General characteristics of the moral behavior of a preschooler

Features of the formation of moral qualities in preschool children

The Encyclopedic Dictionary defines the term morality as a synonym for “morality” and, less commonly, “ethics.” Like “ethics” in Greek, “morality” in Latin, “morality” in German etymologically goes back to the word “morality” (character). The conceptual distinction between the terms “morality” and “morality” was made by G.W.F. Hegel in his “Philosophy of Right,” where morality is presented as the last stage in the development of objective spirit from abstract law and morality. Morality is the sphere of real freedom in which the subjective will asserts itself as an objective will, which is free not only in itself, but also for itself. Morality is the sphere of practical freedom, the substantive concreteness of the will, which rises above subjective opinion and will, these are “laws and institutions that exist in us and for us.”

Explanatory Dictionary of S.I. Ozhegova defines morality as internal, spiritual qualities that guide a person, ethical standards; rules of behavior determined by these qualities.

Consequently, morality is an internal quality of a person, norms, rules of behavior by which he is guided.

Moral qualities are defined as feelings of justice, duty, honor, conscience, dignity, etc. Moral feelings prepare, adjust human behavior and activity in accordance with accepted rules and requirements, presuppose the unity of the rational and emotional, and are formed under the influence of the social environment, through the assimilation of socially accepted norms and rules. Moral feelings regulate relationships between people on the basis of assessment and awareness of moral values. They have a wide range of expressions and are involved in all moral reactions and manifestations of man.

As already mentioned in the introduction, preschool age is the most synthetic period for the formation of moral qualities. The formation of moral qualities occurs in the process of moral education, understood as a series of sequential interactions between the teacher and the team, aimed at achieving the effectiveness and quality of teaching activities and the required level of moral education of the child’s personality (R.I. Derevyanko, V.S. Mukhina, S.L. Rubinstein and others).

According to I.F. Kharlamov, the formation of morality is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of human behavior and their constant observance.

Moral education is a purposeful process of developing high consciousness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of morality. According to V. S. Mukhina, the main function of moral education is the formation of the moral consciousness of the younger generation, sustainable moral behavior and moral feelings corresponding to the modern way of life, the formation of an active life position of each person, the habit of being guided in their actions, deeds, and relationships by feelings of public duty .

In modern science, moral education is considered one of the most important aspects of the overall development of preschool children. In the process of moral education, a child develops humane feelings, ethical ideas, cultural behavior skills, social and social qualities, respect for adults, a responsible attitude to assignments, and the ability to evaluate his own actions and the actions of others.

S.V. Peterina notes that a feature of preschool age is increased vulnerability to social influences. The strength and stability of a moral quality depends on how it was formed, what mechanism was used as the basis for pedagogical influence. Let us consider the mechanism of moral formation of personality.

In the process of communicating with adults, a feeling of affection and love for them arises, a desire to act in accordance with their instructions, to do good to them, and to refrain from actions that upset loved ones. The child experiences excitement, sees grief or dissatisfaction from his pranks, mischief, rejoices at a smile in response to his positive action, and experiences joy from the approval of loved ones.

The concept of moral education

Modern Russian society finds itself at the epicenter of moral and ethical problems.
The processes of globalization and universalization affect the culture of the country, the destruction of traditional national spiritual values occurs, as a result of this, social evil increases, as well as moral mistrust of each other intensifies, interpersonal and interethnic conflicts are perceived as a common occurrence, empathy disappears, a tendency is established to destroy national cultural traditions, the ideals of young people are reoriented from spiritual to material. The question of the ethical dimension of the negative consequences of imposing elements of Western living standards on our society remains relevant, which further aggravates the crisis of spirituality in Russian society. This can be seen in the devaluation of morality and moral imperatives, as well as in the absence of humane attitudes at the level of interpersonal relationships, thanks to which the full development of personality occurs.

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Russian society, more than ever, requires the presence of a socially valuable and spiritually stable personality, a “moral person” with a high level of culture, capable of becoming a responsible, active, active subject of social development.

Among researchers there is no definition of the concept of “moral education”; they characterize it as:

complex integrated process;
the process of formation of moral qualities, character traits, skills and habits of behavior;
a social phenomenon that obeys the laws of social development;
purposeful influence of the older generation on the younger generation in order to develop stable moral qualities in them;
a purposeful process of organizing and stimulating diverse activities and communication, aimed at mastering a moral culture of behavior and attitude towards the surrounding world;
a process whose specific functions are carried out according to its own rules and patterns;
the core of harmonious personality development;
the form of transformation of experience and the sphere of implementation of human moral culture;
development of skills and abilities of moral behavior, formation of humane relationships.

