Project "Social and communicative development in play" for older children

Project “Social and communicative development in play” for older children

APPENDIX 4

Municipal budgetary preschool educational institution "Child Development Center - Kindergarten "Smile"

Pedagogical project

"Social and communicative development of preschool children during play."

Author of the project:

Educator: Levashova S.G.

2018

Introduction

Modern society lives in a constantly changing world in the information age and the introduction of the latest technical means of information; the constant lack of time changes the usual norms and forms of intra-family and interpersonal relationships. Many parents believe that the intellectual development of a child is most relevant in the modern world of information technology. Teaching a child from an early age the latest technical means and developing certain skills that, in the opinion of parents, correspond to the requirements of today, should prepare the child for an independent life and make him competitive. In pursuit of new trends, parents forget that a competitive, capable person is not only intellectually developed, capable of solving intellectual problems of the modern world, but also a person successfully adapted to society, able to build interpersonal relationships, and having constructive communication skills. But modern parents do not pay due attention to these areas in the child’s development.

Therefore, one of the main directions of the kindergarten’s work with preschoolers and their families is to create conditions that facilitate the child’s successful adaptation to social reality through the development of social and communicative spheres of activity. This direction of work has been confirmed in modern educational innovations: Order of the Ministry of Education and Science of Russia dated October 17, 2013. No. 1155 “On approval of the federal state educational standard for preschool education.” The Federal State Educational Standard for preschool education determines the mandatory minimum content of the program, which is implemented in preschool educational institutions, so “Social and communicative development is aimed at:

- to assimilate the norms and values accepted in society, including moral and ethical values;

— development of communication and interaction of the child with adults and peers;

— formation of independence, focus and self-regulation of one’s own values;

— development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in preschool educational institutions;

— formation of positive attitudes towards various types of work and creativity;

— formation of the foundations of safe behavior in everyday life, society, and nature.” [15].

Such special attention to the social and communicative development of a modern preschooler is due to the fact that this period of child development is one of the important stages in personality development. This is the initial period of a child’s socialization, his introduction to cultural and universal values, the time when intrapersonal and interpersonal relationships with adults and peers begin to be built. This time is also characterized by the accumulation of important experience of cognition, activity, creativity, comprehension of one’s capabilities and self-knowledge in a preschooler under the direct guidance of an adult.

Therefore, on the one hand, they need vivid emotional impressions, and on the other hand, games and exercises that help children learn to manage, correct, and realize emotions.

The social and communicative development of preschool children is multifaceted, complex and often delayed in time. Therefore, the goal of adults is to help children adapt to the modern world, which is characterized by complex, dynamic, negative experiences and manifestations.

The relevance of the formation of social and communicative skills of preschoolers at the pedagogical level is determined by the social order of society - the formation of a socially developed personality of the child. A sufficient level of development of social and communication skills, being one of the necessary components of a child’s readiness to learn, provides him with the opportunity to successfully master the school curriculum. The first society for a “little” person is the collective of the kindergarten group, and it largely determines the further path of his personal and social development. The experience of these first relationships is the foundation for the further development of the child’s personality and largely determines the characteristics of a person’s self-awareness, his attitude to the world, his behavior and well-being among people.

This is especially true nowadays, since communication is disappearing from a child’s life. Children spend a lot of time in front of the TV and computer, without paying enough attention to playing with their peers. The ability to communicate with each other is one of the necessary conditions for the normal personal and social development of a child. Poor speech leads to aggression, since the child cannot always express in words what he wants to say.

The development of a child’s personality, and in particular the formation of social and communication skills, as proven by pedagogical science, occurs through activity. The leading activity of a child in preschool age is play. Psychologists (L. S. Vygotsky, [3], D. B. Elkonin, [25], A. N. Leontiev, S. L. Rubinshtein, A. V. Zaporozhets, etc.) and teachers (N. K. Krupskaya, A. S. Makarenko, E. A. Arkin, M. Ya. Basov, etc.) paid extreme attention to the child’s play.

Play is the most natural activity for children. It constitutes the main content of life, acts as a leading activity, and is closely intertwined with work and learning. All aspects of the personality are involved in the game: the child moves, speaks, perceives, thinks, during the game all his mental processes actively work: thinking, imagination, memory, emotional and volitional manifestations intensify. It is through play that a child learns about himself and the world around him.

