To record and analyze the skills and abilities being developed in children, a complex of psychological and pedagogical techniques was used, which included:
method for determining children’s self-esteem “LESENKA”;
methodology for determining the communicative readiness of children “analysis of the process and product of activity.”
The choice of these methods is due to the following reasons:
Demonstration,
Ease of execution,
The presence of a gaming motive (the examination is short in time, resulting in sustained attention and interest throughout the test),
The accessibility of the organization allows you to see each child at work (subgroup and individual).
According to the definition given in the psychological dictionary, self-esteem is interpreted as “a person’s assessment of himself, his capabilities, qualities and place among other people.” And further: “A person’s relationships with others, his criticality, self-demandingness, and attitude towards successes and failures depend on self-esteem.” Low self-esteem is a psychological complex of a loser. The first phrase about any mistake or failure among people with low self-esteem is “Well, what could I do?” From the outside, such people are usually characterized by causeless fussiness, the desire to hide behind the backs of others, self-doubt and confusion, and even panic in the face of any surprises.
Let us add that there is nothing good in inflated self-esteem. Therefore, the psychotherapeutic task is to bring self-esteem to a normal level corresponding to the real capabilities of the individual (the ideal option is the upper limit of these capabilities), that is, in some cases it is increased, in others it is decreased.
The simplest ways to determine a child’s level of self-esteem are quite accessible. In order to determine how freely a child communicates with the people around him, you can use the LADDER test, which helps to identify the child’s level of self-esteem. This is important, because the higher the children’s self-esteem, the more relaxed and relaxed the children communicate with each other and with adults. After all, the position of children in the game is not the same - some act as leaders, others as followers. In this regard, children's preferences and their popularity in the group largely depend on their ability to invent and organize a joint game. And only self-confident children are capable of this. If a child’s successes are recognized by others, then the attitude of peers towards him improves, which increases children’s activity in communication; non-recognition, on the contrary, reduces it: children become passive and stop communicating. This test is used from 3 years of age.
The questionnaires are a ladder, which is drawn on a piece of paper and consists of ten steps. This material was distributed to children during one of the classes. The children completed the task with interest.
Purpose of the study: to find out the level of communication of children by determining self-esteem.
Hypothesis: it is assumed that due to the fact that the work of the kindergarten is organized at a sufficient level, children have well-developed communication skills and sufficient self-esteem.
Instructions for conducting the LADDER test:
Draw a ladder of 10 steps on a blank sheet of paper (for older teenagers this could just be a vertical scale from 0 to 10).
The child is given the following instructions:
Imagine that on the top step of this ladder there are the best children in the world - the smartest, most beautiful, etc., they do everything well, their parents love them, their teachers do not praise them enough. And at the very bottom rung are those who skip school, study poorly, cannot succeed in anything, and do not listen to their parents. All the other children were located on other steps between these extremes. Some are higher, others are lower. It is important that the child correctly understands the location on the steps, so you can ask him about it. Next, ask what step he himself would stand on? Let him draw himself on this step or put a doll. Now you have completed the task, all that remains is to draw conclusions. If a child places himself on the first, 2nd, 3rd rung from the bottom, then he has low self-esteem. Anisimovich O. Self-esteem of a child (Conversations with a psychologist) // Sunny. - 2003.-November 6.
If it is 4th, 5th, 6th, 7th, then average (adequate).
And if it’s on the 8th, 9th, 10th, then your self-esteem is too high.
But for preschool children, self-esteem is considered too high if the child constantly puts himself at the 10th level.
23 children (100%) took part in the study
After conducting the LADDER test, it was revealed:
14 (61%) people showed an inflated level of self-esteem; these children actively communicate with other children, but sometimes they enter into conflict situations with some of their peers, for example, over toys.
low level of self-esteem - 3 (13%) children, they are more often passive, play alone, are not willing to make contact with other children, however, teachers try to take measures to ensure that these children join the team.
the average level of self-esteem is 6 (26%) people, these children are observed to actively participate in communication with others, they try not to conflict, behave moderately calmly, but not passively (see APPENDIX).
It follows from this that since most children have a good level of self-esteem, they are accordingly free to communicate, as can be seen from observing the children in the process of work.
You can also assess the level of communication using the method of “psychological analysis of the process and product of activity,” which allows you to track the flow and sequence of performing a particular activity (game, educational, work), and reveal the psychological patterns of certain stages of the activity process. Kuzin V.S. Psychology. Textbook - 4th ed., revised. And additional - M.:AGAR, 1999.
An example of such a study could be the study of the process and product of the image in drawing, which was developed by psychologist E.I. Ignatiev.
Analysis of the products of human activity allows us to trace the features of many processes and properties characteristic of the psyche of a particular individual. Thus, analysis and comparison of drawings of preschool children makes it possible to identify the characteristics of relationships between children, determine the level of mastery of graphic skills, the level of development of creative imagination, the development of communication skills, and much more.
This method involves the analysis of any process and product of activity. In this case, we use children's drawings, which are a creative product and show the projection of the child's personality and his symbolic relationship to the world around him.
Methodology: During one of the classes, children were asked to make drawings on a free topic. The children willingly completed the tasks (see APPENDIX). A total of 20 people took part in the study.
Evaluation of the methodology: For those children whose communication abilities were activated, the drawings were characterized by the presence of a large number of characters and a generally good mood. The majority of children showed such results; their drawings were interesting, colorful, and meaningful. For children whose communication skills were not activated, the characters in the drawings were few and sometimes aggressive, the color scheme was poor, most often such drawings did not carry a semantic load, there were five such children. Consequently, many children from the group, namely 15 people, are sociable and easily perceive the world around them.
