Development of communication skills in preschool children

It is difficult to name at least one useful skill that does not need to be developed from childhood, because children absorb information very well. And one of the most important skills that should be instilled in a child is the ability to communicate with people and competently convey one’s thoughts. This will allow him to successfully socialize and thanks to this become a successful person.

Communication abilities are individual psychological characteristics of a person that ensure effective interaction between people in the process of communication. They can be improved with the help of competent techniques, persistence and practice.

According to Larisa Chernetskaya, author of the book “Development of Communication Abilities in Preschool Children,” it is necessary to develop three main components of communication skills in a child.

The first component : “area of desire.” This means that it is necessary to develop a need for communication, which determines the child’s desire to communicate with others. Without it there will be no progress. While an adult can motivate himself independently, a child cannot do this yet.

If a child does not show interest in communicating with peers, this may be due to one of two reasons:

physiological reasons: dysfunction of the brain;
psychological reasons: family problems, bad experiences with peers, that is, emotional trauma.

The second component : “area of knowledge.” This is how much the child has an understanding of the rules and norms of effective communication. Since he himself has no idea about these norms, the task of explaining and demonstrating them falls on the shoulders of the parents. You must show him the basic techniques: how to maintain a conversation, how to resolve conflicts, how to get out of difficult situations.

The third component : “skill area”. This component is divided into several components:

ability to address a message;
the ability to attract the attention of an interlocutor;
argumentation of the message;
goodwill;
the ability to accept the interlocutor’s point of view;
the ability to interest your interlocutor in your opinion;
active listening;
show empathy (empathize);
resolve conflict situations.

If a child has developed all three components, we can say that he has developed communication skills.

Let's return to the first component. How to call up the “desire area”? The answer is simple: through games. We all know that children love to play. They allow them to socialize, as well as demonstrate leadership abilities, creative imagination, and teamwork.

Therefore, your main task is to find games and exercises that develop the child’s communication skills and at the same time arouse genuine interest. Here are some of them.

Important : these games are suitable for children 3-7 years old.

About communication and communication skills

Communication has several definitions. In psychology it is called communication, that is, information exchange in living organisms. This process is complex and multifaceted and involves establishing contacts between people and their development. Such communication is also called interpersonal or intergroup depending on the number of its participants.

Communication allows the child to express his opinions, feelings, ideas, and understand the meaning of what was said to him or done to him.

Communication skills are also called effective communication skills. They include the ease of establishing contacts with individuals and entire groups, the ability to maintain a conversation, negotiate, and defend their legal rights. Communication skills also include syntonic communication, that is, neutral, friendly, non-conflicting.

Communication skills in every person should be developed from childhood. Communication shapes personality and allows, thanks to other people, to know and appreciate oneself.

In preschool children, communication is represented by several successive stages:

The situational-personal stage is observed at the age of 2-4 years and is characterized by emotional-practical interaction. The partner is the child’s peer.
The situational-business stage is typical for the age of 4-6 years. Situational business communication in this phase is represented mainly by gaming activities.
The extra-situational-business phase of communication occurs at the age of 6-7 years and is characterized by the appearance of extra-situational lines, when the content of communication and the visual situation are separated, and constant but selective preferences are formed.

The beginning of the formation of abilities in preschool children

This often happens - the younger the baby, the more open and sociable he is. Two-year-old children easily make contact, make acquaintances, and exchange toys. After a couple of years, under the influence of the example of adults and their busyness, the desire to establish contacts in communication disappears. As a result, there is a need to deliberately teach preschoolers to communicate effectively.

REFERENCE: The communicative development of preschool children is understood as targeted training in the skills of effective interaction, joint activities, and communication.

Among these skills are:

the ability to put oneself in another person’s place, to empathize;
ability and desire to care for others;
the ability to contain or adequately express emotions;
the ability to understand and accept the opinion of another person.

Undoubtedly, the beginning of the formation of these skills is laid by parents and close relatives . Then nurseries and kindergartens are involved in this process.

Features of the formation of communication skills in preschool children

Preschool age is characterized by a change in the nature of interaction. This is expressed by an expanded understanding of the partner’s skills and abilities, and interest in previously unnoticed aspects of his personality. As a result, a more holistic view of oneself develops and the personality stabilizes.

