Features of communication between preschool children and adults

Organization of communication between teacher and children

Communication between children and adults occurs spontaneously in all areas of life. But, like any skills, communication techniques must be developed for successful use in the future. And you should start doing this as early as possible, of course, taking into account the baby’s age.

The closest adults to children are:

• parents and relatives (grandparents, uncles, aunts);
• teachers of preschool educational institutions (DOU);
• teachers of additional education clubs;
• trainers of children's sports clubs.

In preschool educational institutions, pedagogical communication in one form or another has been actively used throughout their existence and, like any properly organized process, it will bring more benefits the more carefully it is planned and prepared (presentations, abstracts, introduction and comparison with foreign languages).

The age of the child and his characteristic form of communication

When planning lessons in the form of pedagogical dialogue, you should take into account the age of your interlocutors. After all, each child’s age is characterized by only a certain form, and a preschooler is able to perceive information only within the framework of his skills (if the baby is told in a friendly, businesslike manner, with a friendly smile, Einstein’s special theory of relativity or Slastenin’s holistic contribution to the development of heuristics, then the baby will react with a smile , may even nod in response, but is unlikely to understand a word of what was said to him).

Teacher communicating with children in kindergarten

A preschool teacher is often the most significant person (after parents and close relatives) and also has a strong influence on them. Therefore, the teacher needs to take into account many factors in order for the dialogue with children to proceed successfully. Common ones for any age:

It's always worth telling the truth

attention to the individual characteristics of the baby; respect for him as a person; attention to his opinion.

When planning the topic and method of presenting the material, the teacher must take into account that younger preschoolers are interested in information about the essence of objects and their characteristics. Questions: “Why, where, why, how” will be asked constantly, and you need to be ready to answer in an engaging and intelligible way, and most importantly, reliably.

For your information! It’s better to admit that you don’t know than to give a deliberately wrong answer. Kids will appreciate such a gesture and will only trust you more in the future.

In the older group, children, in addition to knowledge, also need from the teacher an assessment of their participation in the process, understanding from the teacher in case of failure or error, or praise when the child’s efforts were successful.

Pedagogical dialogue in kindergarten is a fairly successful form of teaching cognitive material to children. The teacher has to “run the show,” and this will be more effective if you take into account the age of the interlocutors.

Features of nonverbal communication

The peculiarities of communication between people without words are the use of gestures, postures, facial expressions, etc. instead of the language system. Such communication is considered the most capacious and reliable.

When communicating, a person listens not only to verbal information, but also looks into the eyes of the interlocutor, perceives his timbre of voice, rate of speech, intonation, facial expressions and gestures. Words can convey logical information, and non-verbal communication tools can complement this information and fill it with emotions.

Features of nonverbal communication are communication without words, which quite often occurs unconsciously. Non-verbal communicative interaction can complement and strengthen verbal communication or, conversely, contradict and weaken it.

Nonverbal communication is considered an older and more fundamental form of communication. The ancestors of Homo sapiens interacted with each other through gestures and facial expressions, breathing rate, body position, gaze, etc.

Nonverbal language can be universal (for example, babies laugh the same way) and vary depending on culture and nationality. Traditionally, nonverbal communication occurs spontaneously.

Words can perfectly convey the logical component of information, but verbal tools convey the emotional content of speech much better.

The peculiarities of human communication using non-verbal means are that such communication is quite difficult to control and manage, even by professional actors. Therefore, nonverbal communication is much more reliable, informative and reliable than verbal communication.

A person can learn to control some of the characteristic features of nonverbal communication. However, he will never be able to learn to control absolutely all characteristics. After all, an individual can simultaneously hold no more than 7 factors in his head. Therefore, the main feature of nonverbal communicative interaction is considered to be that it is spontaneous and unintentional. Nature gave tools for non-verbal interaction to humans. All gestures, facial expressions, body positions, etc. were developed in the process of evolution and natural selection over many millennia in order to come to this day as they are.

Mastering the language of nonverbal communication allows you to obtain a more effective and economical way of transmitting information.

Many gestures may not be recorded by the human consciousness, but will still fully convey the mood, emotions and thoughts of the interlocutor.

Why is it necessary to communicate with different speech partners?

