Psychological peculiarities of orientation and communicating of child
in social environment
Professor Koksheeva Zaini Talasovna
Caspian State University of
Technology and Engineering named after Sh. Esenov, Kazakhstan, Aktau City
Children, who adopted in first class of
general education schools, face serious difficulties of the school education
system. The main reason of their failure is slow mental development, which is
closely related to the field of social development. When enrolling a child in
school necessary to base not only on the biological age and facts of physical
development of the child, but also to develop the parameters of social and
psychological readiness of the child to the school, as time has shown it is the
requirement of today.
On this issue are well known the
scientific research results of such researchers as A. B. Zaporozhets, D.B
Elkonin, L.I. Bozhovich, Kh.T. Sheryazdanova and etc.
Even though, psychologists,
teachers and parents know the importance of good communication between
children, there are still enough unsettled problems.
In the last 30-40 years, such active and
operational (mobile) Methods of Social Development of elementary school pupils
are organized and implemented, also as psychological trainings. They are based
on group sessions and their effectiveness has been scientifically proven (L.
Petrovskaya, A.G. Kovalev, etc.). The results of training classes are visible
on the adequacy of personal development, efficiency of social development of
elementary school pupils. Psychological effects on elementary school pupils of
different socio-psychological training sessions, such as the sensitive,
educational exercises, art and dance, art training (drawing) are insufficiently
studied. Education of comprehensively developed individual is one of the most important theoretical and
practical issues of psychological science.
In Soviet psychology, special
consideration is given to the social-historical practice of cultural perception
and sensibility, the relationship in the process of "social control"
(L.S. Vygotsky, A.N. Leontiev and D.B. Elkonin). In disclosure of relationship role the special place takes the activity of scholars
such as A.A. Bodalev, V.M. Bekhterev and L.F. Lazurskiy.
The period of elementary school is the period of
formation of conscious conditions of "personality." V. Davydov points
to the fact of forming the basis of theoretical consciousness (scientific,
artistic and moral) of personality during the educational process after the
enrollment of child to the school. B.G. Ananiev emphasizes that the educational
process in the school radically changes the whole way of life of children and
their place in the hierarchy in the family, because there are new
responsibilities outside family life, there is a mandatory school work.
Psychologists, emphasizing
the role of training activities in the formation of personality of elementary
school pupils, separately specify such aspects as "the perception of
internal position of pupil” (L.I. Bozhovich), "changing of the motives of
character, revealing new sources of development of cognitive and moral
forces" (V.V. Davydov), changing of public place is spreading on the
consciousness of pupils of “educational responsibilities at the school” (N. F.
Dobrynin).
In Soviet psychology the
motivational sphere considered peculiar, it consists of a complex system
consisting of active direction of person’s relationship to the truth, to
yourself, to other person and covers the different types of motivation (L.I.
Bozhovich). Motivational sphere of pupil is defined as a very important factor,
"pedagogical assessment" that affects its emotional and volitional
sphere, changing of relations, determining the brain activity. As per opinion
of psychologists, the basic shape of the relationship of school-aged children
is the fusion of the life experiences of their friendship and random hobbies.
The main guiding activity of children about this age is teaching. Communication
is mainly considered as activity that satisfies the need of self-knowledge and
other people (M.I. Lisin).
System of relationships
with adults, self-personal relationship is characterized by the educational
activities. (D.B. Elkonin). Various mental forms are changed depending on age
differences, are shown in different temps depending on the stages of human development,
have different values for certain periods of life.
1 – infant period (birth to one year of
age)
2 - early child period (from 1 to 3 years) - the period of functional
independence and language development.
3 - preschool period (3 to 6 years) is characterized by the development of
personality and cognitive processes of the child.
4 - elementary school age (6 to 11-12 years) corresponds to the period of
entering the child in a social group and the development of intelligence and
knowledge. During the transition from one age to
another age in connection with the destruction of the previously-established
norms of relations with the environment and creating of new system of relations
with the new world, crisis of relationships arrives.
All this is characterized as to person himself and his social
environment important psychological difficulties: crisis, the appropriate age
of 1 year, 3 years, 7 years, 13-14 years and 17-18 years. The main activity of
the elementary school period is the training activities. In connection with the
arrival of the child in school, this period determines the whole system of his
relationships. On the basis of studies of
educational activity the child begins to acquire the ability created by
mankind, to obey its work universally obligatory rules. Word-causal, mental
abilities begin to produce in children replacing other cognitive processes.
