Methodological developments

"Social and communicative development of preschoolers in the framework of the implementation of the Federal State Educational Standard of DO"

Kalininsky district
Introduction

The problem of the social and personal development of a preschool child in the process of his interaction with the outside world becomes especially relevant at the present stage, since the main structures of the personality are laid down in the preschool period of childhood, which, in turn, imposes on the family and preschool special responsibility for the education of the necessary personal qualities in children.

Modern preschoolers are interested not only in the world of objects and toys, children want to learn a lot about a person, the world around them, nature, they live in a world in which many aspects of human life are computerized, the use of a computer expands the possibilities intellectual development child, creates conditions for enriching his horizons. Modern preschoolers have become more relaxed, liberated, open, independent, proactive, they have a sense of freedom and independence.

The GEF provides for the development of preschoolers in the assimilation of the norms and values ​​​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the 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; the formation of a respectful attitude and a sense of belonging to one's family and community of children and adults.

Teachers of preschool educational institutions are concerned about changes in the moral, social and communicative development of preschoolers, their behavior. Modern children hardly learn certain moral norms, they have become more selfish, capricious, spoiled, often uncontrollable. As a result, manipulation by parents, difficulties in communication and interaction with adults and peers, this is due to a complex of socio-psychological problems (aggressiveness, shyness, hyperactivity, passivity of the child).

experience speech therapist preschool educational institution. Creation of conditions for social and communicative development of preschool children