To promote the social and communicative development of a child, an adult needs to encourage all kinds of forms of play as a leading activity. Communication is an integral part of it. During the game, the child’s development moves at a rapid pace: social, mental, emotional. How children play: most often they reproduce the life of adults in a playful way - they play at the store, at the doctor, at the kindergarten or school, at “mother and daughter”.

When creating an imaginary situation in a game, the child learns to participate in social life and “try on” the role of an adult. In the game, options for resolving conflicts are practiced, dissatisfaction or approval is expressed, children support each other - that is, a unique model of the adult world is built, in which children learn to interact adequately.

Of the existing variety of children's games, this work pays special attention to director's play.

A preschooler's director's play is an individual game, during which the child creates play situations with toys and substitute objects.

It is a type of independent story-based games that arise on the initiative of the child.

Children's director's games are very close to role-playing games, but there are clear differences between them. In director's play, the child uses partners, who are inanimate objects (toys or their substitutes). In such a game, the child seems to be preparing to communicate with peers. Director's play appears at about 3 years of age. At this time, children do not play together yet. They usually play nearby. And director's play helps children prepare to interact with other children. From 4-5 years old, the content of the director's play is much more diverse; it reflects the content of favorite fairy tales, cartoons, and events from personal life. At the age of 6-7, children also play out familiar fairy tales, films, and cartoons in their games, but at the same time they bring their imagination into the development of the plot of the game and invent more.

Director's play is a type of children's play that has been least studied. Information about it and its features appeared in the pedagogical press quite recently. Most likely, this can be explained by the fact that the task of education was to form a team of children. The director's play is individual and could not be used for these purposes.

Of course, every child should be involved in group games, children should feel and understand other people, but this does not mean that there should not be individual games in preschool educational institutions. Even the most sociable child periodically has the desire to make a building on his own or play with his favorite toy.

It is in the director's game:

children show initiative and independence;
speech, imagination, thinking are activated;
The ability to observe, analyze, and compare develops.

Directing is one of the few ways to unite an adult and a child and makes it possible to understand each other. Only a few scientists and researchers of director's play are known - E. M. Gasparova, [4], E. E. Kravtsova, [11], G. G. Kravtsov, etc.

In their opinion, director's play in preschool age is the initial stage of game development, followed by figurative-role-playing, plot-role-playing and other types of games.

Practical part

The leading pedagogical idea of the study is the formation of social and communication skills through director's games, which contribute to the formation of independence in artistic speech and theatrical play activities, the formation of dialogic and monologue speech of preschoolers as an integral part of the process of personal socialization based on the method of director's play. This work is based on a modern methodological approach: the interpenetration of various sections of the program, in other words, their integration, uniting all the main directions, giving high results in the development of children’s cognitive, creative abilities and their communication skills, the necessary organization, and qualitatively new preparation of children for life.

Target:

Development of social and communication skills of preschoolers with peers, correct self-esteem, cultivation of a friendly attitude towards others in the process of director's play

Tasks:

• develop children's social and communicative abilities using director's play;

to form a child’s coherent speech, his speech creativity through play activities;
promote the formation of independence in artistic, speech and theatrical and gaming activities;
to form dialogical and monological speech of preschoolers as an integral part of the process of socialization of the individual based on the method of director's play.

Thus, the basis for organizing work with children is the following system of didactic principles:

The principle of educational training. L. Tolstoy wrote: “You cannot educate without passing on knowledge; all knowledge has an educational effect.”
The principle of developmental education. The idea of developmental education was proposed by L.S. Vygotsky: “Training must go ahead of development and lead it along.”
The principle of systematicity and consistency. Y.A. Kamensky wrote: “From simple to complex, from close to distant, from known to unknown.”

• The principle of material availability.

The principle of visibility. K. Ushinsky wrote: “Teach a child some five words and he will suffer for a long time over them, but connect them with clarity and he will learn them on the fly.”
The minimax principle ensures that each child can progress at his own pace, taking into account age and individual characteristics.
The principle of activity is that new knowledge is not introduced in a ready-made form, but through the independent “discovery” of it by children.

Conditions for the formation of experience:

• using the principle of integration of educational areas in various types of activities;

• enrichment of the subject-development environment in the group and in the preschool educational institution;

communication with children based on subject-subject relationships: teacher - child - child;
The system of interaction and cooperation with the pupil’s family has been improved.

An integrated approach to the education and development of social and communication skills in children is the methodological basis of practical activities.

