Rules for interaction with low-active children. Effective ways to interact with your child. Main clinical signs of autism

Oksana Postulga
Ways of interaction between children with certain difficulties. Anxious, aggressive, hyperactive children

WAYS TO INTERACT CHILDREN WITH CERTAIN DIFFICULTIES(ANXIOUS CHILDREN, AGGRESSIVE CHILDREN, HYPERACTIVE CHILDREN).

Upbringing children with certain difficulties- a complex process of mental and physical development a child with sensory, mental, and physical disabilities with the goal of his full integration into society. Modern society perceives such children as dependent, physically and mentally disabled, as well as inferior members of society, erecting multiple obstacles on the path of their development and formation. Education and training of such children fundamentally different from the approach to the education of healthy children. What are the main aspects of raising abnormal children? What are the main approaches to the personal development of a child with developmental disabilities?

The purpose of the report is to study technologies social work with children who have certain developmental difficulties.

MAIN PART.

1. « Anxious children» .

The psychological dictionary states the following: definition of anxiety: this is “an individual psychological feature consisting in an increased tendency to experience anxiety in a wide variety of life situations, including those that do not predispose to this.”

It should be distinguished anxiety from anxiety. If anxiety- these are episodic manifestations of anxiety, excitement of the child, then anxiety is a stable state.

Portrait anxious child:

They are characterized by excessive anxiety, and sometimes they are afraid not of the event itself, but of its premonition. They often expect the worst. Children they feel helpless, are afraid to play new games, start new activities. They have high demands on themselves and are very self-critical. Their level of self-esteem is low, such children really think that they are worse than others in everything, that they are the most ugly, stupid, clumsy. They seek encouragement and approval from adults in all matters.

For anxious childrensomatic problems are also typical: abdominal pain, dizziness, headaches, throat cramps, difficult shallow breathing, etc. During manifestation anxiety they often feel dry mouth, a lump in the throat, weakness in the legs, and rapid heartbeat.

How to identify anxious child?

An experienced teacher will understand in the very first days of meeting children which of them has increased anxiety. However, before drawing final conclusions, it is necessary to observe the child causing concern in different days weeks, during training and free activities, in communication with other children.

To understand the child and find out what he is afraid of, you can ask the parents to fill out a questionnaire. Answers from adults will clarify the situation and help trace the family history. And observations of the child’s behavior will confirm or refute the assumption.

Criteria Determining anxiety in a child

1. Constant anxiety.

2. Difficulty, sometimes the inability to concentrate on anything.

3. Muscle tension (for example, in the face, neck).

4. Irritability.

5. Sleep disorders.

It can be assumed that the child anxious, if at least one of the criteria listed above is constantly manifested in his behavior.

In modern society there is a problem anxiety in children is becoming increasingly important and relevant, therefore leading domestic psychologists and teachers have developed a system for the prevention of correction anxiety,which includes 3 directions:

1. Increased self-esteem.

2. Teaching the child the ability to control himself in specific, most worrying situations.

3. Relieving muscle tension.

Parents need dramatization games when working with such children. (V " scary school", For example). Subjects are selected depending on the situations worry child most of all. Techniques of drawing fears and telling stories about your fears are used. In such classes the goal is not to completely rid the child of anxiety. But they will help him express his feelings more freely and openly and increase his self-confidence. Gradually he will learn to control his emotions more.

The ability to relax is important for all children, but for alarming guys - this is just a necessity, because the state anxiety accompanied by clamping of various muscle groups.

Teaching a child to relax is not as simple a task as it seems at first glance. Children know well what it means to sit down, stand up, or go for a run, but what it means to relax is not entirely clear to them. Therefore, some relaxation games are based on the simplest way teaching this condition. It consists in the following rule: after strong muscle tension, their relaxation naturally follows.

How to play with anxious children. (Recommendations for educators).

At the initial stages of working with alarmingThe child should be guided by the following rules:

1. Inclusion of a child in any new game should take place in stages. Let him first familiarize himself with the rules of the game, watch how others play it children, and only then, when he himself wants, will he become a participant.

2. It is necessary to avoid competitive moments and games that take into account the speed of completing a task, for example, such as “Who is faster?”

3. If the teacher introduces a new game, then in order to alarming the child did not feel the danger of meeting with something unknown; it was better to conduct it on material that was already familiar to him (pictures, cards). You can use part of the instructions or rules from a game that the child has already played several times.

2. « Aggressive children» .

The psychological dictionary states the following: definition of this term: « Aggression is a behavior, contrary to the norms and rules of the existence of people in society, causing harm to the objects of attack (animate and inanimate, causing physical and moral harm to people or causing them psychological discomfort (negative experiences, a state of tension, fear, depression).

Portrait aggressive child:

Almost every group kindergarten there is at least one child with signs aggressive behavior . He attacks the others children, calls them names and beats them, takes away and breaks toys, deliberately uses rude expressions, in a word, becomes "thunderstorm" the entire children's team, a source of grief for teachers and parents.

How to identify aggressive child?

Aggressive children need understanding and support from adults, so our main task is not to "accurate" diagnosis and even more so "stick a label", but in providing feasible and timely assistance to the child.

As a rule, for educators and psychologists it is not labor to determine, from whom children have increased levels of aggressiveness.

Causes of children's aggressiveness:

non-acceptance children's parents; indifference or hostility on the part of parents; excessive control over the child's behavior (overprotection) ; excess or lack of attention from parents; ban on physical activity; increased irritability; also to increased aggressiveness A child may be affected by an unfavorable emotional connection between parents.

Working with parents aggressive child.

Working with aggressive children, the teacher must first of all establish contact with the family. He can either give recommendations to parents himself, or tactfully invite them to seek help from psychologists.

I found useful recommendations for parents on the pages of R. Campbell’s book “How to Deal with a Child’s Anger” (M., 1997). I advise both teachers and parents to read this book. R. Campbell identifies four waycontrol of child behavior: two of them are positive, two are negative. To the positive ways include requests and gentle physical manipulation (for example, you can distract the child, take him by the hand and lead him away, etc.). Frequent punishments and orders are considered negative ways controlling the child's behavior. They force him to suppress his anger excessively, which promotes appearance in character passive-aggressive traits.

How to play with aggressive children. (Recommendations for educators).

Work of educators with this category childrenshould be carried out in three directions:

Working with anger - teaching the child what is generally accepted and not dangerous to others ways expressing your anger. : "bag of screams", "kicking pillow", "leaf of anger", "wood chopping".

Teach self-control - develop the child’s self-control skills in situations that provoke outbursts of anger or anxiety.To do this, it is recommended to use the following games: “I counted to ten and decided”.

Work with feelings - teach to be aware of your own emotions and the emotions of other people, to form empathy, empathy, trust in others;

- "Stories from photographs", reading fairy tales and discussing how someone is feeling, what their mood is (fairy tale heroes)

To teach adequate behavioral reactions in a problem situation, ways.

3. « Hyperactive children» . (ADHD)

Hyperactivity denotes increased activity. In medical terms hyperactivity in children- this is an increased level of motor activity.

Portrait hyperactive child:

This child is often called "zhivok", "perpetual motion machine", tireless. U hyperactive baby there is no such word as "walking", his legs run all day long, catch up with someone, jump up, jump over. Even this child's head is in constant motion. But trying to see more, the child rarely catches the essence. The gaze glides only over the surface, satisfying momentary curiosity. Curiosity is not typical for him, he rarely asks questions "Why", "For what". And if he asks, he forgets to listen to the answer. Although the child is in constant motion, there are coordination problems: clumsy, drops objects when running and walking, breaks toys, and often falls. Such a child is more impulsive than his peers, his mood changes very quickly: either unbridled joy or endless whims. Often behaves aggressively.

