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Department of Education of the City of Moscow
State Autonomous Educational Institution of Higher Education of the City of Moscow
Moscow City Pedagogical University
Institute of Pedagogy and Psychology of Education
Department of preschool education
Direction: 44.03.01 - Pedagogical education
Training profile: Management of preschool education
COURSE WORK
Pedagogical conditions of interaction and cooperation of participants educational process and in preschool educational organization
Matykina Olga Vladimirovna
3rd year student, c/o
Scientific adviser:
Ph.D., prof. Karpova S.I.
Moscow - 2017
Describe the features of constructive interaction;
To characterize the pedagogical conditions of constructive interaction.
Chapter1 . General characteristics of constructive interaction
1.1 Constructive interaction: concept and essence
Modern science pays great attention to issues related to the study of contacts between people. vital activity modern society is impossible without the active interaction of its members with each other. Qualitative and quantitative characteristics of interaction affect the efficiency of work in all spheres of public life.
In the most general form, in the philosophical and social sciences, interaction, according to N.E. Yatsenko is understood as a universal form of connection between bodies and phenomena, expressed in their mutual influence on each other and change. Stolyarenko, A.M. Psychology and Pedagogy: Textbook. / A.M. Stolyarenko. - M.: UNITI, 2014. - 543 p.
In the psychological and pedagogical literature there is no single interpretation of the concept of "interaction". To consider this phenomenon, a definition based on the organization of joint activities is essential. Cognition and mutual influence of people on each other, A.A. Bodalev, - required element any joint activity. The way people reflect and interpret the appearance and behavior and evaluate each other's capabilities largely determines the nature of their interaction and the results they come to in joint activities.
Interaction, from the point of view of L.V. Baiborodova, is a universal form of development, a mutual change in interacting phenomena, both in nature and in society, leading each link to a qualitatively new state. Interaction displays a wide range of processes of the surrounding reality, through which causal relationships are realized, there is an exchange between the interacting parties, their mutual change.
Philosophy points to the following signs of interaction as a real phenomenon: the simultaneity of the existence of objects; bilateral relations, mutual transitions of the subject and object into the subject; pattern of communication at the entity level; interdependence of the change of the parties; internal self-conditioning of objects. Gromkova, M.T. Pedagogy of Higher School: Textbook / M.T. Gromkov. - M.: UNITI, 2013. - 447 p.
In the psychological and pedagogical sciences, interaction is often associated with two phenomena: communication and joint activity. One of the sides of communication (interactive) is the interaction of G.M. Andreeva. The interactive side of communication, the scientist believes, is a conditional term denoting the characteristics of those components of communication that are associated with the interaction of people, with the direct organization of their joint activities. The study of the problem of interaction has a long tradition in social psychology. Some authors simply identify communication and interaction, interpreting both as communication in the narrow sense of the word, others consider the relationship between interaction and communication as a relationship between the form of a process and its content. Sometimes they prefer to talk about the related, but still independent existence of communication as communication and interaction as interaction.
Interaction can also be interpreted as the organization of joint activities. During it, it is extremely important for the participants not only to exchange information, but also to organize an “exchange of actions”, to plan a common strategy.
The psychological content of the process of exchanging actions includes three points: taking into account the plans "ripened in the head of another" and comparing them with one's own plans; analysis of the "contributions" of each participant in the interaction; understanding the measure of involvement in the interaction of each of the partners.
According to T. Parsons, social activity is based on interpersonal interactions consisting of single actions. A single action is an elementary act; they subsequently form systems of action. Each act is taken on its own, in isolation, from the point of view of an abstract scheme, the elements of which are: the actor; "other" (the object on which the action is directed); norms (according to which interaction is organized); values (which each participant accepts); situation (in which the action is performed). Rabotnov, L.D. School theatrical pedagogy: Textbook / L.D. Rabotnov. - St. Petersburg: Planet of Music, 2015. - 256 p.
The structure of interaction: people, their connection, impact on each other, and, as a result of this, their changes (M. Weber, P. Sorokin). Y. Shepansky proposed a description of the structure of interaction in terms of the stages of its development. For him, the central concept in describing social behavior is the concept of social connection. It can be represented as a consistent implementation of: spatial contact; mental contact (mutual interest); social contact (joint activity); interactions (which is defined as "the systematic, continuous implementation of actions aimed at causing an appropriate reaction from the partner ..."); social relation (mutually conjugated actions).
