1. The problem of interpersonal communication and its importance for the mental development of the child

1.1. Modern ideas about the personality development features of children with mental retardation

1.2. Development of interpersonal communication in preschool children

1.3. Features of the development of the emotional sphere of preschool children

1.4. Features of the development of interpersonal communication in children with

ZPR of preschool age

2. Object and methods of research

2.1. Characteristics of the stages and object of research

2.2. Characteristics of the condition of the families of the examined children

2.3. Research methods

2.3.1. Questioning parents

2.3.2. Questioning of teachers

2.3.3. Methods for studying interpersonal relationships (R. Gilles)

2.3.4. Method “Choose the right person”

2.3.5. Methodology “Family Drawing”

2.3.6. Methodology “Drawing “I am in kindergarten”

2.3.7. Methodology “Determination of emotional state from pictures”

2.3.8. Solitaire technique N.L. Belopolskaya

2.3.9. Methodology “Understanding the emotional state by intonation”

2.3.10. Methodology “Study of emotional expressiveness”

2.4. Statistical processing of research results

3. Study of the formation of interpersonal relationships in children 5-7 years old with mental retardation

3.1. Studying parents' opinions on the development of communication and emotions in children

3.2. Comparison of the opinions of educators and parents about the development of communication and emotions in children

3.3. Study of communication skills and cognitive sphere of preschool children

3.4. Study of interpersonal relationships (R. Gilles method)

3.5. Study of anxiety levels in children

3.6. Studying intrafamily relationships in preschool children with mental retardation (the “Family Drawing” method)

3.7. Studying relationships in a peer group (according to the figure

I'm in kindergarten")

3.8. Analysis of correlations between microsocial conditions and interpersonal relationships of children of the studied groups

3.9. Correlation analysis of indicators of interpersonal relationships of children of the studied groups

4. Study of the formation of the emotional sphere of preschoolers with mental retardation

4.1. Identifying the level of children's understanding of the emotional state of other people

4.2. Learning in children the ability to identify the same emotions and label them with words

4.3. Studying children's ability to recognize emotional states by intonation

4.4. Study of emotional expressiveness of preschool children

4.5. Analysis of correlations between emotional development and interpersonal relationships of children in the study groups 142 Discussion of results 147 Conclusions 152 Appendix 154 References

Introduction of the dissertation (part of the abstract) on the topic "Features of the formation of interpersonal relationships with adults and peers in children 5-7 years old with mental retardation"

Conclusion of the dissertation on the topic "Medical Psychology", Gallyamova, Yulia Sergeevna

List of references for dissertation research Candidate of Psychological Sciences Gallyamova, Yulia Sergeevna, 2000

Please note that the scientific texts presented above are posted for informational purposes only and were obtained through original dissertation text recognition (OCR). Therefore, they may contain errors associated with imperfect recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.

Chapter 14. Age-related development of interpersonal relationships Summary

The relationship of infants and young children with the people around them.

Primary emotional relationships between children and adults, their mechanisms and the significance of the formation of a feeling of attachment. Imprinting and experiments with animals,

changing the nature of their emotional communication with their parents from the moment of birth. The positive significance of group education for the development of communication. The main steps in improving the means and forms of communication in the first months of a baby’s life. The emergence of a specific need to communicate with people in the second half of the first year of life. The emergence of object-mediated communication in the joint activities of adults and children. Development of contacts with peers and expansion of children's social circle by the end of early childhood.

Interpersonal relationships in preschool childhood and primary school age. Play as the main activity within which communication is carried out and interpersonal relationships are built among children of preschool and primary school age. Extending communication beyond narrow family ties and relationships. The child’s emergence of a need for good relationships with people around him. The emergence of mutual likes and dislikes based on assessments of personality traits and people’s behavior patterns. Entering school, the beginning of a new stage in the development of communication and relationships. Expanding the scope and content of communication, including the child in a complex system of human relationships. Deepening communication and beginning the formation of informal associations of children based on personal interests.

Teenagers' relationships. The transition from communication with adults to communication with peers, from “children’s” to “adult” relationships. Conflicts in interpersonal relationships of adolescents, their causes. Typical dynamics of conflict development and ways to resolve them. Differentiation of relationships between adolescents and peers and adults, their characteristics. Reasons for intensifying communication with peers in adolescence. The nature of interpersonal relationships developing in teenage groups. The emergence of comradely and friendly relationships, the special significance of these relationships for adolescents. The emergence of interest and the establishment of first relationships with adolescents of the opposite sex.

Relationships with people in early youth. Further development of relationships with peers and adults in early adolescence. Role differentiation and stabilization of these relationships. Personal qualities for which boys and girls value their peers as communication partners and accept them as friends and comrades. Gender differences in attitudes toward friendship in early adolescence. The emergence of a need for intimate relationships with a person of the opposite sex. First love and related relationships. Changes in the relationships of boys and girls with adults during the period of first love. The emergence of an ideal person of the opposite sex. Choosing a profession and moving to a new level of development of relationships with people around you.

RELATIONSHIPS OF INFANTS AND YOUNG CHILDREN WITH THE PEOPLE AROUND

Establishing direct contacts of a newborn child with the people around him, the beginning of a life together and interaction with people in the world of objects of material and spiritual culture created by people, using natural means and forms of communication developed by mankind is a necessary condition for the transformation of a baby into a person, his further development according to human line. Between a newborn and an adult, and subsequently between the child and the people around him, certain relationships develop that influence the content, style and emotional coloring of communication. These relationships ultimately determine the mental and behavioral development of children.

Specific human relationships arise between the child and the people around him from the first months of the child’s life and are practically uninterrupted until the end of his days. At every next

As physical and psychological development progresses, they acquire a qualitatively unique character, determining the specifics of the child’s development in a given period of time. In this final chapter on the psychology of children’s age-related development, we will consider the question of how children’s communication and relationships with people around them are improved, how they are built and transformed at different stages of ontogenesis. Let's start with infancy and early childhood, where the main role in the emergence and development of communication is played by the biological needs of children and some innate forms of social behavior, which act along with the mechanisms of acquiring life experience, such as imprinting, conditioned reflex, operant and vicarious learning.

The ability to smile, as well as to experience emotional attachment, is, apparently, characteristic of humans by nature. Already in the initial period of development of children’s communication with people around them, the innate language of facial expressions, gestures and pantomimes (up to about one year of life), as well as human speech (from 8-10 months from birth onwards), plays a large role in its formation. During the neonatal period and infancy, primary, emotionally direct relationships arise between children and the people around them, which subsequently give rise to mutual affection between people, their trust and openness to each other. Such relationships play a particularly important role in the development of children at this age and lead this development. It is not for nothing that a child’s emotionally direct communication with people around him is considered the leading activity of this period of childhood. In experiments conducted by scientists on animals, it was found that the formation of attachment is largely an instinctive form of behavior, and that the object of attachment can become the first object that accidentally catches the eye of a newborn living creature, especially a moving one that gives him pleasure. This phenomenon is called imprinting and was first studied and described in detail by the famous ethologist 36 K. Lorenz in ducklings and chickens. Although, unlike humans, newborn chicks are able to feed independently from birth, they nevertheless show a clear attachment to their parents or to whoever they take for the parent, trying to spend most of their time next to him.

A well-known experiment conducted with newborn monkeys turned out to be very demonstrative in this regard. Immediately after birth, they were presented with two so-called “artificial mothers,” one of which was made of wire mesh and had a bottle of milk built into its frame, and the other of soft wool, but without milk. The first “mother” could provide food, and the second one could warm itself. Observations of the behavior of the monkeys during their later lives showed that most of the time, especially when they were in a state of anxiety and fear, the monkeys spent next to the “soft mother”, although they were fed by the “hard, wirey mother”. It also turned out that attachment to their parents in animals is a reaction that arises through the mechanisms of heredity and is externally associated with such qualities of the object pretending to be the mother, such as softness, warmth, rocking and the ability to ensure the satisfaction of the basic biological needs of the newborn. It turned out that monkeys that grew up next to an artificial mother, who provided only the satisfaction of their physiological needs, subsequently had somewhat unusual features of intraspecific behavior. They rarely came into contact with their own kind on their own initiative, often hid alone under threatening circumstances, and showed increased aggressiveness. As adults, they also turned out to be bad parents for their children, treating them cruelly and ignoring them.

Observing the behavior of monkeys under experimental conditions I showed that those of them who grew up and communicated only with their mother, did not have the opportunity to play with other animals of the same age as them, as adults, showed deviations from normal behavior. They were afraid of other animals and unfamiliar situations, were afraid of everything, avoided direct contact with other monkeys or reacted to them with increased aggressiveness.

Animals, by playing and spending time with other individuals in the early years of their development, learn to understand each other through communication. In humans, contacts with peers in early childhood play an even more important role. They form and develop basic abilities, in particular the ability to communicate, social skills and abilities, and learn the rules and norms of behavior necessary for independent life among people in society.

For full development during infancy, a child needs to gain trust in the person who is caring for him. The emotional and social development of a child at this age depends less on the satisfaction of his organic needs than on the nature of communication and developing relationships with people around him. In infancy, all normally developing children develop emotional attachments, which serve as the basis for subsequent social and emotional development. The baby reacts to people in a specific way from birth. Let us remember that by the end of the first month of life, children distinguish voices and look closely at faces. Between the second and third months of life they develop a well-known revival complex. However, until about three to four months of age, children are not very good at distinguishing familiar people from unfamiliar ones.

Infants older than six months begin to develop obvious attachments to certain individuals. Objects of infant affection can be any person who has been caring for a child since birth, and this feeling is best manifested when there is any danger to the child. Here we see a certain analogy between how baby animals and people behave at the appropriate age.

The most important thing for the development of a child's attachment is the ability of an adult to feel and respond to the child's signals, be it a look, a smile, a cry or a voice. Children usually become strongly attached to their parents, who quickly and positively respond to the child’s initiative. Warmth, gentleness, and encouragement of children from parents contribute to the development of attachment.

Group education in a healthy, calm environment creates the same conditions for the normal development of a child as individual home education. However, this happens only when the children in the group do not experience a deficit of emotionally positive communication and acquire rich and varied motor and cognitive experience.

The main steps in the development of means and forms of communication in an infant child can be presented as follows. A one-month-old baby is able to fix his gaze on a person’s face and follow it with some movements of parts of his face, especially the mouth and lips. Smile on the child’s face is the first clear sign of the feeling that arises in him as a result of communicating with people. It makes it clear to an adult that he is expected to repeat or continue the actions that made him smile. It also acts as the ontogenetically first signal in communication, as a response emotional reaction that connects people and controls their mutual behavior and the relationships that develop between them. The very fact that a smile on a baby’s face appears in response to a mother’s smile suggests that he has an innate ability to perceive and correctly assess the emotional state of another person.