The work is built in three stages:

Organizational stage (immersion in the project, activity planning)

The main stage is the implementation of activities to solve the problem

The final stage is registration and evaluation of the results

Organizational stage

developing a scheme of sequential actions together with children;
organization of children's activities, organization of parents' activities;
analysis of scientific and methodological literature;
development of a project plan for the development of the subjective position of preschool children in the director’s game “We play, we fantasize.”

To develop social and communicative skills through director’s play, a plan for the “Let’s Play, Let’s Fantasize” project has been developed.

Working with parents

Before starting work on the project, parents get acquainted with the goals and objectives of the project; they must be convinced of the need to provide assistance and take their children’s research, tasks and games seriously.

Parental participation in the implementation of assigned tasks:

assistance in equipping the group with gaming materials;
assistance in making costumes and attributes for games;
familiarization with the materials of the information stand for parents “Playing with children”, “Psychology of director’s play”, “Director’s play in the life of a preschooler”.

The main stage is the implementation of activities to solve the problem

implementation of a project in a group using innovative technologies;
work to enrich the child’s life and play experience;
enrichment of the subject-development environment.

Work to achieve the set goal is carried out by consistently complicating game tasks and dramatization games in which the child is included. The following stages of work are defined:

The game is an imitation of individual actions of humans, animals and birds (the children woke up and stretched, the sparrows are flapping their wings) and the imitation of the basic emotions of a person (the sun came out - the children were happy: they smiled, clapped their hands, jumped in place).
The game is an imitation of a chain of sequential actions combined with the transfer of the main emotions of the hero (the cheerful nesting dolls clapped their hands and began to dance; the bunny saw a fox, got scared and jumped behind a tree).
The game imitates the images of well-known fairy-tale characters (a clumsy bear walks towards the house, a brave cockerel walks along the path).
Improvisation game to music (“Cheerful Rain”, “Leaves fly in the wind and fall on the path”, “Round dance around the Christmas tree”).
A single-theme wordless improvisation game with one character based on the texts of poems and jokes (“Katya, little Katya...”, “Baby, dance...”, V. Berestov “Sick Doll”, A. Barto “Snow, Snow”).
Improvisation game based on the texts of short fairy tales, stories and poems (3. Alexandrova “Christmas tree”; K. Ushinsky “Cockerel with his family”, “Vaska”; N. Pavlova “By the car”, “Strawberry”; V. Charushin “Duck with ducklings").
Role-playing dialogue between fairy tale heroes (“Rukavichka”, “Zayushkina’s Hut”, “Three Bears”).
Dramatization of fragments of fairy tales about animals (“Teremok”, “Cat, Rooster and Fox”).
A single-theme dramatization game with several characters based on folk tales (“Kolobok”, “Turnip”) and author’s texts (V. Suteev “Under the Mushroom”, K. Chukovsky “Chicken”).

Director's plays are classified according to the variety of theatres.

When working to develop communication skills in children, the following are used:

types of theaters like

Tabletop toy theater. Toys and crafts are used that stand steadily on the table and do not interfere with movement.

Tabletop picture theater. Characters and settings - pictures. Their actions are limited. The state of the character, his mood is conveyed by the intonation of the player. Characters appear as the action progresses, which creates an element of surprise and arouses the interest of children.

Stand-book. The dynamics and sequence of events are depicted using alternating illustrations. Turning over the sheets of the book stand, the presenter demonstrates various scenes depicting events and meetings.

Flannelograph. Pictures or characters are displayed on the screen. They are held in place by flannel, which covers the screen and the back of the picture.

Puppet theater (bibabo, finger theater, puppets) - put on the hand or fingers. Children use finger theater figures in improvisations on given topics.

The dramatization game is considered within the framework of theatrical games as included, along with the director's game, in the structure of the plot-role-playing game. The process of mastering includes mini-productions based on the texts of folk and original poems, fairy tales, and stories.

Situations resolved through theatrical activities are used.

1. “Immersion in a fairy tale” with the help of “magical things” from a fairy tale. Creating an imaginary situation. For example, children’s attention is drawn to some thing: a bench (“Didn’t an egg fall from it?”), a bowl (“Perhaps they baked Kolobok in this bowl?”), etc. I ask if they learned these things from which fairy tale.