Reasons hyperactivity:

genetic (hereditary predisposition);

biological (organic brain damage during pregnancy, birth trauma);

socio-psychological (microclimate in the family, parental alcoholism, living conditions, incorrect upbringing).

They are not susceptible to reprimands and punishment. Physical punishment should be abandoned altogether.

Physical contact with the child is also very important. Hug him in difficult situation, cuddle, calm - in dynamics this gives a pronounced positive effect.

Recognize and praise his efforts often, even if the results are less than perfect.

- Hyperactive The child cannot tolerate large crowds of people.

In general, we need to monitor and protect children with ADHD from overwork, since overwork leads to a decrease in self-control and an increase in hyperactivity.

The system of prohibitions must necessarily be accompanied by alternative proposals.

Games for hyperactive children

Games to develop attention

Games and exercises to relieve muscle and emotional tension (relaxation);

Games that develop volitional regulation skills (control);

“I’m silent - I whisper - I scream”, “Speak on signal”, “Freeze”

Games, promoting strengthening communication skills, communicative games.

"Toys Alive", "centipede", "damaged phone".

Working with parents aggressive child.

Problems hyperactive children are not resolved overnight or by one person. This is a complex problem that requires the attention of both parents, teachers and psychologists. In this regard, working with parents hyperactive childrenParents should be offered the following advice:

Show sufficient firmness and consistency in education.

Build relationships based on trust and mutual understanding.

Control the child’s behavior without imposing strict rules on him.

Listen to what the child wants to say.

Give the child enough attention.

Avoid quarrels in the presence of a child.

Use a flexible system of rewards and punishments.

Do not resort to physical punishment.

Accustom your child to consistency and determination.

Encourage your child immediately, without delaying it for the future.

Avoid large crowds of people.

Avoid prolonged viewing of TV and computer activities.

Say everything with restraint, calmly and softly.

Conclusion.

In conclusion, I would like to say that creating a psychological, moral atmosphere helps a special child not to feel different from everyone else, and he acquires the right to a happy childhood. The main thing is that teachers have a desire to work with children with special developmental options, to help them take their rightful place in society and realize their personal potential to the fullest.

Literature:

1.Working with parents: practical recommendations and consultations on education children 2-7 years old / car. -composition E. V. Shitova. - Volgograd: Teacher, 2009.-169p.

2. Under the general ed. A. V. Gribanova; Rec. : A. B. Gudkov, A. G. Solovyov, N. N. Kuznetsova: attention deficit disorder with hyperactivity in children-M. : Academic project, 2004

3. To prepare this work, materials from the site http://www.eti-deti.ru/ were used

4. Abramova A. A. Aggressivenessfor depressive disorders: Dis.. Cand. psychol. Sci. - M., 2005. - 152 p.

What goes from heart to heart and reaches...

Piette

If adults, when faced with various deviations in the behavior of children, easily become angry, feel resentment, and indignation, then we can forget about the educational result. Such direct confrontation between child and adult leads to increased misunderstanding.

Rules of interaction.

1. Positive attitude. Any interaction must begin with yourself, especially if it is related to the desire to change another person. In order for our interaction with the child to be most effective, spend some time on your own mood, ask yourself the question: “What do I feel?” If you are experiencing anger, confusion, rage or other negative feelings, then you should first of all calm down and bring yourself into balance. To do this, you can take a few deep breaths, switch your attention, and free yourself from negative feelings.

2. Trustful interaction. When interacting, the child behaves in accordance with the laws of living nature. His level of openness is directly related to his sense of security. The child will remain silent, snap, lie, or demonstrate other forms of defensive behavior until he feels that you are the right adult who will not violate his safety, who will not harm him.

Trust in the world, a situation, another person is a child’s basic need. Therefore, achieving trust is a top priority. Its solution is ensured by recognizing the unconditional value and uniqueness of another person, demonstrating acceptance of him, and caring about the fulfillment of his needs.

3.Subjectivity of interaction. You can help a child only when he feels not like an object of influence, but the creator of his own life. “The rescue of drowning people is the work of the drowning people themselves.” Our task is to teach the child to float on the water, sending him on the voyage of life, and not to form dependence on adults, so the main thing is to make the child an interested ally of all positive changes in himself and his life.

4. Identification of causes. We need to find the reasons for deviant behavior. By eliminating only the consequences, we will achieve nothing. Typical reasons may be the following: the desire to attract attention, the desire for self-affirmation, moral and spiritual immaturity, the desire to take revenge on parents or other adults for experienced grievances, pain, humiliation.

5. Consistency in relationships. It's unlikely to be achieved desired result, if you change your position or your words and statements do not correspond to your actions. For example, you advise your child not to lose self-control in difficult situations, you say that a fight and quarrel cannot prove anything, but you yourself shout and punish him. As a result, children begin to despise adults. It is especially dangerous if a teenager develops negativism: they do not want to listen to any adults, especially those who use the same words that they heard from hypocritical lips.

Of course, consistency does not mean that you must stubbornly “stand your ground” even if your point of view has changed. On the contrary, the reasons for the change in position should be explained. You will benefit from deepening the relationship if you admit that your initial opinion was wrong.

6. Positive interaction. A child who frequently violates behavior is criticized by adults and attacked negative emotions Therefore, he usually has a negative self-esteem: “I am bad.” It’s even worse if a negative life scenario is formed. It is important to identify his strengths together with the child (and, of course, they always exist). To do this, you can use positive feedback, sincere encouragement of the child’s attractive actions, feelings, thoughts and intentions. We need to help him focus on his positive qualities, feelings, thoughts, find a positive meaning (for example, stubbornness can indicate perseverance, a fight can indicate a desire to defend justice, smoking can indicate a desire to be an adult, etc.)

7. Encouraging positive change. Encouraging small changes involves recognizing and appreciating even the smallest achievements. After all, the path to the top consists of small steps. It is unlikely that a teenager can quickly become radically different. You may have a long journey ahead of you, and in order to stay on track, you should remember the rule of positivity.

8. An attractive alternative. Work to change a child’s behavior must necessarily be accompanied by the development and reinforcement of alternative behavior. It is important that the child not only realizes the negativity of his actions, but also develops norms of socially acceptable behavior. For example, a teenager smokes, uses obscene language, commits petty thefts, so as not to differ from the company in which he has found recognition. Naturally, refusing to communicate with peers is unlikely to seem attractive to a teenager. But it may seem attractive to include him in a circle of teenagers who have similar values ​​(attending a circle, section, moving to another class, school), where there will be no need to defend his belonging to the group at the cost of bad behavior. Testing the significance of one's role in the company without following accepted "rituals" or the ability to confront the group on specific issues may also be attractive alternatives. It is well known that making a decision is easier than implementing it. That is why it is important to take steps to implement a particular solution.

When communicating with a teenager, you can use a strategy "Relapse Prevention" ", which is as follows:

• Discussion in detail of the chosen behavior, as well as signs by which it can be determined that a breakdown has occurred.
• Identification of situations, persons, places, events that can provoke a breakdown.
• Identification of persons, circumstances, conditions that will help adhere to the desired behavior.
• Identifying factors that will help you survive difficult situations or breakdown.
• Identifying (training) the skills and qualities that are necessary to refrain from negative behavior.
• Detailed listing of the future benefits of the new behavior.
• Developing specific incentives and compensation (rewards) for a job well done - implementing new behavior.