By communicating with peers, the child makes his vocabulary richer, his speech becomes more coherent and detailed, he is understood not only by peers, but also by adults. This happens because, unlike communication with dad or mom, a peer will not guess what is being discussed when the baby wants something or is dissatisfied with something. Unlike children, adults are always on the alert and very carefully monitor the gestures or facial expressions of their baby. But a peer will not do this. And in this case, the child will have to adapt to the new way of communication himself.

Communication with adults teaches the child new phrases and words. The baby learns to pronounce sentences and words correctly and learns the norms of communication. Although this knowledge is practically not useful to a child in everyday life. The application of this knowledge in practice involves the creation of certain life situations. Peers help the child find himself in an environment in which he can actively use everything he has learned from adult friends or relatives.

Therefore, in order for the speech of a child who will later go to school to develop fully, it is necessary to create precisely such conditions in which the child could communicate with active partners in speech contacts, that is, adults. From them he will receive a lot of new information and learn to speak correctly. And in parallel with peers who will help the child realize all his speech achievements received from his parents.

Psychology of communication with a child and positive aspects

If all of a child's mistakes are highlighted while their strengths and victories are ignored, a tense atmosphere is created. The child will think that he is doing everything wrong, that he is a loser and is only upsetting his parents.

If you only tell a child what not to do - “don’t talk to adults like that”, “don’t do that”, “don’t say that”, he will rebel because he doesn’t understand how to do it “that way”. Adults have formed patterns, this is how it should be, this should not be done. At first the child does not have them, later he will have to stretch his cocoon of stereotypes in order to live in society

It is necessary to replace these phrases with incentives to action, and focusing on praiseworthy behavior. The child will switch gears and know what he needs to do to earn praise

And parents will receive an independent, psychologically mature child, with the right approach to life.

Take care of your children, they are the most precious thing we have!

Igor Fomichev, clinical psychologist,

expert at the Center for Special Research and Expertise.

Mowgli children

A person gradually develops the ability to transmit information and attract attention, bringing it to a certain level that corresponds to his inner world, his temperament, his expectations. If a person does not receive this information about his own kind within a certain period of time, then such a person cannot be fully formed.

The example with the “Mowgli” children is a vivid illustration of this judgment. If a person found himself in an animal environment as a child, then he lost his human qualities, and such cases have happened many times in history. He became the same beast

If a person does not receive this information about his own kind over a certain period of time, then such a person cannot be fully formed. The example with the “Mowgli” children is a vivid illustration of this judgment. If a person found himself in an animal environment as a child, then he lost his human qualities, and such cases have happened many times in history. He became the same beast.

Rice. 4. Child “Mowgli” ()

Technologies

They have become so integral to our lives, especially in the entertainment sector. A modern person spends a lot of time on the phone or computer, watching funny videos on the Internet and communicating via instant messengers. Children are no exception. Often, a modern child spends time playing video games from an early age. Their dynamism and special effects capture his imagination; the information shown on the screen is easy to digest.

Problems begin when the child comes to school. Educational and fiction literature does not carry the same brightness that a computer monitor has, and studying is much more difficult than completing levels in your favorite game. Because of this, children quickly become bored with activities, and the interest that appeared at first due to a change in environment quickly fades away.

The habit of relying on high technology relaxes children and reduces their motivation to learn new things. After all, when a child can get any information by pressing a few keys, he stops appreciating it.

Reluctance to communicate and the child's temperament

Many parents try to justify their child’s introversion by his innate temperament. Of course, this opinion may well be correct. However, even in this case, it is necessary to carefully understand what exactly he feels when he does not want to communicate.

There are the following types of temperament:

• Sanguines.
• Cholerics.
• Phlegmatic people.
• Melancholic people.

In addition to these types, there is another important factor that influences the definition of everyone’s personality. It can be determined by how a person tends to replenish his reserves of mental energy. For example, extroverts need to connect with other people. They cannot live without their energy and often become discouraged when they have to be alone for a long time. Introverts are a completely different type of people. They replenish energy from themselves. Only by being in solitude do they gain spiritual strength.

Many parents believe that a child’s isolation is a manifestation of introversion of temperament. To figure out whether this is really the case, you need to learn to distinguish a real introvert from a shy child.

Communication between parents and children

The use of ridicule and nicknames towards preschoolers is unacceptable. Remarks such as “you crybaby”, “you’re just a dumbass”, “you’re not a man” will only alienate the child and make him lose confidence in himself. After such an attitude, the kids get offended and defend themselves with the following words: “what is he like?”, “well, let him be a cudgel,” “well, I’ll be like that!”

