Ways of interaction between children with certain difficulties. Anxious, aggressive, hyperactive children

One of the next and main problems of Soviet pedagogy at the present time is that the upbringing of children, starting from an early age, is truly social in terms of the properties and qualities that it forms in them. “Outside human society,” says N.K. Krupskaya, “there is no public education.”

One of the decisive factors in the social education of children is the society of children itself, within which a person is formed as a social being. Undoubtedly, we can talk about some kind of amateur forms in which such a society can take shape and develop even at the early stages of children’s social development.

The experience of public education shows, and research confirms, that the greatest opportunities for the formation of a children's society are provided by children's play activities. It is here that their social life is most fully activated. Playful activities allow children at the earliest stages of development to independently create certain forms of communication.

It is known that in other forms of children’s lives (in classes, work) there is social life, but the leading role here belongs to the adult, while in

play activity is largely determined by the activity of the children themselves.

Based precisely on these possibilities of play activity, it is pedagogically advisable to make play a form of organizing the life and activities of children; children's society.

Play as a form of organizing the life and activities of children should be classified as a pedagogical phenomenon, as a teaching of pedagogy about the forms of organizing education and training. It is quite legitimate to ask the question about what organizes the lives of children in games, what this organizing principle is, how it is expressed.

The laws governing the life of children's society at these early ages, it must be said, are still little known, but there are some assumptions and points of view.

If we take children's life in the conditions of public educational institutions (nurseries, kindergartens), then it is believed that the more organized the children, the better their life develops. Therefore, the main thing here is organization as a personal quality. In general, of course, with this we can agree, since every life requires at least minimal organization. Others believe that the discipline of children is more important; only with certain levels of some kind of discipline of behavior is the life of a children's society possible. There is a point of view according to which the leading role is played by interest: if children interesting, life proceeds in an organized manner, and in the absence of interest the child is inactive.

According to one or another point of view, the pedagogical process is built, the ways of influence of an adult on a child are determined. We will not consider these hypotheses, since each of them can, under certain conditions pedagogical organization justify oneself, and this is what happens in the practice of kindergartens.

One of the difficulties that has not yet been overcome in kindergarten pedagogy is the teacher’s poor orientation in determining his tasks and his role in the process of children’s games. We are indeed faced with a rather complex phenomenon - a large number of children playing. There is some kind of relationship between them,

actions are formed. The teacher organizes and somehow directs their play; the children demand his intervention. At the same time, he notices that children often organize their lives independently of him.

Studying the manifestations of children in games, we find in their behavior traits of organization, discipline, and interest. However, often this does not yet introduce the child into the children's society in which he needs to live and act. Even if a child is organized and disciplined, this does not yet connect him with children. And, conversely, in a number of cases, children who do not possess these qualities easily enter the children's society and even form it (at least, in the end).

In the conditions of public education, every child needs to enter the society of those playing, to find his place here and to gain a foothold in this society. Without this, there is no coherent game, and therefore no life for children. This requires a special group of qualities. We call this group of qualities the qualities of the public and include among them the ability to enter into the society of those playing, to act in it in a certain way, to establish connections with other children, etc. In their developed form, these qualities, of course, have a very complex nature. But in their initial forms they also occur in young children.

Community as a quality of a child’s personality manifests itself and is formed under the influence of children’s society. It seems to have an independent course of development and serves the child as a tool for consolidating him in the children's environment. This is that independent beginning, which is a product of life itself among children. Living in the company of children and playing with them gives growth to this quality, regardless of whether we organize something pedagogically or not. By studying the development of the quality of society in children and the forms of its manifestation in their actions and deeds, we will understand what the society of children can be and is, what can be expected here in the personal behavior of the child and in his relation to other children, what the process of play itself looks like.

Only on this basis can educational pedagogy be correctly defined. Otherwise, it is sometimes impossible to understand what is happening among the players.

children, determine their Attitude to certain facts.

The course of social development in children, as well as its orientation towards the implementation of the tasks of communist education, will depend on the educator.

Having some knowledge of what is the main link that organizes the lives of children in their games, we will be able to better navigate how to approach children pedagogically correctly. We let's understand better what happens in games, in how independent forms of life are created among children and what they are, what is the role of the adult, the environment, etc.

Let us trace the process of social development in children (in games) and try to understand the necessity or, on the contrary, the failure of certain pedagogical influences.

Community development in childhood has its own age stages, associated with the child’s mastery of the ability to live in the society of children (in the conditions of public education).

In early childhood pedagogy, conditions are prepared for organizing the child’s personal behavior by instilling concentration. This turns into play with objects, which gives each child the opportunity to calmly be among children of the same age, without yet interacting with them in action. Educational experience suggests that this stage is very important so that children can be more independent in the company of their friends.

From these individual forms of life, children can move on to more social forms.

Playing side by side is based on the already sufficiently formed concentration on one’s play activity, allowing the child to calmly act next to another playing child, without being distracted by his play. Here the quality of the public is actually very neutral. But this is also important, as it allows children in the group to be close to each other and maintain “distance discipline.”

The public begins to become more active when a transition to action is made together with one of the children. A process of interaction arises that calls children to one or another

relationship, to establish some kind of relationship with each other.

The interaction is of a different nature and manifests itself in different ways. This can be a purely mechanical interaction, which is characterized by the merging of essentially heterogeneous actions, as if there is a peaceful flow of two individually occurring games. Even the actions of children, intertwined, remain in their own plan. This is very similar to the games nearby.

Then the interaction based on the content of the game emerges clearly. Here children are united and somehow even forced to act in concert by an understanding of the general meaning of the game and the inclusion of others in the action. Communication between the players becomes more clearly expressed.

Interaction can also be based on interest in each other; this already includes some kind of personal attitude, preference, acquaintance, etc.

Acting together with another child is not so easy at the age of three, four or even six. And although the widespread opinion is that the language of the game is understandable to all children, it turns out that they also need a language of communication - to adapt one’s actions to the actions of another person, to help in something, etc. Interaction forms the public; it requires such quality , which will lead the children’s play along this path. The further the process of interaction goes from mechanical interaction to a more conscious one, the more publicity as a personality quality makes itself felt: you already need to find your place among the players, establish connections with them, understand the desires of the players, convince them of something or see for yourself. Moreover, to get along with others, to face his attitude towards himself - all this requires that special quality that we would call publicity.

These are the stages of social development throughout the life of children from one to seven years old. These are indicators of social development, which takes place in the context of public education. Here we see how a child becomes a member of the society of children, what qualities he has, how aspects of personal behavior and social behavior aimed at life in the society of children are gradually formed.

The experience of public education of children shows that the process of social development does not proceed consistently and systematically. Its course depends not only on age, but is also determined by the conditions of organization of society (children's) in which children operate. This social skill is acquired successfully depending on how the society in which the child lives and which raises him is structured (organized). The arrangement of children's lives in public institutions - nurseries, kindergartens, as is known, lies with the responsibility of adults. Therefore, we will consider games, how they take place in nurseries and kindergartens, we will try to answer the question of how we can organize the lives of children, their activities and educate the public through games.

We have already said that the public has a kind of independent course of development and acts spontaneously in the play activities of children. Our task is to use this spontaneity for a more organized life for children in games. In some nurseries it is well organized. Here, everyone playing is busy with their own business and does not bother anyone. In other nurseries, the presence of the same objects for play does not attract children and does not organize them.

The actions that children resort to are very characteristic. In the first case, children play with objects and easily accept the replacement (by adults) of one object with another, without interfering with each other. In the second case, children constantly reach out to another child’s toy, then give him their own, without any intention of somehow developing a game with him.

In the first case, children live calmly and cheerfully. Secondly, such a peaceful picture of the course of a child’s life is out of the question. Here the children are loud and irritable. It is quite clear how differently these children will play. In the first case, they will become the norm of life, in the second, no norms arise.

This is where clashes between children and their irritability arise; often the efforts of adults will not help much here. What's the matter? The fact is that in the second case, adults ignored the task of nurturing concentration, did not develop a culture of playing with an object and,

Having given the children toys, they immediately placed each child in conditions of playing side by side (with other children), even in conditions of play based on interaction, for which the children were not at all prepared. This means that knowledge of the level of social development in children is simply necessary; Without this, the organizing and educational role of an adult cannot be determined.

IN early age Children are required to play under the direct supervision of an adult. He has to ensure that children learn to play with an object, give new versions of such games, change the object as the game with it ends, develop the game in the presence of the child, etc., in a word, organize the individual behavior of children. We can say that the adult here occupies the children with play, trying to develop the first manifestations of this activity. But the role of an adult changes dramatically when the beginnings of independent life appear in the children's environment. When children have a need for interaction, the first social formations arise - playing groups. They are few in number, short-term, but serve as a support in organizing the lives of children. Children who independently group themselves now form an organized part of the children's society; they also organize each other.

Depending on what the interaction between children will be like - whether it will be mechanical, whether the children will play, united by the content of the game, or whether it will happen at an even higher level, at the level of interest in each other - the life of the playing groups will be determined. but, namely, the duration of their existence, their composition, changes in this composition.

When children interact purely mechanically - by place of play, by attractiveness, action, existence, play groups for a very short time; Children who often played together no longer communicate when the soil of mechanical communication is exhausted. This is important for us, as it shows how we should approach the organizing role in the life of such groups.

When the interaction between the players occurs on the basis of interest in the content of the game, then the playing groups are formed more selectively - these are children interested primarily in motor skills.

games or mental games, etc. Certain inclinations and interests are already noticeable, on this basis interest in each other arises, and the children’s acquaintance with each other becomes stronger.

Play groups that arise on the basis of personal interest are perhaps the most interesting phenomenon in children's lives; in general, they are the most stable playgroups according to the composition of the players; the destruction of these groups and their existence depend on the children included in them, on their characters, interests, etc.

On this basis, playing groups of children develop and live. The public here is expressed in a complex form of evaluative attitude towards each other, in the manifestations of the first shoots of public opinion, when some kind of consistency between the players is noticeable, their common desire to be a member of such a group.

Within the framework of simple life relationships, when playing, children create on their own, within the limits of their capabilities, conditions under which they feel like a collective, like “we.” The formation of playing groups is a big step in the lives of children.

In addition to the development of social behavior in children, there is a whole range of their actions, actions and feelings. You cannot expect any positive emotions from children who do not yet know how to interact with each other when another child intrudes into the game. Of course, the urge to push away and, undoubtedly, some kind of emotion of dissatisfaction will be in the foreground here. We can say that they are not yet socially ready for such forms of life.

In kindergartens, a lot of effort is spent on creating good conditions for children's games - a variety of toys and materials are provided. In such a pedagogically well-prepared environment, everything should be fine. However, here the most undesirable forms of behavior of children arise: whims, clashes, irritability, since the main thing is not provided for, namely, what kind of community the children at play already have. Are they really able to use everything provided for the game, do they need it? What do players need in order for games to develop at an accessible level to the public and contribute to the further development of this quality?

By not taking into account the factor of social development and including children in the life of a public children's institution, we unwittingly give rise to undesirable phenomena.

On the basis of the formation of society, a wide opportunity opens up to bring children to moral standards - to learn to understand and evaluate their actions and actions in the society of children. Before the child is able to understand something complex from this area, he will learn on his own childhood experience some truths. Of course, this can happen spontaneously, but systematic guidance from an adult will play an important role here.

child in preschool age may know that taking a toy from another child is not good, that it is necessary to share with others, etc., but this may remain within the bounds of good reasoning and be far from reality.

It’s another matter when these same moral rules are formed on the basis of practical life, play, in the company of children. Here it is not only the suggestion of an adult that appears, but the well-known reactions of children, the influence of children's society. This morality is many times stronger. If certain actions of children also received the correct permission, brought the child out of a difficult situation and adults came to his aid, then the process itself moral education will be included in the daily life of children with their childhood interests.

The more social children become, the less there is a need for any special educational measures towards them.

Thus, a well-known mechanism is traced on which the lives of children (in kindergarten) are based, a children's society is formed, and therefore the necessary conditions for public education are created. The qualities of the public are not innate, they are acquired under the influence of living conditions in society.

Knowing the capabilities of children in the development of society, leading them gradually in the right path, taking into account age-related capabilities, we create those necessary conditions, without which it is impossible to consider the life of children in their games to be well organized, and their upbringing to be truly social. So it's only possible

to go this way: from single games to games of various interactions or to playing groups and, finally, at the highest level, from playful groups to playing groups. Not all children will follow these steps in the same way; this will depend on the nature of the players, on the state of their nervous system, on the ability of an adult to be involved in this process, and on a number of other circumstances...

That is why it is important in the pedagogical process to use the game not only for didactic, but also for broad educational purposes of organizing the lives of children and their activities. In gaming activities, as has been shown, the public develops spontaneously, since on its own play activity It has no special tasks and develops as a social phenomenon based on the inclusion of children in the lives of adults. It’s another matter when teachers organize things in such a way that play becomes a factor organizing the lives of children for the purposes of communist education.

The need to have a society in which a child would feel like a member of it and develop socially is the leading task when using play as a form of organizing children’s lives.

Here the child appears before us mainly as an integral personality, as a member of a small children's society with its interests, requirements, connections, winning some kind of place in this society. Here separate child least of all is an object of education. What is happening here is not the situation of “an adult (teacher) and a child,” but the situation of “a child in a society of children,” and the adult is related not directly to the child, but to this children’s society. Children create their own lives, their relationships, and an adult can only partially help in this and intelligently guide this process. Therefore, the so-called paired pedagogy (teacher-child) is least applicable here. The leading role belongs to the pedagogy of the children's team, and the influence of the adult is mediated by them...

Psychology and pedagogy of preschooler play.

Ed. A.V. Zaporozhets and A.P. Usova. – M., 1966, p. 38-48.

Oksana Postulga
Ways of interaction between children with certain difficulties. Anxious, aggressive, hyperactive children

WAYS TO INTERACT CHILDREN WITH CERTAIN DIFFICULTIES(ANXIOUS CHILDREN, AGGRESSIVE CHILDREN, HYPERACTIVE CHILDREN).

Upbringing children with certain difficulties– a complex process of mental and physical development of a child with sensory, mental, and physical disabilities with the goal of his full integration into society. Modern society perceives such children as dependent, physically and mentally disabled, as well as inferior members of society, erecting multiple obstacles on the path of their development and formation. Education and training of such children fundamentally different from the approach to the education of healthy children. What are the main aspects of raising abnormal children? What are the main approaches to the personal development of a child with developmental disabilities?

The purpose of the report is to study technologies of social work with children with certain developmental difficulties.

MAIN PART.

1. « Anxious children» .

The psychological dictionary states the following: definition of anxiety: this is "individual" psychological feature", which consists in an increased tendency to experience anxiety in a wide variety of life situations, including those that do not predispose to this."

It should be distinguished anxiety from anxiety. If anxiety- these are episodic manifestations of anxiety, excitement of the child, then anxiety is a stable state.

Portrait anxious child:

They are characterized by excessive anxiety, and sometimes they are afraid not of the event itself, but of its premonition. They often expect the worst. Children they feel helpless, are afraid to play new games, start new activities. They have high demands on themselves and are very self-critical. Their level of self-esteem is low, such children really think that they are worse than others in everything, that they are the most ugly, stupid, clumsy. They seek encouragement and approval from adults in all matters.

For anxious childrensomatic problems are also typical: abdominal pain, dizziness, headaches, throat cramps, difficult shallow breathing, etc. During manifestation anxiety they often feel dry mouth, a lump in the throat, weakness in the legs, and rapid heartbeat.

How to identify anxious child?

An experienced teacher will understand in the very first days of meeting children which of them has increased anxiety. However, before drawing final conclusions, it is necessary to observe the child causing concern in different days weeks, during training and free activities, in communication with other children.

To understand the child and find out what he is afraid of, you can ask the parents to fill out a questionnaire. Answers from adults will clarify the situation and help trace the family history. And observations of the child’s behavior will confirm or refute the assumption.

Criteria Determining anxiety in a child

1. Constant anxiety.

2. Difficulty, sometimes the inability to concentrate on anything.

3. Muscle tension (for example, in the face, neck).

4. Irritability.

5. Sleep disorders.

It can be assumed that the child anxious, if at least one of the criteria listed above is constantly manifested in his behavior.

In modern society there is a problem anxiety in children is becoming increasingly important and relevant, therefore leading domestic psychologists and teachers have developed a system for the prevention of correction anxiety,which includes 3 directions:

1. Increased self-esteem.

2. Teaching the child the ability to control himself in specific, most worrying situations.

3. Relieving muscle tension.

Parents need dramatization games when working with such children. (to a “scary school”, for example). Subjects are selected depending on the situations worry child most of all. Techniques of drawing fears and telling stories about your fears are used. In such classes the goal is not to completely rid the child of anxiety. But they will help him express his feelings more freely and openly and increase his self-confidence. Gradually he will learn to control his emotions more.

The ability to relax is important for all children, but for alarming guys - this is just a necessity, because the state anxiety accompanied by clamping of various muscle groups.

Teaching a child to relax is not as simple a task as it seems at first glance. Children know well what it means to sit down, stand up, or go for a run, but what it means to relax is not entirely clear to them. Therefore, some relaxation games are based on the simplest way teaching this condition. It consists in the following rule: after strong muscle tension, their relaxation naturally follows.

How to play with anxious children. (Recommendations for educators).

At the initial stages of working with alarmingThe child should be guided by the following rules:

1. Inclusion of the child in any new game must take place in stages. Let him first familiarize himself with the rules of the game, watch how others play it children, and only then, when he himself wants, will he become a participant.

2. It is necessary to avoid competitive moments and games that take into account the speed of completing a task, for example, such as “Who is faster?”

3. If the teacher introduces a new game, then in order to alarming the child did not feel the danger of meeting with something unknown; it was better to conduct it on material that was already familiar to him (pictures, cards). You can use part of the instructions or rules from a game that the child has already played several times.

2. « Aggressive children» .

The psychological dictionary states the following: definition of this term: « Aggression is a behavior, contrary to the norms and rules of the existence of people in society, causing harm to the objects of attack (animate and inanimate, causing physical and moral harm to people or causing them psychological discomfort (negative experiences, a state of tension, fear, depression).

Portrait aggressive child:

In almost every kindergarten group there is at least one child with signs aggressive behavior . He attacks the others children, calls them names and hits them, takes them away and breaks their toys, deliberately uses rude expressions, in a word, becomes "thunderstorm" the entire children's team, a source of grief for teachers and parents.

How to identify aggressive child?

Aggressive children need understanding and support from adults, so our main task is not to "accurate" diagnosis and even more so "stick a label", but in providing feasible and timely assistance to the child.