2. Reading and joint analysis of fairy tales. First, a fairy tale is read and a conversation is held aimed at getting to know emotions and feelings, then characters with different character traits are highlighted and the child is invited to compare himself with one of the characters.

3. Playing excerpts from a fairy tale that convey various character traits, with a parallel explanation or clarification of the moral qualities and motives of the characters’ actions.

4. Director's play (with construction and teaching materials, using small toys).

Drawing and coloring of the most vivid and emotional events from fairy tales for children with verbal commentary and explanation of the personal meaning of the events depicted.
Verbal, board-printed and outdoor games aimed at mastering moral rules and setting moral goals in the free activity of children after class.

The final stage is registration and evaluation of the results

The result of work on the project is the following productions:

“Let’s Play Together” (director’s play based on the fairy tale “Teremok”);

“Colors of Autumn” (director’s play based on the fairy tale “Turnip”);

"Winter Beauty"; (stage performance “New Year's Adventures of a Snowman”)

“Meeting of Spring” (director’s play based on the fairy tale “Zayushkina’s Hut”).

Evaluation of results:

Questioning parents to obtain feedback for subsequent improvement (positive and negative aspects in the work).
Observing the progress of the director's game and recording the results of the observation.
Analysis of children's activity products.
Analysis of children's activity in presenting project materials.

Predicted result

The presented project is only planned for implementation, therefore, if it is implemented, the following results can be predicted:

the topic of the developed project was chosen taking into account the age characteristics of children of senior preschool age and the amount of information that can be perceived by them, which will have a positive impact on various types of their activities (game, cognitive, artistic speech, musical and gaming);
a positive reaction and emotional response of children to being introduced to different types of gaming activities is expected, children will show interest and desire to participate in the game;
the developed topic will contribute to the formation of independence in artistic speech and theatrical play activities, the formation of dialogic and monological speech of preschoolers, as an integral part of the process of personal socialization based on the method of director's play;
We assume that during the implementation of the project, children will communicate more actively with each other and with adults, conflict situations will arise less often among children, children will begin to show greater interest in director's games, discipline and organization of children will increase, information about the environment will expand, children's vocabulary will be enriched and activated , relationships between children in the group will improve;
it will be possible to achieve good results in the interaction between teacher and parents, provided that parents take an active part in the implementation of the project;
through the implementation of the project, the child is placed in a favorable environment where he can demonstrate his socially significant skills;
Purposeful work will create the basis for the development of positive moral qualities in children, among which the most important are mutual assistance and responsiveness, kindness and patience; in the process of upbringing, children will gain practical experience in applying these qualities in everyday life.

The result of the work is the transfer of the child to a new level of social functioning, which allows him to expand the circle of his relationships and creates conditions for a more harmonious and personally relevant socialization of the child in a changing world.

Conclusion

1. The formation of social and communicative skills in preschool children is an extremely pressing problem, since it represents one of the components of psychological readiness for learning at school - social and communicative.

2. The essence of the formation of social and communicative skills of preschoolers through theatrical activities is a pedagogical process in which, in an organized, gradual and continuous manner, in imaginary, corresponding to the role, plot and real situations, the assimilation of knowledge and norms of the child’s relationships with other people is carried out, the formation of the ability to perceive and exchange information, establish and maintain contacts with adults and peers; adequate evaluative activity is formed, aimed at analyzing one’s own behavior and the actions of others.

3. The specificity of the formation of social and communicative skills of preschoolers through play activities is that in the process of director’s play, the child uses various symbolic means (facial expressions, pantomimes, plastic movements, speech, singing, etc.) in various spheres of cognition, transmission and reproduction of information, implemented in interpersonal relationships, increasing the degree of social competence of the child in the process of interaction with others.

4. The formation of social and communicative skills of preschoolers through play activities occurs under the following organizational and pedagogical conditions:

organization of a subject-developmental environment in a preschool educational institution, acting as a stimulator, a driving force in the holistic process of personality development, which will contribute to the formation of social and communication skills;
creation of a unified value-semantic cooperation between teachers and parents based on an understanding of the essence of the problem, forms and methods of effectively developing social and communicative skills of preschoolers through play activities;
creating a communicative and dialogue basis for relationships between preschoolers and adults and peers as an aspect of the child’s moral development and the formation of the preschooler’s personality with regular involvement in play activities.