Sympathy for a preschooler should not be in words, but in deeds. There is no need to say such phrases as “calm down, this is such nonsense”, “if it grinds, there will be flour”, “don’t pay attention.”

Children with communication difficulties cannot tolerate tedious lectures such as “it’s time to remember that you should wash your hands before eating”, “always listen to your father”, “if you get distracted, you make mistakes.” After such notations, the child answers: “that’s enough,” “I know.” As a result, he develops psychological deafness.

Love your baby for who he is, always respect him, because he is the same person as you. Don't intrusively get into his soul. It’s better to listen carefully, try to understand what’s in his soul. It's hard to resist asking questions, but ask wisely.

Don't laugh off your child's problems. Avoid boring moralization: “you should do this,” “you need to respect your elders.” Such dreary phrases do not give anything new and their behavior does not change. The child feels guilt, pressure from authority, boredom, and often all together. Moral foundations, as well as moral behavior, are given not by words, but by the very atmosphere in the house, as well as the behavior of adults.

Don’t be straightforward in your advice: “I would fight back,” “go and apologize.” Often children do not listen to such advice. By advising something to your child, you are reminding him that he is small, inexperienced, and the authoritarian position of an adult only irritates him.

Features of communication between parents and children include the manifestation of trust. Don’t say: “it’s all because of you,” “I got into a fight again,” “I see right through you.” Frequent repetition of such phrases makes a preschooler furious.

Features of communication between preschool children

In the preschool period, the child’s world no longer lies only in the family. Now, significant people for him are not only his parents, grandparents, older brothers or sisters, but also other children of approximately the same age. As children grow older, relationships and conflicts with peers will become increasingly important to them. Preschoolers are friends with each other and get into quarrels, make up and get offended again, sometimes even get jealous and do little “dirty tricks”, help each other. All emotions associated with communication and interaction with peers are acutely experienced by preschoolers.

The experience of first relationships with peers is considered the basis on which the further formation of the child’s personality is based. The child’s sense of calm, satisfaction, and his assimilation of the norms of relationships with other children depend on the style of communication and on his place among his peers. The first such experience largely determines the individual’s attitude towards himself, towards others, and towards the universe as a whole. This experience does not necessarily have to be positive. Many preschoolers at this age may develop and further consolidate a negative attitude towards society, which will have quite sad consequences in the future. In the communication interaction of preschoolers, relationships are formed relatively quickly, characterized by the appearance of preferred and rejected peers.

The most important task of parents is the timely identification of problems in interpersonal interaction and assistance in overcoming them, which should be based on an understanding of the psychological motives underlying problematic situations in children's interpersonal communication. After all, it is internal motives that cause constant conflict between the child and his peers, lead him to objective or subjective isolation, and force the child to feel lonely, which is one of the most serious and destructive experiences of the individual.

Communication with peers is considered a school of social relations. As children grow up, by the age of seven, their attitude towards peers of the same age again changes significantly. At this age, they are capable of extra-situational communication, which is in no way related to the situation that is happening now. Kids can share with each other what they have seen and where they have been, talk about their plans or preferences, and evaluate the qualities, character traits and actions of other children. At preschool age, children can already talk for a long time without performing any practical actions. By the age of six, the child’s friendliness and emotional involvement in the experiences of peers or in joint activities increases significantly. Preschoolers can often be caught closely observing the actions of their peers.

The peculiarities of communication between preschool children are characterized by the fact that children no longer just talk about themselves, but also ask questions to their peers. At this age, they become interested in what their friend is going to do, what he likes and what he doesn’t, where he has been and what he has seen. Such naive questions reflect the emergence of an altruistic personal attitude towards other individuals. By the age of six, many children develop a desire to help their peers, to give something or give in to them.

Communication: essence of the concept and types

Definition 1 Communication is the process of establishing and subsequently developing contacts between people, generated by their need for joint activities and including the exchange of information, mutual perception, and attempts to influence each other.

Note 1

Without communication, no human activity is possible.

