The orientation of modern pedagogy towards the humanization of the educational process puts forward among the urgent problems the creation of optimal conditions for the development of the personality of each child, his personal self-determination. This problem is especially acute in relation to younger schoolchildren, since, according to psychological and pedagogical research, the process of personal development and self-determination of children of this age has recently become difficult. This is due to the immaturity of their emotional-volitional sphere, the lag in the formation of a system of social relations, age identification, problems family education. The situation of modern school education requires the child to actively solve new complex communication problems: organizing business communication between students with each other and with the teacher about the material being studied. Therefore, it is very important to develop in a child high forms of communication with adults and peers, which will be a prerequisite for the formation of a new type of relationship between teacher and student, between classmates.

Development of human communication capabilities in modern society is becoming an extremely pressing issue. The improvement of scientific technologies has led to an increase in society's needs for people who could pose and solve problems related not only to the present, but also to the future.

Since our research is related to the formation of communication skills, it is necessary to clarify, in our opinion, the vision of such basic concepts as “communication”, “communication”, “communication skills”.

However, most scientists who study interpersonal relationships distinguish between the concepts of “communication” and “communication”.

The psychological dictionary defines the concept of “communication” as “the interaction of two or more people, consisting in the exchange of information between them of a cognitive or affective-evaluative nature. Consequently, this presupposes that partners communicate to each other a certain volume new information and sufficient motivation, which is a necessary condition for the implementation of a communicative act. M.S. Kagan understands communication as the information connection of a subject with one or another object - a person, an animal, a machine. It is expressed in the fact that the subject transmits certain information (knowledge, ideas, business messages, factual information, instructions, etc.), which the recipient must accept, understand, assimilate well and act in accordance with this. In communication, information circulates between partners, since both of them are equally active, and the information increases and becomes enriched; at the same time, in the process and as a result of communication, the state of one partner is transformed into the state of the other.

Studying this phenomenon, I.A. Zimnyaya offers a systemic-communicative-informational approach that allows one to determine criteria, conditions and methods for increasing the effectiveness of communication based on taking into account the specifics of mental processes in the conditions of transmitting information via a communication channel.

From the perspective of the activity approach, communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person.

The need for communication is one of the most important in human life. When entering into relationships with the world around us, we communicate information about ourselves, in return we receive information that interests us, analyze it and plan our activities in society based on this analysis. The effectiveness of this activity often depends on the quality of information exchange, which in turn is ensured by the presence of necessary and sufficient communicative experience of the subjects of the relationship. The sooner this experience is mastered, the richer the arsenal of communication means, the more successfully the interaction is realized. Consequently, self-realization and self-actualization of an individual in society directly depends on the level of formation of his communicative culture.

From the age of six, children spend more and more time with peers, almost always of the same sex. Conformity intensifies, reaching its peak by the age of 12. Popular children tend to adapt well, feel comfortable among their peers, and are generally cooperative.

Means of communication include:

Language is a system of words, expressions and rules for combining them into meaningful statements used for communication. Words and rules for their use are the same for all speakers given language, this makes communication through language possible. If I say “table,” I am sure that any of my interlocutors connects with this word the same concept that I do - this objective social meaning of the word can be called a sign of language. But the objective meaning of a word is refracted for a person through the prism of his own activity and forms its own personal, “subjective” meaning, so we do not always understand each other correctly.

Intonation, emotional expressiveness, which can give different meaning to the same phrase.

Facial expressions, posture, and gaze of the interlocutor can enhance, complement or refute the meaning of the phrase.

Gestures as a means of communication can be either generally accepted, i.e. have meanings assigned to them, or expressive, i.e. serve for greater expressiveness of speech.

The distance at which interlocutors communicate depends on cultural and national traditions, and on the degree of trust in the interlocutor.

The communication procedure includes the following stages:

The need for communication (the need to communicate or find out information, influence the interlocutor, etc.) encourages a person to come into contact with other people.

Orientation for the purposes of communication, in a communication situation.

Orientation in the personality of the interlocutor.

Planning the content of your communication: a person imagines (usually unconsciously) what exactly he will say.

Unconsciously (sometimes consciously) a person chooses specific means, speech phrases that he will use, decides how to speak, how to behave.

Perception and assessment of the interlocutor’s response, monitoring the effectiveness of communication based on establishing feedback.

Adjustment of direction, style, communication methods.

Communication is a complex process of interaction between people, consisting of the exchange of information, as well as the perception and understanding of each other by partners. The subjects of communication are living beings, people. In principle, communication is characteristic of any living beings, but only at the human level does the process of communication become conscious, connected by verbal and non-verbal acts. The person transmitting information is called a communicator, and the person receiving it is called a recipient.

Communication is one of the most important factors in personality formation. The ideas that communication plays an important role in the formation of personality were developed in the works of domestic psychologists: Ananyev V.G., Bodalev A.A., Vygotsky L.S., Leontyev A.N., Lomov B.F. , Luria A.R., Myasishchev V.N., Petrovsky A.V. and etc.

In psychological and pedagogical literature, the concepts of “types” and “types” of communication are used as certain varieties of this phenomenon. At the same time, scientists, unfortunately, do not have a unified approach to what is considered a type and what is a type of communication.

B.T. By types of communication, Parygin understands differences in communication according to its nature, i.e. according to the specifics of the mental state and mood of the participants in the communicative act. According to the scientist, typological types of communication are paired and at the same time alternative in nature:

Business and gaming communication;

Impersonal-role and interpersonal communication;

Spiritual and utilitarian communication;

Traditional and innovative communication.

If any of the links in the act of communication is broken, then the speaker will not be able to achieve the expected results of communication - it will turn out to be ineffective.

Communication performs a number of functions in human life:

Social communication functions:

a) organization of joint activities;

b) management of behavior and activities;

c) control.

2. Psychological functions of communication:

a) the function of ensuring the psychological comfort of the individual;

b) satisfying the need for communication

c) self-affirmation function.

Communication is also considered as a process of mutual adaptation of the subject of communication and activity and the social environment in which he acts and communicates. From the point of view of the social approach, communication is not so much a process of external interaction between isolated individuals, but rather a method of internal organization and internal evolution of society as a whole, a process through which the development of society is carried out, since this development presupposes constant and dynamic interaction between society and the individual. Communication is also understood as the most important way of connecting elements of society into a system.

The main elements in society are individuals, personalities. That's why social communication always acts as personal communication. From this position, communication can be defined as a personal, individualized connection.

Depending on the content, goals and means, communication can be divided into several types.

1.1 Material (exchange of objects and products of activity)

1.2 Cognitive (knowledge sharing)

1.3 Conditional (exchange of mental or physiological states)

1.4 Motivational (exchange of motivations, goals, interests, motives, needs)

1.5 Activity (exchange of actions, operations, abilities, skills)

By purpose, communication is divided into:

2.1 Biological (necessary for the maintenance, preservation and development of the organism)

2.2 Social (pursues the goals of expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, personal growth of the individual)

By means of communication can be:

3.1 Direct (Carried out with the help of natural organs given to a living being - arms, head, torso, vocal cords, etc.)

3.2 Indirect (related to the use of special means and tools)

3.3 Direct (involves personal contacts and direct perception of communicating people by each other in the very act of communication)

3.4 Indirect (carried out through intermediaries, who may be other people).

Communication as interaction presupposes that people establish contact with each other, exchange certain information in order to build joint activities and cooperation. For communication as interaction to occur smoothly, it must consist of the following stages:

Establishing contact (acquaintance). Involves understanding another person, introducing oneself to another person.

Orientation in a communication situation, understanding what is happening, pausing.

Discussion of a problem of interest.

Solution to the problem.

Ending a contact (exiting it).

Currently, a widespread approach is that communication considers the communicative, interactive and perceptual aspects. It is important that all these functions in communication are implemented simultaneously. The communicative side is realized in the exchange of information, the interactive side is realized by the regulation of the interaction of communication partners, provided that their encoding and decoding of sign (verbal, non-verbal) communication systems is unambiguous, the perceptual side is in the “reading” of the interlocutor due to such psychological mechanisms as comparison, identification, apperception, reflection. The parties to communication receive their own functional load and are considered as implementing different functions of communication. Thus, according to A. A. Brudny, in communication (communication) three initial functions can be distinguished:

Activation - motivation to action;

Interdictive - prohibitions, inhibitions (“impossible-possible”);

Destabilizing - threats, insults, etc.;

Instrumental - coordination of activities through communication;

Syndicative - creation of a community, group;

Self-expression;

Translation function.

The versatility of the content and the names of the functions is obvious. The important thing is that all of them are widely used in the interpretation of interpersonal communication, reflecting different aspects of communicative interaction.

Of primary interest for this study is the communicative side of the communication process.

The communicative side of communication is associated with identifying the specifics of the information process between people as active subjects, taking into account the relationships between partners, their attitudes, goals, and intentions. All this leads not just to the movement of information, but to the clarification and enrichment of knowledge, information and opinions that people exchange.

The means of the communication process are:

2) optical-kinetic system of signs - gestures, facial expressions, pantomime;

3) linguistic and paralinguistic systems - intonation, pauses;

4) a system for organizing space and time of communication;

5) eye contact system.

It should be noted that the most important characteristic of the communicative process is the intention of its participants to influence each other, influence the behavior of the other, and ensure their individual representation in the other.

Based on the above characteristics of the communication process, we state that the communicative side of communication cannot be limited to the simple transfer of information. Communication also involves the active interaction of people with each other in the process of communication, their impact on each other, perception and understanding of the other person.

Thus, the initial concept on which we rely when studying students’ communicative skills primary classes, is the concept of communication.

Today, communication is the subject of study in many sciences. Philosophy reveals methodological issues, determines the place and relationship of concepts and categories in the worldview of an individual. Social psychology considers communication as a social phenomenon, a process of interaction between social actors: “communication is a necessary condition for any joint activity and is a process of establishing and developing contact between people, the exchange of information, the participants’ perception of each other and their interaction.”

Psychology studies personality in communication. Based on the findings of these sciences, pedagogy builds a model of communication in accordance with its subject and objectives, connecting it with its categories and concepts. Representatives of various sciences interpret the concept of communication in their own way. The variety of approaches to it can be traced when analyzing the options for defining the essence of interpersonal communication.

In the textbook social psychology we find that when connected into a system-communication chain, the concept of “communication” means the dependence of the states of interacting subjects as systems. Talking about communication, G.M. Andreeva notes that “any forms of communication are specific forms of joint activity of people.”

According to G.M. Andreeva, the communicative process consists directly of the very act of communication, communication, in which the communicants themselves participate. Moreover, in the normal case there should be at least two. Secondly, communicants must perform the action itself, which we call communication, i.e. do something (speak, gesture, allow a certain expression to be “read” from their faces, indicating, for example, the emotions experienced in connection with what is being communicated). Thirdly, it is necessary to further determine the communication channel in each specific communicative act.

During an act of communication, there is not just a movement of information, but a mutual transfer of encoded information between two individuals - the subjects of communication. Therefore, communication can be schematically depicted as follows: S - S. Consequently, there is an exchange of information. But people do not just exchange meanings, they strive to develop a common meaning. And this is only possible if the information is not only accepted, but also comprehended.

Communicative interaction is possible only when the person sending information (communicator) and the person receiving it (recipient) have a similar system of codification and decodification of information. That is, “everyone must speak the same language.”

Lasswell's model of the communication process includes five elements:

WHO? (transmits message) - Communicator

WHAT? (transmitted) - Message (text)

HOW? (transfer in progress) - Channel

TO WHOM? (message sent) - Audience

WITH WHAT EFFECT? - Efficiency.

Let us consider the main aspects of the communication process presented by social psychology. Communication is based on the communicative process of transmitting information from one person to another or a group of people and the perception of this information by these persons. In any single act of transmitting and perceiving information, at least two people are needed - the sender of information (communicator) and its recipient (communicator or addressee).

Approaching the problem of communication from the point of view of information theory, we can distinguish the following three aspects of communication (transmission - reception of information):

1. Technical problem. How accurately can communication symbols be conveyed?

Semantic problem. How accurately do the rendered symbols express the desired meaning?

The problem of efficiency. How effectively does perceived meaning influence people in the desired direction?

All these problems are closely interconnected.

In the scientific analysis of communications, we usually proceed from K. Shannon’s model, according to which the following main elements of the communication chain can be distinguished: 1) the source of information (its sender, communicator); 2) transmitter; 3) receiver; 4) recipient of information (communicator, recipient of communication).

The role of the sender of information can be any individual who has the intention of communicating something to another person or group of people, as well as influencing them accordingly. The sender of information is often at the same time the source of information, but these two roles should not be completely identified.