There is another descriptive approach in the analysis of interaction - the construction of classifications of its various types. The most common is the dichotomous division of all possible types interaction into two opposite types: cooperation and competition (consent and conflict, adaptation and opposition, associations and dissociations). In the first case, such manifestations are analyzed that contribute to the organization of joint activities, are “positive” from this point of view. The second group includes interactions that in one way or another "shatter" joint activity, representing a certain kind of obstacle to it.
In our study, the greatest attention is paid to cooperative interaction, which means the coordination of individual forces of participants. The attributes of cooperation are such processes as mutual assistance of participants, their mutual influence, their involvement in interaction. Cooperation is a necessary element of joint activity, generated by its special nature. Stolyarenko, L.D. Psychology and pedagogy: a short course of lectures / L.D. Stolyarenko, V.E. Stolyarenko. - M.: Yurayt, 2013. - 134 p.
A.N. Leontiev named two main features of joint activity: the division of a single process of activity between the participants; a change in the activity of everyone, since the result of the activity of each does not lead to the satisfaction of his needs, which means a mismatch between the subject and motive of the activity. The means of their connection are relations developed in the course of joint activity, which are realized primarily in cooperation.
The essential features of pedagogical interaction that are important for our study were singled out by G.M. Kodzhaspirova and A.Yu. Kodzhaspirov. They understand this phenomenon as accidental or intentional, private or public, long-term or short-term, verbal or non-verbal. personal contact educator and pupil, resulting in mutual changes in their behavior, activities, relationships, attitudes. In a humanistically oriented pedagogical process, the relations between the participants are partnership, equal, parity, and the interaction itself is characterized by such terms as mutual understanding, mutual knowledge, relationships, mutual actions, mutual influences. In their opinion, interaction can act in two main forms: cooperation and rivalry. Cooperation is characterized by the achievement of mutual agreement and solidarity in understanding the goals of joint activities and ways to achieve it. In rivalry, the success of some stimulates or inhibits the purposeful and productive activities of other participants in joint work. Stolyarenko, L.D. Social Pedagogy: Textbook for Bachelors / L.D. Stolyarenko, S.I. Samygin, I.V. Tumaykin. - M.: Dashkov i K, 2014. - 272 p.
All the main characteristics of interaction are reflected in its types. The most significant for our study is this type of interaction as social. In understanding its essence, we agree with the concept of L.V. Baiborodova and by social interaction we understand the totality of life processes in which a person is included and the essential characteristic of which is the mutual changes of the interacting parties as a result of mutual influences and influences. In this sense, any objective activity of a person, his communication is a social interaction. In a narrower sense, not any human interaction is considered a social phenomenon, but only that which provides positive, socially valuable changes in the interacting parties. In the third meaning, social interaction is seen as a social relationship between people, social groups. Important specific forms of such interaction are joint activities and communication.
In social terms, the interaction of people is also considered as a way to implement the continuity of generations. The transfer of experience, information from generation to generation contributes to the interaction of people: specific behavior on the one hand and imitation of this behavior on the other.
A direct and specific indicator of effectiveness is the development of the main characteristics of the interaction of participants:
1. By mutual knowledge - the objectivity of knowledge of personal characteristics, best sides each other, interests, hobbies; desire to know and understand each other better, mutual interest in each other.
2. By mutual understanding - understanding common purpose interaction, commonality and unity of tasks, understanding and respect for the difficulties and concerns of each other, understanding the motives of behavior in various situations, the adequacy of assessments and self-assessments; coincidence of installations for joint activities.
3. In relationships - a manifestation of tact, attention to the opinions and suggestions of each other; emotional readiness for joint activities, satisfaction with its results; respect for each other's position, empathy, sympathy; desire for formal and informal communication; the creative nature of relations, stimulating the initiative and independence of partners.
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For mutual actions - the implementation of constant contacts, the activity of participation in joint activities; initiative in establishing various contacts coming from both sides; workability, coordination of actions on the basis of mutual assistance, consistency; insurance, help, support each other.
