency towards competition and competitiveness, competitive imitation, intransigence to the evaluation of comrades, business and personal motives, as well as expressive facial expressions, speech means, duration of communication, shows preference when choosing a partner, the largest number of children in communication.
When testing the methods, it was found that the “Studying the criteria for choosing partners” method is less productive and is not suitable for children of this age, since four-year-old children cannot realize their own preferences in communication and therefore name those peers who come into view. In the study, the set goal was not achieved, since the children, when answering questions, named the names of those children who were currently in their field of vision. And the preschoolers did not even remember those who were not in the group that day (who were friends with whom they spent the entire time in kindergarten on a normal day).
For example: A child (G.V.), who showed selectivity when choosing a partner for communication, was motivated by the desire to play only with this child (P.N.). The motivation was based on the desire to own a beautiful toy.
This study minimizes both the effort of the psychologist and the child. The time spent on both collecting information and processing data is also minimized. But it cannot be used in further research for children of middle preschool age, since it is less productive and does not justify the goal. The children did not show sufficient interest in the diagnostic procedure; they were often distracted, answered questions “sluggishly”, without desire, and tried to quickly leave to play with their peers.
Testing the diagnostic method “Study of Communication Skills”, it was found that it is effective and can be used in further research, since it is easy to use and minimizes the effort required by both the child and the psychologist. It is also minimized in terms of time consumption, the average time ranges from 5 to 15 minutes, and is also easy to further process the results. This technique made it possible to collect factual material and identify certain indicators of communication with peers in middle preschool age. Such as: content of needs and motivation of communication
The children really liked this procedure; they performed it with great desire and were not distracted by other objects. When diagnosing children using this method, the second series does not need to be used, since the results of the second series completely coincide with the results of the first series of the method.
When testing the “Study of Free Communication” method, it was revealed that this method turned out to be the most effective, since the motivation was aimed at free play activities familiar to children. However, this technique is very difficult when collecting information for the main observation protocol, since a lot of the psychologist’s efforts are spent and collecting information takes a lot of time (observation lasts for 3 days). Processing data also requires a lot of effort from the experimenter. The frequency of contacts is calculated using the formula; number of contacts with each child across all sections; the intensity indicator is determined; selectivity is conditionally determined; The average duration of communication is calculated. This procedure does not have any effect on children, since children play in their usual environment and the psychologist does not interact with them, but simply records his observations.
Having analyzed the selected methods, we came to the conclusion that the diagnostic method “Study of free communication” is the most relevant and most effective in diagnosing children in the middle group of kindergarten.
Having carried out diagnostics using the “Study of Free Communication” method, the following results were obtained presented in Table No. 1
Table No. 1
| № | F.I. baby | Intensity | Selectivity | Contact frequency | Duration of contacts | Availability of motivation | Type of motivation | ||
| Personal sympathies | External motivations | Cooperative activity | |||||||
| 1 | Andrey A. | + | + | + | + | ||||
| 2 | Kolya A. | + | + | + | |||||
| 3 | Kirill Bas. | + | |||||||
| 4 | Kirill God. | + | |||||||
| 5 | Dima B. | + | + | ||||||
| 6 | Lyuba B. | + | + | + | + | ||||
| 7 | Polina V. | + | + | ||||||
| 8 | Vitalya G. | + | |||||||
| 9 | Vova G. | + | + | + | |||||
| 10 | Maxim K. | + | + | + | |||||
| 11 | Ilya L. | ||||||||
| 12 | Nikita P. | + | + | + | |||||
| 13 | Sveta R. | + | |||||||
| 14 | Nastya S. | + | |||||||
Based on the results obtained, changes and additions were made to the teacher’s work plan. Namely:
Carrying out joint holidays and leisure activities in the afternoon
Using role-playing games
Organizing sports festivals and all kinds of sports relay races.
Increasing number of games with building materials
Increasing the number of outdoor games
Corrective work was carried out over 4 months to improve communication abilities. During this time, 5 sporting events were held, a joint holiday was held once a week, and a sweet evening was organized on Wednesdays. As well as conducting all kinds of outdoor and didactic games based on the development of communication abilities.
After 4 months, a re-diagnosis was carried out using the “Study of Free Communication” technique, the results of which are shown in Table No. 2
Table No. 2
| № | F.I. baby | Intensity | Selectivity | Contact frequency | Duration of contacts | Availability of motivation | Type of motivation | ||
| Personal sympathies | External motivations | Cooperative activity | |||||||
| 1 | Andrey A. | + | + | + | + | + | + | ||
| 2 | Kolya A. | + | + | + | + | + | |||
| 3 | Kirill Bas. | + | |||||||
| 4 | Kirill God. | + | + | + | + | ||||
| 5 | Dima B. | + | + | + | + | ||||
| 6 | Lyuba B. | + | + | + | + | + | |||
| 7 | Polina V. | + | + | + | + | + | + | ||
| 8 | Vitalya G. | + | + | + | |||||
| 9 | Vova G. | + | + | + | + | + | |||
| 10 | Maxim K. | + | + | + | + | + | + | ||
| 11 | Ilya L. | + | + | + | + | ||||
| 12 | Nikita P. | + | + | + | + | ||||
| 13 | Sveta R. | + | + | + | |||||
| 14 | Nastya S. | + | + | + | + | ||||
Based on the data obtained, it can be seen that the “Study of Free Communication” methodology is acceptable. It shows a positive result and the effectiveness of the components of the communicative abilities of children in the middle group of the kindergarten, which thereby made it possible to make adjustments to the teacher’s work plan in order to obtain results (or positive data) in the development of communicative abilities in children in the middle group of the kindergarten.