As a rule, for educators and psychologists it is not labor to determine, from whom children have increased levels of aggressiveness.

Reasons for children's aggressiveness:

non-acceptance children's parents; indifference or hostility on the part of parents; excessive control over the child's behavior (overprotection) ; excess or lack of attention from parents; ban on physical activity; increased irritability; also to increased aggressiveness A child may be affected by an unfavorable emotional connection between parents.

Working with parents aggressive child.

Working with aggressive children, the teacher must first of all establish contact with the family. He can either give recommendations to parents himself, or tactfully invite them to seek help from psychologists.

I found useful recommendations for parents on the pages of R. Campbell’s book “How to Deal with a Child’s Anger” (M., 1997). I advise both teachers and parents to read this book. R. Campbell identifies four waycontrol of child behavior: two of them are positive, two are negative. To the positive ways include requests and gentle physical manipulation (for example, you can distract the child, take him by the hand and lead him away, etc.). Frequent punishments and orders are considered negative ways controlling the child's behavior. They force him to suppress his anger excessively, which promotes appearance in character passive-aggressive traits.

How to play with aggressive children. (Recommendations for educators).

Work of educators with this category childrenshould be carried out in three directions:

Working with anger - teaching the child what is generally accepted and not dangerous to others ways expressing your anger. : "bag of screams", "kicking pillow", "leaf of anger", "wood chopping".

Teach self-control - develop the child’s self-control skills in situations that provoke outbursts of anger or anxiety.To do this, it is recommended to use the following games: “I counted to ten and decided”.

Work with feelings - teach to be aware of your own emotions and the emotions of other people, to form ability to empathize, empathy, trust in others;

- "Stories from photographs", reading fairy tales and discussing how someone is feeling, what their mood is (fairy tale heroes)

To teach adequate behavioral reactions in a problem situation, ways.

3. « Hyperactive children» . (ADHD)

Hyperactivity denotes increased activity. In medical terms hyperactivity in children- this is an increased level of motor activity.

Portrait hyperactive child:

This child is often called "zhivok", "perpetual motion machine", tireless. U hyperactive baby there is no such word as "walking", his legs run all day long, catch up with someone, jump up, jump over. Even this child's head is in constant motion. But trying to see more, the child rarely catches the essence. The gaze glides only over the surface, satisfying momentary curiosity. Curiosity is not typical for him, he rarely asks questions "Why", "For what". And if he asks, he forgets to listen to the answer. Although the child is in constant motion, there are coordination problems: clumsy, drops objects when running and walking, breaks toys, and often falls. Such a child is more impulsive than his peers, his mood changes very quickly: either unbridled joy or endless whims. Often behaves aggressively.

Causes hyperactivity:

genetic (hereditary predisposition);

biological (organic brain damage during pregnancy, birth trauma);

socio-psychological (microclimate in the family, parental alcoholism, living conditions, incorrect upbringing).

They are not susceptible to reprimands and punishment. Physical punishment should be abandoned altogether.

Physical contact with the child is also very important. Hug him in difficult situation, cuddle, calm - in dynamics this gives a pronounced positive effect.

Recognize and praise his efforts often, even if the results are less than perfect.

- Hyperactive The child cannot tolerate large crowds of people.

In general, we need to monitor and protect children with ADHD from overwork, since overwork leads to a decrease in self-control and an increase in hyperactivity.

The system of prohibitions must necessarily be accompanied by alternative proposals.

Games for hyperactive children

Games to develop attention

Games and exercises to relieve muscle and emotional tension (relaxation);

Games that develop volitional regulation skills (control);

“I’m silent - I whisper - I scream”, “Speak on signal”, “Freeze”

Games, promoting strengthening communication skills, communicative games.

"Toys Alive", "centipede", "broken phone".

Working with parents aggressive child.

Problems hyperactive children are not resolved overnight or by one person. This is a complex problem that requires the attention of both parents, teachers and psychologists. In this regard, working with parents hyperactive childrenParents should be offered the following advice:

Show sufficient firmness and consistency in education.

Build relationships based on trust and mutual understanding.

Control the child’s behavior without imposing strict rules on him.

Listen to what the child wants to say.

Give the child enough attention.

Avoid quarrels in the presence of a child.

Use a flexible system of rewards and punishments.

Do not resort to physical punishment.

Accustom your child to consistency and determination.

Encourage your child immediately, without delaying it for the future.

Avoid large crowds of people.

Avoid prolonged viewing of TV and computer activities.

Say everything with restraint, calmly and softly.

Conclusion.

In conclusion, I would like to say that creating a psychological, moral atmosphere helps a special child not to feel different from everyone else, and he acquires the right to a happy childhood. The main thing is that teachers have a desire to work with children with special developmental options, to help them take their rightful place in society and to realize their personal potential to the fullest.

Literature:

1.Working with parents: practical recommendations and parenting consultations children 2-7 years old / car. -composition E. V. Shitova. - Volgograd: Teacher, 2009.-169p.

2. Under the general ed. A. V. Gribanova; Rec. : A. B. Gudkov, A. G. Solovyov, N. N. Kuznetsova: attention deficit disorder with hyperactivity in children-M. : Academic project, 2004

3. To prepare this work, materials from the site http://www.eti-deti.ru/ were used

4. Abramova A. A. Aggressivenessfor depressive disorders: Dis.. Cand. psychol. Sci. - M., 2005. - 152 p.

What goes from heart to heart and reaches...

Piette

If adults, when faced with various deviations in the behavior of children, easily become angry, feel resentment, and indignation, then we can forget about the educational result. Such direct confrontation between child and adult leads to increased misunderstanding.

Rules of interaction.

1. Positive attitude. Any interaction must begin with yourself, especially if it is related to the desire to change another person. In order for our interaction with the child to be most effective, spend some time on your own mood, ask yourself the question: “What do I feel?” If you are experiencing anger, confusion, rage or other negative feelings, then you should first of all calm down and bring yourself into balance. To do this, you can take a few deep breaths, switch your attention, and free yourself from negative feelings.

2. Trustful interaction. When interacting, the child behaves in accordance with the laws of living nature. His level of openness is directly related to his sense of security. The child will remain silent, snap, lie, or demonstrate other forms of defensive behavior until he feels that you are the right adult who will not violate his safety, who will not harm him.

