Peculiarities of communication between a child and an adult consultation on the topic
Peculiarities of communication between a child and an adult
Familiarity with the purpose of various objects, mastering cultural ways of handling them is the main content of the life activity of a young child. Psychologists call this activity leading because it is what determines the development of mental processes (perception, thinking, memory), cognitive activity, the most important personal qualities (initiative, independence, focus), and contributes to the emergence of a new type of activity - playing with story toys.
It is quite obvious that only you can ensure the full cognitive and personal development of a child and introduce him to the world of culture by organizing a developmental subject environment, attracting the child’s attention to new objects, introducing them to their purpose, encouraging and supporting children’s curiosity.
An ever-increasing interest in the objective world, often incomprehensible and mysterious for a child, encourages him to constantly turn to loved ones for help, clarification, and complicity. The desire for meaningful interaction forms the basis of a child’s communication with an adult throughout early childhood. Therefore, it is called business communication.
During practical interaction, you simultaneously act as a model, a partner and a participant in a common cause, helping the child master this or that action.
However, the baby is not yet able to understand whether he is performing this or that action correctly. The need for your support, assessment of the baby’s actions and skills is one of the main incentives for the objective activity and cognitive activity of a young child. A friendly attitude towards the baby and attention create a favorable emotional atmosphere of communication, give the child confidence in his abilities, and assessment stimulates the desire to continue and improve his actions, correct mistakes, achieving the right result.
During objective interaction, the baby uses a variety of means of communication. Their main purpose is to express readiness for interaction and an invitation to joint activities. The baby points his finger at the object, reaches for it, hands it to you or puts it in his hand; brings you all his toys. As an initiative act, children often reproduce some element of the action, its “drawing”. For example, the baby makes movements with his hand, as if he were winding a spinning top or rolling a car. Such actions are often accompanied by babbling. This method of communication is typical for the first half of the second year of life, when the child still cannot speak. After a year and a half, he increasingly begins to use verbal means of communication: individual words and phrases.
How to communicate with a child of the second year of life?
The task of adults in the course of business communication with a child is to create conditions for familiarization with objects of the surrounding world, their purpose and methods of use, development of cognitive activity, assistance in mastering various actions with household objects, didactic and story toys, etc. In order for communication to have a For a truly developing effect, the following important rules must be observed.
When teaching your child various actions with objects, do not replace communication with faceless guidance or “coaching” the baby. Always remember that the basis of communication should be the personal focus of the adult on the child. Experiments conducted by psychologist M. I. Lisina show how important this is not only for direct contact with the baby, but also for the development of his objective activities. She compared the behavior of children aged one to one and a half years during various interactions with adults. Classes were conducted individually with each child. Children in one group were given toys, and the adult took the position of an observer, without reacting in any way to the child’s actions. In another group, an adult played next to the child, but his actions were not directed at the child. And finally, in the third group, the adult organized a “direct demonstration”, that is, he acted out a performance in front of the child, addressing his actions to him, calling him by name, smiling at him, involving him in the game, encouraging his actions. After several lessons, the psychologist observed how they affected the children’s play.
It turned out that the play of the children of the first group remained monotonous and did not captivate the kids. The children of the second group were more active, but their actions with objects had the character of chaotic excitement: they repeatedly performed the same manipulations (moving objects from place to place, knocking them, throwing them) and did not repeat the play actions that the adult showed. In the third case, the children watched with pleasure the adult’s play, gradually joined in and continued the game for quite a long time after the adult left the kids.
Support and encourage the child's interest in adult activities. In the second year of life, children’s interest in the actions of adults and the desire to imitate them intensifies. There is nothing more interesting than disassembling and repairing a telephone with your dad, or knocking on a board with a wooden hammer next to your grandfather, “hammering nails.” If you allow your child to participate in household chores (to the extent possible and taking into account safety), the child will not only learn a lot of new things, but will also learn to receive satisfaction from joint work and its results. Create conditions so that the baby can observe your actions. Let him see how you cook dinner, do laundry, clean the apartment, how dad or grandfather repair something. Explain to your child your actions and the actions of other people. Encourage your child to imitate and help you: allow him to wipe the table with a rag, sweep the floor with a broom, wash his cup, wash a napkin next to you, or “vacuum” the rug. Don't forget to thank your child for his help. After praising him, emphasize the similarity of his actions with the actions of adults, for example: “Mashenka, you put things in order in the room, like a mother.”