Thus, the chosen method is the most effective, since the motivation was aimed at free play activities that are familiar to children. Using this technique, we achieved our goal: to study the diagnostic features of communication with peers using the example of the middle group of a kindergarten. In further work, we can use it to obtain the best results.
The first five years of a child’s life are usually divided into two periods - the period of infancy (from birth to 3 years) and the preschool period (from 3 to 5 years). Many development scales cover both of these periods. In this article we will consider the problems of diagnosing the development of preschool children.
It should be emphasized that the study of the developmental characteristics of preschool children differs significantly from the study of adults and older children, both in the methods used and in the way the work is carried out. The main principle adhered to by the developers of diagnostic methods is the principle of natural behavior of the child, which provides for minimal intervention by the experimenter in the usual everyday forms of behavior of children. Often, to implement this principle, various methods are used to encourage a child to play, during which different age-related characteristics of children’s development are manifested.
Very popular are various SCALES OF CHILDREN'S DEVELOPMENT, which involve conducting analytical standardized observations of a child and subsequent comparison of the data obtained with age-related development norms. The use of these developmental scales requires specialized experience and should be performed by mental health professionals. But since the psychologist has much less opportunity to observe the child in a natural setting than the educator, it is advisable to organize cooperation between the psychologist and the educator - by cross-comparing the psychologist’s own assessments and observations with the assessments and observations of the educator.
Since preschoolers are already mastering speech and reacting to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, conduct developmental diagnostics. However, a preschooler’s speech is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers give preference to nonverbal methods.
The most important for diagnosing the development of young children is considered to be their motor and cognitive spheres, speech and social behavior (A. Anastasi, 1982, J. Shvantsara, 1978, etc.).
When conducting and evaluating the results of diagnostics of the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation and interest in tasks can reduce all the efforts of the experimenter to nothing, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A.V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or playful moments that encourage him to act in a certain way transform the task and give a unique character to the direction of thinking child. This point must be taken into account in order to correctly assess the capabilities of children's intelligence (A. V. Zaporozhets, 1986, p. 204). And further: ... differences in solving similar intellectual problems between younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children are motivated to solve a practical problem by the desire to get a picture, a toy, etc., then among older children the motives of competition, the desire to show intelligence to the experimenter, etc., become decisive.
These features should be taken into account both when conducting tests and when interpreting the results obtained.
The time required to carry out the tests should also be taken into account. For preschoolers, a period of time for testing within an hour is recommended, taking into account the establishment of contact with the child (J. Shvantsara, 1978).
When conducting examinations of preschoolers, ESTABLISHING CONTACT between the subject and the experimenter turns into a special task, the successful solution of which will determine the reliability of the data obtained. As a rule, to establish such contact, an experienced psychologist conducts an examination in a familiar environment for the child in the presence of the mother or some close relative, teacher, etc. It is necessary to create conditions under which the child will not experience negative emotions from communicating with a stranger (fear). , uncertainty, etc.), for which you can start working with the child with a game and only gradually, imperceptibly for the child, include the tasks required by the test.
Of particular importance is the constant monitoring of the child’s behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activities, etc. These observations can provide valuable material for judging the level of development of the child, the formation of his cognitive and motivational spheres . Much in the child’s behavior can be explained by the explanations of the mother and teacher, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child’s examination.
All diagnostic methods developed for preschoolers should be presented individually or to small groups of children attending kindergarten and having experience in group work. As a rule, tests for preschoolers are presented orally or in the form of practical tests. Sometimes a pencil and paper can be used to complete tasks (provided they are simple to operate).
Actually, much fewer test methods have been developed for preschoolers than for older children and adults. Let's consider the most famous and authoritative of them.
J. Švancar suggests dividing the available methods into two groups: the first includes methods aimed at diagnosing general behavior, and the second includes individual aspects that determine it, for example, the development of intelligence, motor skills, etc.
The first group includes the method of A. Gesell. A. Gesell and his colleagues developed development tables that received his name. They cover four main areas of behavior: motor, speech, personal-social and adaptive. In general, Gesell tables provide a standardized procedure for monitoring and assessing the developmental progress of children aged 4 weeks to 6 years. Children's play activities are observed, their reactions to toys and other objects, facial expressions, etc. are recorded. These data are supplemented by information received from the child's mother. As criteria for evaluating the data obtained, Gesell provides a detailed verbal description of the typical behavior of children of different ages and special drawings, which facilitates the analysis of the survey results. When studying preschoolers, a variety of aspects of development can be diagnosed - from motor to personality. For this purpose, the second group of techniques is used (according to the classification of J. Švantsara).
