Development of communication abilities in school-age children. Theoretical foundations for studying the formation of communicative abilities of junior schoolchildren in the psychology of communication

COURSE WORK

2.2. Conditions for the use of gaming technologies in the development of communication skills in children of primary preschool age

2.3. Analysis of experimental data on the development of communication skills in children of primary preschool age

Chapter 2 Conclusions

Conclusion

References

Preschool childhood is a large period of a child’s life. At this time, the boundaries of the child’s interaction are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world of human relationships, different types activities and social functions of people.

Sociability and the ability to communicate with other people are a necessary component of a person’s self-realization, his success in various activities, the disposition and love of the people around him. The formation of this ability is an important condition for normal psychological development child, as well as one of the main tasks of preparing him for later life. Many preschoolers experience serious difficulties in communicating with others, especially with peers. Many children do not know how to turn to another person on their own initiative; sometimes they are even embarrassed to respond appropriately if someone turns to them. They cannot maintain and develop established contact, adequately express their sympathy and empathy, and therefore often conflict or become isolated.

The topic of our work is relevant, since communication is of great importance in the formation of the human psyche, its development and the formation of reasonable, cultural behavior. Through communication with people, thanks to ample opportunities for learning, a person acquires all his higher cognitive abilities and qualities. Through active communication with developed personalities, he himself turns into a personality.

The problem of communication was studied by such scientists as V.M. Bekhterev, L.S. Vygotsky, S.L. Rubinstein, A.N. Leontyev, M.M. Bakhtin and other domestic psychologists who considered communication as an important condition for a person’s mental development, his socialization and individualization. Numerous publications are based on the concept of activity developed by A.N. Leontyev, V.V. Davydov, D.B. Elkonin, A.V. Zaporozhets and others. Based on it, M.I. Lisina, A.G. Ruzskaya, T.A. Repin considered communication as a communicative activity.

Psychologists classify communication needs as the most important conditions personality formation. In this regard, the need for communication is considered as a consequence of the interaction of the individual and the sociocultural environment, and the latter simultaneously serves as the source of the formation of this need.

The founder of the problem of developing peer communication in preschool age, as well as many other problems of genetic psychology, was J. Piaget. He argued that only through sharing the point of view of the child's peers - first other children, and as the child grows older, and adults - can true logic and morality replace the egocentrism characteristic of all children both in relationships with other people and in thinking. Many other foreign psychologists, such as B. Spock, J. Mead, Rosenblum, etc., also dealt with the problem of communication with peers.

In early preschool age, the child's main need is to enter the world of adults, to be like them and to act with them. But he cannot really perform the functions of elders. Therefore, a contradiction arises between his need to be like an adult and limited real opportunities. This need is satisfied in new types of activities that the preschooler masters.

Preschool age can be called the period of the most intensive development of meanings and goals human activity. The main new formation is a new internal position, a new level of awareness of one’s place in the system of social relations.

The best opportunities for contacts between children are created by play activities: children learn to act in concert, learn to give in, help each other, and share their joys. D.B. Elkonin, relying on studies of children's play begun by L.S. Vygotsky, presented in his book the problem of play as central to understanding mental development in preschool age. Technologies for managing play activities of preschoolers: classical approaches D.V. Mendzheritskaya, R.I. Zhukovskaya; integrated approach E.V. Zvorygina; management of play interaction among preschool children: N.Ya. Mikhailenko, N.N. Korotkova; variable approaches.

The concept of “game” in Russian has many meanings, and this is especially true for modern psychology. The main subjects of research are the nature and essence of role-playing games, the psychological structure of the expanded form play activity, its emergence, development and decay, its significance in the life of a child.

In play, all aspects of a child’s personality are formed in unity and interaction. Unity and interaction manifest themselves differently in different types of games. In creative play, the focus that brings together all aspects of the personality is the concept, the content of the game and the gaming experiences associated with it. The strength of emotions and, to a large extent, the ability for mental and volitional efforts depend on the richness of the plan and the degree of passion for it.

In games with rules, the main thing is to solve the problem. Children are captivated only by games, active and didactic, that require effort of thought and will, and overcoming difficulties. The game occupies a large place in the system of physical, moral, labor and aesthetic education. The child needs active activities that help improve his vitality, satisfying his interests and social needs. Games are necessary for a child’s health; they make his life meaningful, complete, and create self-confidence. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world, a way of modeling his relationships, during which the child develops a pattern of relationships with peers. Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred into a special interesting world of adventure.

Play is a growing need child's body. The game develops the child’s physical strength, a stronger hand, a more flexible body, or rather the eye, intelligence, resourcefulness, and initiative develop. In the game, children develop organizational skills, develop self-control, the ability to weigh circumstances, etc. For children preschool age the game is of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life. In creative games, an important and complex process of knowledge acquisition takes place, which mobilizes mental abilities child, his imagination, attention, memory. By playing roles, depicting certain events, children reflect on them and establish connections between various phenomena. They learn to independently solve game problems, find best way implementation of plans, use your knowledge, express them in words. Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities are aimed at the mental development of the preschooler as a whole and preparing him for further development.

In play, a child makes discoveries about things that have long been known to adults. The need for play and the desire to play in preschoolers must be used and directed in order to solve certain educational objectives. An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Training requires the use of a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observations, conversations, reading, etc. By playing, children learn to apply their knowledge and skills in practice, to use them in different conditions.

The game will be a means of education and learning if it is included in the holistic pedagogical process. By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general. A game is an independent activity in which children interact with peers. They are united common goal, joint efforts to achieve it, common experiences. Playful experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The teacher’s task is to make each child an active member of the play group, to create relationships between children based on friendship, justice, and responsibility to their comrades. Children play because it gives them pleasure. At the same time, no other activity has such strict rules, such conditioning of behavior as in a game. That is why the game disciplines children, teaches them to subordinate their actions, feelings and thoughts to the goal.

Based on this, we determined the topic of the work: “Using gaming technologies in development communication skills in children of primary preschool age."

Problem:

What are the conditions for using gaming technologies in the development of communication skills in children of primary preschool age.

Object of study: gaming technologies in children of primary preschool age.

Subject of research: conditions for the use of gaming technologies in the development of communication skills in children of primary preschool age.

Target: Theoretically substantiate and experimentally test the conditions for the use of gaming technologies in the development of communication skills in children of primary preschool age.

Tasks are formulated in accordance with the goal:

To analyze research on the problem of using gaming technologies in the development of communication skills in children of primary preschool age.
Expand psychological and pedagogical approaches to the concept of “communication skills”;
To characterize the features of the development of communication skills with peers in preschoolers;
To reveal the essence and specifics of using gaming technologies in the development of communication skills in children of primary preschool age.
To experimentally determine the use of gaming technologies in the development of communication skills in children of primary preschool age.

Hypothesis: The development of communication skills in children of primary preschool age will be carried out with following conditions:

integrating different types of games in the pedagogical process;
active play position of the teacher.

Organization of the study.

Observation of children's activities to assess the level of development of communication skills was carried out during play, free and educational activities. To track children's communication skills, a system of criteria and indicators (high, medium and low) was used.

For educators aimed at studying the level of development of communication skills,

For typhlopedagogues.

The average level is the correspondence of the development of communication skills in a child to the age norm, high - above the age norm, low - communication skills below the age norm for children of the age under study (senior preschool age).

Expertise is an assessment by authoritative experts of the condition of an object, the consequences of any phenomenon or event, the results of someone’s activities or decision-making, the possibilities of implementing a project, etc. [12, p.3]. The subject of the examination is the features of the object that have a specific expression. The expert is limited by strict time frames. In our work, the general level of development of communication skills is assessed in the formulated expert task. The assessment is made according to the following criteria:

Conducting research. A child (3-4 years old) is observed in natural conditions.

Data processing.

Analysis of protocols is carried out according to the following scheme:

1. How friendly you are with your peers: have you formed the habit of saying hello and goodbye; calls a peer by name. Does he use polite words, which ones and in what situations?

2. Attentive to a peer: notices his mood; tries to help; knows how not to distract a peer while performing an activity, not to interfere; takes into account his opinion or acts only in his own interests.

3. How often and for what reason conflicts arise with peers, how does the child resolve them. How does one behave in conflict situations (gives in or shouts and fights, calls names), turns to an adult for help, etc.

4. What kind of relationships prevail in communication with peers: equal and friendly towards all children; indifferent; hidden negative; openly negative; selective.

The data obtained are correlated with the norms for the development of a communication culture. Draw conclusions about the level of development of the child’s communication culture.

Development of the communication culture of a 3-4 year old child:

thank the adult and peers for the help and attention provided;
express the request in words, present it clearly;
when addressing a peer, call him by name, look at him, listen carefully to the answer, talk to each other in a friendly manner;
observe basic rules of behavior: behave calmly, do not shout, do not disturb others.

2. Studying the criteria for choosing a partner for communication.

Study preparation. Make up questions for a conversation with a child that model the situation of choosing a partner in different types of activities. For example:

Who would you like to play with? Why?

Who would you like to paint with?..

Who would you like to sit with in class?..

Who would you like to sit next to during lunch?..

Who would you like to work with?..

Which child would you like to invite to visit?..

Who would you let play with your favorite toy?..

Conducting research. They talk to a 3-4 year old child about choosing partners and the reasons for this choice. To determine the stability of communication and communication criteria, the conversation is repeated after 5-6 months.

Data processing. They determine what data about a peer (moral qualities, skills, external characteristics, etc.) are more often identified by children of a given age. They analyze how the choices and their criteria depend on the expected interaction situation or type of activity (play, household, work, etc.).

Children's answers are divided into groups. At the same time, they take into account what has the greatest influence on the choice of a preschooler:

("Like");
external qualities (beautiful clothes, a bright bow, etc.) or the assessment of adults (“The teacher praises him”);
(“Works carefully”);
friendships (“I’m friends with him”);
can't explain.

They draw a conclusion about how the attitude towards the character and behavioral characteristics of other children changes with age.

Diagnostics of the level of formation of integrative quality “Mastered the means of communication and ways of interacting with adults and peers”:

Able to establish contacts in everyday life, in independent games through speech, and interact with peers.

3 points - through speech, establishes contacts in everyday life, in independent games;
2 points - does not always establish contacts in everyday life or in independent games through speech;
1 point - rarely establishes contacts in everyday life through speech, in independent games;
0 points - does not establish contacts in everyday life or in independent games through speech.

Able to team up with peers to play in a group of 2 - 3 people based on personal sympathies, choose a role in a role-playing game; demonstrates the ability to interact and get along with peers in a short cooperative game.

3 points - teams up with peers to play in a group of 2 - 3 people based on personal sympathies, chooses a role in a role-playing game, demonstrates the ability to interact and get along with peers in a short joint game;
2 points - in more than half of the cases he teams up with peers to play in a group of 2 - 3 people based on personal sympathies, in most cases he chooses a role in a role-playing game, quite often demonstrates the ability to interact and get along with peers in a short joint game ;
1 point - rarely teams up with peers to play in a group of 2 - 3 people based on personal sympathies, has difficulty choosing a role in a role-playing game, rarely shows the ability to interact and get along with peers in a short joint game;
0 points - does not unite with peers to play in a group of 2 - 3 people based on personal sympathies, does not choose a role in a role-playing game, does not demonstrate the ability to interact and get along with peers in a short joint game.

Knows how to share his impressions with teachers and parents.

3 points - willingly enters into verbal communication with teachers and parents;
2 points - rarely initiates dialogue, but willingly responds to the initiative of the teacher and parent;
1 point - rarely enters into verbal communication with teachers and parents, does not very willingly respond to an adult’s initiative;
0 points - he tries not to engage in verbal communication with teachers and parents.

In case of a problem situation, he can turn to a familiar adult and responds adequately to the adult’s comments and suggestions.

3 points - in case of a problem situation, turns to a familiar adult, adequately responds to the adult’s comments and suggestions;
2 points - he himself cannot always turn to an adult he knows in case of a problem situation, but he responds to an attempt to help, and almost always adequately responds to the adult’s comments and suggestions;
1 point - rarely turns to a familiar adult in case of a problem situation, reluctantly responds to attempts to help, often reacts inadequately to an adult’s comments and suggestions;
0 points - he rarely turns to an adult he knows in case of a problem situation, does not respond to attempts to help, and reacts to comments and suggestions from an adult with aggression or alienation.

Addresses the teacher by name and patronymic.

3 points - always addresses the teacher by name and patronymic;
2 points - almost always addresses the teacher by name and patronymic;
1 point - rarely addresses the teacher by name and patronymic;
0 points - does not address the teacher by name and patronymic.

Comprehensive assessment of integrative quality “Mastered the means of communication and ways of interacting with adults and peers”

1 point () - total amount less than 6;
2 points () - total amount 6-8;
3 points ( intermediate level development) - total amount 9-11;
4 points () - total amount 12-13;
5 points (high level of development) - total amount 14-15.

The experimental study was carried out on the basis of State Budgetary Educational Institution Secondary School No. 852 of the city of Moscow, Zelenograd, preschool department No. 3 (building 1127). Groups No. 10 and No. 7. Children's age is 3-4 years.

Figure 1. Distribution of levels of development of cultural communication skills with peers according to observation data, %. Experimental group. Ascertaining stage of the experiment.

Diagnostics revealed that, according to observation data, more than half of the children in the experimental group have an average level of development of cultural communication skills with peers (65.4%). 15.4% of children have a low level, and 19.2% a high level of development of cultural communication skills with peers.

Figure 2. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 1, %. Experimental group. Ascertaining stage of the experiment.

The diagnostics revealed that, according to expert assessment No. 1, about half of the children in the experimental group have an average level of development of cultural communication skills with peers (42.3%). 30.8% of children have a low level, and 26.9% a high level of development of cultural communication skills with peers.

Figure 3. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 2, %. Experimental group. Ascertaining stage of the experiment.

The diagnostics revealed that, according to expert assessment No. 2, more than half of the children in the experimental group have an average level of development of cultural communication skills with peers (65.4%). 23.1% of children have a low level, and 11.5% a high level of development of cultural communication skills with peers.

Figure 4. Distribution of levels of development of cultural communication skills with peers according to summary data of the general level of development of communication skills, %. Experimental group. Ascertaining stage of the experiment.

These studies demonstrate that more than half of the children in the experimental group at the ascertaining stage of the experiment have an average level of development of communication skills. Approximately a fifth of the children in the experimental group, according to the results of observation and expert assessments, have a low level of development of communication skills.

Figure 5. Distribution of levels of development of cultural communication skills with peers according to observation data, %. Control group. Ascertaining stage of the experiment.

The study data, based on observational data, demonstrate that almost half of the children in the control group - 46.2% - at the ascertaining stage of the experiment had an average level of development of communication skills. According to the results of observation, 38.5% of children in the experimental group have a low level of development of communication skills. 15.4% of children have a high level of development of communication skills.

The research data, based on expert assessment No. 1, demonstrates that the overwhelming number of children in the control group - 80.8% - at the ascertaining stage of the experiment have an average level of development of communication skills. 19.2% of children in the experimental group have a low level of development of communication skills. No children with a high level of development of communication skills were identified.

Figure 6. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 1, %. Control group. Ascertaining stage of the experiment.

Figure 7. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 2, %. Control group. Ascertaining stage of the experiment.

The research data, based on expert assessment No. 2, demonstrate that more than half of the children in the control group - 61.5% - at the ascertaining stage of the experiment had an average level of development of communication skills. 23.1% of children in the experimental group have a low level of development of communication skills. 15.4% of children have a high level of development of communication skills.

Figure 8. Distribution of levels of development of cultural communication skills with peers according to summary data of the general level of development of communication skills, %. Control group. Ascertaining stage of the experiment.

These studies demonstrate that more than half of the children in the control group - 65.4% - at the ascertaining stage of the experiment had an average level of development of communication skills. 19.2% of children in the experimental group, according to the results of observation and expert assessments, have a low level of development of communication skills. 15.4% of children have a high level of development of communication skills.

Diagnostics showed that in the experimental group at the ascertaining stage of the experiment, the criteria for choosing a partner for communication were distributed as follows. External qualities or assessment of adults when choosing a partner, general positive attitude, sympathy was chosen by two-thirds of the children (42.3% and 34.6% each of the parameters). A peer's skills or knowledge influenced the choice of a communication partner for 3.8% of children. The moral qualities of a peer and his compliance with the rules of behavior and activity influenced the choice of a partner for communication in 7.7% of children. Friendships were important for 3.8% of children. 7.7% of children could not explain their choice.

Figure 9. Distribution of criteria for choosing a partner for communication, %. Experimental group. Ascertaining stage of the experiment.

Diagnostics showed that in the control group at the ascertaining stage of the experiment, the criteria for choosing a partner for communication were distributed as follows. A general positive attitude and sympathy were chosen by 7.7% of children. 42.3% of children chose external qualities or the assessment of adults when choosing a partner. No one chose the peer's skills or knowledge. The moral qualities of a peer and his compliance with the rules of behavior and activity influenced the choice of a partner for communication in 3.8% of children. Friendships were important for 23.1% of children. 23.1% of children could not explain their choice.

Figure 10. Distribution of criteria for choosing a partner for communication, %. Control group. Ascertaining stage of the experiment.

Figure 11. Development of integrative quality “Mastered the means of communication and ways of interacting with adults and peers,” %. Experimental group. Ascertaining stage of the experiment.

The majority of children in the experimental group - 61.54% - at the ascertaining stage of the experiment have an average level of development of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” 15.38% have a higher than average level of development of integrative quality. No high levels were observed.

At the same time, 3.85% and 19.23% of children, respectively, require the attention of a specialist and corrective work of a teacher.

Figure 12. Development of integrative quality “Mastered the means of communication and ways of interacting with adults and peers,” %. Control group. Ascertaining stage of the experiment.

The majority of children in the control group - 65.38% - at the ascertaining stage of the experiment have an average level of development of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” 15.38% have a higher than average level of development of integrative quality. No high levels were observed.

At the same time, 19.23% of children require corrective work from the teacher.

In the second part of our experimental work, we examined the conditions for using gaming technologies in the development of communication skills in children of primary preschool age.

We presented the formative stage of the experiment: several scenarios of role-playing games, through which one can develop or improve certain communication skills of children of primary preschool age. The goal of the formative stage of our research was the development of communication skills in children of primary preschool age using games aimed at developing communication skills in a specially organized developmental environment, while selecting adequate gaming technologies, integrating different types of games in the pedagogical process using the active play position of the teacher.

Development of communication skills in children of primary preschool agewe carried out under the following conditions:

the use of games aimed at developing communication skills;
integration of different types of games in the pedagogical process;
using the teacher’s active play position and direct guidance of children’s games.

We used games aimed at developing communication skills.

The purpose of the games was to teach children to play in a team, develop memory, thinking and imagination, the ability to navigate in a given situation, develop speech and vocabulary, teach children to distinguish primary colors, show that they play a big role and are the main ones. distinctive features some items. Cultivate in children the habit of greeting warmly when meeting, saying goodbye when parting, politely bowing their heads; pronounce the greeting clearly and cheerfully. Develop communication skills with guests and behavior at the table; cultivate friendliness and caring. As well as the development of such physical qualities as will, desire to win, strength, agility and speed. To instill in children goodwill towards family and friends, the ability to notice the beautiful actions of others, the assimilation of the rules of cultural communication with peers: to play calmly without disturbing others, to be sociable, to share toys, to help a friend bring toys, to fasten buttons, to show sympathy for other children and parents , close ones.

Descriptions of the games are given in Appendix 2.

We used the integration of different types of games in the pedagogical process. determines, first of all, the interaction of the teacher and students in the unity of methodological forms, means and content; It is advisable to consider it as a system. Pedagogical integration is a meaningful technique that allows you to obtain a result that is more effective than the sum of the components in accordance with the set goal, in this case - the development of communication skills in children of primary preschool age.

We used elements of the game during security moments, during work, while on duty, on a walk, during cultural and leisure activities, etc.

Various game forms of activity were used, a combination of individual and collective forms of organizing game activities, selection of game themes that corresponded to the tasks, the use of complementary, multi-contextual roles, and various role positions.

All of the above was implemented using the active play position of the teacher and direct guidance of children’s games.

This was expressed in the actual role behavior and the teacher’s participation in the game as an equal partner. At the same time, the teacher helps children come up with stories, role-playing dialogues, and elements of the play environment. This ensured enrichment of the content, development of the game’s plot and gaming skills, development of relationships between children. The influence on the game was built as a relaxed emotional communication between the teacher and the children.

Indirect leadership techniques were also used. They provided the children with the position of a participant in the events that they learned about in the process of observations, listening to books, watching cartoons and films. This ensured the development of a positive, emotionally charged attitude of children to the phenomena of the surrounding reality, which were reflected in the game, and children's interests. To do this, we enriched children’s ideas about social reality through excursions, reading books, conversations, didactic games, etc.

The development of the game was associated with the creation of a developing object-based play environment, in which both ready-made games and toys were presented, as well as materials for synthesizing the game with artistic and labor activity, which made it possible to include homemade products in the game, to combine the game with drawing and other types of children's creativity.

In terms of educational work, we paid great attention to the formation of independent, more developed play of children with various toys, and planned special events to develop communication skills. In the group, a subject-development environment has been created for games, which is filled with all the necessary toys and attributes. However, for the development of play, it is also necessary to have a variety of knowledge and impressions about the surrounding reality, which children reflect in their play. Excursions and targeted walks, thematic conversations, stories about professions, display of illustrations, didactic and theatrical games contribute to the enrichment of game plots. Information about people, events, and professions that interested the child was the driving force for the development of new content in the game. In this case, we helped the child transfer the acquired knowledge and impressions into the conventional plot of the game. All these forms of interaction between the experimenter and the child become the content of preliminary work that prepares the child for play. We observed with children the work of a nanny, a cook, a doctor, and organized targeted walks during which we paid attention to the labor actions of the driver and janitor. During observation, we drew the kids’ attention to the fact that the cook had prepared a delicious breakfast, lunch, and dinner. Children were introduced to the names of dishes. Subsequently, while playing, the children did not just put pots on the stove, but “cooked” soup, compote, etc. During games, children actively acted out the proposed situations and proposed their own.