In this work, we examined the social and communicative development of children and noted that a sufficiently high level of development of social and communicative skills, being one of the necessary components of a child’s readiness to learn, provides the child with the opportunity to successfully master the school curriculum. In their study, they once again identified the main role of play, as a natural activity of preschool children, in the development of the child’s social and communicative qualities. The games of a preschooler are varied and varied, all of them are very valuable and important in the development of the social and communicative skills of a preschooler, but in our study we focused in more detail on director’s games, which are a type of independent plot games. In the pedagogical literature, unreasonably little attention is paid to these games, and they, in turn, in our opinion, are of decisive importance in the formation of a child’s personal qualities. In our work, we identified director's play as the highest stage in the development of children's play activity. Director's play has a social nature and is built on the child's ever-expanding understanding of the life of adults. Directing games promote the child’s social development, the ability to perceive and understand life situations, imagine relationships between people, their actions and deeds; help children gain gaming experience and thereby create the prerequisites for the transition to developed role-playing games; develop the child’s independence, the ability to occupy himself in a new life situation; help to acquire the skills and abilities necessary to organize independent theatrical activities; are a means of developing adequate self-esteem in a child - a necessary component of educational activity and an indicator of readiness for schooling; help children overcome communication difficulties, uncertainty, timidity, shyness, and isolation; provide an opportunity to develop children’s individual characteristics and play creativity. Unfettered by gaming stereotypes and the demands of peers, the child departs from the learned model in constructing the plot. He independently models a new situation from elements of familiar plots.

This study showed that the process of developing the social and communicative abilities of children of senior preschool age requires targeted pedagogical guidance, which consists of establishing influential ways to guide this process. By guidance we mean a process in which methods and techniques are used that would contribute to the better development of these abilities. We propose to carry out pedagogical guidance in the process of developing children's social and communicative abilities through creative exercises and tasks.

During the implementation of the project, the following pedagogical technologies are used:

Gaming technology
Technology of museum pedagogy
Technology of project activities (author E.S. Evdokimova.)
Collaboration technology
Information and communication technologies

The use of pedagogical technologies contributes to the realization of children's need for movement, the preservation of their psychological health, as well as the formation of social and communication skills in preschoolers.

The participation of parents plays a major role in the implementation of the project. Thanks to their participation in the project, children develop a sense of pride, increase self-esteem, and those children whose parents often act as assistants experience significant developmental progress.

By involving parents in working on the project, additional opportunities are created in the group to reveal the individual abilities of their children, identify the creative potential of all project participants, and expand the possibilities for implementing the project. The participation of adults in children's projects contributes to the social and personal development of each child.

Most often, a child’s director’s play occurs at home, where the child can retire, feel more relaxed, and fully enter into an imaginary situation, so the role of parents in creating conditions for the development of director’s play is invaluable.

Director's play, like other creative games, is of a social nature and is built on the child's ever-expanding understanding of the life of adults. A new sphere of reality that a preschooler masters in this game is the motives, meanings of life and activities of adults. The child's behavior is mediated by the image of another person. The preschooler takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults. At the same time, the ability to display in the game relationships between people, ways of behavior in various situations, ideas about which children draw from the stories of adults, books read, fairy tales, and films watched, grows. Thus, not only the rules of behavior are revealed to the child, but also their meaning for establishing and maintaining positive relationships with other people.

A properly created subject-development environment undoubtedly contributes to enriching the gaming experience of children

The general principles of building a developing environment in kindergarten are aimed at implementing a personality-oriented model of interaction between an adult and a child and determine the modern pedagogical strategy for the spatial organization and maintenance of the play area in kindergarten groups. The space, divided into play areas, allows children to organize different games at the same time in accordance with their interests and plans, without interfering with each other. Timely updating and replenishment of the gaming environment also stimulates children's play activities.

Perspective:

• Constantly improve the level of professional skills through the introduction of innovative techniques for creating game situations.

Get productive results from innovative activities.
See stable results in the upbringing and education of students.

Use modern forms of pedagogical partnership (teacher-children-parents).
Obtain high quality results in your teaching activities.

Literature and Internet resources

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Preschooler's game / Ed. S. L. Novoselova. - M.: Academy, 1989.
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Social and communicative development of preschool children as a scientific and pedagogical problem

This article presents material on the social and communicative development of preschool children as a scientific and pedagogical problem.

Read also: Fairy tales

Key words: children of senior preschool age, social and communicative development, responsibility.