For example, there are special scales that establish the social maturity of children, their ability to independently satisfy the simplest needs, and the ability to adapt to a variety of environmental conditions. The Vineland scale is quite well known, designed to study a child’s ability to serve himself and take responsibility (this scale is also suitable for examining mentally retarded children and adults). It contains 117 items, grouped by different age levels, and includes 8 areas of behavior: general self-care, self-care while eating, when dressing, self-regulation, communication skills, preferred activities, motor skills, socialization. Most often, the data obtained using this scale is used to diagnose mental retardation and make decisions about placing the subject in medical institutions or boarding schools.
More recent in creation is the ADAPTIVE BEHAVIOR SCALE (ABC), developed by the Committee of the American Association for the Study of Intellectual Disability. It can be used to study emotional or other mental disorders. Like the Vineland social maturity scale, it is based on observations of the behavior of the subjects, and its forms can be filled out not only by a psychologist, but also by a teacher, parents, doctors - everyone with whom the child comes into contact. The Adaptive Behavior Scale consists of two parts. The first includes 10 areas of behavior, such as:
Self-care (eating, toilet, hygiene, appearance, dressing, general self-care),
Physical development (sensory, motor),
Economic activity (handling money, shopping skills).
Language development (comprehension, communication, expressiveness),
Time orientation (knowing the date, time of day),
Housework (cleaning the house, certain household chores, etc.),
Activities (game, educational),
Self-regulation (initiative, perseverance),
Responsibility,
Socialization.
The second part of the scale is relevant only to those who exhibit deviant, maladjusted behavior.
To study some abilities of children from 2.5 to 8.5 years old, the McCarthy scale was developed. It consists of 18 tests grouped into six overlapping scales: verbal, perceptual, quantitative, general cognitive ability, memory and motor.
To assess the level of mental development of preschoolers, the Stanford-Binet scale, Wechsler test and Ranen test are most often used. Piaget's methods can also be used for the same purposes. They represent scales of order because development is assumed to pass through a series of successive stages that can be described qualitatively. Piaget's scales are intended primarily for studying the cognitive, rather than the personal, sphere of the child and have not yet been brought to the level of tests in terms of formal parameters. Piaget's followers are working to create a diagnostic complex based on his theory and intended for diagnosing the developmental psychology of children of different ages.
J. Piaget proposes a method for clinical research into the formation of a child’s cognitive sphere, introducing the concept of a sensorimotor scheme, that is, a class of motor tasks that contribute to achieving a goal when performing actions with objects.
To diagnose motor development, N. I. Ozeretsky’s MOTOR TEST (N. I. Ozeretsky, 1928), developed in 1923, is often used. It is intended for persons aged 4 to 16 years. The tasks are arranged by age level. The technique was intended to study motor movements of various types. Simple materials such as paper, thread, needles, reels, balls, etc. are used as stimulus material.
The test includes 5 subtests, each of which includes 5 tasks.
The 1st subtest is aimed at diagnosing static coordination. The ability to stand motionless with eyes closed for 15 seconds, the ability not to lose balance while standing on your right or left leg, on your toes, etc. are studied.
The 2nd subtest is designed to study dynamic coordination and proportionality of movements. The child is asked to move by jumping, cut out figures from paper, etc.
Subtest 3 measures speed of movement and includes tasks that require good hand-eye coordination. Examples include putting coins in a box, piercing paper targets, stringing beads, tying shoelaces, etc.
The 4th subtest is aimed at measuring the strength of movements and includes tasks on bending objects, straightening them, etc.
The 5th subtest is designed to study the so-called accompanying movements - movements of the hands, facial expressions, etc.
For each correctly completed test within a limited period of time, the child receives 1 point. The procedure takes 40-60 minutes. A table of age development norms is provided.
Ozeretsky's technique received worldwide recognition and in 1955 was standardized by American scientists and published under the name Lincoln-Ozeretsky Motor Development Scale (A. Anastasi, 1982).
Evaluating the scales discussed above, one cannot help but note the lack of a strict theoretical justification for the use of each of them for diagnosing the characteristics of the mental and personal development of preschool children. The exception is Piaget's methods, which are based on the concept of development he created. Unlike foreign ones, domestic researchers strive to build a diagnostic system based on provisions developed in developmental and educational psychology about the characteristics, stages and driving forces of mental and personal development (works of L. I. Bozhovich, L. S. Vygotsky, A. V. Zaporozhets, D.B. Elkonin, etc.). For example, the most developed from this point of view is a set of methods for diagnosing the mental development of preschool children, created under the leadership of L. A. Wenger (Diagnostics of the mental development of preschool children, M., 1978).
The basic principles that guided the authors of the methods are as follows:
Developmental norms were established not simply on the basis of age (as in Binet’s tests), but taking into account the characteristics of the upbringing and living conditions of children; therefore, they differed for children of the same calendar age, but were the same for those who were brought up in a certain age group of kindergarten;
Some essential characteristics of cognitive actions (perceptual and intellectual) were used as indicators of mental development;
Not only quantitative assessments of the success of completing tasks were introduced, but also qualitative characteristics of methods for solving them;
Diagnostic tasks for children of each age group were presented in an accessible, often exciting form and were included in typical types of children's activities.