This material will be useful for teachers preschool education: educators, speech therapists, psychologists, as well as parents.
The dynamism of the sociocultural space requires modern man the action of flexible adaptive mechanisms, the formation and development of which begins already in preschool childhood. One of these mechanisms is ability to communicate.
Possession of communication skills allows the child to constructively organize interpersonal interaction with other participants and find adequate solutions to communication problems. The lack of communication skills and the lack of formation of skills not only leads to the opposite result, but puts the child in a position of rejection by peers, which causes irreparable harm to his mental and moral development.
Communication skills- these are individual psychological features individuals who provide interaction between people in the process of communication and performance of any activity.
Through interaction with people, a person, and in particular a child, satisfies his essential need- the need for communication, improves mental and cognitive capabilities and reaches a higher level in its development.
What motivates a child to engage in communication?
The reasons to enter into communication are related to the three main needs of the child:
- need for experiences
- the need for activity
- the need for recognition and support.
Thus, the understanding of communication as the semantic core of communication leads teachers to realize the need for the formation, formation and development of preschoolers' communicative skills and abilities - the elementary units of a rather complex process. At the same time, development is a dynamic category that implies change and improvement, and, in order to create the integrity of this process, it requires not only drawing up a specific plan of measures, but also building them in accordance with the postulates of the generally recognized and time-tested theory of development.
Among the many theories of development, the most acceptable, both from the point of view of understanding and from the point of view of application, is the theory of L.S. Vygotsky.
His ideas are surprisingly modern, they are original theoretical ideas about the mental development of the child and the psychological conditions of this development.
L.S. Vygotsky proved that the mental development of a child is a process of his cultural development. He wrote that "... in terms of content, the process of cultural development can be characterized as the development of the personality and worldview of the child."
What should a child do?
According to L.S. Vygotsky, the process of cultural development includes:
- mastery of culturally given means of action with objects,
- mastery of culturally given means of relations with other people,
- mastery of culturally predetermined means of mastering oneself, one's mental activity, one's behavior.
Only as a result of all this, actually human, higher mental functions develop, a personality is formed, a worldview develops, a component of which is value attitude to the person in general and to himself as a person.
He not only substantiated that the mental development of a child is a process of his cultural development, but also proved under what psychological, pedagogical and social conditions this process of cultural development takes place. It is very important that modern innovative processes in education not only take into account these conditions, but also create them.
As we all know, L.S. Vygotsky imagined the development process as a movement from the actual zone (it included the knowledge and skills that a child could demonstrate independently, without the help of an adult) to the zone of proximal development (the spectrum of those knowledge and skills that a child is able to master at a given stage, but only with the help of an adult).
For the successful formation of social and communication skills, the following psychological and pedagogical conditions must be provided:
- respect of teachers for the human dignity of pupils, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;
- the use in the educational process of forms and methods of working with children that correspond to their psychological age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);
- building an educational process based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account social situation its development;
- support by teachers of a positive, friendly attitude of children to each other and the interaction of children in different types activities;
- support for the initiative and independence of children in activities specific to them;
- the opportunity for children to choose materials, types of activity, participants in joint activities and communication;
- building interaction with the families of pupils in order to implement the full development of each child, involving the families of pupils directly into the educational process.
Activities of teachers to ensure necessary conditions for the social and communicative development of children includes:
- organization of the subject-spatial environment;
- creating situations of communicative success for children;
- stimulation of the communicative activity of children, including using problem situations;
- elimination of communication difficulties in children in cooperation with a teacher-psychologist and with the support of parents;
- motivate the child to express their thoughts, feelings, emotions, characteristic features characters using verbal and non-verbal means of communication;
- ensuring a balance between educational activities under the guidance of a teacher and independent activities of children;
- modeling of game situations that motivate a preschooler to communicate with adults and peers.
And again, we come to the conclusion that the process of creating conditions for the development of social and communication skills should take place only on the basis of gaming activity as the leading one in preschool age.
Indeed, in the game, the child learns the meaning of human activity, begins to understand and navigate the causes of certain actions of people. Knowing the system of human relations, he begins to realize his place in it. A game stimulates the development of the cognitive sphere of the child, contributes to the formation of creative imagination. The game contributes to the development of the child's voluntary behavior, the formation of the arbitrariness of others. mental processes: memory, attention, imagination. The game creates real conditions for the development of collective activity, the basis for the manifestation of feelings and emotions of children, their correction.
The game is of particular importance in the correctional and pedagogical process of educating and educating preschool children with speech disorders, since, along with objective activity, it is used as the basis for the formation correct speech children and for their full development.
What communication skills and qualities can be formed in children by games that are held in speech therapy classes?
- the ability to recognize the emotions of others and own their feelings.
- a positive attitude towards other people, even if they are “completely different”.
- the ability to empathize - to enjoy other people's joys and be upset because of other people's grief.
- the ability to express their needs and feelings through verbal and non-verbal means.
- Ability to communicate and collaborate.
I offer you several speech therapy games, which, along with their correctional and educational tasks, also solve the problems of developing social and communication skills. Thus, they can be used by teachers in their direct educational activities.
A game:"Magic wand"
Goals: development of the ability to listen to each other, fixing the diminutive meanings of words, expanding the volume of the dictionary.
Children are invited to become "wizards" for a while and "turn big words into small ones". Children pass the "magic wand" around in a circle, call the diminutive meaning of the words proposed by the teacher, carefully listening to each other's answers.
Another version of the game: the children stand in a circle. One child passes the wand to the person standing next to him and affectionately calls him.
A game:"Guess the Word"
Goals: development of attentiveness and observation necessary for effective communication, consolidation of concepts: word-action, word-sign.
Children stand in a circle. The teacher throws the ball to each child and offers to guess what the subject is talking about by words-actions or words-signs.
A game:"Know-it-alls"
Goals: expansion of the vocabulary, development of coherent speech.
Children stand in a circle. The teacher gives them a flower and asks them to pass it to each other until they hear the beep of the leader (teacher). Whoever has a flower in their hands must name three words each belonging to the same category, for example, three fruits (vegetable, pet, bird, mode of transport, etc.).
A game:"Package"
Goals: development of the ability to describe the subject, expansion of the vocabulary, development of coherent speech.
The teacher offers to open the "package", to find out who it is from and what game this or that character offers to play. Each child chooses a picture for himself and, without naming or showing it, describes what is depicted on it. The rest of the children must guess who it is.
A game:"Detectives"
Goals: consolidation of skills sound analysis and synthesis, the formation of phonemic representations, the expansion of the active vocabulary, the development of the ability to work in a team, negotiate with each other, and be attentive.
The teacher asks the children to split into two teams. The first team looks for pictures that have the sound [s] in their names, and the second team looks for pictures that have the sound [sh] in their names. You can set any other task: collect pictures related to domestic / wild animals, etc.
Thus, the establishment of speech communication is one of the main conditions for the full development of the child.

