Sh.K. Тuleubayeva,
A.Kadyrkhan
Buketov Karaganda State University, Karaganda
Psychological features of development of the educational field of
"Communication"
During the preschool child receives basic lessons of
interaction with others, resulting in the formation of his ideas about
themselves and their own ability. Inability to organize communication
preschooler can cause personality and behavioral disorders, promote the
emergence of a sense of isolation or solitariness. Thats in the general
education program of preschool education with other educational areas included
"Communication".
The content of the educational field
"Communication" is aimed at achieving the goals of mastering
constructive ways and means of interaction with other people.
To achieve the goals of the educational
area "Communication", are necessary the following objectives:
the development of free communication with adults and children; the development
of all components of the speech of children in different types of activities; the
practical mastery of pupils speech norms.
The Programme of pre-school education to the fore
developing function of education, ensuring the formation of the personality of
the child and the teacher orients its individual features, which corresponds to
modern scientific "Concept of preschool education" [1].
According to Y.B. Gippenreiter the necessary to
communicate lately is attached to the psychology of increasing importance. By
its fundamental it equates to organic needs. Some authors believe that innate
need. Others believe that it is formed by a child very early, as the
satisfaction of all its organic needs and it takes place exclusively by means
of an adult, and the need for the latter becomes as urgent as the need for
food, safety, comfort. Regardless of the position in this discussion question
all the authors recognize that the need for "the other" in contact
with their own kind, contact is the main driving force behind the formation and
development of personality [2].
Gippenreiter proposes to consider the mechanisms of
formation of the person, especially those who may be called natural. These
include fairly common motif shift mechanism at the target, as well as the more
specific mechanisms of identification and development of social roles. This
natural mechanism, because the subject being exposed to their action, not fully
aware of them and in any case, they are not consciously controlled.
The first of these mechanisms - shift motive on
target. In the early years of the child's education it consists mainly of
instilling in him the norms of behavior, forming what is called a
"mediated behavior" i.e. actions are
directed not at direct pulses and regulations, requirements and standards.
This mechanism works at all stages of human
development. Only change with age and become more complex main theme of
communication, because with the growth of the child becomes an increasingly
wide range of his social contacts and connections.These motives, as were shown
very clearly by Elkonin, encouraged not only to direct action: the
establishment of contacts and relationships, engaged in certain positions, but
also to act, and then unwrapp to the activities that provide the acquisition of
necessary skills, knowledge, abilities, skills [3].
The third mechanism proposed Gippenreiter, is a
mechanism of adoption and the development of social roles. In many ways it is
similar to the identification of a mechanism differing from it much more
generalized and often the lack of personalization mined reference. This
mechanism is described in psychology with the help of the concepts of the
social position and social role.
Social position is a functional place that can take a
person in relation to others. It is characterized, above all, a set of rights
and responsibilities. By taking this position, a person must fulfill a social
role, ie. To carry out a set of actions, which the environment is expected. It
should be noted that a set of social positions and roles are very wide and
varied. To all the mechanisms of formation of the person acting harmoniously,
you must remember about their age and capabilities of children.
In his works the psychologist M.I. Lisin describes
communication as a special kind of activity (communicative activities), which
has its own specific structural components: the needs of the subject, the
motives and means [4]. The subject of the communication is the other person -
partner for contact. Need in communication is the pursuit of knowledge and the
evaluation of other people, and through them, and through them - to
self-knowledge and self-esteem.
Specific motivations communicative activities, are the
qualities of the man himself and other people. Among these qualities
distinguished business, educational and personal.The means of communication are
those operations with the help of which the communicative activity. These funds
can be expressive mimic, subject-effective and speech.
The form of communication is a communicative activity
at a certain stage of its development, which is characterized by the following
parameters: time of occurrence of this form, the basic content of the needs in
communication, satisfied children in the course of this form of communication,
the main motivations of the child at this stage to communicate with adults, the
main means of communication, by means of which within the form of the child is
done with communication to adults.
After analyzing the basic psychological concepts, as
well as the development of children age characteristics of the NGO
"Communication", we can conclude: "Organized educational
activities, including games, reading and discussion of the program of work,
supervision, job enrichment of sensual child experiences, as well as
integration of all educational areas, creativity, skill and desire of the
teacher - a pledge of the children positive emotions from communication with
the world of knowledge" .
Список литературы: