The importance of communication with peers for the mental development of a child. Communication and its importance for preschoolers Essay on the importance of communication for the mental development of a child

What is communication

Part 1 Communication between preschoolers and adults

Communication with adults is of exceptional importance for a child at all stages of childhood. But it is especially important in the first seven years of his life, when all the foundations of the personality and activity of a growing person are laid. And the younger the child is, the more important communication with adults is for him. Of course, “adult” is not an abstract concept. An adult is always a specific person - mother, father, grandmother, teacher, nurse. Educators often argue that establishing contacts with a child, trying to understand him and shaping his good qualities is the task of parents; only a mother or father can raise a child, give him warmth and affection. But it is not so. There are often cases when, due to an unfavorable situation in the family, the teacher became the most significant and beloved adult for the child. It was he who satisfied the child’s need for communication and gave him what his parents could not give. And for children growing up in good families, the teacher’s attitude towards them and the nature of his communication with him significantly affect their development and mood. Therefore, the teacher cannot limit himself to the formal performance of his duties. He must look closely at the children, try to understand them and, of course, communicate with them.

The problem of communication between a preschooler and an adult has two aspects. Firstly, this is the development of communication itself throughout preschool childhood. It follows from this that the teacher needs to know the interests of children of different ages, be able to support suitable topics for conversation with them, determine the level of development of communication and compensate for possible shortcomings.

Secondly, communication affects the development of a child’s personality. When working with children, the teacher must imagine how, through communication with a child, one can develop the motives and meanings of children’s actions, the consciousness and self-awareness of children, their initiative and arbitrariness.

The following chapters of the manual will be devoted to these issues.

Chapter 1 Development of communication between a child and an adult

The concept of “form of communication”

The outstanding Russian psychologist M. Lisina considered communication between a child and an adult as a unique activity, the subject of which is another person. Like any other activity, communication is aimed at satisfying a specific need. The need for communication cannot be reduced to the pragmatic needs of a person (similar, for example, to the needs for food, impressions, safety, activity, etc.). The psychological essence of the need for communication is the desire to know oneself and other people.

A person strives to recognize and evaluate the individual qualities and abilities of himself and other people. By comparing oneself with others and finding out how they evaluate him, a person forms self-esteem, learns and evaluates others.

Another way of knowing oneself through another is through connection, communion with other people. By experiencing community with another person (love, friendship, respect), we seem to penetrate into his being. In such a connection, new knowledge is not acquired (we do not learn anything new), but it is in relations with another person that he finds, realizes himself, discovers and understands others in all their (and his) integrity and uniqueness, and in this sense he knows himself and another.

If the first path of cognition involves a detached, objective analysis of individual qualities - their detection, evaluation and comparison, then the second path is aimed at cognition

“from within”, to experience the community of oneself and another in integrity and unity.

In addition to the need, which is determined by the nature of the relationship to another, communication each time has certain motives for the sake of which communication is undertaken. In a broad sense, the motive for communication is another person, in our case an adult. However, a person is an extremely complex and multifaceted object. It has a variety of properties and qualities. Those qualities that encourage a person to communicate and are the main ones at this stage become the motives for communication.

M. Lisina identified three groups of qualities and, accordingly, three main categories of motives for communication - business, cognitive and personal.

Business motives are expressed in the ability to cooperate, play, and general activity. The adult acts here as a partner, a participant in joint activities. It is important for the child what the adult knows how to play, what interesting objects he has, what he can show, etc.

Cognitive motives arise in the process of satisfying the need for new experiences and learning new things. In this case, the adult acts as a source of new information and at the same time a listener, able to understand and evaluate the child’s judgments and questions.

Business and cognitive motives of communication are always included in other activities (practical or cognitive) and play a service role in it. Communication here is only part of the broader interaction between a child and an adult.

In contrast, the third category of communication motives - personal motives - are characteristic only of communication as an independent type of activity. In the case of personal motives, communication is prompted by the person himself, his personality. These may be individual personal qualities, or they may be relationships with another person as a whole person.

The needs and motives of communication are satisfied with the help of certain means of communication. M. Lisina identified three types of means of communication:

1) expressive facial expressions (looks, smiles, grimaces, various facial expressions);

2) object-based (postures, gestures, actions with toys, etc.);

3) speech.

The first ones express, the second ones depict, the third ones denote the content that the child seeks to convey to an adult or receive from him.

Psychological research has shown that needs, motives and means of communication form stable combinations-forms of communication, which naturally change throughout childhood. M. Lisina considered the development of communication between a child and an adult as a change in unique forms of communication.

So, a form of communication is the activity of communication at a certain stage of its development, taken in the totality of its properties. The form of communication is characterized by the following parameters:

1) time of occurrence in ontogenesis;

2) place in the system of general life activity;

3) the main content of the need satisfied by children during this form of communication;

4) leading motives that encourage the child to communicate;

5) basic means of communication.

Throughout childhood, four different forms of communication appear and develop, from which one can clearly judge the nature of the child’s ongoing mental development. An important task of the teacher is the ability to correctly identify and develop one or another form of communication, according to the age and individual capabilities of the child. Let us consider the sequence of forms of communication between a child and an adult, starting from the first months of life.

Planning play activities

An adult with several children (3-4 people) draws up a plan for a joint future game in advance: distributes roles, determines the order of actions, the responsibilities of each character, his character, intermediate and final stages of the game. At the same time, the adult does not dictate his decisions, does not impose his version of the plan, but constantly consults with the children, willingly accepts and supports any proposal coming from them.

You can offer any role-playing game plots where there are clear and attractive roles for them. For example:

“hospital” (roles of doctor, nurse, ambulance driver, patient);

“street” (roles of a policeman, gas station worker, drivers, car repairman, etc.);

“concert” (roles of entertainer, artists, accompanist, audience).

Having discussed in detail and determined the plan for the upcoming game, the order of actions for each character, the adult, together with the children, begins to act out the planned plot. He makes sure that children do not deviate too much from the planned plan, but at the same time encourages all proactive actions within the role.

After the game, the adult talks to each participant and asks what he played, what he did during the game, what he liked most and what he didn’t like. The adult is especially interested in the character whose role the child played, his story about his own actions and their compliance with the intended plan.

Situation 1. “Dream”

An adult approaches the child when he is already lying in bed, preparing for a nap, and asks: “Do you know what you need to do to fall asleep quickly?” The child, independently or with the help of an adult, formulates the following obvious “rules”:

1) lie down without moving or talking;

2) close your eyes;

3) lie on your side and put your hand under your cheek.

At the same time, the child is invited to think about what he wants (remember something or compose a fairy tale), just not open his mouth, but tell everything later when he wakes up.

After such a “persuasion,” the adult goes to the other end of the room and observes the child for 15 minutes, noting all his movements and the nature of his compliance with the rules.

Situation 2. “Constructor”

This situation is a game in which two children take part. The adult shows both of them the construction set and offers to build something out of it. When the children express their readiness to start construction, the adult introduces the following restrictive rules: we will build, but in turns - first one, and then the other. Anyone who is not building now, but is waiting for his turn, must work as a “guard”, he will guard the parts and give them out one by one when the builder asks for them.

As a result of the discussion, the adult and the children formulate the following rules of conduct for the “watchman”:

1) do not touch the details of the designer until you are asked to give them;

2) do not interfere with the construction of comrades - do not help or interfere with him, do not give advice;

3) parts should be given out only at the request of the “builders”;

4) issue designer parts only one at a time. Certain requirements are also imposed on the “builder”.

He can build whatever he wants, but he must use all the parts of the constructor and ask for them from his partner one at a time, and not grab them himself. Children are asked not only to follow all the rules of the game, but also to monitor whether their partners are acting correctly.

After 5 minutes of this game, the children change roles and the watchman becomes a builder.

Situation 3. “Drawing”

This situation can involve 6-7 children. Each of them should have their own piece of paper, one set of pencils for all. The adult invites the children to draw what and how they want, but in such a way that they start and finish their drawing on time (time indicators can be hourglass

or any signal). Each child is given 1 minute to draw. Children draw in turns (the last ones in line wait the longest - 5-6 minutes).

Therefore, children must comply with the following rules:

1) do not touch the piece of paper that lies in front of them;

2) do not take pencils ahead of time;

3) do not interfere with those who are drawing, do not rush or give advice;

4) start drawing as soon as it’s your turn;

5) finish the drawing as soon as the signal sounds (or all the sand in the clock will run out).

Then the children look at their drawings and those of their friends and discuss who drew what. After which the queue order changes and drawing can continue.

Situation 4. “Toy”

This situation can also involve 6-7 children. In the center of a large table, 6-7 different toys are placed (according to the first number of participants). An adult helps with a counting rhyme | establish a queue order according to which everyone will take their own toy. The child can choose any toy; when all the toys are taken apart, he must show everyone any funny, original play action with his toy. Having explained the essence of the upcoming game, the teacher formulates the following rules:

1) take the toy only when given a signal and in accordance with the number given by the counting card;

2) having chosen a toy, put it near you and think about what you are going to do with it;

3) do not show or tell ahead of time what you are going to do with your toy;

4) when it’s your turn, show how you can play with your toy;

5) the action with the toy should be new, interesting, which no one has shown yet.

The child who acted last waits about 5 minutes for his turn.

As you can see, situations are presented in order of increasing complexity. If the first of them (“Dream”) does not contain

There are no special distracting influences that cause the child’s situational activity and only requires the implementation of traditional routine moments for kindergarten, then the following situations involve overcoming immediate situational activity (intervene in your partner’s play, start drawing on the paper that lies in front of you, etc.). The last situation is especially difficult for children, where they need to not only wait their turn and not take an attractive toy ahead of time, but also, having taken it, first come up with a new interesting action with it and only then carry it out.

The organization of these situations will make it possible to identify, on the one hand, the level of development of voluntariness and awareness of behavior, and on the other, the level of creative activity and independence.

To assess the development of voluntariness, the central points are the time that the child is able to restrain his immediate desire and the number of violations of the rules of action. If a 5-6 year old preschooler cannot keep simple rules for 5 minutes and often breaks them (interferes with a friend’s construction, does not have time to complete a drawing, demonstrates his doll “out of turn”), then he does not know how to manage his behavior and restrain his immediate desires.

The level of creative activity and independence of the child is revealed in the process of performing the creative, non-standardized part of the tasks. This is the composition of a fairy tale or a story about yourself (the “Dream” situation), the nature of the building (the “Constructor” situation), the originality of the drawing (the “Drawing” situation) and the originality of movements with the doll (the “Toy” situation). The complete absence of independent creative manifestations - the child does not know what to talk about, what to build, how to draw, waits for instructions from an adult or reproduces the actions of peers - indicates a lack of independence and creative activity.

Based on the completion of these tasks, it is possible to identify two groups of children with communication difficulties that were discussed.

The first group includes children with a low level of voluntariness, but fairly high or average levels of awareness and creative activity. These children are characterized by strong emotional involvement in the situation. They constantly express impatience and interest in the game itself: they join in without listening to the explanation, keenly observe the actions of their partners and react violently to their mistakes. They often break the rules, but they are able to notice the violations of their peers, and sometimes their own mistakes. But this usually does not help, and they again act impulsively. Most often, they are distinguished by a lack of understanding of their own mistakes and indifference to them. They don't try to correct their mistakes and don't try to follow the rules. Objects and actions with them fascinate them much more than following rules.

The second group consists of obedient children with low creative activity. They diligently carry out all the adult’s tasks, but do not show any initiative. They don’t seem to notice anything around them, except for the adult, to whom they often look back, waiting for further instructions. The main thing that distinguishes such children is their complete inability to carry out the creative part of the proposed methods. In cases where they need to come up with something, build something and somehow express themselves, they tensely wait for instructions from an adult or reproduce the actions of their peers.

If for children of the first group waiting their turn and other rules limiting their spontaneous activity require significant effort, then for children of the second group these rules do not pose difficulties and do not require special effort. Actions that require independence and activity are much more difficult for them.

The differences between these groups of children in their attitude towards adults are also indicative. The adult acts as the central figure in every situation for the vast majority of children. But for children of the first group, relationships with him are meaningfully mediated by play actions: for them, an adult is a partner and a source of new games, rules and tasks. For

Children of the second group have a direct relationship with an adult: they expect his instructions and are guided by his immediate reaction, as evidenced by frequent glances in his direction, confusion when they need to act independently, etc.

Since there are different psychological reasons behind the behavior of these two groups of children, it is obvious that these groups require different pedagogical strategies and need different styles of communication with adults.

Communication and its role in child development

What is communication

Communication is the main condition and the main way of human life. Only in communication and in relationships with other people can a person feel and understand himself, find his place in the world. Every person's life is literally permeated by his contacts with other people. The need for communication is one of the most important human needs. Relationships with loved ones give rise to the most acute and intense experiences and fill our actions and actions with meaning. A person’s most difficult experiences are associated with loneliness, rejection, or misunderstanding by other people. And the most joyful and bright feelings - love, recognition, understanding - are born from closeness and connectedness with others.

Communication is always directed at the other person. This other person does not act as a physical body or organism, but as a subject, as a person who is endowed with his own activity and his relationship to others. Orientation to the activity of another and to his attitude is the main uniqueness of communication. It follows that communication is always mutual, mutual activity, presupposing the opposite direction of the partners.

The activities of a hairdresser, tailor or doctor are also aimed at another person, but the mood and attitude of the client or patient towards the specialist are not decisive for the success of the activity, and his excessive activity can even interfere. Therefore, the actions of these specialists cannot be called communication (although certain fragments of it, naturally, may accompany their work). Any

act, even if it has everything external signs interactions (speech, facial expressions, gestures) cannot be considered communication if its subject is a body deprived of the ability to perceive or respond to mental activity. And only focusing on the attitude of another and his activity, taking into account his actions (statements, gestures, facial expressions) can indicate that this act is communication.

To determine whether a particular type of interaction is communication, M. Lisina proposed the following four criteria:

1) attention and interest in another - observation, looking into the eyes, attention to the words and actions of the interlocutor indicate that the subject perceives the other person, that he is directed at him;

2) emotional attitude towards another person;

3) proactive acts aimed at attracting the partner’s attention to oneself - a person must be sure that the partner perceives him and somehow relates to his influences, thus, the desire to arouse the interest of another, to draw attention to oneself can be considered the most characteristic moment communication;

4) a person’s sensitivity to the attitude that his partner shows towards him - a change in activity (mood, words, actions, etc.) under the influence of the partner’s attitude clearly indicates such sensitivity.

The presence of a combination of the listed criteria may indicate that this interaction is communication.

However, communication is not just attention to another or an expression of attitude towards him. It always has its own content that connects those communicating. The word “communication” itself speaks of the community and involvement of those communicating. Such a community is always formed around some content or subject of communication. This could be a joint activity aimed at achieving a result, or a topic of conversation, or an exchange of opinions about an event, or simply a reciprocal smile. The main thing is that this item

communication, its content was common to the people who entered into communication.

Many difficulties in raising children are connected precisely with the fact that the content of a child’s communication and the content of an adult’s communication do not coincide: the adult talks about one thing, the child perceives something else and, accordingly, answers him about his own. And although outwardly such a conversation may be very similar to communication, it does not create commonality, but, on the contrary, alienation and misunderstanding. Here you cannot blame the child for lack of understanding or disobedience. The teacher’s task is precisely to create this community, that is, to understand the child and involve him in the content about which communication takes place. But for this you need to know your little partner well, and not limit yourself to demands and comments.

Both in phylogenesis and ontogenesis, the source of mental development is activity. At the same time, different types of activities have different effects on development. The main changes in the development of mental functions and personality that occur at each age stage are due to leading activities.

D.B. Elkonin discovered the law of alternation and periodicity different types activity: activity of one type, orientation in a system of relations, is followed by activity of another type, in which orientation occurs in the ways of using objects. Each time, contradictions arise between these two types of orientation. They become the cause of development. Each era of child development is built on one principle: the era opens with orientation in the sphere of human relations, then follows the development of intelligence. The action cannot develop further unless it is inserted into new system the child's relationship with society. Until intelligence has risen to a certain level, there can be no new motives.

The importance of the leading type of activity at different age stages is presented in the periodization of D. B. Elkonin. In infancy, the leading type of activity is direct personal communication with the mother, under the influence of which the need for communication is formed. At an early age, object-manipulative activity contributes to the emergence of such new formations as speech and visual-figurative thinking. In preschool age, the leading activity is play, in the context of which the desire for socially significant and socially valued activity is formed. At primary school age, the leading activity is educational activity that promotes the development of reflection, an internal plan of action, self-control and arbitrariness of mental processes. IN adolescence The leading activity is communication, which determines the formation of the desire for adulthood, self-esteem, and submission to the norms of collective life. At high school age, the leading activity is educational and professional activity, which contributes to the formation of a worldview, value orientations, professional and personal self-determination.

At the same time, personality development also occurs in other types of activities. The main types of activities include educational activities, work, play and communication.

Educational activities- activities aimed at acquiring knowledge, skills and abilities by an individual or changing them in the course of specially organized and targeted training.

Learning activities are carried out by the child himself, and learning is a joint activity between teacher and student. Educational activities are of great importance for the formation of self-control and self-esteem skills, for mastering learning activities(goal setting, analysis, synthesis, comparison, etc.). It teaches general methods of action and scientific concepts. General methods of action precede decisions (I. I. Ilyasov). Educational activity leads to changes in the subject himself (D. B. Elkonin). Changes in the mental properties and behavior of a student depending on the results of his own actions (I. Lingart).

D. B. Elkonin wrote: “Educational activities are different from all others important feature. As a result of productive or labor activity a material product is obtained. ... The educational activity is structured completely differently, in which the child operates with scientific concepts and assimilates them. However, he does not introduce any changes to the system of scientific concepts. ... The result of educational activities is a change in the student, his development. This development is the child’s acquisition ... of new ways of acting with scientific concepts.”

According to Ya. L. Kolominsky, educational activities distinguishes two aspects from ordinary educational behavior: the student himself strives for change during his studies and the direction of these changes coincides with the goal of the educational activity (personal development during the educational process). If a student attends school and does homework so as not to upset his parents and avoid punishment, then his activity is not educational.

Educational activity leads to changes in the level of knowledge, abilities and skills, the formation of certain aspects of educational activity and in mental operations, personality characteristics.

S. L. Rubinstein noted that work is the main way of personality formation. In work activity, a person’s abilities develop, his character is formed, and his ideological principles transform into practically effective attitudes. “Labor develops the ability to act at a long range, distant motivation.” The labor process itself requires tension, willpower, and overcoming external and internal obstacles. Therefore, in work, the will and voluntary attention necessary to concentrate on unattractive parts of the labor process develop. In every work we have to take into account changing conditions, which contributes to the development of initiative and creativity.

Play is essential for children's development. The game develops children’s ability to reflect and transform reality. By playing, the child masters the world better. Play, according to S. L. Rubinstein, is a practice of development. Through play, a child’s imagination is formed. The ability to transform reality in an image and transform it in action is prepared in play action.

Gaming activities contribute to:

1. the formation of arbitrariness of mental processes, especially attention and memory. Children remember more during play than during laboratory experiments. The conscious goal - to concentrate attention, remember, remember - is most easily identified by the child in the game. The conditions of the game require the child to concentrate on objects, the content of the actions being played, and the plot. If a child does not want to be attentive in a play situation, then he is driven out by his peers.

2. intellectual development. In play, the child acts with substitute objects - this forces him to think about objects and act with them, distracting from their immediate properties. He is forced to move on to thinking in terms of ideas, which serves as the basis for the development of abstract thinking.

3. speech development. If a child cannot express his assumptions clearly for other participants in the game and understand their verbal statements, he will be a burden to his peers.

4. development of imagination. In play activities, the child learns to replace some objects with others and take on different roles.

5. personality development. Through play, the child gets acquainted with the behavior and relationships of adults and assimilates them. In the game he acquires communication skills. The game promotes the development of feelings and volitional regulation of behavior.

The educational significance of communication is determined by the fact that it develops rules of behavior, norms, motives for behavior, and develops hierarchies of values. It is through communication that a child learns his personality and experiences his significance; it is through communication that the child’s behavior among other people is regulated. The educational significance of communication is revealed in the style of pedagogical communication and the form of communication between parents and children.

The importance of communication for a child’s mental development

Communication, according to domestic psychologists, is the main condition for the full mental development of a child. This is evidenced by the following facts:

2. The phenomenon of hospitalism.

3. Formative experiments performed under the guidance of M. I. Lisina.

Let's look at each of these facts in more detail.

“Mowgli children” are children who grew up among animals, outside of human society. So, for example, at the beginning of the twentieth century, the Indian scientist Singh was told that hunters observed an interesting picture; they saw how a she-wolf took her wolf cubs for a walk, among whom were two girls, one about eight, and the other one and a half years old. An expedition was undertaken. The girls were removed from the wolf pack and began to live with the Sinha family. It turned out that these children were deprived of human forms of behavior. They walked on all fours, ate raw meat, were nocturnal, howled at night, and tried to hide at the sight of people. In a word, they looked more like animals than people. The youngest of them, Amala, died a year later; Obviously, the transition from the animal community to human society turned out to be a stressful situation for her, which her body and psyche could not cope with. The eldest girl, Kamila, lived another nine years. During this time, Singh achieved very little success, although he put in a lot of effort. Kamil was only able to teach upright walking and some hygiene skills. But she never learned to feel, think and speak like a human being.

This case and others like him allowed scientists to conclude that outside of human society a child cannot become a human being; he does not develop human forms of psyche and behavior.

In conditions of a lack of communication with adults in the early stages of ontogenesis, there is a lag in the mental and physical development of the child, called hospitalism . The phenomenon of hospitalism was first described after the First World War. Children left without parental care were placed in orphanages. Similar practices occurred after World War II. In orphanages, children were well fed, and their condition was monitored by doctors and nurses. But despite good nutrition and physical care, many children did not live to see three years of age, and those who survived were sharply behind in their physical and mental development from their peers raised in ordinary families. A terrible picture was described by the German psychologist R. Spitz, who observed the children of one of the orphanages. Of the 21 children aged 2 to 4 years, 5 could not sit or move at all, 3 could only sit without support, 8 walked with assistance, and only 5 walked independently. 12 children did not know how to eat from a spoon, 20 did not know how to dress themselves. The speech development of the children was strikingly weak: 6 out of 21 did not speak at all, 12 spoke 2–5 words each, and only one could form phrases. Spitz described a special neurotic state of children, manifested in amazing passivity, unresponsiveness, and inhibition of children.

