Features of communication and their explicitness depend on the individuality of people, on the verbal and non-verbal communication tools used, the nature of communication interaction, membership in social formations, groups, on nationality, level of culture, religion, place of residence, upbringing, and a number of other factors and reasons.
Communication often means the communication interaction of individuals, which is carried out using specific speech instruments and nonverbal influence. Such interaction is aimed at modifying communication participants in their emotional, cognitive, motivational and behavioral areas.
Communicative interaction is understood as a special psychological phenomenon, the essence of which lies in the emergence in an individual of a mental new formation that accumulates the results of cognition of a certain object of reality, the unification of all emotional reactions and behavioral responses to this object.
Features of communication with peers
Children's intensive development of communicative interaction with peers is formed during the puberty period. Since in this period, adolescents are involved in the sphere of interests that are no longer quite childish, which encourages them to actively transform relationships with the surrounding society. They begin to make higher demands on themselves and adults, resist and protest when they are not treated as adults.
The puberty period is characterized by two systems of relationships that are different in importance for the development of the psyche. The first system represents interaction with adults, and the other with peers. Relationships with peers are often based on equality, while relationships with adults remain unequal. Since communication with peers begins to bring teenagers, in their opinion, more usefulness in satisfying their vital interests and needs. Therefore, this period is characterized by a gradual distance from school and family; adolescents begin to pay more attention to their peers.
The relationships of a child in puberty with peers, friends and classmates are much more complex, more varied and more meaningful than those of a child who is a primary school student. And communication with adults has ceased to solve all the pressing issues of adolescents; on the contrary, the intervention of parents is more likely to cause protest and resentment.
The peculiarities of adolescent communication lie in the extremely valuable communicative interaction with peers, which reduces the value of communication with adults.
At this age, the content of communication also changes. Teenagers are no longer so interested in issues related to learning and behavior; they are more interested in personal communication and the development of individuality.
Features of communication with children during puberty include the opportunity to develop skills and methods of interpersonal interaction and undergo a special school of social relations through relationships in conditions of age equality.
Communication among teenagers becomes overly attractive, so they can often forget about household responsibilities and lessons. Now the teenager trusts his problems and secrets not to his parents or significant adults, but to his peers. The peculiarities of adolescent communication in conditions of age equality lie in the fact that children strive to realize their own personal needs and determine their potential in communication. And for this they need personal freedom and responsibility. Therefore, adolescents often strongly defend personal freedom as a right to adulthood.
In the pubertal age period, adolescents are characterized by the appearance of two other types of relationships that were weakly or practically not expressed in the early period: companionship and friendship. In the older age period, boys and girls already exhibit three types of relationships, which differ in the degree of closeness, essence and functions.
Success among peers in adolescence is valued above all else. In teenage communities, depending on the degree of development and upbringing, unique codes of honor are spontaneously developed. Basically, the rules are adopted from adult relationships.
Leadership relationships are usually formed in teenage groups. The leader's attention is especially important and valuable for girls and boys who are not the center of attention of their peers.
Adolescents are distinguished by extreme adaptability (conformism) in their group, along with an orientation toward establishing and asserting themselves among their peers. The youth depends on the group, he strives for peers and therefore is ready to perform actions that the group pushes him to do.
Peculiarities of adolescent communication - transformation into an autonomous type of activity due to the transition to the next stage of adolescence. An older teenager cannot sit at home; he constantly strives to be with his peers, while showing a clear focus on group life. This is considered a specific feature of children in adolescence. This feature manifests itself in adolescents regardless of the level of formation of the need for communicative interaction or affiliative need.
Poor relationships with peers are perceived and experienced quite difficult by adolescents. Many children of this age perceive the breakdown of interpersonal relationships with peers as a personal drama.
In informal associations of teenagers, specific slang or argot (jargon) is formed. At the same time, their speech can either consist entirely of slang, or have several slang words and expressions in circulation.
In addition to slang speech, which unites children into groups, you should also pay attention to public poses and gestures, which can be aggressive, removing any distance, and sometimes downright cynical. Youthful nonverbal communications can cause protest from adults watching such behavior.
Sticking out your tongue is considered a fairly common gesture in many countries to tease, attract attention or provoke aggression.
Showing a fist is a gesture of threat or rage.
Twisting a finger at the temple indicates that the individual does not have enough brains to understand something.
Figa is a rude and aggressive gesture that means contemptuous refusal, mockery or ridicule.
For the age of adolescence, finding a friend is of great importance and value. Not only female peers express feelings through hugs, but teenage boys also tend to express friendship in this way.