The development of communication skills is an integral part of education. Learning to express one's thoughts, listening carefully and understanding others - all this plays an important role in developing mutual understanding, a spirit of cooperation, and the ability to appreciate the diversity of the human environment. The value context also plays an important role in developing communication skills. An atmosphere of tolerance requires a genuine exchange of views that promotes the ability to listen, interpret correctly, and clearly express one's ideas and opinions.
In this process, it is important to have two interrelated skills: the ability to speak and listen with understanding. Only if these two elements are present can it be said that the conversation is genuine.
Teaching children the ability to listen to each other, thereby reducing the volume of monologues, minimizing anyone's leading role in the discussion - all this in itself is a step towards achieving mutual understanding and successful communication.
When improving the playing skills of preschool children, you should first of all take into account that not only teachers, but also parents take part in this process, so it is advisable to take certain actions on each side. Thus, parents could improve their ways of communicating with their preschooler in the direction of personality-oriented interaction with him. By intensifying personal contacts with the child, pay special attention to children’s play activities, since play is considered the main form of organizing children’s lives.
In turn, teachers and educators, in order to improve the quality of preschool education, must constantly observe the principle of comprehensiveness in the upbringing and education of preschool children; maintain a balance between unregulated activities and the child’s free time. Pay more attention to the socio-emotional development of the child, the formation of his motivational and need sphere, and promptly carry out correctional work with children who have deviations in intellectual, personal and physical development; thoughtfully combine frontal, subgroup and individual forms of work with children, taking into account the interests, abilities and inclinations of each preschool child. Create studios, clubs, sections taking into account the level of development of children. It is imperative to cooperate with parents in matters of education and upbringing of preschoolers.
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The purpose of the methodology: to identify the level of development of communicative competence in preschool children.
Diagnostics of children's communication
The teacher brings the preschooler to a room in which there is a table. There are books and toys on this table. The teacher asks what the child would like to do: play with toys, read books or just talk.
When a preschooler makes a choice, the teacher organizes the chosen activity. After they have finished, the preschooler needs to make another choice between what is left.
If it is difficult for a preschooler to make a choice, then the teacher himself suggests doing all these things in alternation. Each activity should last no longer than 15 minutes.
Sometimes it happens that a child always chooses the same situation (playing with toys, for example), while he rejects other types of activities.
In this case, the teacher independently makes a choice and offers to do just that. It is important to do this gently but persistently.
Or you can also gently and persistently ask the preschooler to make a choice, but only between the two remaining activities.
Diagnostics of children's communication - Interpretation of the method
The teacher’s task is to fill out the diagnostic protocol. The following information is entered into it:
- In what order did the child choose the activity?
- What was the main object of attention for the child in the first minutes of the lesson?
- What was the child’s activity in relation to this object.
- How comfortable the child felt during the experiment.
- What speech statements were made?
- How long would the child like to spend the selected activity.
Types of communication are selected according to the child’s preferences:
- If you choose a game, the type of communication is situational and business.
- In the case of choosing books, the type of communication is extra-situational-cognitive.
- In the case of choosing a conversation, it is non-situational and personal.
The preschooler's actions are assessed with points. It is very important to especially pay attention to the content and topic of the preschooler’s statements.
The highest number of points is given to children who are capable of non-situational and personal communication.
After all activities have been completed, you need to calculate how many points the child has scored in total.
The type of communication that scores the highest number of points is considered leading.
Determination of the leading form of communication between a child and adults.
To use M.I. Lisina’s methodology for diagnosing forms of communication, it is necessary to become familiar with the classification of forms of communication proposed by the author and their main parameters in preschool age, which is presented in the table.
The purpose of the method is to determine the leading form of communication between a child and adults.
Conducting an examination.
Diagnostics of forms of communication is carried out as follows. The teacher brings the child into a room where toys and books are laid out on the table, and asks what he would like: to play with toys (situation I); read a book (II situation) or talk (III situation).
Then the teacher organizes the activity that the child preferred. After this, the child is offered a choice of one of the two remaining types of activities. If the child cannot make a choice on his own, the teacher suggests sequentially playing, then reading, and then talking.
Each situation lasts no more than 15 minutes.
During the examination, when choosing each new situation, the teacher fills out a separate individual protocol sheet for the child. Thus, in each survey three protocols will be filled out - for each situation.
If a child again and again chooses, for example, a game situation, without showing interest in the cognitive and (this is noted in the protocol, see columns 2, 3, 4), the adult, after the child’s independent choice, gently but persistently invites him to give preference the two remaining communication situations (noted in columns 5-10 of the protocol).
The protocols record 6 indicators of children’s behavior:
- the order of choosing situations;
- the main object of attention in the first minutes of the experience;
- the nature of activity in relation to the object of attention;
- level of comfort during the experiment;
- analysis of children's speech statements;
- the desired duration of activity for the child.
Types of communication are distinguished according to preference for one of three situations:
- 1st situation (joint game) - situational business communication;
- 2nd situation (reading books) - non-situational cognitive communication;
- 3rd situation (conversation) - extra-situational-personal communication.
Processing the results
When determining the leading form of communication in children, the indicators of their actions are assessed in points. Pay special attention to the topic and content of speech statements.
