scholarly journals THE IMPORTANCE OF DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN

2020 ◽  
Vol 68 (4) ◽  
pp. 199-206
Author(s):  
S.Zh. Yerkebayeva ◽  
◽  
A.E. Zhumabayeva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Social Adaptation ◽  
Interpersonal Interaction ◽  
Communicative Skills ◽  
The Social ◽  
Individual Concepts ◽  
Game Activity ◽  
Communicative Abilities ◽  
Joint Game

The article describes the problem of forming communication skills of preschool children. In the context of updating the content of education, the problem of forming communication skills is an urgent socio-pedagogical problem, which means that the positive solution of the level of education of children, the effectiveness of interpersonal interaction with teachers and peers and, in general, the social adaptation of children depends on social teachers. The analysis of key theoretical ideas and personal concepts in the formation of communicative skills of preschool children in relation to each other was carried out. The article considers the socio-historical concept of individual concepts" communication"," communication skills", the grouping of components of communication as activities, the analysis of components of communication activities, communication skills, and communicative abilities. The authors note that during the formation of communication skills, children of age have a need for situational business communication with peers. Joint game activity exists as the content of communication, there is a need for respect and respect from peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. At the same time, the components of communication were grouped as communicative activities, and the actions in which the action of communicative skills is carried out, and the components of communicative abilities were considered.

scholarly journals THEORETICAL ASPECTS OF THE DEVELOPMENT OF COMMUNICATION SKILLS IN OLDER PRESCHOOL CHILDREN

2020 ◽  
Vol 65 (1) ◽  
pp. 367-373
Author(s):  
S.J. Erkebaeva ◽  
◽  
G. Shirinbayeva ◽  
A. Inayatova ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Retrospective Analysis ◽  
Communication Skills ◽  
Social Adaptation ◽  
Interpersonal Interaction ◽  
Children’S Learning ◽  
Communicative Development ◽  
The Social ◽  
Children's Learning

This article is devoted to the theoretical aspects of the development of communication skills of preschool children. In modern conditions of updating the content of education, the problem of developing communication skills reaches the level of an actual socio-pedagogical problem, since its solution largely depends on the success of children's learning; the effectiveness of interpersonal interaction with teachers and peers, and in General - the social adaptation of children. The article discusses the main concepts related to children's communicative development, components of communication skills, and a retrospective analysis of the formation and development of the concept of "communication", "communication", and "communication skills"

scholarly journals SOCIAL ADAPTATION OF PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS FOR INCLUSIVE LEARNING

2020 ◽  
pp. 141-150
Author(s):  
Lubov Kravets ◽  
Havryliuk
Keyword(s):  
Preschool Children ◽  
Key Words ◽  
Educational Institution ◽  
Educational Needs ◽  
Social Adaptation ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Social ◽  
Definition Of ◽  
Effective Integration

The article investigates the substantive characteristics of the readiness of the social teacher, practical psychologist, educators, parents of children with special educational needs in the conditions of the pre-school educational institution. The definition of "social adaptation of children with special educational problems in the conditions of the institution of general educational institution " is analyzed. The main results of psychological and pedagogical coaching are determined: the awareness of specialists of the pre-school educational institution and parents of social adaptation importance for children with special educational needs as a requirement for their effective integration into the inclusive pre-school educational institution. Key words: inclusive learning, educational needs, social adaptation, coaching, tutors, pre-school education, inclusion.

scholarly journals SPECIFIC FEATURES OF THE PROGNOSTIC ABILITY OF PRESCHOOL CHILDREN WITH HEARING IMPAIRMENT

2020 ◽  
pp. 158-176
Author(s):  
Anna I. Akhmetzyanova ◽  
R. R. Khakimullina
Keyword(s):  
Preschool Children ◽  
Hearing Impairment ◽  
Social Life ◽  
Social Adaptation ◽  
Organized Activities ◽  
Prediction Ability ◽  
The Social ◽  
Future Events ◽  
The Republic ◽  
Parent Domain