The most important conditions for a friendly rapprochement among adolescents is the presence of similarities in their interests and activities. Often, sympathy for a peer and the desire to be friends with him becomes the reason for the birth of interest in activities, sports and other hobbies that a friend pays attention to. As a result, the teenager develops new interests.
Violation of relationships between adolescents and peers as a psychological and pedagogical problem
The problems of adolescence are increasingly attracting the attention of society, but they have acquired particular significance right now.
The level of education and material condition of people in our country has become significantly higher, thereby increasing the ability to satisfy the spiritual and material needs of the younger generation, but at the same time making it difficult to formulate their desires and aspirations.
Despite the large number of studies conducted in psychology, which reveal the specific features of adolescents’ relationships with peers, a search is underway for new effective means to solve problems of disrupted relationships between a teenager and his environment.
First of all, we need to clearly define the boundaries of adolescence. There are several theories. Thus, J. Piaget refers to adolescence as the age of 12–15 years. In the classification of D.B. Bromley this age is defined as 11–15 years. G. Grimm limits adolescence to the age of up to 15 years for girls and up to 16 years for boys, while D.B. Elkonin sets the boundaries of adolescence starting at the age of 10. [1]
The need for communication and relationships with peers in adolescents begins to intensify by the age of 13–14, that is, a reorientation toward peers occurs.
During adolescence, relationships with peers come first.
By relationship we mean an important figurative, intellectual and emotional similarity to each other, which reflects the internal state.
Since communication with peers largely satisfies the current needs and interests of a teenager, he moves away from school and family. There is also a change in the content of communication - the interests of a younger schoolchild were based on issues of learning and behavior, while a teenager puts issues of personal communication and the development of his own individuality in the first place.
Adolescence is an age of highly developed sociability. The level of development of the need for communication is different. For some, this is expressed in a painful experience of loneliness, the need for constant contact with their company or with someone, while for others, a preference to spend more time with themselves alone, take a break from constant communication, and have a small amount of contact with people. Many teenagers are in the middle of two extremes, that is, they combine a high need for emotional contacts and the need for solitude to understand their place in the world.
Psychologists who study adolescence have come to a general agreement about the importance of communication with peers for a teenager. It is relationships with peers that largely predetermine all aspects of a teenager’s behavior and activities.
J.–J. Rousseau was the first to pay attention to such a social phenomenon as adolescence. He described it as a “second birth”, when a person is “born into life” himself, emphasizing an important feature of this period - the growth of self-awareness [1].
From the point of view of L.S. Vygotsky, adolescence is characterized by periods of instability and variability, which under unfavorable conditions tends to shorten somewhat, leaving a “barely noticeable stripe” between the end of puberty and the onset of final maturity [2].
In adolescence, new personality qualities appear, such as conscious regulation of one’s actions, the ability to listen to the feelings of others, and take into account the interests of people around. These new formations did not appear by themselves; they are the result of the child’s personal experience, which he received as a result of active participation in various forms of social activities.
An important aspect of the development of a teenager’s personality is his high social activity, aimed at assimilating certain values, building favorable relationships with peers, as well as with himself.
According to S.A. Levashova, during adolescence, the formation of moral values, life prospects, as well as awareness of oneself and one’s capabilities occurs, the desire to grow up appears, the desire to communicate with peers intensifies - personal meanings of life are formed [3].
The theories of D. G. Mead and J. Piaget equally highlight the need for adolescents to have relationships with their peers. Piaget notes that relationships with peers are more democratic than with parents [4].
According to L.I. Bozhovich, if at primary school age the reason for bringing children together is joint activities, then for adolescents it is different; the attractiveness of activities is determined by the opportunity to communicate with peers [5].
In the process of building relationships with peers, a teenager develops skills such as mutual understanding, interaction and mutual influence.
In the mental development of a teenager, not only the nature of his leading activity is important, but also the nature of the system of relationships with people around him that he himself enters throughout his development.
An important channel for gaining knowledge is the communication of adolescents with peers; this helps them obtain information that, for one reason or another, adults do not provide.
For a teenager, a group of peers becomes a so-called school of life experience, which cannot be replaced by a family or an educational institution. Relationships with peers provide the experience of “horizontal communication,” that is, communication as equals.
Separate groups of peers during adolescence become more stable, and relationships between comrades are subject to stricter rules. What makes the atmosphere in such groups more attractive is that teenagers are on an equal footing with their peers, they can discuss any topic and are not afraid of being ridiculed, unlike in adult society.
The opinion of peers about him is of great importance for a teenager. The fact that a teenager belongs to a certain group gives him self-confidence. A teenager’s behavior is greatly influenced by his position in the team.