Of course, the participation of a child in the affairs of adults causes a lot of trouble. This includes a soiled shirt or dress, spilled water, garbage left on the floor after “sweeping,” and a dirty plate after “washing.” In the second year of a child’s life, only the process of this or that action is occupied, and not its result. Only by the age of three will he begin to notice his mistakes and learn to understand that any task must be done well, but if you limit the child’s activity, waiting for him to grow up, his need to communicate with adults may weaken, and his desire for independence may fade away. Poverty of impressions and lack of joint actions will slow down the development of story-based play - a powerful stimulus for the mental development of children.
Do not limit your child's activities too strictly, otherwise he will feel insecure. But don’t ignore your child’s mistakes, because your task is to introduce his actions into a cultural framework and teach him to navigate the world of things. When a child hears only shouts - “you can’t”, “move away”, “you’ll break”, “you’ll break”, he feels confused, grows capricious and dependent, begins to be afraid of everything new, cries when some object “behaves naughty” in in his hands.
When helping your child learn household skills and observe hygiene rules, try to act delicately. Remember that mastering the ability to use a spoon, toothbrush, soap, etc. is a long process that requires a lot of effort from the baby. When teaching your child to eat with a spoon or comb his hair with a comb, gently guide his movements with your hand, and then give him the opportunity to perform the action on his own, helping him if necessary, but not doing the action for him.
Teaching the rules for using household items should be clear to the child. Be sure to explain to your child the meaning of each action: teeth need to be brushed so that they are white and do not hurt, hair needs to be combed so that it is beautiful, etc. If possible, accompany the learning with nursery rhymes and songs.
Encourage your child's desire for independence. As you master new skills, allow your child to act independently. Do for him only what he cannot do himself, let him do the rest on his own. Be patient, suppress the desire to do everything quickly. Avoid pedantry and petty control over your baby.
When teaching your child order, try to make everyday affairs interesting for him. To do this, use gaming techniques. For example, tell your child on behalf of the toys that they are tired of lying on the floor, that they are cold, and they want to be put away in their warm house (box), and the books want to stand on the shelf with their sisters.
If it is difficult for a child to cope with this or that task, or he has made a mistake, be sure to sympathize with him and help him correct the mistake. Never scold, pull back, or tease your child if he accidentally breaks a cup, spills water, or gets dirty, or if something doesn’t work out for him. Sympathize with him and tell him that next time he will succeed.
Don’t forget to praise your child for his independence, neatness, and hard work. Try to thank him for a specific task: “I’m so tired, and you helped me clear the dishes from the table,” etc.
Instill in your child a caring attitude towards the results of the work of adults and your own.
Help your child master actions with objects. Your child can understand how to operate a toy only with your help. Help your child reveal the properties of objects and show how to play with them. Any object acquires a special attraction for a child if an adult has acted with it, and even more so if he played with the baby.
When offering your child a new toy, be sure to play with it with your baby. Get him interested not only in the appearance of the toy, but also in actions with it. Show your child how to start a wind-up car, how to build a house out of blocks, and how to play with a ball. Then offer to do the action together. If necessary, gently guide your child's hand so that he understands the desired movement, and then ask him to perform the action himself. Don't rush your child, let him try to perform the action himself. Kindly comment on his actions. Repeat the demonstration and joint action several times.
Do not scold your child for doing something incorrectly. At this age, the child’s desire to do something like an adult is much more important than achieving the right result. Be patient: what seems simple and easy to you is still difficult for the baby.
Don't forget to praise your child for his efforts and perseverance. Rejoice with him in his achievements. In the presence of your baby, tell your loved ones about his successes. This will allow him to feel proud of his achievements, give him confidence in his abilities, and support his desire to improve his skills.
Respond to your child’s initiative in communicating about objects and to all his requests for help.
Support your baby's curiosity. Pronounced curiosity is an important indicator of a child’s successful mental development. He actively strives to gain new experiences, loves to observe his surroundings, quickly discovers new things, and strives to explore them. He can enthusiastically experiment with sand, water, paints for a long time, tries to explore objects that belong to adults, rejoices at his discoveries, and strives to share his joy with loved ones. Try to share this joy with your baby, encourage his interest in exploration, and praise the child. If he already knows how to speak, ask him questions about what he is doing, what he has done, help the baby talk about his activities to his dad, grandparents.