For preschoolers, the help and empathy of an adult is extremely important. At this age, the child is especially sensitive to negative evaluation and disrespectful attitude towards him. Preschoolers intensively develop and comprehend ethical concepts; the most important source of knowledge is an adult. If his assessment and the child’s self-esteem diverge, then this causes anxiety.

The level of development of a preschooler’s communication abilities shows his psychological readiness for school.

Effective communication is called when the following factors are present:

desire to interact with other people;
knowledge of norms and rules of conduct;
perception of social roles in society;
the ability to communicate, listen, perceive emotions and signals from other people, including those sent unconsciously;
resolution of any conflicts in communication.

Not only the social side of his development, but also the formation of mental processes – speech, memory, thinking – depends on the level of a child’s communication skills. There is a direct proportionality between the development of mental processes and the effectiveness of further adaptation in society.

When developing a child’s communication skills, success depends on following the following rules:

the interests of the child are the starting point for activities and communication with him;
the child must have partners for communication;
the child must be given time to respond;
encourage the child to express his desires rather than predict them;
Show your child the value and benefits of communicating with him psychologically and emotionally.

Directions and tasks of social and communicative development of preschool children

There is a state standard that determines the directions of development of preschool children:

Social and communicative development.
Cognitive development.
Speech development.
Artistic and aesthetic development.
Physical development.

Tasks of socio-communicative development - an expanded definition
In combination, they develop the social and communicative abilities of preschool children, the desire and ability to interact based on a positive perception of their peers.

This is quite complex work, which begins with the child recognizing himself as part of a large organism of society, perceiving himself and his interlocutor as separate and self-sufficient units (subjects) of communication.

Having realized this, the child learns to express his thoughts and emotions using different means: visually, verbally, through gestures and facial expressions. Children realize that they communicate with each other in the same language (in every sense), which helps to deepen mutual understanding.

After this, preschoolers are introduced to more complex norms of behavior and life in human society (the presence of certain roles in relationships, professions, etc.).

Communication in the family is the first stage of social and communicative development

Since all this happens in the form of various games, children accept new information easily and naturally. A whole system of game exercises has been developed, which includes:

individual sessions;
group work;
integrated exercises.

This activity allows children to develop the desire and ability to cooperate, share experiences, interact in a team, easily express their thoughts and solve various problems. Games stimulate thinking, cognitive, research, visual, constructive and many other types of activities necessary for the development of a successful personality.

In kindergarten, children learn to communicate with peers

Games help preschoolers eliminate communication problems, process psychological blocks, and help express their thoughts and emotions in a constructive form that is useful to the whole group.

Objectives of communicative education of preschool children

Communicative education of preschoolers is a multifaceted process. Several of its main tasks should be highlighted:

to internalize the norms and values of society, including moral and ethical ones;
develop communication and interaction between the child and his peers, adults;
to form independence, purposefulness and self-regulation of one’s own actions;
develop social and emotional intelligence, emotional responsiveness, empathy;
to form respect and awareness of belonging to one’s family and society;
create a positive attitude towards work and creativity;
lay the foundations for safe behavior in society and everyday life;
prepare for joint activities with peers.

The main task of the communicative development of preschoolers is to encourage the child to communicate. It is the basis of various types of activities.

When developing communication skills at any age, it is important to perform the following tasks:

easy establishment of contacts and the ability to maintain them;
making the desired impression on the opponent;
the ability to explain one’s position;
the ability to defend one's opinion.

MAGAZINE Preschooler.RF

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Characteristics of role-playing games for preschool children

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

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

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

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

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

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

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

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

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

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

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

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

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

The plots of the games are quite diverse and variable.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Communication development methods

The development of communication is carried out using different methods. They are visual, verbal and practical.

Visual methods are divided into two subgroups:

Direct observation. It can be carried out through various excursions and nature trips.
Indirect observation. This method is also called visual clarity. The child looks at toys and pictures and makes up stories based on them.

Verbal communication methods include the following elements:

a story without visual material;
reading fiction, retelling;
learning by heart;
conversation for generalization.