A teenager's relationships with peers are more complex and meaningful than those of a younger schoolchild. It is during adolescence that communication with family takes a back seat and the main socialized role for a teenager is played by relationships with peers [6].
Adolescents' focus on communicating with peers is often characterized by the fear of being rejected. The place that a teenager occupies in a team is determined by the attitude of peers, and the emotional well-being of the teenager’s personality largely depends on this. [7]
Gradually, the need for communication expands; the teenager has to seek emotional contact not only with adults, but also with peers. The need is also increasing in content. When a child enters a peer group, his individual development is exclusively considered in relation to other members of the group.
It is important to note that in a group a teenager can compare himself with others, as well as gain recognition and respect from peers, not always through socially positive actions. But in communication with friends one can also notice a positive trend, for example, a teenager acquires the ability to analyze his successes or failures.
A characteristic feature of a teenager is the desire to gain the authority of his peers, which influences the emergence of a strong need to fulfill their demands. Hence, the main feature of mental development are the demands made by the team and public opinion.
Compared to the assessments of teachers and adults, assessments from peers are more important for adolescents. The teenager is highly influenced by the group; he is afraid of losing popularity among his comrades. It is important to note that a teenager’s position in a group is determined by the varying degrees of his emotional well-being and his moral qualities determine his place in the system of relationships with peers.
In the process of relationships, a teenager masters his personal rights to independence and respect, and recognizes himself as an individual. But in order to gain respect from his comrades, he needs to have certain characteristics. And then the teenager begins to ask himself a series of questions: “What kind of person am I?”, “What is good and what is bad about me?” This is where the process of self-discovery begins. As you know, a teenager’s self-esteem is made up of certain actions. Often, many teenagers have inflated self-esteem, and the level of aspirations is higher than their real capabilities.
It is important that self-esteem is formed in the process of communicating with people around you, and above all with peers. Peer orientation is associated with the desire to be accepted and recognized in a team, as well as with the perception of a peer as a model. In this case, it is worth taking seriously the model chosen by the teenager.
It is necessary to pay attention to the fact that the need to communicate with peers accentuates the problems of confident behavior. Today's teenagers often get lost in situations of a provocative, threatening or offensive nature, choosing submission or retaliatory aggression. There are also situations in which a non-constructive style of behavior predominates in adolescents, that is, situations when the teenager himself needs help.
According to E.V. Zubarenko, teenagers whose relationships with peers are not developing the way they would like, try to change, most often not for the better. Some deliberately violate discipline and requirements. Others, for the sake of approval, try to entertain their peers by “working for the viewer.” Basically, “clowns” do not deserve the respect of their comrades, they do not achieve positions, they only become noticeable. Most often, peers drive such comrades away from them. There is another type - braggarts. There is a general opinion about them in the class: “talker”. Such adolescents, as a rule, have frequent disturbances in relationships with peers. [7]
In the absence of favorable connections, the personality is formed negatively. Unsuccessful building of relationships with peers often leads to strong feelings on the part of the teenager.
Also, unfavorable development of relationships leads to the appearance of internal discomfort, which cannot be compensated by any high indicators in other areas of life.
The psychological development of a teenager is greatly influenced by public opinion. Often he imitates his authoritative peer; the teenager copies from him a style of behavior that is most often undesirable by human standards (smoking, jargon).
The system of relationships with the social environment determines the direction of a teenager’s psychological development. The peculiarity of development is that the teenager is included in a new system of relationships and communication with peers, occupying a new place among them and performing new functions.
Studying the characteristics of relationships is not an easy task. It is especially difficult to solve in teenage groups. In this article, we tried to solve an important problem - identifying violations in the relationships of adolescents with peers, in the context of a psychological and pedagogical problem, which affect the level of self-esteem of a teenager, as well as the formation of a student’s level of aspirations.
Features of communication with adults
The development of the psyche of children begins with communicative interaction. A person deprived of communication from birth will never be a civilized person, a morally and culturally developed member of society. Such an individual will only resemble a person in external anatomical and physiological characteristics.
Children develop in the process of communication and acquire stable mental formations and behavioral qualities. After all, children at the age of preschoolers cannot yet find answers in books on their own, so communication with their parents plays a decisive role for them. It is parents who open up to their children a world full of interesting things, various emotions, and entertaining activities. Thanks to communication with adults, children begin to understand the world around them and themselves in it. Until parents explain to their kids that it is winter outside, that in winter the ground is covered with snow, and the snow is white, they will never know.
