“Social and communicative development in the context of the implementation of the Federal State Educational Standard for Educational Education”
“For preschool children, games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings.”
N. K. Krupskaya
The Federal State Educational Standard identifies 5 areas of child development
1.social - communicative development;
2.cognitive development;
3. speech development;
4.artistic and aesthetic development;
5.physical development.
Socio-communicative development is the process of assimilation and further development by an individual of socio-cultural experience necessary for its further inclusion in the system of social relations.
The foundations of social communicative development are emerging and
develop most intensively in early and preschool age. The experience of first relationships with other people is the foundation for the further development of a child’s personality. This first experience largely determines the characteristics of a person’s self-awareness, his relationship to the world,
his behavior and well-being among people.
The main tasks of social and communicative development:
— assimilation of norms and values accepted in society, including moral and ethical values
. Elders must be respected; You can’t take someone else’s; you cannot offend the weak; need to work; you can’t cheat, etc. But there are many rules to each of the norms. For example, the norm “Elders should be respected” assumes that a child must learn the rules: one should speak politely with elders, greet them first, give up a seat or offer a chair, do not be rude, do not “raise your hand,” help, etc.)
— development of communication and interaction of the child with adults and peers.
Through communication, a child learns about the social world, appropriates social experience, receives information and acquires the practice of interaction, empathy, and mutual influence.
- formation of independence, purposefulness and self-regulation of one’s own actions.
When teaching children to be independent, it is necessary to take into account the individual characteristics of each: do not rush the slow ones, do not offer actions that are too difficult for the child, do not do for him what he can do himself, call the child only by name. The desire for independence is clearly manifested at the border of three years.
-development of social and emotional intelligence, emotional responsiveness, empathy.
Social intelligence is the ability to get along with people. This personal quality underlies the success of any activity and of an adult. If a child can sincerely empathize with others and show responsiveness, he will always have friends in the group, it will be easier for him to live.
— formation of readiness for joint activities with peers.
A child cannot live and develop outside human society. At the same time, not only does the child need society, but he also needs society. For the development of any person, people with whom he interacts are needed, who somehow react to his actions: positive actions are reinforced by praise and consolidated, negative actions are inhibited, because the child is unpleasant when he is scolded, deprived of rewards, and does not want to be friends with him.
- developing a respectful attitude and a sense of belonging to one’s family and to the community of children and adults
- formation of positive attitudes towards various types of work and creativity.
Work in this direction involves the formation of primary ideas about the work of adults, the involvement of children in performing the simplest labor actions together with an adult and under his control (breadboxes without bread, napkin holders, spoons, etc.)
— formation of the foundations of safe behavior in everyday life, society, and nature.
The main thing here is to form primary ideas about safe behavior in everyday life, society, and nature.
Social and communicative development in sensitive moments.
The daily routine is a rational organization of the life activities of children in a preschool institution, a unique opportunity to build communication between a teacher and students, and to direct the communicative interaction of children.
The daily routine has a positive impact on the process of a preschooler’s assimilation of social norms: he learns to obey general rules and carry out the requests and instructions of the teacher. In addition, there are techniques that help optimize the process of social and communicative development of students. For example:
· Rituals and traditions that the teacher introduces, sometimes discussing them in advance, sometimes simply repeating them day after day until the children learn them;
- the morning of joyful meetings, when it is customary, for example, to shake hands or greet each other by saying something pleasant;
- reading day - one day a week when one of the children brings his favorite book and everyone reads it and discusses it together;
- Favorite Toy Day - one day a week when you are allowed to bring your favorite toy from home and tell your peers about it.
· Conventional signals indicating the transition from one type of activity to another:
— the teacher rings the bell before the start of each lesson;
-the teacher knocks on the tambourine when you need to go for morning exercises;
- a stable phrase from a teacher announcing that an interesting game is starting, for example: “I’m inviting my kids to an interesting game.”
· Symbols of the group (emblem, anthem, flag), distinguishing it from other kindergarten groups.
· Social signs:
- a bandage from the person on duty in the canteen, for classes;
- a steering wheel (any other toy) for the one who leads the line for physical education, for a walk;
— the flag of the one who brings up the rear.