Practical methods of communication are represented by didactic games and exercises, dramatizations, round dance games, plastic sketches, and dramatization games.

Communication means

There are several means of communication. They can be divided into two large groups - verbal and non-verbal.

Verbal means of communication are represented by words and expressions, that is, speech. Speech is one of the most important methods of communication. Speech activity is represented not only by speaking and listening, but also by writing and reading, that is, the ability to record information on paper and perceive data recorded in this way.

Nonverbal means of communication are characterized by intonation, facial expressions, gestures, gaze, pictures, photographs, and various objects. From the point of view of psychology, it is nonverbal methods of communication, which are also called non-speech, that are extremely important. It has been proven that people trust nonverbal signs of communication more than words, since they are more informative and truthful.

Ways to develop communication skills in preschool children

There are various ways to develop communication skills in preschoolers.

Games

One of the effective ways is play, which is the main activity in preschool age. In a playful way, children perceive and assimilate information better and feel more natural and at ease.

The following games are effective for developing communication skills:

Train . An adult or one of the children plays the role of a train, and the rest are carriages. The engine says to everyone in turn: “Hello, I’m the engine (name).” The carriage greets and also introduces itself. The engine invites him to go together, and the carriage agrees. This is how the whole train assembles. After each acquaintance, you can make a small circle. Those who join say “chug-chug”, and the engine says “tu-tu” before meeting the new carriage. If the train is a child, then everyone should take turns playing this role.
Guess by voice . The guys should stand around the driver, who is blindfolded. They move in a circle with the words: “We’re doing a round dance, all the people are having fun, try to guess who will call the name.” At this time, the leader gives one of the children a sign and he calls the name of the leader, who must guess who called him. If he guesses right, the child who named the name becomes the leader.
Seven-flowered flower . You need to make a flower whose petals can be torn off - their number should be equal to the number of children. Each child tears off one petal and makes a wish out loud that others can grant, for example, asking someone to hop on one leg or show them an animal.
Animal choir . To do this, you can choose any children's song that all children know. It should be sung not in words, but imitating various animals - “quack-quack”, “meow-meow”, “moo-moo-moo”. Each child portrays a specific animal and sings part of the song, and everyone finishes it together.
Ocean is shaking . Children stand up randomly, leaving enough free space between themselves. The presenter says: “The sea worries once, the sea worries two, the sea worries three – the sea figure freezes.” Each child must draw a figure, and the leader guesses what or who it is.
Give a compliment . Children should stand in a chain or circle. Each child, in turn, should give his neighbor some kind of compliment, while the children should look each other in the eyes. You can only say good things, you cannot repeat yourself. The person who is given a compliment should thank the person who gave it and say that he is pleased.
Kingdom of Mirrors . For this game, one leader is selected, and the rest of the children stand around him. They play the role of mirrors. The presenter shows various emotions in turn, and the “mirrors” must repeat them.
Mousetrap . For this game, one leader is also selected to play the role of a mouse. The others stand tightly around him, hugging each other. The mouse's task is to escape from the mousetrap by finding a loophole or persuading someone to make one.
Compote . To do this, you need a large circle - a hoop, a pattern on the floor, a rope rolled into a ring. Children should stand around this circle. Each child depicts a fruit. The host is the cook. He names a fruit, and the child representing it must jump into a circle. You can diversify the game. Let each child, as he jumps into a circle, say a few sentences about the fruit he represents, for example: “I am an apricot. I’m orange, I grow on a tree, and I have a bone inside me.”