So, this or that information is encoded by its sender on the basis of some system of signs for transmission to the communication recipient. The conversion of information into certain signals is carried out by the communicator through a transmitter, which can be biological organs (for example, vocal cords) or technical devices. The communicator can say or write something, demonstrate a diagram or drawing, and finally, express his thoughts with facial expressions and gestures. Thus, when transmitting information, a number of specific signs are always used.

The communication chain is closed by the recipient (addressee) of information - a person or group of people who perceive and interpret this information.

The entire path of information from its sender to the recipient is called a communication channel (here we mean both the physical and social environment).

The transfer of information can also be carried out directly - when communication participants interact face to face on a oral speech or using nonverbal cues.

We emphasize that the roles of communication participants cannot be divided into active (senders of information) and passive (receivers of information). The latter must also show some activity in order to adequately interpret the information. In addition, the sender of information and its recipient can change their roles during communication.

One of the first problems that every communicator faces is the need to attract the attention of the recipient of information to the upcoming message. There are two obvious characteristics of communication that allow you to hold the attention of the recipient of information. This is the novelty and significance of this message for him. Thus, it is important for the communicator to have a clear understanding of the information that the future addressee of information has and the hierarchy of his value orientations.

The effectiveness of communication depends on many socio-psychological factors accompanying the process of transmission and perception of information. These factors are the subject of research in domestic and foreign social psychology. For example, the features of the social roles of the participants in communication, the prestige of the communicators, the social attitudes of the recipient of information, the features of the course of his mental processes, etc. are considered.

Let's consider other views on communication.

O.M. Kazartseva believes that communication is “the unity of mutual exchange of information and the influence of interlocutors on each other, taking into account the relationships between them, attitudes, intentions, goals, everything that leads not only to the movement of information, but also to the clarification and enrichment of that knowledge, information , the opinions that people exchange."

According to A.P. Nazaretyan, “human communication in all its diversity of forms is an integral aspect of any activity.” The communication process is the transfer of information through language and other sign means and is considered as an integral component of communication.

Communication is the process of two-way exchange of information leading to mutual understanding. Communication - translated from Latin means “common shared with everyone.” If mutual understanding is not achieved, then communication has failed. To ensure the success of communication, you need to have feedback on how people understood you, how they perceive you, and how they relate to the problem.

S.L. Rubinstein views communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person.

This understanding of communication is based on methodological provisions that recognize the continuity of social and interpersonal relations, which in itself reflects the nature of communication itself.

Formation of communication skills of junior schoolchildren in domestic pedagogy. Formation of communication skills of junior schoolchildren is extremely current problem, since the degree of development of these skills affects not only the effectiveness of children’s learning, but also the process of their socialization and personality development as a whole. Skills are formed in activity, and communication skills are formed and improved in the process of communication

These skills are called “social intelligence”, “practical-psychological intelligence”, “communicative competence”, “communication skills”.

Communication abilities are the skills and abilities of communicating with people on which one’s success depends. People of different ages, education, culture, different levels psychological development, having different life and professional experience, differ from each other in communication abilities. Educated and cultured people have more pronounced communication abilities than uneducated and uncultured people. The richness and diversity of a person's life experience, as a rule, is positively correlated with the development of his communication abilities. People whose professions require not only frequent and intensive communication, but also the performance of certain roles in communication (actors, doctors, teachers, politicians, managers) often have more developed communication abilities than representatives of other professions.

The techniques and methods of communication used in practice have age-related characteristics. Thus, in children they are different from adults, and preschoolers communicate with surrounding adults and peers differently than older schoolchildren do. The communication techniques and techniques of older people, as a rule, differ from those of young people.

Children are more impulsive and spontaneous in communication; their technique is dominated by non-verbal means. Children have poorly developed feedback, and communication itself is often overly emotional. With age, these features of communication gradually disappear, and it becomes more balanced, verbal, rational, and expressively economical. Feedback is also being improved.

Communicative competence is the ability to establish and maintain necessary contacts with other people. For effective communication characteristic: achieving mutual understanding between partners, a better understanding of the situation and the subject of communication (achieving greater certainty in understanding the situation helps resolve problems, ensures the achievement of goals with optimal use of resources). Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of interpersonal interaction.

A fundamental approach to solving the problem of developing communication skills and forming communicative competence is presented in the works of L. S. Vygotsky, who considered communication as the main condition for personal development and upbringing of children.

Based on the concept of L.S. Vygotsky, it can be argued that the formation of children’s communication skills is one of the school’s priorities, since the effectiveness and quality of the communication process largely depends on the level of communication skills of the subjects of communication.

Children learn to meet their physical and spiritual needs in ways that are acceptable to themselves and those with whom they interact. Difficulties in mastering new norms and rules of behavior can cause unjustified self-restraints and excessive self-control.

Speaking about communicative development, we present, first of all, general data from domestic studies on the nature of its changes in different age groups.

Studies of preschool childhood have shown that the communicative development of personality during this period is to some extent spontaneous. By the age of 7, the child masters elementary mental operations of a concrete and effective nature, causal connections, can express thoughts coherently, uses grammatically, lexically and phonetically correct speech. It is at this age that the intellectual regulatory planning function of speech is developed, the ability to orient one’s speech towards a partner and the communication situation, and also to select linguistic means in accordance with them. There is no data on the relationship between receptive and productive types of speech activity in the literature, although it is quite obvious that oral forms of communication (speaking and listening) prevail in the development of a preschooler.

Junior school age, which is considered in this study, is associated with entry into schooling as the most systematized form of communication, with involvement in educational activities as the leading activity of a given period, which predetermines the transition from visual-figurative concrete situational to abstract thinking, to the ability to highlight significant connections, build reasoning, draw inferences, conclusions. For the first time in ontogenesis, written speech is mastered, which is a kind of analogue of oral speech, and its improvement by increasing the length of sentences and increasing the number of minor members of the sentence. By the end of primary school age, with the development of the logical and communicative functions of speech, with the development of arbitrariness and reflection, the ability to construct a statement logically and coherently is formed. The descriptive-narrative type of speech is replaced by reasoning, the transition to evidence. An analysis of the peculiarities of the development of receptive types of speech activity shows the increasing role of the comprehension mechanism when reading, the tendency of students to rely on the main ideas of the text when listening, the ability to comprehend the entire content of the text, and organize it structurally and logically. The positive influence of the communicative attitude on the retention of the listened text was also noted. In productive types of speech activity, for the first time, differentiation of ways of influencing communication partners appears; in written and oral texts, indicators of coherence, logic, causality, and predicative structure of statements are improved, although they remain quite low compared to other age groups. In general, the linguistic experience of a primary school student increases due to the accumulation of linguistic means and significant quantitative changes in speech-thinking and communicative activity.