Following, and sometimes together with a smile, as a facial signal, appear movements of arms and legs as a sign of gestures. The ability to gesture, to perceive and understand it in elementary forms is inherited. The baby’s smile, together with the intensification of his motor activity, constitutes a revitalization complex that appears in the second or third month of life. He says that the child has the first, earliest form of communication - emotional, the content and meaning of which is that from now on the child and the adult have the opportunity to convey useful information to each other about their conditions. Information of this kind plays a very important role in communication, as it allows us to perceive and evaluate the communication partner, how he treats us (positively or negatively), how he is disposed, whether he wants or does not want to continue communication further. Let us note that a baby who is four to five months old reacts with a revival complex only to close and familiar people, thereby clearly demonstrating selectivity in communication already at the beginning of his life.

At seven to nine months, the baby carefully follows the movements and speech of an adult, which is a prerequisite for the formation and development of his speech as the most perfect means of human communication. In the second half of life, the child begins to make sounds himself, babbles a lot and with pleasure, which causes a response from the adult, a desire to have emotionally positive communication with the child. As a result, the child develops and strengthens the need to communicate with people - affiliative need.

After the emotional-immediate occurrence it occurs and progresses quite quickly subject-mediated communication, accompanied by further improvement of various means of communication. By the end of the first year of life, the baby develops associative speech connection between objects and their names; When an adult names familiar objects, the child independently begins to actively search for them. Often at the same time, after the adult, he repeats the appropriate combination of sounds denoting the object, as if trying to remember it. By the end of the first year of life, based on the synthesis of emotional-direct and objective-mediated communication, joint objective activity of children and adults arises, including communication as an obligatory moment.

The next stage in the development of communication in children is the emergence of contacts with peers, which complement and replace the child’s communication with adults when it is deficient. In addition, communication with peers appears to be necessary for a child to develop the ability to show initiative and activity in interpersonal relationships. It is almost impossible to determine exactly when the influence of peers on the development of children’s communication becomes decisive. Many children, already at an early age, make attempts to enter into contacts with other people, but these contacts are usually short-lived and most often one-sided. Only in the second year of life does the child begin to systematically play with other children.

It has been noticed that children begin to communicate with each other even before they learn to speak. Using gestures, facial expressions, and pantomimes, they express their emotional state to each other and ask for help. Two-year-old children are able to speak directly with each other, with adults, and react in short, abrupt phrases to familiar phenomena of the surrounding reality. Children of this age respond quite correctly to most requests addressed to them personally. Two- to three-year-old children feel good in the company of children they know and are less dependent on their parents.

Between three and four years of age, contacts with peers become more frequent, and the first childhood mutual responsibilities. Starting from about three years of age, girls and boys prefer to play separately, which can be seen as a sign that communication for them becomes a means of gender-role learning.

The further development of communication and relationships among children associated with early age is in line with joint subject activity - a game in which non-verbal means of communication are gradually replaced by verbal ones. Until one and a half years old, a child actively learns on average about 40-50 words, using them extremely rarely. After one and a half years of age, his own speech activity becomes more noticeable, he begins to ask questions regarding the names of things, and makes independent, quite distinct attempts to repeat and remember them. By the end of the second year, the child already uses up to 30, and at the end of early childhood, from 500 to 1500 words.

In this regard, we note two significant circumstances: firstly, the sharp and rapid increase active dictionary in children between one and a half and three years of life, secondly, the presence and growth from this time individual differences not only in speech skills and abilities, but also in the activity and intensity of communication. The need for affiliation, associated with communication and governing it, develops and first clearly manifests itself in children precisely at this age.

A three-year-old child is quite proficient in a variety of means of communication, which allow him to rapidly develop further psychologically, establishing good business and personal relationships with people around him (by business at this age, of course, we mean simple educational or play relationships).

INTERPERSONAL RELATIONS IN PRESCHOOL AND PRIMARY SCHOOL AGE

The emergence of joint objective activities and communication between a child and peers at an early age leads to the emergence of numerous children's games, which give further impetus to improving the means, forms and types of communication. In games, children develop and for the first time realize their direct relationships with each other; here children learn to understand the nature of relationships, acquire the necessary communication skills.

Play is a characteristic form of activity for preschool children. The development of a child as an individual occurs in games organized in children's groups, where human relationships that exist in communities of adults are modeled. In Role-playing games, according to the famous researcher D.B. Elkonin, between children there are relations of cooperation, mutual assistance, division and cooperation of labor, care and attention to each other, and also sometimes relations of power, even despotism and rudeness, i.e. those in which both positive and negative personal qualities of the child are formed. 37

In preschool age, children's communication becomes more regular and longer, and their games become more varied. In them, roles are distributed on a more strict basis, the plot basis of the game is developed, especially in terms of communication and interaction of participants with each other. The transition to a new, playful form of communication, which is characterized by greater initiative and independence of the child, also occurs at this time. In games, the child learns to perceive and transmit information, monitor the reactions of his interlocutors, and take them into account in his own actions. At this age, the child’s social circle expands and goes beyond narrow family ties and relationships. It includes other adults, not family members, peers in the yard and from the immediate social environment.

Preschoolers develop the motivation to communicate; for the first time, the need for a good attitude from the people around them, the desire to be understood and accepted by them, openly manifests itself. Children in joint games look closely at each other, evaluate each other and, depending on such evaluations, show or do not show mutual sympathy. The personality traits they discover in the game determine the relationships that form. Peers refuse to deal with children who do not follow the established rules in the game and demonstrate negative character traits in communication. Plot-role and personal selectivity in communication arises, built on a conscious, motivated basis.

A new significant step in the development of communication and in the complication of the system of relationships occurs in connection with the child’s entry into school. It is determined, firstly, by the fact that the circle of communication is significantly expanding and many new people are involved in it. The child establishes certain, usually different, relationships with all these people. Secondly, in connection with the change in the external and internal position of the primary school student, the topics of his communication with people are expanding. The circle of communication includes issues related to educational and work activities.

During the school years, the child's circle of friends begins to grow rapidly, and personal attachments become more permanent. Communication moves to a qualitatively higher level, as children begin to better understand the motives of their peers’ actions, which contributes to the establishment of good relationships with them. During the initial period of schooling, between the ages of 6 and 8 years, informal groups of children with certain rules of behavior in them are formed for the first time. However, these groups do not exist for long and are usually quite stable in their composition.

Children of primary school age still spend a lot of time in various games, but their play partners are increasingly becoming not adults, but peers. In children's groups, during play, their own specific relationships are established with more or less pronounced motives of interpersonal preferences.

INTRODUCTION 3

CHAPTER 1. THE IMPORTANCE OF INTERPERSONAL RELATIONS IN PERSONAL DEVELOPMENT 6

1. Understanding Interpersonal Relationships in Psychology 6

   Types, forms of interpersonal relationships 12

   The importance of interpersonal relationships in personal development 18

CHAPTER 2. FORMATION OF INTERPERSONAL RELATIONS IN CHILDREN WITH INTELLECTUAL DISABILITIES 23

2.1. Patterns of formation of interpersonal relationships 23

2.2. Features of the formation of interpersonal relationships in preschool children with intellectual disabilities 30

CHAPTER 3. STUDYING THE FEATURES OF INTERPERSONAL RELATIONS IN PRESCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES 34

3.1. Methods for studying interpersonal relationships 34

3.2. Studying interpersonal relationships in preschool children with intellectual disabilities using the “Drawing Apperception Test” (PAT) technique 37

3.3. Analysis of data obtained during the use of the “Drawing Apperception Test” (PAT) technique 40

CONCLUSION 42

APPENDIX 44

REFERENCES 52

INTRODUCTION

At the present stage, issues of social adaptation of children with intellectual disabilities are being actively addressed. The ability of a “special” child to establish positive interpersonal relationships with the adults and peers around him depends on the ability to correctly assess the situation and find an adequate way to respond. Interpersonal relationships not only reveal the most essential characteristics of the objects and subjects of communication, but also in different directions influence the further formation of the personality and most clearly on such blocks of properties in which its relationship to other people and to itself is expressed. In addition, requirements are imposed on the cognitive processes, emotional and volitional sphere of children with intellectual disabilities. The changes that occur in them under the influence of interpersonal interaction, with positive or negative results for the goals of each participant, in turn, more or less strongly affect such basic properties of the individual, which express his attitude to various social institutions and communities of people, to nature , labor.

The study of interpersonal relationships was dealt with by A.F. Lazursky, V.N. Myasishchev, L.S. Vygotsky, Ya.L. Kolominsky, E.A. Panko. Communication as one of the components of interpersonal relationships has been most fully studied in the works of M.I. Lisina, L.M. Shipitsyna and others.

The mental development features of a child with intellectual disability do not allow him to fully establish interaction with the environment. Impaired intellectual activity affects the ability to adequately reflect stimuli coming from the environment, including the perception of behavioral reactions of others that arise in interpersonal relationships. Features of communication and interpersonal relationships of children with intellectual disabilities were considered in the scientific works of Zh.I. Shif, V.G. Petrova, L.M.. Shipitsyna, V.A. Varyanen, A.I. Gaurilius.

However, the features are not described fully and are not considered in all age periods. Therefore, studying the characteristics of interpersonal relationships in children with intellectual disabilities is a pressing issue.

Object research is interpersonal relationships in preschool age.

Subject research is the study of interpersonal relationships in children with intellectual disabilities.

Target: to identify the characteristics of interpersonal relationships in preschool children with intellectual disabilities based on the “Drawn Apperception Test” (PAT) technique.

Tasks:

Determine the place of interpersonal relationships in psychology;

Identify types and forms of interpersonal relationships;

Determine the importance of interpersonal relationships in a person’s personal development;

Identify patterns in the formation of interpersonal relationships;

To determine the features of the formation of interpersonal relationships in preschool children with intellectual disabilities;

Analyze methods for studying interpersonal relationships;

To study interpersonal relationships in preschool children with intellectual disabilities using the “Drawn Apperception Test” (PAT) technique

Analyze the data obtained during the use of the methodology;

Research methods:

Theoretical analysis of scientific literature;

Methodology "Drawn apperception test" (PAT).

CHAPTER 1. THE IMPORTANCE OF INTERPERSONAL RELATIONS IN PERSONAL DEVELOPMENT

1. Understanding Interpersonal Relationships in Psychology

When considering the issue of interpersonal relationships, it is necessary to study the interaction of a person with the outside world. In psychology, interaction is understood as the process of direct influence of objects (subjects) on each other, generating mutual conditionality and connection. The study examines interactions between people. Interpersonal interaction can be considered in two aspects:

This is an accidental or intentional, private or public, long-term or short-term contact of two or more people, entailing a mutual change in behavior, activity, and attitudes;

This is a system of mutually determined individual actions connected by a cyclical causal dependence, in which the behavior of each participant acts as both a stimulus and a reaction to the behavior of the others.

Signs of interpersonal interaction are objectivity (the presence of a goal (object) external to the interacting individuals, requiring combined efforts), explicitness (availability for observation and registration), situationality (regulation of activity by specific conditions (intensity, norms, rules)) and reflexive ambiguity.

Interpersonal interactions can occur at different levels:

1. intrapersonal (emotional-volitional attitudes towards the subject towards himself);

2. level of interaction in small groups;

3. level of labor or other employment (production, educational, etc.);

4. at the level of the social community (class, national, family, etc.).