Shapovalova Elina Yurievna
Psychological and pedagogical support of social and communicative development of preschoolers with a delay mental development

In the requirements of the Federal State educational standard preschool education(2013) one of the priority areas of personal preschool child development is the socio-communicative development. In modern pedagogy socio-communicative development is considered as a complex, multifaceted process during which the child learns the values, traditions, culture of the society or community in which he will live. This development positive attitude of the child towards himself, other people, the world around him, development of communicative and social children's competence. IN preschool Pedagogy is dominated by the point of view of M. I. Lisina, T. A. Repina, A. G. Ruzskaya, based on which "communication" And "communicative activity" considered as synonyms. It is noted that development of communication between preschoolers and peers, for adults, appears as a process of qualitative transformations in the structure of communicative activity. In the structure of communication as a communicative activity, M. I. Lisina identifies Components: subject of communication (communication partner); the need for communication consists (the desire for knowledge and evaluation of other people, for self-knowledge and self-esteem); communication motives.

The problem is of particular importance in the upbringing of children with mental retardation. In the works of a number of researchers - N. V. Babkina, N. Yu. Boryakova, O. V. Zashchirinskaya, E. A. Zavalko, E. V. Lokteva, E. S. Slepovich, U. V. Ul'enkova and others, it is noted that preschoolers This category has a reduced need for communication, there are difficulties in development speech means of communication; With delay there is a change of age forms of communication with adults. General characteristic social and communicative development of these children is the immaturity of the motivational-need sphere. In the future, this will Negative influence on the formation of the system child's social relations. Besides, social and communicative development of children with mental retardation, proceeds in conditions of reduced cognitive activity and a limited understanding of the world, which further hinders their favorable socialization, the formation of personality.

To improve efficiency social and communicative development children with mental retardation need a specially organized, purposeful correctional developmental impact - psychological and pedagogical support(hereinafter PPP).

Based on the most productive theoretical and methodological approaches - systemic, personal-activity, ontogenetic, we have developed a model psychological and pedagogical support of social and communicative development of children of senior preschool age with mental retardation under conditions preschool educational institution combined kind: The model includes interrelated components - diagnostic, correctional developing, advisory and methodological, distinguished by specially selected content and sequence of implementation on three stages: preparatory, performing, control and generalizing.

For each component of the model, the corresponding content, forms and methods of teaching staff are determined, which are aimed at achieving the required results.

The diagnostic component contains the initial, intermediate and final psychological-pedagogical diagnostics aimed at assessing current level social and communicative development of preschoolers with ZPR and determining the zone of the nearest development. This allows you to study the typical features of behavior and relationships preschoolers with adults and peers, relationships with oneself. To identify the behavioral problems of each child and to study the peculiarities of understanding by the elders preschoolers manifestations of certain feelings and experiences of other people, the ability to focus on these feelings in everyday communication and activities.

Forms and methods are psychological-pedagogical diagnostics and questioning of parents preschoolers with mental retardation.

Correction- developing the component includes joint and interconnected activities of a teacher-defectologist, teacher-speech therapist, psychologist and educator. Based on the psychological-pedagogical diagnostics, the development of directions and content is carried out corrective work By social and communicative development children by all participants. Forms and methods are determined in accordance with the laws of age development.

The advisory and methodological component includes activities to psychological-pedagogical support for parents and methodological support for teaching staff members. Parents are working to clarify individual characteristics social and communicative development of children; tasks and directions of correctional developing process to overcome shortcomings and development opportunities for children with mental retardation.

