Socio-communicative development. What is the socialization of children of preschool age

Socialization is a complex of social and mental processes, thanks to which the person assimilates knowledge, norms and values that define him as a full member of society. This is a continuous process and a necessary condition for optimal life activity of the individual.

Socialization of preschool children in the GEF

According to the Federal State Educational Standard for Pre-School Education (GEF), the socialization and communicative development of the preschooler's personality is viewed as a single educational area - social and communicative development. As the dominant factor of social development of the child is the social environment.

Main aspects of socialization

The process of socialization begins with the appearance of man to the light and continues until the end of his life.

It includes two main aspects:

• The assimilation of social experience by the individual at the expense of his entry into the social system of social relations;
• Active reproduction of the system of public relations of the individual in the process of its inclusion in the social environment.

Structure of socialization

Speaking of socialization, we are dealing with a certain transition of social experience into the values and attitudes of a particular subject. And the individual himself acts as an active subject of perception and application of this experience. It is customary to refer to the main components of socialization the transfer of cultural norms through social institutions (family, school, etc.), as well as the process of mutual influence of individuals within the framework of joint activities. Thus, among the spheres to which the process of socialization is directed, activity, communication and self-awareness are singled out. In all these spheres, there is an expansion of human connections with the surrounding world.

Activity aspect

In the concept of A.N. Leontyev's activity in psychology is the active interaction of the individual with the surrounding reality, during which the subject purposefully influences the object, thereby satisfying his needs. Types of activities are divided into several features: ways of implementation, form, emotional tension, physiological mechanisms, etc.

The main difference between different types of activity is the specificity of the subject to which this or that activity is directed. The subject of activity can act both in material and in an ideal form. At the same time for each given subject there is a definite need. It should also be noted that no type of activity can exist without a motive. Unmotivated activity, from the point of view of A.N. Leontief, is a conditional concept. In reality, the motif is still there, but it can be latent in nature.

The basis of any activity is individual actions (processes determined by a conscious goal).

Scope of Communication

The sphere of communication and the sphere of activity are closely related. In some psychological concepts, communication is seen as a side of activity. At the same time, activity can act as a condition under which the process of communication can be carried out. The process of expanding the communication of an individual occurs in the course of increasing its contacts with others. These contacts, in turn, can be established during the implementation of certain joint actions - that is, in the process of activity.

The level of contacts in the process of socialization of an individual is determined by its individual psychological characteristics. Significant role here is also played by the age specificity of the subject of communication. Deeper communication is carried out in the process of its decentration (the transition from the monologue form to the dialogical one). The individual learns to focus on his partner, on more accurate perception and evaluation.

Self-awareness sphere

The third sphere of socialization, self-consciousness of the individual, is formed through the formation of his I-images. It has been experimentally established that I-images appear in the individual not at once, but are formed in the process of his vital activity under the influence of various social factors. The structure of the self-individual includes three main components: knowledge of oneself (cognitive component), evaluation of oneself (emotional), attitude towards oneself (behavioral).

Self-consciousness defines an individual's understanding of himself as a kind of integrity, an awareness of his own identity. The development of self-awareness in the course of socialization is a controlled process carried out in the process of acquiring social experience in the conditions of expanding the range of activities and communication. Thus, the development of self-consciousness can not go beyond activities in which the person's self-representations are constantly transformed in accordance with the notion emerging in the eyes of others.

The process of socialization, therefore, must be viewed from the point of view of the unity of all three spheres - activity, and communication and self-awareness.

Features of social and communicative development in the preschool age

Socio-communicative development of preschool children is one of the basic elements in the system of becoming a child's personality. The process of interaction with adults and peers affects not only the social aspect of the preschooler's development, but also the formation of his mental processes (memory, thinking, speech, etc.). The level of this development in preschool age is directly proportional to the level of effectiveness of its subsequent adaptation in society.

