Communication as an important factor in human development. Activity and communication as factors of personality development. The concept of communication, its types and functions

14.03.2020

Antonina Michelson
Communication is the most important factor psychological development older children preschool age.

Communication plays an important role in shaping the human psyche, her development and the formation of reasonable, cultural behavior. Across communication with psychologically developed people Thanks to the wide opportunities for learning, a person acquires all his higher cognitive abilities and qualities. Through active communication with developed personalities, he himself becomes a personality.

It seems to us extremely relevant to consider the main social psychological phenomenon - communication, since the core characteristics of the personality are closely connected with it - motives, orientation, value orientations - it is in senior preschool age perhaps understand the patterns of their formation.

mental development child begins with communication, this is the first type of social activity of the child, which arises in ontogeny and thanks to which the infant receives the necessary for his individual development information. IN communication first through direct imitation, and then through verbal instructions, the child's basic life experience is acquired. The people with whom he communicates are the bearers of this experience for the child, and in no other way than communication with them, this experience cannot be acquired.

Intensity communication, the diversity of its content, goals and means are the most important factors defining child development. Only in contact with adults is it possible for children to assimilate publicly-the historical experience of mankind and the realization by them of the innate opportunity to become representatives of the human race.

Communication in our view - a specific type of direct interaction, it, unlike the subject, is carried out using a variety of communicative funds: speech, mimic and pantomimic. Note that communication is not identical with relationships, the core of which is selective, directed feelings, in communication As a rule, relationships are updated and formed. Communication is, above all mutual understanding, so no effective communication impossible without focusing on the other person. This is especially evident in the pedagogical communication whose purpose is to educate the individual.

Considering issues related to mental development of children of senior preschool age, we noted, which during preschool age the content and forms of the child's activity change dramatically. IN age six years of activity and focus preschooler, resulting in a significant change in the content and form communication child with other people and his relationship to himself.

Activity change communication due to those new relationships with adults that arose on the basis of increased child's possibilities. The role of an adult in the life of a child has changed, as a result of which all his relationships have been rebuilt and the main motive that encourages the child to enter into communication with adults is the content of this communication, by virtue of which the child seeks to establish and expand contacts with people around him.

Communication with adults in most cases is only part of a wider interaction between a child and an adult, prompted by other needs children. That's why development of communication motives occurs in close connection with the basic needs of the child, to which we include the need for new experiences, for active work, for recognition and support. On this basis, we distinguish three main categories of motives. communication - cognitive, business, and personal.

Analysis child's mental development shows, that in the process of complication and mental development processes, regularly changing levels arise communication between a child and an adult qualitatively different from each other. In this way, development of communication with adults in children from birth to seven years there is a change of several forms communication.

The most important value in occurrence and development of communication has the interaction of an adult, whose anticipatory initiative is constantly "pulls up" child's activity to a new, more high level according to principle "zones of the nearest development» . The practice of interaction with children organized by adults contributes to the enrichment and transformation of their social needs.

The undisputed one fact that the foundation of the child's personality is laid in the family, which is the first school of education of his moral feelings, skills social behavior. Most important factors factors that influence the formation of the child's personality and his interpersonal relationships are the atmosphere of the family, the presence of emotional contact with parents, the position of the child in the family.

Many researchers emphasize that love, care, attention from close adults are necessary for a child, a kind of vital important vitamin, which gives him a sense of security, provides emotional balance, increases self-esteem. On the other hand, it is noted that the deficit of emotional communication, the lack of attention from adult relatives contributes to the appearance of neuroticism and anxiety in the child.

M. I. Lisina on the basis of his research communication of children with adults comes to the conclusion that the atmosphere communication with close people in the family largely determines the characteristics of the sociability and contact of the child.

A. S. Makarenko, deeply delving into the problems of family education, has repeatedly noted that the happiest children come from happy parents. Moreover, he saw happiness not in material prosperity, but in well-being associated with the sphere communication and relationships.

Thus, it is safe to say that the family has the most important, if not the most important influence on the formation and formation child's psyche, through communication with him. From the peculiarity of conditions communication child in the family - the presence of emotional contact of the child with an adult, the degree of attention paid to the child in the family, the presence or absence of a unanimous approach of adults to the upbringing of the child is closely related to the future of the child.

Relationships are changing preschooler with peers, for an older preschooler is no longer enough"peaceful neighborhood" with other guys. There is not just a desire to play with other children, senior preschool age baby just can't play one: he strives to tell something to a comrade, to complete labor assignments with him. The joy of joint activities generates new relationships between children. The practical experience accumulated by each child in life and joint activities with other children creates an opportunity for the formation of small teams.

Note that communication in the peer group significantly affects child's personality development. From style communication It depends on the position among peers how the child feels calm, satisfied, to what extent he learns the norms of relations with peers. IN communication of children very quickly develop relationships in which preferred and rejected peers are manifested.

Communication with peers - a tough school of social relations. Exactly communication with peers requires high emotional stress, "for joy communication» the child spends a lot of energy on feelings.

The kindergarten group and the family are in a complex interaction. Thus, the norms of behavior learned in the family are reflected in the behavior of the child during his communication with peers. On the other hand, many qualities acquired in childhood society, the child brings to the family, where they undergo a kind of refraction in accordance with the rules established by the parents.

Development the personality of the child and his relationship with children is largely determined communication of a preschool child with a kindergarten teacher. Through him, often no less than through parents, the child's relationship with the wider social world outside the kindergarten room is mediated. Style communication educator with children, his value orientations are reflected in the value orientations children, in their communication relationships and interactions with each other, psychological microclimate of the group.

Activity preschooler in communication, as well as cognitive activity, acquires from preschool managed, arbitrary character. The educator, with the help of rules, regulates the behavior of the child, the inclusion in the life of the child of a carefully developed system of requirements that regulate behavior children, largely determines the action children in the specific conditions of their lives.

But what is very important, the rules become the basis for the child's assessment of his actions and qualities, the actions and qualities of others children, as well as their relationships in the team. A distinctive feature of the behavior children of older preschool age becomes, which marks the transition to generalized perception of the rules, thus the rules of behavior acquire generalized norm of behavior. Accumulating social opts, experience communication with children, children to the end preschool age more and more generalized rules and are increasingly using their familiar evaluation criteria to express their attitude towards people.

Let's sum up some results. Communication is one of the most important factors in the overall mental development of a child.. Communication, like any activity, subject, subject or object of activity communication is another person, a partner in joint activities. specific subject of activity communication serve each time those qualities and properties of the partner that appear during interaction. Reflected in the mind of the child, they then become products communication. At the same time, the child learns about himself. Self-image (about some of the properties that emerged in the interaction) also included in the product communication.

When studying the influence communication on the formation of the child's personality, it is necessary to take into account the features child development, multilevel social and psychological phenomena. Forms and methods communication and interaction of children with peers and close adults - the outer layer, and deeper ones - the content communication and interaction, as well as the motives and needs underlying them, relationships children to those around them and to their activities.

The nature of children's relationships and their characteristics communication clearly seen in the style communication between adults and children, and there is a direct dependence of the nature of children's relationships in the group on the nature adult communication. Terms communication of children in the family, the degree of emotional comfort is closely related to such personality characteristics as independence, perseverance, the ability to express sympathy for another.

Peculiarities communication of children with relatives in the family open up new opportunities for the educator to work with parents. This knowledge will help to adopt the most successful experience of family education and use it in the work of the kindergarten. At the same time, in the process of contact with parents, the teacher and psychologist kindergarten can have a positive impact aimed at eliminating adverse events in communication between children and adults in the family.

Communication- this is the most complex, multi-level process of establishing and developing relationships between people, which is the exchange of information, perception and understanding of another person by a person.

Practicing psychologists note that the culture of speech, the culture of gestures is important for effective communication. However, in the first place (and this has long been noted by folk wisdom) is the ability to listen to the interlocutor and delve into his interests. The ability to understand another and empathize with him is the most important factor in the development of the individual, its improvement both in the communicative aspect and in the informational aspect, since communication with another is a very significant source of information.

A feature of modern communication is the ability to use technical means for remote communication. At the same time, there is a motivation for anonymity, for the speed of expressing one's emotions, often despite the content and aesthetics of the form of communications. Besides. modern technologies stimulate communication within large teams. Having examined the forums on the Internet, one can note the presence of all of the above points on them.

Game as a mechanism of personality development. game attributes. Game technology.

A game - it's free. human manifestation. activities.

The functions of the game in human life are varied:

The game simulates life situations of struggle and competition;

Creates conditions for interaction and mutual assistance

- unites its participants, creates a (albeit temporary) community that tends to be preserved even after the end of the game;

Revealed personal qualities of a playing person, his dexterity, resourcefulness, determination, perseverance, sociability, honesty (playing against the rules is condemned by both children and adults);

The game creates space for fantasy, improvisation, although it is carried out within the framework of the developed rules.

Games used in training are role-playing, simulation, business, organizational and activity. Games are competitive. character- these are those that are based on struggle, clash, competition. Game activities stimulate self-knowledge of the individual, in particular, self-observation, self-attitude, self-esteem A game- type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved .

The concept of social space. A group in the social space of the educational process.

social space- a set of social relations that daily unfold in front of a person or with his participation in the form of words, actions, deeds, or in a certain image of things, an interior, an architectural ensemble.

The diversity of social relations contains historical experience, recorded in traditions, material values, including the achievements of universal human values. All this creates a social situation of human development. For each human society, the situation has its own individual version. In a society designed for living space, a person asserts his "I". Functioning as a social being and in this finding its social essence. The society exerts the formation and develops an influence on a person through the components of the social space. The components of social space can be called a family, a children's court, a school, etc.

Social space unfolds a wide range of social relations through the presence of a child in various social groups (street, transport, educational institutions, radio, television, movies, books). The child's social space is expanded through travel.

24. The role and functions of the family in the development, education and socialization of the individual.

The main institution of education - family. In modern pedagogical literature family- social educational team, because All changes that occur in society are necessarily reflected in the family. Family life is characterized by the personal side of relationships, and each stage in its development is associated with the fulfillment of certain functions:

1) economic and economic - housekeeping and budgeting, organization of material and domestic services, care for its disabled members

2) reproductive - birth and upbringing, preparing them for life in society. This function is due to the need to continue the human race

3) educational - creating conditions for personal growth, formation and development of children, transferring them social and life experience, moral norms and values, creating a healthy moral and psychological climate and a style of favorable family relationships, providing psychological support to each family member

4) communicative - the organization of internal communication, the relationship of the family with other people, other families and social groups

5) recreational - organization of leisure, entertainment for children, creation of conditions for physical education and sports, preservation and strengthening of the health of each family member

6) organization of primary socialization - teaching the child the social experience that humanity has accumulated, the culture of the country, teaching moral standards, traditions of the people.