Mental development is considered by the authors of the methods as a process of the child’s appropriation of certain forms of social experience, material and spiritual culture created by humanity. The central link in the creation of methods was the cognitive orienting action as the main structural unit of cognition. As the authors of the study showed, it is the mastery of different types of cognitive orienting actions (primarily perceptual and mental) that underlies the mental development of children of early and preschool age.
Three main types of PERCEPTUAL ACTIONS are identified, differing depending on the characteristics of the relationship between the properties of the objects being examined and the sensory standards used in the examination process. Among them are the actions of identification, equating to a standard and perceptual modeling. The first type is performed when examining the properties of objects that completely coincide with existing standards. The second is used when it is necessary to use a standard sample to identify the properties of objects that do not coincide with the sample, although close to it. The third type is the correlation of the properties of the examined object not with one standard, but with a group - the construction of its standard model. Figurative and logical thinking are also distinguished as indicators of mental development. At the same time, the authors of the tests admit that the system they developed does not include such important parameters as verbal thinking and motivation of cognitive activity. They note that the resulting system of indicators of mental development represents only its operational and technical characteristics.
To diagnose each type of action and features of thinking, a system of tests is proposed, which are brought to the level of test methods and standardized on groups of preschoolers of different ages attending certain kindergarten groups.
Thus, the identification action is diagnosed by searching for a color object identical to the sample in a color matrix of 49 elements (color object selection task).
The effect of reference to a standard was studied by sorting objects by shape. To do this, the child was asked to place object drawings (images of objects such as a nesting doll, a guitar, an electric lamp, a shoe, etc.) into three boxes with images of certain geometric shapes. Children were asked to find a box with a picture similar to the drawing and put it there.
Perceptual modeling was the assembly of abstract various figures, consisting of geometrically shaped parts, according to a model (representing a whole figure). To correctly complete the task, the child had to be able to distinguish between various geometric shapes (triangles of different shapes, trapezoids, squares, etc.) and correctly place them in space (in accordance with the model).
Special diagnostic techniques were developed to study the characteristics of figurative and logical thinking.
For example, a child was asked to trace a path to a house in a drawing, which was depicted using intricate lines. Analysis of the child’s actions made it possible to determine the level of formed imaginative thinking.
To diagnose logical thinking, a table with geometric figures arranged in a certain sequence was proposed. Some squares were empty, and they needed to be filled in, revealing the patterns of the logical series.
A number of authors are making attempts, based on a generalization of existing diagnostic methods and their own developments, to create a system of diagnostic examination of preschool children, which would not only allow identifying different levels of development, but would also provide longitudinal observations of the development of children.
As an example, we can cite the system of examining children from 1 year to 6 years old, proposed by K. L. Pechora, G. V. Pantyukhina, I. Keller. Tables of mental development of children were developed, appropriate methods were selected, and criteria for assessing the data obtained were presented (Methodological recommendations for psychological and pedagogical examination of children aged 1 year 3 months to 6 years, M., 1993).
Along with the methods described above and intended for studying various aspects of the development of preschool children, quite a lot of them have been developed for diagnosing the readiness of children to study at school.
As a result of the examination of preschoolers, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school. During the examination, children with advanced development are also identified, for whom the psychologist should formulate recommendations for an individual approach.
Bibliography
Abulkhanova-Slavskaya K.A. Personality development in the process of life // psychology of personality formation and development. M.: Nauka, 1981. P. 19-45.
Antsyferova L.I. Psychological concept of Pierre Janet // Questions of psychology, 1969. No. 5.
Antsyferova L.I. psychology of personality formation and development // personality psychology in the works of domestic psychologists. St. Petersburg, 2000. pp. 207-213.
Brushlinsky A.V. psychology of the subject and his activities // Modern psychology. Reference Guide / Ed. V.N. Druzhinina M.: Infra-M, 1999. P. 330-346.
Brushlinsky A.V. On the criteria of the subject // Psychology of the individual and group subject / Ed. A.V. Brushlinsky M., 2002. Ch. pp. 9-34.
Kronik A.A., Golovakha E.I. Psychological age of the individual // Personality psychology in the works of domestic psychologists. St. Petersburg: Peter, 2000. pp. 246-256.
Rubinshtein S.L. Fundamentals of general psychology. 2nd ed. M., 1946.
Rubinshtein S.L. Being and consciousness. M., 1957.
Rubinshtein S.L. Philosophical roots of experimental psychology // Problems of general psychology. M.: Pedagogy, 1976. P. 67-89.
Rubinshtein S.L. Man and the world. M.: Nauka, 1997. 191 p.