On the first - preparatory stage psychological and pedagogical support psychologist. This stage includes diagnostic and consultative-methodical components. Its task is to establish contact with all participants escorts, the scope of work and the sequence of the process are determined escorts. At the consultation, all participants study the results of diagnostics and draw up the relevant sections of the individual program accompanying a child; provides methodological support for teachers and psychological-Pedagogical counseling for parents of children with mental retardation.

At the second - performing stage psychological and pedagogical support educators, teacher-defectologist, teacher-speech therapist take part, psychologist. This stage includes corrective developing and advisory and methodological components. Specialists of the teaching staff - speech therapist, teacher-defectologist, psychologist organize the selection of social and communicative development of a child with mental retardation of corrective methods and techniques in accordance with the results of diagnostics, conducts individual corrective and developing classes in their areas. Provide information and methodological support for all participants of the teaching staff and for parents.

The teacher conducts individual work with a small group of children on the instructions of a teacher-defectologist and a speech therapist; organizes joint activities of children; uses project activities in working with children, involving the parents of pupils in the active participation.

At the third - generalizing stage, educators, a teacher-defectologist, a speech therapist, psychologist. This stage includes consultative-methodical and diagnostic components. Here diagnostics of results and dynamics is carried out social and communicative development of children with mental retardation, development of recommendations, consultation by specialists of teachers on the choice of individually-oriented methods and techniques of working with children; family counseling. The result of the generalizing stage is the introduction of the necessary changes in the educational process and the process of psychological and pedagogical support of the social and communicative development of older preschool children with mental retardation, adjustment of the conditions and forms of education, methods and techniques of work, as well as methodological support for the participants of the teaching staff.

Thus, our model psychological and pedagogical support aims to effectively increase social and communicative development of children of senior preschool age with mental retardation, which was confirmed experimentally.

Bibliographic list

1. Babkina N.V. Psychological support children with mental retardation in conditions of educational integration // Education and training of children with disabilities development. 2012. - No. 1. - S. 23 - 31.

2. Wenger, A. L. Ontogenetic approach to correction mental development of the child [Text] / A. L. Wenger., Yu. S. Shevchenko // Defectology. 2004.–№1.– P. 8-16.

3. Mamaychuk I. I., Ilyina M. N. Help psychologist for a child with mental retardation. Scientific and practical guide. St. Petersburg: Speech, 2004. pp. 25-240.

4. The development of communication in preschoolers / ed.. A. V. Zaporozhets and M. I. Lisina. - M .: Pedagogy, 2004. - S. 174-289.

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In accordance with the Federal State Educational Standard of preschool education the most important tasks implementation mandatory requirements are:

Creation of favorable conditions for the development of children in accordance with their age and individual features, development of abilities and creativity each child as a subject of relations with himself, other children, adults and the world;

Organization of a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

Formation of a common culture of children's personality.

One of educational areas providing "the development of the personality, motivation and ability of children in various types activity” is social and communicative development. In accordance with the Federal State Educational Standard of preschool education socio-communicative development aimed at the appropriation of norms and values ​​accepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy.

Social and communicative development children of preschool age (in the culturological paradigm of education) is considered as a process and result of irreversible qualitative and quantitative changes occurring in the child's personality under the influence of the values ​​of social culture, ensuring the mastery of behaviors characteristic of a particular cultural tradition, creative and active reproduction of communicative experience in various types of children's activities.

Socio-communicative development is carried out in the socio-cultural space in the course of introducing a person to cultural values, their appropriation and creation. In it, both familiarization with culture, as a system of open problems, and its development, and creation are connected with the realization of the subjective self of the individual and his cultural-creative function (D.I. Feldshtein, V.T. Kudryavtsev).

The effectiveness of social and communicative development is due to the action of various factors: genetically given characteristics (heredity), environment, activity of the individual and purposeful education, the content of which is represented by the values ​​of different types of social culture.

According to S.I. Hessen, there is an exact correspondence between education and culture. In the course of education, the child not only "reads" the finished text of culture, but also creates it, realizing his own, culture-creating function of subjective being.