The highest number of points is awarded for non-situational, socially significant, evaluative statements that indicate the child’s ability to communicate non-situationally and personally with adults.
The technique includes three situations of communication between a child and an adult. Each situation represents a model of a certain form of communication.
Based on a comparison of the child’s behavior indicators in each of them, a conclusion is made about the preference for one form or another and about the level of development of communication in general.
In all situations, the total number of points used to evaluate each indicator is calculated. The leading form is considered to be the form of communication that is assessed with the highest amount of points.
| No. | Behavior indicators | Number of points |
| 1 | Procedure for selecting a situation: games-activities reading a book conversation on personal topics |
|
| 2 | The main object of attention in the first minutes of the experiment: toys books adult |
|
| 3 | The nature of activity in relation to the object of attention: doesn't look quick glance approximation touch speech utterances |
1 |
| 4 | Comfort level during the experiment: tense, constrained concerned confused calm relaxed cheerful |
|
| 5 | Analysis of children's speech statements: By form: situational extra-situational On topic: non-social (animals, toys, household items, objects, etc.) social (me, other children, experimenter, parents, etc.) By function: requests for help questions statements |
|
| 6 | Duration of activity: minimum - up to 3 minutes medium - up to 5 minutes maximum - up to 10 minutes or more |
|
| TOTAL |
The method proposed by M. I. Lisina examines three forms of communication with the exception of situational-personal communication, since it manifests itself only in young children (up to 6 months).
- Situational business (SB) form of communication. To study it, a game was organized with my participation. I previously told you what the game is about and how to use the toys. Then the child unfolds his activity. I observed, provided assistance if necessary: answered questions, responded to the child’s suggestions. Here communication takes place against the background of practical actions with toys.
- Extra-situational-cognitive (EP) form of communication. In order to study this form of communication, books were read and discussed. The books were selected according to the age of the children and were educational in nature (about animals, cars...). I read the book, explained what was shown in the pictures, gave the child the opportunity to communicate his knowledge in the relevant area, and answered the child’s questions in detail. The child chose the topic of the conversation and a specific book from a number of proposals.
- Extra-situational-personal (VLP) form of communication. A conversation was held with the children on personal topics. I asked the child questions about his family, friends, relationships in the group. I talked about myself, about the actions of different people, assessed my strengths and weaknesses, and tried to be an equal and active participant in the conversation.
Forms of communication and their main parameters
| Forms of communication | Communication form options | |||||
| Development time | With whom and where does the child communicate? | Type of need | Leading motive of communication | Means of communication | Communication Products | |
| 1. Situational-personal (direct-emotional) | 2 months (from 2 to 6 months) | Mother, relatives who ensure the child’s survival and satisfy his primary needs | Need for friendly adult attention | Personal: an adult is an affectionate, benevolent person | Expressive facial reactions: smile, gaze, facial expressions | Nonspecific general activity. Preparation for the act of grasping |
| 2. Situational-business (subject-effective) | 6 months (from 6 months to 3 years) | Joint activity with an adult during objective activities | Need for friendly attention, cooperation | Business: adult – role model, expert, assistant | Subject-effective operations | Development of subject activity. Preparing to master speech |
| 3. Extra-situational-cognitive | 3 – 4 years (from 3 years to 5 years) | Joint activities with adults and independent activities of the child | Need for friendly attention, cooperation, respect | Cognitive: the adult is the source of knowledge. Partner to discuss causes and connections | Speech operations | Development of visual-figurative thinking and imagination |
| 4. Extra-situational-personal | 5 – 6 years (from 5 to 7 years) | Communication unfolds against the backdrop of the child’s independent activity. | The need for friendly attention, cooperation, respect. The leading role is the desire for mutual assistance and empathy | Personal: an adult as a holistic person with knowledge and skills | Speech | Accumulation of moral values. Development of logical thinking. Readiness to learn. System of motives, arbitrariness of behavior |
budgetary professional educational institution of the Omsk region
"Omsk Pedagogical College No. 1"
OK8. Diagnostic methods for studying communication abilities
Completed:
3rd year student of 22NK group
Bely Pavel Alexandrovich
Checked:
Ignatenko Anna Leonidovna
________ ________
Rating Signature
Omsk, 2016
Methodology of V.V. Sinyavsky and V.A. Fedorin.
Target: determination of the level of development of communicative abilities in children of primary school age.
1) Do you have many friends with whom you constantly communicate?
2) How long have you been offended by any of your comrades?
3) Do you like meeting different people?
5) Do you easily communicate with people who are older than you?
6) Is it difficult for you to join new companies?
7) Do you easily communicate with strangers?
8) Is it difficult for you to get used to a new team?
9) Do you strive to meet and talk with a new person at every opportunity?
10) If you want to be alone, do the people around you irritate you?
11) Do you like to constantly be among new people?
12) Do you feel comfortable, are you embarrassed when you need to meet a new person?
13) Do you like to participate in group games?
14) Do you feel insecure when you find yourself in an unfamiliar company?
15) Can you revive an unfamiliar company?
16) Do you want to limit the circle of your acquaintances to a small number of friends?
17) Do you feel confident when you find yourself in an unfamiliar company?
18) Do you feel confident when communicating with a large group of people?
19) Do you have many friends?
20) Do you feel embarrassed when talking to people you don’t know well?
18-20 points. The child is not sociable.
15-17 points. The child is withdrawn, taciturn, prefers loneliness, and therefore he probably has few friends.