Socio-communicative development of GEF for preschool children includes the following parameters:

• Level of the formation of a sense of belonging to your family, respectful attitude to others;
• Level of development of the child's communication with adults and peers;
• Level of the child's readiness for joint activities with peers;
• The level of assimilation of social norms and rules, the moral development of the child;
• Level of development of purposefulness and independence;
• The level of the formation of positive attitudes towards work and creativity;
• The level of formation of knowledge in the field of life safety (in various social and domestic conditions);
• The level of intellectual development (in the social and emotional sphere) and the development of the empathic sphere (responsiveness, compassion).

Quantitative levels of social and communicative development of preschool children

Depending on the degree of formation of the skills that determine the social and communicative development of the GEF, low, medium and high levels can be identified.

A high level, respectively, takes place with a high degree of development of the parameters discussed above. At the same time, one of the favorable factors in this case is the lack of problems in the sphere of communication between the child and adults and peers. The dominant role is played by the nature of relations in the preschooler's family. Also, positive effects have lessons on the social and communicative development of the child.

The average level that determines social and communicative development is characterized by a lack of skill in some of the selected indicators, which, in turn, generates difficulties in the sphere of communication between the child and others. However, the child can compensate for this lack of development on his own, with little help from the adult. In general, the process of socialization is relatively harmonious.

In turn, the social and communicative development of preschool children with a low level of expression for some of the identified parameters can give rise to significant contradictions in the sphere of communication between the child and his family and others. In this case, the preschooler is not able to cope with the problem on his own - it requires assistance from adults, including psychologists and social educators.

In any case, the socialization of preschool children requires constant support and periodic monitoring by both parents of the child and the educational institution.

Socio-communicative competence of the child

Socio-communicative development in the DOU is aimed at building social and communicative competence among children. All in all, three main competences are singled out, which must be mastered by the child within the framework of this institution: technological, information and social-communicative.

In turn, social-communicative competence includes two aspects:

1. Social - the ratio of their own aspirations with the aspirations of others; Productive interaction with members of the group, united by a common task.
2. Communicative - the ability to obtain the necessary information in the dialogue process; Readiness to represent and defend one's own point of view with direct respect for the position of other people; The ability to use this resource in the communication process to solve certain problems.

Modular system in the formation of social and communicative competence

It is advisable to accompany social and communicative development within the educational institution in accordance with the following modules: medical module, PMPK module (psycho-medical-pedagogical consultation) and diagnostics, psychological, pedagogical and socio-pedagogical. The first to work is a medical module, then, in case of successful adaptation of children, the PMPK module. The remaining modules are launched simultaneously and continue to function in parallel with the medical and PMPK module, right up to the release of children from the DOW.

Each of the modules implies the presence of specific specialists, operating clearly in accordance with the assigned tasks of the module. The process of interaction between them is carried out at the expense of a management module that coordinates the activities of all units. Thus, the social and communicative development of children has support at all necessary levels - physical, mental and social.

The differentiation of children in the DOW within the PMP module

In the framework of the psychological-medical-pedagogical consultation, which usually includes all the subjects of the educational process of the DOW (educators, psychologists, senior nurses, supervisors, etc.), it is advisable to differentiate the children in the following categories:

• Children with weakened physical health;
• Children at risk (hyperactive, aggressive, confined, etc.);
• Children with learning difficulties;
• Children with pronounced abilities in one or another sphere;
• Children who have no special characteristics in development.

One of the tasks of working with each of the identified typological groups is the formation of social and communicative competence as one of the significant categories on which the educational area relies.

Socio-communicative development is a dynamic characteristic. The task of the council is to monitor this dynamics from the point of view of the harmony of development. The corresponding consultation should be conducted on all groups in the DOW, including in its content, social and communicative development. The middle group, for example, is included in the system of social relations in the process of the program by solving the following tasks:

• Development of game activity ;
• Inculcation of elementary norms and rules of the child's relationship with adults and peers;
• The formation of patriotic feelings of the child, as well as family and citizenship.

To implement these tasks, special classes for social and communicative development should be included in the DOW. In the course of these activities, the child's attitude to others is transformed, as well as the abilities for self-development.