5. By mutual influence - the ability to come to an agreement on controversial issues; taking into account each other's opinions when organizing work; the effectiveness of justified and specific in form mutual comments, a change in behavior and actions after recommendations addressed to each other. Gurevich, P.S. Psychology and pedagogy: Textbook for bachelors / P.S. Gurevich. - M.: Yurayt, 2013. - 479 p.
AT general plan the development of interaction can be judged by the enrichment of the content of joint activities and communication of partners, methods and forms of interaction, expansion of external and internal relations, and continuity.
The main characteristics of the interaction manifest themselves differently depending on the conditions and situations in which the interaction is carried out, which can indicate a variety of types of interaction. AT practical work characterize the interaction in terms of optimality, efficiency, frequency and stability. Different approaches to the classification of types of interaction do not exclude each other, but once again emphasize the multidimensionality and versatility of this process. It is possible to take the nature of interaction as a basis for classification, highlighting the following three features: the attitude of the interacting parties to each other's interests, the presence of a perceived common goal of joint activity, the subjectivity of the position in relation to each other in interaction. Various combinations of these signs give certain types of interaction: cooperation, dialogue, agreement, guardianship, suppression, indifference, confrontation. Stolyarenko, L.D. Psychology and Pedagogy: Textbook / L.D. Stolyarenko, S.I. Samygin, V.E. Stolyarenko. - Rn / D: Phoenix, 2012. - 636 p.
1.2 Elaboration of the issue of constructive thinking
The problem of constructive thinking is being developed in the psychology of business interaction, in the analysis of decision-making problems (D. Heradstveit, W. Navesen, D. Halpern, P. Vaclavik, J. Bivin, D. Jackson).
L.M. Rudina emphasizes such a distinctive feature of "constructive thinking" as criticality, she points out that dogmatic thinking is non-constructive. Dogmatic thinking can be expressed in two extremes of "pathological communications": the first is the literal execution of any orders, without attempts to comprehend; the second is blocking (ignoring) incoming information, either "perceptual defense" or hyperactive behavior. In the process of social interaction, the author notes, the carriers of dogmatic thinking in situations involving permitted (by someone) spontaneous behavior either refuse it (from permission and behavior), or behave in accordance with the permission, i.e., refusing from freedom. L.M. Rudina emphasizes that dogmatic thinking leads to a "double restriction trap", in which case, the researcher writes, "the young person tends to be more behavioral than cognitive activity." In addition, L.M. Rudina dwells on the following features of constructive thinking:
Dogmatic thinking often manifests itself within the framework of relationships accepted in social institutions (including the family), its opposite - critical thinking begins to form in adolescence and adolescence;
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the values offered in line with dogmatic thinking are rejected, and the anti-scenario becomes a habitual strategy for interaction in society;
Constructive thinking is based on the selection of information that rejects rather than confirms one's own hypotheses, which is an effective tactic;
With constructive thinking, the forecast is associated with the restructuring of the distribution function of value representations in accordance with a new task that arises in an undisclosed situation;
Constructive thinking significantly increases both the adaptability of the individual in society and the effectiveness of his activity in professional and personal terms;
Constructive thinking - logical - analytical method, is the structuring of the problem space, setting the task, building a variable field, competent forecasting and risk assessment, can be effectively formed with short-term programs of 10-16 hours.
Within the framework of the concept of transactional analysis, the characteristic “constructive” corresponds to the “State “Adult”. Describing the behavior of the “Adult”, E. Berne writes: “A person processes information and calculates the probabilities that need to be known in order to effectively interact with the outside world. He knows his own failures and pleasures. Revealing the essence of the “Adult-Adult” interaction, E. Bern calls this form of social action activity or work; such interactions are correlated with external reality, i.e. with the subject matter. Describing the life scenarios of "winners" and "losers", the author of transactional analysis points to "constructiveness" life strategy the first and the “non-constructiveness” of the latter. Stolyarenko, L.D. Psychology and Pedagogy: A Textbook for Academic Baccalaureate / L.D. Stolyarenko, V.E. Stolyarenko. - Lyubertsy: Yurayt, 2016. - 509 p.