A child's personality and its interests, self-understanding, consciousness and self-awareness arise only in the presence of interaction with adults. Family for newborns is the first stage of communicative interaction. It is as a result of family upbringing that the foundations and communication skills are laid, which the child will develop and develop in the future.
The psychological characteristics of communication in preschool age with significant adults acquire an extra-situational character. As a result of speech development, the potential for communicative interaction with others significantly expands. The baby can already interact not only in relation to perceived objects and phenomena, but also in relation to imaginary, conceivable objects that are absent in a certain communication situation. This means that communication goes beyond the boundaries of the perceived situation, i.e. is of an extra-situational nature.
There are two non-situational types of communication between children and adults: cognitive (cognitive) and personal. At the age of up to 5 years, children develop an extra-situational-cognitive type, which is characterized by cognitive motivation of the individual and the need for respect from adults. Growing up, children acquire an extra-situational and personal type of communication, which is distinguished by the need for mutual understanding, empathy and personal motivation for communication. The main tool for non-situational forms of communication is speech.
Extra-situational and personal communicative interaction between children and adults is of great importance for the formation of a child’s personality. In the process of such interaction, children consciously master norms, canons and rules of behavior. This leads to the formation of moral and ethical consciousness. Through personal interaction, children learn to look at themselves from the outside, and this is considered the most important condition for the formation of self-awareness and self-control. In personal interaction, the child learns to distinguish between the various roles of adults (for example, a teacher or a doctor) and, in accordance with his ideas, to build relationships with them in different ways.
During the puberty period, skills of communication interaction with significant adults and teachers continue to be developed, but under the influence of the dominant sense of adulthood.
One of the most important features of adolescence is the change of significant individuals and the transformation of relationships with elders. Comparing themselves with adults, teenagers come to the conclusion that there are no differences between them and adults. Therefore, they begin to demand from their parents and other adults not to treat them like little ones.
A teenager's sense of adulthood is manifested in his attitude towards himself. At the age of adolescence, they begin to consider themselves adults, which leaves an imprint on their communication with peers and adults. Teenagers begin to claim equality in their relationships with adults and easily enter into conflicts in order to defend their independence and adult position. Adulthood in adolescents is manifested in a desire for independence, a desire to delimit certain aspects of their own life from outside interference, especially from parents.
The psychological characteristics of adolescents’ communication with adults are directly proportional to the central new formation of this age – a sense of maturity.
Relationships between teenagers and parents are unequal. Most parents are accustomed to controlling their children from birth, so they experience the weakening of control and their power quite painfully. Due to increased, sometimes even intrusive, parental control over a teenager’s studies, behavior, choice of friends, etc. Difficulties arise in communication between children and parents.
Lack of trust in communication between teenagers and their parents or other significant adults is considered one of the most important causes of anxiety.
Features and difficulties of communication in early adolescence
Features and difficulties of communication in early adolescence
Author: social teacher MAOU "Secondary School No. 30"
Many teachers and psychologists have studied the problems of adolescence (, , etc.). (Early adolescence (10-12 years) is a period of rapid growth, intensive formation of moral concepts, development of self-awareness, the formation of self-esteem, a sense of camaraderie, and the emergence of a need for friendly communication.
The special position of adolescence in the cycle of child development, as noted, is reflected in its other names - transitional, difficult, critical. They record the complexity and importance of the development processes occurring at this age associated with the transition from one era of life to another, namely the transition from childhood to adulthood constitutes the main content and specific difference between all aspects of development during this period - physical, mental, moral, social .
Many scientists (, , etc.) believe that during this period the formation of qualitatively new formations occurs, elements of adulthood appear as a result of the restructuring of the body, self-awareness, type of relationships with adults and friends, methods of social interaction with them, interests, cognitive and educational activities .
The uniqueness of the feeling of adulthood is that the teenager rejects his belonging to children, but he does not yet have a feeling of genuine, full-fledged adulthood, although there is a desire for it and the need for recognition of his adulthood by others.
According to the opinion, the first factor in the development of a teenager’s personality is his own great social activity, aimed at assimilating certain patterns and values, at building good relationships with adults and friends, at himself (designing his personality, trying to realize his intentions, goals, tasks). And the specificity of social activity lies in greater sensitivity to the assimilation of norms, values and modes of behavior that exist in the world of adults and in their relationships.
adheres to the point of view that the importance of adolescence is determined by the fact that it lays the foundations and outlines the general direction in the formation of moral and social attitudes of the individual. The difficulties of this period lie, firstly, in the numerous qualitative changes occurring in the body at this time; and secondly, the changes that are taking place are accompanied, on the one hand, by the manifestation of significant subjective difficulties of various kinds in the teenager himself, and on the other hand, by difficulties in his upbringing: the teenager does not succumb to the influence of adults, he develops various forms of disobedience, resistance and protest (stubbornness , rudeness, isolation, etc.).