12-14 points. The child is to a certain extent sociable and feels quite confident in an unfamiliar environment.
9-11 points. Normal communication skills.
6-8 points. The subject is very sociable (sometimes, perhaps even beyond measure).
3-5 points. Very sociable. The child is characterized by curiosity and talkativeness.
2 points or less. The subject's communication skills are of a painful nature.
Michelson Communication Skills Test
Target : Determination of the level of communicative competence and the quality of formation of basic communication skills (high school).
This test is a type of achievement test, that is, it is built like a problem that has a correct answer. The test assumes a certain standard behavior that corresponds to a competent, confident, partner style. The degree of approximation to the standard can be determined by the number of correct answers. Incorrect answers are divided into incorrect “from below” (dependent) and incorrect “from above” (aggressive). The questionnaire contains a description of 27 communicative situations. For each situation, 5 possible behavior options are offered. You need to choose one way of behavior that is specific to you in a given situation. You cannot select two or more options or assign an option not listed in the questionnaire. The authors offer a key with which you can determine what type of response the selected answer option is: confident, dependent or aggressive. As a result, it is proposed to count the number of correct and incorrect answers as a percentage of the total number of selected answers.
Instructions:
We ask you to carefully read each of the described situations and choose one behavior option in it. This should be your most typical behavior, what you actually do in such cases, and not what you think you should do.
Test material:
1. Someone says to you: “I think you are a wonderful person.” Are you usually in situations like this:
a) Say: “No, no! I’m not like that.” b) Say with a smile: “Thank you, I am truly an outstanding person.”
c) Say: “Thank you.”
d) Don’t say anything and blush.
e) Say: “Yes, I think I am different from others and for the better.”
2. Someone does an action or deed that you think is wonderful. In such cases, you usually: a) Act as if this action was not so wonderful, and at the same time say: “Normal!”
b) Say: “That was great, but I’ve seen better results.”
c) Don't say anything.
d) Say: “I can do much better.”
e) Say: “This is really wonderful!”
3. You are doing something that you like and think that you are very good at it. Someone says, "I don't like this!" Usually in such cases you:
a) Say: “You are a fool!”
b) Say: “I still think this deserves a good grade.”
c) Say, “You’re right,” even though you really don’t agree with it.
d) Say: “I think this is an outstanding level. What do you understand about it.”
e) Feel offended and say nothing in response.
4. You forgot to take some item with you, but thought you brought it, and someone says to you:
“You are such a bungler! You would forget your head if it weren’t attached to your shoulders.” Usually you respond:
a) Say: “In any case, I’m smarter than you. Besides, you understand it!”
b) Say: “Yes, you are right. Sometimes I behave like a bungler.”
c) Say: “If anyone is a bungler, it’s you.”
d) Say: “All people have shortcomings. I don’t deserve such an assessment just because I forgot something.”
e) Say nothing or ignore this statement altogether.
5. Someone you agreed to meet was 30 minutes late and it upset you,
Moreover, this person does not give any explanation for his lateness. In response you usually:
a) Say: “I’m upset that you made me wait so much.”
b) Say: “I was wondering when you would come.”
c) Say: “That was the last time I made myself wait for you.”
d) Don't say anything to this person.
e) Say: “You promised! How dare you be so late!”
6. You need someone to do one thing for you. Usually in such cases you:
a) Don’t ask anyone for anything.
b) Say: “You have to do this for me.”
c) Say: “Could you do one thing for me?”, then explain the essence of the matter.
d) Slightly hint that you need this person’s service.
d) Say: “I really want you to do this for me.”
7. You know that someone is feeling upset. Typically in such situations you:
a) Say: “You look upset. Can I help?”
b) When you are near this person, do not start a conversation about his condition.
c) Say: “Are you having some kind of trouble?”
d) Don't say anything and leave this person alone.
e) Laughing, say: “You are just like a big child!”
8. You feel upset and someone says, “You look upset.”
Typically in such situations you:
a) Shake your head negatively or do not react at all.
b) Say: “It’s none of your business!”
c) Say: “Yes, I’m a little upset. Thank you for your participation.”
d) Say: “Nothing.”
e) Say: “I’m upset, leave me alone.”
9. Someone blames you for a mistake made by others. In such cases, you usually:
a) Say: “You are crazy!”
b) Say: "It's not my fault. Someone else made this mistake."
c) Say: “I don’t think it’s my fault.”
d) Say: “Leave me alone, you don’t know what you’re talking about.”
d) Accept your guilt or don’t say anything.
10. Someone asks you to do something, but you don't know why it should be done.
Usually in such cases you:
a) Say: “This doesn’t make any sense, I don’t want to do it.”
b) Follow the request and don’t say anything.
c) Say: "This is stupid; I'm not going to do it."
d) Before fulfilling a request, say: “Please explain why this should be done.”
e) Say: “If this is what you want...”, and then fulfill the request.
11. Someone tells you that, in their opinion, what you have done is great.
In such cases, you usually:
a) Say: “Yes, I usually do this better than most other people.”
b) Say: “No, it wasn’t that great.”
c) Say: “That’s right, I really do this better than anyone.”
d) Say: “Thank you.”
d) You ignore what you hear and don’t answer.
12. Someone was very kind to you. Usually in such cases you:
a) Say: “You were really very kind to me.”
b) Act as if this person was not so kind to you and say: “Yes, thank you.”
c) Say: “You behaved quite normally towards me, but I deserve better.
d) Ignore this fact and say nothing.
e) Say: “You didn’t behave well enough towards me.”