The approach of humanistic psychology (K. Rogers, A. Maslow), points out L.A. Petrovskaya, is distinguished by the characteristic of human nature as initially positive, devoid of destructive tendencies. K. Rogers "is distinguished by faith in a person whom he considers as essentially constructive, cooperative, etc." “The individual discovers mature behavior when he perceives realistically without being defensive, accepts the responsibility of being different from others, takes responsibility for his own behavior, evaluates experience on the basis of data coming from his own feelings, changes his assessment of experience only on the basis of new evidence, accepts others as unique individuals, distinct from themselves, values themselves and others highly.
E.V. Alekseeva, analyzing the diversity of human behavior in a difficult life situation, identifies constructive and non-constructive strategies. The researcher characterizes constructive ways of solving problems as follows: achieving a goal on your own, carefully considering the problem and various ways of its development and resolution (think, talk to yourself; behave thoughtfully; do not do stupid things). Non-constructive strategies of behavior are characterized in a completely different way. E.V. Alekseeva cites the following signs: various methods of psychological defense - up to the displacement of the problem from consciousness, impulsive behavior, emotional breakdowns, extravagant actions that are inexplicable by objective reasons (“I was offended by everyone”, “I can throw a tantrum”, “I slam the doors”, “the whole day roaming the streets"), aggressive reactions.
Studying the psychological problems of mutual understanding, I.M. Yusupov points out that in the course of interpersonal interaction there are six figures: on the one hand, the first participant is reality, the image of the first as he imagines him, the image of the second, the second participant, his image in his own eyes, the image of the first in the eyes of the second. Therefore, for mutual understanding, it is necessary to realize the image of each of these figures. Although four of the six figures are figments of the imagination, denying them can lead to a decrease in the effectiveness of communication. To ensure a quality hearing, I.M. Yusupov recommends showing full interest in the interlocutor, emphasizing your disposition towards him, being attentive and patient, and looking for the true meaning of the message. The scientist emphasizes the significance of the setting, which plays a conservative role, orienting a person to a certain behavior, which is a prejudice of a positive or negative nature. Installation can lead to screening out of information that is not consistent with expectations. The reason for this behavior of I.M. Yusupov calls the lack of agreement with himself.
The scheme of P.M. Ershov, describing the options for the role positions of the participants in communication: the position of non-participation, extension from above, extension on a par, extension from below. Obviously, only an extension on a par can be recognized as constructive. Titov, V.A. VPS: Preschool Pedagogy. Lecture notes / V.A. Titov. - M.: Prior, 2012. - 192 p.
By type, the most favorable for a person are relations of cooperation, involving independence and democracy in decision-making. Modern pedagogy of cooperation proves the fruitfulness and prospects of this type of relationship. Here, apparently, analogies in intercultural relations are also appropriate. For full-fledged intercultural communication, it is necessary to bring together the points of view and interests of representatives of different cultures and obtain mutual benefits on a solid basis and for a long period of time. This process is not easy and requires serious efforts on both sides. It also requires realism, patience, tolerance - that is, democratic maturity of interacting individuals or groups. Cooperation relations arise in the process of communication only in a favorable atmosphere that enhances the feeling of trust, honesty, nobility between the participants in the communication process. Clear and effective communication with each other is a prerequisite for cooperation in action. However, the diversity and diversity of interests often force cooperation through agreement and compromise. Stolyarenko, L.D. Psychology and Pedagogy: Textbook. Academic course / L.D. Stolyarenko, V.E. Stolyarenko. - Lyubertsy: Yurayt, 2015. - 509 p.
A compromise or agreement most often characterizes that stage of the relationship when each party probes the intentions of the other party, clarifies mutual requirements and expectations, and also finds out what results should be obtained. If this preliminary test confirms the reliability of achieving the final result, the agreement acquires a stable status and develops into cooperation. If not, the relationship is broken. In a compromise, each of the parties is looking for grounds for concessions in order to avoid or overcome the contradiction. Both styles of relations - cooperation and compromise - carry a rather positive, creative potential, which does not apply to a conflict situation.