Socio-communicative development is the result of a process

"growing" the child into culture (L.S. Vygotsky), genuine cultural development and cultural creation (V.T. Kudryavtsev). The child not only appropriates, but also creates culture. Creates not in the form of new things and ideas, but in the form of new social abilities, which include: creative imagination, contributing to the prediction of situations of social

interactions, orientation to the position of another person, normative regulation, elements of reflection, emotional identification, social experience, humane, tolerant attitude towards one's own kind, respectful and careful attitude to cultural heritage.

The main ways of social and communicative development are: socialization as a process of familiarization with social culture, ensuring the social adaptation of the individual in society, individualization as a process of isolation, the formation of universal social abilities that characterize the degree of social selfhood of an individual and to ultracreativity.

The social and communicative development of preschool children ensures the child's painless entry into the world of social relations, his self-realization in accordance with social values, communication built on the principles of equality of subjects, the dialogue of cultures.

Psychologists include a number of functional components in the structure of communication: social orientation, direct interaction and control. The success of communication, manifested in mutual understanding, is predetermined by action mechanisms social and communicative development.

social orientation mediated by social perception, carried out by different grounds(specific, generic, gender, national, ethnic characteristics), anticipating imagination, mental forecasting of the course of development of the situation of interaction,

“Triggering” emotions (either provoking or blocking the further course of interaction).

Ontogenetically initial in mastering the universal ways of social direct interaction is the mechanism of reflex regulation. Its primary manifestations are found already in infancy in the form of a socially directed smile and in the future are often updated uncontrollably, at the level of the phenomenon.

"stimulus-response". Of great importance in the process of communication is the mechanism of imitation as one of the ways to penetrate the semantic structures of human activity. The mechanisms of normative regulation and emotional identification contribute to the awareness of the values ​​of socially oriented actions and the determination of general guidelines for communication.

Control the communication component is associated with the action of evaluation mechanisms as a way of establishing the significance of social contact for the subject, self-esteem as a way of establishing one's own significance for others, reflection as a process of self-knowledge by the subject of internal mental acts and states.

One of the guarantors of timely (corresponding to age characteristics) and high-quality (corresponding to regulatory requirements) social and communicative development is social

upbringing as a purposeful, content-filled, technologically built, effectively diagnosed process of interaction between a teacher and children, which contributes to the development of socio-cultural values, their internalization in various activities and cultural creativity.

The purpose of social education of preschool children is to form:

The basis of social culture, manifested in the totality of relations (humane - to people, careful - to the cultural heritage as the results of human labor, respectful - to the history of the family, kindergarten, country, tolerant - to everything else in a person - age, gender, nationality, physical abilities, etc.);

Readiness for joint activities with peers;

Respectful attitude and sense of belonging to one's family, small homeland and Fatherland;

Ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays;

Fundamentals of safety in everyday life, society, nature.

The implementation of the designated goal is possible subject to the correct selection content interaction of a teacher with children, reflecting different types of social culture, accessible to perception and assimilation in different age periods: in infancy and early age- folk, moral, ethical and family culture; in early preschool age, the content of social education is enriched with the values ​​of gender and national culture; in senior preschool age - the values ​​of legal, ethnic and confessional culture. The legitimacy of such a distribution of types of social culture is predetermined by the grounds of social identification during preschool childhood: species (child - person), generic (child - family member), gender (child - carrier of sexual essence), national (child - carrier national characteristics), ethnic (a child is a representative of the people), legal (a child is a representative of the rule of law).

Technological aspects of social education provide for a variety of means, methods and forms that ensure that children are introduced to different types of social culture, their development, interiorization and cultural creation in different types of activities: gaming, communicative (communication and interaction with adults and peers), cognitive, perception fiction and folklore, self-service and elementary household work (indoors and outdoors), construction from different material, including constructors, modules, paper, natural and other materials, visual (drawings, modeling, applications), musical (perception and understanding of the meaning

musical works, singing, musical and rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.