At all levels of interpersonal interaction, interpersonal relationships are very important. Attitude (towards people and activities) is the subjective side of the reflection of reality, the result of a person’s interaction with the environment.

Interpersonal relationships are subjectively experienced relationships between people, manifested in the nature and methods of mutual influences exerted by people on each other in the process of joint activity and communication.

Interpersonal relationships are viewed as a complex and dynamic structure that one learns to build from an early age. The ability to create interpersonal relationships is determined by the upbringing received in the family, in a preschool institution, school and work collective. It determines the circle of friends, acquaintances and other people with whom interpersonal relationships are built. In the studies of A.F. Lazursky considers the concept of personality relationships as a set of theoretical concepts, according to which the psychological core of a personality is an individual value system of its subjective-selective relationships to activity and represents the internalized experience of relationships with other people in the social environment. V.N. Myasishchev notes that the system of relationships determines the nature of the individual’s experiences, the peculiarities of the perception of reality, the nature of behavioral reactions to external influences. Positive and negative experiences of interpersonal relationships form the system of internal relationships of the individual.

In the socio-psychological literature, different points of view are expressed on the question of where interpersonal relationships are “located”, primarily in relation to the system of social relations. Sometimes they are considered on a par with social relations, at their basis, or, on the contrary, at the highest level, in other cases - as a reflection in the consciousness of social relations, etc. .

The nature of interpersonal relations can be correctly understood if they are not put on a par with social relations, but if we see in them a special series of relations that arise within each type of social relations, not outside them. Schematically, this can be represented as a section through a special plane of the system of social relations: what is found in this “section” of economic, social, political and other types of social relations is interpersonal relations. With this understanding, it becomes clear why interpersonal relationships seem to “mediate” the impact on the individual of a broader social whole. Ultimately, interpersonal relationships are determined by objective social relations, but precisely, in the final analysis. Practically both series of relations are given together, and underestimation of the second series prevents a truly in-depth analysis of the relations of the first series. The existence of interpersonal relations within various forms of social relations is, as it were, the implementation of impersonal relations in the activities of specific individuals, in the acts of their communication and interaction. At the same time, during this implementation, relations between people (including social ones) are again reproduced. In other words, this means that in the objective fabric of social relations there are moments emanating from the conscious will and special goals of individuals.

For each participant in interpersonal relationships, these relationships may seem to be the only reality of any relationship whatsoever. Although in reality the content of interpersonal relations is ultimately one or another type of social relations, i.e. certain social activities, but the content and especially their essence remain largely hidden. Despite the fact that in the process of interpersonal, and therefore social relations, people exchange thoughts and are aware of their relationships, this awareness often does not go further than the knowledge that people have entered into interpersonal relationships. Certain moments of social relations are presented to their participants only as their interpersonal relationships: someone is perceived as an “evil teacher”, as a “cunning merchant”, etc. At the level of ordinary consciousness, without special theoretical analysis, this is exactly the situation. Therefore, the motives of behavior are often explained by this picture of relationships given on the surface, and not at all by the actual objective relationships behind this picture. Everything is further complicated by the fact that interpersonal relationships are the actual reality of social relations: outside of them, there are no “pure” social relations anywhere. Therefore, in almost all group actions, their participants appear in two capacities: as performers of an impersonal social role and as unique human individuals. This gives grounds to introduce the concept of “interpersonal role” as a fixation of a person’s position not in the system of social relations, but in the system of only group connections, and not on the basis of his objective place in this system, but on the basis of the individual psychological characteristics of the individual. The discovery of personality traits in the style of fulfilling a social role causes responses in other members of the group, and, thus, a whole system of interpersonal relationships arises in the group.

The nature of interpersonal relations differs significantly from the nature of social relations: their most important specific feature is their emotional basis. Therefore, interpersonal relationships can be considered as a factor in the psychological “climate” of the group.

The emotional basis of interpersonal relationships means that they arise and develop on the basis of certain feelings that arise in people towards each other. In the domestic school of psychology, three types or levels of emotional manifestations of personality are distinguished: affects, emotions and feelings.

Feeling as an analytical unit for determining interpersonal relationships has been considered by many psychologists. Despite the fact that people behave in accordance with conventional norms, feelings, determining the peculiarities of perception and interpretation of events, largely regulate the behavior of individuals. Feelings determine interpersonal relationships in various social situations.

The simplest and most general typology of feelings is distinguished by the criteria of positive and negative relationships and the level of awareness. Thus, we can distinguish between positive, negative, ambivalent, conscious and unconscious feelings.

1. positive or conjunctive feelings bring people together;

2. negative or disjunctive separate;

3. ambivalent are contradictory relationships in which both positive and negative feelings are experienced towards the same person, depending on the characteristics of the person’s personality and character.

Not all interpersonal relationships are accompanied by feelings. A person may not experience any feelings towards another, i.e. be indifferent. The absence of feelings, the so-called unemotional state, is also a characteristic of the context of the relationship. A.B. Dobrovich identified indifference as a property of a person’s emotional sphere that arises in a situation of interaction. Indifference towards another person is interpreted as an unfavorable factor if the interaction is long-term. At the same time, the subject every day comes into contact with people for whom he most likely cannot experience any feelings (cashiers, salespeople, public transport drivers, etc.). In such cases, indifference or an emotionless state is completely normative.

4. conscious;

5. unconscious feelings.

They are determined not only by a person's personality, but also by social control. In relation to the same person, an individual can experience some feelings on a conscious level and completely different ones on an unconscious level. If feelings conflict with social norms, then a person is often unaware of them, since norms, sanctions and expectations of social control are internalized in the process of education, development and socialization. The problem for some people is that they do not quite understand exactly what feelings they experience in a given situation, if the feelings at the conscious and unconscious levels do not coincide.

Thus, a person’s feelings are the unique basis of all his relationships to himself, other people and the world around him. It is feelings that determine interpersonal relationships in a social group.

Interpersonal relationships are determined by the social positions of individuals, “their system of meaning formation, and the ability for socio-psychological reflection.” Interpersonal relationships are determined by several mechanisms of mutual influence:

A) Conviction. This is the process of logical justification of any judgment or conclusion. Persuasion involves a change in the consciousness of the interlocutor or audience that creates a willingness to defend a given point of view and act in accordance with it.

B) Mental infection. It “is carried out through the perception of mental states, moods, experiences.” Children are especially susceptible to infection, since they do not yet have firm life beliefs, life experience, and have the ability to easily adapt and accept different attitudes.

B) Imitation. It is aimed at the child’s reproduction of external behavioral traits or the internal logic of the mental life of another significant person.

D) Suggestion. Occurs when there is trust in the speaker’s messages and generates a willingness to act in accordance with the assigned attitudes. Children are also especially sensitive to suggestion, since teachers and parents have authority in their eyes, so they know how to think and act.

In the overwhelming majority of cases, interpersonal relationships between people are almost always woven into activities and are considered as communication. Without people communicating with each other, there cannot be collective work, learning, art, games, or the functioning of the media. An important component of interpersonal relationships is also interpersonal perception, which is defined as the understanding and assessment of a person by a person. Compared to the assessment of inanimate objects, interpersonal perception is more biased; here the evaluative and value-based coloring is more clearly expressed. An important feature is the perception of not only the qualities of a person, but also the perception of him in relationships with other people. Sociology pays more attention to the study of interpersonal perception, which identifies the following mechanisms:

Identification - understanding and interpreting another person by identifying oneself with him;

Social-psychological reflection - understanding another person by thinking for him;

Empathy is understanding another person through emotional empathy for his experiences;

Stereotyping is the perception and assessment of another by extending to him the characteristics of a social group.

Attempts are currently being made to construct more universal mechanisms of interpersonal perception.

Interpersonal relationships are not only a necessary component of activity, the implementation of which involves the interaction of people, but at the same time a prerequisite for the normal functioning of a community of people.

1.2 Types, forms of interpersonal relationships

To better navigate the diversity of relationships, it makes sense to turn to the classifications existing in the psychological literature. Various researchers identify a large number of parameters for classifying relationships, which creates certain difficulties in classifying relationships as one type or another. Often the same relationships are designated by different terms, which leads to pseudo-differences in the classifications of their types.

The degree of expression of such characteristics as adequacy, stability, efficiency, harmony and depth allows us to identify several types or groups of relationships that differ from each other. These characteristics can influence not only each other, but also a number of other relationship parameters. As a consequence, there is a wide variety of interpersonal relationships that require appropriate criteria for their classification.

V.N. Myasishchev speaks about relations of sympathy and antipathy as manifestations of more integral relations of friendship and enmity. Y. Gozman distinguishes the relationship of sympathy and love, including respect as a component in the structure of the relationship of sympathy. V.V. Stalin empirically identified three bipolar scales of relationships: sympathy - antipathy, respect - disrespect, closeness - distance. A. Kronik and E. Kronik, using the concepts of “valence”, “position” and “distance” to designate the same bipolar scales, also distinguish between positive relationships - negative relationships, relationships from below - relationships from above, close relationships - distant relationships.

N. N. Obozov offers the following classification of interpersonal relationships: acquaintance relationships, friendly, comradely, friendly, love, marital, related and destructive. This classification is based on several criteria: the depth of the relationship, selectivity in choosing partners, and the function of the relationship. The main criterion, in his opinion, is the extent and depth of a person’s involvement in a relationship, and additional criteria are the distance between partners, the duration and frequency of contacts, the participation of role clichés in acts of communication, norms of relationships, requirements for the conditions of contact. According to N.N. Obozov, different types of interpersonal relationships involve the inclusion of certain levels of personality characteristics in communication.

V. Shute denotes three dimensions of interpersonal relationships - affiliation (or inclusion), control and openness. Each dimension has its own type of relationship. These relationships are formed at certain stages of human development. Thus, affiliation relationships dominate the first stage of a person’s life and are necessary for his survival. Controlling relationships are formed between the ages of approximately two and four years. They center around the distribution of power and responsibility and provide socialization for the child. Open relationships are formed between the ages of four and six. They are associated with the increasing complexity of the relationships of love and affection in which a small child is included. In order to successfully develop further, he needs to learn at this stage to be open, that is, to express and communicate his feelings to others.

Affiliation has to do with bringing people together—belonging, allegiance, living together. Affiliation does not require such strong emotional connections as openness. A person’s behavior in this type of relationship is determined by how significant the person feels in them. Depending on this, his behavior can be subsocial (if he feels insignificant and tries to maintain a distance between himself and others), supersocial (if he feels insufficiently significant and is afraid of remaining unnoticed) and social (if he feels himself a valuable and significant person and successfully solved the problem of joining in childhood).

The degree of control in a relationship depends on how competent and adequate a person feels. He can behave as an abdicrat, that is, refuse power and control over others if he does not want to make decisions and avoids responsibility; as an autocrat seeking power out of fear of not having influence and wanting to compensate for this feeling; and to be a democrat, that is, to feel competent in giving orders and obeying others.