Family- this is a small group of society, whose members are connected by marriage or kinship, common life, moral responsibility.

25.Legal foundations of family education.

family education- systematic targeted impact on the child of adult family members and family structure. home a task family education - preparing children for life, assimilation by children of the knowledge, skills and abilities necessary for the normal formation of the "I" in a family environment.

The goals, means of family education are determined by the socio-economic system, the level of development. Family education is usually built on the basis of ideology, morality, the system of relationships of the social system to which the family belongs.
Family education is inextricably linked with the self-education of adults, the formation of their qualities and character traits, which ensure an effective pedagogical impact on children. The components of the culture of parents are specific knowledge of pedagogy, psychology, medicine, physiology, ethics, and law.
Family education methods:
1) sample display
2) creating a positive attitude towards the form of behavior that should be pursued
3) demonstration of the benefits of this form of behavior
4) prevention of violation of behavior by the child
5) control over actions
6) stimulation of self-control
7) organization of practical activities
8) persuasion and clarification of morality, legal norms and categories (analysis of a specific life situation, discussion of a specific act with the child, personal example of parents, righteous anger as a means of persuasion).
9) Encouragement as a way to stimulate the desired behavior of the child
10) Punishment.

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Communication as a factor in personality formation

The study of the problem of communication in psychology has its own tradition, and in domestic psychology the following three periods of development of the named problem are usually distinguished:

1. Research by V.M. Bekhterev - for the first time he raises the question of the role of communication as a factor in the mental development of a person about the influence of a group on an individual.

2. Until the 70s. XX century, the development of the problem of communication was dominated by a theoretical and philosophical approach. For example, in the concept of higher mental functions L.S. Vygotsky's promise occupies a central place - as a factor in the mental development of a person, a condition for his self-regulation.

3. In the 70s. "communication" is beginning to be seen as an independent area of psychological research. This is the period of the true birth of the problem of communication in psychology.

The specificity of the current stage in the development of the problem of communication lies in the period from research "in terms of communication" to the study of the process itself, its characteristics in turning the problem of communication into an object of psychological research at all levels of analysis - theoretical, empirical, applied.

According to the definition of the concept of "communication" - this is a multifaceted process of developing contacts between people, generated by the needs of joint activities, this is the interaction of people aimed at coordinating and combining efforts in order to achieve overall result(M.I. Lisina).

Human communication resembles a kind of pyramid, consisting of four sides: we exchange information, interacting with other people, get to know them and, at the same time, experience our own states that arise as a result of communication. Communication can be seen as a way to bring people together, as well as a way to develop them. Communicating with other people, a person learns universal human experience, historically established social norms, values, knowledge and methods of activity, and is also formed as a person. That is, communication is the most important factor in the mental development of a person.

According to its purpose, communication is multifunctional. There are 5 main functions of communication:

1. Pragmatic. It is implemented by the interaction of people in the process of joint activities.

Structure of communication

Expressive-mimic means of communication (smile, look, facial expressions, expressive movements of the hands, body, etc.)

It is implemented by the interaction of people in the process of joint activities.

2. Formative. It manifests itself in the process of formation and change of the mental appearance of a person. It is known that at certain stages of development of behavior, activities and attitudes of the child to the world and to himself is mediated in his communication with adults.

3. Confirmation function. In the process of communicating with other people, a person gets the opportunity to know, approve and confirm himself. Wanting to establish himself in his existence and his value, a person is looking for a foothold in other people.

4. Functions of organizing and maintaining interpersonal relationships. The perception of other people and the maintenance of various relationships with them for any person is invariably associated with evaluating people and establishing certain emotional relationships - we are either positive or negative in our sign.

5. Intrapersonal. It is realized in a person's communication with himself (through internal or external speech, built according to the type of dialogue).

In social psychology, there are three types of interpersonal communication:

Manipulative communication is a form of interpersonal communication in which the impact on a communication partner in order to achieve their intentions is carried out covertly.

Dialogue communication is an equal subject-subject interaction aimed at mutual, self-knowledge of communication partners.

Structure of communication

There are several approaches to structuring communication. One of the most frequently used is the approach in which three interrelated aspects of communication are distinguished - communicative, interactive and perceptual.

The communicative side of communication. It consists in the exchange of information between communicating individuals. In the conditions of such communication, information is not only transmitted, but also formed, refined, developed and a kind of exchange of this information takes place, during which a common meaning, a common point of view and agreement on various situations or problems are developed.

Interactive side of communication (communication as interaction). In the course of communication, its participants can not only exchange information, but also organize an exchange of actions, plan common activities, develop forms and norms for joint actions.

The perceptual side of communication (communication as people's perception of each other) includes the process of interpersonal perception by one person of another. The idea of another person depends on the level of development of one's own self-consciousness, the idea of one's own "I".

Davydov V.V. identified the main structural components of communication:

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

Communication motives are what communication is undertaken for.

The action of communication is a unit of communicative activity, a holistic act addressed to another person and directed at him as his own object.

The tasks of communication are the goal to which various actions performed in the process of communication are directed under given specific conditions.

Means of communication are ways of encoding, transmitting, processing and deciphering information transmitted in the process of communication (verbal or non-verbal) of one person to another:

Expressive-mimic means of communication (smile, look, facial expressions, expressive movements of the hands, body, etc.).

Object-effective means (objective movements, postures, approaching, moving away, handing objects, attracting or repelling a person, etc.)

Speech means of communication (statements, questions, answers, remarks).

Communication products - formations of a material and spiritual nature, created as a result of communication - are, first of all, the "general result" of the relationship, the formation of the image of oneself and communication partners.

The influence of communication on the mental development of the child

From the first days of a child's life, communication is one of the most important factors in his psychological development.

A similar influence was traced in various areas of the child's mental development: in the very field of communication in the field of children's curiosity; in the sphere of their emotional experiences; in the formation of love for an adult; in the field of mastering speech; in the field of personality and self-awareness of children.

So, for the smallest children it is very important that an adult is an unusually rich source of various influences. An infant who is not yet able to move and is forced to wait for something to happen near him, in the face of an adult, has a dynamic object that is close to him (especially during feeding and hygiene procedures) at the best distance for effective perception. The adult simultaneously addresses the different senses of the child - sight, hearing, smell and touch; he seeks to attract the attention of the infant, varying, modifying his influences, taking into account the reactions of the infant; an adult with concentration still catches such an unstable, weak attention of children. Thus, communication with the adult caring for him becomes for the child a source of influences that are incomparable with anything else, bright, changeable and personally addressed to him, without which the infant may experience a lack of impressions.

Another way that communication influences children's development is through the enrichment of the child's experience. An adult introduces kids to books, takes them with him on trips, he opens the world of music for them. And in communication itself, an adult, turning to children and responding to their call, gives children the opportunity to experience the sweetness of consolation, for the first time to discover the joy of mutual understanding, incomparable satisfaction from empathy, from a sense of community, the coincidence of their opinions and assessments with the views of the wise and much more. experienced senior person.

Further, in communication, adults often directly set the children the task of mastering some new knowledge, a new skill. By insisting on solving a problem, adults ensure that the child copes with it. An example is the acquisition of speech. Nothing in objective reality forces the child to speak. Only the demands of adults and the necessity they actually create compel the child to do the gigantic work that is required for this. When a child masters a word, truly boundless horizons open up before him for the development of thinking and self-awareness, for mastering the most valuable human knowledge in the treasury. And here one more way of the influence of communication on the development of the psyche of children is revealed - this is reinforcement by adults of the efforts of the child, their support and correction. An adult loved by the child, a significant person for him, with his approval reinforces his successful actions, contributes to their consolidation, and the reproach of an adult plays the role of a differentiating, negative signal for him and leads to the fact that the child refuses the unapproved action, slows it down.

The most important way of the influence of communication on the mental development of children is that the child, in contact with an adult, observes his activity and draws role models from it.

Communication is always closely connected with activity and it can be considered as a special kind of activity. "Communication" and "communicative activity" are synonyms.

The decisive role of communication in the mental development of a child is proved by the deep and irreversible underdevelopment of children who grew up in isolation from human society (children - "Mowgli"): the phenomena of hospitalism, observed when there is a lack of communication between children and adults; positive facts obtained in formative experiments.

The communication of a child with an adult has a fundamental feature that distinguishes it from the communication of children with each other. In the dyad, the child is the leading adult, the dominant role belongs to the adult.

It is the words and actions of an adult that determine the nature and further development of his interaction with the child, and it is the errors of the adult that, as a rule, are the causes of conflicts that arise between the child and the adult. The lack of communication with adults in the early stages of development has a negative impact not only on the mental development of the child, but also on the development of his personality as a whole. Lack of attention from adults, ignoring the child can lead to neuroticism, mental and psychosomatic diseases, deep personality disorders.

In the process of mental development, his communication with adults develops and goes through a series of successively changing stages. Psychologist M.I. Lisina (1986) considers communication as a special communicative activity, which is based on the need for communication and the content of which changes at each age stage.

So, four forms of communication between a child and an adult in the first 7 years of his life are distinguished:

1. Situational-personal form of communication. Occurs in ontogeny at 2-6 months. At the heart of this form is the child's need for the benevolent attention of adults. This communication takes the place of the leading activity in infancy. This first form manifests itself in the form of a "complex of revival", i.e. an emotionally positive reaction of a child to an adult, accompanied by a smile, active movements, vocalization, fixing the gaze on the face of an adult and listening to his voice. All this indicates that the child has moved to a new stage of development. Contact with an adult is necessary for him, and he actively requires communication.

By the end of the first six months of life, a situational-business form of communication with an adult arises.

2 Situational-business form of communication. It manifests itself in the ontogenesis of the second and exists in children from 6 months. up to 3 years. The main need is the need for cooperation within the framework of the main leading activity of the period of early age - object-tool activity. The main reasons for the contact of children with adults are now connected with their common cause- practical cooperation, and therefore the business motive is put forward to the central place among all the motives of communication. The child and the adult, acting as an organizer and assistant, manipulate objects together and perform increasingly complex actions with them. An adult shows what can be done with different things, how to use them, revealing to the child those qualities that he himself is not able to discover. Gradually objective activity is transformed. The child is learning to speak.