Effective aspects of social education in the culturological paradigm, they are represented by those changes that are found in the cognitive, emotional, value, behavioral spheres of social and communicative development as the child becomes familiar with sociocultural values, their internalization and cultural creativity.

The following are presented as targets for social and communicative development in the GEF of preschool education:

- « independence, purposefulness, and self-regulation of one's own actions» as integrative personal qualities, revealing the child's ability to choose the type of activity, ways of interacting with other people, ways of solving applied and creative problems without the participation of an adult; the ability to determine the goals of the activity and the choice of actions for its implementation in accordance with a predetermined result; availability of ways to regulate their behavior in accordance with the norms of social culture;

- « emotional intellect » as the ability to recognize, recognize, accept and regulate the emotional states and feelings of other people and oneself;

- « social intelligence» as an ability manifested in the ability to use knowledge of the foundations of social culture in explaining and arguing social interaction, in understanding the thoughts, feelings, intentions of other people in situations of interpersonal dialogue, in predicting the consequences of communication;

- « emotional responsiveness"(empathy), manifested in empathy, sympathy, compassion, "joy", assistance to peers, literary characters, adults in situations of social communication.

Annex 3 MAIN APPROACHES TO IMPLEMENTATION

INCLUSIVE EDUCATION

In modern Russian society, at the legislative level, the right of children to an accessible education is determined (Article 2, paragraph 27 of the Federal Law of December 29, 2012 N 273-ФЗ “On Education in Russian Federation”), which implies the active involvement of each child in the learning process; mobilization of resources within the educational organization and surrounding communities; actions aimed at meeting the diverse educational needs of students, thereby determining the need

implementation of an inclusive approach in all preschool educational organizations.

Theoretical basis inclusive approach to teaching children with handicapped health (hereinafter HIA) within the framework of the Program are: value approach to the problem of perception of children with special health abilities, ideas about plasticity nervous system and its ability to develop(I.P. Pavlov), theory about the unity of patterns in the development of a normal and abnormal child(L.S. Vygotsky, S.L. Rubinstein, V.I. Lubovsky), activity approach theory in the development and formation of personality (P.Ya. Galperin, A.N. Leontiev, S.L. Rubinshtein, etc.) and the specifics of their interaction with adults and peers (E.L. Goncharova, I.Yu. Levchenko, V. I. Lubovsky, L.M. Shchipitsyna).

Basic principles of an inclusive approach:

- accessibility principle involves the implementation of activities that are based on taking into account the real capabilities of the child; prevents intellectual, physical and neuro-emotional overloads that adversely affect their physical and mental health;

- the principle of complexity involves an integrated approach to the definition and development of methods and means of educating and educating children with disabilities;

- principle of social interaction involves the creation of conditions for understanding and acceptance of each other by all participants in the educational process, taking into account interdepartmental integration;

- principle of variability in the organization of the processes of education and upbringing, it implies the presence of a variable developmental environment corresponding to the individual capabilities and needs of children with disabilities.

Purpose of implementing an inclusive approach: providing conditions for joint upbringing and education of children with different psychophysical developmental characteristics.

Tasks for implementing an inclusive approach:

Organization of psychological and pedagogical support, ensuring full participation in the educational activities of a child with disabilities in a team of peers (taking into account the structure of the disorder, the variant of dysontogenesis, the sensitive period);

Creation of an environment conducive to the preservation and support of the individuality of the child, the development of individual abilities and creative potential of each child with disabilities;

Ensuring the variability and diversity of the content of the educational areas of the program and organizational forms;

Ensuring accessibility for pupils, including children with disabilities and children with disabilities, of all premises where the educational process is carried out; free access to games, toys, materials, aids that provide all the main types of children's activities;

Ensuring the safety of the subject-spatial environment;

Providing opportunities for children with disabilities to adapt through productive interaction with adults and children, which is the basis for socialization in the socio-cultural environment.

The implementation of an inclusive approach ensures the systematic and high-quality development of a child with disabilities, without violating or changing the individual educational trajectory of each child at all stages of preschool education.

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