Scientists have found that such a serious lag in physical and mental development is due to a lack of intimate and personal communication between the child and adults. The entire life of children in orphanages was structured in such a way that adults supervised and cared for the children, but did not have the opportunity to pay personal attention to each child. The children were in conditions of lack of communication, which led to a lag in their development.

According to M.I. Lisina, “erased” forms of hospitalism are observed in our time (in orphanages and in those families where children are abandoned, where there is no full communication).

The decisive role of communication in the mental development of a child is evidenced by the formative experiments of M. I. Lisina and the staff of her laboratory. The work was carried out in an orphanage with children in their first year of life. Children 2–4 months old were conditionally divided into 2 groups: experimental and control. The essence of the experiments was that with children experimental group Daily special communication sessions lasting 7–8 minutes each were organized. During this time, the experimenter personally communicated with the child: he smiled at him, talked to him affectionately, stroked him as he does loving mother. Children in the control group did not receive such communication sessions.

Psychologists noted that after 2–3 lessons, the children of the experimental group were impatiently waiting for the experimenter: when he appeared, they perked up, smiled, screamed joyfully, or hummed melodiously. But the main thing was that intensive communication with adults accelerated and enriched the development of children in the experimental group. They played with toys longer and performed more varied actions. Compared to children in the control group, these children enjoyed the toys and experienced greater pleasure in interacting with them. The children in the experimental group expressed not only the need to communicate with adults, but also the need to explore the world around them. They, to a much greater extent than the children in the control group, showed interest and attention to objects and toys nearby.

If we consider that toys were not used during the communication sessions, it becomes clear that it was the adult’s communication that turned out to be the force that advanced the children, allowing them to significantly outperform their peers. It is in communication with adults that intensive development of perception as the leading mental process in infancy occurs, as well as the development of the child’s cognitive activity.

All of the above allows us to assert that communication is truly a decisive factor in overall mental development in the early stages of ontogenesis.

Questions and tasks for self-test:

1. What two types of interaction do domestic psychologists distinguish?

2. Characterize interactions of the subject-object type (highlight what is common to ritual, imperative, manipulative interactions, and describe the specifics of each type of interaction).

3. What are the features of communication?

4. What are the functions of communication?

5. Justify the need for communication for the child’s development.

5. The importance of communication for human mental development.

In the psychological theory of activity, communication is considered as one of its types. It has the same structure as any other activity: it arises on the basis of a corresponding need and is stimulated by a motive that responds to it, and includes actions aimed at goals that are meaningfully related to the motive. In each age period, communication has its own specific characteristics, determined by the development of the need-motivational sphere.

The first years of a person’s life are filled with communication with close adults. Having been born, a child cannot satisfy any of his needs on his own - he is fed, bathed, covered, shifted, carried, and shown bright toys. Growing up and becoming more independent, he continues to depend on an adult who teaches him to walk and hold a spoon, pronounce words correctly and build towers from cubes, and answers all his “whys?”

The need for communication in a child appears early, at about 1-2 months, after the neonatal crisis. He begins to smile at his mother and rejoice wildly when she appears. The mother (or another close person caring for the child) must satisfy this as fully as possible. new need. Direct emotional communication with an adult creates a joyful mood in a child and increases his activity, which becomes a necessary basis for the development of his movements, perception, thinking, and speech.

What happens if the need for communication is not satisfied or is not satisfied enough? Children who end up in a hospital or orphanage are lagging behind in mental development. Until 9-10 months, they maintain a meaningless, indifferent gaze directed upward, move little, feel their body or clothes and do not try to grab toys that catch their eye. They are lethargic, apathetic, and have no interest in their surroundings. They will have speech very late. Moreover, even with good hygienic care, children lag behind in their physical development. These severe consequences of lack of communication in infancy are called hospitalism.

Thus, in the first year of life, full communication with an adult is vital. Insufficient or inappropriate communication has a negative impact on development later, and the manifestation of this negative impact at different age stages has its own specifics. Each age, bringing new opportunities and new needs, requires special forms of communication.

M.I. Lisina studied how a child’s communication with an adult changes throughout childhood. She identified four forms of communication (table).

Need satisfied by communication

Need for kind attention

Need for cooperation

Junior front up school age

The need for respect from an adult; cognitive need

Middle and senior preschool age

The need for mutual understanding and empathy

1. Situational and personal communication, characteristic of infancy (1-6 months). It depends on the characteristics of the momentary interaction between a child and an adult and is limited by the narrow framework of the situation in which the child’s needs are met. Direct emotional contacts (the attention and kindness of an adult) are the main content of communication. The child is attracted by the personality of the adult, and everything else, including toys and other interesting objects, remains in the background. The motives for communication are personal. Means of communication are expressive and facial.

2. Situational business communication (3 months – 2 years). At an early age, a child masters the world of objects around him. He still needs warm emotional contacts with his mother, but this is no longer enough. His need for communication at this time is closely related to the need for cooperation, which, together with the needs for new impressions and activity, can be realized in joint actions with adults. The child and the adult, acting as an organizer and assistant, together manipulate objects and perform increasingly complex actions with them. An adult shows what can be done with different things, how to use them, revealing to the child those qualities that he himself is not able to detect. Communication that unfolds in a situation of joint activity is called situational business. The motives for communication are business. Means of communication are objective and effective.

3. Extra-situational-cognitive communication (3 years). With the appearance of the child’s first questions: “why?”, “why?”, “where from?”, “how?” - a new stage in the development of his communication with adults begins, additionally stimulated by cognitive motives. The child breaks out of the visual situation in which all his interests were previously concentrated. Now he is much more interested in how the huge world of natural phenomena and human relationships that has opened up to him works. And the same adult becomes for him the main source of information, an erudite who knows everything in the world. The content of the need is respect for an adult. The motives for communication are cognitive. Means of communication are speech.

4. Extra-situational-personal communication that occurs in the middle or end of preschool age (6-7 years). For a child, an adult is the highest authority, whose instructions, demands, and comments are accepted in a businesslike manner, without offense, whims, or refusal of difficult tasks. This form of communication is important when preparing for school, and if it has not developed by the age of 6-7, the child will not be psychologically ready for school. The content of the need is empathy and mutual understanding of an adult. The motives for communication are personal. Means of communication are speech.

Each form of communication contributes to the child's mental development. Situational-personal stimulation mainly stimulates the formation of perceptual actions of different systems and analyzers and the grasping reaction. Situational business communication leads to a transition from individual actions to substantive activities and the development of speech. Extra-situational-cognitive communication helps preschoolers immeasurably expand the scope of the world accessible to knowledge, trace the interconnection of phenomena, reveal some cause-and-effect relationships and other relationships between objects. The extra-situational-personal form of communication introduces the child into the world of social relations and allows him to take an adequate place in it. The child comprehends the meaning of relationships between people, learns moral norms and values, and the rules of social interaction. The most important meaning of this form is that thanks to it the child learns about an adult as a teacher and internalizes the idea of ​​himself as a student. Therefore, he most successfully acquires new knowledge.

Let us note that later, at primary school age, the authority of an adult will be preserved and strengthened, and a distance will appear in the relationship between the child and the teacher in a formalized environment. schooling. While preserving the old forms of communication with adult family members, the younger student learns business cooperation in educational activities.

In adolescence, authorities are overthrown, a desire for independence from adults appears, and a tendency to protect certain aspects of one’s life from their control and influence. A teenager’s communication with adults both in the family and at school is fraught with conflicts. Nevertheless, it is a very significant area of ​​relationships for him, reinforced, in addition to the need for love and care from adults, by the need for their opinions and assessments regarding social and moral problems, events, actions, etc.