Thus, the comparison of a teenager with adults is manifested in the desire to resemble them in appearance, to join some aspects of their life and activities, to acquire their qualities, skills, rights and privileges, and, first of all, those in which the differences between adults and their advantages are most clearly manifested compared to children.
Since communication at this stage of development is the leading activity in children, it seems interesting to consider the features of the communicative activity of adolescents.
At each stage of human life, dominant areas can be identified, that is, those in which a person of a certain age has the need and opportunity to realize his activity. For a schoolchild, such areas are knowledge, subject-related practical activities, games, communication, and sports.
Communication between schoolchildren is an exchange of spiritual values, which occurs in the form of a dialogue between the student both with “other selves” and in the process of interaction with people around him.
According to the opinion, communication has a great influence on the perception of information and its assimilation by the student. This is due to the fact that the immediate circle of communication influences the selectivity of perception and assimilation of information by the student. The social circle is understood as a set of people who constantly meet and maintain constant personal contacts, who have neither a clear principle of isolation nor a crystallized internal organization.
The social circle has a certain structure - a set of communities in which the student has contacts with people included in his social circle. It includes family; kinship and neighborhood groups; groups of which the student is a member; dyads, friendly and friendly groups consisting of persons of the same sex and with a mixed gender composition, of peers and children older or younger in age. The structure of a person’s social circle in terms of its quantitative and qualitative indicators depends on the age and gender characteristics of the student.
In adolescence, according to most scientists (, , etc.), children develop two systems of relationships that are different in their significance for psychological development: one with adults, the other with peers. believes that while fulfilling the same general socializing role, these two systems of relationships often conflict with each other in content and in the norms that regulate them, since relationships with peers are built as equal partners and are governed by norms of equality, while relationships with parents and teachers remain unequal. Because communication with friends begins to better satisfy the teenager’s interests and needs, he moves away from school and family and begins to spend more time with peers.
In communicating with peers, a student can show his interests and, meeting understanding from his comrades, strengthen his inclinations. notes that by enriching each other with various information, peers can give impetus to one of them becoming interested in an area that had not previously attracted his attention. But at the same time, communication with peers can destroy, extinguish, disfigure the interests and inclinations that children already have.
Separate peer groups in adolescence become more stable, and relationships between children begin to obey stricter rules. The similarity of interests and problems that concern teenagers, the opportunity to discuss them openly without fear of being ridiculed and being on equal terms with friends - all this, in the opinion of , makes the atmosphere in such groups more attractive for children than the society of adults.
According to , along with direct interest in each other, adolescents develop two other types of relationships, weakly or almost not represented in the early periods of their development: companionship and friendship. In older adolescence, children already have three different types of relationships, differing from each other in the degree of closeness, content and the functions they perform in life: external business contacts serve to satisfy momentary interests and needs that do not deeply affect the individual; communication at the level of friendly relations promotes the mutual exchange of knowledge, skills and abilities; Established friendships make it possible to resolve some issues of an emotional and personal nature.
With the transition to adolescence, communication turns into an independent activity, which, as he says, takes up quite a lot of time and plays an important role in life. Moreover, the importance of communication with peers for a teenager, as a rule, is no less than all his other activities: he does not sit at home, he strives to be with friends, showing a clear desire to live a group life. At the same time, dysfunctional personal relationships with friends are perceived and experienced very difficult by adolescents.
As a rule, leadership relationships are established in groups of teenagers, and attention from the leader is very valuable for a teenager who is not the center of attention from peers. He always especially values personal friendship with the leader and, at all costs, strives to win it. Close friends become no less interesting for teenagers, for whom they themselves can act as equal partners or leaders. Moreover, similarity in interests and activities is the most important factor in the friendship between teenagers. So, sometimes sympathy for a friend, the desire to be friends with him are the reasons for the emergence of interest in the business that the friend is engaged in. As a result, the teenager may develop new cognitive interests. A friend becomes a role model for a teenager, he has a desire to become the same, to acquire the same personal qualities, knowledge, and skills. Friendship activates communication among teenagers; they spend a lot of time talking. They discuss events in the life of their class, personal relationships, the actions of peers and adults; the content of their conversations contains many personal secrets.
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Later, towards the end of adolescence, the need for a close friend appears, and special moral requirements for friendly relationships arise: mutual understanding, responsiveness and sensitivity, the ability to keep a secret.
By the end of this age, adolescents also develop an interest in a friend of the opposite sex, a desire to like them and, as a rule, there is increased attention to their appearance, clothing, and behavior. At first, interest in a person of the opposite sex often takes on an unusual external expression characteristic of adolescents.
Analysis of real communication between schoolchildren allows us to identify two goals of their communication and, in accordance with them, determine two main types of communication among students.
When communication is aimed only at satisfying the need for communication, then this is interpersonal communication.
Interpersonal (free) communication can be considered that which develops among schoolchildren in the process of their interaction with people around them outside of activities. Free communication presupposes the ability for its participants to enter into it and interrupt it at will. The purpose of such communication is to create or maintain emotionally satisfying relationships for schoolchildren with others.
Depending on the degree of personal significance of certain contacts and the emotional involvement of partners in them, acquaintance, friendship, and friendship are distinguished.
If communication occurs in any areas of schoolchildren’s life and is aimed at serving them, then this is role-playing communication.
Role-based communication is carried out in the process of various activities, cognition, sports, games organized by adults.
Depending on the nature of the relationship of the participants in the activity to its goal and to each other, partnership
or
comradely communication
. Friendly communication presupposes mutual assistance, goodwill and interest of participants in achieving a common goal.
In various school groups - in the classroom, in a circle - students become active participants in social relations.
A. Kossokowski notes that it is necessary to prevent the isolation of any group, because then schoolchildren have difficulties communicating with children from other school associations (clubs, classes). They begin to perceive their schoolmates only as rivals in studies and other activities. Unnoticed in time, the narrowness of interests, their group orientation can even lead to hostile actions by students of one class towards students from another.
Involving a teenager in a circle of interests that are no longer childish encourages him to proactively rebuild relationships with people around him. He himself begins to make increased demands on himself and on adults, resists and tests against being treated like a little one. The teenager demands expansion of his rights in accordance with his responsibilities emphasized by adults. As a reaction to misunderstanding on the part of an adult, a teenager often experiences different types of protest: disobedience, disobedience, which in an extremely pronounced form manifest themselves in open disobedience and negativism. So, a serious external and internal conflict may arise, otherwise - a crisis of adolescence. Both the teenager and the adult are equally involved in this conflict.
Social attitudes of schoolchildren are realized in different ways, depending on the characterological characteristics of each and on the extent to which the student has communicative skills. The term “skill” denotes possession of a complex system of mental and practical actions necessary for the expedient regulation of activity by the subject’s existing knowledge and skills.
Communication skills are formed in a student in his communication with others and in the process of life. The success and intensity of their formation depend on the extent to which communication skills are realized, the extent to which the student consciously contributes to their development, and whether in the process of forming these skills there is a moment of targeted development on the part of the teacher.
If a teenager’s communication with others is not entirely successful, then this is reflected in his self-knowledge: it is delayed, its results are distorted. All this negatively affects the entire process of personality formation as a whole, its interaction with others and with the world, since self-knowledge serves as a certain protection against impulsive behavior.
The above-mentioned features of communicative activity can often lead to disagreement, that is, adolescents may experience various difficulties in communicating with peers.
Features of communication between preschool children
In the preschool period, the child’s world no longer lies only in the family. Now, significant people for him are not only his parents, grandparents, older brothers or sisters, but also other children of approximately the same age. As children grow older, relationships and conflicts with peers will become increasingly important to them. Preschoolers are friends with each other and get into quarrels, make up and get offended again, sometimes even get jealous and do little “dirty tricks”, help each other. All emotions associated with communication and interaction with peers are acutely experienced by preschoolers.
The experience of first relationships with peers is considered the basis on which the further formation of the child’s personality is based. The child’s sense of calm, satisfaction, and his assimilation of the norms of relationships with other children depend on the style of communication and on his place among his peers. The first such experience largely determines the individual’s attitude towards himself, towards others, and towards the universe as a whole. This experience does not necessarily have to be positive. Many preschoolers at this age may develop and further consolidate a negative attitude towards society, which will have quite sad consequences in the future. In the communication interaction of preschoolers, relationships are formed relatively quickly, characterized by the appearance of preferred and rejected peers.
The most important task of parents is the timely identification of problems in interpersonal interaction and assistance in overcoming them, which should be based on an understanding of the psychological motives underlying problematic situations in children's interpersonal communication. After all, it is internal motives that cause constant conflict between the child and his peers, lead him to objective or subjective isolation, and force the child to feel lonely, which is one of the most serious and destructive experiences of the individual.
Communication with peers is considered a school of social relations. As children grow up, by the age of seven, their attitude towards peers of the same age again changes significantly. At this age, they are capable of extra-situational communication, which is in no way related to the situation that is happening now. Kids can share with each other what they have seen and where they have been, talk about their plans or preferences, and evaluate the qualities, character traits and actions of other children. At preschool age, children can already talk for a long time without performing any practical actions. By the age of six, the child’s friendliness and emotional involvement in the experiences of peers or in joint activities increases significantly. Preschoolers can often be caught closely observing the actions of their peers.
The peculiarities of communication between preschool children are characterized by the fact that children no longer just talk about themselves, but also ask questions to their peers. At this age, they become interested in what their friend is going to do, what he likes and what he doesn’t, where he has been and what he has seen. Such naive questions reflect the emergence of an altruistic personal attitude towards other individuals. By the age of six, many children develop a desire to help their peers, to give something or give in to them.
Problems in child communication with peers
The problem of communication between preschoolers has always been relevant in the research of foreign and domestic figures in pedagogy and psychology.
And this is not without reason, since communication with each other in preschool age is a completely natural phenomenon. Children love to share their experiences during different activities. Children's games together do not take place without communication, which is the leading need of children. Without communication with peers, a child can experience certain mental disorders.
And, conversely, full communication is an indicator of the harmonious development of a preschooler’s personality.
A child’s communication should not be limited only to relationships within the family. Preschoolers should have contact with peers, teachers, and other adults.
A kindergarten group is practically a stage on which interpersonal relationships unfold between children—its actors. Not everything goes smoothly in children's interpersonal interactions. There are quarrels and peace. Temporary truces, grievances and petty dirty tricks.
In all positive relationships, preschoolers form and develop positive personality traits.
During negative moments of communication, a preschooler receives a charge of negative emotions, which is fraught with sad consequences in his personal development.
What are the problematic forms of relationships with peers?
Forms of communication that are problematic include increased child aggression, excessive touchiness, shyness, and other communication problems.
Let us briefly consider the factors of improper communication between preschool children and their peers.
Aggressive children
If a child is aggressive, it is unlikely that his peers will become friends with him. Most likely, children will avoid such a child. Such children are objects of increased attention from parents and teachers.
Most preschoolers exhibit aggression to one degree or another. And it’s normal when a child reacts with some degree of aggression to unfair actions from the outside. However, this form of aggressive behavior does not in any way affect the general condition of the baby and always gives way to peaceful forms of communication.
But there are children whose aggressive manifestations are a stable side of their personality; they persist and even develop into the qualitative characteristics of preschoolers. This harms the normal communication of children.
Let's turn to another problem of children's communication.
Touchy kids
Although touchy children do not cause much harm to others, it is also very difficult to communicate with them. Any wrong glance in the direction of such preschoolers, an accidentally dropped word, and you already lose all contact with such a child.
Grievances can be very long-lasting. It is not easy for a touchy child to overcome this feeling, and he can withdraw into himself for a long time.
This feeling has a destructive effect on any friendly relationship. Resentment leads to painful experiences for children. They originate in preschool age. Younger children are not yet familiar with this feeling.
During the period of preschool childhood, when a child’s self-esteem is formed, resentment arises suddenly and takes root deeply in the child’s consciousness.
Unlike an aggressive child, a touchy child does not fight or show physical aggression. But the behavior of a touchy preschooler is demonstratively suffering. And it is not conducive to friendly communication.
Often, an offended preschooler deliberately attracts the attention of others by deliberately refusing to communicate with anyone who approaches him.
And another problematic category of children in terms of communication.
Shy kids
Communicating with shy children brings little pleasure. They generally refuse to communicate with unfamiliar children and adults. Getting to know them is a problem of the highest level.
Unfortunately, the beginnings of shyness can be observed in most preschool children. And if in 60% of preschoolers shyness disappears as soon as the child is offered something interesting, then it is very difficult to get others to talk.
Not everyone and not always succeeds in talking to a shy preschooler. When a stranger approaches, be it an adult or a child, a shy child feels emotional discomfort and becomes timid. In his behavior one can detect notes of anxiety, and even fear.
Shy preschoolers, as a rule, have low self-esteem, which prevents them from entering into relationships with peers. They feel like they will do something differently than what is required of them. And therefore they refuse to take steps towards the group of children at all.
They remain aloof from common affairs and any joint activities, watching the games of other children from the sidelines.
I would like to note another type of children who have communication problems.
Demonstrative children
Such children, as a rule, compare themselves with other children and demonstrate their successes to everyone around them. They are arrogant and proud, even as children.
Demonstrativeness gradually turns into a stable quality of the child’s personality and brings him a lot of negative experiences. On the one hand, the child gets upset if he is perceived differently than he presents himself to be. On the other hand, he does not want to be like everyone else.