13. You are talking to a friend very loudly, and someone says to you:
"Sorry, but you are being too noisy." In such cases, you usually:
a) Stop the conversation immediately.
b) Say: “If you don’t like it, get out of here.”
c) Say: “Sorry, I will speak more quietly,” after which the conversation is conducted in a muffled voice.
d) Say: “Sorry” and stop the conversation.
e) Say: “Everything is fine” and continue talking loudly.
14. You are standing in line and someone gets in front of you. Usually in such cases you:
a) Comment on this quietly, without addressing anyone, for example:
"Some people act very nervous."
b) Say: “Get to the back of the line!”
c) Don't say anything to this guy.
d) Say loudly: “Get out of the queue, you impudent one!”
e) Say: “I got in line before you. Please stand at the end of the line.”
15. Someone does something that you don’t like and causes you great irritation.
Usually in such cases you:
a) Shout out: “You are a fool, I hate you!”
b) Say: "I'm angry with you. I don't like what you're doing."
c) Act in such a way as to damage this business, but don’t say anything to this guy.
d) Say: "I'm angry. I don't like you."
e) Ignore this event and don’t say anything to this guy.
16. Someone has something that you would like to use. Usually in such cases you:
a) Tell this person to give you this thing.
b) Refrain from any requests.
c) Take this thing away.
d) Tell this person that you would like to use this item, and then ask him for it.
e) Talk about this item, but do not ask for it to be used.
17. Someone asks if they can borrow a certain item from you, but since it is a new item, you don't want to borrow it. In such cases, you usually: a) Say: “No, I just got it and don’t want to part with it; maybe someday later.”
b) Say: “Actually, I wouldn’t like to give it to you, but you can use it.”
c) Say: “No, get your own!”
d) Borrow this item despite your reluctance.
e) Say: “You are crazy!”
18. Some people are talking about a hobby that you both like and would like to
would like to join the conversation. In such cases, you usually:
a) Don't say anything.
b) Stop the conversation and immediately start talking about your successes in this hobby.
c) Come closer to the group and, when the opportunity arises, engage in conversation.
d) Come closer and wait for your interlocutors to pay attention to you.
e) Stop the conversation and immediately start talking about how much you enjoy this hobby.
19. You are doing your hobby, and someone asks: “What are you doing?” Usually you:
a) Say: “Oh, it’s nothing.” Or: “Nothing special.”
b) Say: “Don’t disturb me, can’t you see that I’m busy?”
c) Continue to work silently.
d) Say: “This doesn’t concern you at all.”
d) Stop working and explain what exactly you are doing.
20. You see a man tripping and falling. In such cases you:
a) Laughing, say: “Why don’t you look at your feet?”
b) Say: “Are you all right? Maybe I can do something for you?”
c) Ask: “What happened?”
d) Say: “These are all the potholes in the sidewalk.”
e) Do not react to this event in any way.
21. You hit your head on a shelf and got a bump. Does anyone say, "Are you okay?" Usually you:
a) Say: “I feel great. Leave me alone!”
b) Don't say anything, ignoring this person.
c) Say: “Why aren’t you minding your own business?”
d) Say: “No, I hurt my head, thank you for your attention to me.”
e) Say: “It’s nothing, everything will be okay with me.”
22. You made a mistake, but the blame for it was placed on someone else. Usually in such cases you:
a) Don't say anything.
b) Say: “It’s their mistake!”
c) Say: “I made this mistake.”
d) Say: “I don’t think that person did it.”
e) Say: “This is their bitter lot.”
23. You feel offended by words spoken by someone towards you. In such cases, you usually:
a) Walk away from this person without telling him that he upset you.
b) Tell this person not to dare to do this again.
c) Don’t say anything to this person, although you feel offended.
d) In turn, insult this person by calling him by name.
d) Tell the person that you don't like what he said and that he shouldn't do it again.
24. Someone often interrupts when you speak. Usually in such cases you:
a) Say: “Sorry, but I would like to finish what I was talking about.”
b) Say: “They don’t do that. Can I continue my story?”
c) Interrupt this person, resuming your story.
d) Say nothing, allowing the other person to continue speaking.
e) Say: “Shut up! You interrupted me!”
25. Someone asks you to do something that would prevent you from carrying out your plans. Under these conditions you will usually:
a) Say: “I really had other plans, but I will do what you want.
b) Say: “No way! Look for someone else.”
c) Say: “Okay, I will do what you want.”
d) Say: “Go away, leave me alone.”
e) Say: “I have already started implementing other plans. Maybe someday later.”
26. You see someone you would like to meet and get to know. In this situation, you usually:
a) You joyfully call out to this person and go to meet him.
b) Approach this person, introduce yourself and start a conversation with him.
c) Approach this person and wait for him to talk to you.
d) Approach this person and start talking about the major deeds you have accomplished.
e) Don't say anything to this person.
27. Someone you have never met before stops and calls out to you with a “Hello!” In such cases, you usually:
a) Say: “What do you want?”
b) Don't say anything
c) Say: “Leave me alone.”
d) Say “Hello!” in response, introduce yourself and ask this person to introduce himself in turn.
e) Nod your head, say “Hello!” and pass by.