Observing the progress of the game, we noticed that the children began to feel more confident in any of the roles being played out. The guys regulated their behavior, thought about their actions and words, and restrained their movements. They were interested in the game, supported each other, and willingly changed roles.

Ksenia and Milana showed their best side compared to previous games: they began to listen to their fellow players, namely to coordinate each other’s actions and come to an agreement. There was a positive attitude towards working together.

As a result of joint play activities, children learned to transfer play actions from one toy to another, to another participant in the game, to the environment, to the situation. Children began to play more confidently and independently.

Children learned to maintain sequence in the transmission of events, conduct a dialogue, plan and highlight the semantic links of the dialogue.

We carried out a detailed study of the results of the ascertaining and formative experiments, generalization and systematization of the data obtained at the stage of the control experiment and analysis of experimental data.

At the end of the formative stage of the experiment, we carried out repeated diagnostics (control stage of the experiment).

Data from the study of cultural communication skills with peers of children in the experimental group are given in the Appendix.

These studies demonstrate that, according to observational data, 26.9% of children in the experimental group at the control stage of the experiment have an average level of development of cultural communication skills with peers. 65.4% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 7.7% of children have a low level of development of cultural communication skills with peers.

Figure 13. Distribution of levels of development of cultural communication skills with peers according to observation data, %. Experimental group. Control stage of the experiment.

Figure 14. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 1, %. Experimental group. Control stage of the experiment.

Data from a study of the distribution of levels of development of cultural communication skills with peers according to expert assessment No. 1 in %. experimental group. control stage of the experiment, demonstrate that according to expert assessment No. 1, half of the children in the experimental group at the control stage of the experiment have an average level of development of cultural communication skills with peers. 38.5% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 11.5% of children have a low level of development of cultural communication skills with peers.

Figure 15. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 2, %. Experimental group. Control stage of the experiment.

Data from a study of the distribution of levels of development of cultural communication skills with peers in the experimental group according to expert assessment No. 2 in percentage at the control stage of the experiment demonstrate that, according to observation data, 65.4% of children in the experimental group at the control stage of the experiment have an average level of development of cultural communication skills with peers. 23.1% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 11.5% of children have a low level of development of cultural communication skills with peers.

Figure 16. Distribution of levels of development of cultural communication skills with peers according to summary data of the general level of development of communication skills, %. Experimental group. Control stage of the experiment.

These studies demonstrate that 46.2% of children in the experimental group at the control stage of the experiment have an average level of development of cultural communication skills with peers. Also, 46.2% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 7.7% of children have a low level of development of cultural communication skills with peers.

Data from the study of cultural communication skills with peers of children in the control group are given in the Appendix.

Figure 17. Distribution of levels of development of cultural communication skills with peers according to observation data, %. Control group. Control stage of the experiment.

These studies demonstrate that, according to observational data, the majority of children in the control group - 65.4% - at the control stage of the experiment have an average level of development of cultural communication skills with peers. 19.2% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 15.4% of children have a low level of development of cultural communication skills with peers.

These studies demonstrate that, according to expert assessment No. 1, the majority of children in the control group - 84.6% - at the control stage of the experiment have an average level of development of cultural communication skills with peers. 3.8% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 11.5% of children have a low level of development of cultural communication skills with peers.

Figure 18. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 1, %. Control group. Control stage of the experiment.

Figure 19. Distribution of levels of development of cultural communication skills with peers according to expert assessment No. 2, %. Control group. Control stage of the experiment.

These studies demonstrate that, according to expert assessment No. 2, the majority of children in the control group - 65.4% - at the control stage of the experiment have an average level of development of cultural communication skills with peers. 19.2% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 15.4% of children have a low level of development of cultural communication skills with peers.

Figure 20. Distribution of levels of development of cultural communication skills with peers according to summary data of the general level of development of communication skills, %. Control group. Control stage of the experiment.

These studies demonstrate that the majority of children in the control group - 69.2% - at the control stage of the experiment have an average level of development of cultural communication skills with peers. 19.2% of children in the experimental group, according to the results of observation and expert assessments, have a high level of development of cultural communication skills with peers. 11.5% of children have a low level of development of cultural communication skills with peers.

We examined the criteria for choosing a partner for communication in both groups. Data from the study of criteria for choosing a partner for communication for children in the experimental group are given in the Appendix.

Figure 21. Distribution of criteria for choosing a partner for communication, %. Experimental group. Control stage of the experiment.

Diagnostics showed that in the experimental group at the control stage of the experiment, the criteria for choosing a partner for communication were distributed as follows. A general positive attitude and sympathy were chosen by 57.7% of children. 11.5% of children chose external qualities or the assessment of adults when choosing a partner. A peer's skills or knowledge influenced the choice of a communication partner for 3.8% of children. The moral qualities of a peer and his compliance with the rules of behavior and activity influenced the choice of a partner for communication in 7.7% of children. Friendships were important for 19.2% of children. All children were able to explain their choice.

Data from the study of criteria for choosing a partner for communication for children in the control group are given in the Appendix.

Figure 22. Distribution of criteria for choosing a partner for communication, %. Control group. Control stage of the experiment.

Diagnostics showed that in the control group at the control stage of the experiment, the criteria for choosing a partner for communication were distributed as follows. A general positive attitude and sympathy were chosen by 11.5% of children. External qualities or the assessment of adults when choosing a partner were chosen by 38.5% of children. No one chose the peer's skills or knowledge. The moral qualities of a peer and his compliance with the rules of behavior and activity influenced the choice of a partner for communication in 7.7% of children. Friendships were important for 30.8% of children. 11.5% of children could not explain their choice.

Data from the study of the development of integrative quality “Mastering the means of communication and ways of interacting with adults and peers” of children in the experimental group are given in the Appendix.

The majority of children in the experimental group - 50.00% at the control stage of the experiment - have an average level of development of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” 34.62% have a higher than average level of development of integrative quality. A high level of development in 3 children, which is 11.54%.

Figure 23. Development of integrative quality “Mastered the means of communication and ways of interacting with adults and peers,” %. Experimental group. Control stage of the experiment.

At the same time, only 3.85% of children require corrective work from the teacher. No child requires specialist attention.

Data from the study of the development of integrative quality “Mastering the means of communication and ways of interacting with adults and peers” of children in the control group are given in the Appendix.

The majority of children in the control group - 65.38% - at the control stage of the experiment had an average level of development of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” 15.38% have a higher than average level of development of integrative quality. A high level of development in 1 child, which is 3.85%. At the same time, 15.38% of children require corrective work from the teacher.

Figure 24. Development of integrative quality “Mastered the means of communication and ways of interacting with adults and peers,” %. Control group. Control stage of the experiment.

We analyzed and summarized the experimental data and are presented below. To analyze and summarize the experimental data, we developed summary tables for each applied diagnostic.

Table 1.

Dynamics of distribution of levels of development of cultural communication skills with peers. Experimental group.

Experimental group	Ascertaining stage	Control stage
Low level
Intermediate level
High level

The dynamics of distribution in the experimental group demonstrates a significant increase in the level of development of cultural communication skills with peers. The high level was 46.2% compared to 7.7% at the ascertaining stage, the low level was 7.7% at the control stage instead of 15.4% at the ascertaining stage.

Figure 25. Dynamics of distribution of levels of development of cultural communication skills with peers. Experimental group.

Table 2.

Dynamics of distribution of levels of development of cultural communication skills with peers. Control group.

Experimental group	Ascertaining stage	Control stage
Low level
Intermediate level
High level

The dynamics of distribution in the control group demonstrates a slight increase in the level of development of cultural communication skills with peers.

Figure 26. Dynamics of distribution of levels of development of cultural communication skills with peers. Control group.

Table 3.

Experimental group	Ascertaining stage	Control stage
general positive attitude, sympathy

peer's skills or knowledge
moral qualities of a peer and his compliance with the rules of behavior and activities
friendly relations
can't explain

The dynamics of data on the parameters of the criteria for choosing a partner for communication in the experimental group after a series of role-playing games at the formative stage of the experiment (Figure 27) demonstrates the children’s preference for such criteria as a general positive attitude, sympathy and friendships.

Figure 27. Data dynamics according to the parameters of the criteria for choosing a partner for communication. Experimental group.

Table 4.

Control group	Ascertaining stage	Control stage
general position attitude, sympathy
external qualities or evaluation of adults
peer's skills or knowledge
moral qualities of a peer and his compliance with the rules of behavior and activities
friendly relations
can't explain

The dynamics of data on the parameters of the criteria for choosing a partner (Table 4) for communication in the control group demonstrates a slight increase in the number of children who prefer the criteria of a general positive attitude, sympathy, friendships, moral qualities of a peer and compliance with the rules of behavior and activities.

Figure 28. Data dynamics according to the parameters of the criteria for choosing a partner for communication. Control group.

Table 5.

Dynamics of data on the levels of development of cultural communication skills with peers.

Cultural communication skills with peers, % of the total number of children
Experimental group
	Low level	Intermediate level	High level
Ascertaining stage
Control stage
Control group
	Low level	Intermediate level	High level
Ascertaining stage
Control stage

Figure 29a. Dynamics of data on the levels of development of cultural communication skills with peers. Experimental group

The dynamics of data on the parameters of criteria for choosing a partner for communication demonstrates an increase in children choosing a partner based on qualities: general positive attitude, sympathy, friendships.

Figure 29b. Dynamics of data on the levels of development of cultural communication skills with peers. Control group

Table 6.

Dynamics of data on the parameters of the criteria for choosing a partner for communication. Experimental group.

The diagram clearly demonstrates the dynamics of data on the parameters of the criteria for choosing a partner for communication in the experimental group.

Figure 30. Data dynamics according to the parameters of the criteria for choosing a partner for communication. Experimental group.

Table 7.

Dynamics of data on the parameters of the criteria for choosing a partner for communication. Control group.

Criteria for choosing a partner for communication, % of the total number of children
	general positive attitude, sympathy	external qualities or evaluation of adults	peer's skills or knowledge	moral qualities of a peer and his compliance with the rules of behavior and activities	friendly relations	can't explain
Ascertaining stage
Control stage

The dynamics of data on the parameters of criteria for choosing a partner for communication demonstrates an increase in children choosing a partner based on qualities: a general positive attitude, the moral qualities of a peer and his compliance with the rules of behavior and activity, sympathy, friendships.

Figure 31. Data dynamics according to the parameters of the criteria for choosing a partner for communication. Control group.

The diagram clearly demonstrates the dynamics of data on the parameters of the criteria for choosing a partner for communication in the control group.

The dynamics of the data on the parameters of the criteria for choosing a partner for communication demonstrates that children in the experimental group, compared with children in the control group, have a more conscious choice of a communication partner, based on relationships of friendship, sympathy, and stable personal preferences.