With the advent of the first questions of the child: “Why?”, “Why?”, “From where?”, “How?” - a new stage in the development of communication between a child and an adult begins. This is non-situational communication.

3 Non-situational-cognitive form of communication. It exists in the younger and middle preschool age (from 3 to 5 years), it is based on the need for a respectful attitude of an adult. This communication is stimulated by cognitive motives, helps children expand the scope of the world available for their knowledge, allows them to reveal the relationship of phenomena, learn about the existence of cause-and-effect relationships between objects and phenomena. They are increasingly attracted by events taking place in the social sphere.

By the end of preschool age, the highest form of communication for this period, extra-situational-personal, appears in children.

4 An extra-situational-personal form of communication arises on the basis of the need for mutual understanding and empathy. The leading motive of communication is personal. As M.I. Lisin, this form of communication is closely related to the highest levels of game development for preschool age, the child now pays more attention to the features of interpersonal relationships, the relationships that exist in his family, at the work of his parents, etc. The child learns to navigate in a group, establishes diverse relationships with people around him. He learns the rules of communication, the concept of his rights and obligations. The child is attached to the moral and ethical values of the society in which he lives.

Knowledge of age forms of communication is useful for analyzing individual communicative activity and for organizing corrective work with children who have deviations in the development of social behavior.

The development of children's communication with adults is carried out as a special case of the interaction of form and content: the enrichment of the content of children's activities and their relationships with others leads to the replacement of outdated forms of communication with new ones, and the latter give scope for the child's further mental progress.

Of paramount importance in the emergence and development of communication in children are the influences of an adult, whose anticipatory initiative constantly “pulls” the child’s activity to a new, higher level according to the “zone of proximal development” mechanism. The practice of interaction with children organized by adults contributes to the enrichment and transformation of their social needs. Without the constant support of an adult, especially during the years of life, the development of children's communication with others slows down or even stops. But the active intervention of an adult can in a relatively short time cause favorable changes in the communication of children even of older preschool age, correct defects and deviations in their communicative activity.

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Communication as a factor in personality formation.

1. Introduction

2) 1 chapter. The role of communication in human development 5

1.1 Communication as a psychological phenomenon 5

1.2 Traditions of circle communication in Russian cult?
19th century 11

3) Chapter 2. Psychological and pedagogical conditions of communication

Teens 24

2.1 The state of communication of today's youth 24

2.2 Opportunities for communication in the family, school environment

leisure 24

4) Conclusion 29

5) Bibliography 30

Introduction.

The relevance of researchis that group communication of children and adolescents is very popular today. The concept of "hangout" is gaining wide acceptance, but the content of this communication in most cases today is not productive for the development of the individual. This causes interest in the traditions of Russian culture, where circle communication has always been an important condition for the development of the individual. Therefore, today we see some contradiction: IN modern society there is no lack of communication, but it is not always positive in terms of developmentpersonality. This contradiction causes the research problem. object research of this work is: Circle communication of youth, and subject research - specific features of communication. Target of this study is to reveal the features of circle communication as a factor in the formation of personality in modern conditions. Based on this goal, we set ourselves the following tasks :

1) To reveal the concept and role of communication in human development.

2) Analyze the traditions of circle communication in Russian culture.

3) Describe the state of communication of modern youth.

4) Consider the psychological and pedagogical conditions for correcting the communication of adolescents and young men in a family, school and leisure environment. Hypothesis of this work is that if, in terms of content, communication is superficial, then the features of a deeply personal dialogue are lost, resulting in a lack of interest in another person.

The theoretical basis of the studywas the work of Zlobina E.G. "Communication as a factor of personality development".

For this work, the following methods

research :

Literature analysis

Also in the work were carried out suchresearch stages how:

Collection of material

Material analysis

Generalization of the material

Conclusion (conclusion made).

1 chapter. "The Role of Communication in Human Development".

Communication as a psychological phenomenon.

One of the main types of contacts between people is communication.

Communication - the interaction of two or more people with the aim of establishing and maintaining interpersonal relationships, achieving a common result of joint activities; one of the most important factors in the mental and social development of the child.

Communication is characteristic of all higher living beings, but at the human level it acquires the most perfect forms, becoming conscious and mediated by speech. In communication, the following aspects are distinguished: content, purpose and means. Content is information that is transmitted from one living being to another in interindividual contacts. The content of communication can be information about the internal motivational or emotional state of a living being. People exchange information with each other, representing knowledge about the world, rich life experience, knowledge, abilities, skills and abilities. Human communication is multi-subject, it is the most diverse in its inner content.

The purpose of communication is that for which a person has this species activity. The number of communication goals is increasing. They include the transfer and acquisition of objective knowledge about the world, training and education, the coordination of reasonable actions of people in their joint activities, the establishment and clarification of personal and business relationships. The goals of human communication are a means of satisfying many diverse needs: social, cultural, cognitive, creative, aesthetic, needs

intellectual growth, moral development and a number of others.

No less significant are the differences in the means of communication. They can be defined as ways of encoding, transmitting, processing and decoding information transmitted in the process of communication from one living being to another.

Depending on the content, goals and means of communication can be divided into several types. In terms of content, it can be represented as material (exchange of objects and products of activity), cognitive (exchange of knowledge), conditional (exchange of

mental or physiological states), motivational (exchange of impulses, goals, interests, motives, needs), activity (exchange of actions, operations, skills). In material communication, subjects, being engaged in individual activity, exchange its products, which, in turn, serve as a means of satisfying their actual needs. In conditional communication, people exert an influence on each other, calculated to bring each other into a certain physical or mental state. For example, to cheer up or, on the contrary, spoil it; excite or calm each other, and ultimately, have a certain effect on each other's well-being.

Motivational communication has as its content the transfer of certain motives, attitudes or readiness to act in a certain direction to each other. As an example of such communication, one can name cases when one person wants to ensure that another desire arises or disappears, so that someone has a certain attitude to action, a certain need is actualized. An illustration of cognitive and activity communication can be communication associated with various types of cognitive or educational activities. Here, information is transmitted from subject to subject, expanding horizons, improving and developing abilities.

According to the goals, communication is divided into biological and social in accordance with the needs it serves. Biological is the communication necessary for the maintenance, preservation and development of the organism. It is associated with the satisfaction of basic organic needs. Social communication pursues the goals of expanding and strengthening interpersonal contacts, establishing and developing interpersonal relationships, and personal growth of the individual. There are so many private

goals of communication, how many subspecies of biological and social needs can be distinguished.

By means of communication can be direct and indirect, direct and indirect. Direct communication is carried out with the help of natural organs given to a living being by nature: hands, head, torso, vocal cords, etc. Mediated communication is associated with the use of special means and tools for organizing communication and information exchange. These are either natural objects (a stick, a thrown stone, a footprint on the ground, etc.), or cultural ones (sign systems, symbol recordings on various media, print, radio, television, etc.).

Direct communication involves personal contacts and direct perception of each other by communicating people in the act of communication itself, for example, bodily contacts, conversations of people with each other, their communication in those cases when they see and directly react to each other's actions.

Indirect communication is carried out through intermediaries, which can be other people (say, negotiations between conflicting parties at the interstate, international, group, family levels).

Man differs from animals in that he has a special, vital need for communication, as well as in that he spends most of his time in communication with other people.

Among the types of communication, one can also distinguish business and personal, instrumental and targeted. Business communication is usually included as a private moment in any joint productive activity of people and serves as a means of improving the quality of this activity. Its content is what to occupy: people, not those problems that affect their inner world. Unlike business personal communication, on the contrary, it is focused mainly around psychological problems of an internal nature, those interests and needs that deeply and intimately affect a person’s personality: the search for the meaning of life, the definition of one’s attitude to a significant person, to what is happening around, resolution some internal conflict, etc.

Communication can be called instrumental, which is not an end in itself, is not stimulated by an independent need, does not pursue any other goal, except for obtaining satisfaction from the very act of communication. Target - this is communication, which in itself serves. Diverse in content, goals and means, communication also performs a specific function in the development of the individual. Material communication allows a person to receive objects of material and spiritual culture necessary for a normal life, which act as a condition for individual development. Cognitive communication directly acts as a factor of intellectual development, since communicating individuals exchange and mutually enrich knowledge.

Conditional communication creates a state of readiness for learning, formulates the attitudes necessary to optimize other types of communication. Thus, it indirectly contributes to the individual intellectual and personal development of a person. Motivational communication serves as a source of additional energy for a person, a kind of “recharging” him.

Activity communication, which we defined as an interpersonal exchange of actions, operations, skills and abilities, has a direct developmental effect for the individual, as it improves and enriches his own activity.

Biological communication is the most important condition for the self-preservation of the organism, the maintenance and development of its vital functions. Social communication serves the social needs of people and is a factor contributing to the development of forms of social life: groups, collectives, organizations, nations, states, the human world as a whole.

Direct communication is necessary for a person in order to learn and educate as a result of the widespread use in practice of the simplest and most effective means and methods of learning given to him from birth: conditioned reflex, vicarious and verbal. Mediated communication helps the assimilation of the means of communication and the improvement and self-education of a person, as well as attacks to the conscious control of communication itself.

Thanks to non-verbal communication, a person gets the opportunity to develop psychologically even before he has mastered and learned to use speech (about 2-3 years). In addition, non-verbal communication itself contributes to the development and improvement of a person’s communication capabilities, as a result of which he becomes more capable of interpersonal contacts and opens up wider opportunities for development. As for verbal communication and its role in the mental development of the individual, it is difficult to overestimate it. It is associated with the assimilation of speech, and, as is known, it underlies the entire development of a person, both intellectual and personally personal.

Traditions of circle communication in Russian culture of the 19th century.

The study of circles and salons has been conducted up to now in a completely anarchic manner. Their entire region represents as yet an almost boundless virgin land, on which here and there a small furrow has been drawn. Only in relation to 2-3 circles, researchers tried to raise the question of their “influence” on the writer, without setting a more serious goal to trace the role and significance of this circle in literature and society in general. There was no independent interest in this area, and there could not be either in science, which sets as its goal the study of literary portraits and biographies, or in science, built exclusively on the works of writers.

Meanwhile, the question of circles and salons is on the agenda and precisely in this plane. Suffice it to say that in the first half of the 19th century a huge number of circles and salons were founded in order to understand how widespread this type of association was in Russian society, and how highly it was valued in the eyes of contemporaries.