Bibliography:
DIAGNOSTICS OF PRESCHOOL CHILDREN'S DEVELOPMENT
DEVELOPMENT SCALES
ESTABLISHING CONTACT
THREE TYPES OF PERCEPTUAL ACTIONS
BIBLIOGRAPHY
NON-GOVERNMENTAL EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
Branch of the Moscow Psychological and Social Institute in Krasnoyarsk
Test
by discipline:
Psychodiagnostics
Topic: Diagnostics of communication of preschool children
DIAGNOSTICS OF PRESCHOOL CHILDREN'S DEVELOPMENT
The first five years of a child’s life are usually divided into two periods - the period of infancy (from birth to 3 years) and the preschool period (from 3 to 5 years). Many development scales cover both of these periods. In this article we will consider the problems of diagnosing the development of preschool children.
It should be emphasized that the study of the developmental characteristics of preschool children differs significantly from the study of adults and older children, both in the methods used and in the way the work is carried out. The main principle adhered to by the developers of diagnostic methods is the principle of natural behavior of the child, which provides for minimal intervention by the experimenter in the usual everyday forms of behavior of children. Often, to implement this principle, various methods are used to encourage a child to play, during which different age-related characteristics of children’s development are manifested.
Very popular are various SCALES OF CHILDREN'S DEVELOPMENT, which involve conducting analytical standardized observations of a child and subsequent comparison of the data obtained with age-related development norms. The use of these developmental scales requires specialized experience and should be performed by mental health professionals. But since the psychologist has much less opportunity to observe the child in a natural setting than the educator, it is advisable to organize cooperation between the psychologist and the educator - by cross-comparing the psychologist’s own assessments and observations with the assessments and observations of the educator.
Since preschoolers are already mastering speech and reacting to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, conduct developmental diagnostics. However, a preschooler’s speech is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers give preference to nonverbal methods.
The most important for diagnosing the development of young children is considered to be their motor and cognitive spheres, speech and social behavior (A. Anastasi, 1982, J. Shvantsara, 1978, etc.).
When conducting and evaluating the results of diagnostics of the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation and interest in tasks can reduce all the efforts of the experimenter to nothing, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A.V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or playful moments that encourage him to act in a certain way transform the task and give it a unique character direction of the child's thinking. This point must be taken into account in order to correctly assess the capabilities of children's intelligence (A. V. Zaporozhets, 1986, p. 204). And further: ...differences in solving similar intellectual problems of younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children are motivated to solve a practical problem by the desire to get a picture, a toy, etc., then among older children the motives of competition, the desire to show intelligence to the experimenter, etc., become decisive.
These features should be taken into account both when conducting tests and when interpreting the results obtained.
The time required to carry out the tests should also be taken into account. For preschoolers, a period of time for testing within an hour is recommended, taking into account the establishment of contact with the child (J. Shvantsara, 1978).
When conducting examinations of preschoolers, ESTABLISHING CONTACT between the subject and the experimenter turns into a special task, the successful solution of which will determine the reliability of the data obtained. As a rule, to establish such contact, an experienced psychologist conducts an examination in a familiar environment for the child in the presence of the mother or some close relative, teacher, etc. It is necessary to create conditions under which the child will not experience negative emotions from communicating with a stranger (fear). , uncertainty, etc.), for which you can start working with the child with a game and only gradually, imperceptibly for the child, include the tasks required by the test.
Of particular importance is the constant monitoring of the child’s behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activities, etc. These observations can provide valuable material for judging the level of development of the child, the formation of his cognitive and motivational spheres . Much in the child’s behavior can be explained by the explanations of the mother and teacher, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child’s examination.
All diagnostic methods developed for preschoolers should be presented individually or to small groups of children attending kindergarten and having experience in group work. As a rule, tests for preschoolers are presented orally or in the form of practical tests. Sometimes a pencil and paper can be used to complete tasks (provided they are simple to operate).
Actually, much fewer test methods have been developed for preschoolers than for older children and adults. Let's consider the most famous and authoritative of them.
J. Švancar suggests dividing the available methods into two groups: the first includes methods aimed at diagnosing general behavior, and the second includes individual aspects that determine it, for example, the development of intelligence, motor skills, etc.
The first group includes the method of A. Gesell. A. Gesell and his colleagues developed development tables that received his name. They cover four main areas of behavior: motor, speech, personal-social and adaptive. In general, Gesell tables provide a standardized procedure for monitoring and assessing the developmental progress of children aged 4 weeks to 6 years. Children's play activities are observed, their reactions to toys and other objects, facial expressions, etc. are recorded. These data are supplemented by information received from the child's mother. As criteria for evaluating the data obtained, Gesell provides a detailed verbal description of the typical behavior of children of different ages and special drawings, which facilitates the analysis of the survey results. When studying preschoolers, a variety of aspects of development can be diagnosed - from motor to personality. For this purpose, the second group of techniques is used (according to the classification of J. Švantsara).
For example, there are special scales that establish the social maturity of children, their ability to independently satisfy the simplest needs, and the ability to adapt to a variety of environmental conditions. The Vineland scale is quite well known, designed to study a child’s ability to serve himself and take responsibility (this scale is also suitable for examining mentally retarded children and adults). It contains 117 items, grouped by different age levels, and includes 8 areas of behavior: general self-care, self-care while eating, when dressing, self-regulation, communication skills, preferred activities, motor skills, socialization. Most often, the data obtained using this scale is used to diagnose mental retardation and make decisions about placing the subject in medical institutions or boarding schools.