Statement of the problem : Social and communicative development is one of the priority areas of child development in preschool age. Socio-communicative development is the process of assimilation and further development by an individual of socio-cultural experience necessary for its inclusion in the system of social relations. It is an important problem in pedagogy.

The relevance of social communication is increasing in modern conditions due to the characteristics of the child’s social environment, in which there is often a lack of good manners, kindness, goodwill, and speech culture in people’s relationships. As part of the implementation of the Federal State Educational Standard in the content of educational activities of preschool institutions, more careful attention should be paid to achieving goals and solving problems of social and communicative development [2, p. 224].

Social and communicative development is aimed at mastering the norms and values accepted in society, which include:

- moral and moral values;

- development of communication and interaction of the child with adults and peers;

 formation of independence, purposefulness and self-regulation of one’s own actions;

 development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the organization;

 formation of positive attitudes towards various types of work and creativity;

 formation of the foundations of safe behavior in everyday life, society, and nature.

The main goal of socio-communicative development: positive socialization of preschool children, familiarization of children with sociocultural norms, traditions of the family, society and state.

The objectives of social and communicative development are:

 assimilation of norms and values accepted in society, including moral and ethical values;

 development of the child’s communication with adults and peers;

 formation of independence, purposefulness and self-regulation of one’s own actions;

 development of social and emotional intelligence, emotional responsiveness, empathy;

 formation of a respectful attitude and a sense of belonging to one’s family, to the community of children and adults;

 formation of positive attitudes towards various types of work and creativity;

 formation of the foundations of safe behavior in everyday life, society, and nature;

- formation of readiness for joint activities with peers.

To implement the tasks of social and communicative development of the personality of a preschool child, it is necessary to create an environment (specially organized, pedagogically appropriate and adapted to modern children) in which the mechanism of behavior of each child would be formed from observation to experience - understanding - evaluation - choice of attitude.

Social and communicative development is aimed at solving the following tasks:

 formation of a positive attitude and a sense of belonging to one’s family;

 formation of the foundations of one’s own safety and the safety of the surrounding world “in everyday life, in society, in nature”;

 mastery of elementary generally accepted norms and rules of behavior in society on the basis of primary value-moral ideas about “what is good and what is bad”;

The social and communicative development of children of senior preschool age is determined by the following principles:

 The principle of purposefulness means that the work of socio-communicative development, its content and methods are determined by the goal.

 The principle of complex influence provides for the unity of tasks, means and methods of education, the continuity of education and personal development in a preschool institution, family and society, the value of influencing feelings, consciousness and behavior.

 The principle of education in activity : organizing favorable conditions for the development of the child based on his leading activity, that is, play.

 The principle of relying in education on the positive qualities of the child. Every child has positive traits and virtues that the teacher needs to see and develop them in appropriate activities. This will cause the child to have a tendency to improve his behavior and will contribute to the manifestation of his individuality.

 The principle of raising children in a team . In a group of peers, a child learns to combine his interests with the interests of other children and acquires basic skills of collective life [3, p. 65–66].

The formation of social and communicative competence of preschoolers will be successful if the following organizational and pedagogical conditions are met:

 Creating an atmosphere of goodwill, mutual understanding and love;

 Learning the ability to listen and hear others;

 Development of the ability to use facial expressions, pantomime and voice in communication;

 Development of children's communication skills in various life situations;

 Training in the ability to use speech etiquette formulas is targeted and motivated;

 Developing a friendly attitude towards peers;

 Formation of a feeling of sympathy between participants in communication;

 Explaining to children that a carelessly spoken word hurts, no less painful than an action;

 Teaching children self-control;

 Development of the ability to analyze the situation;

 Purposeful development of communication skills in children.

Thus, it should be noted that social and communicative development is one of the basic elements in the development of a preschooler [1, p. 106].

Relationships and joint activities of a child with an adult and a peer are a necessary condition for the child’s mental development and the formation of his social qualities. By interacting with peers, the child is more self-sufficient and independent, he begins to accurately evaluate himself and others, and his ability to build joint activities grows. A high level of development of communicative skills is the key to a person’s successful adaptation in any social environment, which determines the practical significance of the development of communicative qualities already in the period of preschool childhood.