Finished works on a similar topic

Course work Moral education - goals, features, methods 450 ₽ Abstract Moral education - goals, features, methods 230 ₽ Test work Moral education - goals, features, methods 210 ₽

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Features of moral qualities of preschool children

Humanity means sympathy, empathy, responsiveness, compassion. Therefore, an indicator of the formation of a personal quality is the nature of the attitude towards people, nature, and oneself. The humanity of a preschool child is based on the ability to understand another, to transfer the experience of another to oneself. The formation of a humane attitude towards people and nature begins in early childhood. Systematic work aimed at instilling in preschoolers a humane attitude towards people and the surrounding nature leads to the formation of humanism in them as a moral quality. In other words, humanism is a qualitative characteristic of a person. At the same time, the development of humanistic feelings and attitudes is a complex and contradictory process. The ability to empathize, sympathize, rejoice, not envy, and sincerely and willingly do good develops especially in preschool age.
Collectivism is a moral quality of preschool children based on the formation of positive, friendly, collective relationships. The main and only function of the children's team is educational: children are involved in activities that, in terms of their goals, content and forms of organization, are aimed at shaping the personality of each of them. For the formation of collective relations, the emergence of such a phenomenon as friendship is essential. Friendship, as the closest connection between children, accelerates the process of effectively perceiving social relationships. Mutual support and responsiveness are integral features of collective relationships. Children's relationships are determined by moral rules and norms. Knowledge of the rules of behavior and relationships makes it easier for a child to enter the world of his own kind, the world of people.
Patriotism and citizenship are not yet fully formed in preschool age, but their foundations have only been laid. Therefore, education of the principles of patriotism and citizenship is one of the most important parts of the moral education of preschool children. The feeling of love for the motherland is associated with the feeling of love for the motherland. These feelings are associated with a common basis - attachment and a sense of security. Thus, if we cultivate in children a sense of affection as such and a feeling of attachment to home, then with appropriate pedagogical work this will ultimately be complemented by a feeling of love and affection for their country.
A value-based attitude towards work is an awareness of the importance of work in a person’s life. A distinctive feature of a value-based attitude to work is that it is a moral quality of a preschooler, which integrates such moral qualities as tolerance, empathy and helpfulness. Preschoolers' attitude to work includes respect for others.
Dialogue is the preschooler’s readiness to interact with other people, listen and understand them.

In addition, in most studies, the most important moral qualities are kindness, politeness, sensitivity, tact, modesty, helpfulness, sociability, and discipline.

As a result of the systematic formation of the moral qualities of the personality of preschoolers, their relationships with other people acquire features of a moral orientation, and the ability to manage their actions and feelings on the basis of moral requirements develops. Children's moral ideas become more conscious and play the role of regulators of children's behavior and relationships with others. Independence, discipline, responsibility and self-control are actively formed, as well as a number of habits of cultural behavior, the ability to maintain friendly and friendly relationships with peers, and to show respect and attention to elders. The foundations of social, patriotic and international feelings are developing. All this, as a rule, indicates successful moral development and constitutes the necessary moral and volitional readiness for schooling.

ABC School

Parent meeting on the topic:

Goals . To draw the attention of parents to the issue of the formation of moral qualities: feelings of filial (daughter) duty, kindness and generosity, decency; show the important role of parents in raising responsible, kind and attentive children.

Progress of the meeting

Family is a landing place for the elders, a launching pad for the younger ones, and a beacon of relationships for everyone.

Organizing time. Setting goals .

Teacher. Good afternoon, dear interlocutors. The topic of our conversation will not seem new to many: “It’s not at all easy to be kind... or How to raise moral qualities in children.” However, despite the fact that the problem of teaching kindness, responsibility and decency has been worrying the minds of teachers for hundreds of years, I still propose to address this topic. Let's just talk about our children living in our time.

There is a wonderful English proverb: “A mother should have a big apron to hide the mistakes of her children.” Wise thought, right? But I still want these mistakes to be as small as possible. Everything is still in your hands, parents, you are raising your children and have all the levers of influence on the formation of the child’s character qualities. Don’t forget that “family is a landing place for the elders, a launching pad for the younger ones, and a beacon of relationships for everyone. (See epigraph.)

Main part of the meeting.
Fostering a sense of responsibility towards parents.

Teacher. A person has three misfortunes: death, old age and bad children - says popular wisdom.

Old age is inevitable, death is inexorable; in the face of these misfortunes no one can close the door of their house. And the house can be protected from bad children, just like from fire... But this is possible only thanks to the work of the souls of the parents themselves and their children.

What is your relationship like with your children? How much do children know about you?

Shortly before the meeting, psychologists and I conducted a short survey among students.

The questions are simple, you have the opportunity to get acquainted with them:

- What do your parents do for work?

– Mom’s (Dad’s) birthday?

– Mom’s favorite flower?

– Dad’s favorite dish?

– Mom’s favorite movie (book, song, actor)?

– What football (or other) team does your father support?

– The most important date on the calendar for your parents. Why?

– Mom’s (father’s) dream?

– Mom’s (father’s) weaknesses: what are they afraid of? What do people usually worry about? What habits are you struggling with?

(The teacher introduces those present to the general picture that emerged from the analysis of the children’s answers.)

Teacher. Raising a good son and daughter is a difficult pedagogical task. Sukhomlinsky, addressing his parents, said: “Birth is not yet creation. Human creativity begins with the fact that you invest your mind, will, and beauty into the person you have born. From your baby's first cry, you will meet his desires. Remember the ancient wisdom: if you want to destroy a person, give him everything he wants. Wisely to rule over desires - this is maternal and paternal wisdom... You will look at your child as the only, unique miracle in the world. You will be ready to give him everything, if only your son would feel good. But do not forget that he must be, first of all, a person. And the most important thing in a person is a sense of duty to those who do good to you. For the good that you give to the child, he will experience a feeling of appreciation and gratitude only when he himself does good for you ... "

How to raise a person who will become a support and protection for aging parents? There is no recipe... Just remember that your old age will be calm only if you help your children find the right, not deceptive, beacon in their life, if your son or daughter, having become adults, agrees with folk wisdom: “If for “You will make scrambled eggs for your mother even in your own palm, and then you will be in her debt.” Let your children never doubt for a moment the strength and reliability of your love (tell them the story of a mother’s heart: (see Appendix 1), but let your children grow up grateful.

Feelings of kindness, responsibility, decency towards other people...

Teacher. How to ensure that the golden grains of joy that you give to your children turn into gold placers for other people? Sukhomlinsky argued: “The child must understand that there are three things: it is possible, it is impossible and it is necessary. A big, sometimes fatal mistake is made by those mothers and fathers who... do not know how to correctly alternate these three dishes: you can, you can’t and you should. Up to 12 years old, sometimes up to 13-14, and sometimes even up to 15-16, they feed one dish: it’s possible. For a child, and then for a teenager, everything is permitted. The idea is hammered into him that he is almost the center of the Universe, everything revolves around him. Then, when it suddenly turns out that the child, as people say, sat on the neck of his parents, the mother and father quickly change the dish: no! Suddenly, a completely new side of the world around him, hitherto unknown to him, opens up before the little man: this is prohibited, this is not permitted...”

A growing child must understand that he lives in society, among other people, therefore it is necessary to comply with the requirements accepted in this society. A child must be able to be attentive, kind, and ready to help. Teach children to rejoice in other people’s joys and victories, and to empathize with other people’s troubles and sorrows.

What problems related to moral education concern you, dear parents? What worries you or, conversely, pleases you about children?

How do you develop moral qualities in your children? Share your experience, tell us about the joys that you experienced while reaping the still small fruits of your upbringing?

(Parents exchange opinions and discuss issues that concern them.)

A sense of duty towards one's country.

Teacher. With love for the small (your home, street, city) begins the love for the big - for the Motherland. This feeling does not grow out of nowhere. Modern, relatively prosperous life does not greatly contribute to a child’s interest in the history of the country and people. Numerous sociological surveys only confirm this fact. According to the results of a survey (Fontanka.ru. 04/06/2005) conducted in 2001, five percent of young people consider Hitler one of the most outstanding people of the last century. At the same time, 82 percent could not name a single hero of our time, and 37 percent said that there are no heroes at all.

Don't miss your opportunities. Raise a true citizen. Teach your child to value the honor of his family, his family and his country. Cultivate respect for memory: there are a lot of examples around that scream about the troubles that a nation’s “unmemory” brings with it. Do you think this doesn't touch your child's soul? Then tell him the legend about the mankurts (see Appendix 2) - this will definitely make the child think.

III. Final part.

Teacher. It's very difficult to be human. Everyone has to overcome many trials and temptations before the soul is freed from bad thoughts. No one is immune from mistakes and defeats along the way. But it’s also impossible to do something worthy by standing still and doing nothing. Each person chooses his own path to his own stars. The main thing is that others should not be made worse off by this choice.

Hurry home and, along the way, reflect on the story called “Garden Gate”.

Discuss it with your child tonight... Let him think...

GARDEN GATE

...Once upon a time there lived a young man with a bad character. His father gave him a bag full of nails and said, “Drive one nail into the garden gate every time you lose your temper or have a fight with someone.”

On the first day he hammered 37 nails into the garden gate. In the following days, I learned to control the number of hammered nails, reducing it day by day: I realized that it was easier to control myself than to hammer nails.

Finally, the day came when the young man did not hammer a single nail into the garden gate. Then he came to his father and told him this news.

The father told the young man: “Take out one nail from the gate every time you don’t lose patience.”

The day came when the young man was able to tell his father that he had pulled out all the nails.

The father led his son to the garden gate: “Son, you behaved wonderfully, but look how many holes are left on the gate! They will never be the same again. When you argue with someone and say unpleasant things to him, you leave him with wounds like those on the gate. You can stick a knife into a person and then pull it out, but there will always be a wound... And it won’t matter how many times you ask for forgiveness - the wound will still remain. A wound brought by words causes the same pain as a physical one.”

Teacher. Is the child thinking? He wants to know what actions should be considered bad and hurtful to others? It's time to offer him a list of ten “don'ts” formulated by V. Sukhomlinsky (see Appendix 3). Maybe something will remain in your memory... Just don’t forget about your role in the formation of a real person: only the one who illuminates the path can become a guiding light. Good luck to you! Until next time.

APPLICATIONS

Annex 1

THE POWER OF A MOTHER'S LOVE

V. Sukhomlinsky was his mother’s only son - dear, beloved. His mother doted on him: she collected dew drop by drop for washing, and embroidered shirts with the finest silk. The son has grown up - slender and handsome. He married a girl of unprecedented, indescribable beauty. He brought his young wife to his home. But the young wife did not like her mother-in-law and hated her. The mother was afraid to show herself to her daughter-in-law and sat in the hallway. And then she moved into the barn. But this did not calm the beauty. She says to her husband: “If you love me and want to live with me, kill your mother, take her heart out of her chest and burn it over low heat.”

The heart did not tremble in the son’s chest; he was bewitched by the unprecedented beauty of his wife. He says to his mother: “My wife ordered me to kill you, mother, take your heart out of your chest and burn it over low fire. And if I don’t listen, my wife will leave me. I can’t live without her, I can’t help but obey...” The mother began to cry and answered her son: “Well, son, do as your heart tells you.”

The son and his mother went into the oak grove, broke dry branches, and lit a fire. He killed his mother and took her heart out of her chest. I put it on the fire. A branch caught fire, cracked, a spark flew, hit his son in the face, and burned him. The son screamed and covered his burned face with his palm. The mother’s heart, which was burning on low fire, shuddered and whispered: “My dear son, it hurts you. Pluck a plantain leaf, it grows next to the fire, apply it to the burned area, and place your mother’s heart on the leaf. Then you will put it in the fire...”

The son began to sob, grabbed his mother’s hot heart in his palms, put it in his cut chest, and poured hot tears over it. He realized that no one had ever loved him as passionately and devotedly as his own mother. And so enormous and inexhaustible was the mother’s love, so omnipotent was the desire of the mother’s heart to see her son joyful and carefree, that the heart came to life, the cut breast was healed, the mother rose and pressed her son’s curly head to her. His beautiful wife seemed disgusting to him, and he could not return to her. The mother did not return home either. The two of them walked across the wide steppes and became two high graves.

Appendix 2

In ancient times, the hot semi-desert lands called Sarozeks were ruled by the Ruanzhuans, who treated captive warriors extremely cruelly. A monstrous fate awaited those whom the Ruanzhuans left in slavery. They destroyed the memory of a slave with terrible torture and called such an unconscious person a mankurt.

Mankurt did not know who he was, where his tribe came from, did not know his name, did not remember his childhood, father and mother.

The fate of the poor captives is terrible, but no less terrible is the fate of their relatives, who love, but are unable to change anything.

In the novel “And the Day Lasts Longer than a Century,” the writer Chingiz Aitmatov tells a legend about a woman named Naiman-Ana, whose son was turned into a mankurt. After a long search, Naiman-Ana found her missing son. This is how the writer describes this meeting.