Background. This article considers the prediction ability (anticipation of future events) in preschool children with hearing impairment. The ability to anticipate the results of their interaction with the surrounding social world is by no means unimportant in the social adaptation of children with hearing impairment. Prediction in preschool children with hearing impairment is a rather poorly studied topic. There are studies about particular types of anticipation, such as emotional anticipation. Based on analysis of previous studies, a detailed study of the structural and functional characteristics of the prognostic ability of children with hearing impairment compared with children with neurotypical development is significant. Objective. To learn about the ability of hearing-impaired preschoolers to anticipate future situations. Design. The empirical study involved 50 children aged 5–7 years with hearing impairment and without developmental disabilities, attending preschool educational institutions of the Republic of Tatarstan. The following methods were used: “Ugadaika” [“Guessing Game”] (L.I. Peresleni, V.L. Podobed) and the authors’ methodology “Prognostic Stories”, developed by teachers at Kazan Federal University. Results. In children with hearing impairment, we identified ineffective methods of carrying out predictive activities, irrational forecasting strategies, forecasting difficulties in certain areas of relationships and activities, as well as problems of mastering the rules in a normative situation. Conclusion. The study confirmed the importance of external regulation in the social life of a child with a hearing impairment, which helps the children to predict more successfully in organized activities than in free ones. The most developed relationships in children with hearing impairment are in the child — parent domain. In their own forecasting, children with hearing impairment are more characterized by a passive position; in most situations, the children pointed to other participants, most often adults, as the subjects of future events.

scholarly journals ACTUAL ASPECTS OF THE DEVELOPMENT OF SOCIAL AND COMMUNICATIVE ACTIVITY OF STUDENTS

2021 ◽  
pp. 98-104
Author(s):  
Kateryna Averina
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Extracurricular Activity ◽  
Communicative Skills ◽  
Internal Resources ◽  
Collective Activity ◽  
Adaptive Mechanisms ◽  
The Social ◽  
The Individual ◽  
Socialization Skills

The paper considers the procedural aspects of social communication such as meeting the requirements of today’s comprehensive characteristics of social skills of the future specialist, which is manifested in his ability and ability to effectively perform professional duties adequately to each situation by activating socially and professionally important qualities in the competent application of the existing arsenal of professional knowledge, skills and abilities. The semantic elements of social communication as forms of expression of will, practical actions of an individual or a social group in a certain collective activity to achieve a socially significant result are revealed. It is established that the level of development of social and communicative skills can characterize not only the mechanisms of acquiring knowledge, skills, professionally significant qualities in the learning process, but also the peculiarities of the students’ understanding of social reality in general and in specific situations in particular, when both the adaptive mechanisms and the integrated life narratives of the individual are significantly influenced by the characteristics of the social environment. The need for coordination and focus on creating appropriate conditions for attracting external and internal resources (as a set of objectively existing conditions, means, opportunities that can be mobilized and used in the process of development of any system) to address this issue, including the intensification of participation in the development of communication skills of leading agents of influence ‒ subjects of all levels and types of education – traditional, alternative, extracurricular, “non-formal”, etc. Keywords: social communication; educational environment; communicative approach; social interaction; subjects of social communication; extracurricular activity; socialization skills; applicants of higher education.

scholarly journals THE DEVELOPMENT OF COMMUNICATION SKILLS OF STUDENTS OF SECONDARY SCHOOL AS A COMPONENT OF THEIR LEADERSHIP POTENTIAL

2021 ◽  
Vol 2 ◽  
pp. 292-303
Author(s):  
Vasyl Kovalchuk ◽  
Tatiana Yermak
Keyword(s):  
Communication Skills ◽  
Personal Development ◽  
Professional Communication ◽  
Communicative Skills ◽  
Leadership Potential ◽  
Joint Activities ◽  
The Social ◽  
Human Need ◽  
The Individual ◽  
Personal Success

The professional effectiveness depends on many factors, and good verbal communication skills, as a basis for productive relationships, mutual understanding and realization of goals and objectives of professional effectiveness as a way of self-improvement, self-realization and overcoming personal crises, are of great importance. The communication skills are basic ones in forming a leader. The concept of "communication skills" in the article is defined as the ability to communicate effectively, the ability to understand what the interlocutor means and be understood by them, the ability to negotiate, achieve their goals through communication. This type of skills performs many important functions in the personal development: provides psychological comfort, allows you to organize joint activities, meets the natural human need for communication, helps to assert itself, socially realize themselves. The success of a person in life depends on the ability to communicate. The personal success depends on the communication skills. Communication skills are important both for the social realization of the individual and for psychological life satisfaction. The article substantiates the problem of developing students' communication skills. The pedagogical conditions for the development of students' communication skills, including: creation of a favorable educational environment, application of a personality-oriented approach to learning, modeling of real professional communication conditions, are identified and substantiated. Information-communicative, regulatory-communicative and affective-communicative skills are singled out. To determine the level of development of these skills, we used the method of determining communicative levels of communicative and organizational tendencies: very low, low, medium, high. The study involved 196 students and 30 teachers of the educational complex of lyceum №157 in Kyiv.

scholarly journals Development of communicative skills of preschool children in cognitive activity