The degree of openness in a relationship is based on the ability to love and be loved. Depending on this, a person will be subpersonal if he avoids openness and maintains relationships on a superficial level, fearing intimacy; superpersonal if he tells everyone about his feelings, trying to please others; and personal if he feels good “both in situations that require intimacy and in situations in which it is more appropriate to maintain distance.”

Thus, inclusion or affiliation affects the duration of the relationship, control affects who will make decisions, openness affects how close the relationship will be. These types of relationships are actualized for a person whenever he is included in a particular group or social organization.

I. Yalom, based on an analysis of the works of A. Maslow and E. Fromm, identifies authentic, genuine or mature, deficient, or pathological interpersonal relationships. Diversity in relationships is due to the different orientations of individuals - an orientation towards growth or towards replenishing a deficit. A growth-oriented individual does not treat others as a source of supply, but is able to view them as complex, unique, whole beings. A person focused on filling the deficit perceives others from the point of view of usefulness, and he either does not pay attention to those aspects of the other that are not related to his own needs or treats them as an irritant. In deficit relationships, the main motive is protection from loneliness, and other people play the role of a means here. Such relationships stunt personal growth because the partners never really know each other. Characteristic features of deficit relationships are blurring of personal boundaries, often reaching the point of merging with another, dependence, loss of one’s own “I”, avoidance of the experience of isolation and despair, compulsivity, incomplete inclusion, when a person either keeps part of himself outside the relationship or includes some part of himself in it. then a fictitious person, for example, their partners from the past or parents. In such relationships, the loss of self-awareness is often accompanied by complacency and the attainment of an illusory sense of security through expanding the self to include others.

The degree of maturity affects many other parameters of relationships - the degree of certainty, depth, stability, awareness, and ethics. Characteristic features of a mature relationship are reciprocity, activity, respect for the other, genuine knowledge about the other, the ability to give, independence.

Thus, mature relationships lead to mutual changes and personal growth, mutual spiritual enrichment and soften a person’s existential loneliness. Those who were able to survive their isolation and explore it are capable of forming such relationships. Such experiences develop the ability to “tolerate isolation” and the ability to establish “connection with others.” This happens due to the fact that in a mature relationship a person changes as a result of an encounter with another and this experience is internalized, becoming an internal reference point, an omnipresent reminder of the possibility and value of a true encounter.

Another classification of relationships is T. Leary’s typology of interpersonal relationship styles. In T. Leary's typology, two subgroups are distinguished - a subgroup of aggressive-dominant styles and a subgroup of friendly-submissive styles. The first subgroup unites the leading styles of interpersonal relationships, the second - the slave ones. The leading styles include authoritative-leading, independent-dominant, straightforward-aggressive and distrustful-skeptical. The submissive styles include submissive-shy, dependent-obedient, cooperative-conventional, and responsible-generous.

T. Leary's typology of interpersonal relationship styles is based on two interrelated parameters: dominance - submission and benevolence - hostility. Naturally, this classification cannot accommodate the entire variety of relationships in the space of two dimensions.

In domestic social psychology, there are three different types of interpersonal communication: imperative, manipulation and dialogue.

Imperative communication is an authoritarian, directive form of influencing a communication partner in order to achieve control over his behavior, forcing him to take certain actions. The peculiarity of the imperative is that the ultimate goal of communication - coercion of a partner - is not veiled. Orders, instructions, instructions and requirements are used as means of exerting influence.

We can name a group of social activities in which the use of an imperative type of communication is completely justified from both the target and ethical points of view. These include military statutory relations, “superior-subordinate” relations, in difficult and extreme conditions.

At the same time, it is possible to identify those areas of interpersonal relationships where the use of the imperative is inappropriate and even unethical. First of all, we are talking about intimate-personal relationships, marital and child-parent relationships. It is known that with the help of commands, orders and unconditional prohibitions, one can achieve external obedience and fulfillment of any requirements. However, they do not become part of a person’s internal personal beliefs, his introverted motivation.

Manipulation is a common form of interpersonal communication that involves influencing a partner in order to achieve one’s hidden intentions. Like the imperative, manipulative communication involves influencing a partner in order to achieve one’s goals. The fundamental difference is that the partner is not informed about the true goals of communication. They either hide from him or are replaced by others.

With regard to manipulation, we can also say that there are areas of human interaction where it is quite appropriate and where it is practically unacceptable. The sphere of “permitted manipulation” is undoubtedly business and business relations in general. The concept of communication between D. Carnegie and his many followers has long been a symbol of this type of relationship. At the same time, there is a danger of transferring such skills of mastering the means of manipulative influence to other people in the business sphere and to other areas of human relationships, control over oneself and one’s life.

A comparison of imperative and manipulative types of communication reveals their deep internal similarities. Putting them together, they can be characterized as different types of monologue communication. A person, considering another as an object of his influence, essentially communicates with himself, with his goals and objectives, as if ignoring his interlocutor.

As a real alternative to this type of relationship between people, dialogue communication can be considered, which allows you to switch to an attitude towards the interlocutor. Dialogue is built on fundamentally different principles than monologue communication. It is possible only if the following immutable rules of interaction are observed:

Psychological attitude towards the current state of the interlocutor and one’s own current psychological state;

Non-judgmental perception of a partner, a priori trust in his intentions;

Perception of a partner as an equal, having the right to his own opinion and his own decision;

Personification of communication is a conversation on one’s own behalf, without reference to opinions and authorities, a presentation of one’s true feelings and desires.

Analysis of communication shows how complex and diverse this process is in its manifestations and functions, which is associated with its role and significance both in the life of an individual and society as a whole.

Equally complex is the internal structure of communication itself. It can be distinguished into three interconnected aspects: communicative, perceptual and interactive.

The communicative side of communication consists of the exchange of information between communication partners, the transfer and reception of knowledge, ideas, opinions and feelings. The interactive side of communication (from the word "interaction" interaction) consists in the exchange of actions between the communicating parties, i.e. organization of interpersonal interaction. Finally, the perceptual side of communication is the process of education and knowledge between people and the subsequent establishment of certain interpersonal relationships on this basis.

1.3 The importance of interpersonal relationships in personal development

The nature of interpersonal relationships in any community is quite complex. They reveal both the purely individual qualities of a person - his emotional and volitional properties, intellectual capabilities, as well as the norms and values ​​of society that he has internalized. In the system of interpersonal relations, a person realizes himself by giving to society what he perceives in him. It is the activity of the individual, his actions that are the most important link in the system of interpersonal relationships. By entering into interpersonal relationships of the most diverse in form, content, values, and structure of human communities - in kindergarten, in the classroom, in a friendly circle, in various types of formal and informal associations - the individual manifests himself as a person and has the opportunity to evaluate himself in a system of relationships with others.

The formation of a conscious attitude towards the object of cognition and action is associated with the development of all aspects of the psyche. Awareness of one’s relationship to the environment gives rise to corresponding feelings and emotions, which in turn stimulate activity and influence the development of personality orientation. Relationships that help the individual to master the relationships in society and get to know other communities have a special influence on the individual. These relationships can be viewed at different levels. The level of social communities shapes class, national, group and family relations. They help a person to realize that he is a social unit of society, to accept and preserve the social experience of building relationships. The level of groups of people engaged in one activity or another helps to build industrial relations, educational, theatrical, etc. The level of relationships between people in groups can be considered as a person’s ability to realize his place in the group and receive an adequate assessment of his behavior. The level within a personal relationship initiates a person’s emotional and volitional attitudes towards himself, i.e. self-awareness and self-esteem.

Correctly assessing the role of interpersonal relationships in a timely manner to stimulate the optimal emotional state of the individual, the maximum manifestation of his socially approved inclinations and abilities and, finally, to shape him as a whole in the direction needed by society, is necessary because interpersonal relationships as a value in the system of values ​​that most people have , occupy a very high place.

Interpersonal relationships are a complex and dynamic structure that we learn to build from an early age, for this reason we can say that the ability to create interpersonal relationships is influenced by the upbringing we received in the family, at school, etc. Also, our upbringing determines the circle of our interpersonal relationships or the so-called circles of rotation in society: our friends, our acquaintances and other people with whom we build interpersonal relationships.

The importance of interpersonal relationships, their “quality” and content is preserved at all stages of a person’s life path, since they are a necessary condition, an attribute of a person’s existence from the first to the last day of his life. In adulthood, when a person becomes a full-fledged and conscious master of his life path, when he himself is more or less able to choose the people who make up his immediate environment, the subjective significance of relationships with others does not decrease at all. The well-being and possibility of personal growth of an adult, no less than that of a newly emerging personality, depend on the quality of the interpersonal relationships in which he is included and which he is able to “build.” It is no coincidence that satisfaction with interpersonal relationships and satisfaction with one’s position in these relationships is the most important criterion for social adaptation. Close and satisfying connections with friends, family or membership in close-knit groups (social, religious, etc.) help improve not only psychological, but also physical health.

Such a high importance of interpersonal relationships for each individual person is based on the fact that contacts and favorable relationships with other people are a necessary means, a way of satisfying the most important, fundamental needs of the individual: for example, the need for self-identity and self-worth, the implementation of which is impossible without confirmation of his existence, awareness your certainty, your “I” - here and now. The necessary conditions for such “confirmation” are attention, interest, and acceptance of the person by others - especially close, significant people. It has already become a textbook expression of W. James that the existence of a person in a society where they do not pay attention to him, where they do not show any interest in him, is a “devilish punishment.” Indeed, long-term existence in a system of “non-confirming” relationships leads to various kinds of personality deformations.

There are a number of vital needs, the satisfaction of which is impossible without contact with other people:

In addition to the aforementioned need for “confirmation,” one can highlight

the need for belonging (the need to be included in various groups and communities);

the need for affection and love (to love and be loved);

In sympathy;

in self-esteem (prestige, status, recognition);

in “control” over others;

in a sense of individuality and at the same time, in a system of beliefs and views that give meaning to life, etc.

A person consciously or unconsciously focuses on ensuring that the characteristics that others carry within them correspond to the system of his motives. The general life position of a person, the nature of his activity, the level of social maturity, and the possibility of realizing his potential abilities largely depend on the extent and manner in which these needs are satisfied. Therefore, other people and relationships with them and towards them acquire personal meaning, and the desire to establish and maintain personally satisfying relationships becomes a vital value.

Deeply moral relationships that are built on the basis of unconditional positive attention, mutual respect, goodwill, understanding, and love subjectively satisfy a person and create the prerequisites for adequate and complete satisfaction of these needs. It is appropriate to recall the so-called “golden rule of morality” - the universal principle of behavior of civilized peoples: “In everything, as you want people to do to you, do so to them.” The attitude towards people “returns” to the individual not only in the form of specific relationships, but also in the form of a qualitatively new “space” in which the individual then lives. This “space” can become an arena for development or decline, bringing a person either satisfaction or cutting off opportunities for further growth and self-realization.