Communication has content that is revealed in two interrelated aspects:

1. Communication acts as a process that does not imply influencing changes in the psychological state of the partner. In this case, communication is used to establish and subsequently develop contacts between people. Moreover, this contact is based on joint activities or human needs.
2. Communication acts as a process aimed at changing the psychological state of the partner. In this case, communication is used to change the behavior of the interlocutor, his personal and semantic formations.

The following types of communication are distinguished, depending on its means:

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• Verbal communication is communication carried out through speech, providing a person with extensive communicative capabilities.
• Nonverbal communication is communication carried out through gestures, facial expressions and pantomimes, as well as through bodily or sensory contacts.

In what format can communication take place?

In modern society, communication is by no means limited to phone calls and personal meetings, because new opportunities have appeared. And many elderly parents have mastered instant messengers and video communication, switching to new formats.

Examples and stories from parents

• “My son gave me his old smartphone. I installed Viber, Skype, Telegram on it... I mastered sending messages, emoticons, postcards, gifs. Now every morning I send my son virtual greetings and wishes for a good day. He responds in kind, and we know that everything is fine with each other. It takes seconds, but it sets a good mood for the whole day.”
• “WhatsApp has become our new “intermediary” when communicating with our daughter’s family. We constantly send each other photos - I take pictures of my beds, cats, my father and me, she takes pictures of our beloved grandchildren. Before we call, we now write off in advance so that we know for sure that everyone is free and can chat.”
• “I help my grandson do his homework via Skype. The son and daughter-in-law are at work, he comes home from school and tries to do his homework before his parents return. I remember English and physics, and I can help with 7th grade geometry. We have more fun together, the grandson says thank you, tells the news, and in the process we can just chat. He and I have become much closer, he says: “Grandfather, how advanced you are,” and I am very pleased with that.”

Examples and stories from children

• “We live far from our parents, we see each other in person once a year, in the summer, when we have a vacation and our eldest daughter has a vacation. We decided to give them a laptop to communicate via video conference. At first, my parents were worried that they wouldn’t understand anything and wouldn’t be able to turn it on... I wrote down the passwords in large block letters and showed them everything. Now once a week we have a communication session. Mom and dad are simply delighted when the eldest granddaughter shows them a diary with fives, and the youngest shows them drawings from kindergarten.”
• “My sister and I organized a chat with my parents on Telegram. It’s very convenient, we always keep abreast of each other’s news, exchange photos and short messages. This format, of course, does not replace personal meetings, but it helps to always be in touch. And without empty chatter and lectures.”
• “At first, my parents were against gadgets, they said: “Just call more often.” But when we were visiting them, we dialed Aunt Valya from Syktyvkar via video call and let them talk, see each other - they appreciated it. Now they have their own tablet and regularly call not only us, but also other relatives, they even show off their flower beds and proudly display their mother’s cake.”

Important

Communication must come from both sides. Both children and parents should take the initiative in communication

There is no need to be embarrassed to remind yourself or ask if everything is okay. It is important to feel needed and loved.

According to psychologists, proximity and the presence of common topics for conversation are important for normal communication between adult children and parents. Modern means of communication allow you to choose different formats of communication, share both photos and videos. But nothing can replace personal communication, because this is the only way to touch each other, hug, and not depend on the quality of the Internet and connection.

From 2 years

Children's communication is activated simply because the baby has already gained the necessary experience. He already knows how to play various story games, he has already developed speech, the need for communication, and the ability to communicate is slowly gaining.

But most importantly, he imitates others well. This is the most favorable time for building independent games between children. The younger one is ready to play with the older one, repeat what is shown to him, etc. But, of course, this does not mean that everything will work out for them right away. Vice versa! Right now, the role of an adult is very important. Right now they are especially actively learning to interact with each other. And this process goes on for more than one day, or even one year. Psychologists identify a period of up to 4 years.

What is the most difficult thing at this time, what we need to pay attention to, what we need to teach children:

• address each other by name or by the role the child plays;
• resolve conflicts, look for a way out of difficult situations;
• take turns;
• sympathize with each other;
• treat each other kindly;
• see your partner’s advantages, his strengths.

And one more important point that we cannot forget about. For children under 5 years of age, the main component in communication is emotions. They are the ones that matter most to the child. That is, if communication causes strong emotional experiences, not necessarily positive, the child will strive for it again and again. If communication is unemotional, then it is of little significance and of little interest to the child.