All questions are divided by the authors into 5 types of communicative situations:
- situations in which a reaction to positive statements from a partner is required (questions 1, 2, 11, 12)
- situations in which a teenager (high school student) must respond to negative statements (questions 3, 4, 5, 15, 23, 24)
- situations in which a teenager (high school student) is approached with a request (questions 6, 10, 14, 16, 17, 25)
- conversation situations (13, 18, 19, 26, 27)
- situations in which empathy is required (understanding the feelings and states of another person (questions 7, 8, 9, 20, 21, 22).
Processing and analysis of results:
Mark which method of communication you chose (dependent, competent, aggressive) in each proposed situation in accordance with the key. Analyze the results: what skills have you developed, what type of behavior predominates?
Skill blocks:
1. The ability to give and accept signs of attention (compliments) from a peer - questions 1, 2, 11, 12.
2. Responding to fair criticism - questions 4, 13.
3. Responding to unfair criticism - questions 3, 9
4. Reacting to offending, provoking behavior on the part of the interlocutor - questions 5, 14, 15, 23, 24.
5. The ability to turn to a peer with a request - questions 6, 16.
6. The ability to refuse someone else’s request, to say “no” - questions 10, 17, 25.
7. The ability to provide sympathy and support yourself - questions 7, 20.
8. The ability to accept sympathy and support from peers - questions 8, 21.
9. The ability to come into contact with another person, contact - questions 18, 26.
10. Reacting to an attempt to make contact with you - questions 19, 27.
Methodology for diagnosing communication abilities in children of primary preschool age.
teacher at MDOU kindergarten No. 38 “Iskorka”,
City of Podolsk
Currently, the problem of developing communication abilities is especially acute:Many preschoolers experience serious difficulties in communicating with others, especially with peers. Such children do not know how to turn to another person on their own initiative; sometimes they are even embarrassed to respond appropriately if someone turns to them. They cannot maintain and develop established contact, do not know how to coordinate their actions with communication partners or adequately express their sympathy and empathy to them. At the same time, sociability and the ability to communicate with other people are a necessary component of a person’s self-realization, his success in various types of activities, and the disposition and love of people around him.
In order to carry out an adequate pedagogical impact on the development of communicative abilities, it is necessary to have an idea of the level of their development in children.
Teachers and psychologists such as O.V. have been diagnosing the levels of development of communication between preschoolers and adults and peers and identifying communication skills. Dybina, G.A. Uruntaeva, E.I. Shcherbakova, N.V. Klyueva, Yu.V. Kasatkina, Yu.V. Filippova and others.
However, in the presented studies, methods for diagnosing communication abilities in younger preschoolers are not fully developed.
In this regard, I was faced with the problem of selecting a diagnostic tool that satisfies the following conditions:
- Availability
- Reliability
- Unambiguity
- Validity
As criteria for assessing the level of development of communication abilities, I used:
- Desire to make contact
- The ability to organize communication, including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;
- Knowledge of the norms and rules that must be followed when communicating with others.
Each criterion is assessed at three levels: high, medium, low, which are determined by points.
In theoretical research and in practice, various methods are used to study and ascertain the communicative abilities of children: observation, conversation, experiment. I propose to use the observation method, which is the most common for studying children of primary preschool age, and makes it possible to obtain results in natural conditions for them.
The following observation situations can be selected:
- Role-playing game “The Squirrel’s Birthday.” This game does not have a clearly defined situation and allows you to include different roles in the plot. For a more complete picture of the level of development of children’s communication abilities, the game is organized by an adult who carries out observation. Thus, we will identify communicative abilities in communicating with both peers and adults.
- Tasks and assignments that will allow us to identify children’s ability to perform collective work harmoniously, without entering into conflict.
- A targeted walk to identify the ability to follow familiar rules of communication with adults (say hello, say goodbye, address you as “you”)
- Children playing together on a walk.
However, the observation method gives mostly an idea of the behavior of children, so you can also use the conversation method to obtain more accurate data about the knowledge and skills of children necessary for communicative activities.
Based on conversations developed by Yu.V. Filippova, I compiled a list of conversation questions that allowed us to assess the level of knowledge about the norms and rules of behavior of children in communicating with peers and adults:
- Should you share toys with children?
- Do you always try to do this?
- Why?
- Is it possible to laugh when your friend falls or hits himself?
- Why?
- Call your mom, dad and other family members affectionately.
- How should I contact the teacher? (you, you?)
- How should you ask an adult for help?
- What should you do when you come to kindergarten? When are you leaving?
Analysis of the results obtained using both methods is carried out according to the following criteria:
- Desire to get in touch:
High level (3 points) – easily makes contact, is active in communicating with adults and peers.
Average level (2 points) – the child strives to communicate, but mainly with children of the same sex, that is, interpersonal communication with peers is characterized by selectivity and sexual differentiation. Communication with adults is mediated by joint activities.
Low level (1 point) – the child does not engage in communication, does not show a tendency to make contacts, shows distrust of others, and is afraid of communication.
- Ability to organize communication:
High level (3 points) – the child willingly gets involved in joint activities, takes on the function of an organizer, listens to a peer, coordinates his proposals with him, and gives in. On his own initiative, he turns to elders with questions.
Average level (2 points) – the child is not proactive enough, accepts suggestions from a more active peer, but may object, taking into account his own interests. Answers the adult's questions, but does not show initiative.
Low level (1 point) - the child shows a negative orientation in communication with selfish tendencies: he does not take into account the wishes of his peers, does not take into account their interests, insists on his own, and as a result provokes a conflict. When communicating with adults, he shows stiffness and reluctance to answer questions.