Each of these techniques not only promotes socialization and effective communication with children, but also helps the teacher in organizing their life activities.
Social and communicative development in educational activities.
Educational activities are carried out in various forms of interaction between the teacher and children: individual, subgroup and collective.
Individual and subgroup interaction between a teacher and a child is aimed, first of all, at consolidating this or that material, at working with lagging or frequently ill children, during which direct communication and the development of communication and speech skills are carried out.
Collective activities contribute to successful socialization and the formation of communication skills. To achieve a common goal, children learn to negotiate among themselves and distribute responsibilities, help a peer if necessary, and analyze the results obtained.
Organized educational activity is a form that provides for communication between an adult and children, and between children. During the classes, participants exchange information, discuss and analyze it, and learn to apply the acquired knowledge in practice.
Social and communicative development in gaming activities.
The life of a child in a preschool institution is filled with different types of activities, among which play occupies a special place. In play, a preschooler learns, develops, and is educated.
An adult acts as a play partner, a role model, and as a person who evaluates the child’s knowledge and skills.
In the light of the Federal State Educational Standard, play acts as a form of socialization of the child.
A game is not entertainment, but a special method of involving children in creative activities, a method of stimulating their activity. The social and communicative development of preschool children occurs through play as a leading children's activity.
A game is a school of social relations in which forms of child behavior are modeled. And the main task is to correctly and skillfully help children acquire the necessary social skills through play.
Play gives children the opportunity to recreate the adult world and participate in an imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.
Early age is a unique period in a person’s life. The child intensively masters speech, communication, and the culture of human thinking.
The baby copies, reflects in actions and words, in emotional manifestations and actions the world in which he lives. It is in the early years that the foundations of a child’s health and intelligence are laid.
The ability to understand speech and speak becomes an important means of development for a child of the third year of life. At this age, the functions of speech expand, and it becomes not only a means of communication between a child and an adult, but also a means of communication with children.
Joint activities between an adult and a child help to establish emotional contact and business cooperation between adults and children. It is important for an adult to organize joint actions so that he can call the child to interact or find lively, accessible reasons for the child to communicate.
The most interesting games for young children to develop fine motor skills.
Games to develop fine motor skills.
Classes with constructors
have a very beneficial effect on the development of a child’s hands. It is advisable to purchase several different types of construction sets for your child so that the principle of connecting the parts is different. It must be remembered that it is more difficult to work with small parts.
Various types of mosaics
- with hexagonal plates, round, square. At first it is better to use mosaics with convex parts, then flat ones. You can also choose sets that differ in the size of the parts. You invite the child to insert the mosaic pieces first into any hole (“wherever it falls”), then show how to lay out paths and columns from the mosaic. A more difficult task is to complete images - flowers, grass, sun, animals, etc.
Lacing
- this is pulling a lace, wire or thick thread into the holes. The base for lacing can be made of different materials - fabric, foam rubber, cardboard, plywood, in which holes are made. In addition, the basis for lacing may not be flat, but voluminous: large buttons (about 10 cm in size); apples with holes into which “a worm crawls”; a shoe that needs to be laced.
Games using clothespins
. You must first show your baby how to press the ends of the clothespin with two fingers at the same time. If you attach clothespins to a yellow cardboard circle, you will get a sun with rays, and if you make a silhouette of a hedgehog, the clothespins will become hedgehog needles. Remember that learning how to unfasten clothespins is easier than how to fasten them. You can organize a washing game and use clothespins to attach doll clothes to a stretched rope.
Role-playing games.
When organizing play activities with young children, the teacher concentrates efforts on enriching their everyday experience, conducts demonstration games (“Let’s treat the doll”, “Treat and feed the dog”, etc.). Supports plot-based games in which the child learns to use objects as is customary in society (eating with a spoon, driving a car, carrying a load, etc.).
The teacher stimulates the child's interest in playing with peers, demonstrates and encourages games using substitute objects (cube - cutlet, sticks of different heights found on a walk - mother and baby, etc.), supports children's independence in choosing toys.
Modeling situations in role-playing games is the most important means of orienting a child to the peculiarities of adult activities, which is of great importance for social development.