9. Reasonable compromise. When seeking changes in behavior, strive for a reasonable compromise, do not drive a well-meaning teenager into a corner, leave him a loophole to save himself. Following this rule, on the one hand, presupposes an understanding that the absolute ideal is unattainable, and on the other hand, any changes should create and not destroy the child. So, during one of the camp shifts for “difficult” teenagers, a “night resident” was revealed - a teenager who did not fall asleep for a long time and who himself “started” the detachment and the camp. The intervention of the teachers only provoked the teenager. The conflict was resolved in an unusual way: he was assigned to the camp’s night security group.

10. Flexibility. Use various shapes, ways and strategies of work depending on the specific case and context of work. It has been proven that when communicating with juvenile offenders who have anxiety and feelings of guilt, it is necessary to show interest in their feelings. When working with intractable offenders, formal, directive, straightforward strategies are effective, when more attention is paid not to internal experiences, but to external methods of controlling behavior. The rule of flexibility also means that if one strategy is ineffective, you can try another.

11. Individual approach. Any help will be effective to the extent that it takes into account the uniqueness and originality of each child. The strategy for working with it must take into account all of its individual characteristics and the reasons causing the problems.

12. Systematicity. Try to identify significant people for the teenager: classmates, authoritative adults. These persons may be involved to change social situation around the child.

13. Preventiveness. Remember that it is always easier to prevent than to correct. The best way preventing deviant behavior is to help the child realize his basic needs: love, safety, attention, self-affirmation. It is also necessary to promote the formation of strong-willed, moral, intellectual, spiritual qualities that ensure sustainable behavior. A self-determined person who has a spiritual and moral core is unlikely to fall under the influence of negative norms and patterns of behavior.

14. Constructive communication. Avoid verbal aggression:

• Contact your child about the disorder using a speech message – “I am statements” (“I found out...”, “I was informed from school that you were punished...”), make it clear that such behavior did not go unnoticed, describe it.
• Express your feelings about this (“ I'm sad, worried…»).
• Point out the possible consequences of this behavior as you see them. (“This, in my opinion, could lead to...”).
• Express your thoughts on on this occasion (« I think, I think...", "It seems to me...", "In my opinion…", "In my opinion…").
• Wait for feedback, let them refute or confirm your thoughts, be prepared for various reactions from the teenager: screaming, silent, refuting, blaming - work with him!
• Set the requirements for the “constitution of your communication”: ("I am going to take action... (specify what").
• Express your desire for what should be done (“I want you to stop violating discipline, but I can’t make decisions for you”), thus you transfer responsibility for his behavior to him.
• Remind him that you are ready to help if he wants it. (“How can I help you?”), give him the initiative, help, and don’t take over the whole situation.
• Express your confidence that he will make the right decision, directly related to his life, preserving it (“I trust that next time you will do things differently...») .
• Express your feelings about this conversation, emphasize the importance of such moments for you (“I’m glad we talked to you…”, “Thank you for listening to me”, “It was very important (difficult) for me to talk with you on this topic”).
• You should not scold, blame, ask questions “why”, ignore, make the teenager feel guilty, find out the reason, incriminate. This will not contribute to establishing a constructive relationship with a teenager.

To communicate effectively with a teenager, avoid:

“Bad” behavior of a teenager - information,

which a child sends to us is a cry (signal) for help.

To understand the reason for disobedience, pay attention to your own feelings.

Difficult children. How to work with them?

Berchatova Elvira Vladimirovna

Children are fidgety

They are almost always excited, restless, inattentive, and it is difficult for parents, educators, and teachers to work with them. “Disturbers of order and peace”, “uncontrollable” are the mildest epithets that adults award these children.

“He never sits still, he doesn’t want to be calm. “He literally begs me, as if he doesn’t hear that I’m asking him to calm down, it even seems to me that he’s doing this on purpose to get me out,” complains the mother of 6-year-old Denis. “Ever since he started walking, I’ve been constantly on guard. He wants to do everything himself, but is not able to gather himself, is not able to fix his attention for more than a few minutes. It is difficult for him with his peers, he is impatient, irritated, and reacts very sharply to any refusal. His behavior creates problems everywhere - at home, in a group, when meeting with friends, and during walks.” At the same time, my mother always emphasizes that Denis himself learned to read at the age of 5, that he is interested in many things, he likes to reason about different topics, but...willful and undisciplined. Denis’s mother is sure that he “doesn’t want” to obey the demands of adults and the main task is to “force” him to do everything “the way it should be done.”

Unfortunately, adults are not ready not only to understand the reasons for such a child’s behavior and show patience, but also to take responsibility for his condition and behavior.

As a rule, “restlessness” manifests itself quite early - by the age of 2-3, but parents explain it by playfulness, liveliness of character, conditions of upbringing, etc. It becomes more difficult at 5-6 years old, when the child is faced with the need to comply with the daily routine, class schedule, requirements educational process in preparation for school.

Why do children become restless, how to detect disturbances in a child’s condition in time and how to react to “stubbornness and willfulness”, is it possible to teach a restless child to study, how to make work effective?

Often we ourselves provoke a child into “bad” behavior with irritation, impatience, and demands that he cannot cope with. We must learn to be consistent and calm, firm but friendly. It is important to understand that a child must not only be loved, but also respected for his personality. Any child, even a disobedient Sami, has the right to count on our understanding and help.

Unfortunately, more than 70% of parents and 80% of teachers believe that a child should “be obedient,” should “be able to behave,” should be attentive, diligent, etc. Moreover, parents consider “obedience” (which is understood as unquestioning submission to the demands of adults) to be perhaps the most important virtue of a child. A quiet, inactive child who sits for hours with his toys does not disturb and, as a rule, does not cause anxiety, despite the fact that he probably has many problems. But a noisy, restless, talking a lot, constantly demanding attention is tiring, often annoying adults.

It is especially difficult for these children in a team, with a clearly organized regime and a system of fairly strict requirements. As a rule, these are the so-called “non-kindergarten children”.

Today, a huge number of children have a complex of manifestations of behavioral disorders: inattention, distractibility, hyperactivity, impulsivity. The presence of these signs indicates a specific mental health disorder -attention deficit disorder(ADD), or hyperkinetic syndrome of childhood.

Attention Deficit Disorderin the latest medical classification it is defined as a disease. This means that the child wants, but cannot change his behavior at the request of adults. Special tactics for working with such a child are required, and sometimes treatment.

ADD is perhaps the most common form of behavior disorder. There are about 15–20% of children with ADD, and the syndrome is 3–5 times more common in boys. The causes of ADD cannot yet be considered clear and well studied. Researchers are considering various reasons for its occurrence - from genetic to neuroanatomical and even nutritional factors.

Main symptoms of ADD:

• attention disorder,
• hyperactivity,
• impulsiveness.

Changes in behavior, of course, sometimes occur in every child, for example, after an illness, attention may be impaired, strong functional stress ends in an emotional explosion, an unexpected, inadequate reaction, which is mistaken by adults for impulsiveness. Fatigue in the initial stages is usually associated with motor restlessness, restlessness, etc. However, these are temporary (situational) manifestations of behavioral disorders. In children with ADD, these manifestations are constant.

Attention – one of the most important mental functions ensuring the child’s activity and learning. It manifests itself as a general readiness for activity, as well as a special (selective) readiness for certain types activities.