At times, a demonstrative child is able to perform a positive action. But this is not at all for the sake of someone else, but only in order to once again show oneself, demonstrate one’s kindness.
Communication with a demonstrative child becomes very difficult in preschool age. Demonstrative children love to attract undue attention to themselves; they often bring beautiful toys to kindergarten to show off to other children.
Interestingly, demonstrative children are active in the communication process. But this communication on their part is devoid of interest in the other.
They talk exclusively about themselves. If they fail to assert themselves in the eyes of their peers, and especially adults, then such children begin to show aggression, make scandals, and quarrel with everyone.
And although other children don’t particularly want to communicate with them, they themselves really need to be surrounded. Because they need someone to listen to them in order to demonstrate themselves to society.
Features of nonverbal communication
The peculiarities of communication between people without words are the use of gestures, postures, facial expressions, etc. instead of the language system. Such communication is considered the most capacious and reliable.
When communicating, a person listens not only to verbal information, but also looks into the eyes of the interlocutor, perceives his timbre of voice, rate of speech, intonation, facial expressions and gestures. Words can convey logical information, and non-verbal communication tools can complement this information and fill it with emotions.
Features of nonverbal communication are communication without words, which quite often occurs unconsciously. Non-verbal communicative interaction can complement and strengthen verbal communication or, conversely, contradict and weaken it.
Nonverbal communication is considered an older and more fundamental form of communication. The ancestors of Homo sapiens interacted with each other through gestures and facial expressions, breathing rate, body position, gaze, etc.
Nonverbal language can be universal (for example, babies laugh the same way) and vary depending on culture and nationality. Traditionally, nonverbal communication occurs spontaneously.
Words can perfectly convey the logical component of information, but verbal tools convey the emotional content of speech much better.
The peculiarities of human communication using non-verbal means are that such communication is quite difficult to control and manage, even by professional actors. Therefore, nonverbal communication is much more reliable, informative and reliable than verbal communication.
A person can learn to control some of the characteristic features of nonverbal communication. However, he will never be able to learn to control absolutely all characteristics. After all, an individual can simultaneously hold no more than 7 factors in his head. Therefore, the main feature of nonverbal communicative interaction is considered to be that it is spontaneous and unintentional. Nature gave tools for non-verbal interaction to humans. All gestures, facial expressions, body positions, etc. were developed in the process of evolution and natural selection over many millennia in order to come to this day as they are.
Mastering the language of nonverbal communication allows you to obtain a more effective and economical way of transmitting information.
Many gestures may not be recorded by the human consciousness, but will still fully convey the mood, emotions and thoughts of the interlocutor.
Features of pedagogical communication
The peculiarities of professional communication between teachers lie in the fact that without communicative interaction it will be impossible to achieve goals aimed at training and education. Pedagogical communications refers to the specific interpersonal interaction that occurs between a teacher and a student, which determines the study and assimilation of knowledge, the formation of the students’ personality in the educational process.
Often, pedagogical communication is defined in psychological science as the interaction of subjects of the pedagogical process, which is carried out through symbolic tools and is aimed at significant transformations of the properties, behavior, states, qualities, personal and semantic formations of partners. Communication is an inseparable element of pedagogical activity.
Pedagogical communication is the main form of implementation of the pedagogical process. The productivity of pedagogical communication is determined mainly by the objectives and values of interaction. Such goals and objectives must be accepted by absolutely all participants in the pedagogical process as requirements for their individual behavior.
The main goal of pedagogical communications is both the transmission of social and professional knowledge, skills, and experience from the teacher to students, and the exchange of personal meanings that are closely related to the subjects, objects, phenomena and life being studied. The peculiarities of pedagogical professional communication are that in the process of communication the emergence of individually new traits, properties and qualities of the individual, both students and teachers themselves, occurs.
The following types of functions of pedagogical communications are distinguished: informational, contact, incentive, emotive. The information function is to transmit information, to teach. Contact – in establishing contact in order to acquire mutually directed readiness to receive and transmit information and maintain feedback in the form of stable mutual orientation. Incentive - in stimulating the student’s activity and in giving direction to his activity to perform educational actions. Emotive – in inducing the necessary emotional moods in the student (exchange of emotions), as well as transforming personal experiences with its help.
The highest value of pedagogical communication is the individuality of the teacher and the student. Pedagogical communicative interaction should be focused not only on the honor and dignity of the individual, as the most important component of communication, but also on honesty, openness, unselfishness, frankness, trust, mercy, reliability, gratitude, care, and faithfulness to the word.