- Knowledge of the norms and rules that must be followed when communicating with others:
High level (3 points) – follows the basic rules of culture of communication with adults and peers. Independently calls peers by name, calls elders “you”, by first name and patronymic, and uses affectionate words in communication.
Intermediate level (2 points) – has an understanding of basic norms and rules of behavior in communication, follows them more often when prompted by adults. Doesn't always address adults correctly.
Low level (1 point) - does not know the norms of the rules of communication, does not want to follow the requirements of an adult, is aggressive in communicating with peers, preferentially addressing an adult on a “you” basis.
Total score:
High level –15 - 18 points
Average level – 10 - 14 points
Low level – 6 - 9 points
The analysis of the results is entered into a diagnostic card developed by me.
Diagnostic card “Determining the level of development of communication abilities in preschool children”
p/p | F.I. baby | Level of development of communicative abilities in communication with peers | Level of development of communicative abilities in communicating with adults | |||||
Desire to make contact | Ability to organize communication | Knowledge of norms and rules in communication |
The manual provides a method for forming relationships in preschool children with other children and adults. The publication contains various game situations that contribute to the formation of a positive attitude towards peers in a preschooler; constructive cooperation in a children's team; the ability to express and achieve one’s goals in communication, taking into account the interests of others; strengthening the skills of generally accepted cultural norms of communication. The manual is addressed to psychologists and teachers of preschool educational institutions.
From the series: Psychological and pedagogical child support service
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by liters company.
II. Diagnosis of communicative competence of preschool children
To determine the characteristics of communicative competence, methods were selected aimed at diagnosing all components of communicative competence: characteristics of the cognitive, emotional and behavioral aspects of the peer image and sensitivity to the peer.
1. Indicators of communicative development and communicative competence
2. Method of verbal choice “Birthday”
Diagnostic focus: determination of sociometric status in a peer group.
Examination procedure.
Instructions:“Imagine that you have a birthday soon and your mother says to you: “Invite three guys from your group to the party!” Who will you invite?
The experimenter records the choice of each child separately in the sociometric table.
Thus, all the data in the table is filled in, after which the researcher determines the count of the choices made by each child (along the vertical columns) and writes it in the corresponding column of the table. Next we move on to identifying mutual choices. If among those who chose a particular child there are children chosen by him, then this means reciprocity of choice. These mutual choices are circled, then counted and recorded.
Processing and interpretation of results
1. Determination of the sociometric status of each child
To determine the child’s status, we used the processing of the results of a sociometric study, proposed by Ya.L. Kolominsky. The child's status is determined by counting the selections he receives. In accordance with the result, children can be classified into one of four status categories: 1 – “stars” (5 or more choices); 2 – “preferred” (3–4 choices); 3 – “accepted” (1–2 choices); 4 – “not accepted” (0 elections). The 1st and 2nd status categories are favorable, the 3rd and 4th are unfavorable.
2. Each child's satisfaction rate with their relationship
The satisfaction coefficient (SC) is defined as the percentage of the number of peers with whom the child has mutual choices, among whose children he himself chose.
75–100% – high level of satisfaction
30–75% – average level of satisfaction
Less than 30% – low level
3. “My friend” technique
: study of ideas about a peer (his social and personal qualities), the degree of differentiation and emotional attitude towards a peer.
Instructions: “Draw your friend as you imagine him.” Then offer a sheet of white paper and colored
pencils. After finishing drawing, ask your child questions: “Who is he? What is he like? Why do you like him? Why is he your friend?
Record your answers.
Analyze the drawing and the results of the conversation:
Analysis criteria:
1) figurative component of a friend’s portrait (according to the drawing),
2) the verbal component of the friend’s image (based on the results of the conversation.
Evaluation criteria:
1) emotional attitude towards a peer,
2) the degree of differentiation of the peer’s image. Analyze the drawing according to the following parameters:
drawing,
having yourself nearby
relationship through image,
friend's gender
Analyze the conversation according to the following parameters:
the presence of appearance features in the description of a peer,
the presence of personal qualities in the description of a peer,
the presence of skills and abilities in the description of a peer,
the presence in the description of a peer of an attitude towards oneself.
Processing the results
High level of peer image formation:
a positive emotional attitude, a highly structured image of a friend (at least 5–6 meaningful characteristics of a peer, using different categories (appearance, skills, personal characteristics).
Average level of peer image formation:
ambivalent emotional attitude towards peers, average level of structured image of a peer (at least 3-4 characteristics of a friend).
Low level of peer image formation :
ambivalent or negative attitude towards a peer, poor structured image (1-2 characteristics - “good friend”, “like”, etc.).
4. Experimental situation “Coloring book”
Diagnostic focus:
1) determining the type of interpersonal relationship of preschool children to their peers,
2) the nature of the manifestation of prosocial forms of behavior. Stimulus material: two sheets of paper with an outline image; two sets of markers:
a) two shades of red, two shades of blue, two shades of brown;
b) two shades of yellow, two shades of green, black and gray. Two children take part in the diagnostic procedure.
Instructions:“Guys, now we will have a competition, you and I will draw. What colors do you know? You need to color the drawing using as many colors as possible. The winner will be the one who uses different pencils more than others and whose drawing will be the most multi-colored. The same pencil can only be used once. You can share."
Children are seated next to each other, in front of each is a sheet of paper with an outline image and a set of pencils. During the work, the adult draws the child’s attention to the neighbor’s drawing, praises him, asks for the other’s opinion, while noting and evaluating all the children’s statements.