In junior preschool age selective attention has not yet been formed, but at 3–4 years old the child already reacts not only to novelty, but also to variety. The child involuntarily pays attention to something very interesting, new - he seems to freeze, his gaze is fixed on the “new”, his mouth is half open. This reaction is not typical for children with ADD.

Older preschoolers - children aged 5 - 6 years - have fairly well developed voluntary attention (focus on a specific object, subject, task). However, in children with ADD, the processes of organizing attention are disrupted. These violations are not very noticeable in early preschool age, but already in systematic classes to prepare for school they appear immediately.

The inability to concentrate is the cause of difficulties in completing tasks at school. Children with ADD can only maintain attention for a few minutes. At the same time, during their favorite activities and games, which they manage to successfully cope with, they can maintain attention and do what they love for quite a long time. This is exactly what adults point to when they say: “He can, when he wants.” Maybe, but not only because he wants to, but because the activity allows him to feel pleasure and achieve success. It should be noted that attention is based precisely on the principle of pleasure and satisfaction. This principle is an important factor in the organization of a child’s mental activity and has a stimulating effect.

PROBLEM

WHAT TO DO

Option 1 (there may be several options) Option 2

Result

Success Failure

(define in advance

Success Criteria) Reasons for failure

New solutions

Tactics for communicating with a restless person

It is important to understand: the style and tactics of our communication are established in early childhood. The child experiences our means of influence (positive and negative), our reaction, our endurance. And if we try to change the situation by shouting, threats, punishments, then we thereby create the basis for future problems.

Adults want to manage the child (or consider it necessary to do so). But leading does not mean forcing, commanding, or demanding unquestioning obedience. The child must have a desire to be guided. He must trust us, and reproaches and threats do not help this at all.

The effectiveness of communication depends not only on our desire to achieve certain results, but also on how we do it. And here everything matters - tone, intonation, gaze, gestures.

How to talk to a restless child?

1. Rudeness, humiliation, and anger are unacceptable (even in critical situations). Expressions like “I can’t stand it,” “you’ve worn me out,” “I don’t have the strength,” “I’m tired of you,” repeated several times a day (not to mention the more rude ones), are meaningless. The child simply stops hearing them.

2. Do not talk to your child casually, irritably, showing with all your appearance that he is distracting you from more important matters than communicating with him. Apologize if you can't get your mind off things, and be sure to talk to him later.

3. If you have the opportunity to be distracted for at least a few minutes, put everything aside and let the child feel your attention and interest.

4. During a conversation, remember that tone, facial expressions, and gestures are important; the child reacts to them more strongly than to words. They should not show dissatisfaction, irritation, or impatience.

5. When talking to your child, ask questions that require a lengthy answer.

6. Encourage your child during the conversation, show that you are interested and important in what he is talking about.

7. Do not ignore your child’s requests. If a request cannot be fulfilled for some reason, do not remain silent, do not limit yourself to a short “no,” explain why you cannot fulfill it. Do not set conditions for fulfilling a request, for example: “If you do this, then I will do this.” You may put yourself in an awkward situation.

What to do in a false situation?

1. Learn not to attach importance to the offense excessive importance, remain calm (not to be confused with ostentatious calm, when an adult makes it clear with all his appearance: “come on, come on, I don’t care, these are your problems”). This does not mean that you should always follow the child’s lead, not notice his misdeeds, indulge him, not control his actions and not make any demands on him. On the contrary, clear requirements are needed (within the child’s capabilities), which do not change depending on the situation and the mood of adults. What is needed is exactingness + calmness and goodwill. The child must realize that the demand is not a whim of an adult, and refusal is not a demonstration of hostility, not a punishment for an offense, or simply your inattention to his request.

2. Never punish if the offense is committed for the first time, accidentally or due to an adult mistake.

3. Do not equate the offense (behavioral disorder) with the child. The tactic “you behave badly - you are bad” is vicious, it closes the child’s way out of the situation, reduces self-esteem, and creates a situation of fear. Apparently, this is why naughty children so often ask their parents: “Do you love me?”

4. Be sure to explain what the offense is and why you cannot behave this way. However, if mom just breaks into a scream, and dad is always ready to spank, it is hardly possible to explain to the child that screaming and fighting is not good.

5. You should not slander about an offense, remind (for prevention), or shame in front of other adults and peers. This humiliates, gives rise to resentment and pain. The child may, without realizing it, respond in kind. You shouldn’t be surprised in these cases by a child’s “hate” or “I don’t love you”, “you’re evil”.

6. You should not set “good” brothers and sisters or peers as an example to a “naughty” child, reproaching “there are normal children who do not harass their parents.” Parents who lose their temper easily, do not know how to control themselves, and therefore do not know how to behave, are not very good example for children.

Which method is more effective: praise or punishment?

Practice shows that parents (and not only restless children) are very stingy with approval and praise. When asked how often your parents praise you, the children answer with a long silence, and it turns out that they rarely praise you, only for real results (a good grade, help around the house - “he got a bucket load”, but never for diligence, attempt. Effort, work is not received approval if there is no result satisfying the parents.

In the process of classes, learning, and especially when there are problems, the child needs support and encouragement, which allows him to understand that he is acting correctly, gives him confidence that failure can be overcome and you appreciate his efforts. It is very easy to pay attention only to problems, but it is not easy to see the emerging improvement. But without the support of an adult, the child will not notice him either. “I am sure that you will succeed”, “I will help you, and you will definitely do it...”, “That’s right”, “Well done, you make me happy.” These approval formulas are standard and everyone can use their own. Approval, support and praise stimulate the child and increase motivation.

Harsh treatment (remarks, reproaches, threats, punishments) can improve efficiency in the short term, but for most children it causes resentment, anxiety, and increases the fear of failure. Moreover, this anxiety and fear of parental anger provoke new offenses, although the fear of reproach and punishment often creates the illusion of a positive change in the situation. Compliance and obedience are often achieved through accumulated bitterness, negative emotions and relationship disruptions. Threat is based on the assumption that fear may be sufficient motivation to achieve some result (and indeed, there may be a short-term effect), but feelings of resentment (especially perceived as undeserved resentment) usually have the opposite effect.

Therefore, it is recommended to praise the child more often than to condemn him, to encourage him rather than point out failures, to instill hope rather than to emphasize that changing the situation is impossible. In order for a child to believe in his success, in the possibility of overcoming problems, adults must believe in this.

Do we need an obedient child?

It would seem a strange question about restless, restless, inattentive children. As surveys show, teachers and parents identify obedience, discipline and diligence as the most preferred qualities of a child. While talking about the problems of inattentive fidgets (whom many adults consider naughty) and how to help such children, we nevertheless tried not to talk about obedience. Obedience is not a quality that should be elevated to the rank of a child’s main virtue.

Without a doubt, with obedient child It's easier for adults. Firstly, because adults are busy and, naturally, want the child not to interfere and to be comfortable. Secondly, because adults are impatient and are determined to realize their pedagogical aspirations according to the “immediately and now” principle, without special effort, on the command “said and done.” Thirdly, no matter what we say about the child’s right to respect, attention, understanding, adults do not put the child’s problems at the forefront, but their own desires and demands.

Very indicative and typical are the requests of parents who come with “problem” children for consultation: “Help cope with the child...”, “How to force...”, “How to change behavior?”. At the same time, a child must always change, and very rarely adults are ready to change their attitude towards him. Sometimes it is impossible to convince them that the baby cannot be what they want him to be. Recommendations to change the attitude towards the child, “replace anger with mercy,” and try to be patient, forgiving, and friendly are perceived with even greater difficulty and resistance. Of course, all this requires great job over yourself, but, unfortunately, it is impossible to influence the situation otherwise.