Princess Nesmeyana. A leader is selected who will be the princess. He must portray despondency, and the rest need to make Nesmeyana laugh. You can tell something funny, use facial expressions and gestures. Whoever makes the princess laugh first becomes the host.
Finding the ball . One leader is selected, the rest of the children stand tightly around him. Everyone puts their hands behind their backs and passes each other the ball, which the host should not see. The presenter's task is to guess by facial expression who has the ball in his hands. When he guesses correctly, the child with the ball becomes the leader.
Newspaper . You need to take a regular newspaper and spread it on the floor. All children stand on this newspaper. Then it is folded in half, then in half again, and so on until all the children can fit on it. During the game, children need to make maximum contact, stand close together, and support each other.
Conversation through glass . One leader is selected and stands opposite the rest of the children. You need to imagine that it is behind thick glass that does not allow sounds to pass through. He must say something silently and accompany it with gestures and facial expressions. The rest need to guess what he says. The first person to guess becomes the leader.
Broken phone . Children sit down or stand in a chain. The first person turns and speaks a word into the neighbor’s ear, and he must repeat it to the next person in the chain. The last child in the chain says this word loudly. Often it differs from the initial version. Then the last child becomes the leader. You can make this a team game. Commanders choose a common word and pass it along their chain. The winner is the team whose word at the end is correct or most similar to the initial version. The main rule of the game is to speak quickly and in your ear so that others do not hear.
Hot and cold . A presenter is selected and must leave the room. At this time, the rest hide some object. The presenter comes in and must find this item. If he moves further away, they say “cold”; if he comes closer, they say “warmer”. When the presenter is very close, they say “hotly.”
Brook . Children should stand in a chain and hold each other by the waist or shoulders. It is necessary, without breaking the chain, to go through various obstacles - go through a swamp, jumping over bumps, crawl through a low cave (under the table).
Waif . One leader is selected, the rest sit so that they can see each other. The presenter says: “Attention! The child is lost." Then he describes the lost child - boy or girl, height (tall or short), hair color, color of clothing, its features (picture on a T-shirt, frill on a skirt). The rest need to guess who we are talking about. The first one to guess becomes the leader.
Guess what . A leader is selected who makes a wish for an object. The rest ask him leading questions (live, edible, hard, red, etc.). The presenter answers yes or no. Whoever guesses the item first becomes the leader. The game can be simplified by limiting the puzzled objects to toys located within this room or on the table.
Fox and hares . One child plays the role of a fox, and the rest play the role of hares. All the hares stand against one wall. When the music turns on, the hares run in the middle of the room, when it turns off, the fox jumps out, and the hares must run away from it to the wall. The hare, who did not have time to escape from the fox, becomes one himself.
Guess the fairy tale . Children should be divided into two groups. Each one takes turns depicting a short fairy tale that is well known to everyone, but does not utter words - you can move, use gestures, facial expressions. The second team's task is to guess faster. You can time who can guess the fairy tale faster, or choose the smartest person in each team.
Beautiful blade of grass . One leader is selected, and the rest of the children represent blades of grass. They raise their arms up, stretch towards the sun, sway in the wind, periodically freezing when the wind subsides (an adult comments on the actions). The presenter needs to choose the most beautiful blade of grass that will replace him.
The Dragon . Children need to stand in a line. The first person is the head of the dragon, and the last is the tail. The dragon's head must catch its tail, which keeps running away. The chain remains unbroken during the game. When the head catches the tail, it itself becomes the tail, and the second child in the chain becomes the head. You need to play until everyone plays both roles.