To analyze and summarize experimental data on the levels of formation of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers” in children of primary preschool age after using gaming technologies, we compiled summary tables for the experimental and control groups.

Table 8.

Dynamics of data on the levels of formation of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” Experimental group.

Experimental group	Ascertaining stage	Control stage
requires specialist attention
corrective work of the teacher is required
average level of development
above average level of development
high level of development

Table 9.

Dynamics of data on the levels of formation of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” Control group.

Control group	Ascertaining stage	Control stage
requires specialist attention
corrective work of the teacher is required
average level of development
above average level of development
high level of development

Figure 32. Dynamics of data by levels of formation of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” Experimental group.

The dynamics of data on the levels of formation of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers” in the experimental group is much more pronounced than in the control group. Thus, the level of development was high and above average in the experimental group at 46.15% at the control stage of the experiment compared to 15.38% at the ascertaining stage.

Figure 33. Dynamics of data by levels of formation of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” Control group.

In the control group, this figure was 19.23% at the control stage of the experiment compared to 15.38% at the ascertaining stage.

Figure 34. Dynamics of data on the level of quality formation “Able to establish contacts in everyday life, in independent games through speech, and interact with peers.”

Figure 35. Dynamics of data on the level of quality development “Able to team up with peers to play in a group of 2-3 people based on personal sympathies, choose a role in a role-playing game; demonstrates the ability to interact and get along with peers in a short game together.”

Figure 36. Dynamics of data on the level of quality formation “Knows how to share his impressions with teachers and parents.”

Figure 37. Dynamics of data on the level of quality development “In case of a problem situation, can turn to an adult he knows, adequately responds to the adult’s comments and suggestions.”

Figure 38. Dynamics of data on the level of formation of the quality “Addresses the teacher by name and patronymic.”

The dynamics of data on the level of formation of the quality “Addresses the teacher by name and patronymic” demonstrates a less significant change in indicators than in the previous diagnostic parameters.

Figure 39. Dynamics of average indicators by levels of formation of the parameters that make up the assessment of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.”

Thus, we observe in the experimental group a pronounced positive dynamics both in the overall indicator and in the average indicators for the levels of formation of the parameters that make up the assessment of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.” In the control group, there is a very slight positive dynamics in the indicator itself and in the average indicators for the levels of formation of the parameters that make up the assessment of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.”

The dynamics of data on the levels of formation of the integrative quality “Mastered the means of communication and ways of interacting with adults and peers” was positive in both the experimental and control groups. But in the experimental group it was more pronounced (the average score on the parameters increased from 2.0 to 2.4) than in the control group (the average score on the parameters increased from 2.0 to 2.1).

We spent theoretical analysis approaches to the use of gaming technologies in the development of communication skills in children of primary preschool age. We have studied the specifics of using gaming technologies in the development of communication skills in children of primary preschool age.

We explored the history of studying the issue of communication skills of preschool children, the problem of developing peer communication in preschool age.

We have determined that best opportunities Play activities create contacts between children: children learn to act in concert, learn to give in, help each other, and share their joys. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world, a way of modeling his relationships, during which the child develops a pattern of relationships with peers.

The need to interact with others like oneself is explained by the social nature of man. Role play social by origin, by nature. The role-playing game is a model of adult society, but the connections between children in it are serious. Children learn social relations through play. The process of socialization is noticeably smoothed out, children gradually join the team.

We have found that the problem of developing peer communication in preschool age is a relatively young, but intensively developing area of developmental psychology. However, communication itself is analyzed, as a rule, from a purely quantitative and behavioral side: the frequency of contacts, the success of individual communicative acts, the ratio of active and reactive forms of interaction, etc. are revealed, which determined our choice of this research topic.

In the process of work, we conducted an experimental study, which was carried out on the basis of State Budgetary Educational Institution Secondary School No. 852 in Moscow, Zelenograd, preschool department No. 3 (building 1127). Groups No. 10 and No. 7. Children's age is 3-4 years.

In our work we used the diagnostics of G.A. Uruntaeva, Yu.A. Afonkina and assessment of the results of mastering the general education program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva on the integrative quality “Mastered the means of communication and ways of interacting with adults and peers.”

Data from the ascertaining stage of the experiment revealed that all children had a predominantly average level of development of cultural communication skills with peers.

The criteria for choosing a partner for communication were predominantly “general positive attitude, sympathy” and “external qualities or evaluation of adults” in the experimental group, and “external qualities or evaluation of adults” and lack of explanation (“cannot explain”) in the control group.

To analyze and generalize the experimental data, we processed the existing diagnostics. The analysis revealed a pronounced positive dynamics of data on the levels of development of cultural communication skills with peers in the experimental group, in contrast to the control group.

The distribution of children's preferences in choosing a partner for communication has changed. The overwhelming majority of children in the experimental group gave preference according to the criterion of “general positive attitude, sympathy.” In the control group, the situation generally did not change.

Thus, the data from the experimental study confirmed the hypothesis that the development of communication skills in children of primary preschool age will be carried out subject to the use of games aimed at developing communication skills, the integration of different types of games in the pedagogical process and the active play position of the teacher.

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Mironenko M.A.

educational psychologist MAOU Center "Family"

The problem of developing communication skills in the theory and practice of teaching

Today, a standard school is aimed at solving two main problems. Firstly, it must equip students with solid knowledge, and secondly, prepare them for life by developing the most important skills and abilities.

The problem of developing communication skills worries both psychologists and teachers, who know how difficult it is for modern students, especially first-graders, to adapt to school and find a common language with the teacher and peers. Meanwhile, students and teachers are faced with difficult tasks, the solution of which determines not only success in learning and communication with classmates, but also the emotional attitude to school life, the psychological and physical state of first-graders.

In order to determine the essence of communication skills, it is necessary to turn to the concepts of communication and communication. In the Big Encyclopedic Dictionary, communication is interpreted as communication, the transfer of information from person to person - specific form interactions. The concepts of “communication” and “communication” are also identified in pedagogical and philosophical encyclopedic dictionaries “...processes of social interaction, taken in their sign aspect.”

In the psychological and pedagogical literature, there are two approaches to solving the problem of the relationship between the concepts of “communication” and “communication”: In accordance with one of them, both concepts are identified. Thus, in the dictionary of foreign words, communication (communicatio) is defined as “an act of communication, a connection between two or more individuals based on mutual understanding.”

R. S. Nemov defines communication as the exchange of information between people, their interaction. It also includes the following in communication skills:

1) the ability to successfully interact with other people;

2) the ability to convince others;

3) the ability to influence other people.

Any skills are formed in activity, andcommunication skillsare formed and improved in the process of communication (interaction of speech subjects). Thus, undercommunication skillswe will understand the methods of performing communicative actions mastered by the subject, which determine his readiness to communicate.

Development of communication skills junior schoolchildren carried out in the process of communication with adults and peers. A prerequisite for the development of communication skills is the presence of a high need for communication and the desire to come into contact with others.

Outstanding Russian psychologists B. G. Ananyev and V. N. Myasishchev, in their works devoted to people’s knowledge of each other, clearly identified three components that every researcher must keep in mind when developing communication problems: 1) people’s knowledge of each other; 2) their emotional relationship to each other; 3) mutual understanding of communication partners. The development of these theoretical positions on communication problems was continued by their students and followers (A. A. Bodalev, G. M. Andreeva, A. V. Petrovsky, etc.).

To determine the range of communication skills, let's consider their known classifications. Of greatest interest is the definition of communication skills given in psychological and pedagogical sciences.

The structure of communication skills used by foreign scientists was considered by Yu. M. Zhukov. In particular, he notes that “...some people mean by skills primarily behavioral skills, others the ability to understand a communicative situation, and still others the ability to evaluate one’s resources and use them to solve communicative problems.” The following classification of communication skills is most often used. Communication skills consist of a block of general skills and a block of special skills. In turn, general skills are divided into speaking skills and listening skills. In both blocks, both verbal and non-verbal components are distinguished. Moreover, the greatest attention is paid to the formation of listening skills and non-verbal communication skills. This is justified by the fact that this group of skills is not formed within the framework of the traditional education system; in addition, nonverbal reactions occur at the subconscious level, which requires additional efforts to develop conscious skills in using these reactions. Special communication skills mainly include the skills necessary in professional activities (the ability to conduct a presentation, a business conversation, organize a production meeting, instruct subordinates).

There is also more detailed classification communication skills. They include, for example, the ability to conduct consultations, the ability to work with a group, writing skills, the ability to conduct telephone conversations, the ability to evaluate oneself, others, a group, a process, events, the ability to organize positive feedback, the ability to put oneself in the place of another, the skills of appropriate self-submissions and others. The peculiarities of the given classifications lie in the fact that their authors have differences in social position, theoretical basis and practical goals.

In Russia, even at the beginning of the development of methodological ideas, some communicative properties of the individual were considered by such scientists as K. D. Ushinsky. He considered an important goal of education to prepare students for practical activities, which require real applied knowledge; one of the important communication skills was formulated, without using the term itself - the ability to speak your language easily, understandably, beautifully.

Analyzing communication as a communicative exchange, L. A. Petrovskaya identifies a whole range of communication skills, and, first of all, calls the ability to listen to the interlocutor. Also important is the ability of partners to exchange information about each other - this phenomenon is called interpersonal feedback. Learning to use feedback is an essential communication skill. L.A. Petrovskaya identifies the conditions for the development of effective feedback: 1) descriptive in nature, since feedback in an evaluative form is ineffective; 2) non-delay, because feedback is necessary at the moment of communication; 3) feedback should relate to a specific manifestation, an individual act, and not to behavior in general, to a specific person, and not to people in general, and come from a specific source.

According to R. S. Nemov, it is necessary to pay attention to what and how students say, how they react to people’s actions, to identify thoughts and feelings that accompany schoolchildren’s acts of communication with other people, the difficulties they encounter when entering into contacts with others. The author identifies behavioral (external) and psychological (internal) components of communication. The behavioral component consists of verbal (speech utterance) and expressive forms of behavior (tone of voice, rate of speech, facial expression, facial expressions, gestures). Psychological components are the thoughts, feelings, expectations and attitudes that accompany acts of communication. A person who is psychologically prepared for communication is one who has learned what, where, when and for what purpose one can and should say and do in order to make a good impression and have the necessary influence on other participants in communication.

Thus, communication skills are, in our opinion, the ability to set and solve certain types of communication tasks: determine the goals of communication, assess the situation, take into account the intentions and methods of communication of the partner (partners), choose adequate communication strategies, evaluate the success of communication, be prepared for change own speech behavior. All of the above is nothing more than necessary conditions successful communication. In other words, communication skills are the willingness and ability to communicate successfully. Apparently, communication can be considered successful when the participants either achieved their goals or there were changes in their positions that they considered positive. As a result, scientists (Yu. V. Kasatkina, T. A. Ladyzhenskaya, R.V. Ovcharov)put forward requirements for communication skills, which include both oral (discussions, reports, presentations), and written (reading, understanding and writing various types of texts) forms of communication.