The nature of the relationship is determined by three parameters:
1) the child’s interest in a peer and his work;
2) attitude towards the assessment of another peer by adults;
3) analysis of the manifestation of prosocial behavior.
The first parameter is the degree of emotional involvement of the child in the actions of a peer.
Evaluation indicators:
1 point – complete lack of interest in the actions of the other child (not a single glance towards the other);
2 points – weak interest (quick glances towards a peer);
3 points – expressed interest (periodic, close observation of a friend’s actions, individual questions or comments on the actions of another);
4 points – pronounced interest (close observation and active interference in the actions of a peer).
The second parameter is the emotional reaction to an adult’s assessment of a peer’s work.
This indicator determines the child’s reaction to the praise or blame of another, which is one of the manifestations of the child’s attitude towards a peer either as an object of comparison, or as a subject, an integral personality.
Reactions to the assessment may be as follows:
1) indifferent attitude, when the child does not respond to peer assessment;
2) inadequate, negative assessment, when the child is happy about the negative assessment and is upset about the positive assessment from his peer (objects, protests);
3) an adequate reaction, where the child rejoices at success and empathizes with defeat and the censure of a peer.
The third parameter is the degree of manifestation of prosocial behavior. The following types of behavior are noted:
1) the child does not yield (refuses the peer’s request);
2) gives in only in the case of an equal exchange or with hesitation, when the peer has to wait and repeatedly repeat his request;
3) gives in immediately, without hesitation, can offer to share their pencils.
Analysis of results:
The combination of three parameters allows you to determine the type of relationship a child has with a peer:
indifferent type of attitude– children with reduced interest in the actions of a peer, an indifferent attitude towards positive and negative assessment of a peer;
subject type of relationship– expressed interest in the actions of a peer, an inadequate reaction to a peer’s assessment, a lack of prosocial behavior, an ambivalent attitude towards a peer;
personal type of relationship– there was a pronounced interest in the actions of a peer, an adequate reaction to a peer’s assessment, prosocial behavior, and a positive emotional attitude towards a peer.
5. Experimental problem situation “Pea”
Diagnostic focus:
1) determining the degree of sensitivity of the child to peer influences;
2) determining the level of formation of actions to coordinate efforts and carry out joint activities aimed at achieving a common goal.
Progress of the study: two children participate in the experimental situation. You need to prepare a piece of paper (possibly on a board) with an outline image of a pea pod (or tree crown), a pencil and a mask to cover your eyes.
Explain to the children that they must complete one task between them, and that the result will depend on their common efforts. Children must draw peas in a pod. The main rule: you cannot go beyond the boundaries of a pea (show a sample). The difficulty is that one will draw with his eyes closed, and the other must use his advice (right, left, up, down) to help draw the peas correctly. First you need to make sure that the child is oriented in the directions on the sheet. Then the children change places, they are given a new piece of paper and the game is repeated.
Progress: all replicas and the result are recorded in the protocol.
Evaluation criteria:
1) the ability to take coordinated actions and achieve goals through joint efforts;
2) the ability to hear and understand a friend, the ability to explain, taking into account the emotional state of a peer’s characteristics, assessment of his actions).
Levels of ability for coordinated actions were identified.
Low level – the child does not coordinate his actions with the actions of his peer, so both do not achieve a common goal.
For example: 1) the child tells another what to do, not paying attention to the fact that he was not understood and continues to give instructions until his friend refuses to complete the task;
2) the child, not paying attention to the peer’s instructions, tries to peek and independently perform the necessary actions.
Intermediate level - The preschooler is guided by his peer when performing a task, but acts inconsistently and partially achieves the result.
High level – the child is capable of completing a task together and achieving the goal.
Sensitivity to the partner was determined through an analysis of the degree of attention and emotional reactions of the child to the influence of a peer - whether he orients himself when performing a task on a friend (hears, understands, reacts emotionally, evaluates or shows displeasure).
Low level – the child is not focused on the partner, does not pay attention to his actions, does not react emotionally, as if he does not see the partner, despite the common goal.
Intermediate level – the child is focused on the partner, closely follows his instructions or work, does not express assessments or opinions about the work.
High level – the child focuses on the partner, worries about his actions, gives assessments (both positive and negative), recommendations on how to improve the result, is able to explain the task taking into account the actions of a peer, expresses wishes and openly expresses his attitude towards joint activities.
6. Features of interpersonal relationships (IRE) for children (Modification and analysis criteria: G.R. Khuzeeva)
Direction of the technique:
The technique is aimed at determining the characteristics of a child’s interpersonal communication with adults and peers, attitude towards leadership, the child’s subjective feeling of inclusion in a peer group, emotional attitude towards peers and adults, ways of behavior in situations of rejection. It is intended for children 5–10 years old.
This technique was developed on the basis of the OMO (Peculiarities of Interpersonal Relations) technique proposed by W. Schutz in 1958 and intended for the study of adults. Schutz suggests that interpersonal relationships are based on three basic interpersonal needs. This is the need for inclusion, control and affect.
1. The need for inclusion is aimed at creating and maintaining satisfactory relationships with other people, on the basis of which interaction and cooperation arise. At the emotional level, the need for inclusion is defined as the need to create and maintain a sense of mutual interest. This feeling includes:
End of introductory fragment.
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The given introductory fragment of the book Diagnosis and development of communicative competence of a preschooler (G. R. Khuzeeva, 2014) provided by our book partner -