At high school age, conflicts with adults stop or lose their severity, emotional contacts with parents, if they were interrupted, are usually restored, and interest in communicating with adults increases. An additional incentive in this communication is the need for the experience of the older generation in determining their future life path, as well as interest in adults as bearers of certain qualities that serve as standards in relevant areas.

Communication with other children initially has virtually no effect on the child’s development (if there are no twins or children of similar age in the family). Even younger preschoolers at 3–4 years old they still do not know how to truly communicate with each other. As D.B. writes Elkonin, they “play side by side, not together.” We can talk about a child’s full communication with peers only starting from middle preschool age. At this time, the need for communication is combined with play motives. Communication woven into complex role-playing game, promotes the development of voluntary behavior and the ability to take into account someone else’s point of view.

At primary school age, for the first time, a special form of communication associated with relationships in a team may appear. Inclusion in collective educational activities (group work, mutual assessment of results, etc.), supplemented by common extracurricular interests, under favorable conditions can lead to identification with one’s school class. In the future, identification (a sense of one’s community with a given group) can manifest itself in relations with members of one’s production team, in interest groups, etc.

For teenagers, communication with peers becomes a leading activity. They have close friends with whom they are capable of deep intimate, personal, confessional communication. The ability for close friendship develops in high school age and throughout adolescence in general. As E. Erikson emphasizes, the ability to form deep, trusting relationships with other people should become one of the most important achievements of youth. In youth and mature periods of life there are deep friendly relations with loved ones is one of the most significant aspects of a person’s life.

Usually in youth, and sometimes in adolescence, first love appears, which forms another special sphere of communication. Youthful love, like friendship, presupposes great spiritual closeness and carries with it the need for understanding. It largely determines the relationships that a person develops in this area in youth and adulthood. Love is a highly desirable, ideally necessary, component of a broader sphere: the sphere of family relationships. The vast majority of people start a family when they are young. Communication in the sphere of family relationships can be considered the leading activity of this age. In addition to the relationship between spouses, it also includes communication between young parents and children. In mature periods of life, family relationships are also one of its most important aspects.

In conclusion, it should be emphasized that communication occupies an extremely important place throughout a person’s life. In infancy (direct emotional communication with the mother), adolescence (intimate and personal communication with peers) and youth (communication in the sphere of family relationships), it is the leading activity, i.e. the most significant aspect of life. In other age periods, various types of communication also play a vital role, both constituting independent aspects of a person’s life and acting as integral components of other types of activities, including leading ones (for example, in the object-manipulative activities of young children, in the play activities of preschoolers etc.).

THE IMPORTANCE OF COMMUNICATION WITH PEERS FOR THE MENTAL DEVELOPMENT OF A CHILD

Communication of children with peers at an early age, unable to

rubbing on what is at the stage of formation contributes

contribution to mental development.

Polish psychologist A. Kempinski reflected the specifics

communication between children and peers as follows.

He wrote that the planes of interaction between a child and an adult

ly and peers are at different levels. Flat

the bone of relations with an adult is inclined: at the bottom there is

an imputed adult with whom the child cannot compare -

Xia. He communicates with a peer in a horizontal plane

sti. Before him is an equal being in which the child is without

words finds a intuitive understanding of their states,

willingness to share what is valuable and for him the desire for self-

expression. In communicating with peers, children receive

They enjoy the opportunity to express themselves

in all its spontaneity. This is the conclusion

There is a special value for a child in communication with peers -

mi. Thus, A. Kempinski emphasized the important

the psychotherapeutic role of joint games for children with over-

Communication with other children plays an important role in social

nom development of the child. During emotional and practical

games, children begin to feel and understand each other better

ha. The experience of communicating with peers teaches them to live in a community

ve, get along with other people. Thanks to this experience they

acquire the ability to defend their morals, coordinate

your actions with the actions of others.

Communication of young children is one of the sources

development of their cognitive activity. Contacts with

peers give them additional impressions, stimulation

highlight vivid experiences, are a field for manifestation

initiatives provide an opportunity to discover and demonstrate

develop your skills, all these qualities are important for the development

children's self-awareness. Observing the actions of a peer,

imitating him, comparing ourselves with him, acting together, the rebbe

nok seems to be “looking* into an invisible mirror in which

his own skills and qualities are reflected. Therefore, about

sharing with equal partners is one of the important

means of forming an adequate representation of the child

A child’s communication with peers develops early

age and goes through several stages in its development.

In the second year of life, children show only interest and attention.

mania for each other’, colored with positive emotions -

we, contacts between them are episodic and short-term.

These contacts are prompted by the child’s need for impressions.

leniya and in active functioning. At this stage

children predominantly treat each other as inte-

resourceful object, toy, highlighting his volume in the partner

At the end of the second year of life, children develop aspirations

to attract the attention of a peer and demonstrate

give him your skills.

In the third year, children become sensitive to

wearing a peer. By the end of the third year the need

is fully formed in communication with peers.

Contacts between children acquire the character of subject-oriented

Children’s communication with each other at an early age is

takes place in the form of emotional-practical interaction

actions based on mutual imitation. What distinguishes him is

significant features is the absence of substantive

An important role in the formation of communication between children and peers

kami belongs to an adult. Organizing subjective mutual

the interaction of children in the process of joint subject activity

ity, it enriches the experience of spontaneously developing emotions

rational and practical communication between children and each other

The main importance of communication with peers is

that it opens up opportunities for self-expression

child, contributes to his social development and development

The meaning of speech in a child’s mental development

The lack of auditory gnosis manifests itself mainly in the immaturity of phonemic perception, which delays the development of speech understanding, sound pronunciation, and subsequently writing skills.

Most children with developmental disabilities have significantly impaired formation spatial representations. The perception of space is the result of the joint activity of various analyzers, among which the motor-kinesthetic one plays a particularly important role. When expressed spatial violations Children have difficulty completing tasks such as adding cut pictures, copying figures from sticks and cubes.

Many children with developmental disabilities experience a lack of fine differentiated movements of the fingers, which delays their development of subject-related practical activities.

The role of speech in the mental development of a child

A characteristic feature of children with developmental disabilities is their lack of knowledge and ideas about the surrounding reality. It is known that in the development of the psyche an important role is played by the relationship between action and speech. Although effective analysis and synthesis precedes the development of the verbal method of cognition, the participation of speech is necessary in the formation of correct and meaningful ideas.

Designating an object or phenomenon with a word helps both to identify each of them and to combine them. In the process of a child’s active interaction with the world around him, children form complex associations from which ideas develop. In children with motor disorders, the formation of complex associations is difficult, so their ideas about the environment are not only limited, but sometimes erroneous.

Defects in the development of speech lead to difficulties in the formation of comparison operations and differentiated perception of objects. Therefore, children with speech underdevelopment usually have a delay in mental development.

The development of sensorimotor functions and preverbal communication in the first year of life is the basis for the formation of speech and thinking. Between the ages of one and three years, speech begins to occupy a central place in the child’s mental development.