More recent in creation is the ADAPTIVE BEHAVIOR SCALE (ABC), developed by the Committee of the American Association for the Study of Intellectual Disability. It can be used to study emotional or other mental disorders. Like the Vineland social maturity scale, it is based on observations of the behavior of the subjects, and its forms can be filled out not only by a psychologist, but also by a teacher, parents, doctors - everyone with whom the child comes into contact. The Adaptive Behavior Scale consists of two parts. The first includes 10 areas of behavior, such as:
Self-care (eating, toilet, hygiene, appearance, dressing, general self-care),
Physical development (sensory, motor),
Economic activity (handling money, shopping skills).
Language development (comprehension, communication, expressiveness),
Time orientation (knowing the date, time of day),
Housework (cleaning the house, certain household chores, etc.),
Activities (game, educational),
Self-regulation (initiative, perseverance),
Responsibility,
Socialization.
The second part of the scale is relevant only to those who exhibit deviant, maladjusted behavior.
To study some abilities of children from 2.5 to 8.5 years old, the McCarthy scale was developed. It consists of 18 tests grouped into six overlapping scales: verbal, perceptual, quantitative, general cognitive ability, memory and motor.
To assess the level of mental development of preschoolers, the Stanford-Binet scale, Wechsler test and Ranen test are most often used. Piaget's methods can also be used for the same purposes. They represent scales of order because development is assumed to pass through a series of successive stages that can be described qualitatively. Piaget's scales are intended primarily for studying the cognitive, rather than the personal, sphere of the child and have not yet been brought to the level of tests in terms of formal parameters. Piaget's followers are working to create a diagnostic complex based on his theory and intended for diagnosing the developmental psychology of children of different ages.
This technique was developed by T. Yu. Andrushchenko and G. M. Shashlova [Andrushchenko T. Yu., Shashlova G. M., 2000] for diagnosing child-parent communication during the crisis period of 6 - 7 years and, according to the authors, allows identify trends in the restructuring of the social development situation and predict options for its favorable or unfavorable development already at stage school education. From our point of view, the technique may be quite relevant beyond the crisis of 6-7 years, for example, it can be used in families with younger children school age.
When constructing a diagnostic procedure, the authors proceeded from the idea of communication as a two-way process of mutual direction of people’s actions, considering it necessary to study both sides of communicative interaction.
Two questionnaires for the following diagnostic purposes were developed:
- a questionnaire for adults aimed at identifying the content of communication between parents and children (“OSOR-V”);
- a test questionnaire for children that reveals ideas about the content of their communication with their parents (“OSOR-D”), including a conversation with the child.
The questionnaires are built on the basis of identifying and studying the main types of content of communication between a child and an adult during the transition from preschool to primary school age.
Indications for the use of these techniques, according to its authors, may include:
- — diagnostics of the social situation of development as an indicator of the child’s psychological readiness to enter school;
- — assessment of the level of current and forecast of the level of immediate communicative development;
- — difficulties in the age-related development of a preschooler during the transition to primary school age (symptoms of crisis behavior);
- - interpersonal conflicts, manifested in misunderstanding and rejection of the preschooler by parents.
The “OSOR-V” questionnaire is based on ten nominal scales, each of which consists of four statements relating to the specific content of communication between an adult and a child. The task is presented in the form of 40 closed statements. The psychologist, in the process of direct questioning, offers parents four answer options, reflecting the extent of how often they discuss a particular topic in interaction with their children. The grades are recorded on a special form, which has 40 numbered cells. To record responses, a 4-point scale is used, with which subjects indicate the degree of expression of the quality being assessed. If a particular topic presented in the communicative experience of an adult is often discussed with children, then in the corresponding column of the answer sheet the adult puts two pluses: “++”; if discussed, but not often - one plus “+”; if something is rarely talked about, then one minus “-”; if never - two minuses “- -”. When processing data, the algebraic sum of the pluses and minuses for each scale is initially calculated. The final - general - result represents the relationship between the four areas of communication content identified by the authors. The “Life” sphere combines three scales; sphere “Cognition” - two scales; sphere “Social world” - two scales; sphere “The Inner World of the Child” - three scales.
- Life sphere
:
- — scale of satisfaction of vital needs (VP) of a child- health, hygiene, nutrition, safety;
- — scale of situational and everyday actions (SBA)- help around the house, household chores, caring for household items, self-care;
- — Formal Collaborative Activities Scale (FCS)- joint types of games, construction, drawing, reading, counting, writing, watching TV.
- Field of knowledge:
- — scale of the content of knowledge (SC) - laws of nature, plants, animals, anatomical and physiological information about humans, information about famous scientists, writers, travelers, etc.;
- — scale of the process of cognition (PP) - ways for a child to independently study surrounding objects and phenomena, use surrounding objects, etc.