But the need for emotions does not mean that the child himself knows how to manage them! Vice versa! Until the age of 5, children are predominantly impulsive, spontaneous, and completely unstable in their emotions. And if it's fun together, it makes a great game. But if the emotions do not coincide, if the interests of all players in the game were not met, frustrations and experiences can be very violent.

And here, without a regulating adult, a good game will not work

It is very important for us to learn to intervene in a situation in a timely manner, to prevent it from escalating into aggression or a fight, and to teach children to cope with both contradictions in the game and their own experiences.

How to prevent psychological problems: raising children

To prevent the occurrence of psychological problems in children, it is necessary to talk with the child about everything that worries him, and constantly offer his help and protection. The sooner a problem is identified, the easier it is to solve it and prevent the development of a serious complex.

You should carefully observe how the child communicates with his peers. His communication and behavior can tell a lot about the presence of a problem and its nature. For example, if a child does his best to earn the favor of his peers, this indicates a lack of love, warmth and attention to him.

In addition, you should always remember that each child is individual, has his own character traits, emotional traits that should be taken into account in the process of education. You need to respect him, love him for who he is, with all his shortcomings and advantages.

Forms of communication between children and adults

Communication with adults is, in essence, interactions in the “zone of proximal development,” since a preschooler uses his potential and fills in the blank spots in his knowledge.

Starting from the age of 3, the baby becomes an active explorer of everything around him.

The need for cognitive activity and the desire to get answers to puzzling questions directs him to his parents or other significant adults. Interaction takes on an extra-situational character and is realized in two forms of communication that follow each other.

Extra-situational-cognitive communicative form

Communication can be situational in nature, and the child may ask to draw the same bunny that he has in his hands. But increasingly, interest goes beyond situations. The preschooler asks where the bunny lives, if he has a house, and immediately continues to ask questions about all the animals he knows.

An adult is an expert for a child who knows everything and can do everything. The kid accepts any answer. Often these answers are presented in a fantasy or fairy tale context. And how else can a child answer the question in style, does the Bear sing songs to her Little Bear?.. Nevertheless, the preschooler satisfies his current cognitive interest.

Cognitive communication with an adult gives the child real ideas about the world and expands his understanding of the cause-and-effect relationships between surrounding objects and phenomena.

Extra-situational-personal form of communication

The older a preschooler gets, the more he understands that the social environment is much wider and more diverse than his usual environment. The child realizes that he needs to learn how to behave and act correctly in different situations. Moreover, he sees the different behavior of his peers, which leads him to the conclusion that not everyone behaves as they should.

By talking with adults, the child learns standards of expression and behavioral cultural norms. The preschooler begins to develop his own authorities. To understand a certain situation, he increasingly turns to the adult whom he considers most competent in this matter.

Cognitive communication between a child and an adult

Elena Naberezhnykh

Cognitive communication between a child and an adult

The need for communication is one of the earliest social needs of a person. Communication is defined by psychologists as an important factor in a child’s throughout childhood.

From the first days, the baby develops a thirst for active activity, a desire to effectively learn about surrounding objects and phenomena. He quickly develops a circle of ideas about “a little bit of everything”

at a level he understands.
Connections emerge between new and existing knowledge. They are systematized, a kind of “arrangement”
into shelf-concepts.
The child moves from ignorance to knowledge, from the incomprehensible to the understandable, distinct.
In the course of cognitive communication between the child and his parents, emotional difficulties are also overcome. Parents can be advised to take children's questions and statements seriously. If a child’s is satisfied and skillfully guided by adults , he will develop a need for new knowledge.

Children's questions surprise and sometimes perplex both parents and educators. Sometimes children tire adults and cause dissatisfaction: “Tormented you with your “why?” and “why”, stop asking, get busy!”

So why the "why"

so important?
Yes, because the affirmation of one’s Self, which begins with the crisis of three years, ends with the age of “why”
.
The child wants to simultaneously separate from the adult , demonstrating his “I myself!”
, and at the same time not to lose the more and more necessary emotional connection with his parents.
Sometimes it seems that adults anymore. But the baby, annoying with his stubbornness, uncontrollability and whims, is afraid to completely alienate his parents. And he himself becomes the initiator of communication , especially since he is already making progress in mastering the peculiarities of speech, and masks the passionate desire to communicate with his parents with his endless and annoying “whys”
.