When conciliatory relations are destroyed, and the parties are unable to reach an agreement or compromise, a confrontation arises between perceived differences, between the goals and requirements of both parties, conflict relations arise that threaten to break any relationship. To preserve and stabilize relations, it is necessary, first of all, to detect signs of its occurrence, to recognize and recognize its presence, to analyze ways and means of resolving it.
The conflict can lead either to the complete destruction of relations, or to the creation of new, positive ones, it depends on the direction of the conflict. There are destructive and constructive conflicts. Destructive conflicts in the community lead to destructive actions, such as slander, squabbles in the team and other negative phenomena. They ultimately cause a violation of the structure of the community, its qualitative deterioration, for example, a decrease in labor efficiency in the workforce, the departure of valuable employees, etc. Turchenko, V.I. Preschool Pedagogy: Textbook / V.I. Turchenko. - M.: Flinta, MPSU, 2013. - 256 p.
The second option for resolving the conflict is constructive. Constructive is used in one of the meanings (as one that can be based on something, fruitful (S. I. Ozhegov)). If the conflict is resolved constructively, disagreements affecting the fundamental interests of the parties are overcome, and the interacting parties embark on the path of cooperation, this means a transition to a qualitatively new, more high level relationships, involving further development, creation.
It seems appropriate to define this type of relationship, which has a positive, creative potential, as constructive. By constructive, we can understand a reasonable, conscious, meaningful attitude, where the conscious involves the creation of a certain image of reality, and the meaningful is devoid of false ideas, filled with reliable knowledge. Since the objective is that which belongs to the object, exists outside the consciousness of people, and objective truth is the correspondence of knowledge to reality, the objective content of empirical experience and theoretical knowledge.
pedagogical constructive communicative preschooler
1.3 Constructive interaction in the context of a conflict situation
Many educators, psychologists, sociologists, conflictologists associate the term "constructive interaction" primarily with the characteristics of a person's behavior in a conflict situation. By its presence, the degree of success in resolving the conflict for its participants is judged. In our opinion, such an approach does not sufficiently reveal the potential of the “constructive interaction” phenomenon. Therefore, following A.Ya. Antsupov and A.I. Shipilov, we believe that the needs for this type of interaction are actualized not only in conflict, but also in the so-called difficult situations of life. The experience of constructive interaction is formed only in real interaction situations that are diverse in content, form and composition of participants. Moreover, for the pedagogical management of the formation of such an experience, it is necessary to understand the essence of the concept of the situation of interaction and the classification of its types from the point of view of pedagogical potential for the effective formation of experience of constructive interactions. Stolyarenko, L.D. Psychology and Pedagogy: Textbook for Bachelors / L.D. Stolyarenko, V.E. Stolyarenko. - M.: Yurayt, 2012. - 671 p.
The situation, according to A.Ya. Antsupova and A.I. Shipilov, can be considered as a complex subjective-objective reality, where the objective components are presented in the form of subjective perception and personal significance for the participants in the situation. In domestic and foreign science, there are many classifications of life situations. So, E.M. Babosov identifies simple, crisis, extreme and catastrophic situations. A. Kocharyan, in turn, divides them into simple, difficult and extreme. V.V. Latynov - into neutral and conflict; A. Lamm - everyday and problematic. Difficulty life situations K. Levin emphasizes in his classification, dividing them into conflicts, situations of physical danger and situations of uncertainty. G. Morozova also identifies simple and problematic situations in the life of individuals. A. Matyushkin laid a different basis for his classification, which divides them into informational, probabilistic, situations of cognitive complexity and behavioral. Emmons and Dippers emphasize the principle of the emergence of the situation: freely chosen and imposed from outside. A. Fedotov divides situations into simple, difficult and extreme ones. Galiguzova, L.N. Preschool Pedagogy: Textbook and Workshop for SPO / L.N. Galiguzova, S.Yu. Meshcheryakova-Zamogilnaya. - Lyubertsy: Yurayt, 2016. - 284 p.
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When summarizing these approaches, it seems possible to distinguish two main types of situations: simple (everyday), in which everything is normal for a person, she acts in a normal mode; and difficult (tense, complex, extreme), in which the requirements for the individual go beyond the norm. Difficult situations seem to be potentially richer for the formation of the experience of constructive interaction, although we do not deny the importance (in terms of developing a set of communicative skills and abilities) of simple situations of everyday interaction. Kozlova, S.A. Preschool pedagogy: Textbook for students of institutions of secondary vocational education / S.A. Kozlova, T.A. Kulikov. - M.: ITs Academy, 2012. - 416 p.
According to B.Ya. Shvedina's difficult situation is the interaction of the individual with difficult environment in the process of activity. A difficult situation is characterized by the presence of a complex environment, the activity of the motives of the individual, a violation of the correspondence between the requirements of activity and professional opportunities person. A number of authors point out that tense situations are characterized by the emergence of a task that is quite difficult for the subject and a difficult mental state (M.I. Dyachenko, L.A. Kandybovich).
The concept of "difficulty" in the dictionary of L.V. Mardakhaeva is understood as an experience and sometimes an understanding of the discrepancy that has arisen between the requirements of activity and the capabilities of the individual. YES. Belukhin emphasizes the fact that the essence of the difficulty is associated with an obstacle that must be removed in order to continue on the intended path. To eliminate it, an additional psycho cost is required. physical strength which causes stress in most people. In the definition of N.V. Kuzmina clearly distinguishes two directions - subjective and objective: "difficulty is a subjective state of tension, which is caused by external factors of activity and depends on the nature of the factors themselves, the educational, moral and physical preparedness of a person for activity and relationships in it." Therefore, by difficulties we will understand the circumstances of the interaction process, which require great efforts to overcome. Vinogradova, N.A. Preschool Pedagogy: A Textbook for Bachelors / N.A. Vinogradova, N.V. Miklyaeva, Yu.V. Miklyaev. - M.: Yurayt, 2013. - 510 p.
Close in meaning and much more common in psychological and pedagogical research (dedicated to the problems of pedagogical interaction) is the concept of "difficulty", which I.A. Zimnyaya is interpreted as a subjective education, the experience by the subject of the complexity, unusualness, non-standard, inconsistency of the situation. At the same time, the difficulty in communication (activity) characterizes it as a state of “failure” subjectively experienced by a person in the implementation of the predicted (planned) communication due to the non-acceptance of the communication partner, his actions, misunderstanding of the text, misunderstanding of the partner, change in the communicative situation.
Difficulties perform a number of functions in interaction (A.K. Markova): positive (indicative - attracting attention; stimulating, mobilizing - activation of overcoming activities, gaining experience); negative (restraining - the presence of dissatisfaction with oneself, destructive, destructive - lead to a stop, the disintegration of interaction). Thus, states of difficulty are of a dual nature; they cause the subject to either have negative states or mobilize efforts to overcome them. This causes a desire to get rid of negative emotional states and actualizes various actions to relieve tension. Actions can have a different focus and a different degree of effectiveness in relation to the goals of joint activities and the subject himself, his personal growth. The main way of “getting out of the difficulty” is called by many scientists overcoming difficulties, that is, actions aimed at finding a way for the meaning of mutual coexistence and joint activity of the participants in the interaction. Miklyaeva, N.V. Preschool Pedagogy. Theoretical and methodological foundations of correctional pedagogy / N.V. Miklyaev. - M.: Vlados, 2011. - 263 p.
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In the dissertation research N.V. Baraboshina distinguishes three groups of difficulties in the interaction of high school students with teachers (in our study, it is possible to painlessly transform them in relation to the educational system of a military university, that is, a cadet - an officer, a cadet - a teacher): firstly, difficulties of a communicative-psychological nature (inability to establish contact, inability to build relationships and rebuild them depending on the situation, difficulty in managing communication, misunderstanding of the partner’s internal position, difficulty in managing one’s own psychological state); secondly, a volitional order (lack of a "habit" of interaction, unwillingness to overcome conflicts and difficulties of interaction, lack of motivation to work together, lack of a motive for interaction, inability to complete the work begun); thirdly, creative (inability to act outside the box, inability to show creativity, inflexibility of relations in interaction); fourthly, communicative: basic (unwillingness to make contact, low-developed empathy, lack of a positive attitude towards another, categorical assessments and judgments in communication, rejection of other points of view, positions, views, self-doubt, lack of communicative initiative, increased emotional personal dependence on a communication partner); meaningful (not possessing the necessary communicative knowledge, inability to observe the participants in communication, inability to plan one's own communicative actions, inability to change one's communicative plan, inept communicative reflection or its complete absence); operational (inability to competently, logically, clearly express one’s thoughts, inability to listen and hear one’s interlocutors, inept use of non-verbal means of communication in communication, inept use of paralinguistic characteristics of speech, inability to conduct a conversation and question the interlocutor, inability to take an optimal position in communicative contacts, inability to avoid manipulating oneself, inability to give adequate feedback to the interlocutor, etc.).