1. Oral communication

The ability to participate in discussion and/or discussion one on one or in a group means that the student is first level knows how to: a) obtain information about the subject of discussion in order to say what is relevant to it; b) express yourself clearly and adequately in the situation; c) listen and understand the speech of the participants, correlate their statements with them.

On the second level the student is able to: a) support a discussion regarding simple subjects adequate to its goals and situation, giving arguments, expressing opinions and ideas; b) mastering, among other things, non-verbal means of communication: manner, gestures, voice volume, etc.

On the third level the student is able to: a) support a discussion on complex subjects adequate to its goals and situation, that is, decide when and to what extent to participate in the discussion to achieve its goal; b) encourage others to effectively participate in the discussion, creating the opportunity to include them in the discussion.

2.Written communication

On the first level the student must be able to: a) get advice on what to read on a given topic, for example, in order to gather information - facts, ideas, opinions and instructions; b) identify the main idea in relatively simple texts, for example, letters, notes, newspaper and magazine articles, etc.; c) use a reference book and dictionary; d) resort to outside help in case of doubt about the text read.

On the second level the student must be able to: a) use various sources to obtain information, for example, find and present facts, ideas, opinions and instructions; b) skim through the material and determine the main idea in relation to simple text - reports, textbooks, articles; c) summarize the information received, for example, in the form of a written report or orally.

On the third level the student must be able to work with more complex material: a) fluently review voluminous materials - textbooks, secondary sources of information, articles and reports to isolate the necessary information; b) use additional literature to understand cause-and-effect relationships and obtain information from text or images; c) synthesize the information received, for example, in reports and presentations, give your own interpretation of the subject.

All skills are grouped, and communication skills are made up of them. These are skills related to analyzing and summarizing information, participating in discussions and public speaking, composing various texts (business documents, essays, programs, letters, etc.).

It is very likely that each person exhibits some of the types of skills we have listed in pursuit of personally significant goals. So in a sense, everyone knows how to act effectively. As a result, people who are able to clearly express their goals have the opportunity to become leaders simply because when goals are expressed, other people are able to participate in achieving those goals without needing to special instructions or assistance in acquiring special skills.

So, communication skills are manifested in successful interaction with other people, in the ability to convince others, achieve mutual understanding, and influence them. The teacher’s task is to help children develop their communication skills, teach them to communicate, interact with each other, and develop the skills necessary for this.

Studying and describing the development of any aspect of a child’s mental life always presents significant difficulties. Communication and self-knowledge are two big problems that have been troubling the minds of mankind for a long time. Back in the 17th century English philosopher John Locke viewed the child as a blank slate (“Tabula rasa”) on which the environment and society, represented by their representatives, write what they need. If parents and environment influence the child correctly, he will learn positive behaviors and become a good member of society. Mental development, based on this, consists of the accumulation of socially acceptable forms of behavior and the development of useful habits and skills.

Another direction is based on the views of the 18th century French philosopher Jean-Jacques Rousseau, who already in a newborn child saw a human personality with innate abilities and positive inclinations. The main task of educators is not to disrupt the natural maturation of these inclinations and not to change the innate nature of the child. Mental development is considered as the maturation of natural inclinations and their implementation. Currently, few psychologists adhere to these views in their pure form. Usually, both the role of heredity and the role of environment in the mental development of a child are recognized, but either one or the other factor comes first.

One of the first to develop the problem of the genesis of communication was the English psychologist John Bowlby. He spoke about the importance of a child's relationship with his mother. Close to him in their creative positions, Rene Spitz in France and Anna Freud in Austria, also believed that lack of communication with the mother endangers the life of the child and hinders his physical and mental development.

A lack of communication at an early age leaves a fatal mark on the subsequent fate of the individual, determining the formation of aggressiveness, antisocial tendencies and spiritual emptiness. Proponents of the theory of “imprinting” also assign a primary role to the child’s early experience in shaping his relationships with others. Its essence lies in the transfer of the “imprinting” mechanism (first described by K. Lorenz on the basis of observations of chicks) without proper grounds to the child’s behavior. According to the imprinting hypothesis, in children early age the characteristics characteristic of the adult caring for them are captured - his appearance, voice, clothes, smell. They constitute an image that evokes attachment in a child, by analogy with the image of a mother or another adult who replaces her.

In the 50s US scientists, within the framework of the theory of “social learning,” have carried out many works aimed at analyzing a child’s contacts with adults and other children on different stages childhood. The child’s communication with his mother and peers was interpreted in their works as a type of phenomena that obeys the “stimulus-response” law.

In the early 60s. extensive research into the genesis of communication began in the USSR. N. M. Shchelovanov, his colleagues and students: N. M. Askarina [Raising Children..., 1955], M. Yu. Kistyakovskaya, R. V. Tonkova-Yampolskaya [Social adaptation..., 1980] studied the interaction of children with surrounding adults . In Soviet child psychology, an approach to development is implemented as the transformation of gradually accumulating quantitative changes into fundamental qualitative ones, based on the principles of dialectical materialism [D. B. Elkonin, 1960; A. V. Zaporozhets, D. B. Elkonin - in the book: Psychology of Children..., 1964; Psychology of personality..., 1965; A. N. Leontiev, 1972].

A huge contribution to the study of the formation of children's communication was made by the domestic psychologist M. I. Lisina and her students. Maya Ivanovna Lisina introduced a new subject into Russian psychology - communication between a child and an adult - and developed its concept, in which communication is considered as a special type of activity ( communication activity), having its own specific structural components: need, motives and means [M. I. Lisina The problem of ontogenesis of communication. - M.: Pedagogy, 1986].

Adults only small child is the bearer of human culture, and only he can pass it on to the child. This position is traditional and generally accepted in Russian psychology. The process of internalization of external, material resources, which become the child’s internal means, has been repeatedly studied by Russian psychologists on the basis of various mental processes - thinking, perception, memory, attention, etc. In all these studies, cultural experience was transmitted to the child in the process of communication and the child’s relationship with an adult remained outside the scope of these studies as something secondary and not directly related to the assimilation of cultural patterns.

Communication skills allow the child to decide various kinds tasks that arise in communication: to overcome egocentrism (i.e., to understand the position and state of another person that does not coincide with his own), to recognize various communicative situations and the rules of action in them, to build one’s behavior in a communicative situation adequately and creatively. In modern preschool education The development of the communicative sphere occurs spontaneously and is not the subject of special formation. At the same time, it is the formation of very specific forms of communication (“cooperative-competitive” with peers and “contextual” with adults) that is a necessary prerequisite for readiness for school (see research by E. E. Kravtsova).

The successful development of communication abilities is part of social competence, which means the child’s readiness to meet new social situations.

general positive attitude, sympathy

external qualities or evaluation of adults

peer's skills or knowledge

moral qualities of a peer and his compliance with the rules of behavior and activities

Friendly relations

can't explain

Ascertaining stage

Control stage

"DEVELOPMENT OF COMMUNICATIVE ABILITIES IN SCHOOL-AGE CHILDREN"

Vladivostok 2011

Introduction

Communication is a specific form of human interaction with other people as members of society, in communication the social relationships of people are realized.

Some of the necessary requirements for this are flexibility, non-standardism, originality of thinking, and the ability to find non-trivial solutions.

The process of one person’s perception of another acts as a mandatory component communication and constitutes what is called perception. Since a person always enters into communication as a person, he is perceived by another person as a person. Based on the external side of behavior, we, according to S.L. Rubinstein, as if we “read” another person, deciphering the meaning of his external data.

The impressions that arise in this case play an important regulatory role in the communication process.

The process of understanding each other is “complicated” by the phenomenon of reflection. Reflection is understood as the acting individual’s awareness of how he is perceived by his communication partner. This is no longer just knowledge or understanding of the other, but knowledge of how the other understands me, a peculiarly doubled process of mirror reflections of each other, a deep, consistent mutual reflection, the content of which is the reproduction of the partner’s inner world, and in this inner world in turn, my inner world is reflected.

To teach a student to enter into communication psychologically correctly and situationally, maintain communication, predict partners’ reactions to their own actions, psychologically tune in to the emotional tone of their interlocutors, seize and maintain the initiative in communication, overcome psychological barriers in communication, relieve unnecessary tension, emotionally tune in to the communication situation , psychologically and physically “adjust” to the interlocutor, choose gestures, postures, the rhythm of your behavior appropriately to the situation, mobilize to achieve the set communicative task - these are just a few of the problems, the solution of which will make it possible to prepare an effective professional.

Thus, the research problem is to determine the necessary communication skills of an individual and their development.

The purpose of the study is psychological analysis and identification of the necessary communication skills of the individual, and their development.

The object of the study are high school students.

The subject of the study is the formation of communication skills in older schoolchildren.

The research hypothesis is that with the help of developmental techniques it is possible to develop the communication skills of school-age children.

Tasks: Carry out theoretical study problems of improving an individual's communication skills.

Conduct a psychological analysis of the development of communication skills in schoolchildren.

The work used methods for developing the communication skills of the personality of V.V. Petrusinsky.

communication skill personality student

1. Theoretical aspects of studying the problem of improving an individual’s communication skills

1.1 Basic approaches in domestic and foreign psychology to the problem of studying communication skills

Communication skills and communication as such is a multifaceted process necessary for organizing contacts between people in the course of joint activities. And in this sense it refers to material phenomena. But during communication, its participants exchange thoughts, intentions, ideas, experiences, and not just their physical actions or products, the results of labor fixed in matter. Consequently, communication contributes to the transfer, exchange, coordination of ideal formations that exist in an individual in the form of ideas, perception, thinking, etc.

The functions of communication are diverse. They can be identified by comparative analysis communication of a person with different partners, in different conditions, depending on the means used and the influence on the behavior and psyche of the participants in communication.

In the system of relationships between a person and other people, such communication functions are distinguished as information-communicative, regulatory-communicative and affective-communicative.

The information and communication function of communication is, in essence, the transmission and reception of information as a kind of message. There are two constituent elements: text (message content) and the person’s (communicator’s) attitude towards it. Changing the share and nature of these components, i.e. text and the attitude of the speaker towards it, can significantly affect the nature of the perception of the message, the degree of its understanding and acceptance, and, consequently, affect the process of interaction between people. The information and communication function of communication is well represented in the well-known model of G. Lasswell, where structural units include such links as the communicator (who transmits the message), the content of the message (what is transmitted), the channel (how it is transmitted), and the recipient (to whom it is transmitted). The effectiveness of information transfer can be expressed by the degree to which a person understands the transmitted message, its acceptance (rejection), including the novelty and relevance of the recipient’s information.

The regulatory-communicative function of communication is aimed at organizing interaction between people, as well as at a person’s correction of his activity or condition. This function is recognized to correlate the motives, needs, intentions, goals, objectives, intended methods of activity of interaction participants, to adjust the progress of implementation of planned programs, and to regulate activities. The affective-communicative function of communication is the process of making changes in the state of people, which is possible with both special (purposeful) and involuntary influence. In the first case, consciousness and emotions change under the influence of infection (the process of transmission of an emotional state by other people), suggestion or persuasion. A person’s need to change his condition manifests itself as a desire to speak out, pour out his soul, etc. Thanks to communication, a person’s general mood changes, which corresponds to information systems theory. Communication itself can both increase and decrease the degree of psychological stress.