Trust in the world, a situation, another person is a child’s basic need. Therefore, achieving trust is a top priority. Its solution is ensured by recognizing the unconditional value and uniqueness of another person, demonstrating acceptance of him, and caring about the fulfillment of his needs.

3.Subjectivity of interaction. You can help a child only when he feels not like an object of influence, but the creator of his own life. “The rescue of drowning people is the work of the drowning people themselves.” Our task is to teach the child to float on the water, sending him on the voyage of life, and not to form dependence on adults, so the main thing is to make the child an interested ally of all positive changes in himself and his life.

4. Identification of causes. We need to find the reasons for deviant behavior. By eliminating only the consequences, we will achieve nothing. Typical reasons may be the following: the desire to attract attention, the desire for self-affirmation, moral and spiritual immaturity, the desire to take revenge on parents or other adults for experienced grievances, pain, humiliation.

5. Consistency in relationships. It is unlikely that you will be able to achieve the desired result if you change your position or if your words and statements do not correspond to your actions. For example, you advise your child not to lose self-control in difficult situations, you say that a fight and quarrel cannot prove anything, but you yourself shout and punish him. As a result, children begin to despise adults. It is especially dangerous if a teenager develops negativism: they do not want to listen to any adults, especially those who use the same words that they heard from hypocritical lips.

Of course, consistency does not mean that you must stubbornly “stand your ground” even if your point of view has changed. On the contrary, the reasons for the change in position should be explained. You will benefit from deepening the relationship if you admit that your initial opinion was wrong.

6. Positive interaction. A child who often violates behavior is criticized by adults, negative emotions fall on him, so he, as a rule, has a negative self-esteem: “I am bad.” It’s even worse if a negative life scenario is formed. It is important to identify his strengths together with the child (and, of course, they always exist). To do this, you can use positive feedback, sincere encouragement of the child’s attractive actions, feelings, thoughts and intentions. We need to help him focus on his positive qualities, feelings, thoughts, and find a positive meaning (for example, stubbornness can indicate perseverance, a fight can indicate a desire to defend justice, smoking can indicate a desire to be an adult, etc.)

7. Encouraging positive change. Encouraging small changes involves recognizing and appreciating even the smallest achievements. After all, the path to the top consists of small steps. It is unlikely that a teenager can quickly become radically different. You may have a long journey ahead of you, and in order to stay on track, you should remember the rule of positivity.

8. An attractive alternative. Work to change a child’s behavior must necessarily be accompanied by the development and reinforcement of alternative behavior. It is important that the child not only realizes the negativity of his actions, but also develops norms of socially acceptable behavior. For example, a teenager smokes, uses obscene language, commits petty thefts, so as not to differ from the company in which he has found recognition. Naturally, refusing to communicate with peers is unlikely to seem attractive to a teenager. But it may seem attractive to include him in a circle of teenagers who have similar values ​​(attending a circle, section, moving to another class, school), where there will be no need to defend his belonging to the group at the cost of bad behavior. Testing the significance of one's role in the company without following accepted "rituals" or the ability to confront the group on specific issues may also be attractive alternatives. It is well known that making a decision is easier than implementing it. That is why it is important to take steps to implement a particular solution.

When communicating with a teenager, you can use a strategy "Relapse Prevention" ", which is as follows:

• Discussion in detail of the chosen behavior, as well as signs by which it can be determined that a breakdown has occurred.
• Identification of situations, persons, places, events that can provoke a breakdown.
• Identification of persons, circumstances, conditions that will help adhere to the desired behavior.
• Identifying factors that will help you survive difficult situations or breakdowns.
• Identifying (training) the skills and qualities that are necessary to refrain from negative behavior.
• Detailed listing of the future benefits of the new behavior.
• Development of specific incentives and compensation (rewards) for a job well done - implementation of new behavior.

9. Reasonable compromise. When seeking changes in behavior, strive for a reasonable compromise, do not drive a well-meaning teenager into a corner, leave him a loophole to save himself. Following this rule, on the one hand, presupposes an understanding that the absolute ideal is unattainable, and on the other hand, any changes should create and not destroy the child. So, during one of the camp shifts for “difficult” teenagers, a “night resident” was revealed - a teenager who did not fall asleep for a long time and who himself “started” the detachment and the camp. The intervention of the teachers only provoked the teenager. The conflict was resolved in an unusual way: He was assigned to the camp's night security team.

10. Flexibility. Use various shapes, methods and strategies of work depending on the specific case and context of work. It has been proven that when communicating with juvenile offenders who have anxiety and feelings of guilt, it is necessary to show interest in their feelings. When working with intractable offenders, formal, directive, straightforward strategies are effective, when more attention is paid not to internal experiences, but to external methods of controlling behavior. The rule of flexibility also means that if one strategy is ineffective, you can try another.

11. Individual approach. Any help will be effective to the extent that it takes into account the uniqueness and originality of each child. The strategy for working with him must take into account all his individual characteristics and the reasons that cause problems.

12. Systematicity. Try to identify significant people for the teenager: classmates, authoritative adults. These persons can be involved in changing the social situation around the child.

13. Preventiveness. Remember that it is always easier to prevent than to correct. The best way preventing deviant behavior is to help the child realize his basic needs: love, safety, attention, self-affirmation. It is also necessary to promote the formation of strong-willed, moral, intellectual, spiritual qualities that ensure sustainable behavior. A self-determined person who has a spiritual and moral core is unlikely to fall under the influence of negative norms and patterns of behavior.

14. Constructive communication. Avoid verbal aggression:

• Contact your child about the disorder using a speech message - “I am statements” (“I found out...”, “I was informed from school that you were punished...”), make it clear that such behavior did not go unnoticed, describe it.
• Express your feelings about this (“ I'm sad, worried…»).
• Point out the possible consequences of this behavior as you see them. (“This, in my opinion, could lead to...”).
• Express your thoughts on this matter (“ I think, I think...", "It seems to me...", "In my opinion…", "In my opinion…").
• Wait feedback, let them refute or confirm your thoughts, be prepared for various reactions of the teenager: screams, remains silent, refutes, accuses - work with him!
• Set the requirements for the “constitution of your communication”: ("I am going to take action... (specify what").
• Express your desire for what should be done (“I want you to stop violating discipline, but I can’t make decisions for you”), thus you transfer responsibility for his behavior to him.
• Remind him that you are ready to help if he wants it. ("How can I help you?"), give him the initiative, help, and don’t take over the whole situation.
• Express your confidence that he will make the right decision, directly related to his life, preserving it (“I trust that next time you will do things differently...») .
• Express your feelings about this conversation, emphasize the importance of such moments for you (“I’m glad we talked to you…”, “Thank you for listening to me”, “It was very important (difficult) for me to talk with you on this topic”).
• You should not scold, blame, ask questions “why”, ignore, make the teenager feel guilty, find out the reason, incriminate. This will not contribute to establishing a constructive relationship with a teenager.