CHAPTER 2 FORMATION OF INTERPERSONAL RELATIONS IN PRESCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES

2.1 Patterns of the formation of interpersonal relationships in preschool age

Children's interpersonal relationships develop not only through the mechanisms of interpersonal interaction, but also through interpersonal perception and communication. Their manifestation can be noticed, first of all, in communication. Empathy and reflection are important mechanisms of interpersonal perception. Moreover, reflection is not understood in a philosophical sense, but “... by reflection is meant the awareness by each of the participants in the process of interpersonal perception of how he is perceived by his communication partner.”

A child lives, grows and develops in an interweaving of various kinds of connections and relationships. In children's groups, interpersonal relationships develop that reflect the relationships of the participants in these groups in the specific historical situation of the development of society. Despite the fact that the manifestations of interpersonal relationships in each specific group have their own unique history, at different age stages there are general patterns of their formation and development.

The first of them reflects the conditioning of the nature of interpersonal relationships by the place that the age social group occupies in society.

The second characteristic of interpersonal relationships is their dependence on joint activity, which in any historical era mediates the development of interpersonal relationships in a group and determines their structure.

The third feature of interpersonal relationships lies in their level nature - a somewhat established group has a certain level of development, on which the presence or absence of certain socio-psychological characteristics and the nature of its influence on individuals depends.

Any group at any age level is characterized by its own special social development situation. The concept of a social situation of development was introduced by L.S. Vygotsky to characterize the development of a child’s personality within a certain age stage on the basis of a specific historical system of his relations with social reality. The concept of a social situation of development can also be applied to the characteristics of a children's group.

These are, first of all, the objective conditions of existence of a given group, determined by the historical era, culture, etc.

Another component of the social situation of the development of a child group is its objective social status, determined primarily by the position of childhood as a social age group in the structure of society.

In addition to the objective conditions of the social situation of development of a children's group, there is a subjective aspect of the social situation of development. It is represented by social position, i.e. the attitude of the members of the children's group to these objective conditions, status, and their readiness to accept this position and act in accordance with it.

Children's perceptions are significantly influenced by the attitudes of teachers and other significant adults. A child, even hidden, implicitly not accepted by the teacher, may be rejected by his peers.

The influence of an adult can be traced in many areas of mental development: from the area of ​​children’s curiosity to personality development, due to the fact that:

For children, an adult is a rich source of various influences (sensorimotor, auditory, tactile, etc.);

When enriching a child’s experience, an adult first introduces him to something, and then often sets him the task of mastering some new skill;

The adult reinforces the child’s efforts, supports and corrects them;

A child, in contact with adults, observes his activities and draws role models from them.

In case of insufficient contacts with adults, a decrease in the rate of mental development is observed. The complete isolation of children from adults does not allow them to become human and leaves them in the position of animals (children - Mowgli).

The role of the adult in interpersonal relationships.

The preschool period is the maximum role of adults, the minimum role of children. .

In children's groups, functional-role, emotional-evaluative and personal-semantic relationships between peers can be distinguished.

Functional - role relationships. These relationships are fixed in areas of children’s life activities specific to a given community (work, education, productivity, play) and unfold as the child learns norms and methods of action in the group under the direct guidance and control of an adult. An adult sanctions certain patterns of behavior. Functionally, role relationships manifested in play activities are largely independent and free from direct control by an adult;

The main function of emotional-evaluative relationships in a children's group is to correct the behavior of a peer in accordance with accepted norms of joint activity. Emotional preferences come to the fore here - likes, dislikes, friendships, etc. They arise quite early in ontogenesis, and the formation of this type of relationship is either determined by purely external moments of perception, or mediated by an adult’s assessment, or by past experience of communicating with this child - negative or positive. Emotional-evaluative relationships are regulators in situations of possible conflicts when distributing roles in the game. Each child, claiming a significant role in the game, is faced with similar aspirations of other children. In this situation, the first manifestations of the demand for justice in relationships may spontaneously arise - an orientation towards the norm of turn-taking in the distribution of prestigious roles, awards and distinctions, which, as children assume, must be strictly observed. However, sometimes the child’s aspirations remain unfulfilled and he has to be content with an insignificant role and does not receive what he expected. In the children's group, mutual correction of behavior is carried out in accordance with learned social norms. If a child follows these norms, then he is assessed positively by other children; if he deviates from these norms, then “complaints” arise to an adult, dictated by the desire to confirm the norm.

Personal-semantic relationships are relationships in a group in which the motive of one child acquires a personal meaning for other peers. At the same time, participants in joint activities begin to experience the interests and values ​​of this child as their own motives, for the sake of which they act, taking on various social roles. Personal-semantic relationships are especially clearly manifested in those cases when a child, in relationships with others, actually takes on the role of an adult and acts according to it. This can be revealed in critical situations.

Let's consider the features of interpersonal relationships in preschool children.

Preschool childhood is the period from the moment of awareness of oneself as a member of human society (from about 2-3 years) to the moment of systematic education (6-7 years). Here the decisive role is played not by the calendar terms of development, but by the social factors of personality formation. During preschool childhood, the basic individual psychological characteristics of the child are formed, and the prerequisites for the formation of social and moral qualities of the individual are created.

This stage of childhood is characterized by:

The child’s maximum need for adult help to meet basic life needs;

The highest possible role of the family in satisfying all basic types of needs (material, spiritual, cognitive);

Minimum possibility of self-defense from adverse environmental influences.

In relationships with adults and peers, the child gradually learns subtle reflection on another person. During this period, through relationships with adults, the ability to identify with people, as well as with fairy-tale and imaginary characters, with natural objects, toys, images, etc., intensively develops. At the same time, the child discovers the positive and negative forces of isolation, which he will have to master at a later age.

Experiencing the need for love and approval, realizing this need and dependence on it, the child learns accepted positive forms of communication that are appropriate in relationships with other people. He progresses in the development of verbal communication and communication through expressive movements, actions that reflect emotional disposition and a willingness to build positive relationships.

The strongest and most important source of a child’s experiences is his relationships with other people - adults and children. When others treat a child kindly, recognize his rights, and show him attention, he experiences emotional well-being - a feeling of confidence and security. Usually, under these conditions, the child is in a cheerful, cheerful mood. Emotional well-being contributes to the normal development of a child’s personality, the development of positive qualities, and a friendly attitude towards other people.

In everyday life, the attitude of others towards a child has a wide range of feelings, causing him to have a variety of reciprocal feelings - joy, pride, resentment, etc. The child is extremely dependent on the attitude that adults show him.

A child, being dependent on the love of an adult, himself experiences a feeling of love for close people, primarily for parents, brothers, sisters.

The need for love and approval, being a condition for gaining emotional protection and a sense of attachment to an adult, takes on a negative connotation, manifesting itself in rivalry and jealousy.

Considering relationships with peers, we see that in the preschool team there is a unity of goals, norms and rules of behavior, their “leaders”, “stars”, “preferred” stand out. Unfortunately, there are also children who occupy a not very favorable position, a kind of “outcast”. There are no governing bodies here, as in a school community, but the regulation of relations still occurs through informal leadership, within the framework of a unique infrastructure of connections and interactions. The specificity of this team is that the exponents and bearers of the leadership functions of the asset are the elders: educators, the most caring nannies, service personnel. Parents play a huge role in the formation and regulation of children's relationships.

The main function of a group of preschoolers is to form the model of relationships with which children will enter life and which will allow them to engage in the further process of social maturation as soon as possible, with the least losses, and to reveal their intellectual and moral potential. The main core of this is the formation of humane relationships, that is, relationships of friendship, respect for elders, mutual assistance, caring for each other, the ability to sacrifice one’s own for others. To solve this problem, it is necessary for the child to create an atmosphere of emotional comfort in group communication. It is expressed in the fact that the child wants to go to his peers, he comes in a good mood, and is reluctant to leave them. It is important to emphasize: it is not so much about the mood as about the state. The first is changeable, depending on many random reasons and reasons. The second is more stable and determines the dominant chain of sentiments. Mood is a form of manifestation and existence of a state.

Thus, interpersonal relationships in preschool age are characterized by:

Relationships with peers are functional and role-based - the adult acts as a bearer of norms and forms of behavior that the child learns through relationships with peers;

Basic norms and stereotypes governing interpersonal relationships are laid down and formed;

The motives for interpersonal attractiveness are not realized;

The adult initiates the relationship;

Contacts (relationships) are not long-term;

Interpersonal connections are relatively stable;

In their actions they are guided by the opinions of adults;

They tend to identify with significant people in their lives (close people), peers in their immediate circle;

Specificity manifests itself in mental infection and imitation of emotional manifestations, assessments and judgments about people.

2.2 Features of the formation of interpersonal relationships in preschool children with intellectual disabilities

Human personality is a product of socio-historical development. It is formed in the process of diverse interactions with the environment. Due to intellectual disability, the personality of a child with intellectual disability undergoes its formation in unique conditions, which is revealed in various aspects.

Children with intellectual disabilities, due to their inherent underdevelopment of thinking and weakness in mastering general concepts and patterns, begin to understand issues of social order, morality and morality relatively late. Their ideas about what is good and what is bad in preschool age are rather superficial. They learn the rules of morality from teachers, from parents, from books, but they cannot always act in accordance with these norms or use them in a familiar specific situation, based on reasoning. Therefore, it happens that children with intellectual disabilities, due to lack of understanding or instability of moral concepts due to suggestibility, succumb to bad influences and commit wrong actions.

The general emotional poverty of the majority of children with intellectual disabilities determines a significant decrease in the emotional response to adult communication. This is expressed in the fact that a very important indicator of development - the “revival complex” - in most cases is either absent for a long time, or is extremely suppressed and expressed in a rudimentary form. Most often, in children with intellectual disabilities, it manifests itself only at the end of the first year of life in a form that is very poor in structure and emotional coloring.

Turning to the origins of their emotional manifestations, we should also emphasize the child’s insufficient attention to an adult’s smile. A smile, as well as other facial expressions used by adults when interacting with a child, remain completely incomprehensible to him. The untimeliness and difficulty of establishing emotional contact between a child and an adult negatively affects the development of more complex types of communication.

Inadequate pre-speech communication with adults, lack of objective actions (manipulating objects), underdevelopment of fine motor skills by the end of the first year of a child’s life and early damage to the central nervous system are closely related to the extreme paucity of initial speech manifestations.

The underdevelopment of objective activity is largely responsible for the fact that these children begin to babble very late. The responsive, intonation-rich babble, characteristic of normally developing babies at the end of the first year of life, is extremely impoverished among their developmentally delayed peers: these children almost do not babble. They also do not communicate using babbling words woven into the situation, gestures, facial movements, etc.

In children with intellectual disabilities without special training, speech activity does not arise, pre-verbal types of communication with others do not develop, and objective activity does not develop.

In the structure of intellectual underdevelopment, a special place is occupied by specific speech impairment, which is closely related to both intellectual and general personal underdevelopment of children in this category.

Their speech development is characterized by the absence or later appearance of spontaneous babbling in response to adult speaking. There is a significant delay in the appearance of the first words; The process of mastering phrasal speech proceeds very slowly and with difficulty: the transition from pronouncing individual words to constructing a two-word sentence stretches out for a long time.