Let us think about what the fight against disobedience is aimed at. To the unquestioning submission of the child to the will of adults. Let's imagine a family where severity, exactingness, and harsh treatment reign, where a restless, fussy, absent-minded child receives endless comments and has no concessions. The result of such an attitude is a downtrodden, timid (even if from time to time he shows aggressiveness), embittered, constantly holding back protest, a person living with a feeling of failure and in an anxious anticipation of new failures.

Features of communication with “difficult” preschoolers

With all the variety of problems that educators face, we can distinguish two groups of difficulties in communicating with adults, which are most typical for preschoolers. This impulsiveness (hyperactivity) andlethargy(passivity) of children. Despite all their opposites, these features equally complicate communication and require timely correction.

Let's give brief description these difficulties.

Impulsive childrenextremely mobile and emotional. They are characterized by increased activity, fussiness, and disorganization. They willingly accept any offers, join any game with interest, but very quickly lose interest and cool down. It is difficult for such children to follow the rules of the game, sit in class, for a long time do one thing. It is difficult for them to listen to an adult - they cannot listen to the explanation to the end, they are constantly distracted. Obviously, such children pose a serious problem in every group. They may talk loudly in class or simply leave if they are not too interested.

The desire for independent action (“I want it this way”) turns out to be a more significant and powerful motive than any rules. Moreover, such children may know perfectly well the rules of behavior, but these rules do not yet act for them as a significant motive for their own actions. The intellectual level and creative activity of such children can be quite high, but in a study situation they are often distracted themselves and disturb others. The main problem of these children isunderdevelopment of voluntariness, the inability to restrain one’s immediate, situational desires.

Inhibited, passive childrenOn the contrary, they are extremely calm and assiduous. They do not stand out in any way, do not violate discipline and do not interfere with anyone. They calmly and obediently carry out the instructions of an adult, follow the rules of behavior in everyday life and in the classroom. Such children are very “comfortable” in a group - they do not require attention to themselves, they are almost invisible. However, such humility should be alarming, since behind it there may be a lack of interest in the environment - in games, in objects, in independent activities.

As a rule, passive children have a reduced emotional tone, they laugh rarely and quietly, are not surprised by anything, and do not show interest in games and activities, although they participate in them on an equal basis with others. They rarely and quietly speak; it is difficult to get a detailed answer from them, much less an independent statement. They indifferently accept any proposals from an adult, never refuse him, but as soon as they need to show their initiative in a game or in class (come up with something, compose something, answer a difficult question), they remain silent, lower their eyes, shrug their shoulders and clearly don’t know , what to do. In their behavior, especially in a new, problematic situation for them, one feels constraint and tension, which prevents them from getting involved in activities and expressing themselves. Their attention is usually focused on an adult, from whom they constantly expect directions and instructions.

Despite the submissiveness and “obedience” of such children, their submission to any rules, it is difficult to communicate with them: they never object, do not express their point of view, do not express themselves. And without such mutual activity, communication is impossible and comes down to the unilateral leadership of an adult and the subordination of a child. Although these children do not cause much trouble for the teacher, they should cause serious concern. Their passive, inconspicuous behavior may indicateunderdevelopment of the motivational sphere, lack of personal interests and creative activity.

The described groups of children can be identified through observation. However, increased activity of a child does not always indicate his hyperactivity and lack of volition, and passive behavior indicates underdevelopment of interests and creative activity.

Since there are different psychological reasons behind the behavior of these two groups of children, it is obvious that these groups require different pedagogical strategies and need different styles of communication with the teacher.

Features of communication with impulsive (aggressive) children

Sometimes aggressiveness is stimulated in children indirectly - due to constant viewing of cartoons with relevant content, action films, horror films, and various programs where motives of violence are present in one form or another. If an adult on-screen “villain” seems funny or grotesque, then a preschooler perceives his behavior as an admirable example, and he does not think about the suffering of the victims at all.

A similar influence is exerted by toys specially produced for games based on the plots of popular foreign cartoons, “children’s action films” and “horror films”, which are used by children in games without realizing the true motives.

In kindergartens, a fashion for such games periodically arises precisely because one of the children brought the appropriate toys. The teacher in this situation cannot completely debunk the new favorite characters in the eyes of children. The only thing in his power is to prevent the appearance of imported cartoons with aggressive content in the group. Instead, it is better to show domestic cartoons that are more suitable for children, organize a discussion of them, and play individual episodes from them with children (this works especially well in younger and older children). middle groups Oh).

The artistic skill of the teacher, his ability to captivate children with play, unobtrusive explanations and discussion of the actions of the characters, the ability to come up with a continuation of a fairy tale or story (which is more within the pupils’ ability senior group) - all this will help distract children from war games and show them the possibility of peaceful, kind ways of communication. The brighter and more expressive a kind, positive hero is, the more he will attract the attention and sympathy of the child, and even if he cannot fully compete with some “terminator”, he will at least give the opportunity to compare them and think about the choice of behavior model.

With older children, it is advisable to discuss not only cartoons, but also books, talk about why the characters act this way and not otherwise. The teacher reads the fiction provided by the program to the children (in class or outside of them), and then they are sure to discuss what they read. It is very useful in these conversations to unobtrusively compare positive and negative characters that are well known to children. For example, it is easy to compare the adventures of the Hare and the Wolf from the cartoon “Well, wait a minute!” and Cat and Mouse from Tom and Jerry.

Popular children's books are suitable for discussing the motives of the characters' behavior, understanding their true or feigned kindness, starting with L. Tolstoy's "ABC" and ending with the stories of N. Nosov and V. Dragunsky (some of Deniskin's Stories).

Such group work helps children learn to understand other people, the goals and motives of their actions, teaches them to coordinate their desires and actions with others, find compromise solutions and conflict-free ways of behavior.

To prevent and overcome a child’s emotional problems, it is important to establish harmonious, emotionally close relationships between the child and adults, and to form close emotional contact. Success is largely determined by how much the teacher can empathize with the child, how much he can put himself in his place and look at the situation through a child’s eyes . That is why the teaching staff took part in the training “Methods of effective work with modern children.” An important condition for the successful development of children younger age and productive interaction with adults, and not only teachers, but also parents, are different types their joint activities. Teaching parents more effective ways to interact with their child leads to noticeable improvements in the child's behavior and self-esteem. Parents who have mastered these methods note the emergence of self-confidence, a decrease in the level of mental stress associated with raising a child, and strengthening of emotional contact with the child.
Techniques that teachers advise parents to use in interacting with their children.
Do not command, because commands, orders:
- deprive the child of initiative;
-can lead to psychologically difficult situations if the child does not obey commands or does not understand them;
-make the child doubt his abilities.
Don't ask questions because they:
-can block spontaneous activity;
-make the child think that the parent does not agree with his actions or does not approve;
- deprives the child of initiative.
Do not make critical comments because they:
-reduce the child’s self-esteem;
-create a psychologically tense atmosphere in the communication process.
Describe the child's play as it is:
-encourages the child to improve gaming skills;
-helps the parent better understand the level of the child’s capabilities;
-promotes the development of the child’s speech skills;
-helps organize his thought processes related to gaming activities;
-helps the child learn some skills;
-promotes better concentration of the child’s attention on the actions being performed, which is especially important when working with children with unstable attention.
Reflect the child’s statements as they:
- indicates attention to his words and actions on the part of an adult, as well as understanding;
- teaches the child the rules of behavior during a conversation;
-stimulates his speech development;
-allows you to correct errors in speech.
Simulate actions during the game, as this:

-forces the child to imitate the actions of his parents and makes him more susceptible to the behavior patterns demonstrated by adults.
Praise your child for good behavior because it:
- helps to increase his self-esteem;
-serves to consolidate sociable forms of behavior;
- helps strengthen contact between child and parent;
- makes the child show more persistence in learning new skills.
Ignore your child’s attempts to attract attention through improper behavior, as this:
- helps to overcome maladaptive forms of child behavior and avoids accusations against him.
Useful activities, especially games, strengthen the relationship between the child and parents. This is communication that brings pleasure and joy. The game of parents with children is extremely conducive to optimizing relationships between family members, even if at other times it brings grief.
Don't judge yourself too harshly or expect too much from your efforts. Being a parent isn't easy. Parenting abilities also do not appear immediately. Learn from these difficulties, from the inevitable mistakes when you feel like you didn't act as a parent. in the best possible way. The child will understand and appreciate your sincere attempts to understand him and help, even if what you do is not the best thing in the world. at the moment can be done. You will have more than one opportunity to correct your mistakes and mistakes. Trust your feelings and sensations, celebrate and rejoice in all your successes and the successes of your child.

In order to prevent a child from falling into discord with himself and the world around him, we need to constantly support his self-esteem or sense of self-worth. How we can do this:

1.Unconditionally accept it.
2. Actively listen to his experiences.
3. Hang out (read, play, study) together.
4. Do not interfere with his activities, which he copes with.
5. Help when asked.
6. Maintain success.
7.Sharing your feelings (means trusting).
8. Resolve conflicts constructively.
9.Use friendly phrases in everyday communication. For example: I feel good with you. I’m glad to see you. It’s good that you came. I like how you are... I miss you. Let’s (sit, do...) together. You, of course, can handle it. It’s so good that you we exist. You are my good one.
10.Hug at least 4, and preferably 8 times a day.
And much more that intuition and love for your child will tell you, unclouded by grief that happens, but is completely surmountable!

preschool age groups:

“Formation of children’s verbal communication in the process of organizing work in pairs and a small subgroup.”

Dialogue with peers is a new exciting area of ​​cooperation pedagogy and self-development pedagogy.

Speech communication involves not only the exchange of personally significant information, but also involves the exchange of feelings and emotions. According to physiologist E. N. Viiarskaya, emotional discomfort has a detrimental effect on the development of all aspects of speech, especially sound pronunciation.

The opportunity to contact peers and exchange emotions should providein all classes, both speech and non-speech.

This is facilitated by:

Communicative motivation of the teacher: understanding of the essence of the dialogue. (not knowing its features often leads to the fact that the teacher involuntarily transforms tasks with paired interaction into monological ones (seats the children with the backs of their heads to each other, breaks off communication with each other, imposes discipline)

positive the teacher’s attitude, his friendliness

demo cratic communication style; / Question for teachers:"INwhat do you think it consists of?/(in psychology it is customary to distinguish several styles of communication between a person and other people. One of them is associated with the superiority of one over the other, the second with equality and mutual respect).

respect for the child’s personality and his rights as a communication partner;

partner position of the teacher. What does this mean in reality? preschool group? First of all, it is the teacher’s acceptance of a democratic style of relations. The easiest way to understand what it means to be a partner with children is to compare two positions of different forms of organizing classes with children - partner and school-based. (see Appendix No. 1). What does it mean to be a PARTNER? A partner is always an equal participant in the matter and is connected with others by mutual respect.

non-disciplinary techniques for attracting and retaining children’s attention (unexpected situations, problematic situations, creating situations that stimulate the emergence of verbal communication, including the active use of the existing pedagogical situation, indirect (indirect), provocative questions).

At different moments of the lesson, the teacher’s partner position manifests itself in different ways.

To start the lesson - it is an invitation to activity through various undisciplined techniques.

Having outlined a task for joint activity, an adult, as an equal participant, offers possible ways to implement it. In the process itself, he sets developmental content (new tasks, methods of activity, etc.); shows interest in the results of others; increases the child’s interest in the work of a peer, encourages meaningful communication, provokes mutual assessments, and discussions of emerging problems.

Built in a special way the final stage of activity. First of all, his characterizes "open end": Everyone works at their own pace and decides for themselves whether they have completed a task or study. Assessment of children's actions can be given only indirectly; children take part in assessing their performance, draw conclusions about the correctness or incorrectness of the task, reason, and make independent conclusions.

This approach not only contributes to the development of children’s verbal communication, but also promotes emotional comfort.

For example, The children were asked to arrange the objects in one row. Then the teacher asks the children: “What subject is in third place? Does everyone name the same object, but one of the children names something else? The teacher, using the current situation, asks the children questions: “Who is right?” “Why do you think so?”

Question for teachers: “ Who do you think should have the last word?”

In the process of organizing this type of activityinappropriate:

Direct instructions

Learning motivation

Strict regulation

Disciplinary instructions

Monitoring the completion of tasks (evaluation by the teacher of the completion of tasks /correctly - incorrectly/).

Classes in the form of relaxed partnership between an adult and children do not at all mean chaos or arbitrariness either on the part of the teacher or on the part of the children. For the teacher, these are mandatory and planned actions.

Children participate in classes out of interest in the activity, out of a desire to be with their peers.

It is important to remember that if the teacher correctly selects the content for classes with preschoolers, corresponding to their interests, and is emotionally attuned to the proposed activity, the problem of children joining it simply does not arise.

The dialogical form of communication is the most natural and is not given to a person from birth. It is mastered in the same way as any other type of activity, in the process of interaction with a more experienced partner - a carrier of communicative culture. Many experts have come to the conclusion that dialogue needs to be taught (Z.I. Yashina, A.L. Pavlova, N.M. Yuryeva, etc.).

What is itDIALOGUE?

Dialogue is not just everyday situational conversation a thief, and arbitrary contextual speech rich in thoughts, a typepersonal interaction, meaningful communication.

IN early age The child is drawn into the dialogue by an adult. He turns to the baby with questions, motives, judgments. The adult actively responds to the child’s statements and gestures, “repairs” the dialogue (E.I. Isenina), interpreting, “expanding”, spreading the incomplete situational statements of his little interlocutor. The child transfers the experience of verbal communication with adults into his relationships with peers.

Communication with peers at first ispredominantly non-verbal practical interaction, in which facial expressions, gestures, eye contact, various vocalizations (laughter, interjections) predominate, it is preceded by "collective monolog"(J. Piaget), representing verbal communication,in which each of the partners actively speaks out inpresence of a peer, but does not respond to the partner’s remarksra and does not notice the lack of reaction on his part to himselfnatural statements. Thus, the peculiarity of a collective monologue is that in it everyone talks about his own (“conducts a monologue”) and thinks that he is heard and understood (collective monologue).

Scientific research and the results of a speech examination of preschool children indicate that preschoolers experience significant difficulties in mastering native language– its sound system, grammatical structure, lexical composition. And without full command of your native language, it is impossible to master dialogic communication!

It is also noted that many older preschoolers master only the mostsimple forms of dialogue with peers:

they reason little, do not give reasons for their statements,

are unable to carry on a conversation for a long time,

not proactive enough.

Inactive children are drawn into dialogue by their more active ones. partners; and when communicating with inactive peers they return to the form of a “collective monologue”.