Mental development of a child 1-3 years old

Crisis in a 3-year-old child. Leading activity of the child towards the end of early childhood and central neoplasms. Preschool age (3–7 years) development of the child’s perception, thinking, speech, attention, memory and imagination. Types of activities in preschool childhood

abstract, added 08.04

Mental development of a child in preschool age. Psychological study of the development of motor skills of a preschool child. Development of a child's cognitive abilities. Development of thinking at school age. Problems of developing knowledge and skills among schoolchildren.

tutorial, added 03.02

The concept of conditions and sources of development. Laws of child mental development. The social situation as the most important factor in the formation of personality in ontogenesis. Infant, early and school age. Crisis of 3 years. The problem of school readiness.

abstract, added 19.02

Studying the characteristics of the psychological development of a young child. Analysis of the problem in education is impossible and necessary and the importance of volitional components. Development of thinking in young children. The importance of speech and its formation in the development of a child.

thesis, added 15.03

Psychological characteristics of the child’s development before and after birth and the role of the mother in the favorable course of this period. Mental development of a child of infancy. Motor activity of the child. Perception, memory, speech and thinking in infants.

course work, added 07/29

Basic concepts of developmental psychology and factors of child mental development. Environment and infant development. The formation of arbitrariness in the activities of a young child. Criteria for school maturity, manifestations, neoplasms of crisis 7 years.

tutorial, added 12/29

Personality as a socio-psychological formation that is formed through a person’s life in society. Factors determining the development of a child's personality. The influence of activities on child development. The role of the child’s personality activity in activity.

test, added 12.02

Mental development of a child in the first year of life. Orientation activity as the basis of a child’s cognitive activity. Formation of abilities, skills, feelings in the second year of life. Practical subject activity. Development of conceptual thinking.

test, added 04/26

Development of child’s communication with adults and peers. The role of communication in the mental development of a child. The emergence of communication in a child. The child's relationships with people around him. The main stages of development of communication with peers in early and preschool childhood.

book, added 01/08

Current problems in diagnosing the mental development of a child. Determination of the real level of mental development of the child. Diagnostics intellectual development child. Social development and play. Organization of correction of mental disorders.

lecture, added 01.03

Psychological features of infant development before and after birth. The role of the mother and family members for the favorable course of this period. Mental development of a child of infancy. The main leading type of activity of the child is perception and memory.

thesis, added 26.03

The essence of the concept of “communication deficit” and its impact on the development of the child. Features of deprivation of mental development in infancy, early and preschool age. A warm and close relationship with the mother as a condition for preserving the child’s mental health.

abstract, added 06.11

Characteristics of the subject, tasks and methods of developmental psychology. Dynamics of child mental development. The mental development of a child in the embryonic period, from birth to 1 year, during early childhood. Mental development of preschoolers and adolescents.

abstract, added 07/22

The importance of communication for the formation of a child’s speech. Features of child speech development at different age stages of life. The essence of the development of a child's vocabulary. Concept and development of a child's passive vocabulary. The main stages of development of speech function in children.

course work, added 04.12

Egocentric speech and thinking of a child. The main provisions of the theory of J. Piaget and L.S. Vygotsky. Stages of child mental development. Development of children's thinking from social to individual. Difference between the concepts of ordinary and egocentric speech of a child.

abstract, added 12/21

The leading activity of a child at primary school age and a number of specific features of this activity. Cognitive development of a child of primary school age and primary school age as an age of intensive intellectual development.

abstract, added 03.04

Development of mental functions. Communication with adults. Development of voluntariness. Basic psychological neoplasms of age. Problems in the development of a preschool child. Possible causes of problems in the development of a preschool child.

abstract, added 28.02

Communication as one of the most important factors in the overall mental development of a child. The main stages of the process of development of the first speech function in children. Stages of development of a child’s need for communication with an adult. The connection between parents' speech and their child's language development.

test, added 02.12

Study of the influence of the psychological climate in the family on the mental development of the child. Personal development, conditions for ensuring and maintaining the mental health of preschool children. The emotional state of the child, parental behavior and conflict in the family.

course work, added 11/29

Ways to form a person's personality. Child development. The natural side of man. The makings of a newborn. Social and biological in man Development of a child’s social behavior. The child’s health and the development of his personal characteristics.

report, added 11/28

Delayed speech and mental development

Under certain environmental and health factors, the child’s speech and mental development lags behind the norm. Such a child begins to speak later, has problems communicating with peers and adults, and often has disturbances in mental activity, attention and memory. If you do not pay attention to alarming symptoms in time and do not correct the child’s development, the delay in speech and mental development will turn into persistent pathological forms that are almost impossible to correct with age.

Delayed speech development

The ability to reproduce and understand speech is laid down in the baby during intrauterine development. The fetus can distinguish voices, the tone and timbre of the voice, and respond to familiar voices with movements. At birth, the child is immediately included in the sound environment and over time begins to respond to sounds, recognize voices, and later try to repeat individual sounds, then words. Passive listening to speech, tactile contact with relatives, and the emotional response of others and the baby to speech from birth are of great importance in developing the ability to understand speech and speak.

Speech function that has not been restored and corrected in a child under 5 years of age is almost impossible to restore later.

Children with speech delay can learn other skills, but a little later than children without speech delay.

Causes of speech delay

1) Since infancy, the child has not received the necessary verbal and emotional communication with loved ones. If you didn’t talk to the baby, didn’t address him, encouraging him to make sounds and emotional contact, then the baby’s speech function remains unclaimed and undeveloped. Very often, children who find themselves isolated from communication develop a complex psycho-emotional disorder that also affects speech—hospitalism. The child does not strive to communicate, pronounce sounds, is indifferent, unemotional.

2) Poor health. Frequent illnesses and weakness of the baby, nervousness of the situation significantly affect the inhibition of the child’s speech development.

3) Congenital weakened maturation of nerve cells that are responsible for speech.

4) Hypoxia, birth injuries.

Children who have delays in speech development, require special care and correctional work with them by teachers, psychologists and speech therapists. The child needs to be included as much as possible in the speech environment, to ensure that he repeats words and sounds. You need to talk to your baby even when doing simple household chores, name objects on the street and at home, ask him to repeat words and later phrases.

You need to correct your child’s speech gently but persistently, ensuring correct pronunciation and not indulging in special distortion of words. Typically, children with whom correctional work is carried out soon catch up with their peers in speech development.

Classes with the baby should be conducted in a friendly and bright emotional environment.

With absence correctional work delayed speech development will affect the intellectual and mental health of the baby.

Delayed mental development of a child

Mental retardation is a temporary lag in the baby’s psychomotor functions, which is expressed in communication problems, lag in thought processes, attention and memory. Children with mental retardation are restless and inattentive in class, cannot concentrate on one type of activity for a long time, and have poor memory. More often, problems with a child’s mental development are identified already at school; parents tend not to notice such manifestations at an early age of the child, attributing them to childhood and harmful character of the child.

Children with mental retardation are more likely to experience speech delay. ZPR is manifested by a lag in the motor sphere of mental activity, cognitive, emotional and volitional.

Diagnosis of mental retardation can reveal problems already in the first months of a child’s life - such children are emotionally poor, almost do not react to changes in the environment, do not try to communicate with adults and pronounce sounds and words. Such babies later begin to sit and roll over, more often lie with an indifferent look, do not try to stand up or crawl, and later begin to pick up toys in their hands.

Causes of mental retardation

1) Poverty of the emotional environment from the birth of the child. Such violations occur when they do not communicate with the child, do not talk, do not respond to his cries, and do not stimulate communication. Tactile contacts, emotional and verbal communication are very important for the baby from birth.

2) A special innate structure of the baby’s nervous system affected by intrauterine pathologies or hypoxia.

3) Frequent illnesses of the baby, which greatly weaken his body.

4) Injuries received during childbirth or after childbirth.

5) Impaired hearing and vision of the baby.

Delayed mental development of a child is not a mental retardation. The mental development of a child can be easily corrected if classes with the child are started on time. A child's intelligence may suffer if these delays are not corrected.

To correct mental development, it is important to establish close emotional contact with the child. You need to start with the simplest exercises, with mechanical repetition of simple actions, naming objects and composing simple phrases. The child needs to be taught to pay attention, complete tasks, correct mistakes, and memorize poems. It is good if specialists such as a psychologist, psychotherapist, speech therapist, and special education teacher are involved to correct the child’s mental development.