Children with intellectual underdevelopment develop and consolidate speech forms extremely slowly and lack independence in speech creativity; They have persistent phonetic underdevelopment, dominance of nouns in speech, insufficient use of words denoting actions, signs and relationships, reduced speech activity, and poverty of verbal communication.

Having a sufficiently large vocabulary for constructing statements in order to establish communication with others, children with underdeveloped intelligence are actually deprived of the possibility of verbal communication, because the acquired speech means are not designed to satisfy the need for communication. This creates additional difficulties for establishing interpersonal relationships.

Pronounced deviations in the course of ontogenetic development, due to the very nature of the disorders, significantly impede the timely and full development of speech communication; it is formed in preschool children with intellectual disabilities in a very defective manner; its motives come mainly from the organic needs of children. The need to communicate with others is dictated, as a rule, by physiological needs.

In preschool age, children with intellectual underdevelopment are more willing to play than to engage in joint activities with adults, which indicates a low need for communication with people around them. The weak development of social needs leads to the fact that by the end of preschool age, children have great difficulty mastering the means of verbal communication, even in cases where they have a sufficient vocabulary and a satisfactory understanding of spoken speech.

It is also worthy of attention that children aged 5–6 years of age with a mild degree of intellectual underdevelopment, upon entering the group of a special kindergarten, display an inability to use their speech; They silently act with objects and toys, and extremely rarely turn to peers and adults.

Long-term observation of kindergarten students for children with intellectual disabilities showed that in a situation of unorganized play activity they use mainly two forms of communication. For the majority of children of senior preschool age with intellectual disabilities, a non-situational - cognitive form of communication is characteristic; other children resort to an even more elementary - situational-business form. None of them exhibited an extra-situational - personal form of communication, which is characteristic of normally developing children of the same age. Often children with intellectual disabilities try to avoid verbal communication. In cases where verbal contact occurs between a child and a peer or adult, it turns out to be very short-lived and incomplete. This is due to a number of reasons [1].

Among them are:

Rapid exhaustion of incentives to speak, which leads to the cessation of the conversation;

The child lacks the information necessary to answer, a poor vocabulary that prevents the formation of a statement;

Misunderstanding of the interlocutor - preschoolers do not try to understand what is being said to them, therefore their speech reactions turn out to be inadequate and do not contribute to the continuation of communication.

Features of the formation of interpersonal relationships in preschoolers with intellectual disabilities:

Tendency to mental infection by emotions;

Tendency to actively imitate ways of establishing interpersonal relationships;

Inappropriate reactions in communication are frequent;

Unformed interpersonal perception.

CHAPTER 3 STUDYING THE FEATURES OF INTERPERSONAL RELATIONS IN PRESCHOOL CHILDREN WITH INTELLECTUAL DISABILITIES

3.1 Methods for studying interpersonal relationships in preschool age

Currently, in psychology there are quite a large number of specific techniques that allow one to study interpersonal relationships. V.B. Bystrickas and G.T. Homentauskas note the following reasons for systematizing these methods:

Based on the object (diagnosis of relationships between groups, intragroup processes, dyadic relationships, etc.);

Based on the tasks solved by the researcher (identifying group cohesion, compatibility, etc.);

Based on the structural features of the methods used (questionnaires, projective techniques, sociometry, etc.);

Based on the starting point for diagnosing interpersonal relationships (methods of subjective preferences, etc.).

At the same time, they note: “...Assessment of interpersonal relationships in different approaches is based on various mental determinants of personality... Thus, the researcher is always faced with the problem of choosing the “depth” of the methodology, which requires him to accurately understand the mechanisms of which psychological reality, a methodology has been built..." . Based on this criterion, the authors provide a brief overview of the following groups of techniques:

Diagnosis of interpersonal relationships based on subjective preferences. The traditional method of this group is the J. Moreno sociometric test, as well as a number of its modifications - for example, autosociometric methods. Noting the methodological shortcomings of this group, the authors note the following: "...conscious assessment due to social attitudes, attitudes towards the research process itself or due to the influence of the process of mental defense... can change dramatically..." And further: "...becomes in general, it is unclear exactly what psychological realities are revealed by, say, sociometric techniques in each individual case...";

Methods for indirect assessment of interpersonal relationships. The authors note that this is the youngest and least developed category of methodological techniques for studying interpersonal relationships. It is based on the patterns of influence of the emotional state on non-verbal behavior (mainly proxemic assessment, i.e. the subject’s choice of position in space relative to another person) and paralinguistic parameters. Among the shortcomings are the lack of development and narrowness of the information provided;

Methods of observation and expert assessment of interpretation. The emphasis here is on an objective and broad description of interaction, which is subsequently interpreted based on certain theoretical views. The researcher here is dealing with ambiguous psychological material; his interpretation is more integrative, more dependent on the psychological theory on which the researcher stands;

Diagnosis of individual properties affecting interpersonal relationships. Tests and scales have been created to measure such properties as leadership style, authoritarianism, compatibility, anxiety, personal values, etc. The authors highlight two of the most successful methods of this group - the California Psychological Personality Questionnaire and the T. Leary method. Unfortunately, “...it remains unclear how to relate different levels to each other...” - this author’s remark concerns the last technique. Because a detailed analysis cannot provide a synthesized, holistic image of the picture of interpersonal relationships;

Methods for studying the subjective reflection of interpersonal relationships. Most of these techniques are projective. They allow you to obtain information about the individual’s subjective reflection of interpersonal relationships, himself in them, his expectations and the psychological meaning of a certain way of reacting to the subject. These moments are determined by a certain set of reasons: the history of the relationship as a whole, the situation, the needs of the subject, the personal traits of those communicating. Such methods, despite the fact that they can provide extensive and deep information about a person, are characterized by a “large proportion” of subjectivity in the interpretation of data.

The study of the characteristics of a child’s relationship with his peers is a rather complex and subtle area of ​​practical psychology. The use of diagnostic techniques can give fairly reliable and reliable results only if the following conditions are met:

The methods should be used in combination (at least three or four), since none of them individually can provide sufficiently complete and reliable information. The use of techniques must necessarily be supplemented by observation of children’s behavior in natural conditions or specially created problem situations (for example, how children will behave when independently distributing a box of chocolates);

It is better to carry out diagnostics in a room where nothing distracts the child from solving the proposed problem (for example, in a playroom or study room); the presence of strangers can significantly influence behavior and responses, distorting the real picture of the relationship;

All diagnostic procedures must represent a trusting and friendly relationship between the child and the adult;

The diagnostic examination should be carried out in a natural and familiar form of play or conversation for preschoolers, and any evaluation, reprimand or encouragement directed towards the child is unacceptable;

The results of the diagnostic examination should remain only within the competence of the diagnostician and should not be communicated to the child and his parents.

Traditionally, the sociometry method is used to study interpersonal relationships within a small group. The term “sociometry” comes from the Latin words “socius” - friend, comrade and “metrum” - measurement, measure. Sociometry allows you to obtain data on how team members relate to each other based on mutual likes and dislikes.

The goals of using the sociometric procedure are:

Measuring the degree of cohesion-disunity in a group;

Identification of “sociometric positions”, that is, a designation of what hierarchical place in the group the study participants occupy;

Detection of intra-group “alliances”.

One of the key conditions for carrying out this technique is personal acquaintance of its participants. It is also worth paying attention to the fact that sociometric research can only be carried out when the members of the newly formed group have gotten to know each other well enough.

3.2 Study of interpersonal relationships in preschool children with intellectual disabilities using the “Drawn Apperception Test” (PAT) technique

The Thematic Apperception Test (TAT) is a projective technique for personality research. One of the oldest and most widespread in the world. Created by H. Morgan and G. Murray in 1935. Subsequently, the technique became better known under the name of G. Murray, who made a significant contribution to its development. TAT stimulus material is a standard set of 31 tables: 30 black and white paintings and one empty table on which the subject can imagine any picture. The images used represent relatively vague situations that allow for ambiguous interpretation. At the same time, each of the drawings has a special stimulating power, provoking, for example, aggressive reactions or facilitating the manifestation of the subject’s attitudes in the field of family relationships. During the experiment, 20 paintings are presented in a certain sequence, selected from a standard set depending on gender and age (there are paintings for everyone, for women, men, boys and girls under 14 years old). It is possible to use abbreviated sets of specially selected paintings. Typically, the examination is carried out in 2 stages, 10 paintings per session, with an interval between sessions of no more than one day. The subject is asked to come up with a short story about what led to the situation depicted in the picture, what is happening at the present time, what the characters are thinking about, what the characters are feeling, how this situation will end.

There are different approaches to analyzing and interpreting data. There are many modifications of the TAT (for examining people of different cultural levels, adolescent delinquents, elderly and senile people, etc.), as well as methods based on the same basic principles that can be considered original. In domestic research, TAT was first used in the early 60s. at the Leningrad Research Psychoneurological Institute named after. V.M. Bekhterev to identify significant, primarily pathogenic, personality relationships, differential diagnosis of neuroses, psychoses and borderline states. Later, TAT began to be used in general psychological research.

The Drawing Apperception Test (PAT) is a more compact modified version of the Thematic Apperception Test (TAT) by G. Murray. It takes less time for examination and is more adapted to the working conditions of a practical psychologist. And most importantly, new stimulus material has been developed for it. The test was developed by L.N. Sobchik.

The difference between this method is that the stimulus material is even less structured compared to TAT. There is no touch of the era, cultural and ethnic characteristics, shades of social significance that are clearly visible in TAT.

Compared to the TAT, the drawn apperception test may not have such a wide range of research capabilities.

Each picture presents a variant of an interpersonal relationship, and possibly an interpersonal conflict, which the subject interprets based on his own experience of interpersonal relationships. In this regard, psychological research using RAT is aimed at a more targeted selection of a psychocorrectional approach, not only focusing on the content side and sphere of the subject’s experiences, but also with an appeal to a certain linguistic and intellectual-cultural level of the personality of the person being consulted. The subject matter of the pictures is associated with the following trends. Dominance is the desire to influence people and lead them. Aggression is the desire to overcome the enemy, expel or humiliate him. Rejection - the desire to break off relationships, rudeness, intransigence. Autonomy is a tendency to avoid any restrictions, individualism. Adaptation – passive submission to external forces, shyness. Respect is the desire to obey and admire a strong personality. Success is the desire to quickly achieve a goal. The desire to be in the center is the desire to impress others. Play is optimism, activity, carelessness, and irresponsibility. Selfishness is a concern for personal success, painful pride. Sociability – respect for the opinions of others, concern for others, altruism. Searching for a patron - the need for advice, gentle treatment, lack of confidence in oneself and one’s prospects. Helping others - a pronounced feeling of pity for others, concern for children, a desire to help, to reassure. Avoidance of punishment is the desire to suppress one’s immediate impulses and behave like a well-mannered person. Self-defense - protecting one’s rights, searching for the guilty among others. Order – the desire for cleanliness, increased accuracy.