“My son, dear! And I'm looking for you all around! “She rushed towards him as if through a thicket that separated them. - I am your mother! - <...>Crying, she peered through her tears <...> into the familiar features of her son and kept trying to catch his gaze, still waiting, hoping that he would recognize her, because it’s so easy to recognize your own mother!

But her appearance did not have any effect on him, as if she had been here constantly and visited him every day in the steppe. He didn't even ask who she was or why she was crying.

- Do you know me? - asked the mother. Mankurt shook his head negatively.

- What is your name?

“Mankurt,” he answered.

- That’s your name now. Do you remember your former name? Remember your real name. Mankurt was silent. His mother saw that he was trying to remember; large drops of sweat appeared on the bridge of his nose from tension and his eyes were clouded with a trembling fog. But a blank, impenetrable wall must have appeared in front of him, and he could not overcome it.

-What was your father's name? Who are you, where are you from? Do you even know where you were born? No, he didn’t remember anything and didn’t know anything.

– What did they do to you! - the mother whispered, and again her lips began to jump against her will, and, choking with resentment, anger and grief, she began to sob again, trying in vain to calm herself down. The mother’s sorrows did not affect the mankurt in any way.”

The mother was unable to reach her son’s heart and stir his memory. In the distance, the owners of a herd of camels appeared, in whose slavery was the son of a poor woman. The unfortunate mother had to hide, but she decided to meet her son again as soon as possible. The brave and loving Naiman-Ana did not know that after she left her son, the Ruanzhuans beat the unfortunate young man and ordered him to shoot with a bow the next time a woman calling herself his mother appeared. But the desperate woman did not want to give up.

“- Zholaman! My son, Zholaman, where are you? – began to call Naiman-Ana.

No one showed up or responded.

- Zholaman! Where are you? It's me, your mother! Where are you?

And, looking around in concern, she did not notice that her son, mankurt, hiding in the shadow of a camel, was already ready from his knees, aiming with an arrow stretched on a bowstring. The glare of the sun disturbed him, and he waited for the right moment to shoot.

- Zholaman! My son! – Naiman-Ana called, afraid that something had happened to him. She turned in the saddle. - Do not shoot! – she managed to scream, and just urged the white camel Akmaya to turn around, but the arrow whistled briefly, piercing her left side under her arm.

It was a fatal blow. Naiman-Ana bent down and began to slowly fall, clinging to the camel’s neck. But first, a white scarf fell from her head, which turned into a bird in the air and flew away shouting: “Remember, whose are you? What is your name? Your father Donenby! Donenby! Donenby!

Since then, they say, the bird Donenbai began to fly in saroseks at night. Having met a traveler, the Donenbai bird flies nearby with the exclamation: “Remember, whose are you? Whose are you? What is your name? Name? Your father Donenby! Donenbay, Donenbay, Donenbay, Donenbay!..”

APPENDIX 3

Ten “don’ts,” the observance of which is the work of a real person.

You can’t sit back when everyone around you is working; it is shameful to indulge in idleness, all kinds of amusements, when - you know this very well - the older generations are busy with work and cannot afford to rest.
You cannot laugh at old age and old people - this is the greatest sacrilege! One should speak about old age only with respect; there are three things in the world that under no circumstances can be ridiculed - patriotism, true love for a woman and old age;
You cannot argue with respected and adult people, especially with the elderly; It is unworthy of human wisdom and prudence to hastily express doubts about the truth of what the elders advise; if you have any doubts on your mind, hold them, think, judge, and then ask the elder again - ask in such a way as not to offend;
You cannot express dissatisfaction with the fact that you do not have this or that thing... someone your age does, but your parents did not take care of you; You have no right to demand anything from your parents;
You cannot allow your mother to give you something that she does not give to herself - the best piece on the table, the best candy, the best dress... Know how to refuse a gift if you know that the thing they give you is something your mother is denying herself; the thought of the right to some kind of exclusivity of your own is a poison that poisons your soul; it is a great happiness to feel intolerance to this poison;
You cannot do what your elders condemn, either in front of them or somewhere on the sidelines; Consider each of your actions from the point of view of your elders: what will they think; Intrusiveness, the desire to unnecessarily remind oneself, to flaunt one’s claims are especially unacceptable; mother and father never forget about you; if you are not in front of them, they think about you more than when you are nearby; remember that mother and father have their own spiritual world, they sometimes want to be alone in it;
You cannot leave an older relative alone, especially a mother, if she has no one but you; on the joyful days of the holiday, never leave her alone; you yourself - your word, your smile, communication - sometimes the only joy of her existence; the closer the sunset of human life, the more acutely a person experiences the bitterness of loneliness; leaving your grandfather alone, leaving your old father alone, even if you become an old man, is inhumane, savage; remember that a period comes in a person’s life when there can no longer be any other joy other than the joy of human communication;
You can’t get ready for a trip without asking permission and advice from your elders, especially your old grandfather; without saying goodbye to them, without waiting for them to wish them a happy journey and without wishing them to stay happily;
You cannot sit down to dinner without inviting your elder; only a dense moral ignorant is likened to cattle, satisfying hunger alone and fearing that his relative, who is present at the same time, will snatch a piece for himself; a human meal is not a satisfaction of hunger, not a physiological act in the metabolic chain; people invented the table not only to put their feet under the table and to lean on the table; the most interesting spiritual communication between people takes place at the table; if you managed to persuade an old man to share a meal with you, you brought him great joy;
You cannot sit when an adult, an elderly person, especially a woman, is standing; you cannot wait for your elder to greet you, you must greet him first when meeting, and when parting, wish him good health; these rules of etiquette contain a deep inner essence - respect for human wealth; not knowing how to respect him, you become like a rogue spitting into the beautiful waves of the sea; the sea is enormous in its grandeur and beauty, your spitting will neither offend nor humiliate it, and by spitting and admiring your spitting, you disgrace yourself.