In kindergartens there are special groups for children with mental and speech delays. There are few children in such groups, all of them are under the supervision of psychologists and speech therapists, and special classes are conducted with them according to the correctional program.

Delayed speech and mental development can be corrected if classes with the child begin on time and are carried out regularly. The family is of great importance in this process: the child really needs contact with loved ones, emotional interaction, praise and love from loved ones. It must be remembered that a delay in the speech and mental development of a child can become a pathological lag in the intellectual sphere if measures to correct them are not taken in time.

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We have understood a little about the term “communication” and its purpose.

Now we should move on to the question of the role of communication in the development of a child.

Why do you need to communicate with adults? How does it help the development of a preschooler? And what role does communication play in the life of a preschooler?

Communication with a child is an integral part of his upbringing. It plays a decisive role and is a necessary condition in the development of the child.

Communication is also the basis for the formation of the needs and abilities of an individual. Communication with other people is a source of various experiences and feelings.

In the process of communication, the child’s speech develops and is formed - one of the most important prerequisites collaboration in the future, conceptual thinking develops from here, which is a distinctive feature of man from the entire animal world (only with the help of it is it possible to master all the achievements of culture and civilization). From all this it follows that having mastered speech through communication with parents, adults or older children, the child will be able to further find a common language with peers, will be able to work in a group and, through information exchange, establish relationships with other children.

Simultaneously with communication, learning occurs (acquisition of knowledge, skills and abilities), training occurs, the child’s cognitive abilities are formed and developed. Parents pass on knowledge about the world around him, about cultural values ​​and traditions, about material things and moral principles, and try to shape his views and ideas.

Many difficulties in raising children are due precisely to the fact that the content of communication between a child and an adult does not coincide: the adult talks about one thing, and the child perceives something else and, accordingly, talks about his own. And although outwardly such a conversation may look like communication, it does not create community, but, on the contrary, alienation and misunderstanding. Here you cannot blame the child for lack of understanding and disobedience. The task of the educator is precisely to create this community, i.e. understand the child and involve him in the content about which communication takes place. But for this you need to know your little partner well, and not limit yourself to demands and comments.

Life sometimes arranges cruel experiments, depriving young children of necessary communication with loved ones, when for one reason or another they are deprived of parental care, or care from any close people. It has been noticed that in the absence of such close communication, children do not possess the simplest self-care skills - they do not speak, do not walk, and show passivity in everything. But even when children are not completely deprived of communication, but do not have the proper completeness and quality, the consequences are very sad - children lag significantly behind in psychological development from those children who received full communication with close adults.

The surrounding adults are not only a condition that helps children live and grow normally, but also the main source, the engine of mental development. A child cannot become a normal person if he does not master the abilities, knowledge, skills, and relationships that exist in human society. By itself, a child will never learn to speak, use objects, think, feel, reason, no matter how well he is dressed and fed. He can master all this only together with other people and only through communication with them.

At the same time, the need for communication and the nature of the relationship also depend on the communication partner, on the one with whom the child communicates. In preschool age, there are two spheres of communication - with adults and with peers.

The question often arises: who does a child need more and with whom should children spend more time - with adults or with peers?

In answering this question, it is important to emphasize that there cannot be an “either/or” opposition here. Both adults and peers are necessary for the normal development of a child’s personality.

Institute of Psychology, Pedagogy and Social Work

Department of Personality Psychology, Special Psychology and
correctional pedagogy

FUNCTIONS OF SPEECH IN THE MENTAL DEVELOPMENT OF A CHILD

REPORT

Completed by: OZO student (3.0)

group No. 4264

department "Special
(defectological) education"

Ryabova N.G.

Ryazan
2015

Speech is not an innate ability of a person; it is formed constantly, along with the development of the child. Speech occurs in the presence of certain biological prerequisites, primarily in the presence of normal maturation and functioning of the nervous system. However, speech is the most important social function, therefore, for its development, biological prerequisites alone are not enough; it arises only if the child communicates with adults.

There are 3 functions of speech:

Communicative – this function is one of the earliest. The first form of communication between a child and an adult is visual communication. By 2 months, the child fixes his gaze well on the adult’s face and follows his movements. From 2 months, communication with an adult is established through vision and the first facial movements; the child smiles at the adult in response to his smile. Hand movements are then added to facial and visual communication.

Simultaneously with facial and visual communication, communication with an adult is carried out using screaming.

Cognitive – closely related to the child’s communication with others. With the help of speech, a child not only receives new information, but also acquires the ability to assimilate it in a new way. As speech develops, intellectual operations such as comparison, analysis, and synthesis become possible.

The regulatory function of speech develops already at the early stages of development. However, only by the age of 5 the word of adults becomes a true regulator of the child’s activities and behavior.

The main significance of speech in the mental development of a child is that it frees him from being bound by the situation, momentary events and opens up the opportunity to act not only with things, but also with their substitutes - signs embodied in words; expands the time perspective of the baby’s life, allowing him to look into the past and future.

Speech helps the child free himself from “naturalness” in relation to the objective world: it begins to appear before him as a world of objects of human culture. Speech allows the baby to get to know him not only through personal experience, but also with the help of words. Through verbal communication with adults, the child learns about what he himself did not directly perceive.

Timely development of speech ensures that the child deepens and expands mutual understanding with both relatives and strangers. Speech expands the boundaries of a child’s social existence. Through a new attitude towards an adult not only as a source of warmth and care, but also as a model, a bearer of human culture, he moves out of the narrow framework of exclusively individual connections into the wider world of human relationships.

Mastering speech allows a child to overcome the limitations of situational communication and move from purely practical cooperation with adults to “theoretical” cooperation - non-situational-cognitive communication.

The appearance of speech rearranges mental processes and activities.

It changes the nature of the child’s perception of the environment: it becomes independent of the external positions of the object, of the method of its presentation. At this age, children recognize and name images of objects, people, animals in drawings, photographs, and films.

The influence of speech on the development of a child’s thinking is invaluable. At first, the baby does not know how to think using words without relying on a visual situation. Words only accompany an action or state its result (for example, seeing a fallen doll, a child says: “Lala fell”). In the third year of life, his speech is increasingly freed from the dictates of the visual situation. With the help of speech, he makes generalizations, draws conclusions, and begins to reason. Now the baby can not only discuss specific actions with objects or what he sees in front of him, but also talk about his experiences, remember episodes from his life, and plan future events.

Gradually, speech becomes the basis for the development of voluntary behavior and begins to perform a planning function. For example, a child tells his mother that he is going to build a garage for a car, or tells a doll about what they will do: “Now I’ll make you soup, then we’ll eat.”

In many situations, the word becomes a means of controlling and managing behavior. For example, a two-year-old child, going to carry out an order for an adult, repeats to himself: “I’m going, I have to go.” In another situation, hardly moving a loaded toy car, he tensely says: “Drive, drive, Kolya.”

During this same period, the child begins to accompany his actions with words of an evaluative nature, imitating an adult. For example, when assembling a pyramid, after each stringing of a ring, he says to himself: “so... so... so” or “not like that...”

However, at an early age the regulatory function of speech is not yet sufficiently developed. It can be difficult for a child to switch from an interesting activity, to keep the assigned task, fulfilling an adult’s instructions or realizing his own plan.

A characteristic feature of children with developmental disabilities is their lack of knowledge and ideas about the surrounding reality. It is known that in the development of the psyche an important role is played by the relationship between action and speech. Although effective analysis and synthesis precedes the development of the verbal method of cognition, the participation of speech is necessary in the formation of correct and meaningful ideas.