The subject is given the task to examine each picture sequentially, according to numbering, while trying to give free rein to his imagination and compose a short story for each of them, which will reflect the answers to the following questions:

What's happening at the moment?

Who are these people?

What are they thinking and how are they feeling?

What led to this situation and how will it end?

Protective tendencies can manifest themselves in the form of somewhat monotonous plots where there is no conflict: we can talk about dancing or gymnastic exercises, yoga classes.

3.3Analysis of data obtained during the study using the “Drawing Apperception Test” (PAT) method

The basis for the study was Municipal budgetary preschool educational institution, compensatory kindergarten No. 203, Yekaterinburg.

The study was conducted with preschool children.

The goal was set to identify the characteristics of the formation of interpersonal relationships in preschool children with intellectual disabilities.

The analysis of the obtained data using the RAT method is mainly carried out at a qualitative level. Appropriate and inappropriate responses to the content of the pictures were examined (Appendix).

In preschoolers with intellectual disabilities, the number of inappropriate responses significantly exceeds responses in the form of defensive reactions, partial and complete refusals to answer.

In pictures where more than two people are depicted, children with intellectual disabilities select only two figures for the story; the third object is not considered by the children (Figure 2, 5, 7). Preschoolers with intellectual disabilities consider interpersonal relationships in a dyad, because are in an egocentric position, it is difficult for them to realize that interpersonal relationships can be built in a triad, etc. Most often, after presenting instructions, children with intellectual disabilities talk about the interaction of adults.

Analyzing the data, it was concluded that the use of the technique in relation to preschool children with intellectual disabilities is not advisable, because Due to the peculiarities of mental development, children are not able to adequately perceive instructions and navigate the task. This is indicated not by the perception of the third character by children with intellectual disabilities, but by inadequate answers to questions. In addition, in preschoolers with intellectual disabilities, speech development and the ability to understand the proposed instructions are quite low, and interpersonal relationships are at the stage of formation and have a number of features:

Unformed need for interpersonal relationships;

Hypertrophied egocentrism;

Lack of wide contact with peers.

CONCLUSION

Interpersonal relationships are understood as: subjectively experienced relationships between people, manifested in the nature and methods of mutual influences exerted by people on each other in the process of joint activity and communication.

In preschool age, these are: functional-role relationships with peers, where the adult acts as a bearer of norms and forms of behavior that the child learns through relationships with peers; basic norms and stereotypes governing interpersonal relationships are laid down and formed; the motives for interpersonal attractiveness are not realized; the initiator of the relationship is an adult; contacts (relationships) are not long-term; interpersonal connections are relatively unstable; in their actions, children are guided by the opinions of adults; tend to identify with significant people in their lives (close people), peers in their immediate circle; specificity manifests itself in mental contamination and imitation of emotional manifestations, assessments and judgments about people.

As a result of the theoretical study, the features of the formation of interpersonal relationships in children with intellectual disabilities were highlighted. In preschool age this is: the unformed need for such communication; the other child is not the object of distant observation; stereotypes in establishing interpersonal relationships; Inappropriate reactions in communication are frequent; lack of formation of interpersonal perception.

An introductory review of a number of methods aimed at studying interpersonal relationships in a children's team was conducted. In this case, the choice was made on the drawn apperception test (PAT) developed by L.M. Sobchik. This is a more compact modified version of the Thematic Apperception Test (TAT) by G. Murray.

The set goal of identifying the characteristics of interpersonal relationships in preschool children with intellectual disabilities and analyzing the RAT diagnostic methodology was achieved in the process of solving the problems specified in the introduction.

APPLICATION

Picture 1.

Figure 2.

Figure 3.

Figure 4.

Figure 5.

Figure 6.

Figure 7.

Figure 8.

LIST OF REFERENCES USED

Augene, D.I. Speech communication of mentally retarded preschool children and ways of its activation // Defectology / D.I. Augene 1987. - No. 4 – S. – 76 – 80.

Alifanov, S.A. Main directions of leadership analysis // Questions of psychology / S.A. Alifanov, 1991. - No. 3 – S. – 90 – 96.

Andreeva G.M. Interpersonal perception in a group / G.M. Andreeva, A.I. Dontsova. M.: MSU, 1981. – 292 p.

Andreeva, G.M. Social psychology / G.M. Andreeva. – M.: Aspect-Press, 2009. – 363 p.

Anikeeva, N.P. To the teacher about the psychological climate in the team / N.P. Anikeeva. – M.: Education, 1983. – 94 p.

Belkin, A.S. Fundamentals of age-related pedagogy: Proc. aid for students higher ped. schools, institutions / A.S. Belkin. - M.: Publishing Center "Academy", 2000. - 192 p.

Bodaleva, A.A. General psychodiagnostics. Fundamentals of psychodiagnostics, non-medical psychotherapy and psychological counseling. / A.A. Bodaleva, V.V. Stolin. - M.: Publishing house Mosk. University, 1987. - 304 p.

Burlachuk, L.F. Dictionary-reference book on psychodiagnostics / L.F. Burlachuk, S.M. Morozov. – St. Petersburg: Publishing House “Peter”, 2000. – 528 p.

Venger A. L. Scheme of individual examination of children of primary school age: For psychologists-consultants. – M., 1989

Vygotsky, L.S. Questions of child psychology / L.S. Vygotsky. – St. Petersburg: Publishing House “Soyuz”, 2004. – 143 p.

Gaurilius, A.I. Age dynamics of auxiliary school students’ ideas about themselves and classmates in the system of interpersonal relationships: abstract. dis. ...cand. ped. Sciences: 19.00.07 / A.I. Gaurilius; Mn, 1998. – 20 p.

Gozman, L.Ya. Psychology of emotional relations / L.Ya Gozman, G.S. Prokopenko. – M.: Publishing House “Badge of Honor”, ​​1987. – 23 p.

Golovin, S.Yu. Dictionary of practical psychologist / S.Yu. Golovin. – Mn.: Harvest, 1998. – 800 p.

Golovina, Zh.N. Some features of communication with adults of preschool children with mental disabilities. Training and education of mentally retarded children and adolescents / Zh.N. Golovin. Irkutsk: IGPI. – 1989. – 231 p.

Dontsov, A.I. Psychology of the collective: Methodological problems of research / A.I. Dontsov. M.: MSU, 1984. – 207 p.

Dontsov, A.I. On the concept of group in social psychology // Social psychology: Reader / Comp. E. P. Belinskaya, O. A. Tikhomandritskaya - M.: Aspect-Press, 2003 - 471 p.

Zaparozhets, A.V. Selected psychological works: In 2 volumes / A.V. Zaporozhets. – M.: Pedagogy, 1986. – T.1 – 316 p.

Enikeev, M.I. General and social psychology / M.I. Enikeev. – M.: Norma-Infa, 2000. - 624 p.

Cambell, D. Models of experiments in social psychology and applied research / D. Cambell, I.M. Bobneva. – M.: Progress, 1980. - 390 p.

Kuzmin, E.S. Fundamentals of social psychology / E.S. Kuzmin. L.: Leningrad State University, 1967. - 172 p.

Lazursky, A.F. Classification of personalities // Psychology of individual differences. Texts / A.F. Lazursky. - M.: Publishing house Mosk. University, 1982. - 119 p.

Litvinova, N.A. Fundamentals of mathematical statistics in psychology: educational method. allowance in 2 hours / N.A. Litvinova, N.L. Radchikova. – Mn.: BSPU, 2008. – Part 1 – 87 p.

Myers, D. Social psychology / D. Myers. – St. Petersburg: Peter, 2003. - 752 p.

Maslow, A. Self-actualization // Personality Psychology: Texts / A. Maslow. – M., 1982. – S. – 108 – 117.

Interpersonal perception in a group / Ed. G.M. Andreeva, A.I. Dontsova. - M.: MSU, 1981. - 292 p.

Moreno, D. Sociometry. Experimental method and the science of society / D. Moreno. -M., 1958.

Mukhina, V.S. Psychological characteristics of preschool and preschool children. Age and educational psychology / V.S. Mukhina; edited by A.V. Petrovsky. M.: Enlightenment. – 1973. – 400 p.

Myasishchev, V.N. The concept of personality in aspects of norm and pathology // Personality Psychology. Reader / V.N. Myasishchev. - Samara: Publishing house. House "BAKHRAH", 1999. - T 2 - P.197-244.

Nemov, R.S. Psychology. Textbook for students higher ped. textbook establishments. General fundamentals of psychology: in 3 volumes / R.S. Nemov. – Moscow: Education: VLADOS, 2003. – T 1. – 688 p.

Noss, I.N. Guide to psychodiagnostics / I.N. Noss. – M.: Publishing House of the Institute of Psychotherapy, 2005. - 688 p.

Obozov, N.N. Psychology of interpersonal relations / N.N. Obozov. - K.: "Lybid", 1990. – 192 p.

General psychology: Textbook. for pedagogical students Institute / A.V. Petrovsky, A.V. Brushlinsky, V.P. Zinchenko and others; Ed. A.V. Petrovsky. – Moscow: Education, 1986. - 464 p.

Fundamentals of special psychology: Proc. aid for students avg. ped. textbook establishments /L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva and others; Ed. L. V. Kuznetsova. – 2nd ed., rev. – M.: Publishing Center “Academy”, 2005. – 480 p.

Petrova, V.G., Belyakova, I.V. Psychology of mentally retarded schoolchildren: Textbook for students of higher pedagogical educational institutions / V.G. Petrova, I.V. Belyakova. – M.: Publishing Center “Academy”, 2002. – 160 p.

Platonov, K.K. About the system of psychology / K.K. Platonov. M.: “Thought”, 1972 - 216 p.

Projective psychology / Transl. from English – M.: Publishing house EKSNO press, 2000.

Protsko, T.A. Psychological and pedagogical examination of junior classes in a auxiliary school: Educational and methodological manual / T.A. Protsko. – Mn.: BSPU im. M. Tanka, 2000. – 111 p.

Rubinstein, S.L. Fundamentals of general psychology: In 2 volumes / S.L. Rubinstein. – M.: Pedagogy, 1989. – T. 2 – 433 p.

Rubinstein, S.Ya. Psychology of mentally retarded schoolchildren: A textbook for students of pedagogical institutes in specialty No. 2111 “Defectology”. – 3rd edition, revised and expanded / S.Ya. Rubinstein. – M.: Education, 1986. – 192 p.

Ruzskaya, A.G. Development of communication between preschoolers and peers. / A.G. Ruzskaya. M.: Enlightenment. – 1989. – 216

Rytchenko, T.A. Psychology of business relations / T.A. Rytchenko, N.V. Tatarkova. - M.: Moscow. state University of Economics, Statistics and Informatics, 2001.

Samtsova, L.A. The use of the projective RAT technique in the diagnosis of preschool children with intellectual disabilities / L.A. Samtsova // From idea to innovation: materials of the XV Rep. stud. scientific-practical Conf., Mozyr, April 24. 2008 at 2 o'clock / Mozyrsky. state ped. University named after I. P. Shamyakina; ed. count I.N. Kralevich [etc.]; resp. ed. I.N. Kralevich. – Mozyr: Moscow State Pedagogical University named after. I.P. Shamyakina, 2008. – Part 1. – P. - 59.