To communicate effectively with your teenager, avoid:

“Bad” behavior of a teenager - information,

which a child sends to us is a cry (signal) for help.

To understand the reason for disobedience, pay attention to your own feelings.

Alekseeva N.M., 1st year master's student of the Russian State Pedagogical University named after. A.I. Herzen

Sociometric status of a preschooler

In kindergarten, children are increasingly expanding their experience of interacting with peers, who are not only partners in games and other activities. joint activities children, but also partners in personally meaningful communication with each other.

Throughout preschool childhood, children become more selective about who they communicate with. If at 3-4 years old children quite easily change social friends, then from 6-7 years old they prefer to have the same specific friends, despite the fact that adults sometimes do not like this.

Group differentiation also occurs; in groups, leaders are identified who know how to attract attention and sympathy, and who know how to organize the activities of other children. The identification of stars, preferred and rejected children, as well as the constancy of group hierarchy status, are important indicators in diagnosis.

Already in the process of observing the everyday communication of children, it is possible to identify which children are popular with their peers: they are constantly invited to common games and activities, show sympathy for them, and express a desire to communicate. For some children, the situation of relationships with peers in the group is not favorable enough: they often play alone, they are reluctantly invited to common games, they are offered secondary, uninteresting, passive roles, and their opinions are not listened to. This indicates that the position of these children in the system interpersonal relationships is developing unsatisfactorily for their social and personal development.

As contacts with peers develop, their attitude towards him becomes more important for the child.

The development of joint activities and the formation of a children's society lead to the fact that winning a positive assessment from peers and their sympathy become one of the effective motives of behavior. Children especially try to win the sympathy of those peers who they like and who are popular in the group.

Although, preschool group cannot be called a team in the full sense of the word, it has certain advantages compared to a group of schoolchildren. IN various types joint activities here to a much greater extent than at school, it is possible to unite children at their own request and establish selective, long-term and intimate communication.

A kindergarten group can be called a holistic entity, a “developing social organism,” since it is expressed as a single functional system with its own structure and dynamics.

This is how the sociometric status of the older preschooler is formed.

Sociometric status is the property of a personality as an element of a sociometric structure to occupy a certain spatial position in it, i.e. relate in a certain way to other elements. Elements of sociometric structure are individuals, members of a group. But a person can influence others in two ways - either positively or negatively. Therefore, it is customary to talk about positive and negative status.

The following types of sociometric status are distinguished:

Popular (“stars”)- outwardly attractive, fairly self-confident children who enjoy authority in the peer group, they lead in games, other children willingly make friends with them;

Leaders– these children prefer games and communication with a constant limited circle of friends (or one constant friend), while they have almost no conflicts with other children, and can be leaders in their small group;

Preferred– children with whom a sufficient number of children wanted to be friends;

Neglected– these children are simply not noticed, it’s as if they are not in the group; as a rule, these are quiet, inactive children who play alone and do not strive for contact with peers; most often, such results are obtained in relation to frequently ill children and those who have recently arrived in the group;

Isolated– children who are rejected by their peers, often they are less attractive in appearance or have obvious physical defects; nervous, overly conflictive, negatively disposed towards other children.

Such a child has inadequate self-esteem: low, high, often contradictory, conflicting. He experiences difficulties in communication, rarely shows initiative, and his behavior is of a neurotic nature, with obvious signs of disadaptation. He is characterized by uncertainty, timidity, and minimal self-realization.

The reason for low sociometric status may be rejection by parents, especially the mother of the child. Such relationships cause dissatisfaction with his need for love, affection and protection.

A child’s low sociometric status can also be a consequence of a symbiotic relationship with the mother, when the mother feels one with the child and tries to protect him from the difficulties and troubles of life. It “ties” you to yourself, protecting you from imaginary, non-existent dangers. As a result, the child experiences anxiety when left without a mother, is easily lost, worried and afraid.

In cases where upbringing is based on excessive demands that the child is unable to cope with or copes with difficulty, there may be a fear of not being able to cope, of doing the wrong thing. Often, parents cultivate the “correctness” of behavior: the attitude towards the child may include strict control, a strict system of norms and rules, deviation from which entails censure and punishment. In these cases, the low sociometric status of the child may be generated by the fear of deviating from the norms and rules established by adults.

A child’s low sociometric status can also be caused by the characteristics of the teacher’s interaction with the child, the prevalence of an authoritarian communication style, or inconsistency of demands and assessments. In general, this factor is a manifestation of personal distress.

List of used literature:

1. Breslav G.M. Emotional features of personality formation in childhood. - M., 2000

2. Kochubey B. Childhood anxieties: what, where, why? // Family and school, 2001 No. 7.

3. Causes of anxiety as a personality trait // September 1, No. 8, 2004

4. Rogov E.I. Handbook for a practical psychologist in education. - M., 1996

State Healthcare Institution "Center for Medical Prevention"

Department of Health of the Krasnodar Territory

Features of interaction with children with different types of character.

INTERACTION WITH AGGRESSIVE CHILDREN

Aggression is motivated destructive behavior that contradicts the norms and rules of coexistence of people in society, causing harm to objects of attack (animate and inanimate), causing physical harm to people (negative experiences, states of tension, fear, depression, etc.) (Psychological Dictionary, 1997).

Aggressiveness is a personality trait expressed in readiness for aggression.

Determinants of aggression: social (frustration, verbal and physical attacks, incitement). External (heat, noise, crowded conditions, polluted air), individual (personality, attitudes, gender).

Types of aggression:

Physical aggression (physical action against someone)

Irritation (temper, rudeness)

Verbal aggression (threats, shouting, swearing, etc.)

Indirect aggression: directed (gossip, malicious jokes);

undirected shouting in the crowd, stomping, etc.);

negativism (oppositional behavior).

Aggression criteria (child observation scheme)

1. Often loses control of himself.

2. Often refuses to follow the rules.

3. Often argues and swears with adults.

4.Often deliberately annoys people.