These facts once again tell us that it is necessary to turn to the origins of dialogue, to the age when its foundations are laid. This age, according to many researchers (V.I. Yashin, A.L. Pavlov, N.M. Yuryev, A.G. Arushanov, etc.), is the youngest preschool age - children from 3 to 5 years old.

What is necessary for the formation of dialogical speech?

First of all, the child needs to master his native language:

Its sound system

Vocabulary

Grammatical structure

Phrasal speech (ability to construct different types statements).

In addition, experience of practical interaction with peers in a variety of collective games (dramatizations, dramatization games, movement games, role-playing games, didactic games, etc.), in cooperative type activities (collective visual, musical activities, construction) is important. All this contributes to the development of verbal dialogue.

And so, to form a dialogue it is necessarypurposeful work with children starting from early preschool age.

To learn dialogue with peers, a child must gain positive experience of communication with at least one partner.

The ability to conduct a dialogue is acquired by children gradually during games, in which the rules themselves direct children to act together, monitor the actions of their partner, correct and supplement them.

At the initial stage (with preschool children), you can organize games that promote non-verbal practical interaction, for example, visual communication. With children of primary preschool age, it is recommended to play the “Sunshine” game, during which children find a partner for play or joint action using their gaze. Subsequently, children paired up learn to negotiate with each other about joint action, for example, about choosing one toy for two.

The position of the teacher is important when organizing such games.. This is, first of all, the ability to pause and not solve a problem for the children, not to give ready-made solutions. Important play along with the children.

The author of the books “Speech and Verbal Communication of Children”, “Origins of Dialogue” A.G. Arushanova as the main form of teaching dialogue with peers younger preschoolers(3-5 years) odds selectedMA games-activities(frontal and subgroup). These games are activities should not have educational motivation. Such activities are described as natural interaction between an adult and children, have a free organization, the teacher creates conditions for communication, stimulates and supports the initiative involuntary statements of children, their conversations, appeals to the teacher, questions.

In such classes, two main tasks should be set and solved:

in the field of language development - development speech attention, phonemic hearing, speech breathing, articulatory apparatus of children;

in the field of coherent speech - establishing play and speech interaction between children and peers.

These tasks are interrelated.

Education of the sound culture of speech is carried out in the form of play interaction between children, and speech and play communication between children is activated with the help of problematic speech situations. At the same time, the development of speech attention, phonemic hearing, speech breathing, and articulatory apparatus is based on children’s orientation to the semantic side of speech and to the partner.

So, for example, a teacher, using a riddle about a beetle, creates a visual image for children.

Children are divided into pairs: “big” and “little bugs”. To do this, you can use pictures of insects.

Educator. Show how loudly a big beetle buzzes, and how loudly a small one will buzz? (Quiet) Big beetles flew. We found a meadow and sat down. And now little beetles will fly towards them. Everyone will find a match. And now, in turn, everyone will sing their songs - loud and quiet. Then you can invite the children to switch roles.

When interacting with peers, the child hears the onomatopoeia that a neighbor makes and involuntarily adjusts his own pronunciation. Since onomatopoeias that are acoustically close and correlated with different visual images are used, children develop speech attention and speech hearing.

The task of breaking up into pairs and agreeing on who is the big bug and who is the little one encourages children to engage in basic practical interaction. What is important here is the position of the teacher, in which he indirectly helps the children, does not rely on himself to correctly complete the task, but stimulates the interaction and communication of the children.

Game-activities can use different types of practical interaction:

throwing the ball,

transfer of an object (pictures, toys),

role-playing dialogue in theatrical games, etc.

Another means of teaching dialogue is didactic games in pairs, during which both linguistic (lexico-grammatical and phonetic) and communicative tasks (organization of practical and verbal interaction with a peer partner) are solved.

When playing in pairs, it is important so that the children are ready to communicate, it is important to turn the child’s head towards the partner, look at the partner, and the ability to listen and hear him.

The books “Speech and Verbal Communication of Children” and “Origins of Dialogue” offer scenarios for activating communication and games in pairs, which contain material for children 3-5 years old. This material is designed for two years, i.e. for children of the 2nd junior and middle groups. Proposed in textbooks activity games, games, game dialogues can be included in different types of classes.

Fifth year of life.

The fifth year of life occupies a special place in the development of children's speech.

During this period, it is clearly visible

ability to communicate non-situationally with adults,

to play and verbal interaction with peers,

to games with words, sounds, rhymes.

In communication with adults, children’s proactive statements acquire special value. Initiative speech is contextual, detailed, and grammatically structured. It contains more complex sentences:

When you go to bed, night comes. And the cars go to the garage.At night we sleep.

I’ll sleep, eat, and mom will come.

Have you seen what kind of house I built?

I also saw [the monkey]. Not at the zoo, but just at home.Near the store where they sell cocktails.

Communication between children and peers is important in the development of the communicative function of speech. At the initial stages it is practical in nature. Speech interaction has the form of separate dialogic cycles(unities), often non-interconnected (“ego-speech”: “collective monologue”, “a-z statements”).

An example of “a-z” statements. Children draw in the art studio:

Look what kind of roof I will have!

Wow, me too.

- I'll do it.-AI'm this.

An example of a “collective monologue”. Children in the art studio:

Scissors don't cut.

My branch is very thick.

I just can't get this paper to stick on green.

My branches turned out so thin.

Children strive to express themselves, talk about their actions and feelings. They feel like they are being listened to. But the partners don’t notice that everyone is talking about their own things.

This nature of communication is due not only age characteristics, but also by the specifics of the activity (in this case, visual), when, being nearby, everyone does their own thing.

One of the tasks facing adults is to awaken the speech activity of each child.In the fifth year of life, work continues and deepens, started in the second younger group. Although learning to communicate at this age is still based on play and communicative motivation, indirect methods of influence are used; communication is democratic in nature, accompanied by jokes, shifts, accompanied by the laughter of children, includes a variety of plastic exercises (motor activity), a variety of poses and movements in space.

In the scenarios of activating communication proposed in the books “Speech and Speech Communication”, “Origins of Dialogue”, along with the tasks of developing communication, the tasks of developing speech are also solved. Particular attention is paid to the work on developing the sound culture of speech - it is provided for in every lesson. The development of speech attention, phonemic hearing, and the articulatory apparatus of children are objects of close attention.

Children's activities organized according to the principle of paired exchange interaction (children turn to a peer partner with a request to give a toy, the name of which has a particular sound; children break into pairs, extend their palms to each other and blow on them to feel the breeze; blow on butterflies (whose butterfly will fly further) . “big tits” throw the ball to the “small tits” and greet them: “Zin-zin-zin”, and the “little ones” answer: “Xin-Xin-Xin”, and throw the ball to the “big tits”, etc.).

Work in class is supplemented games in everyday life life. So, while walking, children play the game “Horses and Train.” The horses gallop and clack: “Clock-clack,” and the train goes: “Chok-chok.” Then they change roles and continue the game.

In the game “Fishes Dive”, one subgroup of children shows how small fish swim and dive: “Floosh-fluh”, the second subgroup imitates large fish: “Plop-plop”.

Games in which children pronounce isolated tuks are also important. For example, “bugs” pronounce the sound [zh], “airplanes” - knock [r] or [r"], etc.

Children love games with onomatopoeia: “Geese-swans”, “Mother hen and chickens”, “Sparrows and car”, “Frogs in the swamp”, “Who is screaming”. Such games can be carried out on the initiative of the teacher, when he names two or three games for the children, and they choose one of them. If necessary, the teacher reminds the rules of the game.