- Sphere of the social world:
- — formal school reality scale (FSD), reflecting the child’s fulfillment of the requirements of the educator (teacher), his kindergarten (school) relationships with peers, participation in activities organized by adults, fulfillment of their instructions, successes, failures in kindergarten (school);
- — Social Interaction Norms Scale (NSI)), where the compliance of behavior with rules, ethical standards from the point of view of what is “good” and “bad”, relationships between people, and the consequences of antisocial behavior are discussed.
- The sphere of the child’s inner world:
- — Child's World of Thought Scale (CHM)- characteristics of the child’s ideas about certain things, his opinions, views on certain issues, what and how he comes up with, composes, ways of solving certain tasks that the child himself found;
- — Child's World of Feelings Scale (CHS)- discussion of the child’s experiences, moods and their reasons, his attitude towards people (likes, dislikes), etc.;
- — scale I-child concept (CHC), concerning the discussion of the prospects for the general development of the child, his ideas about himself, the changes that have occurred in him over a period of time (what he was and what he has become), and the child’s attitude towards himself.
The questionnaire allows you to obtain information about the specific content of communication between 6-7 year old children and close adults from the perspective of the children themselves. It is very difficult to do this using a direct survey, so indirect (game) technology was used. Nika, borrowed from the test “Diagnostics of emotional relationships in the family.” The procedure was modified in relation to the tasks of studying children's ideas about the content of communication with close adults.
Material for examination
As in the “maternal” method, first the child materializes his family with the help of 20 figures representing people of various ages (shapes, sizes), stereotypical enough to identify them with members of the child’s family. The set usually contains figures from grandparents to newborn children. The human figure “Nobody” was also introduced in order to identify the content of communication that is missing in the family. Each figure is supplied with a box - a “mailbox”.
The set of materials also includes “letters” with short “messages” printed on cards, which reflect the content of various communicative situations adapted for children. Communication situations are presented in 40 “messages”, which correspond to the previously described areas of communication content and individual scales.
Examination procedure
After establishing contact with the child, the psychologist asks him to talk about the people with whom he lives in his family. Next, using a specially created game situation, the subject selects from the entire set of figures those that, in his opinion, represent the family. The child is encouraged to refer to them as family members in the future. Then, next to each of the selected figures representing members of the child’s family, a box (“mailbox”) is placed and the child is explained that he will have to “send letters” to his loved ones. At the same time, the child is shown cards and told that they contain “messages” and his task is to put each of them in the box of the figure to which the “message” fits best. If the “message” on the card, in the child’s opinion, does not suit anyone, then it must be given to the figure of the person “Nobody” (the psychologist introduces the corresponding figure). If the child believes that the message is suitable for several family members, then he should give this card to a psychologist.
The adult himself reads the “messages” to the children in order to clarify the child’s understanding of the content of the presented fragment of communication. For example: “...tells me about plants and animals. Who tells you about plants and animals? Let's send him this letter. If no one in your family tells you about this, then give this letter to the “Nobody” figure. Or it may be that several people tell you about this at once, then give the card to me, and I will note that several people received this letter.”
Interpretation of the results of the technique
When processing the results of the children's version of the questionnaire (OSOR-D), the authors propose to consider the distribution of attention to one or another content of communication between family members, as well as the ratio of communicative situations given to the character “Nobody” and the family as a whole.
Indicators reflecting the specific content of communication between parents and children are ranked. The average arithmetic scores for each group of scales (area of communication content) are preliminarily calculated, which are then arranged in sequence from highest to lowest. They are assigned ranks from first to fourth. A lower rank value corresponds to the greatest degree of expression of one or another communication content in communication. In this case, it becomes possible to identify the dominant combinations of certain types of communication content. Based on the ranking results, the parent’s individual combination of types of communication content that is present in his real interaction with the child is determined. These data are compared with the results of a children's questionnaire test, in which, similarly, by applying a ranking procedure, the ratio of the types of communication content that parents offer him is revealed from the child's point of view.
Text of the questionnaire "OSOR-D"
Messages presented to a child
- Vital needs (VP):
- - this person talks to me about my health, illnesses;
- - this person explains to me what to do when I encounter danger;
- - this person tells me what and how much to eat;
- - this person tells me to wash my face, brush my teeth, and get up on time.
- Situational everyday actions (SBA):
- - this person tells me that I should help around the house: clean the apartment, wash the dishes, etc.;
- - this person tells me that I should dress myself cleaned up after himself;
- - this person reminds me of my household responsibilities;
- - this person tells me to treat (treat) household things with care and precision.
- Formal Cooperative Activities (FCS):
- - this person is discussing with me what we will watch on TV;
- - this person talks to me when we play together;
- - this person talks to me when we sculpt, or draw, or design together;
- - this person speaks to me when we read together or practice counting or writing.
- Content of cognition (SP):
- - this man tells me about famous scientists, writers, travelers;
- - this person tells me about how and why nature changes;
- - this person tells me about how a person works;
- — this man tells me about plants and animals.