5.Often blames others for his mistakes.

6.Often gets angry and refuses to do anything.

7.Often envious and vindictive.

8. Sensitive, reacts very quickly to various actions of others (children, adults), which often irritate him.

It can be assumed that a child is aggressive only if at least 4 of the 8 listed signs have been manifested in his behavior for at least 6 months.

1.Demonstrate a model of non-aggressive behavior.

2. Be attentive to the needs and wants of the child.

3. Punishments should not humiliate the child.

4. Be consistent in punishing the child, punish for specific actions.

5.Teach acceptable ways to express anger.

6.Give the opportunity to express anger immediately after a frustrating event.

7.Develop the ability for empathy (compassion).

8.Teach ways to recognize your own emotional state and those of surrounding peers and adults.

9.Expand the child’s behavioral repertoire.

10.Teach the skills of adequate response in conflict situations.

11. Learn to take responsibility.

WAYS OF EXPRESSING (SPATCHING OUT) ANGER

1. Sing your favorite song loudly.

2. Throw darts at the target.

3. Jump rope.

4.Using the “screaming glass”, express all your negative emotions.

5.Blow soap bubbles.

6. "Bomb" plastic toys in a bathtub filled with water.

7. Have a “fight” with a punching bag.

8.Run a few laps around the house.

9.Chase the cat (dog).

10. Wash the clothes.

11. Do push-ups from the floor as many times as possible.

12. Arrange a competition “Who will shout louder”, “Who will jump higher”, “Who will run faster”.

13.Crumple up several sheets of paper and then throw them away.

14.With quick hand movements, draw the offender, and then cross out the drawing.

15.Make a figurine of the offender from plasticine and break it.

16.Water the flowers.

INTERACTION WITH ANXIOUS CHILDREN.

Anxiety is an individual psychological feature that manifests itself in a person’s tendency to experience frequent and intense anxiety, as well as a low threshold for its occurrence. They are considered as a personal formation and (or) as a property of temperament, due to the weakness of nervous processes.

The concepts of “anxiety” and “anxiety” are often confused. However, these are completely different terms. Anxiety is episodic manifestations of worry and worry. Physiological manifestations of anxiety are rapid heartbeat, shallow breathing, dry mouth, lump in the throat, and weakness in the legs. However, there are also behavioral signs of anxiety: the child begins to bite his nails, rock in a chair, drum his fingers on the table, pull his hair, twirl various objects in his hands, etc.

The state of anxiety cannot always be regarded as a negative state. Sometimes it is anxiety that causes the mobilization of potential capabilities. Thus, when running away from pursuers, a person develops a running speed much higher than in a normal, calm state.

There is a distinction between mobilizing anxiety and relaxing anxiety.

What type of anxiety a person will experience more often depends largely on the style of parenting in childhood. If parents constantly try to solve all problems for the child, thereby convincing him of helplessness, then in the future, at certain moments, he will experience relaxing anxiety, but if, on the contrary, parents set up their son or daughter to achieve success by overcoming obstacles, then At critical moments he will experience mobilizing anxiety.

Single, i.e. Occurring infrequently, manifestations of anxiety can develop into a stable state, which is called “anxiety.”

Criteria for determining anxiety

1. Constant anxiety.

2. Muscle tension (for example, in the face, neck).

3.Difficulty, sometimes inability to concentrate on anything.

4.Sleep disorders.

5.Irritability.

It can be assumed that a child is anxious if at least one of the criteria listed above is constantly manifested in his behavior.

Criteria for determining separation anxiety.

1.Recurrent excessive upset, sadness at separation.

2. Constant excessive worry about loss, about the fact that the adult may feel bad.

3. Constant excessive worry that some event will lead to separation from his family.

4. Constant refusal to go to kindergarten.

5. Constant fear of being alone.

6. Constant fear of falling asleep alone.

7. Constant nightmares in which the child is separated from someone.

8. Constant complaints of malaise: headache, abdominal pain, etc. (Children suffering from fear of separation can actually get sick if they think a lot about what worries them).

If at least three traits appeared within four weeks, then we can assume that the child really has this type of fear.

Prevention of anxiety.

For example, you cannot tell a child: “Your teachers understand a lot! You better listen to your grandmother.”

2. Be consistent in your actions, do not forbid your child without any reason to do something that you allowed before.

3. Consider the capabilities of children, do not demand from them what they cannot do.

If a child has difficulty in any academic subject, it is better to once again help him and provide support, and if he achieves even the slightest success, do not forget to praise him.

4. Trust your child, be honest with him and accept him for who he is.

5. If for some objective reason it is difficult for a child to study, choose for him a studio or a club that he likes, so that classes in it bring him joy and he does not feel disadvantaged.

If parents are not satisfied with the behavior and success of their child, this is not a reason to deny him love and support. Let him live in an atmosphere of warmth and trust, and then all his many talents will manifest themselves.

1. Avoid competitions and any type of work that involves speed.

2. Do not compare your child with others.

3.Use physical contact and relaxation exercises more often.

4.Help increase your child’s self-esteem by praising him more often, but so that he knows why.

5.Address your child by name more often.

6. Demonstrate examples of confident behavior, be an example to your child in everything.

7.Do not place excessive demands on your child.

8. Be consistent in your upbringing.

9. Try to make as few comments as possible to your child.

10. Do not humiliate your child by punishing him.

11.Use punishment only as a last resort.

12. It would be nice to have your own animals at home: a cat, a hamster, a dog or a parrot. Caring for your beloved pet together will help build a partnership in the form of cooperation between parents and child.

13.Parents of anxious children will benefit from relaxation exercises. Performing these exercises together with children helps not only to physically relax the body, but also to strengthen the trusting relationship between an adult and a child.

INTERACTION WITH AUTISTIC CHILDREN

Autism is seen as a distortion mental development, caused by biological deficiency of C.N.S. child.

It has been established that autism is expressed in a decrease in the child’s contacts with adults and peers, and is manifested in his “immersion” in his own world.

A number of authors believe that “in the formation of the syndrome of early childhood autism, a significant role is assigned to a chronic psychotraumatic situation caused by a violation of the effective connection between the child and the mother, the coldness of the latter, her despotic pressure, paralyzing emotional sphere and child activity" (Children's autism, St. Petersburg, 1997).