Important theoretical and methodological foundations for studying the communicative development of preschool children are contained in the fundamental studies of A. N. Leontyev, C. JI. Rubinstein, M. S. Kagan, D. B. Elkonin, A. Vallon, J. Piaget, I. Lingart, etc. The problem of communicative development of preschool children, its content, structure are quite deeply developed in the concept of the genesis of communication by M. I. Lisina and her students-followers - L. N. Galiguzova, D. B. Godovikova, T. A. Repina, A. G. Ruzskaya, E. O. Smirnova, R. B. Sterkina and others. M. I. Lisina were represented parameters for studying the communicative development of a preschooler:

 degree of assimilation of norms and values accepted in society;

 degree of mastery of the rules and skills of interaction with adults and peers;

- development of independence and self-regulation;

 level of development of social and emotional intelligence;

- level of development of empathy.

A number of scientists, in the process of research activities, analyzed various methods for diagnosing social and communicative development and selected those that allow assessing the level of communicative development of a preschooler according to the proposed parameters.

A high level of socio-communicative development is characterized by a high degree of development in all selected parameters. Moreover, educational practice and professional experience have shown that a high level of social and communicative development of a preschooler is interconnected and interdependent by the absence of problems in the child’s communication with family, adults and peers.

The average level of social and communicative development is determined by an insufficiently high degree of development in some of the previously identified parameters, which gives rise to certain difficulties in the child’s communication with family, adults and peers.

In turn, the presence of problems in the child’s communication with family, adults or peers may be the cause of an insufficient degree of development in the listed parameters.

Thus, it should be noted that existing problems in the sphere of communication and an insufficiently high degree of development in the listed parameters are overcome by the child independently or with little help from an adult and do not interfere with the further development of the child.

Among the problems associated with the formation of the personality of a preschool child, one of the important places is occupied by the problem of instilling a sense of responsibility. The significance of this problem is determined both in terms of the formation and development of the individual, and in terms of preparing him for school. Preschool age is the most favorable for developing independence and responsibility, since these personal qualities begin to arise not only in connection with the satisfaction of the child’s personal needs, but also in connection with the interests of the team engaged in important and useful work [5, p. 79–80].

Instilling responsibility in children of senior preschool age should occur consciously. Consequently, knowledge is needed on the basis of which the child will form ideas about the essence of responsibility, the need for this quality and the advantages of mastering it. Researcher A.V. Zaporozhets in his studies identified two forms of social orientation in preschool children:

- direct perception

- presentation of the current situation.

Research by L.V. Pimenova indicates that responsibility is a complex formation that includes cognitive and emotional components to highlight content that is meaningful for the child. This includes knowledge about the phenomena of social life, the child’s directed attention to the content of the social situation, ideas about the social significance of the norms existing in society. Scientists such as T. I. Babaeva, T. I. Erofeeva, L. P. Knyazeva, T. A. Markova and others draw their attention to the fact that cultural value orientation includes knowledge about patterns, norms and rules of behavior and associated ethical ideas and moral judgments. This knowledge should not only contain pragmatic, technological information, but also create the integrity of perception and understanding of the world, the internalization of ideas about the value of responsibility as a personality quality; information about human rights and boundaries of responsibility.

It is also important that the child has motives for acquiring moral qualities; the appearance of a motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the formation process a personally significant coloring and therefore influence the strength of the emerging quality. The child’s emotional attitude towards certain phenomena of the surrounding reality, people and himself as a member of society is expressed. This is revealed by researchers through the following characteristics:

 the ability to have a positive attitude towards other people and circumstances, the ability to accept them as they are;

- ability to identify, empathy, recognition of others' right to difference, justice;

- disposition towards other people, patience, responsiveness, self-esteem, the ability to take into account the interests of others in a situation of choice, a sense of solidarity and unity;

 development of a personal attitude towards existing norms, the ability to analyze people’s actions, the formation of self-esteem, the ability to take responsibility for the result. Knowledge and feelings, in turn, give rise to the need for their practical implementation - in actions and behavior. Actions and behavior take on the function of feedback, allowing you to check and confirm the strength of the quality being formed [4, p. 145].

The pedagogical process of social and communicative development is aimed at the formation of values, value relations and value orientations. The formation of the value aspect of social and personal development should be presented in the integrity and sequence of interrelated stages. Social and communicative development is carried out through the child’s entry into the world of values and norms of society, from the active position of a subject of social relations, thanks to the creation of a specially organized environment in which the mechanism of each child’s behavior is formed from observation to experience - understanding - evaluation - choosing an attitude and strategy for himself behavior.