The role of communication with peers in the formation of moral qualities of preschool children

In recent decades, the field of communication as a whole has attracted the attention of researchers. The nature of communication, its age-related and individual characteristics, the mechanisms of its flow and changes have become the object of study by philosophers and sociologists (B.D. Parygin, I.S. Kon), psycholinguists (A.A. Leontiev), social specialists (G.M. Andreeva, B.F. Porshnev), child and developmental psychology (Yu.L. Kolominsky, V.S. Mukhina).

The problem of communication between preschoolers and peers, that is, the role and functions of communication with peers in the life and mental development of a child, is becoming increasingly relevant.

Let's consider some information about the vital function of communication that can be found in domestic and foreign literature. B. Spock, pointing out the importance of communication with peers, advises parents to facilitate contacts between children: “Systematically teach children to exchange toys and share treats, whenever possible, bring the child into the company of other children (at least 1-2 times a week for 2-3 hour); and even a one-year-old child, the author believes, should be taken to where there are children.”

According to the idea of J. Piaget, communication with peers is the most important factor in the development of a child, which contributes to the destruction of egocentrism. He argued that only by sharing the views of a child's peers - first other children, and as the child matures - adults - can genuine logic and morality replace the egocentrism inherent in all children, both in their interactions with other people and in their thinking (Piaget, 1965).

S.L. Rubinstein, on the contrary, warned that love for one’s neighbor “with whom one gets along” can easily turn into “extended egoism,” and “egoism” in a double sense is ... detachment from all people. It is likely that communication with other people allows one to overcome the isolation of the child’s social world and make changes in his psyche.

G.A. Zuckerman believes that communication with peers contributes to the development of criticality of opinions, words and actions, their independence from the judgments and desires of others. V.S. Mukhina, noting the multiple influence of communication with peers on the development of a child’s personality, writes that in preschool age, public opinion is first formed and the phenomenon of comfort appears. “...Children begin to listen to the opinions of their peers and obey the opinion of the majority, even if it contradicts their own impressions and knowledge.”

A.N. Leontyev noted that in the first 7 years of life, children consistently develop four forms of communication with adults: intuitive-personal, situational-business, extra-situational-cognitive and extra-situational-personal. An approach to analyzing communication between preschoolers and peers can be based on the theoretical proposition that the nature of both areas of communication between preschoolers is the same. A child’s communication with an adult and a peer are variants of the same communicative activity. The main thing that unites both spheres is the subject of activity, which in both cases is another person, the child’s communicative partner. Consequently, communication with a peer for a preschooler is a communicative activity that is similar in essence to communication with an adult, and to analyze it, one can apply the scheme and techniques developed in the study of communication with adults.

Thus, the need for communication with peers is formed in preschoolers in the third year of life; it is formed on the basis of previously functioning needs and is formed in the real interaction of children.

M.I. Lysina and L.N. Galiguzova note that after identifying a child’s communication skills, we are not talking about the development of communication needs as a whole, but about a qualitative transformation of the content of the child’s need for communication.