Conclusions to the first chapter
An analysis of scientific sources and studies allows us to define a difficult situation of life activity as characterized by an imbalance in the system “task - personal capabilities and (or) motives - environmental conditions”, which causes mental tension in a person. The degree of inconsistency determines the level of difficulty of the situation. General signs of a difficult situation: the presence of difficulties, awareness of the threat by the individual, obstacles to the realization of any goals, motives; a state of mental tension as a reaction of a person to a difficulty, the overcoming of which is significant for the subject; a noticeable change in the usual parameters of activity, behavior, communication, going beyond the "ordinary".
Chapter2 . Pedagogical conditions for constructive interaction with preschoolers
2.1 Constructive interactionbeforeschoolchildren
The purpose of the work is to develop and test a correctional and developmental program aimed at correcting the accentuations of the nature of adolescents and their personal growth.
1. Identification of children with character accentuations from the "risk group", the formation of an experimental group;
2. Development of the content of the ascertaining and control stages of the experiment;
3. Development and testing of a correctional and developmental program aimed at correcting the accentuations of the character of adolescents and their personal growth;
4. Analysis and comparison of the results of the ascertaining and control stages of the experiment.
Students of four 8th grades were identified as participants in the practical work. In total, 40 adolescents aged 13-14 years old were involved in the practical work, including 30 boys and 10 girls.
Research progress.
Older teenagers were created such conditions in which they could express themselves as much as possible, interact with peers and accumulate communicative experience. This function was performed by a temporary association, which has significant opportunities for realizing the adolescent's need for communication. In the new conditions, where there are certain norms, there is a different system of relationships: I am others, I am older comrades, where a kind of rhythm, the nature of life, the social experience of the student is significantly enriched, skills of constructive interaction are formed.
The temporary association has an institutional affiliation (a school, an institution of additional education, a country children's health center, institutions of social protection of the population, etc.). It can function constantly, regularly or discretely.
Like any social institution, a temporary association is characterized by the presence of a goal of its activity, specific functions that ensure the achievement of such a goal, the content of the activity, a set of social positions and roles typical for this institution.
By constructive interaction, we mean purposeful, built on flexible attitudes and views, on understanding the individual characteristics of the partner, the joint activity of individuals interested in each other, striving for self-improvement, self-actualization, productive resolution of emerging contradictions and socially significant results.
The formation of the experience of constructive interaction allowed older adolescents to realize their specific needs and interests, and, consequently, to realize themselves as a person in activity and communication.
The effectiveness of the process of forming the experience of constructive interaction of older adolescents in a temporary association presupposed the creation of a set of pedagogical conditions.
1. Participation of older adolescents with some experience of constructive interaction in the activities of temporary associations.
The functions of the temporary association were to give older teenagers some pattern, an example of constructive interaction, to instill skills and abilities of making contact. And also contribute to the formation of a system of views on the organization of productive interaction. Older teenagers, who had some experience in the activities of temporary associations, quickly adapted to their conditions and were included in the activity. They helped organize interaction between older teenagers in a temporary association and are a kind of "catalyst" for the process of accumulating experience in constructive interaction.
2. The saturation of the educational environment of temporary association with various types of joint activities.
The activity program of the temporary association included the most effective forms of joint activities that contributed to the formation of the experience of constructive interaction. These forms were presented at all stages, and aimed at solving a number of pedagogical tasks within the framework of the problem we have touched upon.