"Why"

becomes the main word dominant in the house.
And many parents get overwhelmed, spending all their free time running around libraries to find the only correct answer. They reread textbooks, monographs, encyclopedias, and look on the Internet. But the child does not satisfy his cognitive appetite .
It is not at all important for a three-year-old child to hear the correct answer to his question. It is more important for him to simply ask his parents a question, and only so that when answering, they draw their attention to him, to the fact that he is always near them, to the fact that he is always here somewhere. And he’s no longer just a fool, but one who asks the smartest questions “why”

. He really wants the parents to not just answer, but for the answer to coincide with what the child considers necessary for himself, in short, with his opinion. And his opinion is that the world only exists so that he can exist in this world.

At three years old, the baby is only surprised by something new and shows curiosity. But then, a little later, after three, these questions will no longer be witnesses of curiosity, but will become signs of the baby’s curiosity, when the child will no longer just be surprised by the new, but will want to know everything about it.

Now, when encountering the unknown, the child wants to understand it , and the numerous “whys”

usually indicate only
cognitive motives . They become smarter and more meaningful, and answering them is much easier. But when answering them, it is still necessary to proceed from the child’s . At the same time, you need to know that with age the stability of all cognitive motives increases .
How important are questions for children's development? The child discovers the world . As he develops, he becomes more and more interested in the objects around him, the lives of people, nature, and thinks about what he sees and hears. But the range of his concepts is very narrow, which is why he resorts to the help of an adult - he asks a question . Questions that show how his consciousness grows. From children's questions you can find out what children are interested in, what knowledge they have, how their horizons expand, and what difficulties they encounter. A child’s question is at the same time an answer, because it tells a lot about the child , his needs, observations, doubts, fears, guesses, judgments, priorities. Questions, as indicators, show the dynamics of a preschooler’s development. The degree of “intellectual
maturation ” of a child is reflected in the nature of the questions.
Already at 5-6 years old all the questions are “why”

- the desire of children to comprehend the essence of their surroundings, to understand the causes and connections between most objects and phenomena.
The child constantly asks his parents “a hundred thousand whys
,” and only because he asks himself many more.

At the same time, the questions show what influence adults have on a child’s . Adults should listen carefully to children's questions, answer them wisely and correctly, develop children's attention, memory, observation, and curiosity. This will help in the future while studying at school.

The duty of parents is to support curiosity in the child and awaken it so that the number of questions constantly increases. But it must be remembered that children are more accessible to superficial connections between various natural phenomena. They are even satisfied with a simple analogy and a reference to an example. Therefore, you should not overload the world of childhood with your enormous erudition, although your answers should be based on all the features of the child’s intelligence. Of course, if the child is gifted , then you can give him an encyclopedic answer.

Interest in each other is the basis of cognitive communication between an adult and a child . The pitfalls of such communication - a didactic tone , moral teachings, which
an adult “slips into” - make the conversation one-sided. At the same time, the adult, due to his age and educational status, takes a position above the child , teaches, demands that he “listen and learn
.
the child’s attempt , to treat his erroneous judgments without irony, can gradually suppress the preschooler’s activity, including thinking. Such a balance of power deprives children of independence and teaches them intellectual dependency - the expectation that adults will tell and explain everything.
How should an adult respond to the questions and statements of preschoolers?

1. Parents and teachers need to understand that cognitive questions are of great importance and reflect the dynamics of the child's , therefore they should be encouraged in every possible way. Questions "why"

, which are abundant in an extraordinary
child and almost completely absent in children with delayed intellectual development.
A child with mental retardation practically does not ask “why”

, and even if he asks, then the most elementary ones and most often characteristic of children who are much younger than himself.
Therefore, by the quality and quantity of such questions it is possible to indirectly judge the child’s .
The more “why”

, the more gifted
the child and the higher his creative potential. The absence of such questions is one of the main signals of trouble in a child’s .
2. Children's questions tell an adult that the child is open to intellectual communication and strives for it . The dialogue will develop if each of its participants is interested in the judgments of the other.

Is it worth giving , comprehensive answer to all his questions right away First, it is important to understand at what stage of understanding the situation the child , what his reasoning is on this matter. What does he think? Most often, he has his own thoughts, and he willingly shares them with his interlocutor. Often children ask questions that they could answer themselves if they thought a little. There is no need to rush to give answers in such cases. Satisfying a child's , it is necessary to awaken his own mental activity, teach him to use his own experience and knowledge. For example, if a child asks whether a stone, tree, or icicle will float, you need to invite him to check it himself and draw his attention to what floats and what sinks.