Answer all your child’s questions, trying to formulate answers in an accessible form.
Do not scold your child if, out of curiosity, he takes apart or accidentally breaks a toy, pours water on the floor, makes a mess, or gets dirty. At an early age this is inevitable. Try to be patient with children's “experiments” and organize the space for games and activities so that you can quickly put things in order.
When playing with story toys, communicate with your baby as an equal partner. Very often, adults replace play with activities, encouraging the child to imitate their actions and follow instructions. You should try to organize story-based games with children as a creative activity that takes place in an atmosphere of joy and brings special pleasure.
When offering your child new stories, showing appropriate play actions, avoid direct instructions and directions, and often use indirect methods of guiding the game (for example, say: “The doll says that it wants to eat,” and not: “Feed the doll,” or: “Your bear is already did you take a bath?”, and not: “Bathe the bear”).
Even if the baby does not yet know how to play, try from the very beginning to build the game as a joint activity, inviting the child to perform game actions one by one, asking him what he wants to do, taking into account his desires, adapting to them, and not implementing a pre-planned course of the game.
Encourage your child's play initiative, join in his play if he asks for it, try to play with enthusiasm.
Develop verbal communication with your child. At the stage of speech emergence, the quality of communication between adults and the child is extremely important. Children are most willing to engage in verbal interaction with those adults who show them attention, affection, and play with them. The child listens more willingly to such an adult; it is to him that he wants to “tell” something, suggest some action, ask a question, and imitate his words. Therefore, it is so important to maintain emotional contacts with the baby, organize emotional outdoor games, games with objects. Respond to all speech and other requests of the child, encourage and support them. Use any request from your child to start a conversation with him, and not just to satisfy his request. Both in the family and in the preschool institution a cheerful, warm atmosphere should be created in which the child will feel comfortable. The state of tension and anxiety caused by excessive demands and strictness of adults suppress the child’s speech initiative.
In conclusion, we will draw a portrait of a child who has a successful experience of communicating with adults. This child:
• is proactive towards adults – seeks to attract their attention to his actions, seeks help and evaluation of his actions;
• persistently demands that adults participate in their affairs;
• sensitive to the assessment of loved ones, knows how to rearrange his behavior depending on the behavior of an adult, finely distinguishes between praise and blame;
• willingly imitates adults, tries to fulfill their requests and instructions;
• treats strangers with trust and openness;
• shows pronounced curiosity;
• knows how to find something to do, plays variedly and enthusiastically;
• persistent in achieving the set goal, overcoming difficulties in handling objects;
• masters active speech in a timely manner and uses it for communication purposes.
Remove hopes and rid yourself of pretensions
No matter how much we all want our loved ones to understand us, value our time, and treat us with respect, admit to yourself that you have no right to influence their attitude to life. Every person has freedom of choice and he himself decides how to live. Our relatives are not obliged to meet and fit our expectations and ideas about them, just as we do not owe them anything.
They may listen to you, or they may not share your point of view at all. Only you can decide for yourself with whom and how to communicate, and most importantly, how to react to the words and actions of other people. Perhaps outwardly it seems simple and understandable, but as soon as we stop expecting any specific behavior towards us from our loved ones, we remove all claims to the world, and everything becomes much easier and simpler. Life becomes calmer and relationships with loved ones improve.
Communication of preschool children
Communication of preschool children with peers is necessary for harmonious growth, strengthening their “I”, and forming their point of view. When a preschooler communicates only with adults, he does not have the opportunity to improve himself and learn about the world.
The development of leadership qualities, courage, and good nature can only occur at the level of partnerships. Playing without adults, children can invent new rules, have the opportunity to take initiative, and support each other in a given situation.
Of course, the age-related characteristics of children’s interaction play a big role, but the role of parents in a conflict situation is to direct the game in the right direction.
Every parent who cares about the future of their child evaluates the behavior of their son or daughter. Corrects (if necessary) and tries to sow strong, strong-willed, humane, morally stable qualities of a person. Normal communication in a team in the future depends on the communication of preschoolers with their peers now. Teach preschoolers to treat others appropriately by example.