Sobchik, L.N. Drawing apperception test/ L.N. Sobchik. – St. Petersburg: Rech, 2002. – 21 p.

Special psychology: Proc. aid for students higher ped. textbook establishments/V. I. Lubovsky, T. V. Rozanova. L. I. Solntseva and others; edited by V. I. Lubovsky. – M.: Publishing Center “Academy”, 2005. – 543 p.

Shibutani, T. Social psychology / T. Shibutani. - M.: Progress, 1969 - 535 p.

Yakimanskaya, I.S. Development of spatial thinking in schoolchildren. – Research Institute of General and Pedagogical Psychology of the USSR Academy of Pedagogical Sciences/ I.S. Yakimanskaya. – M.: Pedagogy, 1980. - 118 p.

Ya.L. Kolominsky considers the preschool group as a genetically early stage in the social organization of people, which is then replaced by a school group, which has its own internal structure and dynamics. Children are drawn to the company of their peers, but it is not always easy to establish favorable relationships with them. Some children behave very actively in the group, they are self-confident, they “breathe easily” among their peers. Others no longer find a favorable “emotional climate” here; they feel insecure, somewhat depressed, and are often subordinate to the former. Favorable relationships with peers give the child a sense of community with them and attachment to the group. Their absence leads to a state of tension and anxiety, which creates either a feeling of inferiority and depression, or aggressiveness. This is bad in both cases, because it can contribute to the formation of a negative attitude towards children, people in general, vindictiveness, hostility, and a desire for solitude.

Of interest in this regard is the study by V. Kislovskaya, conducted using the projective technique. The children were shown pictures depicting various situations: the child’s relationships with children and the teacher in kindergarten, and with family members at home. The proposed situations could have a double emotional meaning. It was contained in the facial expression of the main character of the picture, which was given in contours. The child was offered a cheerful and sad image of a face; he could insert any of them, which he found most suitable for the given situation.

Identifying themselves to a large extent with the hero of the picture, some children endowed him with a cheerful face, others with a sad face, and explained their choice differently depending on what experiences they themselves experienced associated with visiting kindergarten, with their emotional climate there. “She is glad that she came to kindergarten” (substitutes a “cheerful face”): “She loves kindergarten” (substitutes a “cheerful face”); “Kolya has probably already arrived, we are friends with him”; “She was sad (puts on a “sad face”), no one wanted to play with her, and then she didn’t want to play with them herself.”

“I’ll give the girl a sad face, she doesn’t like to go to kindergarten, but her mother brought her and said that she had to go to work.” An emotionally positive attitude towards peers, the kindergarten, and the teacher was expressed, as a rule, by children occupying a favorable position in the system of personal relationships in the group. The negative attitude is expressed by those whose emotional climate in the group was unfavorable. How does a child feel if only one person in the group likes him? It turns out that it is of great importance whether it is mutual or one-sided sympathy.

If it is mutual, this is enough for the child to experience an emotionally positive attitude towards his peers, the group and even the kindergarten as a whole. If the sympathy is one-sided, undivided, the child may acutely experience his situation and the unsatisfied need for selective communication.

It is important that the relationships between preschoolers are favorable. The nature of the relationships between children and their position in the group are determined both by the child’s personal qualities and by the requirements for him that have developed in the group.

As a rule, children who are especially loved and popular are those who know how to invent and organize games, are sociable, friendly, cheerful, emotional, mentally developed, have certain artistic abilities, actively participate in classes, are quite independent, have an attractive appearance, are neat and tidy . The least popular include children who are usually characterized by opposite properties. These are often closed, extremely insecure, unsociable children, or, on the contrary, overly sociable, annoying, embittered. They often offend their peers, fight, and push each other. “Unpopular” children often lag behind their peers in development, lack initiative, and sometimes suffer from deficiencies in speech and appearance. The teacher should not leave such children unattended. It is necessary to identify and develop their positive qualities, raise their low self-esteem and level of aspirations in order to improve their position in the system of personal relationships. You also need to reconsider your personal attitude towards these children, because the “unpopular” ones, as a rule, include those whom the teachers themselves do not like (of course, such an attitude towards the child does not pass without a trace for others). The calm attitude of the teacher towards the “stars” - the most preferred children - can be dangerous. It is important that the leadership role, which these children often occupy, does not develop in them conceit, arrogance, the desire to “command at all costs,” and the tendency to humiliate others. The teacher must know for what qualities and actions the children achieved their leadership, and on what their authority is built. After all, the moral core and value orientations of “popular” children are not always positive. Sometimes a small “despot” can act as a leader. Active, sociable, sometimes with organizational inclinations, such a leader often accepts into his game only for a certain “bribe” (“if you give me your box”, etc.). The influence of such people on other members of the group is sometimes so profound that it continues to exist even in their absence. His brothers and sisters also have a significant influence on the development of a child’s personality. They enter the child’s immediate microenvironment and occupy one of the central places in it. Surrounded by older brothers and sisters, the child feels emotionally protected.

So, in preschool age, a child develops quite complex and diverse types of relationships with other children, which largely determine the development of his personality.

The presence of psychological and socio-psychological observation, as well as special research methods (conversations, sociometric methods, choice in action, the method of instantaneous sections, etc.) helps the teacher to identify the system of personal relationships of children in a group. It is important to study these relationships in order to purposefully shape them in order to create a favorable emotional climate for each child in the group.

Communication of preschoolers with peers

Communication with other children is important for the mental development of a child. Interest in a child's peers awakens genetically somewhat later than in adults, at the end of the first year of life. However, it gradually becomes more urgent, especially in the preschool years.

“One of the decisive factors in the social education of children,” noted A.P. Usova, “is the society of children itself, within which a person is formed as a social being. Undoubtedly, we can talk about some kind of amateur forms in which such a society can take shape and develop even at the early stages of children’s social development. Here the child appears before us mainly as a subject, a person living his own life, as a member of a small children’s society with its interests, demands, connections, winning some kind of place in this society.”

Communication is understood as informational, emotional and substantive interaction, during which interpersonal relationships are realized, manifested and formed. The role of communication in the formation of a child’s personality is extremely important. In the process of communication, personal relationships develop. The nature of the child’s relationships with others largely determines what personal qualities will be formed in him. During preschool age, a peer becomes an important part of a child's life. By about four years of age, the peer is preferred over the adult. The development of communication with peers in preschool age goes through a number of stages.

Interpersonal relationships of children, unlike communication, do not always express themselves in external actions and are an aspect of the child’s consciousness and self-knowledge.

A specific feature of children's contacts is their non-standard and unregulated nature. When interacting with peers, preschoolers use the most unexpected actions and movements.

During preschool age, a child’s relationship with a peer has certain age-related dynamics. At early preschool age, a peer is not yet a significant other for the child. At the next stage, the child’s self is objectified, i.e. is defined through his specific qualities and capabilities and asserts himself through opposition to peers.

Preschool education and training, which have an undeniable independent value, act not only as a preparatory stage of primary education, but also as the most important responsible period in the formation of a person’s personality.

FEATURES OF INTERPERSONAL RELATIONS IN PRESCHOOL CHILDREN

LYSENKO SVETLANA NIKOLAEVNA

TEACHER-PSYCHOLOGIST MBDOU MO

KRASNODAR "KINDERGARTEN No. 70"

The preschool period is one of the most important stages in a child’s life and plays a huge role in his development.The period of preschool childhood largely determines the dynamics of personality development. A.N. Leontyev argued that preschool childhood is the period of the initial actual development of personality, the period of development of personal mechanisms of behavior.All modern definitions of personality emphasize its social nature and inclusion in the system of social relations.

Myasishchev highlights social relations and“psychological” relationships of the individual. Psychological relationships of a person are understood as interpersonal relationships.

The individual’s implementation of social and interpersonal relationships occurs through communication.Communication is one of the basic conditions for the existence of human society and the individual.

Communication includes the exchange of information, thoughts, feelings, and spiritual values. The main result of communication is the trust that arises between people. The need for communication is a basic human need.

The phenomenon of communication in preschool age in our country was closely studied by M.I. Lisina.In her writings, she emphasized that “communication with elders for a small child serves as the only possible context in which he comprehends and “appropriates” what people have previously obtained.” The same idea was also evident in D.B. Elkonina: the child masters the objective world, language and human relationships in interaction with adults.

According to M.I. Lisina, communication with adults is important at any stage of early and preschool childhood. The role of communication for a child becomes more complex and deeper, as the child’s mental life is enriched and his connections with the world expand.

Communication with an adult allows you to accelerate the development of children, overcome an unfavorable situation and helps correct defects that arose in children due to improper upbringing.

WITHpurposeto study the characteristics of interpersonal relationships among preschool children among boys and girls of senior preschool age, a study was conducted on the characteristics of interpersonal relationships using the methodologyRene Gilles. The study involved 59 children aged 5–6 years, of which 27 were boys and 32 were girls.

Based on the data obtained during the study, we can say that for all analyzed parametersspecific personal relationshipsPreschool children showed a preference for adults in interpersonal relationships. Attitude toto those aroundamong respondentsA generally positive outlook is formed, but problems are observed in interpersonal relationships.

The most preferred object for interaction is the mother. Relationships with peers seem less valuable to respondents.

During the analysis of the personal characteristics of children, manifested ininterpersonal relationships it was revealed thatIn interpersonal relationships, preschool children are characterized by curiosity, closedness and a low desire to communicate.

Respondents strive for socially approved behavior, but do not always know how to comply with norms and rules of behavior. Boys are characterized by a desire for dominance in interpersonal relationships.

Thus, from the presented data we can conclude that preschool children of this sample in interpersonal relationships prefer communication with close relatives, and more oftenprefer to interact with mom. They have a tendency towards adequate social behavior, curiosity and closedness in interpersonal relationships, in particular with peers.

BIBLIOGRAPHY

Bodalev A.A. Psychology of communication. Encyclopedic Dictionary. – M.: Cogito-Center, 2011. – 600 p.

Bychkova S.S. Formation of communication skills with peers in older preschoolers. – M.: ARKTI, 2003. – 96 p.

Leontyev A.N. Problems of mental development - M.: Pedagogika, 1972. - 576 p.

Lisina M.I. Problems of ontogenesis of communication / Scientific research. Institute of General and Pedagogical Psychology Acad. ped. Sciences of the USSR. – M.: Pedagogy, 1986. – 144 p.

Myasishchev V.N. Psychology of relationships: Edited by A. A. Bodalev / Introductory article by A. A. Bodalev. – M.: Publishing house “Institute of Practical Psychology”, Voronezh: NPO “MODEK”, 1995. – 356 p.

Smirnova E.O. Interpersonal relationships of preschool children: diagnosis, problems, correction / E. O. Smirnova, V. M. Kholmogorova. – M.: Humanitarian. ed. VLADOS center, 2005. – 158 p.

Elkonin D.B. Child psychology. –M.: Pedagogy, 1978. – 301 p.