All children should be involved in any game. If a leader is to be chosen, then each child should be the leader in turn. Adults need to make sure that all children participate. If for some reason one of the children is not chosen, then you need to help him, but do it gently and unobtrusively.

Exercises

For such exercises, various pictures and a board on which they can be attached are used. If there are several children, then they should do the exercise in turns, and the rest observe and, with permission, can advise.

Tasks can be as follows:

Choose a picture depicting a person with a certain emotion and tell a short story, for example: “This is Petya. He's sad because he lost his ball." The adult should ask how he can help Petya, and the narrator and the other children offer their options.
You need to divide the board into two halves and mark it with “+” and “-” signs. You need to take turns calling the children to the board and showing several pictures. The child must choose a good and a bad option, but with the same direction - for example, a crying and laughing girl, a whole and a broken vase. From these pictures you can make up a short story.
You need to attach an illustration of the proverb to the board. The child must listen to several proverbs and choose the option that matches the picture. You need to explain the meaning of the proverb and your choice.
You need to attach several pictures to the board. The child's task is to place them in order and compose a story.

It is useful to use a variety of works of art. It's better to start with small fairy tales. You need to read the fairy tale to the children and then discuss it with them. Particular attention should be paid to the actions of the heroes, focusing on good deeds. It is necessary to talk about the negative aspects - we need to discuss with the children why this cannot be done.

It is useful to learn fairy tales by role. You can use additional props; it is important to actively use facial expressions and gestures.

If a child has difficulty in any action, it is necessary to help him. In this case, it is necessary not to carry out the task for him, but to push him to the right decision with the help of leading questions and hint words. You need to start with the simplest elements, gradually complicating the task.

Common mistakes when developing communication skills

Many parents make the mistake of developing their child’s communication skills by minimizing communication with them. The parent asks formal questions and, having received answers, leaves the child to his own devices. As a result, he does not have a pattern of normal and productive communication.

Another erroneous model of adult behavior is the harsh suppression of a child’s personality. In this case, the opinion and interests of the preschooler are not taken into account. Severe punishments are often used, including physical ones; the child is insulted and humiliated. The consequences of this approach to education depend on the character of the child. If it is strong enough, then the behavior of adults can be perceived as the norm, which is fraught with aggressiveness with peers and a tendency to intimidate them. A weak-willed child will be broken by such an attitude, so he will begin to be secretive and ingratiate himself with adults.

When developing communication skills in a preschooler, adults make various mistakes. In accordance with them, several typical erroneous behavior patterns are identified:

The pride of the family. Parents consider the child exceptional, superior to his peers in everything. All his wishes are fulfilled, whims and mistakes are forgiven. The child becomes spoiled and grows up selfish.
Favorite. This pattern of behavior is typical for large families. The attitude towards the child is the same as in the previous case, but only on the part of one of the family members. As a result, there is a lack of love and attention from other family members, and the attitude of other children becomes negative and envious.
Poor Cinderella. This model of education is also typical for large families. From childhood, the child is given a secondary role, subordinating his life to another child who is considered more successful. This leads to envy and an inferiority complex.
Obedient child. The concepts of decent and indecent are instilled from birth. The child’s behavior must be subject to certain rules in order to show those around him that he is well-mannered. At the same time, the child’s opinion and interests are ignored, which is fraught with the risk of committing immoral and indecent acts in the future.
Blame for everything. The child causes irritation in everyone, he is blamed for any troubles, and misdeeds that he did not commit are appropriated. He becomes an outcast, intimidated, constantly afraid of discontent and punishment.
Crystal vase. This pattern of behavior is typical of families where the child has experienced a serious illness, serious trauma, or shock. His parents protect him from everything they consider dangerous. The child grows up without initiative, constantly expects concessions and believes that everyone owes him.
Problem child. He is overly hyperactive, very mischievous. Reprimands and punishments do not affect him. This is due to the fact that parents do not want to raise the child and do not pay enough attention to it.

Models of raising a child in a family

The family is the first group in which a little person finds himself.

And it is not surprising that it leaves an imprint on the nature of the child’s communication.

Correct behavior of parents in the family helps the child to quickly join the team and more easily find contact with other children and adults.

ATTENTION! Psychologists identify the following patterns of behavior in the family that negatively affect the socialization of preschoolers.

These include:

“Pride of the family” - in this case, the child grows up spoiled, capricious and selfish.
“Mom’s or dad’s favorite” - such a baby gets used to competing with others in everything and seeking attention.
“Obedient smart girl” - these children are so indoctrinated with the rules of decency that their personal interests are often neglected. As a result, children who escape from care can commit truly antisocial acts.
“Poor Cinderella” grows up thinking of herself as an ugly duckling who must serve others. Such children have a huge inferiority complex, feelings of envy, and dependence.
“Crystal Vase” - children who are protected from the slightest breath of wind. They grow up dependent and lacking initiative.
A “walking problem” is extremely active children who cause problems for their parents. Most often this is due to the fact that no one is involved in their upbringing.
“The culprit of all troubles” - adults unload their bad mood on such a child, blaming him for all misfortunes. Under these conditions, the baby grows up frightened and lonely.

The above problems can be avoided if you treat the child with respect, talk, explaining the reasons for certain actions and decisions, and be fair.