During communication, mechanisms of social perception operate; schoolchildren get to know each other better. By exchanging impressions, they begin to understand themselves better and learn to understand their strengths and weaknesses. Communication with a real partner, as noted earlier, can be carried out using a variety of means of transmitting information: language, gestures, facial expressions, pantomimes, etc. Often in a conversation, words have less meaning than the intonation with which they are pronounced. The same can be said about gestures: sometimes just one gesture can completely change the meaning of spoken words.

Psychologically optimal communication is when the goals of the participants in communication are realized in accordance with the motives that determine these goals, and using methods that do not cause feelings of dissatisfaction in partners.

Since communication is the interaction of at least two people, difficulties in its flow (meaning subjective) can be generated by one participant or both at once. And their consequence is usually complete or partial failure to achieve the goal, dissatisfaction of the driving motive, or failure to obtain the desired result in the activity that communication served.

Psychological reasons for this may be: unrealistic goals, inadequate assessment of the partner, his abilities and interests, misrepresentation of one’s own capabilities and misunderstanding of the nature of the partner’s assessment and attitude, the use of inappropriate methods of dealing with the partner.

When studying communication difficulties, there is a danger of reducing their diversity only to inconveniences associated with poor mastery of interaction techniques, or to difficulties arising due to the poor development of socially-perspective functions. In reality, this problem is becoming global in nature and covers virtually all aspects of communication.

Difficulties in communication may also arise due to the participants belonging to different age groups. The consequence of this is the dissimilarity of their life experiences, which leaves an imprint not only on their image of the world - nature, society, man, attitude towards them, but also on specific behavior in basic life situations. The dissimilarity in the life experiences of representatives of different age groups in relation to communication is expressed in the unequal level of development and manifestation of cognitive processes during contacts with another person, the unequal reserve and nature of experiences, and the unequal richness of behavioral forms. All this relates differently to the motivational-need sphere, which differs in its specificity in each age group.

When analyzing the difficulties associated with the age of those communicating, it is necessary to take into account the psychological characteristics of each age group and make allowances for how they manifest themselves in a child, teenager, boy, girl, girl, adult man and woman, and in the elderly. Particular attention should be paid to the relationship between the typical level of development of mental processes and personality traits for each age and such characteristics specific to interacting people as their abilities for empathy, decentration, reflection, identification, and to comprehend another person using intuition.

1.2 Difficulties in pedagogical communication

From the perspective of educational psychology, other communication difficulties are highlighted. In pedagogy, the position has long been established: “Without demands there is no education.” But for some reason, many teachers decided that the implementation of this thesis necessarily presupposes an authoritarian (subject-object) style of student management.

Observations of teachers’ activities, as a rule, show that they use spontaneous, borrowed ways of communicating with children that have been established in school. One of negative consequences such borrowing is a “right of way”, i.e. the emergence of tension between teacher and student, the teacher’s inability to control his actions, actions, assessments, relationships during teaching in the interests of truly positive education of the student. According to researchers, from 60 to 70% of children studying with teachers, in relationships with whom there is an “exclusion zone,” have signs of pre-neuroses. As a rule, these children do not adapt well to educational activities, staying at school becomes a burden for them, isolation increases, both motor and intellectual activity decreases, and emotional isolation is observed. Depending on the violations of professional communication techniques, the researchers identified the following groups of teachers:

do not realize the alienation that has arisen towards the student, the student’s rejection dominates, situational behavior;

alienation is realized, signs of rejection are highlighted, negative assessments dominate, and positive ones are deliberately sought out;

Alienation acts as a way of protecting the teacher’s own personality; the actions of students are viewed as deliberate, leading to a violation of the established order and expectations of the teacher. This group teachers are different increased anxiety for their status, the desire to avoid comments from the administration, the introduction of strict requirements imposed through negative assessments of the child’s personality and his immediate environment.

The “right of way” is perceived by the teacher as a professional characteristic in a far from ambiguous way. Almost 60% of teachers consider it as a means of achieving discipline and obedience from the first days, 20–25% – to show the superiority of their knowledge, which they should strive for, and only 15–25% correlate it with the concept of “loving children”, accepting them for who they are. they come to the teacher to notice individuality and originality, to ensure the development of activity and the free acceptance of norms and rules, their transformation in the course of the entire diversity of school life.

Of course, the nature of the psychological difficulties of communication changes with the increase in the teacher’s pedagogical skills.

Difficulties in pedagogical communication can be grouped into three main groups: informational, regulatory, and affective.

Information difficulties are manifested in the inability to communicate something, express one’s opinion, clarify, add, continue an answer, complete a thought, start a sentence, help start a conversation, “set the tone,” formulate “narrow” questions that require monosyllabic, predictable answers, and “broad”, problematic creative issues.

Regulatory difficulties are associated with the inability to stimulate the activity of pupils.

Difficulties in implementing affective functions are manifested in the inability to approve students’ statements, agree with them, emphasize the correctness of language design, error-free statements, praise for good behavior, active work, express disagreement with a particular opinion, dissatisfaction with a mistake made, and react negatively to a violation of discipline.

The dependence of the severity of these difficulties on the degree of formation of the teacher’s tendency to project his states and mental properties onto his pupils has been revealed. If a teacher has a deficiency in the qualities of empathy, decentration, identification, reflection, then communication with him takes the form of formal contacts, and students experience deformation in the development of the emotional sphere. It has been established that adults’ failure to satisfy the most important basic need for personal and trusting communication is one of the reasons for the emotional imbalance of children’s responses to the appeals of others to them, and the emergence of a tendency towards aggressive, destructive behavior. This also applies to the family if it deprives the child of communication on an intimate, affectionate, intimate and trusting level. HER. Pronina and A.S. Spivakovskaya proved that various forms of family interaction disorders manifest themselves in specific symptoms of a child’s school maladaptation, in particular in the sphere of his communication with teachers and peers. At the same time, scientists emphasize that an excess of intimate and confidential communication with a child leads to infantilism. Communication difficulties in which the socio-psychological factor predominates can be identified as a separate group.

Specific psychological difficulties of communication have also been discovered, often arising between the formal and informal leaders of the group, behind which there are not always conscious feelings of jealousy and rivalry.

Difficulties of socio-psychological origin also include barriers that arise between interacting people due to different social and ethnic backgrounds, membership in warring factions or in groups that differ significantly in their orientation.

One of the difficulties of this type may arise due to poor command of the specific language characteristic of the community with a representative of which one has to come into contact. This does not mean the spoken language, but the language of students who have been communicating together for a long time, or the language that has developed in a given community, etc.

A special type of communication difficulties can be analyzed from the perspective of work psychology. As you know, many activities cannot be done without human interaction. And for these activities to be carried out successfully, their performers need to truly collaborate. And for this, they must know each other’s rights and obligations, and the knowledge available to one participant should not differ excessively from the knowledge of other participants in the activity.

When, for example, a teacher and a student interact, they behave, as a rule, in accordance with the rights and responsibilities that each of them is entitled to. However, this does not always happen in life. For example, the teacher’s behavior may not correspond to the standard formed by the student. Insufficient professional competence teachers in the eyes of the student, a formal attitude to the process and to the results of his work can be the basis for the emergence of psychological difficulties in their communication.

A specific group of communication difficulties arise between people in situations, the consideration of which is the competence of legal psychology.

Legal psychology pays special attention to the study of communication difficulties in the process of interaction between juvenile offenders. As the works of domestic and foreign authors show, there are two main forms of manifestation of disorders in the behavior of difficult adolescents. The first is a socialized form of antisocial behavior. Such teenagers are not characterized by emotional disorders when contacting people, outwardly they easily adapt to any social norms, they are sociable, and react positively to communication. However, this is precisely what allows them to commit crimes against other people. Possessing communication techniques typical of socially normal people, they at the same time do not treat the other person as a value.

The second form is poorly socialized. Such teenagers are in constant conflict with others; they are aggressive towards others, not only towards their elders, but also towards their peers. This is expressed either in direct aggression in the process of communication, or in avoidance of communication. The crimes of such teenagers are characterized by cruelty, sadism, and greed.

Of particular interest are the difficulties considered in the light of individual personality differences.

Research has shown that communication is differently deformed by the personal characteristics of its participants. These personal characteristics include, in particular, egocentrism. Due to a strong focus on himself, his person, point of view, thoughts, goals, experiences, the individual is unable to perceive another subject, his opinion and idea. The egocentric orientation of the individual manifests itself both emotionally and behaviorally.

Emotionally, it manifests itself in a focus on one’s own feelings and insensitivity to the experiences of other people. In behavioral terms - in the form of uncoordinated actions with a partner.

Two types of egocentric orientation have been identified: egocentrism as the desire to reason from one’s own point of view and egotism as the tendency to talk about oneself.

It has been established that in the characters of children experiencing difficulties in communication, a complex of labile, sensitive, asthenoneurotic traits is found, which indicates their inherent excessive impressionability. Having a need for friendly communication, they cannot realize it due to their exceptional timidity and shyness. At first, they give the impression of being extremely reserved, cold, and constrained, which also makes it difficult for them to communicate with others. At the personal level, these people were found to have increased level anxiety, emotional instability, high self-control of behavior, externality. In addition, a high level of self-denial and self-humiliation was noted. During surveys, they talk about their isolation, introversion, shyness, dependence, and conformity. Their self-image includes such parameters as low individual and social self-esteem. Together with a low level of activity and the ability of the “I” to change, such a structure of the image of the “I” leads to the fact that a person becomes closed to the perception of new experiences that could change the style of his behavior and communication, and continues to produce low-effective forms of communicative activity.

Another type of communication difficulties is associated with shyness, a personal trait that arises in certain situations of interpersonal informal communication and manifests itself in neuropsychic tension and psychological discomfort.

Shy children are not a homogeneous group in terms of their personal and communicative properties. Among them are those who are maladapted (especially shy and schizoid personalities) and adapted (shy).

Persons suffering from logoneurosis experience a special form of difficulty in communicating with others. Research has shown that each of them has his own inferiority complex, which, starting with deep dissatisfaction with claims in the field of communications, deforms the attitude of the logoneurotic personality to other aspects of his life.

Patients with other mental disorders, as well as those suffering from various somatic diseases, also have their own specific communication difficulties.

1.3 Opportunities for developing personal communication skills at school age

After considering the difficulties of communication, the question naturally arises about ways of prevention and means of correction.

Experts have systematized individual techniques of socio-psychological training. In behavioral training, it makes sense to use role-playing games; in psychocorrectional training, it makes sense to use mainly group discussion. Role play can help:

search effective forms interaction within the framework of cooperation, demonstration of shortcomings, behavioral stereotypes;

consolidating a model of behavior leading to success, the purpose of which is to establish psychologically normal contacts with other people;

Goals of group discussion:

exteriorize the content of the problem and contradictions in the personal relationships of a certain person;

search for effective forms of interaction within the framework of cooperation;

provide feedback regarding behavior in role play.