Children with autism may often experience visual impairment, hearing impairment, skin diseases, joint and bone disorders, dysfunction of the temporal lobes, brain stem and cerebellum (Autism, Gilbert K., Peters T., 1998).

The main clinical signs of autism:

1. Communication difficulties.

2. Adverse reactions to sensory stimuli.

3. Speech development disorders.

4. Stereotypical behavior.

5. Social interaction.

Depending on the nature of the degree of manifestation of symptoms, it is currently customary to distinguish 4 groups of RDA. This classification was proposed by O.S. Nikolskaya.

1 group. Children are distinguished by detachment from the external environment, lack of need for contacts, and are characterized by aggressiveness that reaches the point of pathology. These children have almost no self-care skills, so they need constant help and support from adults.

They have the worst development prognosis.

2nd group. Children tend to reject the external environment. They are characterized by numerous fears, stereotypical movements, impulsiveness, mannerisms, and a symbiotic relationship with the mother. Their speech is usually monosyllabic. This is the largest group among children with autism.

The prognosis for their development is more favorable: with appropriate long-term correctional work, they can study even in a public school.

3rd group. Children are characterized by abstract interests and fantasies. Their speech is more developed, the level of cognitive development is higher. They are less dependent on their mother and less in need of the constant presence and supervision of adults. Empathy levels are generally low.

The developmental prognosis is quite favorable: with successful correction, these children can also be prepared for education in a public school.

4 group . Overinhibition is a distinctive feature of children in this group. As a rule, children are very timid, fearful, especially in contacts, and often lack self-confidence. They actively strive to learn a certain set of behavioral patterns, which makes it easier for them to adapt to the team.

They are characterized by emotional dependence on their mother. These children are often partially gifted. Their speech contains fewer cliches and is more spontaneous.

The developmental prognosis for these children is even more favorable. They can study in a public school, sometimes even without special training.

Currently, correctional work is carried out in the following areas:

1. Development of sensations and perception, visual-motor coordination.

2.Development of self-service skills.

3.Development of speech and communicative abilities.

Working with autistic children requires a lot of patience from parents and teachers. It can take quite a long time to master one skill, such as fastening buttons. Moreover, there is no guarantee that the acquired skill will not be lost at some stage of the child’s development (this may be due to both a lack of motivation and the difficulty of extracting information from long-term memory).

Interaction an autistic child it is necessary to build depending on the diagnosis and the real capabilities of the child. Corrective work should be carried out in several directions simultaneously, among which one may be a priority.

1. Follow the child’s daily routine. Create and write your child’s daily routine and hang it in a visible place.

2.Form stereotypes of child behavior in various situations:

Perform various daily procedures and routines in a strict, established once and for all sequence: dressing, feeding, getting ready for bed, etc.; for this, you can set aside a special place for folding clothes, and they should always be folded in the same sequence;

In the bathroom, you can lay out washing supplies in front of the mirror;

In a corner for activities or games, you can hang a diagram of the location of toys or objects on the table and in the table.

3.Teach your child to use operation cards, diagrams, etc. You can choose a number of games to develop reading skills transaction cards.

4. Try to ensure that your child receives vivid impressions from works of art (music, theater, etc.). Organize listening to records with your child, watching television programs, trips to the circus, museum, etc.

INTERACTION WITH HYPERACTIVE CHILDREN

“Hyperactivity in children is manifested by inattention, distractibility, impulsiveness and hyperactivity, which are unusual for the normal, age-appropriate development of a child” (Psychological Dictionary, 1997, p. 72).

Causes of hyperactivity: pathology of pregnancy, childbirth, infection and intoxication in the first years of a baby’s life, genetic conditioning.

Clinical manifestations of attention deficit disorder (ADD) in children

1. Restless movements in the hands and feet. Sitting on a chair, the child writhes and squirms.

2. Inability to sit still calmly when required.

3.Easily distracted by extraneous stimuli.

4.Impatience, inability to wait for one’s turn during games and in various situations in a team.

5. Inability to concentrate: he often answers questions without thinking, without listening to them completely.

6.Difficulties in completing the proposed tasks.

7.Difficulty maintaining attention when performing tasks or during games.

8.Frequent transitions from one unfinished action to another.

9. Inability to play quietly and calmly.

10.Talkativeness.

11. Disturbs others, pesters others.

12.Often one gets the impression that the child does not listen to speech addressed to him.

13.Frequent loss of things needed at school and at home.

14.The ability to commit dangerous actions without thinking about the consequences. At the same time, the child is not looking for adventure or thrills.

The presence of 8 of the listed 14 symptoms in a child is ADD.

All manifestations of the syndrome can be divided into 3 groups:

a) signs of hyperactivity (symptoms N°1,2,9,10);

b) inattention and distractibility (symptoms 3,6-8,12,13);

c) impulsivity (symptoms 4,5,11,14).

1. Praise the child in every case when he deserves it, emphasize his successes;

2. Avoid repeating words: “no”, “impossible”.

3.Speak with restraint, calmly and softly.

4.Give only one task for a certain period of time so that he can complete it.

5.Use visual stimulation to reinforce verbal instructions.

6. Encourage your child for all activities that require concentration.

7. Maintain a clear daily routine.

8. Avoid, if possible, crowded places (staying in markets, large stores).

9. Avoid restless, noisy friends.

10. Protect your child from overwork.

11.Give the opportunity to expend excess energy; Daily physical activity and sports are beneficial. In this case, the teaching style of the trainer is of great importance. An authoritarian, rigid parenting style is undesirable.

Sometimes one-on-one communication is advisable.

12. Quiet walks with parents before bed are useful, during which parents have the opportunity to talk frankly and privately with the child and learn about his problems.

And fresh air and measured steps will help the child calm down.

1.Work with hyperactive child build individually, while focusing on distractibility and poor organization of activities.

2. If possible, ignore the challenging behavior of a child with ADD and encourage him good behavior.

3. During training (classes), limit distractions to a minimum.

For example, the optimal choice of seat at a desk in the center of the classroom opposite the blackboard.

4. Construct training sessions according to a clearly planned, stereotypical routine.

5.Give only one task for a certain period of time.

6. Measure the completion of a large task and periodically monitor the progress of work on each part.

7. During the school day, provide opportunities for motor relaxation: sports exercises, physical labor.

9. If a large number of children attend a section, they are engaged only in group sports (for example, volleyball, football), it is advisable to have the opportunity individual communication(one on one).