- Process of cognition (PP):
- - this person answers the questions I ask;
- - this man tells me what can be made from different materials;
- - this person explains to me if I don’t understand or don’t know something;
- — this person explains to me the meaning of new words.
- Formal school reality (FSD):
- - this person asks me about completing the tasks of the educator (teacher);
- — this person is interested in the problems of my friends (classmates);
- - this person asks me about my successes and failures in kindergarten (school);
- — this person is asking me about classes in kindergarten (school).
- Norms of Social Interaction (NSI):
- - this person tells me that you shouldn’t play around, lie, or offend little ones;
- - this person tells you how to behave when visiting, in kindergarten (school), etc.;
- - this person scolds me for bad deeds, praises me for good ones;
- - this man tells me about people who are honest and dishonest, fair and unjust.
- World of thoughts of a child (WMC):
- - this person asks me what I think about different things;
- - this person is interested in my opinion, views on various issues;
- - this person discusses with me what I myself invent, compose;
- - this person asks me how I managed to accomplish something, do something, decide.
- The World of the Child's Senses (WSM):
- - this person talks to me about my sad or joyful experiences;
- - this person asks me about my good or bad mood;
- - this person discusses with me how I relate to people: why I love someone and don’t like someone;
- — this person asks me about what I like to do and what I don’t like to do.
- Child's self-concept (CIC):
- - this person is discussing with me what I am and what I can be;
- - this person tells me about how I have changed: what I was like before and what I have become now;
- - this person discusses with me why I am satisfied or dissatisfied with myself, respect or do not respect myself;
- - this person asks me what I think about myself.
Instructions
Dear parents!
You are offered a list of statements relating to various situations of your communication with children. Please read the statements data below, and rate each one as follows:
“+ +” I discuss this often;
“+” I discuss it, I talk about it;
“-” I rarely talk about this;
“-” I never talk about this.
There are no “good” or “bad” communication situations here. Please answer as you experience in your actual relationship with your child. It is very important that you evaluate all statements.
Text of the questionnaire "OSOR-V"
- We discuss issues of the child’s well-being (complaints about ill health, sleep, the need for medical procedures, etc.).
- We discuss real and possible help for the child around the house (cleaning the apartment, washing dishes, etc.).
- In conversations with the child, we plan to watch TV shows together.
- We talk with the child about famous scientists, writers, travelers, etc.
- We tell the child about certain ways to study surrounding objects and phenomena.
- We are talking about fulfilling the requirements of the teacher (educator).
- We discuss the consequences of antisocial behavior of people (lying, stealing, hooliganism, etc.).
- We discuss the peculiarities of the child’s ideas about certain things.
- We talk with the child about his experiences (sadness, joy, anger, etc.).
- In a conversation with the child, we discuss possible prospects for his overall development.
- We talk about real and possible dangers that a child faces and their prevention.
- We talk with the child about his self-care (getting dressed, keeping his things in order, cleaning up after himself, etc.).
- We talk with the child during joint activities in design, drawing, etc.
- We talk with the child about the surrounding wildlife (plants, animals).
- I answer various questions from the child: why? For what? For what? and etc.
- In a conversation with a child, I am interested in the problems of his friends (classmates).
- We discuss the child’s behavior from the point of view of its compliance with the rules of communication at a party, kindergarten, clinic, on a walk, etc.
- We discuss with the child what and how he comes up with and composes.
- We talk with the child about certain people, discuss his attitude towards them: sympathy (love, affection, etc.), antipathy (dislike, rejection, etc.).
- We discuss with the child his idea of himself (either as smart, beautiful, etc., or as stupid, slob, etc.).
- We talk with the child about hygiene issues (body care, timeliness of physiological functions, etc.).
- We talk with the child about his (her) household duties and errands (taking out the trash, going to the store, caring for animals, etc.).
- We talk with the child when we do reading, counting, and writing together.
- We talk with the child about information about human anatomy and physiology (body parts, main organs, childbirth, etc.).
- We discuss the child’s attempts to independently study surrounding objects and phenomena.
- I ask the child about his participation in school (kindergarten) classes and running errands at school (kindergarten).
- We discuss the child’s actions from the point of view of what is “good” and what is “bad.”
- We discuss with the child his opinion, views on certain problems.
- We notice and discuss in conversations with the child this or that mood.
- We notice and discuss the changes that have occurred with the child over a certain period of time, we compare what he was like and what he has become.
- We talk with the child about nutrition issues (meal regularity, food preferences, etc.).
- We are talking about the child’s caring attitude towards household things.
- We talk with the child during joint play (discuss the rules, use of toys, etc.).
- We talk with the child about the laws of nature (seasonal changes, the cycle of substances, etc.).
- We talk with the child about the use of various surrounding objects.
- We discuss school (kindergarten) successes and failures with the child (adult grades, quality of work, etc.).
- We discuss relationships between people and the child’s actions from the point of view of ethical standards (honesty, justice, etc.).
- We discuss with the child his ways of solving this or that task.
- We discuss with the child the reasons for his experiences.
- We discuss with the child his attitude towards himself (dissatisfaction with himself, pride in himself, etc.).