Pedagogical activity can be presented in the form of the implementation of successive cycles, according to the principle of how a child discovers the social world: child - adult (parents, educator, teacher); child - child (peer); a child is a social norm, a value. Stimulating the child’s personal activity, as a pedagogical condition for the conscious formation of social and communicative competencies, is carried out thanks to a system of pedagogical means, the use of which can lead to the achievement of planned goals and objectives.

Social and pedagogical means can be: a game situation - a game contributes to the harmonious inclusion of children in the world of values and human relationships, and provides the skill of joint activities. Play occupies an important place in the life of preschoolers. During the game, concepts are easier to assimilate and skills are acquired. Starting to actively use the rules of behavior in games and joint activities, children learn them, and understanding the meaning helps the child to consciously manage his behavior, emotions, and independently regulate them in different life situations. It is in the conditions of play relationships that children master normative behavior; in play this happens much easier than in real relationships; thus, children in play practice various ways of building relationships with others and thereby prepare themselves to build normative relationships in the practice of real life. behavior. The game is a model of social interaction, a means for a child to learn social relationships.

A problematic situation as a pedagogical means of forming social and value behavior contributes to the acquisition of positive experience of moral behavior by children, since solving specific problems orients the child towards specific deeds and actions. Situations of moral choice stimulated the ability to analyze and generalize moral ideas and feelings and stimulated the development of a specific behavior strategy. Focusing on his own feelings and moral knowledge, when solving a certain problem, in a situation of moral choice, he models various options for actions and commands. With the help of the opportunity to test various methods of behavior, the child, focusing on the social norm as a value, chooses for himself the most optimal model of behavior, which in the future, based on the stability of moral knowledge, ideas and value guidelines, turns into a behavior strategy.

Material and spiritual objects of culture and society (oral folk art, art, children's literature) - Russian folk tales have a pedagogical impact on the development of children's moral feelings, qualities, moral consciousness and readiness for moral behavior. Russian folk tales have always included an aspect associated with moral action and behavior. With the help of oral folk art, concepts such as mutual assistance, support, kindness, patience, and love are revealed to children. Reading works for children helps children understand and appreciate the actions of people. Literary works raise questions about justice, honesty, camaraderie, friendship, and loyalty. Analysis of what they read gives children the opportunity to evaluate actions of a different nature and see the results of this or that behavior; this contributes to the children’s assimilation of moral concepts.

The use of art objects in educational activities is due to the fact that the more diverse the sensory perception, the more firmly the educational information is assimilated. The influence of art objects on the spiritual world of a child is aimed at changing and enriching moral feelings. The use of artistic means of understanding the world enriches moral consciousness, feelings and stimulates the transformation of the child’s behavior

The implementation of the stages of communicative and personal development is aimed at distracting children from being fixated on their own “I” and focusing on their relationship with peers; the formation of moral feelings, value concepts and moral motives of behavior; developing the ability to coordinate one’s own behavior with the behavior of other people.

Thus, each stage should bring the child to the appropriate level of social and personal development: emotional relationships with others and loved ones leads to an understanding of moral standards of behavior (friendship, mutual assistance, sympathy and rejoicing) [7, p. 127–129].

The main task of the state, society and educational institution in relation to children is to provide optimal conditions for the development of their individual abilities, the possibility of self-regulation, the formation in the child of the foundations of a respectful attitude towards others, the ability to communicate and interact, and familiarization with universal human values. Currently, there is an intensive development of preschool education in different directions: increasing interest in the personality of a preschool child, his uniqueness, and the development of his potential capabilities and abilities.

The task of a modern preschool educational institution is to ensure that pupils emerge from its walls not only with a certain stock of knowledge, skills and abilities, but also independent people, possessing a certain set of moral qualities necessary for later life, the assimilation of social, ethical standards of behavior. It is important to develop in preschoolers the ability to build relationships with others on the basis of cooperation and mutual understanding, to ensure general mental development, to form the prerequisites for educational activities and qualities necessary for social adaptation, including to school, and successful learning.

Thus, to summarize, we can highlight that the problem of introducing a child to the social world, developing the ability to adequately navigate in an accessible social environment, realize the intrinsic value of one’s own personality and other people, express feelings and attitudes towards the world in accordance with the cultural traditions of society, at the present stage of development society remains one of the leading ones [6, p. 59].

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