Designating an object or phenomenon with a word helps both to identify each of them and to combine them. In the process of a child’s active interaction with the world around him, children form complex associations from which ideas develop. In children with motor disorders, the formation of complex associations is difficult, so their ideas about the environment are not only limited, but sometimes erroneous.

Defects in the development of speech lead to difficulties in the formation of comparison operations and differentiated perception of objects. Therefore, children with speech underdevelopment usually have mental retardation.

The development of sensorimotor functions and preverbal communication in the first year of life is the basis for the formation of speech and thinking. Between the ages of one and three years, speech begins to occupy a central place in the child’s mental development.

By the age of 3, the child communicates with others in detailed phrases. His active vocabulary increases spasmodically. There is pronounced speech activity, the child constantly comments with speech on his play actions, and begins to ask questions to adults.

The development of speech at this age stage rearranges all the mental processes of the child. It is speech that becomes the leading means of communication and development of thinking. By the age of 3, the child begins to talk about himself in the first person, he develops a sense of “I”, that is, the ability to distinguish himself from the world around him.

During this period, the child has a pronounced desire for independence. Attempts by his parents to treat him like a child evoke a feeling of protest in him. If parents persistently suppress the child’s independence, he develops stubbornness and a desire to do everything the other way around, which later becomes the rule.

If a child aged 2.5–3 years does not begin to speak simple two-word phrases, he should definitely consult a doctor (child neurologist or psychiatrist) and a speech therapist.

Thus, the liver function plays an important role in the mental development of the child, during which the formation of cognitive activity, conceptual thinking abilities. Full speech communication is a necessary condition for the implementation of normal social human contacts, and this, in turn, expands the child’s understanding of the life around him. A child’s mastery of speech to a certain extent regulates his behavior and helps to plan adequate participation in various forms of collective activities.

Therefore, pronounced deviations in the child’s speech development have the most negative consequences:

a) the child’s mental development is delayed;

b) the formation of higher levels of cognitive activity slows down;

c) disturbances in the emotional-volitional sphere appear, which leads to the formation of special personal qualities (withdrawal, emotional instability, feelings of inferiority, indecisiveness, etc.);

d) difficulties arise in mastering writing and reading, which reduces the child’s academic performance and often leads to repetition.

LITERATURE

Astapov V.M. Introduction to defectology with the basics of neuro- and pathopsychology. - M.: International Pedagogical Academy, 1994. - 216 p.

“The importance of communication in the development of a child’s personal qualities.”

“The character and moral behavior of a child is

this is a cast of the parents’ character, it develops

in response to their character and their behavior"

Erich Fromm

Meeting objectives:

1. Determine the meaning of communication for children and adults.
2. Update the role of the family in raising a child.

The family is the cradle of a person’s spiritual birth. The variety of relationships between its members, the nakedness and spontaneity of the feelings they have for each other, the abundance various forms manifestations of these feelings, a lively reaction to the slightest details of the child’s behavior - all this creates a favorable environment for the emotional and moral formation of the individual. The scarcity, monotony, and monotony of emotional experience in early childhood can determine a person’s character for the rest of his life.

The biggest deficit that our children experience is a deficit of affection. Parents don’t find time, forget, or maybe even hesitate to caress the child just like that, obeying some kind of inner impulse. Fear of spoiling children, especially boys.

Children suffer deeply and tragically because adults have no time. The problem of children as a burden, “extra children,” arose, and physical force began to be used more widely.

Children have misunderstandings in everyday communication. Quarrels, conflicts: both with peers and with adults. The formation of the child’s character depends on what the adult’s reaction will be. It can change for the better or the worst side. Therefore, the position of the school and the family here must coincide.

The school sets itself many tasks: educational, educational, and educational. The school can help parents in solving many issues of raising children, but it can never compete with the family. It is the family that is the most powerful means in shaping a child’s personality. Life and science have proven that all the troubles in children, and then in adults, are explained by the mistakes of family upbringing, the main ones being the lack of love and the inability to praise and support their children. The most important thing for a child is to be loved for who he is. Children want warmth and understanding, but parents, trying to earn their daily bread, come home late and are often no longer able to communicate. The wall of misunderstanding grows, conflicts arise. According to a sociological survey, it was found that parents spend only 18 minutes per day with their child. Isn't this a paradox?

There is a widespread misconception among parents that the school is the main educator of children; the teacher is often to blame for poor student performance. The street is often blamed for a child's immorality. The family withdraws itself from the upbringing process. Many parents and grandparents, speaking about their own child or grandchild, increasingly use the following phrase: “I can’t get along with him. I started smoking and hanging out with big guys. It’s difficult with him.” The problem of childhood difficulties has become younger and we need to talk about it already in primary school in order to determine whether he has truly become difficult or matured. Or maybe he looks at the events and people who are next to him with real eyes? Or maybe he tells us, adults, the truth about ourselves, about our relationships?

Observations and research materials of many psychologists working with difficult children indicate that difficult child often a child with high level intelligence and a keen sense of justice. If they get out of control, it is very difficult to deal with them. If we talk about the reasons for children's uncontrollabilitythen the first reason is the struggle for the attention of parents. Disobedience is also an opportunity to attract attention to yourself, to make yourself known if adults have forgotten about you.

But how often do we face the same problem: we read lectures to children about how to behave, we give them useful tips, we warn against mistakes, but in the end we get the opposite results. What is the reason here? Maybe the fact is that our actions do not always correspond to what we say? Children are our constant witnesses. They see our falls, breakdowns, failures, no matter how hard we try to hide it.

The child learns

What he sees in his home.

Parents are an example to him!

Who is rude in front of his wife and children,

Who loves the language of debauchery,

Let him remember that he will receive more than

Everything that teaches them comes from them.

It was not the wolf who raised the sheep,

Father gave cancer the gait!

If children see us and hear us,

We are responsible for our deeds.

And for the words: easy to push

Children on a bad path.

Keep your house tidy

So as not to repent later.

Social and psychological needs of children 9-10 years old:Need for training;

The need to expand horizons, satisfy curiosity;

The need to belong to a peer group;

The need for collective activities and games;

Need for companionship

Age characteristics of a child 9-10 years old

Physical

1. A child of this age is very active. Loves adventures, physical exercise, games.

2. May neglect his appearance.

Intelligent

1. I like to explore everything that is unfamiliar.

2. Understands the laws of sequence and consequences. Has a good historical and chronological sense of time, space, distance.

3. Thinks well and his understanding of the abstract is growing.

4. I like making collections. Collects anything. For him, the main thing is not quality, but quantity.

5. “The Golden Age of Memory”

Emotional

1. Expresses his feelings harshly. First he speaks, and then he thinks.

2. Freely expresses his emotions. Emotionally quickly gets involved in disputes.

3. A sense of humor begins to develop. Wants to tell funny stories.

4. Hidden fears. He would like to appear fearless.

Social

The child begins to be independent. Adapts to society outside family circle. Looking for a group of peers of the same gender, because for girls, boys are “too loud and boisterous,” and for boys, girls are “too stupid.”

“How to communicate with a 9-10 year old child?”

The most important thing for a child is to feel loved by loved ones, especially by parents! This allows him to feel worthy, confident, and capable of much. It is these feelings that provide psychological safety and well-being and give strength to achieve your goals. Therefore, it is very important to speak to your child every day words, expressions, phrases that allow you to express your love, affection, support, faith in his strength and abilities.

Dear parents! Tell your child how good he is and he will really become one! There are many ways to tell your child “I love you”:

Once again I want to emphasize that the school can help parents in solving many issues of raising children, but it will never be able to compete with the family.