2021 ◽  
Vol 113 ◽  
pp. 00046
Author(s):  
I.G. Kalinina ◽  
I.V. Enova ◽  
N.M. Tolkova
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Global Changes ◽  
Communicative Skills ◽  
Normative Documents ◽  
Strategic Direction ◽  
Communicative Development ◽  
Children's Activities

The intensification of the development of society leads to significant changes in the education system. With the release of normative documents in preschool education, global changes have taken place aimed at developing technologies for the communicative development of children in various types of activities. The emphasis is on the development of universal educational skills, through the ability to independently find the necessary information using a variety of technologies and communication with peers and adults. The communicative development of preschool children is of great importance and is a strategic direction of Russian education. In the course of the study, theoretical (annotation, theoretical analysis, pedagogical modeling) and empirical research methods (studying the products of children’s activities, studying preschool documentation, observation) were used. The types of children’s activities aimed at the all-round development of the child have been determined. The communicative skills of a preschool child are systematized, the main features of the cognitive development of preschoolers are highlighted. The result of the study was the substantiation of the effectiveness of the use of lessons on cognitive activity on the development of communication skills of preschool children. Realizing the direction of the development of communication skills of preschool children through the use of cognitive activity, it is important to clearly think over the educational potential of a preschool organization.

SOCIAL AND COMMUNICATION SKILLS AS THE LEADING MECHANISM FOR THE FORMATION OF PARTNERSHIPS OF STUDENT YOUTH

2018 ◽  
pp. 42-45
Author(s):  
V. Ternopolskaya
Keyword(s):  
Communication Skills ◽  
Daily Life ◽  
Educational Process ◽  
Interpersonal Interaction ◽  
Communicative Skills ◽  
A Value ◽  
Partner Interaction

The article analyzed peculiarities of development social and communicative skills of students as a leading mechanism for establishing partnerships. Outlined that affiliate interaction in the "student – student" system based on the relationships that provide equality of partners in the perception of each other, the orientation of subjects to the recognition of the value of the thoughts of everyone. Noted that successful formation of social and communicative skills possible provided in the educational process modeled organizational and pedagogical forms interpersonal interaction and communication. Outlined that organizational and pedagogical forms of interpersonal interaction through real experience and relevant activities of would encourage students to the detection of them social and communicative skills in daily life. Revealed that auditor and nonauditing activities must be a value-oriented character and makes on the basis of subject-subject partner interaction of participants in the educational process.

scholarly journals Readiness of Senior Preschool Children to Adapt to Social and Everyday Conditions

2019 ◽  
Vol 9 (1) ◽  
pp. 2287-2297
Keyword(s):  
Preschool Children ◽  
Well Being ◽  
Social Adaptation ◽  
Distinctive Features ◽  
Cognitive Component ◽  
The Social ◽  
The Republic ◽  
Basic Ideas ◽  
Additional Education ◽  
The City

Based on the analysis of the relevant psychological and pedagogical literature, the article defines the concept of "one's readiness to adapt to social and everyday conditions" and substantiates its structural components, including personal, cognitive and activity-based. The authors of the article have described each component with due regard to the distinctive features of senior preschool children: personal (values-based orientations, motivation, emotional well-being, integrative qualities of an individual); cognitive (basic ideas about oneself and the world around them, basic socio-cultural ideas, basic ideas about social and everyday activities, basic ideas about the norms and rules of social behavior); activity-based (general thinking, general labor, social and everyday, communication skills). The article presents methods for studying the readiness of senior preschool children to adapt to social and everyday conditions. The authors have developed a diagnostic tool to determine the formation of the above-mentioned readiness: high, average, low and unformed. To determine the formation of readiness components, the authors have distinguished criteria and indicators for evaluation and selected the following methods: the method of case problems (for studying the personal component), a survey (for studying the cognitive component) and practice-oriented tasks (for studying the activity-based component). Using the above-mentioned methods, the authors have conducted an ascertaining experiment aimed at studying the readiness of senior preschool children to adapt to social and everyday conditions. The experiment was carried out in institutions of additional education in the city of Saransk, the Republic of Mordovia. The authors have described the results obtained after studying the readiness of senior preschool children to adapt to social and everyday conditions. They have revealed that components common to the readiness of senior preschool children are undeveloped, which proves that it is necessary to organize specific activities in the system of additional education to form the readiness of senior preschool children to adapt to social and everyday conditions. This article studying the readiness of senior preschool children to adapt to social and everyday conditions is relevant since its results can be used for the formation of the above-mentioned readiness in the system of additional education, which will contribute to the social adaptation of these children.

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