A person’s relationships with other people determine both his attitude towards his activities and his attitude towards himself - self-confidence, modesty or exaggerated self-esteem, self-esteem, self-doubt, etc. The leading and determining role of relationships with other people in the formation of character is confirmed at every step.

In the diverse, subtle, rich in all kinds of shades of human relationships that make up the basic fabric human life, the greatest variety of the most basic characterological traits for the appearance of a person develops and manifests itself. These are caring for a person, sensitivity, justice, nobility, kindness, gentleness, tenderness, gullibility and many others similar to them. opposite properties. At the same time, unity of character does not exclude the fact that in different situations the same person exhibits different and even opposite traits. A person can be at the same time very gentle and very demanding, soft to the point of tenderness and at the same time hard to the point of inflexibility. And the unity of his character can not only be preserved, despite this, but it is precisely in this that it can be manifested.

These differences, opposites and even contradictions necessarily arise from a conscious attitude towards other people, requiring differentiation depending on changing specific conditions.

Any truly not indifferent attitude towards other people is selective. It is important what this selectivity is based on - whether on personal preferences or on objective grounds. The presence of a common cause, common interests, a common ideology creates the basis for sociability, which is both very broad and highly selective. We call the type of sociability that has a broad social basis comradely. This comradely attitude towards other people does not exclude other, more narrowly selective, more closely personal and at the same time ideological relations, towards a closer circle of people or an individual.

In characterological terms, it is therefore not so much the quantitative sign of the breadth of communication that is important, but the qualitative aspects: on what basis and how a person establishes contact with other people, how he treats people of different social status - higher and lower, older and younger, to persons of a different sex, etc.

During long-term communication, the mutual influence of people on each other often leaves a significant imprint on their characters, and in some cases there is a kind of exchange of characterological properties and mutual assimilation: as a result of long-term life together people sometimes buy common features, becoming in some respects similar to each other. In other cases, this interdependence of characters is expressed in the development or strengthening of characterological traits in people living in long-term everyday communication that correspond to each other due to their opposition.

An essential form of communication for the development of character is education. In its conscious organization and purposefulness, education - communication between the educator and the educated - has a number of important means of influence: the appropriate organization of behavior, the communication of knowledge that shapes the worldview, and personal example.

Communication also creates the prerequisites for a person’s independent work on his character. In the process of communication, influencing people and being influenced by them, a person gets to know others and experiences in practice the meaning of various characterological traits. This knowledge of other people leads to self-knowledge, a practical assessment of the characterological properties of other people, regulated by moral ideas - to self-esteem and self-criticism. And self-knowledge, comparative self-esteem and self-criticism serve as a prerequisite and incentive for a person’s conscious work on his character.

In the process of communication, indirectly, through relationships with other people, a person’s attitude towards himself is established. The third group of characterological properties of a person is associated with the attitude towards oneself. These are self-control, self-esteem, modesty, correct or incorrect - exaggerated or diminished - self-esteem, self-confidence or suspiciousness, self-love, conceit, pride, resentment, vanity, etc.

A person begins to acquire communicative experience from infancy. The most natural way to master it is through play. Changing with age, it accompanies the child throughout his life. While playing, he studies himself, others, the world, trying on various roles, forms his own worldview, system of assessments and values. It is also preferable to master the vast field of communication means through play.

This is especially true at primary school age. The game at this stage fades into the background, giving way to educational activities (unlike preschool age, where gaming activity is leading), but continues to significantly influence the development of children, therefore the child should be provided with a sufficient number of games (developing, educational, synthesized with new types of activities) both at school and at home. In addition, extracurricular associations of younger schoolchildren, according to teachers and psychologists working with this age group, should be built around preschool activities: games, drawing, design, modeling, simple experimentation, writing and other activities that primarily develop imagination, selfless curiosity, intuitive means of cognition and other human abilities, the development of which has already begun, but, of course, has not ended in preschool childhood, and which are not picked up by new learning activities for children. This opinion is also shared by teachers, psychologists, and methodologists who took part in drawing up recommendations for organizing experimental work in elementary schools.

Let us also note that communicative development is carried out within the holistic system of the individual in accordance with the lines of development: personal, intellectual, activity, which are inseparable from each other. Communicative development should be considered in the general context of the child’s socialization in terms of taking into account the features of generalization, the formation of concepts, communication with adults, peers, taking into account the features of the general situation of social development, etc.

Thus, having considered the components of the concepts “communication”, “communication”, “communicative process”, we can say that all these concepts are used when we are talking about the process of social interaction. Pedagogical communication is a form of social communication. Consequently, the formation of communication skills can be considered as a socio-pedagogical problem.

Kermen Mandzhieva
Communication skills in preschool children

Research Article

« Communication skills in children

preschool age»

Communication is the main condition for the development of a child, the most important factor in the formation of personality, one of the main types of human activity, aimed at knowing and evaluating oneself through other people.

Communication refers to the interaction of people, that is, their influence on each other and response to the corresponding influences. Communication also refers to the exchange of information between people when they interact with each other in the above understanding of the meaning of the term. From the first days of a child’s life, communication is one of the most important factors in his mental development.

According to the new requirements of the Federal State Educational Standard in Russian Federation one of the leading priorities is communicative direction of the educational process. This is significant, since the formation of a personality capable of organizing interpersonal interaction, solving communicative tasks ensures its successful adaptation in the modern sociocultural space.

IN preschool age four forms of communication between a child and a child sequentially replace each other adults:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational-personal.

Group kindergarten– the first social association children, in which they occupy different positions. At school age Various relationships are manifested - friendly and conflicting; children who experience difficulties in communication are identified here. WITH age-related attitude of preschoolers attitude towards peers changes, they are assessed not only by their business qualities, but also by their personal, and above all moral, qualities. This is due to the development of ideas children about moral standards, deepening and understanding the content of moral qualities. The child’s relationship with children is also largely determined by the nature of communication preschooler with the kindergarten teacher and the adults around him. The teacher’s style of communication with children, his values ​​are reflected in the relationship children among themselves, in the psychological microclimate of the group. Thus, the success of the evolution of his relationships with peers has an important impact on the development of the child. As a result, there is one system formation communicative function of the child, the development of his personality. It is known that communication is carried out using various communication means. An important role in this is played by the ability to outwardly express one’s inner emotions and correctly understand the emotional state of the interlocutor. In addition, only in relationships with peers and adults is it possible to prevent various deviations in the development of a child’s personality. This involves taking into account the child’s characteristic forms of behavior in various situations, knowledge of the difficulties that arise in interpersonal communication.

It is possible to reveal contradictions in the development of communication and prevent various difficulties in the formation of a child’s personality by timely identifying and taking into account the characteristics of his relationships with peers and adults. Therefore at the beginning school year I'm conducting an examination communicative spheres for each child according to the following parameters: formation of self-esteem, moral ideas, characteristics of the child’s relationship to himself and others, emotional-volitional relationships, behavior in conflict situations, personal behavior. The results of the examination serve as the basis for a conclusion about the child’s personal state and development communication skills. Survey communication sphere of children held at the beginning of the school year (October) and at the end of the school year (May). The data obtained during the initial examination make it possible to identify areas of corrective work on this aspect for a year. Individual work is a necessary moment of development communication skills in children, in this regard, based on the results of research for the year, the table “Directions of individual work on development communication abilities in preschoolers”, serving as the basis for choosing educational tasks of pedagogical work. Final examination communicative sphere allows you to trace the dynamics of development skills communication for each child, as well as draw conclusions about the effectiveness of educational work carried out during the school year in this area.

When carrying out educational work with children on the development skills communication, attention is focused on creating a favorable climate and using an integrated approach to diagnostic and pedagogical work. The purpose of the work is to form children skills active independent activity, social responsibility, the ability to feel, understand oneself and others…. Main goals work:

Learning self-understanding and ability "be at peace with yourself";

Fostering interest in people around you, developing a sense of understanding and empathy;

Development skills communication in various life situations;

Formation of skills and skills practical mastery of expressive movements (facial expressions, gestures) as means of human communication;

Formation skills self-control in the process of communication and self-assessment of one’s emotional state;

Output from children character traits, which are the basis for the development of positive partnership qualities;

Development creativity and the formation of ways of expressing them in the process communicative activities;

Development of activity, independence, organizational skills;

Correction of negative character traits and behavior.

Play is the main activity of a child; it has a multifaceted impact on his mental development. In the game, children master new skills and abilities, knowledge and abilities. The game teaches you the rules of human communication. Outside of play, the full moral and volitional development of a child cannot be achieved; outside of play, there is no personal development.

Therefore, as the main activities that form communication skills, are used following:

Observations;

Examination of drawings and photographs;

Free and thematic drawing;

Exercises of an imitative-executive nature;

Improvisation;

Modeling and analysis of given situations;

-games with rules: role-playing, verbal, musical, moving;

-creative games: role-playing games, dramatization games, director's games;

Writing stories;

Discussions;

Mini-competitions;

In educational work on development communication skills a variety of didactic, mobile, plot-role, Board games and exercises and materials, For example:

Pictograms

Pantomimic figures

"Snowflakes"

"Blots"

"Create the mood"

"Guess the Mood"

"Good bad"

“I love it - I don’t love it”

"Merry Mix"

"Flower - seven-flowered"

"Tree of Joy and Sorrow"

"Teases"

"Home photo album"

Emotion Cube

Doll "Bobo"

"Bring the Pebbles to Life"

“Tell a story using circles”

Games – dramatization using mask theater, tabletop and puppet theater

Playing out conflict situations and modeling ways out of them.

The effectiveness of ongoing development activities communication skills in preschoolers promotes the creation of an atmosphere of cooperation and partnership. Purposeful pedagogical techniques allow students to develop communicative, speech skills, communication culture, cognitive interests, creative activity, imagination, openness, friendliness.

Publications on the topic:

2.2. A system of correctional pedagogical work on the formation of speech communication in older preschoolers with mental retardation in the process of working with a fairy tale.

At preschool age, the foundation for the physical and mental health of children is laid. For quality work in physical education.

Communication games for middle-aged children Objectives: to develop the ability to observe basic norms and rules of behavior with adults and peers, to regulate one’s behavior, to form.

Self-education plan for a teacher-psychologist “Communicative games as a means of development of preschool children” Self-education plan for a teacher-psychologist

Interpreting the information received, as well as transmitting it correctly. These skills are very important in a society where you need to interact with many people every day. Some professions require you to pay more attention to them, since in some the main method of work is journalism, psychology, pedagogy, sociology, etc. However, professional needs are only a small part of the reasons why communication skills are so important. After all, any person needs to communicate for psychological satisfaction, social fulfillment, and simply in order to survive. Individuals who neglect their development are unsuccessful, and it is more difficult for them to realize themselves.

Communication Skills: Definition

There is a synonymous concept in psychology: This is a set of human skills that are adequate for a specific purpose and include:

• knowledge of restrictions and cultural norms in communication;
• knowledge of traditions and customs;
• mastery of etiquette;
• demonstration of good manners;
• skillful use of communication tools.

They are developed together with social experience person, as well as through additional study of psychology and other sciences. We receive some data in childhood along with upbringing, when the boundaries of decent behavior are explained to us, as well as through the assimilation of the concepts of “good” and “evil.” However, this is not enough, and to successfully establish a communication channel we need to meet certain parameters that the addressee expects from us, and they sometimes require additional effort. For example, a Japanese person who does not know the Russian language will not be able to fully communicate with Russian-speaking people until he masters their sign-semantic system of information transmission.

Communication skills: abilities

There are a number of abilities that together provide a person with communicative competence.

• The ability to make a socio-psychological forecast of a communication situation. Here a person tunes in to the upcoming conversation, assesses how it might be perceived by those to whom he addresses, and, accordingly, models several behavior patterns depending on their reaction.
• Programming the communication process. Here the person is already trying to move the conversation in the direction he needs, which depends on the purpose of the conversation and his personal preferences. done carefully so as not to injure the personality of the interlocutors, with a degree of spontaneity and diplomacy.
• Communication management. A striking manifestation of this skill can be seen every day on TV screens in various television programs, where the host conducts a dialogue with the guest. Often the presenter is eager to get answers to questions that his interlocutor does not want to talk about, but professionals in their field in most cases still place the guest in such a communicative situation that he cannot help but talk about it. Sometimes you can meet enough strong-willed and bright personalities as interlocutors whom the journalist cannot persuade to talk about a topic that is unpleasant to them.

Communication skills: rules

There are several rules that are universal for any type and conditions of communication.

• The message being communicated must be understandable, first of all, to the person who intends to voice it.
• Understanding. Interlocutors should always be prepared for mutual understanding and try to communicate their positions in the most understandable way.
• Specifics. The spoken phrases must be precise and not imply multiple meanings.
• Nonverbal signs. You should also pay great attention to your own facial expressions, gestures and intonation, which must correspond to the information being communicated.

Thus, by following these simple rules, communication skills will improve, and communication will become a way to remove psychological barriers between people.

Sociability, the ability to communicate with others is a necessary component of a person’s self-realization, his success in various types activities, the disposition of the people around him. The formation of this ability is one of the important conditions for the normal psychological development of a child, as well as one of the main tasks of preparing him for later life.

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DEVELOPMENT OF COMMUNICATION ABILITIES AND SKILLS

CHILDREN

Our lives are literally permeated with contacts with other people. The need for communication is one of the most important human needs. Communication is the main condition and the main way of human life. Only in communication and in relationships with other people can a person feel and understand himself, find his place in this world.

Recently, the term “communication” has become widespread, along with the term “communication”. Communication is a process of mutual exchange of information between communication partners. It includes: the transmission and reception of knowledge, ideas, opinions, feelings. A universal means of communication is speech, with the help of which information is transmitted and participants in joint activities influence each other. In the Russian language dictionary S.I. Ozhegov’s “communication” is interpreted as a message, communication. In the dictionary of synonyms, the concepts “communication” and “communication” are characterized as close synonyms, which allows us to consider these terms equivalent.

Modern pedagogical practice is based on psychological and pedagogical research that theoretically substantiates the essence and significance of the formation of communicative skills in the development of a preschool child. Numerous publications are based on the concept of activity developed by A.A. Leontyev, D.B. Elkonin, A.V. Zaporozhets and others. Based on it, M.I. Lisina, A.G. Ruzskaya consider communication as a communicative activity. A number of studies note that communication skills contribute to the mental development of a preschooler (A.V. Zaporozhets, M.I. Lisina, A.G. Ruzskaya) and influence the overall level of his activity (D.B. Elkonin).

The development of communication is a priority basis for ensuring the continuity of preschool and primary general education, a necessary condition for the success of educational activities and the most important direction of social and personal development.

M.A. Vinogradova, L.V. Iudin studied communication as an indicator of communicative behavior, as a necessary condition for the formation of communication skills.

Communication is the interaction of two or more people aimed at coordinating and uniting their efforts in order to establish relationships and achieve a common result.

A skill is an automated component of conscious activity that arises as a result of exercise, a strengthened method of action. Speaking about communication skills, we mean automated communicative components of speech activity, the formation of which is facilitated by the example of communication with peers, with teachers, parents, and the example of adults.

E. Kormiltseva and L.G. Solovyova believe that any communication skill involves, first of all, recognizing a situation, after which a menu pops up in your head with ways to react to this situation, and then selecting from the list the most suitable and convenient method for further use.

The timely formation of all communication skills is facilitated by communication and, of course, the example of elders. Communication requires at least two people, each of whom acts as a subject. Communication is not just an action, but interaction - it is carried out between participants, each of whom is equally a carrier of activity and assumes it in their partners.

In preschool pedagogy, the point of view of M.I. prevails. Lisina, T.A. Repina, A.G. Ruzskaya, based on which “communication” and “communicative activity” are considered as synonyms. They note that the development of communication between preschoolers and peers, adults, appears as a process of qualitative transformations in the structure of communicative activity. M.I. Lisina identified the following components in the structure of communication as a communicative activity:

1. The subject of communication is another person, a communication partner as a subject.

2. The need for communication consists in a person’s desire to know and evaluate other people, and through them and with their help - to self-knowledge and self-esteem.

3. Communicative motives are what communication is undertaken for. The motives of communication must be embodied in those qualities of the person himself and other people, for the sake of knowledge and evaluation of which a given individual interacts with someone around him.

4. Actions of communication - a unit of communicative activity, a holistic act addressed to another person and directed at him as his object. The two main categories of communication actions are proactive acts and reactive acts.

5. Objectives of communication - the goal towards which, in given specific conditions, various actions performed in the process of communication are aimed. The motives and objectives of communication may not coincide with each other.

6. Means of communication are operations through which communication actions are carried out.

7. Products of communication - formations of a material and spiritual nature, created as a result of communication.

Thus, communication is the act and process of establishing contacts between subjects of interaction, through the development of a common meaning of transmitted and perceived information. In a broader philosophical sense, communication is considered as “a social process associated with communication, either with the exchange of thoughts, information, ideas, and so on, or with the transfer of content from one consciousness to another through sign systems.”

A person’s ability to communicate is defined in psychological and pedagogical research as communicativeness (N.V. Klyueva, Yu.V. Kasatkina, L.A. Petrovskaya, P.V. Rastyannikov). In order to be communicative, a person must master certain communication skills.

Based on the concept of communication built by M.M. Alekseeva, we can identify a set of communication skills, the mastery of which contributes to the development and formation of a personality capable of productive communication:

1. interpersonal communication;

2. interpersonal interaction;

3. interpersonal perception.

The first type of skills includes the use of non-verbal means of communication, the transfer of rational and emotional information, etc. The second type of skill is the ability to provide feedback and interpret meaning in connection with change. environment. The third type is characterized by the ability to perceive the position of the interlocutor, to hear him, as well as improvisational skill, which includes the ability to preliminary preparation engage in communication and organize it.Possession of these skills in combination ensures communicative communication.

Possession of the listed skills, the ability to establish contact with other people and maintain it was defined as communicative competence by a number of researchers (Yu.M. Zhukov, L.A. Petrovsky, P.V. Rastyannikov, etc.).

When organizing the communicative process, taking into account the personal and age characteristics of preschool children plays an important role. This period is extremely favorable for mastering communication skills. The process of developing the first function of speech in children, mastering speech as a means of communication, goes through several stages during the first years of life:

1. The child does not yet understand the speech of the adults around him and does not know how to speak himself, but conditions gradually develop here that ensure the mastery of speech in the future - this is the preverbal stage.
2. there is a transition from the complete absence of speech to its appearance. The child begins to understand the simplest statements of adults and pronounces his first active words - this is the stage of speech emergence.
3. covers all subsequent time up to 7 years, when the child masters speech and uses it more and more perfectly and variedly to communicate with surrounding adults - this is the stage of development of verbal communication.

An analysis of the behavior of young children shows that nothing in their life and behavior makes it necessary for them to use speech, only the presence of an adult who constantly addresses children with verbal statements, demanding an adequate response to them, including speech (“What is this?” , “Answer”, “Name”, “Repeat”), forces the child to master speech. Consequently, only in communication with an adult does a child face a special kind of communicative task: to understand the adult’s speech addressed to him and to utter a verbal response.

That is why, when considering each of the three stages of the genesis of speech communication, Special attention is devoted to the study of the communicative factor as a decisive condition for the emergence and development of speech in children.

The communicative factor influences the development of speech in children in its interpersonal function at all three stages of development - in the preverbal period, at the moment of its emergence and in its further development. But this influence manifests itself differently and affects each stage. And this is due primarily to the fact that the communicative factor itself changes in children at different periods of preschool age.

The subject of communication as an activity is another person who is a partner in a joint activity. The specific subject of communication activity is each time those properties and qualities of the partner that manifest themselves during interaction. Reflected in the child’s consciousness, they gradually become products of communication. At the same time, the child gets to know himself. The idea of ​​oneself, of some of one’s qualities and properties revealed in interaction, is also included in the product of communication.

At preschool age, one of the child’s important “acquisitions” in his communicative development occurs - his circle of contacts expands. In addition to the world of adults, the preschooler “discovers” the world of his peers. He realizes that other children are “just like him.” This does not mean that he did not see or notice them before, but the perception of a peer acquires a special quality - awareness. What happens, as psychologists say, is identification with peers, this radically changes the attitude towards him. If in early childhood a child existed “next to”, “in parallel” with a peer, then in preschool age they find themselves in a common communicative space.

The result of interaction with peers is the emergence of special interpersonal relationships, the quality of which determines both the child’s social status in the children’s community and the level of his emotional comfort. Relationships between children are dynamic, they develop, and in older preschool age they become competitive, which is facilitated by the child’s awareness of socially significant norms and rules. In this way, the child’s communicative behavior gradually becomes more complex and enriched, and new forms are formed.

Thus, communication is characterized by a special need that is not reducible to other life needs of the child. It is defined through the product of activity as the desire for evaluation and self-esteem, for knowledge and self-knowledge.

At each stage of development, the need for communication is constituted as the need for such adult participation that is necessary and sufficient for the child to solve the main tasks for his age.

A child’s communication is not only the ability to make contact and carry on a conversation with an interlocutor, but also the ability to listen and hear carefully and actively, to use facial expressions and gestures to more expressively express one’s thoughts.

Communication skills training (communication)

Relevance of the training:

Communication has always been significant in a person’s life and his personal development. The problem of communication has traditionally been the focus of attention of domestic social psychologists due to its significance in all spheres of human life and social groups. A person without communication cannot live among people, develop and create.

In the structure of interpersonal communication, the main content of communication is distinguished, namely: the transfer of information, interaction, and people getting to know each other. The transmission of information is considered as a communicative aspect of communication; interaction as an interactive aspect of communication; people's understanding and knowledge of each other. Therefore, it is important to be able to communicate, to correctly convey your thoughts so that you can be understood.

Purpose of the training: development of communication skills.

Tasks:

practice persuasion skills

develop the ability to find arguments in favor of your position

develop the ability to approach people

emphasize the importance of intonation in the communication process.

development of non-verbal communication skills.

teach effective ways of communication.

Requirements for participants:

The training is designed for students.

Number of people: 10-16 people.

Hello! My name is... Today I will conduct a training for you that will be dedicated to communication.

Communication permeates our entire lives; it is a human need, like water and food. In conditions of complete loneliness, auditory and visual hallucinations begin on the sixth day. He communicates with these non-existent images.

Communication is the exchange of information using language or gestures. Communication is the communication interaction of people or social groups. In the process of communication, various types of information are exchanged between communication participants.

Let's get to know you, for this we will introduce ourselves to each other.

Exercise “This is my name” (20 minutes)

Target: Introducing training participants to each other.

In a circle, everyone takes turns saying their name. Then he says something about his name.

For example, he might try to answer the following questions:

Do I know who chose it for me?

Do I know what my name means?

Who else in the family had this name?

Reflection (5 minutes)

Was it easy for you to talk about your name?

If not, why?

We are surrounded by a lot of interesting things, and the whole world around us is moving and in a hurry. Our whole life moves: rest, work, family, friends, that is, our entire environment does not stand still. But don’t forget that everything moves around you, you can easily control all the events happening around you. The most important thing is proper communication and easy communication with people around you and the whole world; the art of communication is very important. Moreover, learn proper, relaxed and easy communication so that everyone understands you and remembers you for a long time, no matter who it is, friends or enemies, you need to find an approach to everyone, you need to communicate easily with everyone.

Renowned psychologist Dale Carnegie advises avoiding arguments like rattlesnakes. He believes that 90% of the participants in the dispute are convinced that they are right even more firmly than before. The argument is almost impossible to win. Because if you emerge victorious from a dispute, you lose a friend, a partner in the transaction. This is natural because a person feels uncomfortable after losing an argument.

Instead of arguing, you can convince your interlocutor and find arguments in favor of your position.

Exercise “Seven Heroes” (30 minutes)

Goal: to develop persuasion skills, the ability to find arguments in favor of one’s position, and presentation skills.

One participant will play the role of a princess. Who wants? Divide the rest into teams of 3-4 participants.

Let's, in order to practice our ability to persuade, remember and act out the fairy tale by A.S. Pushkin about the dead princess and seven heroes. In particular, the episode where the seven heroes with whom the princess lived persuade her to marry one of them and stay with them forever. In our fairy tale it will be the same, but the heroes, who have undergone a series of trainings and have the gift of persuasion, will be able to convince the princess better than the fairy tale ones to abandon the prince Elisha and stay in their house. Each mini-group will have to prepare the most tempting offers in order to persuade the princess to stay with them, to show her all the advantages of such an ending to the fairy tale.

You are given 5 minutes to prepare, after which one envoy from each group speaks, addressing the princess with his arguments.

Reflection (10 minutes)

After the performances, the princess talks about whether she wanted to stay with the heroes, what pros and cons she saw in everyone’s performances.

What emotions did you experience while doing this exercise?

"Breakfast with a Hero" (30 minutes)

Goal: to train the ability to persuade an interlocutor.

Required materials: paper, pencils.