3. Sometimes children are suppressed by the authority of adults (parents, teachers, older brothers and sisters, so smart, knowing the answers to all questions. Sometimes it seems to them that adults have always been like this . At the same time, the child may develop a guilt complex for his inability, slow-wittedness, lack of intelligence. Therefore, there is no need to emphasize your intellectual superiority over the child , but encourage his curiosity and inquisitiveness. Children love to listen to stories from the life of mom, dad, grandmother, older children in the family. They are interested in the memories of loved ones or a teacher about their childhood misconceptions, mistakes, difficulties, guesses, failures, reasoning. Now you can remember this with a smile. A frank conversation with a child , of course, will not affect the authority of the parents and will not change his attitude towards them, but will create a favorable atmosphere in the cognitive communication of adults and children .

There is no need to answer children’s questions formally or in a mocking manner, or to make excuses with some nonsense. This will offend the child , and he will be embarrassed to ask anything in the future.

4. How to answer children’s questions? Say: “When you grow up, you’ll find out”

- means keeping them in the pursuit of knowledge.
At the same time, you should not talk about inaccessible, difficult things. Sometimes children explain what they hear in their own way. So, to the question of six-year-old Kolya, “Where did the first man come from?”
the father began to talk about evolution in the animal world and about the origin of man from the monkey. The boy understood his father’s explanation in his own way. The next day in kindergarten, he shared his knowledge with his friends: “I know, my grandfather was a monkey, he started working and became a man. Then he gave birth to dad, and dad gave birth to me.”

Some parents complain that their children do not like to read. Reading is a way of obtaining information, and children may have no interest in this, since adults once discouraged them from learning new things.

5. How and where to get answers to all children’s questions? Children are not satisfied with the distant prospect: you will go to school, you will study a lot and be able to answer any question. The child needs an answer immediately. This is where it is necessary and advisable to introduce a child to books , educational and reference literature. A lot can be learned if you teach a child to address her . It helps quickly enough, even in preschool and primary school age, to obtain the necessary information. Some children's questions puzzle an adult . For example: why is the water salty in the sea, but not in the river? Why do frogs croak? Why is he a boy and I am a girl? Why does the hand have five fingers and not four or six? Why doesn't the water burn? Why does a dog need a tail? An adult may admit that he finds it difficult to answer some question and needs the help of a reference book or encyclopedia. A thick volume is removed from the shelf and the search begins. Special publications for children contain concise and accessible information. Simplicity of explanation, use of clarity (pictures, diagrams, sketches)

help him understand the problems being discussed.

Features of communication in preschool age

The famous Soviet psychologist M.I. Lisina identifies the following stages in the development of communication between children and adults:

Communication with peers and adults are very different from each other. If an adult is perceived by a child, to a greater extent, as a teacher, judge and role model, then communication with peers occurs on equal terms. It is more emotional and intense. The norms of communication between children are less strict, so the kids feel relaxed.

Stages of development of communication with peers in children:

Age Features of communication with peers 0.5 -1.5 years The basis for future communication is being formed. A peer is perceived by a child as someone new and interesting, but children of this age do not strive to attract each other’s attention. There is no such communication with peers and joint actions with them at this age. 2-4 years At this age, children usually already know how to play together and, therefore, situational communication occurs between them. In a peer, the child sees a like-minded person who can participate in his pranks and games. At the same time, the action itself, and not the communication process, has the greatest value for the baby. 4-6 years old At this age, communication with peers is one of the strongest needs of the child. Together, children play role-playing games, during which they learn to negotiate, cooperate, and listen to each other.

Recognition from peers is important for kids. 6-7 years Older preschoolers already have fairly well-developed communication skills. They sincerely try to take care of their friends, empathize with them, and take into account the interests of their peers during group activities.

Six-year-old children can talk to each other for a long time about their impressions, thoughts, and desires.

Communication with children 7-12 years old

What happens next, after 7 years and up to 12?

These skills are being improved. The main role here is played by communication with peers during study. The teacher and how learning is structured now play a huge role. By the way, this is not just about school. Trainer and training, teacher at a music or art school...