Admission to school of child expands its sphere of social relationships,
necessarily affects on "self-concept." On the basis of the mandatory
deep and various qualitative changes that have occurred as a result of entering
into the social environment of the child, age 6-7 years can be called as the
initial period of social development. Period of life spent in the school walls
- it is the second stage. In
this period of life the
psychological structure of the
personality is formed and the subject of teaching and learning process to
ensure the learning process. In school period the formation of
integrated performance of the individual and the subject of activity are started,
in other words the character, general and supplementary skills, vision, the ability to predict and target motivational-need sphere, the interest in
career guidance, values, behavior and the ability to control
their actions. Based on the orientation of the child in social environment and
acquirement of behavioral types the formation of character of his personality
begins. Primarily through indirect and direct relationships with adults, child
comes to the ancient heritage of their forefathers. However, only through
communication can form the social norms of the psychology (conscious forms of
speech, consciousness, memory, thinking, perception, volitional qualities,
personal characteristics, etc.).
Since entering the children to school,
and also in their play activities before this period, pupils begin the process
of intensive formation of personality qualities, providing the communication.
In addition to mutual communication in the family and with peers, the formation
of new forms of communication related to communication with teachers, peers,
also the system of friendly relations associated with the entry of children
into different circles and groups. Communicative ways of interaction are
determined through the exchange of information between people; interactive
aspect of communication is detected in the organization of human
interaction. Means of communication
are:
a) The language - system
of words and concepts, the union of significant phrases using in dealing with
the learning.
b) The tone (timbre),
transferred to various shades of meaning of the same phrase, emotional clarity.
c) Pose at the time of
communication, appearance of the face, the look can strengthen, complement or
deny the meaning of said.
d) Gesture as a means of
communication can be commonly understood to all-that is, each gesture is
characterized by its usual value.
Types of communication can be
classified as follows:
1. "Contact of masks" - formal communication when there is no desire
to understand the interlocutor and features of his personality and interests.
Use the same mask, a set of standard phrases, gestures, which can hide the true
emotions, attitudes towards interlocutor.
2. Primitive communication - when evaluate the other person as desired or
interfering object. If you need someone that actively coming into contact with
him, if he prevents – repel, showing the indifference or rudeness.
3. In the formal-thematic communication more attention is paid not on the
personality of the interlocutor, but on his social role
4. When business
communication take into consideration the features of the personality,
character, age, mood of interlocutor which have an effect on work in which you
are occupied.
5. Spiritual or
interpersonal communication is possible between friends or people who know each
other, close friends. With this contact any topic can be affected, and not
necessary to use the help of words – friend will understand you even on facial
expressions, movements, intonations.
6. Manipulative communication is focused on profit from interlocutor using
different techniques (flattery, deception, a demonstration of kindness, etc.)
depending on the characteristics of the individual speaker.
7. The essence of
secular communion - in its pointlessness, that is, people say not what they
think bur what to say in such cases.
The process of mutual perception of people is recognized as necessary
ingredient of communication and called perception. The most convenient way of
knowledge of the personal qualities of himself and other people - it's a reflection,
or the phenomenon of feedback. This understanding of how the acting individual
is perceived as a partner. Communication as a complex socio-psychological
process performed on the following main channels: through speech and through
channels without speech. Speech manifests as means of communication, as source
of information and as means of impact on interlocutor.
According to investigations, the daily
act of human communication speech share of 7%, the sounds and intonation - 37%,
the impact without speech means equal to 33%. The movement of muscles of the
human face, expressing the inner feelings, is an indication of his emotional
state. Gestures compose 70% of the information, in other words, eyes, look of
human, his face can tell more than words. Brow, eyebrows, mouth (lips, eyes,
nose, chin) of human define the basic emotions.
In communication with other people, each person
takes certain social roles. Which role will play a man; it depends on himself,
that is, on its strengths, weaknesses, level of intelligence, self-critical,
flexible nature. Individual psychological characteristics of a person depend on
the type of nervous system, manifested primarily in the properties of his
temperament.
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