Imagine the following situation: everyone present has the opportunity to have breakfast with anyone. It could be a celebrity of the present, or a historical figure of the past, or an ordinary person who made an impression on you at some point in his life. Everyone must decide for themselves who they would like to meet and why.

Write down your character's name on a piece of paper. Now divide into pairs, in pairs you need to decide which of the two heroes you will date. You have 2 minutes for discussion.

Now the couples are united into fours, who, in turn, need to choose only one hero. You also have 2 minutes for discussion.

Now the fours unite with each other and within 2 minutes choose one hero.

And now everyone gets together and decides who you will have breakfast with.

Reflection: (10 minutes)

Why did this particular hero remain?

Was it easy to give in and why did you give in?

Mood plays a role in conversation. Now we will find out what ways to lift our spirits and take one step at a time.

Exercise "Leopold" (25 minutes)

Goal: to develop persuasion skills, the ability to find an approach to people.

One “mouse” is selected from the group, all the rest become “cats”. Each “cat” receives a piece of paper with his name, one of them is called Leopold, and all the rest are called other cat names, for example, Vasily, Murka, etc. At the same time, a participant of any gender can become Leopold, and the coach emphasizes this to the group.

The coach reminds the group of the plot of the cartoon about Leopold. In this cartoon, the friendly and harmless cat Leopold tries to make friends with the mice, who constantly play tricks on him.

In this exercise, cats will also need to convince the mouse that they are harmless and can be dealt with. The trick is that out of all our cats, only one is named Leopold and it is he who wants to make friends with the mice. All other cats are dangerous predators who only pretend to be friendly. The task of each cat is to convince the mouse that he is the harmless Leopold. The mouse's task is to identify the real Leopold.

The cats are given 5 minutes to prepare, after which they perform, explaining to the “mice” why they are harmless. The “Mouse” evaluates the performances and says which of the cats she believed.

Reflection: (5 minutes)

Why do we trust one person but not another?

What can be done to make us more trusted?

Intonation plays an important role in communication. The same phrase or word can be said in different ways.

Exercise “Convey in one word” (20 minutes)

Purpose: to emphasize the importance of intonation in the communication process.

Equipment: cards the size of a business card with the names of emotions printed on them.

I will give you cards with the names of emotions written on them, and without showing them to other participants, you will say the word “Hello” with an intonation corresponding to the emotion written on your card. The rest guess what emotion the participant was trying to portray.

Now I will shuffle the cards and distribute them to you again. The same task, only now we read a short poem “they dropped the bear on the floor.”

List of emotions.

Astonishment.

Regret.

Disappointment.

Suspicion.

Cold indifference.

Calm.

Interest.

Confidence.

Desire to help.

Fatigue.

Excitement.

Enthusiasm.

Reflection: (5 minutes)

How easy was it to guess the emotion from the intonation?

In real life, how often in a telephone conversation do you understand from the first words what mood your interlocutor is in?

In addition to communicating with words, there is non-verbal communication.

Nonverbal communication is all signals, symbols, gestures, manners, timbre, facial expressions, that is, a non-verbal form of communication and mutual understanding.

Exercise “My communication problem” (20 minutes)

Goal: find out what problems exist in communication.

You write on separate sheets of paper in a short, concise form the answer to the question: “What is your main problem in communication?” The sheets are not signed. The sheets are rolled up and placed in a common pile. Then each participant randomly takes any piece of paper, reads it and tries to find a technique with which he could get out of this problem. The group listens to his proposal and evaluates whether the relevant problem is correctly understood and whether the proposed technique actually contributes to solving it.

Reflection: (5 minutes)

How did you feel while doing the exercise?

Speech plays the main role in communication. In the process of “speaking,” literally everything is important: how the interlocutor is addressed, what is said first and what then, whether the words correspond to the tone of the statements, etc. Even ancient philosophers noted that conducting a conversation is a real art. It is surprising that people, knowing about their inability to speak publicly and trying in every possible way to learn it, practically do not think about whether they manage to successfully communicate with the people around them - friends, colleagues, relatives, etc. Meanwhile, it often happens in life that we want to say one thing, but, without realizing it, we say something else or do not even find words to express some important thought or feeling.

The most important nonverbal component of the communication process is the ability to listen. When a person listens carefully to another person, literally everything about him - eyes, posture, facial expression - is directed towards the speaker, which, in turn, influences the interlocutor, helps him formulate his thoughts, open up, and be as sincere as possible. Absent-mindedness, indifference, and indifference can lead to the opposite result.

Listening exercises (25 minutes)

Goal: participants’ awareness of what in their behavior helps their partner to talk openly and in detail about their problems and condition and what can worsen their condition. Familiarization with listening techniques.

Group members sit in a circle.

Instructions: Now we will take a short walk along the seashore. Please sit down comfortably and slowly close your eyes. Pay attention to your breathing, feel it: the air passes through your nose, throat, enters your chest, fills your lungs. Feel how with every inhalation energy enters your body and with every exhalation unnecessary worries, worries, stress go away... Pay attention to your body, feel it - from your feet to the top of your head. You are sitting on a chair (in an armchair), hear some sounds, feel the breeze on your face. You may want to change your position, do so. Now imagine that you find yourself by the sea. You walk slowly along the shore. Look around carefully: what colors, sounds, smells surround you... Look at the sky, at the sea. Pay attention to your state: what emotions and feelings arise in you, how they change during the walk. You are in no hurry and can move on calmly. You might want to go into the water and swim or sit on the shore. Do it...

And now it’s time to return to this room, to our circle. Do this at a pace that is convenient for you: you can immediately open your eyes or sit still with them closed.

Now we will share our impressions with each other. To do this, we will create groups of 3-4 people. Try to have mostly those in the same group with you with whom you have not yet worked in a small group.

(After the groups have formed.)

Now everyone will take turns talking about their impressions, about the images, experiences, states that arose during our “walk”, and the rest will listen carefully to the narrator, without asking questions, without commenting or interpreting what they heard. Try to catch those moments when you stop listening. Spend approximately 3-4 minutes on each story.

Reflection: (5 minutes)

At what point did you stop listening?

Our training is coming to an end.

Exercise “Handshake” (1 minute)

Goal: Finish the training, lift your spirits.

“We all worked fruitfully today, and we all deserve gratitude. While I'm counting to five, you should have time to thank each other with a handshake."

Reflection at the end of the training: (15 minutes)

“So, let’s sum it up...”, “Let’s once again define what we discussed...”