During leisure hours, it is advisable to play games “Cold - Hot”, “Who called?”; competition games “Who can name the most words?” (with a given sound or a specific category of words); “musical games” in which children imitate playing various instruments: “Beating the drums”, “Find out what instrument I play”, “Balalaikas and violins”.

So, games contribute to the formation of the ability to conduct a dialogue, and, above all, those in which the rules themselves direct children to act together, monitor the statements and actions of their partner, correct and supplement them.

Role-playing games provide a wide field for children's communication.

At first, children's games are solitary in nature. In them, children use words to designate individual play actions and objects, and act out dialogues with toys. Then the games become collective.

Senior preschool age.

Dialogue itself as verbal interaction with peerscom, which has its own subject of discussion, in which partners take turns speaking on one topic, - typical for older preschoolers.

In older preschool age, a coordinated dialogue with peers is formed, subjectivity and initiative are developed in dialogue with adults. It is important to teach a child the ability to enter into a conversation, maintain it, and share his impressions and experiences.

After all, it is well known that this is not easy to achieve, especially in a large group of children. Often in such a situation, the guys either remain disciplinedly silent, or speak noisily all at once, but do not hear or listen to each other. It is possible to solve these problems by organizing work with children in small subgroups. Grouping children into small subgroups allows the child to satisfy each child's natural need to be heard.

When working with older preschoolers, didactic games and exercises are also widely used, based on communicative and playful motivation and with entertaining elements.

Such games are familiar to educators and are presented and described in methodological literature (A.K. Bondarenko, O.S. Ushakova, A.G. Arushanova, etc.). These are such well-known games as “Cut pictures”, “String beads”, “Find words with a given sound”, “A story based on a set of pictures”.

But they have a certain modification, changing the software content of the game.

What is it?

First of all, they introduce rules for the interaction of children. The teacher suggests to the children: “Choose a pair, and agree on who will ask questions and who will answer, who will dictate, and who will draw.” During such games, children develop not only certain speech teachings and skills, but also speech interaction skills.

Main task didactic game - speech interaction and the emergence of dialogue.

This approach to well-known games helps to establish a gaming dialogue with peers.

So, for example, in the didactic game “Find the Sound,” children not only look for pictures whose names contain a given sound, but also act in accordance with the rule: follow the order in completing tasks (first, one child selects a picture and highlights the given sound in the name , and his partner reasonably agrees or disagrees with him, and then they change roles: the one who controlled him performs the next task, and the partner becomes the controller). In addition, the children of the entire group can evaluate the correctness of the tasks performed by a given pair, and the argumentation of the conclusions drawn is required.

Learn to take turns

Listen to your partner

Control your and his actions

Speak out with reason

It is good to express your disagreement.

Children can learn to follow the order of actions and statements in the following games:

“Guess by touch” (there must be one bag or muff for a couple of children)

"Let's string the beads"

"Dictation" etc.

"Guess the picture"

“Guess what object I wished for”, etc.

“Unite according to a common characteristic” (see Appendix No. 2)

For example, in the games “String Beads” or “Dictation”, the following model must be followed: one child dictates according to a pre-prepared pattern, and the other strings or lays out these figures. During the game, of course, there is a need for clarifying questions: “Is this figure large or small?”, “Is this a blue or green square,” etc.

In a number of games (“Find more”, “Which, which, which”) the rule “do not repeat what has already been said” encourages children to carefully follow the statements of a friend, maintain a conversation, adding only new information, and express their disagreement in a reasoned and friendly manner. Games like “It happens - it doesn’t happen” contribute to the formation of the ability to express one’s agreement or disagreement with a partner’s statements.

Testing games in pairs in different preschool institutions confirmed the feasibility and effectiveness of this work for solving problems of language and communicative development preschoolers.

In addition, it should be noted that special attention is paid to the formation of the skills to analyze, generalize, compare, reason, make inferences and conclusions in the author’s technology for the mathematical development of preschoolers “Mathematics in kindergarten” by V.P. Novikova. She notes that teaching elementary mathematics should take place in the form of a dialogue between an adult and a child. It is important to give the child the opportunity to reason and decide for himself which answer is appropriate. The author notes that the tasks she developed involve different shapes bringing children together in classes (pairs, small subgroups, the whole group).

Pedagogical conditions for development

dialogical communication

Main pedagogical conditions development of dialogical communication of children are:

developing pedagogical environment,

communication space;

rules for organizing children's lives;

undisciplined methods of attracting and maintaining attention; emotional comfort,

creative atmosphere in the group.

An important role in the development of the contact-establishing function is played by organization of communication space. This involves free communication and movement of children during classes (with appropriate organization of the workspace)

Children should be able to join together in small groups for games and organized activities.

Furniture should be convenient for rearrangement and use in the game. It is advisable to have modules, large easels, flannelgraph, magnetic boards, etc.

The work of a subgroup of children on one sheet of paper, on one easel, on one board creates the prerequisites for the emergence of interaction and communication with peers. Satisfying the need for contacts with peers is an important condition for emotional comfort.

In order for children to inhabit the space of communication, it is necessary comply with the relevant rules for organizing their lives:

encouragement to use the premises independently; bringing children together in dramatizations, outdoor games, and in the playroom;

involving parents in the life of the kindergarten.

All this fosters independence in children and enriches their experience of communicating with people. of different ages, attaches to national traditions communication (greeting, greeting, farewell).

Only when the children's lives is built on the principles of dialogicinteractions, Maybe develop creative competencenew personality.

An important condition for the development of children’s communicative competence is training in special speech classes.

In practice, you can find speech classes built in the genre school lesson. Numerous scientific studies and analysis of practical activities show that the school lesson form is ineffective. It damages children's dialogical communication. The formation of speech and verbal communication is facilitated by activities based on joint partnership activities between children and adults. An example is games-activities, scenarios for activating communication, proposed in the books “Speech and Speech Communication of Children”, “Origins of Dialogue” by author. A.G. Arushanova.

The scenarios use non-school forms of teaching: an “unschool” style of communication between the teacher and children (confiding, allowing jokes, laughter, games with words, wit, fun); unschool organization of the environment (such arrangement of children on chairs, at a table, on the carpet, so that they can see each other, freely contact with a peer partner).

But the main thing is the non-educational motivation of children’s activities. They do not retell fairy tales and stories, but play them. Children do not learn to write descriptive stories, but make riddles about an object, determine its properties by touch and taste. They don't make up stories from personal experience, and this experience is shared when the need arises.

Activating communication scenarios combine frontal and subgroup forms of training. Individual lessons allow the child to satisfy the need for personal communication, and the adult to evaluate the preschooler’s achievements in speech development.

Didactic games in pairs and small subgroups enrich children’s experience as communication partners and contribute to their emotional new comfort, as well as the development of language ability.

Emotional comfort children are facilitated by non-disciplinary forms of attracting and maintaining attention: various surprise moments (moving, floating, sounding toys); auditory (music, sounds of a bell, pipe, singing, whispering, mysterious intonation) and visual effects (flashlight as a pointer, wand); elements of the costume of the teacher and children; eventfulness (the teacher’s drawing in front of the children, dressing up, organizing the communication space).

Communicative and playful motivation for educational tasks, non-disciplinary forms of attracting and maintaining attention provide children with emotional comfort, which okacalls positive impact on their development dialogicallyth communication, on the formation of all aspects of language (phonetic, lexical, grammatical).

Appendix No. 1.

WorkspacesOand participants' positionsatdifferent

form of organization of the lesson.

Literature.