In the conditions of Russian culture in the early 19th century. literature played a dominant role. If in the 18th century poetry somehow reached out for painting, and Derzhavin and Dmitriev, various people in literature were fond of conveying paintings and colors in poetry, then painting of the 19th century. already reaching out for literature. In part, this literary culture has survived to this day; at least none of the arts causes such heated methodological disputes among us as literature. At the beginning of the 19th century Russian society was already heavily saturated with literature. Therefore, if not all the circles and salons of that time were clearly of a literary nature, then all of them are of interest to the literary critic because they cultivate literature, that conversations in them often revolve around it, and that, therefore, further those of them who are not engaged in literary production are important to us as a kind of exchange of literary consumption. The saturation of the interests of people of that time with literature can be illustrated by one, and very striking example.

"The winter seasons of 1814 and 1815. in Moscow were even noisier and more cheerful than the seasons of 1810-1811. The ball followed the ball without a break, in between - possible breakfasts, skating, children's mornings, etc. Volkov in a letter to Lanskaya dated January 4, 1815. lists his trips for the current week: on Saturday they danced until 5 o'clock in the morning at the Obolenskys, on Monday until 3 o'clock at the Golitsyns, on Thursday there will be a costume ball at Ryabinina's, on Saturday evening) Obolensky, on Sunday they are called to gr. Tolstoy for breakfast, after which there will be dancing, and in the evening, on the same day, he will have to dance at F Golitsyn's. And so all winter without a break, and all these balls are "so lively that you have to spin to the point of exhaustion."

The history of the ball is still quite dark. Probably, the balls in the Russian high society circle go back to the traditions of the Peter's assemblies introduced in the plan of the Peter's cultural enlightenment work. Later, there was a differentiation into receptions (without dances) and into balls. In the very

early 19th century balls were already quite a cultural institution, in particular associated with literature. Zhikharev's notes preserved a curious literary competition that took place during dinner after one ball in 1805.

“... Dinner was a hundred people, very good ... at one of the small tables, not far from me, two ladies and three men were sitting, among whom was Pavel Ivanovich Kutuzov, and rather heatedly discussed literature, quoting in turn their favorite own poems. Anna Dorofeevna Urbanovskaya, a very smart, lively girl ... read Kolychev's poem "Moth" and said that she liked it because of her naivety and that Pavel Ivanovich would not write such a thing. The poet flared up. “Do you know, madam, that I can write better than these verses for any given rhymes?” - “No, don’t write” “Would you like to try?” Urbanovskaya looked around, thought, and, hearing that one of the guests was talking with fervor about the Persian war and our prisoners, she said: “Excuse me; here are four rhymes for you: captivity, fetters, steelyard, horseshoes; I give you until the end of supper.” Pavel Ivanovich, with a flushed face and burning eyes, pulled out his wallet, took out a pencil, and immersed himself in thought. Others continued to talk. A few minutes later the poet jumped triumphantly from the table. “Listen, madam, and you gentlemen, be our judges,” and he loudly began to read his bouts-rime "s:

Not being at war, I know that there is captivity,

Without being in the police, I know the shackles,

To hang charms, I do not need a steelyard.

You will fall at your feet, even if there were horseshoes.

"Bravo, bravo!" the judges cried out and sentenced Urbanovskaya to ask for forgiveness from Pavel Ivanovich, who had so generously avenged his opponent.

Alexei Mikhailovich Pushkin said that if his cousin Vasily Lvovich Pushkin, who considers himself the first dock on bouts rime "s and impromptu, finds out about these verses, then spasms will be done to him, if something is not worse, especially since Pavel Ivanovich is of a different sect in literature".

Poems based on predetermined rhymes, charades, impromptu, epigrams - a significant part of the literary wealth of Karamzinism - directly rest on a similar everyday situation at a ball, in a drawing room, at a friendly feast. Russian culture began

19th century was literary through and through, and under these conditions it is characteristic that

even a secular ball, along with a literary-consuming function (reading favorite poems as a form of conversation), also created the conditions for literary production.

Another indicator of the saturation of the then society with literary culture are the albums of secular beauties. Not a few gallant verses and compliments are sketched on these yellowed sheets in faded ink, showing the high poetic skill of the then cavaliers. It is known with what elegance Pushkin's father, Sergei Lvovich, signed his albums. Sometimes the album is an example of a competition of wit, a kind of verse tournaments. In Bunina's album, for example, under the verses of a certain Boris Blank "Do I dare to write poetry ...", etc. someone else waved:

Who pushed you by the hand? Don't you dare - it would be better not to write.

Such verse tournaments are quite common. No wonder Pushkin called the secular albums in Eugene Onegin "the torment of fashionable rhymers."

Boratynsky also emphasizes the competitive nature of album recordings:

According to my remark

The album is like a graveyard?

And is it not like him

He is an open dwelling for all;

Is it not also proudly dotted with many names?

Cultural society of the early 19th century. was saturated with literature. Therefore, we do not need to strictly differentiate the circles and salons of that time into literary and non-literary. According to the conditions of that time and that literature, each circle and salon - from riotous

a circle of young varmints to a prim salon - could be a hearth where literature was grown and distributed.

The great social significance of literary circles and salons in the first half of the 19th century. can be supported by two more examples: the attitude of the revolutionary underground and the Nikolaev gendarmerie towards them. Already in the 1910s, secret political associations were spreading among the officers, which nominated future Decembrists. This revolutionary underground was, of course, alien to purely literary tasks. True, many writers, one way or another, came into contact with them: Küchelbecker and Ryleev were active Decembrists, Pushkin, Griboedov, Katenin and many others came into contact with this movement weaker. But this relation of writers to the social movement cannot be regarded as an ideological connection between the literary and social tasks of our time, as it was before. In the Decembrist movement, the writer acted rather as a citizen, and in his literary work his connection with the Decembrists was expressed only occasionally and only in new, civil material, processed in the same literary system as other, purely literary material. Thus, the connection between the writers and the revolutionaries was more or less a personal connection and extended neither to the social tasks of the Decembrists, nor to the literary tasks of the writers of that time.

And yet we see that the Decembrist revolutionary underground is trying to draw into its orbit purely literary circles and salons. As established by V.I. Semevsky,Individual members of revolutionary circles infiltrate completely apolitical literary associations and, without betraying their goals, try to direct the activities of the circle in the interests of the revolutionary underground. Assumptions have already been made more than once, which, however, seem unlikely, that Arzamas broke up precisely as a result of the desire of M.F. Orlova, N.M. Muravyov and N.I. Turgenev, members of underground political organizations, to put him on a political footing.

About F.P. Shakhovsky, we present the following message by B.L. Modzalevsky: “M.A. Fon-Vizin, among the societies established by members. Union of Welfare, mentions a literary society in Moscow. About this literary society, Zubkov showed (during the investigation) that in 1817 or 1818 year book. F.P. Shakhovskoy suggested that he join a secret literary society, whose name he does not know, but which had a written charter. “Its purpose,” he declared, “seems to have consisted solely in the dissemination of generally useful knowledge among members and in monetary benefits to poor members, and the means consisted in translations into Russian of the best

foreign books and some monetary donations. In the draft of Zubkov's reply, it was added that the members were obliged to contribute 1/10 of the income and pay fines whenever they did not bring any essay or translation. The main exercise of the members consisted in translating good historical books and writings, in verse and prose.

In 1818, the Green Lamp was founded, also closely associated with the Decembrists. This circle united the advanced noble youth. Its goal is to promote Decembrist ideas through literature and art, its leaders were the future Decembrists - SP. Trubetskoy, F.N. Glinka, L.N. Tolstoy

It is worth thinking about why the Decembrists so persistently sought and exercised their influence in literary circles and salons. It was not literature that attracted them in this case, but the great social significance of literary circles and salons. The functions of literary organizations as distributors of Decembrist sentiments are still little studied, but there is no doubt that the deep sympathy for Decembrism that we find in Russian society of that time, and the halo of glory that surrounded it for many decades, are in some part due to the work of literary circles and salons drawn into the orbit of the revolutionary underground.

In early memoirs, society is also understood as a circle, i.e. a small, usually friendly association, meeting somewhere at home, not registered with the appropriate authorities, but usually having - especially within the first quarter of the last century - its own charter and keeping minutes of its meetings.

Organized to solve certain immediate problems, changing in accordance with their function in a particular era, circles usually enter the stage of their dying very soon. The "Friendly Literary Society," as Turgenev's circle was called, existed for only a few months; Arzamas, founded in the autumn of 1815, lasted only until the autumn of 1817, although its individual meetings continued until the end of 1818. Lubomudry also existed only for about 3 years. The impression is created that the circle is, as it were, a short-term organization of that literary youth who, not satisfied with the official generally accepted literature of adults, is trying to resolve literary questions in his own way. Of course, the concept of "adults" and "young" should not be understood literally, although the literary revolutionaries in the first half of the 19th century, with a few exceptions, were supplied by the youth.

It is necessary to reflect on this fragility of circles. If the circle is so short-lived, we asked ourselves, if it arises easily and freely, only to disappear just as quickly, then shouldn’t the historian of literature pay special attention not to circles, but to literary societies that do not arise so easily and are much more durable? ?

Salons are more tenacious than mugs. Quite often we come across salons spanning several decades. Salon F.P. Tolstogog, known in the 30s and apparently continued later, was founded in 1809. Salon Odoevsky, founded in the 20s, lasted until the end of the 60s. Salon Karamzina covers a period of about 25 years. Of course, during such a relatively large amount of time, literature changes significantly, restructures, its former interests recede into the realm of legends, and new interests arise, usually coldly received by representatives of the old literature. That's why in In the life of the salon, one can always single out a period in which he is most active, and other periods when he is limited to observation of the area of interest to him, which has already become a habit.

The salon, more than a circle, is connected with the everyday atmosphere of the era because it does not have a firmly fixed composition of visitors and there is no obligation to visit it. Here the forms are much freer than in the circle. Do you often observe in the practice of societies? requirement to attend meetings. Indifference to the work of a society or circle, non-attendance at its meetings without good reason usually entails exclusion from membership. If these requirements at the beginning of the 19th century. were much less harsh, yet they were. In the salon, people gather from the circle, once and for all introduced into the owner's house; but the composition of the salon every evening is determined by personal desire, personal interest, will, but not obligation. Compulsory visits to the salon basically does not exist.

Another characteristic feature of the salon is the presence of the owners. This affects the character of the salon in the sense that the contingent of visitors is by no means always united by a common interest, like members of a circle. Here appear on the scene and family ties, and position in the world, and all sorts of casual acquaintances. Thus, people who are alien to the questions and interests of the salon appear in the brightest literary salons. On the other hand, sometimes literary interests so closely fetter the small core of the salon that it somewhat approaches in its type a literary circle.

The literary functions of circles and salons are also different: the circle is more connected with the writer, the salon - with the reader. Participation in the salon of persons not directly connected with literature makes it easier for him to spread ideas and tastes, to introduce them to society. If the circle helps us shed light on questions of literary production, then the salon will shed light on questions of literary consumption.

Salons work in two ways: on fixed days of the week, or simply in the evenings. The first type includes the salon of V.F.

Odoevsky (Saturdays), by the second - the salon of E.A. Karamzina. Already in the second half of the 1920s, start competing with these first type of salons: “evenings”, often simply denoted by the days of the week that the meetings took place: these are Wednesdays and Sundays of Pletnev, Wednesdays of the Dollmaker, Thursdays of Grech, Fridays of Nikitenko Zhukovsky and Voeikov, Saturdays of Aksakov and many others. These evenings initially differed from the salons in their more democratic composition of visitors. Here there were not writers with aristocracy, like Odoevsky, and not aristocratic writers, like Karamzina, but simply writers with writers and artists. It's over vicious circle professionals predetermined the further history of these evenings. Of these, later editorial meetings of magazines, home, and later public readings, and even later, writers' trade union organizations (Literary Background, and others) developed.

Thus, circles, salons and evenings, as regular forms of writers' associations, are in close contact with each other and in some eras, for example, in the era of their decline at the end of the 40s of the 19th century, it is already difficult to draw a line between them.

Mugs and salons are of particular importance for the writers, artists, scientists and musicians who meet there. Here, apparently, there is an exchange between representatives of different arts and sciences. It is difficult to take into account the significance of this exchange, but there is no doubt that it will shed light on such complex phenomena as parallel and adequate changes in a number of arts and sciences. Romanticism, for example, we meet not only in poetry, but also in philosophy, and in music, and in painting, etc. Literary realism finds its support in philosophical positivism, in realistic painting, etc. To clarify the connection between these phenomena, if we abandon a priori constructions, it is possible only through a careful study of the area where representatives of different arts directly collide with each other. And this is what we find in circles and salons. We also note that some types of cultural values, such as opera, require the participation of representatives of different arts, and if we know that the scenery of Glinka's opera "A Life for the Tsar" was written by Bryullov and that the text of the opera also contains Kukolnikov's poems, then it naturally arises the question is, in what connection is this cooperation with the triumvirate that headed the environment of the Dollmaker. Indeed, for the modern public, opera is not only a piece of music, but also a complex stage unity of different arts, but united by the collective work.

But even within the bounds of one art one cannot but see the collective creative work of circles. It is here, especially in the early periods of their history, that one can often find corrections of works of art by one poet by others, it is here that the first criticism of the work is heard, and the creative ideas of the individual are discussed, and here a literary struggle is created for the literary struggle with other parties to resolve the literary tasks of the time.

In the creation of a literary work, in the creation of the face of the writer, and in the literary evolution, circles and salons take an active part. But precisely because all these moments are the central questions of literary criticism, the literary significance of circles and salons cannot be overestimated. Their literary function can also be fulfilled by other factors. Not only his comrades in the circle, but also his teacher can correct the verses of a novice poet. The impossibility, due to censorship, to print a number of works can greatly affect the writer's face, regardless of the circle or salon. Finally, literary evolution is not always connected with the life of circles and salons: in the second half of the 19th century, in the era of individual literature, it was shaped by other forces, for example, magazines.

After all, there were, finally, such circles and salons that did nothing for literary evolution. These were: for example, the Dollmaker's milieu, the founders of writers' bohemia. Opposed to the decency of secular literary salons, they did not create anything that would leave any noticeable mark on literature. Analyzing their significance, A.N. Strugovshchikov very well reveals the evolutionary forces at play here.

“Despite the butads of Platon the Puppeteer, I did not stop attending other evenings, where the puppeteer gathering was looked at with fair prejudices. The detractors were right; they were not right in attacking the libations of Bacchus, from which the friends of Vielgorsky, Odoevsky and Sologub were not spoiled, which I witnessed - the detractors were right that the whole puppet company did not introduce a single new thought into our literature, did not work out a single healthy social principle, just as the living rooms of our patrons did not, with their Zhukovsky v Vyazemsky. But the literary influence of the latter in the periods of the 1820s and 1830s was due to a different environment. The pogrom of December 14 took away for a long time the desire of the progressive people of society to interfere in the internal politics of our life, and the very paths to this were

fenced off. That is why the undeniable merits of the Zhukovsky and Vyazemsky were actually nothing to do with it. And just as the honor of Russian music belongs to Glinka, so the honor of a new, bold word belongs to people of a different temperament. That is why the good sides of the puppet circle did not atone for the absence of what both time and prepared soil demanded; and that it was prepared, this was proved by our literature of the forties of the 19th century, with its consequences in life.

A peculiar literary and everyday controversy between the trade direction and the literary aristocracy, which was also reflected in the life of circles and salons, was in vain: the third force emerged victorious, having grown up in the atmosphere of the social and literary circles of Stankevich, Herzen and others.

Literary life is constantly changing. These changes capture not only the types and types of individual phenomena, but also concern large areas that transfer their literary and everyday function to each other. The function of circles and salons in Russian literature was, on the one hand, the connection between the reader and the writer, and on the other, the connection between members of the same literary party. The collapse of circles and salons does not mean that literature has ceased to need this function: on the contrary, it may be that the complication and expansion of this function should explain the decline of literary circles and salons in the second half of the 19th century. With the development of the book industry, with the development of journalism, a writers' association became possible, not bound by place and over time, propaganda became possible among readers who did not have the opportunity to attend one or another literary salon.

A magazine takes the place of the mug and the salon. In the second half of the 19th century. the meeting of writers among themselves and with the reader takes place precisely there. There is no need for direct communication. But in order for the magazine to take over

the function of circles and salons, it took decades of stubborn struggle for the formation of a readership, for the development of the Russian public. It was indeed a process of expansion of Russian culture.

Another reason for the collapse of circles and salons was the development of literary professionalism in Russia. The concept of professionalism is extremely variable. The latest historical and literary works found professional writers as early as the 18th century, precisely among writers-translators. However, upon closer examination, it turns out that the literary professionalism of the 18th century. unlike those of its forms that had developed by the 50s of the 19th century. and which, in a certain sense, still exist today. The genealogy of this type of literary professionalism dates back to the periodical press no earlier than the 1920s, to the newspapers and magazines of the so-called "trade direction". It is here that certain relations are formed between the editor of the journal and his employees, it is here that the basis of these relations is the economics of the publication itself, as a trading enterprise.

The struggle of the "aristocrats" with the representatives of the "trading direction" ended in victory for the latter. It was a struggle for the professionalization of literature. Payment for literary work in journals, the division of labor in the editorial offices is associated with this struggle and victory. By the 1950s, the process of literary professionalization had finally taken shape. There is even a need for protection. professional interests writer. Hence the "Literary Fund" and other associations are born, which have little in common with literary circles and salons of the 18th and first half of the 19th century.

Communication gives a person the formation of his personal foundations (values, emotions). Communication can be superficial and deep, business (its content, what people are doing, and not those problems that affect their inner world) and everyday, existential (deep).

As the child grows older, the need to communicate with peers becomes more and more. It plays a big role in the development of self-awareness, in identifying one's capabilities, in the formation of self-esteem. This need is especially pronounced in adolescence and youth, when the field of spiritual and intellectual communication of schoolchildren is expanding.

Communication is of great importance in the formation of the human psyche, its development and the formation of reasonable, cultural behavior. Through communication, a person acquires all his higher cognitive abilities and qualities.

Everyone knows that people are united by interests. For deeper communication, they find people with the same interests. This explains why it was so popular in the 19th century. circle communication.

Communication is traditional for Russian culture. In her conditions, literature played a dominant role. Mugs and salons of the 19th century. gathered noble youth.

Throughout the 19th and early 20th centuries, communication among adolescents among lyceums and gymnasiums often centered around literary almanacs and reading literature. Communication among the youth unfolded partly in the same place, and, i.e. after 17 years it was participation in circles and salons, throughout Russian culture. They were created at publishing houses, houses, magazines.

The educational value of this communication consisted of:

formation of ideals and system of values;
education of literary taste;
interest in literary and creative activity;
development of the literary language;
culture of communication, the ability to listen, argue, without humiliating
another.

Literature made possible existential communication, touching on the meaning of the depth of their ideas, which is absent today.

Chapter 2 “Psychological - pedagogical conditions of communication of adolescents.

State of communication of modern youth. Opportunities for communication in the conditions of family, school, leisure.

By the end of primary school age, children in their communication with other people usually go beyond the family circle. If in preschool childhood and at primary school age the child is still almost completely surrounded by the family and the yard, then with the onset of adolescence, the situation changes radically. Now the child spends most of his time outside the family, at school, on the street, in communication with peers and other adults outside his place of residence. Yes, and physically being at home, he is already in fact (psychologically) for the most part already outside of it, thinking and thinking about school and other extra-family matters.

Psychological exit from the family usually

accompanied by strengthening the educational role of communication with peers and adults, the role of self-education, means mass media and culture in education. There is a change in the social situation of development and the internal position of the student, as a result of which the processes of forming his personality are accelerated. All this is natural and usually takes place when the child's communication with people around him is not limited to his parents, when he is not closed in the family circle and has the opportunity to go out on his own.

For the child, the school becomes an intermediate instance on the path of estrangement from the family.

A distinctive feature of adolescence and early adolescence is their craving for communication with peers and, as a result of this, some socio-psychological isolation from adults, accompanied by the formation of small, closed groups of friends living an autonomous, isolated life.

Adolescents and young men form closed age groupings, psychologically isolated from adults, because they are very concerned about issues that they cannot discuss openly with anyone except their peers. In addition, children of this age have many specific interests, which they are able to satisfy mainly only in direct communication with each other, since for adults their affairs may turn out to be uninteresting and not worthy of attention. Among these issues and interests there are many that are of great importance for the personal development of children of this age. Through communication organized with peers, adolescents and young men learn life goals and values, moral ideals, norms and forms of behavior. Trying themselves in contacts with each other, in joint affairs, in various roles, they learn role forms of behavior, form and develop business qualities, learn to lead and obey, to be the organizers of the case and performers. Communication at this age is the most important school of self-education, to which adolescents and young men pay great attention.

In order for the opportunities available in communication to be maximally realized by children, it is necessary that they interact as much as possible not only among themselves, but also with adults in a variety of cases and situations.

From adolescence, the mass media and cultures, the goals and values of life promoted by them, and patterns of behavior begin to exert an increasing influence on the development of the individual. Media exposure to adolescents and young adults is more difficult to manage than school and family exposure. Nevertheless, here there are certain opportunities for purposeful regulation of educational influences. They are associated with assisting in the selection of media messages, the content of radio and television programs, and in commenting on them.

Interested in newspapers and magazines intended for adults, children usually begin with adolescence. If this process is not controlled, then taking into account the episodic, random and irregular interests of children in reading newspapers and magazines for adults, their educational impact becomes unpredictable. As a result, children do not develop reading selectivity, without which it is difficult to navigate the huge flow of information coming from the multitude of currently published newspapers and magazines.

When we talk about the need to manage the mass information that comes to children of middle and senior school age, we are not talking about artificially limiting the child's access to modern sources of mass information and culture. Rather, it means the need to form in children a certain taste, social position and culture, including aesthetic. Adults surrounding the child, parents, other family members in this regard can provide him with invaluable assistance. Each of them reads, hears and sees something every day, has the opportunity to recommend something to read or watch to a teenager or young man, to comment on the information they receive.

Youth fashion, mass culture also have a great educational impact on children, and sometimes, due to the prevalence of such phenomena among young men and adolescents, it seems that the influence of fashion and mass culture is quite serious, stable and deep. Actually it is not. Many hobbies of this kind are temporary and superficial, disappear with age. It is not these hobbies themselves that should cause concern, but their long-term consequences associated, for example, with the long-term distraction of the attention of adolescents and young men from other, more serious sources of personal development. The temporality and permeability of hobbies in fashion and mass culture does not mean that they do not have any influence on the personality of a teenager or young man at all. There is undoubtedly such an influence, but it is mediated by communication with peers who have the same hobbies and become objects of personal and behavioral imitation for a certain time for the children who communicate with them. It is known, for example, that following the same fashion, showing interest in the same phenomena of mass culture, is a signal to the surrounding people that their carriers and propagandists act as people of certain views. This guides teenagers and young men in choosing a circle of friends, buddies for communication. The same tastes for teenagers and young men are often a sign that their peers are worried about the same personal problems as themselves. This ensures interpersonal choice and selectivity in communication, and it, in turn, being closed to a certain circle of people, directs education.

Conclusion.

In modern society, there are many problems in the field of communication between young people. In terms of content, communication is predominantly superficial, often progmatic, the features of a deep-personal dialogue are lost, which results in a lack of interest in another person. The phrase "These are your problems" - expresses a person's lack of interest.

Weakening of extracurricular and extracurricular activities. The destruction or commercialization of children's organizations have deprived modern teenagers of meaningful and creative leisure in communication.

The growth of the technosphere of society has increased the role of passive interaction with a TV and a computer, made the Internet popular, which has weakened the personal-emotional impatily nature of communication.

To date, intimate-confiding communication in the family has significantly decreased, either due to the employment of parents, or due to the depressive state of parents.

All this stimulated the emptyness of the "hangouts", where, due to the conformism of adolescents and young men, drugs quickly gained popularity, and today people start using them from 10-11 years old.

What pedagogical possibilities for correcting this situation do we see:

Maximum promotion of family content
leisure, up to the creation of a fashion mechanism for family
leisure.
Expansion of extra-curricular and out-of-school activities with
involvement of students and parents in this activity.

3) Learning in the classroom the culture of communication, through creative

Joint activities and discussions.

4) Creation of a creative dialogue between teachers and psychologists with
creators and editors of television youth
programs and youth publications. Content Dialogue
culture of communication.

5) Conduct trainings in pedagogical colleges and universities
futureteachers and educators.

Bibliography:

1) Ageev V. S. Intergroup interaction: social and psychological

problems M., 1990

2) Aroson M. I. Literary circles and salons. L., 1929

3) Bodalev A. A. Personality and communication. Fav. Proceedings. M., 1983

4) Gershenzon M. Griboedovskaya Moscow. M., 1914

5) Kolominsky Ya. L. Psychology of communication. M., 1974

6) Zlobina E. G. Communication as a factor in the development of personality. K. 1981

7) Leontiev A. A. Psychology of communication. Tartu, 1974

8) Mudrik A.V. Communication as a factor in the education of schoolchildren. M., 1984

9) Nemov R.S. Psychology. Tartu, 1974

10) Novikova L. I. Pedagogy of the team. M., 1978

11) Russian Pedagogical Encyclopedia. 2t. M., 1999

12) Family education concise dictionary. M., 1992

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Introduction

Chapter 1

1.1 The development of the child's communication with adults throughout childhood. Forms of communication according to M.I. Lisina

1.2 Situational business communication

Chapter 2. The role and influence of communication in the family on the mental development of the child

2.1 Communication of children in the family

2.2 The negative impact of conflicts in the family

2.3 The role of the relationship and communication of the child with adults

Conclusion

Bibliography

Introduction

The problem of communication between young children and adults is very relevant and topical. Studies of prominent domestic psychologists have shown that communication is the most important factor in the mental development of a child / Wenger L. Ya., Kolomensky Ya. P., Lisina M. I., Zaporozhets A. A., etc. -s. As you know, communication is the first human activity that occurs at the dawn of the formation of human society. The person communicated about / motive / earning a living / hunting, cooking, clothing, etc.

Studies by leading domestic psychologists have shown that the need for communication in children is the basis for further development of the entire psyche and personality already at the early stages of ontogenesis. / Venger L. A., Vygotsky L. S., Lisina M. I., Mukhina V. S., Ruzskaya A. S. et al. /. It is in the process of communicating with other people that the child learns human experience. Without communication, it is impossible to establish psychic contact between people.

Outside of human communication, the development of the child's personality is impossible / confirmation of this are the children - Mowgli. The lack of communication between an adult and a child, according to experts, leads to various disorders: in some cases, to the occurrence of mental retardation, in others, to pedagogical neglect, and in more severe cases, even to the death of children in the early stages of ontogenesis / in infancy and early childhood. age /. Also, the lack of communication with children leads to the following results: as numerous facts testify, being deprived of communication with their own kind, the human individual, even if he, as an organism, is completely preserved, nevertheless remains a biological being in his mental development. There are still reliable facts that indicate that insufficient communication or its complete absence adversely affects the development of children. For example, the phenomenon of hospitalism that occurs in closed children's institutions: due to a lack of communication with adults, children begin to lag behind in development. If from birth a child was deprived of the opportunity to communicate with adults and peers, then he would not become a culturally and morally developed person, would be doomed to remain half-alive until the end of his life, only outwardly, anatomically and physiologically resembling a person.

The mental development of a child begins with communication. This is the first type of social activity that arises in ontogenesis and thanks to which the child receives the information necessary for his individual development.

Communication is one of the most important factors in the overall mental development of a child. Only in contact with adults is it possible for children to assimilate the socio-historical experience of mankind.

Currently, the attention of many psychologists around the world is drawn to the problems of early childhood. This interest is far from accidental, since it turns out that the first years of life are the period of the most intensive and moral development, when the foundation of physical, mental and moral health is laid. The future of the child largely depends on the conditions under which it will proceed. The unborn child is an emerging human being. The influence of the mother's relationship with the unborn child is extremely important for its development. The relationship between mother and father is also important.

The love with which a mother bears a child; thoughts associated with its appearance; the richness of the association that the mother shares with him has an impact on the developing psyche of the child.

Many researchers (R. Spitz, J. Bowlby) noted that the separation of the child from the mother in the first years of life causes significant disturbances in the mental development of the child, which leaves an indelible imprint on his entire life. A. Jerseyld, describing the emotional development of children, noted that the child's ability to love others is closely related to how much love he received himself and in what form it was expressed.

L. S. Vygotsky believed that the child's attitude to the world is a dependent and derived quantity from his most direct and concrete relationship to an adult.

Therefore, it is so important to lay the foundation for a trusting relationship between a child and an adult, providing emotionally and psychologically favorable conditions for the harmonious development of the child.

Drawing conclusions from the above, I would like to note that communication should not take the last place, it is necessary to communicate with the child from infancy, thereby creating conditions for the development of a creative, harmonious, comprehensively developed personality.

Chapter 1

Communication is understood as informational, emotional and subject interaction, during which interpersonal relationships are realized, manifested and formed. In the process of communication, certain relationships are formed. The nature of the relationship of the child with others largely depends on what kind of personal qualities will be formed in him. The relationship of preschoolers with adults can be, for example, friendly and trusting, interested or indifferent, calm and restless.

What determines the relationship of children to adults! What is at the core of it? These questions are still little explored. There are several approaches to their solution. So, for example, neo-Freudians J. Bowlby, R. Spitz emphasize the decisive role in this process of the mother, who feeds the baby, thereby satisfying his “oral” need. But how then to explain the cases when children separated from their mother developed physically and mentally favorably! How to understand the facts described in the scientific literature of the deep attachment of infants and older children to an adult who only talked and played with the child, while not caring for him? The psychoanalytic approach, which exaggerates the influence of the biological factor, the role of the very first stage of life on mental development, does not answer these questions. Supporters of the theory of "imprinting" - imprinting also assign a primary role to the early experience of the child in shaping his relationship to others. Its essence lies in the transfer of the mechanism of "imprinting" / described for the first time by K. Lorenz on the basis of observations of chicks / without proper reason and on the behavior of the child. According to the “imprinting” hypothesis, in young children, the features characteristic of the adult caring for them are imprinted - his appearance, voice, clothes, smell. They make up the image that evokes affection in the child, by analogy with the image of the mother or another adult who replaces her.

Proponents of another direction in modern bourgeois psychology - neobehavioristic - believe that the relationship of a child to an adult is determined by how and to what extent this adult satisfies the child's primary, organic needs / needs for food, warmth, comfort /. According to domestic psychologists, the needs of the child are not limited to his organic needs, which are satisfied by an adult. Already in the first weeks of life, children begin to develop a need to communicate with people - a special need not of a biological, but of a social nature / A.N. Leontiev, A.V. Zaporozhets, M.I. Lisina, M.Yu. Kistyakovskaya and others /. Communication with adults is considered as one of the most important factors in the development of a child in early and preschool age.

Experimental studies conducted under the guidance of M.I. Lisina showed that during the first seven years of life, several forms of communication between children and adults sequentially arise and replace each other. The main ones are: directly - emotional communication, business, extra-situational - cognitive, extra-situational - personal.

1. 1 The development of communication between the child and adults throughout childhood. Forms of communication according to M.I. Lisina

M. I. Lisina represented the development of communication between a child and an adult from birth to 7 years as a change in several integral forms of communication.

The form of communication is communicative activity at a certain stage of its development, which is characterized by the following parameters:

As a result of the research, four main forms of communication were identified that are characteristic of children of a certain age.

The first form - situational-personal communication - is characteristic of infancy. Communication at this time depends on the characteristics of the momentary interaction between the child and the adult, it is limited by the narrow framework of the situation in which the needs of the child are met.

Direct emotional contacts are the main content of communication, since the main thing that attracts a child is the personality of an adult, and everything else, including toys and other interesting items, remains in the background.

At an early age, the child masters the world of objects. He still needs warm emotional contacts with his mother, but this is no longer enough. He has a need for cooperation, which, together with the need for new experiences and activity, can be realized in joint actions with an adult. The child and the adult, acting as an organizer and assistant, manipulate objects together and perform increasingly complex actions with them. An adult shows what can be done with different things, how to use them, revealing to the child those qualities that he himself is not able to discover. Communication that unfolds in a situation of joint activity is called.

With the advent of the first questions of the child: “why?”, “Why?”, “Where?”, “How?”, A new stage in the development of communication between the child and the adult begins. This is extra-situational - cognitive communication, prompted by cognitive motives. The child breaks out of the visual situation in which all his interests were previously concentrated. Now he is much more interested in: how does the world of natural phenomena and human relations that has opened up to him work? And the main source of information, an erudite who knows everything in the world, becomes for him the same adult.

In the middle or at the end of preschool age, another form should arise - extra-situational - personal communication. An adult for a child is the highest authority, whose instructions, demands, comments are accepted in a businesslike manner, without offense, without whims and refusal of difficult tasks. This form of communication is important in preparing for school, and if it has not developed by the age of 6-7, the child will not be psychologically ready for schooling.

It should be noted that later, at primary school age, the authority of an adult will be preserved and strengthened, a distance will appear in the relationship between the child and the teacher in the conditions of formalized schooling. Keeping the old forms of communication with adult family members, junior school student learns business cooperation in learning activities. In adolescence, authorities are overthrown, there is a desire for independence from adults, a tendency to protect certain aspects of one's life from their control and influence. Communication of a teenager with adults both in the family and at school is fraught with conflicts. At the same time, high school students show interest in the experience of the older generation and, determining their future life path, need trusting relationships with close adults.

Communication with other children, initially, has practically no effect on the development of the child / if there are no twins or children of close age / in the family. Even younger preschoolers at 3-4 years old still do not know how to really communicate with each other. As D. B. Elkonin writes, they “play side by side, not together.” It is possible to talk about the full communication of a child with peers only starting from the middle preschool age. Communication, woven into a complex role-playing game, contributes to the development of the child's arbitrary behavior, the ability to take into account someone else's point of view. Development is definitely influenced by inclusion in collective learning activities - group work, mutual evaluation of results, etc. And for adolescents trying to free themselves from adult assessment, communication with peers becomes the leading activity. In relationships with close friends, they / just like high school students / are capable of deep intimate-personal, “confessional” communication.

1. 2 Situational business communication

At the end of the first year of life, the social situation of the fusion of the child and the adult explodes from within. Two opposite, but interconnected poles appear in it - a child and an adult. By the beginning of an early age, the child, acquiring a desire for independence and independence from an adult, remains connected with him both objectively (because he needs the practical help of an adult) and subjectively (because he needs an adult's assessment, his attention and attitude). This contradiction finds its solution in the new social situation of the child's development, which is cooperation, or joint activity of the child and the adult.

Communication between a child and an adult loses its immediacy already in the second half of infancy: it begins to be mediated by objects. In the second year of life, the content of substantive cooperation between a child and an adult becomes special. The content of their joint activity is the assimilation of socially developed ways of using objects. The peculiarity of the new social situation of development, according to D. B. Elkonin, lies in the fact that now the child “... lives not with an adult, but through an adult, with his help. An adult does not do it instead of him, but together with him. An adult becomes for the child not only a source of attention and goodwill, not only a "supplier" of the objects themselves, but also a model of human, specific objective actions. And although throughout the early age the form of communication with an adult remains situational business, the nature of business communication is changing significantly. Such cooperation is no longer limited to direct assistance or to the demonstration of objects. Now the complicity of an adult is needed, simultaneous Practical activities together with him, doing the same thing. In the course of such cooperation, the child simultaneously receives both the adult's attention and his participation in the child's actions, and, most importantly, new, adequate ways of acting with objects. The adult now not only puts objects into the hands of the child, but together with the object conveys the mode of action with it.

A child's achievements in objective activity and their recognition by adults become for him a measure of his ego and a way of asserting his own dignity. Children have a distinct desire to achieve a result, a product of their activity. The end of this period is marked by a crisis of 3 years, in which the increased independence of the child and the purposefulness of his actions express themselves.

Chapter 2. The role and influence of communication in the family on the mental development of the child

Consider the specifics of communication between a child and adults in early childhood. The main achievements that determine the development of the child's psyche in this period are: mastery of the body and speech, as well as the development of objective activity. Among the features of communication of a child of this age, one can distinguish that the child begins to enter the world of social relations. This is due to a change in the forms of communication with adults. In objective activity, through communication with adults, a basis is created for mastering the meanings of words and linking them with images of objects and phenomena. The previously effective form of communication with adults (showing actions, controlling movements, expressing what is desired with the help of gestures and facial expressions) is no longer sufficient. The growing interest of the child in objects, their properties and actions with them prompts him to constantly turn to adults. But he can turn to them only by mastering verbal communication.

2.1 Communication of children in the family

Form start

A family is a small group based on marriage or consanguinity, whose members are connected by a common life, mutual moral responsibility and mutual assistance. In marriage and the family, relations determined by the difference between the sexes and sexual need manifest themselves in the form of moral and psychological relations. How social phenomenon the family undergoes changes in connection with the development of society; however, the progress of family forms has a relative independence.

The child is inextricably linked with society, with other people. These connections, acting as the conditions and environment of his life, form his spiritual world, behavior. The most important place in this process belongs to the family - the first team that gives a person ideas about life goals and values, about what you need to know and how to behave. The child receives the first practical skills of applying these ideas in relationships with other people, learns the norms that regulate behavior in various situations of everyday communication. Explanations and receiving parents, their example, the whole way of life in the house, the family atmosphere develop in children the habits of behavior and criteria for assessing good and evil, permissible and condemned, fair and unfair. Optimal opportunities for intensive communication of a child with adults are created by the family both through his constant interaction with his parents, and through the connections that they establish with others (relative, neighborly, professional, friendly communication, etc.). The family is not homogeneous, but differentiated social group, it presents various age, gender, professional "subsystems". The presence in the family of a complex enriching model, which parents act, greatly facilitates the normal mental and moral development of the child, allows him to most fully manifest and realize his emotional and intellectual capabilities. Expressiveness, which has no analogue and plays an indispensable role in the formation of personality.

The style of the attitude of adults towards the child affects not only the formation of a tendency towards a certain style of children's behavior, but also the mental health of children; Thus, the child’s lack of confidence in the adult’s positive attitude towards himself or, conversely, the confidence in the inactive assessment of him as a person provokes repressed aggressiveness, if the child perceives the adult’s attitude towards himself as negative, then the adult’s attempts to encourage the child to communicate cause him a state of embarrassment and anxiety . A long-term deficit of emotional consonant communication, even between one of the adults and the child, gives rise to the latter's uncertainty about the positive attitude of adults towards him in general, causes a feeling of anxiety and feelings of emotional distress. Under the influence of the experience of communicating with adults, the child not only forms criteria for evaluating himself and others, but also develops a very important ability - to sympathize with other people, to experience other people's sorrows and joys as their own. In communication with adults and peers, he realizes for the first time that it is necessary to take into account not only his own, but also someone else's point of view. It is with an established system of relationships between a child and an adult that the orientation of the child to others begins, especially since he also needs recognition from the people around him.

It is with close adults (mother, father, grandmother and others) that the child meets at the first stages of his life and it is from them and through them that he gets acquainted with the world around him, hears human speech for the first time, begins to master the objects and tools of his activity, and in the future to comprehend complex system of human relationships. There are many examples when children, for some reason, deprived of the opportunity to communicate with adults for the first few years of their lives, then could not learn to think, speak “like a human being”, could not adapt in the social environment.

An equally striking example is the phenomenon of “hospitalization”, in which the interaction of a child with an adult is limited only to formal childcare and the possibility of full emotional communication between a child and an adult is excluded (this happens when a young child is placed in an orphanage).

It has been proven that such children lag behind their peers in many respects both in physical, intellectual and emotional development: they begin to sit, walk, talk later, their games are poor and monotonous and are often limited to simple manipulation with an object. Such children, as a rule, are passive, not inquisitive, do not have the skills to communicate with other people. Of course, the examples described are extreme, atypical phenomena, but they are a vivid illustration of the fact that the child's communication with adults is a fundamental determinant of the mental development and mental health of children.

2.2 Negatiinfluence of conflicts in the family

In normal everyday life, the child is surrounded by the attention and care of the nearest adults, and, it would seem, there should be no cause for concern. However, even among children brought up in a family, there is a very high percentage of mental illnesses, including neuroses, the appearance of which is due not to hereditary, but to social factors, i.e. the causes of the disease lie in the sphere of human relationships.

The internal, insoluble and neurotic conflict that is formed in this way has several levels closely related to each other: communication family conversation conflict

Socio-psychological, motivated by communication failures and difficulties in achieving a socially significant position;

Psychological, due to incompatibility with some aspects of the relationship of parents and the threat of loss of "I";

Psychophysiological as a consequence of the inability to meet (meet) the increased requirements and expectations of adults.

In the presence of experiences that are insoluble for children, one should speak of a chronic psychotraumatic situation as a source of constant mental stress. Against this background, additionally acting mental trauma - emotional shocks increase the pathogenicity of the life situation, since the child cannot cope with them, survive them. Together with an internal conflict, problems in the field of communication and an unfavorable combination of life circumstances in general, this allows us to talk about the appearance of an unsuccessful, traumatic life experience, or a state of chronic distress, as the main source of pathogenic (painful) stress in neuroses.

The situation is complicated by the fact that, due to their limited and already psychogenically deformed life experience, the conditions of upbringing and family relationships, children with neuroses cannot emotionally respond to the accumulating neuropsychic stress. They are forced to suppress it, which exceeds the limit of adaptive capabilities and changes the neuropsychic reactivity of the organism. When long-acting stress exceeds the adapted abilities of children, does not allow them to express themselves, establish themselves in vital positions, resolve a traumatic situation in a timely manner, it undermines the ability to adequately perceive themselves, accompanied by a decrease in self-esteem, lack of confidence in their abilities and capabilities, fears and anxiety, a feeling of helplessness and impotence, i.e. the development of ideas of self-abasement, inferiority, inferiority, inability to be oneself among others, peers.

In the psychological literature, the factors influencing the mental health of the child and, in particular, the occurrence of neurotic reactions, are singled out and quite deeply analyzed. Most of these factors are socio-psychological, socio-cultural and socio-economic in nature.

The problem of marital and child-parent relationships is given close attention both in domestic and foreign literature. The causes and nature of intra-family conflicts are singled out, ways of their correction are considered.

Preschool age is characterized by a child's close emotional attachment to his parents (especially to his mother), and not in the form of dependence on them, but in the form of a need for love, respect, and recognition. At this age, the child still cannot navigate well in the intricacies of interpersonal communication, is not able to understand the causes of conflicts between parents, and does not have the means to express their own feelings and experiences. Therefore, firstly, very often quarrels between parents are perceived by the child as an alarming event, a situation of danger (due to emotional contact with the mother), and secondly, he is inclined to feel guilty about the conflict that has arisen, the misfortune that has happened, because he cannot understand the true reasons what is happening and explains everything by the fact that he is bad, does not justify the hopes of his parents and is not worthy of their love. Thus, frequent conflicts, loud quarrels between parents cause in children a constant feeling of anxiety, self-doubt, emotional stress and can become a source of their mental illness.

The mental health or ill health of a child is also inextricably linked with the style of parenting and depends on the nature of the relationship between parents and children.

Happy is the family in which morally valuable relationships have been created between adults, adults and children, where the life of the family team is so organized that everyone can, to the best of their ability and ability, help each other, show versatile care. The family for a preschool child is the first and main link that connects his life with the social environment. And this is very important. The modern family cannot exist without connection with the environment, live only its own inner solitary life. The public interests of adults, love of work, a kind attitude towards people are a guarantee that a child at an early age begins to join the goals, ideals, strive both at home and in kindergarten follow the norms of behavior that he learns from adults; think not only about yourself, but also about other people, be friends with brothers, sisters and comrades, help adults, be disciplined, honest, etc.

A variety of environmental phenomena, including negative ones, can influence the psyche and behavior of a child. This is important to consider when organizing the lives of adults and children in the family. Parents should take care of the culture of everyday relationships, be a role model.

How adult family members have a culture of relationships is evidenced by their behavior in conflict situations and disputes.

Improving the life of the family / adults and children / - its way of life, style of relationships, spiritual culture - is essential for the comprehensive upbringing of children, the formation of the foundations of the child's personality.

The interaction between adults and children is diverse. It is carried out both at home and outside it. Communication brings joy to both children and parents. Therefore, the influence of the family on the formation of the personality of the baby is so great.

A good, friendly family is a primary team whose members live on the principle of camaraderie, sympathy, and mutual assistance. These valuable principles are gradually assimilated by your sons and daughters under the influence of your actions, available stories. So, imperceptibly, children begin to develop not only love for the family, respect for parents and other family members, but also for people in general, for the Motherland.

2.3 The role of relationships and communication among childrenenka with adults

Communication is often considered as one of the activities. In developmental psychology, it is traced how children of different ages communicate with adults and with each other. On the other hand, the development of the child depends on the content of education and the form in which this content is presented to him. Therefore, the second question arises: how should adults communicate with the child in order to ensure the most favorable development?

The need for communication in a child appears early, at about 1 month, after the neonatal crisis / according to some reports at 2 months /. He begins to smile at his mother and rejoice violently at her appearance. The mother / or other close person caring for the child / must satisfy this new need as fully as possible. Directly - emotional communication with an adult creates a joyful mood in the child and increases his activity, which becomes the necessary basis for the development of his movements, perception, thinking, speech.

What happens if the need for communication is not satisfied or insufficiently satisfied? Children who find themselves in a hospital or in an orphanage lag behind in mental development. Up to 9-10 months they keep a meaningless, indifferent look directed upwards, move little, feel their body or clothes and do not try to grab toys that catch their eye. They are lethargic, apathetic, not interested in the environment. They will speak very late. Moreover, even with good hygienic care, children lag behind in their physical development. These severe consequences, lack of communication in infancy are called hospitalism.

The figure of an adult is of decisive importance in the mental development of a child. Only an adult for a small child is the bearer of human culture, and only he can pass it on to a child. This position is traditional and generally recognized in Russian psychology. The process of interiorization of external, material means, which become the internal means of the child, has been repeatedly studied by Russian psychologists on the basis of various mental processes - thinking, perception, memory, attention, and so on. In all these studies, cultural experience is transmitted to the child in the process of communication and interaction with an adult. At the same time, the very process of communication and the relationship of a child with an adult remained outside the scope of these studies. As something secondary and not directly related to the assimilation of cultural patterns.

This gap was filled in the works of M. I. Lisina and her students. Lisina introduced a new subject into Russian psychology - the communication of a child with an adult and developed a concept for its development. In Lisina's concept, communication is considered as a special type of activity that has its own specific structural components: needs, objects, motives and means. The subject of communication activity is another person - a communication partner. The need for communication consists in the desire for knowledge, evaluation of other people, and through them and with their help - to self-knowledge and self-esteem. Specific motives that encourage communicative activity are those qualities of the person himself and other people, for the sake of which a person enters into communication. Among these qualities stand out business, cognitive and personal. The means of communication are the operations by which communicative activity is carried out. These means can be expressive-mimic, object-effective and speech.

At different stages of a child's development, these parameters form stable combinations, which are qualitatively unique forms of communication. The form of communication with an adult is the most important characteristic of a child's mental development, since in the process of communication with an adult, not only the assimilation and appropriation of cultural patterns and means of mastering oneself takes place, but also the formation of new motives for the child's activity.

M. I. Lisina formulated the position that communication is, as it were, a through mechanism for changing the child's activity. An adult is always for a child not only a carrier of means and models of action, but also a living, unique personality embodying his individual motives and meanings. For the child, he is, as it were, the personification of those value and motivational levels that the child does not yet possess. At these levels, he

Conclusion

An analysis of the psychological and pedagogical literature showed that the problem of communication between a child and adults is the subject of research by many psychologists: Bozhovich L.A., Vygotsky L.S., Kolomensky Ya.L., Markova T.A., Penevskaya L.A., Zhukovskoy R.I. and etc.

Summing up, it can be noted that communication is the main condition for the development of the child, one of the most important points that determine the development of the relationship of children to adults. Most of all, the child is satisfied with the content of communication in which he already has a need. If the content of communication corresponds to the level of need, the child develops disposition and affection for the adult, in case of discrepancy, the degree of attachment of the child to the adult decreases. The essence of the last reason is the incorrect, incorrect attitude of parents, educators towards children, their incorrect behavior in communicating with children.

Wrong means:

without respect for the personality of the child, i.e. in humiliating, offensive forms of communication with children;

without taking into account the age needs of children in normal rest, in emotional well-being;

without acceptance and understanding of the child, without trust in him.

In order for a child to be able to understand others, to communicate with adults, they must treat the child humanely, teach the child to actively enter into contacts with people around them and treat the child with respect and love. However, adults do not always pay right attention communication as one of the specific means of purposeful and active influence on children. But this influence should be exercised through suggestion and clarification, imitation and persuasion, accustoming and exercise, demand and control, encouragement and punishment. And if the use of these methods does not give the desired effect, then this is often associated with shortcomings and mistakes made by adults in communication and relationships with children, which often causes dissatisfaction in children and alienation from the elders in the family.

At an early age, the social situation of development and the leading activity of the child change. Situational-business communication with an adult becomes a form and means of organizing the child's objective activity.

A. S. Makarenko said, addressing parents: “Do not think that you are raising a child only when you talk to him, or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you dress, how you talk to and about other people, how you feel happy or sad, how you treat friends or enemies - all this is of great importance to the child.

The departure of one of the parents from the family often leads to the breakup of the family, inflicts trauma on children who become irritable, rude, suspicious and distrustful, their interest in work, play, etc. decreases.

Peculiar difficulties arise in families when raising an only child. The lack of communication with other children who are close in age and life together leaves an imprint on the personality and character of such a child. Often, an only child develops negative personality traits: selfishness, isolation, quarrelsomeness.

In a number of studies conducted in line with sociometry, the influence of family characteristics on the status of a child in a peer group has been established. The general trend of the results obtained in this case is that more favorable conditions for family education / the cultural level of parents, a complete family, positive relationships between parents, a democratic style of leadership, warmth of relations with children, etc. / are combined with high, and unfavorable - with a low sociometric status of a preschooler among peers.

Bibliography

1. Avdeeva N.N., Meshcheryakova S.Yu. You and the baby. - M., 1991.

2. Bozhovich T.A. Personality and its formation in childhood. - M., 1968.

3. Vygodsky L.S. Thinking and speech. -M., 1982.

4. Galperin P.Ya. Teaching methods and mental development of the child. - M., 1985.

5.Winnicott D.V. Little children and their mothers. M., “Class”, 1998

6.Vygotsky L.S. Collected works in 6 volumes. v.4, M., Pedagogy, 1984

7. Lebedinsky V.V. Emotional disorders in childhood. M., Publishing House of Moscow. University, 1991

8. Leboye F. For birth without violence. Translation from fr. Reprod. ed. M., 1988

9.Leontiev A.N. Selected psychological works. In 2 volumes. v.2, M., Pedagogy, 1983

10. Lisina M.I. Problems of the ontogeny of communication. M., Pedagogy, 1986.

M., “CPP”, 1997

11. Elkonin D.B. Selected psychological works. M., Education, 1989.

12. Emotional development of a preschooler. Kosheleva A.D. M., Enlightenment, 1985

13.Erikson E. Childhood and society. SPb. , Lenato AST, 1996

14. Karpova S.N. Awareness of the verbal composition of speech by preschoolers. - M., 1967.

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Communication as an important factor in human development. Activity and communication as factors of personality development. The concept of communication, its types and functions

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The influence of communication on the mental development of the child

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