That is, it can also be a means of disintegration, integration, and be included as a complement to other methods.

Psychological techniques of innovative games have a positive effect on participants in correctional groups. This type of psychocorrectional work with people should take into account the age, gender, profession and other distinctive features of the participants in the training groups. Thus, training teachers in the elements and techniques of acting accelerates their personal growth, allows them to realize the communicative properties of their personality and competently use them in communication with students, harmonizes their relationships with people around them in general.

A comprehensive program has been developed especially for teachers, which involves mastering the most important features individual expressive repertoire, as well as self-improvement of expression and forms of non-verbal communication.

The program includes techniques and exercises that activate targeted awareness of various forms of nonverbal activity, develop “body senses,” special self-massage techniques to relieve tension in the area of “personal pressures,” as well as exercises to improve the expressive capabilities of facial expressions, gestures, voice, etc.

Currently, various forms of socio-psychological training are widely practiced, the purpose of which is to teach psychologically competent communication to parents, managers of various ranks, actors, athletes, people suffering from various forms neuroses and having difficulty communicating.

One of the main areas of work to relieve psychological difficulties in communication is individual psychological counseling, confidential dialogical communication with students who do not have good relationships with peers.

Communication techniques are ways of pre-setting a person to communicate with people, his behavior in the communication process, and techniques are the preferred means of communication, including verbal and non-verbal.

On initial stage communication, his technique includes such elements as the adoption of a certain facial expression, posture, choice of initial words and tone of utterance, movements and gestures, attracting the partner’s attention, actions aimed at pre-setting him for a certain perception of the content of the message.

The first gestures that attract the attention of a communication partner, as well as facial expressions (facial expressions), are often involuntary, so communicating people, in order to hide their condition or attitude towards their partner, avert their eyes or hide their hands. In these same situations, difficulties often arise in choosing the first words, slips of the tongue, speech errors, and difficulties often occur, the nature of which S. Freud spoke a lot and interestingly about.

In the process of communication, some other types of techniques and conversation techniques are used, based on the use of so-called feedback. In communication, it is understood as the technique and methods of obtaining information about a communication partner, used by interlocutors to correct their own behavior in the communication process.

Feedback includes conscious control of communicative actions, observation of the partner and assessment of his reactions, and subsequent changes in one’s own behavior in accordance with this. Feedback presupposes the ability to see oneself from the outside and correctly judge how a partner perceives himself in communication. Inexperienced interlocutors most often forget about feedback and do not know how to use it.

Communication abilities are the skills and abilities of communication. Children of different ages, culture, different levels psychological development, having different life experiences, differ from each other in communication abilities. Educated and cultured children have more pronounced communicative abilities than uneducated and uncultured children. The richness and diversity of a student's life experience, as a rule, positively correlates with the development of his communication abilities.

The techniques and methods of communication used in practice have age characteristics. Thus, in children of primary school age they are different from high school students, and preschoolers communicate with surrounding adults and peers differently than older schoolchildren do. The communication techniques and techniques of older people, as a rule, differ from those of young people.

Children are more impulsive and spontaneous in communication; their technique is dominated by non-verbal means. Children have poorly developed feedback, and communication itself is often overly emotional. With age, these features of communication gradually disappear and it becomes more balanced, verbal, rational, and expressively economical. Feedback is also being improved.

Communication skills are manifested at the preliminary setting stage in the choice of the tone of the statement and in specific reactions to the actions of the communication partner. Teachers and managers, due to established undemocratic traditions in the field of business and pedagogical communication, are often characterized by an arrogant, mentoring tone. Doctors, especially psychotherapists, usually show increased attention and empathy when communicating with people.

In the socio-psychological literature, the concept of “business communication” is usually used, aimed at ensuring negotiations, conducting meetings and official correspondence, and at high efficiency of public speaking.

From the perspective of developmental psychology, the period from 16 to 25 years (human adolescence) is distinguished, which is a period characterized by the highest degree of perception. It is in youth that a person’s intellect is a still developing system that already functions purposefully, possessing the knowledge and skills necessary to master a profession, and since the integrity functional basis intelligence has not yet been established, then cognitive ability is at a high level, which contributes to more successful professional and intellectual development of a person. It is during this period that it is recommended to develop personal communication skills.

2. Experimental study of the development of individual communication skills

2.1 Methods for research and development of personal communication skills

Business communication and interaction training is aimed at developing the following socio-psychological skills:

it is psychologically correct and situationally conditioned to enter into communication;

maintain communication, stimulate the partner’s activity;

psychologically accurately determine the “point” of completion of communication;

make maximum use of the socio-psychological characteristics of the communicative situation to implement your strategic line;

predict possible ways of development of the communicative situation within which communication takes place;

predict partners’ reactions to their own actions;

psychologically tune in to the emotional tone of your interlocutors;

seize and maintain the initiative in communication;

provoke the “desired reaction” of the communication partner;

form and “manage” the socio-psychological mood of the partner in communication;

Psychotechnical skills associated with mastering the processes of self-mobilization, self-tuning, and self-regulation allow:

overcome psychological barriers in communication;

relieve excess tension;

be emotionally attuned to the communication situation;

psychologically and physically “adjust” to the interlocutor;

choose gestures, postures, and the rhythm of your behavior appropriately to the situation;

mobilize to achieve the set communication task.

The program of psychotechnics of communication includes exercises for relieving muscle tension, muscle tension, exercises for the formation of muscular freedom in the process of communication, for mastering the skills of psychophysical self-regulation by suggestive means; exercises to develop observation skills and the ability to manage the attention of communication partners.

Exercises to develop the skills of attracting the attention of an interlocutor are designed to facilitate mastery in such ways as:

organization of the effect of surprise in communication, i.e. the use of previously unknown information or the unexpectedness of the method of interaction;

organization of “communicative provocation”, i.e. for a short time cause the partner to disagree with the presented information, argument, argument, and then stimulate the search for one’s position and the way of presenting it;

hyperbolization as a way to sharpen the interlocutor’s attention;

strengthening of value arguments that dominate the communication partner;

communicative comparison of “for” and “against” makes it possible to organize and then maintain attention through the presentation of a wide variety of, and often opposing, points of view;

Situational interviewing by asking direct questions confronts the interlocutor with the need to engage in dialogue;

organizing empathy through the maximum use of emotions in communication, relying on the vital interests of partners;

dramatization of a communication situation as a clash of interests of communication partners.

problem-thematic switching;

event switching;

associative switching;

retrospective switching;

intonation switching, etc.

Methods are used to stimulate attention emotional support attention, intonation support of attention and direct verbal stimulation.

Exercise "Chamomile".

5-6 chairs in the outer circle are “petals”. Participants sit on chairs.

Task 1: look into your friend’s eyes and don’t look away for a minute. Then the participants change places.

Task 2: participants say to each other: “What do I see in you?” (clothes, hairstyle, smile, etc.). Then they change places.

Task 3: participants in pairs try to guess and tell each other “what you were like as a child” and answer how correct the guess is.

Task 4: participants answer in pairs: “What do we have in common?”

Task 5: participants try to determine “how we differ from each other: in interests, character, behavior, etc.”

Exercise “Continue sincerely.”

Everyone sits in a circle. The presenter approaches each private owner in turn and asks them to pull out a card. The participant reads the text of the card aloud and tries, without hesitation, to continue the thought begun in the text, as sincerely as possible. And the rest, silently, decide how sincere he is. When a person finishes speaking, those who considered his speech sincere silently raise their hand. If the majority recognizes the statement as sincere, then the speaker is allowed to move his chair one step deeper into the circle. Anyone whose statement is not recognized as sincere is given another try. Exchange of opinions is prohibited, but one question per speaker is allowed. When everyone is able to speak sincerely, the presenter asks: “Each of you should exhale, then slowly exhale deeply, and hold your breath while I speak. Now, as you exhale, you need to shout out any words that come to mind, and if there are no words, make a sharp sound, whatever you want. Forward!". After such vocal emotional “release,” people feel happy.

Text of the statement cards:

In the company of people of the opposite sex I feel...

I have many shortcomings. For example…

It happened that close people caused hatred. Once upon a time, I remember...

I have had occasions to show cowardice. Once upon a time, I remember...

I know my good, attractive traits. For example…

I remember an incident when I was unbearably ashamed. I…

What I really want is...

I know the acute feeling of loneliness. I remember...

Once I was offended and hurt when my parents...

When I first fell in love, I...

I feel that my mother...

I think that sex in my life...

When I am offended, I am ready...

It happens that I quarrel with my parents when...

To be honest, studying at the institute was for me...

Blank card. You need to say something sincerely on an arbitrary topic.

Task “Development of observation and communication skills.”

To get rid of a gloomy or arrogant expression on your face, “stick your tongue out” in front of the mirror in the morning and smile. Stop! This is exactly the kind of facial expression you should have throughout the day, and not the “official” one.

Carefully look at the faces of random fellow travelers on transport, trying to “read” their mood; Imagine how their faces would change in joy and anger.

If you don’t know how to answer “no” without offending, and because of this you go against your wishes, then develop acting skills, the ability to fool around a little, creating a delay, during which the best wording of the answer is formed. Make it clear that there are good reasons for the refusal: “Believe me, this is not my whim, I would be glad, but I can’t.”

Systematically practice your ability to interact with strangers (especially unfriendly ones), for example, ask for directions. At the same time, strive to ask questions in such a tone that the interlocutor will be pleased to answer you.

Having thought through some indifferent topic in advance, start talking to a person with whom you are in a strained relationship (but formally preserved). Be able to conduct the conversation in a way that demonstrates goodwill on your part. Try to look your interlocutor in the eyes.

Practice in front of a mirror (dialogues with yourself, retelling stories, anecdotes) in order to eliminate excessive gestures, habitual unaesthetic movements, and a gloomy facial expression.

Practice your speed of speech response using TV: try to instantly comment wittily on a sports match (turn off the sound first), or on individual scenes.

Task "Mask Contact"

All participants draw masks for themselves. It can be as strange, funny, or dark as anyone wants. If it is very difficult for someone to come up with a mask, then it is possible to make a simple black mask: two circles with slits for the eyes. After making the masks, everyone sits in a circle. The presenter determines who will begin the demonstration and discussion of the mask. Everyone expresses their opinion: is the mask interesting and why? whether it is suitable for this person (from the subjective point of view of the one who speaks out); what character traits of the person being discussed are reflected in this mask or hidden with its help; which mask, in the speaker’s opinion, would be better suited to the person being discussed (a literary hero, some kind of animal, a film hero, a historical figure). The facilitator must ensure that everyone speaks. After discussing the first masked person, they move on to the next one. This stage of the lesson should not last more than an hour, after which conversations on the topic of masks stop. Then the presenter says: “In everyday communication, we also wear masks, only the masks are not made of paper, but of muscular makeup - from a special facial expression, posture, tone. Now we’ll see what it is.” Participants sit in a circle, 7 cards are laid out (text down) in the center of the circle (if there are more participants, then the leader comes up with additional masks):

A mask of indifference.

