Why modern children are not able to play together?
Teachers, psychologists and many parents note that modern children or do not play together at all, or play very little, are not able to think out games, feel uncertainly in children`s collective. The children who are not able to play with peers become reserved and are not able to build relationship with people around. Communication with adults does not replace to the child communication with peers - development requires both that, and another.to
the peer is necessary to the child as a subject of an emotional or business assessment, for self-expression, management of others. And at communication with adults at the child other abilities are developed: to speak and behave by rules, to listen and understand other person, to acquire new knowledge. For comparison we will provide the analysis of features of communication of the child with peers and adults.
|of Feature of communication of the child with peers||of Feature of communication of the child with adults|
|Bright emotional saturation of the speech. Sharp intonations, shouts. Laughter. Different expressions of shades from emotions of rough pleasure to rough indignation||Prevalence of unimpassioned speech|
|the Non-standard: from - for absence of rigid norms and rules children use unexpected combinations of words and sounds, imitate each other that promotes word creation development||the Child adheres to certain standards of politeness and the standard forms of communication|
|Prevalence of initiative statements over reciprocal. It is more important to child to express most, than to listen to another||the Child listens more|
|Management of actions of the partner, control of its actions, imposing to it own samples, continuous competition to itselfthe Adult remains to||for the child an assessment source|
|such difficult phenomena how pretense, narochny expression of offense, imaginationAre born||the Child demands truthfulness|
Why the problem of relationship of children among themselves is particularly acute so?
In - the first, modern society demands from children of early progress in educational activity. Loading the child with occupations or the games which are not providing collective cooperation only training, adults do not understand that they doom the child to loneliness.by
On the child at receipt in the first class place rather great demands therefore parents first of all are anxious with how to prepare it for school. All seek to teach children to read, write, consider, forgetting that the leading activity of the child - the preschool child - game and informative. And meanwhile in game the child actively learns the world which surrounds it, undertaking different roles and being trained in communication, interaction with surrounding people. Through game at this age it is possible to develop, train, correct, bring up. Without the “game“ period there is no successful training at school age, and there is no development of the mature full-fledged personality later.
In - the second, parents of modern children belong, alas, already to “not player“ to generation. They often are not able to play. Besides adults regularly do not have time. Parents sometimes do not even know about what it is possible to talk to the child - communication is reduced to the questions “What Did You Eat?“, “How You Feel?“, “Why You Cry?“ . And the same experience of communication passes from children to peers. Teachers claim that children, having gathered, cannot think up to themselves occupation, hardly unite in groups, wait for an initiative from the adult.
B - the third, experience of transfer of games to younger children from more seniors is interrupted. Alas, but domestic companies of uneven-age children now rarity. And if such companies are, then parents are afraid to release the children with more senior due to various reasons.
How to be then an adult? We do not propose ready solutions, and we speak about a problem. Have to draw conclusions and to find solutions adults, but for this purpose it is necessary to remember that the only language which comes to children easily is language of game and conversation.
In Ventana - the Count publishing house the interesting program “Preschool It Is Time“ under the editorship of N. F. Vinogradova appeared. From a set of workbooks which are aimed at the versatile development of the child it is possible to allocate Page grants. A. Kozlova “I and my friends“, “I want in school“, T. A. Kulikova “I and my family“. In them forms of interaction of parents and children or group of children are shown, tasks which help the child to understand the value of friendship and family traditions are given. Joint occupations - drawing, drawing up a family tree, reading, production of toys, hand-made articles, culinary dishes will help the child to be prepared for social adaptation in group of children, and to parents - to know the child better.
through game and communication children learn the world with all its difficulties, acquire system of relationship, develop, formed as persons. Game and conversation allow to correct the arising age problems. The lack of time at the adult provokes a premature growing of kids to game and heart-to-heart talk, leads to serious problems and in our adulthood, and in life of children: difficulties with training at elementary school, in adaptation to adulthood, difficulty in communication.