Any training is very important now. And it has a serious impact not only on the development of the child as an individual, but also affects his ability to communicate and is transferred to communication in the family. Yes, we must admit that now the family is forced to take into account to a large extent the influence of the environment on the child.

What points are especially important at this age, what should we pay attention to:

how to attract the attention of your interlocutor, how to address another person; show the need to understand the position of the interlocutor; teach techniques for seeking agreement and making decisions.

At this age, the child reconsiders his attitude towards communication. If before this, at the age of 5-7, he was happy to communicate with someone who was simply often nearby, with whom he regularly spent time together, now he already chooses according to a different principle. Now, at 8-12 years old, the most important partners for him are those who help him, respond to requests and share interests.

Therefore, it is possible to involve a child in communication with a baby at this age if the baby is at least partially included in the interests of the elder.

Up to 1 year

Young children are very serious about communication. Verbal interaction with mom becomes more harmonious. In fact, this takes up a significant amount of their resources. But for now this is quite uncontrollable communication

The child mirrors us. He tries to repeat sounds and facial expressions, he becomes more active when he sees attention paid to him

It is in the first year that attachment is formed - emotional communication in which the child receives satisfaction of his needs for care, attention, love, and security. Attachment is a necessary condition for the normal development of a child.

In the first year of life, a child’s communication is mainly situational and personal. That is, the specific interaction of a child with another person. And the most important thing in such communication for a child is emotions. Can an older child create those same positive emotions? If so, then such communication will be very cool both to develop the baby and to help children begin to build their relationships.

Features of contact with peers

The first feature of communication with peers is vivid emotions, different ways of expressing one’s feelings. In a conversation with adults, a child cannot freely make faces, scream, or squeal. Only with people of equal age can a child behave naturally.

The second feature is a change in the existing understanding of the norms of speech accepted in the adult world. Communication with adults involves the use of certain accepted speech patterns and established phrases. When talking with peers, a child can come up with a new word, combine sounds in a new way, imitate a peer and simply fool around. From the outside, it seems that all of the above does not carry an educational meaning and does not affect the speech development of children. But in fact, these activities provide scope for creativity, helping the child form his own speech, whereas this does not happen in conversations with adults.

The third feature of communication with peers is the child’s opportunity to show his own initiative. Communication with parents comes down to the fact that the baby mostly listens to the elders or gives answers to general questions. When communicating with peers, he strives to be the first to express what he thinks. However, his peers do the same thing; it turns out that children say what they want, vying with each other, without trying to listen to each other. When talking with adults, the child gives the initiative into the hands of adults, and he himself acts as a listener or gives answers to questions asked by an adult.

Functional richness is the fourth feature of such communication. The child receives new information from adults and solves the tasks assigned to him. When communicating with peers, the child solves completely different problems. He will have to find out with the children what or who to play with, compare himself with another child, show his imagination, express his opinion on a particular issue that arises during the game. All this presupposes the manifestation of feelings, moods, desires, and needs. Such communication will help the child find a common language with his partner, take his place in this world, and find a way out of any situation.

Lack of independence

Naturally, a parent wishes only the best for his child and strives to protect him from a variety of troubles. But the children grow up, and adults never stop caring for them. A bad grade at school - the parent is in a hurry to negotiate with the teacher about retaking the homework, but does it for the child.

Of course, the influence of adults is important for children, but no less important is the ability to solve their problems independently. A parent should be a support, not a blank wall between the child and the world around him

Unadapted, relying on adults for everything, and unsure of their abilities, children only multiply these negative aspects as they grow up. Lack of independence leads to the child growing up infantile.

How do preschoolers communicate with others?

If we briefly consider how forms of communication progress in preschool age, then it is best to turn to the work of the famous psychologist M.I. Lisina, who identified four levels of communication from infancy to 7 years, designating them as a form:

• Situational-personal
• Situational business
• Extra-situational-cognitive
• Extra-situational-personal

The first ones in this list are formed earlier, based on specific actions, objects, and experiences. By older preschool age, they do not disappear, but partially give way to more developed forms that are not tied to the situation. These changes are facilitated by the development of children's speech and verbal-logical thinking.

The highest form of communication for preschool age is one that promotes understanding of the meaning of human relationships, as well as the assimilation of the norms and values ​​of society. Consequently, this is an extra-situational-personal form of communication.