A mask of cool politeness.

A mask of arrogant inaccessibility.

Mask of aggressiveness (“try, don’t listen to me”).

A mask of obedience and obsequiousness.

Mask of Determination; a "strong-willed" person.

Mask of "revelation".

Mask of goodwill.

“Interesting conversationalist” mask.

A mask of feigned goodwill or sympathy.

A mask of simple-minded, eccentric gaiety.

Everyone chooses a card and reads their text. In order of the card numbers, everyone must demonstrate the “mask” they received; you need to come up with a situation in which you had to put on this mask, and act out a scene of this situation. For example, the one who received the “mask of indifference” can depict a scene: “He found himself in a compartment with a quarreling married couple, for reasons of tact he has to pretend that he does not see or hear anything.” After which the group evaluates how the person managed to portray the necessary “mask” on his face. Then they move on to the next scene. In conclusion, they discuss: “What did this task give me? Who was successful in the “mask” during communication and why is it difficult for some to maintain this “mask”? What experiences did you have during the task?”

2.2 Analysis, processing and interpretation of research results

To increase the efficiency and convenience of analyzing the research results, the study group was divided into three subgroups and each participant was assigned numbers:

Participants with developed business communication skills;

Participants developing business communication skills;

Participants who do not have business communication skills.

So, the study group, numbering 18 people, was divided into three subgroups (see Fig. 1), the first of which included Nos. 1, 2, 3, the second - Nos. 4, 5, 6, 7, 8 , 9, 10, 11, 12, 13, 14, in the third - No. 15, 16, 17, 18.

Rice. 1 Development of communication skills in %

Rice. 2 The ratio of participants in subgroups before the work

Rice. 3. The ratio of participants in different subgroups after the work

The first exercise was “Chamomile” in the following compositions: I – No. 1, 4, 5, 6, 7, 15; II – No. 2, 8, 9, 10, 16, 17; III – №№3, 11, 12, 13, 14, 18.

In the first composition, participant No. 15 began, then No. 7, etc., many statements were received that differed from each other in their value arguments. It became clear how different the participants were from each other.

Having noted the results of the exercise in the first composition, we moved on to working with the second. Now the participant from the first subgroup No. 2 had to start, then No. 8, 9, etc. The result of the exercise in the second group was statements that were close to each other in their value arguments, although they differed among the participants in the second and third groups. Apparently, participant #2's reputation was really good for the other participants as well. The results of the exercise showed that Participant #2's apparent proficiency in business communication skills led other participants to follow his example.

Thus, the reason for the sharp difference in the statements of the participants in the first composition can easily be explained by the fact that participant No. 15 did not have authority among the other participants, and in order to achieve the proper result, participant No. 1 should have started. The participants of the first composition, not having an authoritative statement, tried to speak out themselves, this explains such a difference in the argumentation of statements.

We conducted a lesson with the third team, taking into account the results of work with the first and second team. The results were similar, differing only to the extent that participants Nos. 1, 2, and 3 differed from each other.

The path of more effective training was chosen.

The next exercise was “Continue Sincerely.” In order for this exercise to bring results, it was necessary for the participants to feel confident and free, which not everyone had previously been able to do.

At first, participants felt discomfort when some had to sincerely continue the proposed phrases, while others assessed the sincerity of the participant’s statements. Having repeated the game several times, thereby allowing the participants to get used to the current situation, it was noted how much their behavior had changed. Uncertain before, they no longer felt discomfort; they were able to continue their sentences almost immediately. Now they realized that everyone was in an equal situation. We can say that the construction of answers followed the example of the “Chamomile” exercise: in the same dependence on the answers of participants with developed communication skills.

The “Continue Sincerely” exercise helped participants learn to see the strengths and weaknesses not only of others, but also of themselves. Thus, they learned to manage their shortcomings and strengths, provide information about some and hide information about others, and force their partner to believe in the sincerity of the statement. The exercise became the second step towards developing skills and studying the factors influencing the success of the training, added confidence to the study participants, and taught them to speak out adequately to the situation.

Participants in the study were given the conditions of the task “Developing Observation and Communication Skills” and tried to follow these conditions for at least two weeks.

The result of this was that the study participants seemed more confident and independent. As one of the participants put it, they became more interesting to others. Their communication skills also developed, but not equally for all participants, which can easily be explained by the disinterest of some participants. To complete the task “Contact of Masks”, participants were invited in the previous compositions. Psychologically, the task resembled the “Continue Sincerely” exercise, differing only in that now each participant worked independently, thinking through their statements about the other participants. The success of the training lies in the sequence of exercises and tasks. In completing the last task, participants used their observation and communication skills in order to speak correctly and adequately, and not offend participants with incorrect statements.

Thus, we can conclude that the methods for developing personal communication skills presented in this research work are very effective and applicable to school-age children; their use will help people who need to develop such socio-psychological qualities.

Exercise 1. Nonverbal Behavior Skills

Try to attract attention to yourself without verbal communication - through facial expressions, pantomimes, and vision. Listeners record your gestures and evaluate them. In facial expression exercises, participants are divided into pairs and give each other facial expression tasks - at least 10 for each, then change roles.

It is better to do the exercises at home in front of a mirror: depict surprise, excitement, anger, laughter, irony, etc. These tasks are useful for conveying your experiences to your interlocutor.

Try to find in yourself the beginnings of a feeling that you are not experiencing now: joy, anger, indifference, grief, despair, indignation, indignation, etc.; find appropriate, appropriate forms of expressing these feelings in various situations, play out the situation.

Exercise 2. “I can’t hear”

All participants are divided into pairs. The following situation is given. The partners are separated by thick glass (on a train, on a bus...), they cannot hear each other, but one of them urgently needs to say something to the other. You need, without agreeing with your partner on the content of the conversation, try to convey everything you need through the glass and get an answer.

Each pair of participants specifies this situation for themselves and performs the exercise. The results are being discussed.

Exercise 3: Virtual Memory

Try to develop the habit of remembering the faces of people around you. Look at those around you, close your eyes, try to restore everything visually, in detail. If it doesn’t work, you “don’t see” something, look again so that the memorization is complete.

Then try to visualize: “How does this person laugh or cry? How does he declare his love? How confused is he? How cunning is he, trying to get out? How rude is he? Swearing? How offended is he? What he was like at three years old (purely visually – see?) What he will be like in old age (see?).”

Exercise 4. Phrase in a circle

The presenter suggests choosing a simple phrase, for example: “Apples were falling in the garden.” Participants, starting with the first player, say this phrase in turn. Each participant in the game must pronounce a phrase with a new intonation (interrogative, exclamatory, surprised, indifferent, etc.). If a participant cannot come up with anything new, then he drops out of the game, and this continues until there are several (3-4) winners left. Maybe the game will end earlier if none of the participants can come up with anything new.

Exercise 5. Vocal facial expressions

Participants receive the task: read any phrases from the newspaper, putting a certain psychological subtext into the text they read. For example, you need to read the text with disbelief (“come on!”), disdainfully (“what nonsense!”), with surprise (“it can’t be!”), with delight (“that’s it!”), with threat (“oh well same!”), etc. Everyone else tries to guess the person’s state or his attitude to the spoken text, discussing the success or failure of his attempts.

The leader should lead by example specific situations arising during the exercise, lead participants to understand the diagnostic capabilities of intonation characteristics in terms of reflection emotional states And interpersonal relationships. The role of text and subtext, the meaning and meaning of a speech utterance are discussed.

Exercise 6. Interaction

All group members sit in a circle. The presenter hands or throws an object to someone (a book, a matchbox, etc.) and at the same time names some other animate or inanimate object (a knife, a dog, a hedgehog, fire, water, etc.). This participant must perform actions typical for handling this item. Then he passes the item to the next participant, calling it a new name.

All group members should be involved in the exercise. Analysis of expressiveness and adequacy is not required. What is important is that the game stimulates the imagination to search for an appropriate non-verbal “adaptation”, stimulates motor activity, focus of attention, contributes to the creation of a favorable environment in the group.

Exercise 7. Role communication

The group is divided into participants and observers. Participants (no more than 10 people) sit in a circle, in the middle of which a stack of envelopes with tasks is placed. The content of each task is to demonstrate a certain style of communicating with people.

The presenter invites everyone to take one envelope. No one should show the contents of their envelope to others until the discussion and analysis is complete.

The topic of discussion is set (for example, “Is a psychologist needed at school?”). In addition to participating in a discussion on a given topic, each participant must complete his or her individual task contained in the envelope.

Observers try to determine the different communication styles of participants by analyzing the specific verbal and nonverbal behavior of each.

Individual tasks for discussion - the contents of separate envelopes - can be of the following nature.

“You will speak out at least twice during the discussion. Every time you will say something on the topic under discussion, but your words should be absolutely unrelated to what others have said. You will behave as if you had not heard at all what was said before you..."

“You will speak out at least twice during the discussion. You will listen to others only to find in someone’s words a pretext to change the direction of the conversation and replace it with a discussion of a question that you had previously planned. Try to lead the conversation in the direction you want..."

“You will actively participate in the conversation and behave in such a way that others get the impression that you know a lot and have experienced a lot...”

“You’ll try to get into the conversation at least five times. You will listen to others mainly in order to make some assessments in your own words about specific participants in the discussion (for example, starting with the words “You are ...”). You will mainly focus on giving assessments to group members.”

“Speak at least three times during the discussion. Listen carefully to others and begin each of your remarks by retelling in your own words what the previous speaker said (for example, “Did I understand you correctly that...”).

“Your participation in the conversation should be aimed at helping others, expressing their thoughts as fully as possible, and promoting mutual understanding between group members.”

“Remember what your behavior usually looks like during discussions, try to make sure that this time everything is different. Try to change your usual behavior to a more advanced one.”

“You are not given any task, behave during the discussion as you usually behave during group discussions.”

At the end of the exercise, specific behavioral features of the discussion participants are analyzed, corresponding to different styles of behavior. Conclusions are drawn about productivity.

Conclusion

The purpose of the study was to psychologically analyze and identify the necessary communication skills of an individual and their development.

Our assumption, which was that with the help of developmental techniques it is possible to achieve the development of an individual's communication skills, was tested through theoretical and empirical research.

In the theoretical part, we examined various points of view of domestic and foreign researchers on the problem of developing personal communication skills.

The empirical part of the study was aimed at identifying the necessary communication skills of an individual and their development using special techniques.

The result of the study was that after the training, the majority of participants began to noticeably develop their business communication skills, but not everyone to the same extent. Five of the eleven participants in the second group approached the participants in the first subgroup in their abilities, but only one of the four participants in the third subgroup managed to reach the level of the participants in the second subgroup. In any case, participants need further development of business communication skills, including in order not to lose what they have achieved. One way or another, all participants managed to develop their communication skills.

Thus, we have proven that with the help of methods for developing an individual’s communication skills, it is possible to overcome communication problems and achieve the development of an individual’s communication skills.

List of used literature

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