The first stage of the shift (defining the goals, tasks of the shift, working to unite the detachments, determining the prospects for activity.) Provides for the organization of the interaction of the guys within the detachment: the light of acquaintances, games for acquaintance, for uniting the detachment. The task of the teacher working with the detachment is to ensure that all participants are involved in the activity.
At the second stage of the shift, the interaction moves to the inter-detachment level. In order for older teenagers to gain the knowledge and skills necessary for organizing constructive interaction, to be able to realize themselves in ongoing affairs, an educational program is being implemented in the camp. The program may include workshops, master classes that work on the formation of constructive interaction in the conditions of a temporary association and a school where the children will return after the end of the camp shift and will have the opportunity to put their knowledge and skills into practice.
Third stage. At the third stage of the shift, each detachment develops its own program of activities, which it subsequently defends in the expert council and then implements. The program of the detachment organically fits into general program camp, and the goal does not contradict the main goal of the camp, thus, the program of the detachment and the deeds through which it is implemented. Thus, conditions are created in order to form in the older teenager the ability to engage in productive interaction, to develop a style of communication that allows you to come into contact with persons occupying various social positions.
4. Organized reflexive mediation significant situations constructive interaction in content educational work temporary association.
The formation of the experience of constructive interaction is carried out only in the process of communication, in the process of activity. However, in our opinion, reflection plays an important role in the process of forming the experience of constructive interaction among older adolescents.
Reflection can be considered as such a turn of consciousness, as a result of which it becomes possible to see oneself, one's behavior, ways of making contact, achieving the results of interaction, identifying its advantages and disadvantages. Any acquisition of a personality becomes relevant only when the personality itself realizes the need to form this innovation, and awareness occurs in the process of reflection.
In order for reflexive mediation to act as a tool for personal growth, it is necessary to develop the ability for it. Reflexive mediation as an assessment of one's own behavior and activities allows one to maintain the current level of personal development, while the development of the ability for it is a factor in personal growth. It is expressed in an increase in the reflectively actualized space of life experience, the degree of depth and truth of revealing cause-and-effect relationships in the context of one’s own activity, an increase in the level of awareness of behavioral motives, relationships and interdependencies in the social environment and with each other “here and now”. In the process of temporary association activities, older teenagers learn to discuss the participation of each person in the detachment. This is facilitated by evening detachment lights, case analysis, and independent attestation of the detachment.
Thus, the formation of the experience of constructive interaction of older adolescents in a temporary association is a pedagogically organized process of enriching the individualized social experience of constructive interaction by integrating into its content the objectified social experience created, accumulated and preserved by the subjects of the educational environment of the temporary association.
The effectiveness of the process of forming the experience of constructive interaction of older adolescents in a temporary association presupposes the creation of a set of pedagogical conditions discussed above.
Research results
Success in solving various problems depends much on the formation of a given person's ability to engage in productive interaction, the development of such a communication style that allows you to make contact with different age categories and people occupying various social positions.
The formation of interaction experience occurs at different age stages. However, in our opinion, the most relevant this problem is for adolescence, as this is a transitional period from childhood to adulthood, when the worldview and its character are actively formed, and a style of behavior is developed.
2.2 Research Conclusions
Based on the study conducted with preschoolers, conclusions were drawn.
The main types of difficult situations are difficult situations of activity, social interaction (in kindergarten) and within the personal plan. Depending on how an obstacle is considered, understood as a threat to the realization of motives, goals, difficult situations can have three levels of manifestation:
Difficulty as a potential threat (problem situations of activity, existential situations of uncertainty, problem situations of social interaction, intrapersonal difficulties);
Difficulty as an immediate, ready to be realized threat (critical, emergencies activities, existential situations of danger, pre-conflict situations of social interaction and intrapersonal conflicts);
Difficulty as a threat already being realized (extreme, including combat situations, existential situations of loss, conflict situations and intrapersonal crises).
In general, today difficult situations of activity have been sufficiently studied. They are considered as situations with a complex environment, which are characterized by a violation of the correspondence between the requirements of the activity and the professional capabilities of a person. Stolyarenko, L.D. Pedagogy in questions and answers: Textbook / L.D. Stolyarenko. - M.: Prospekt, 2016. - 160 p.
Problematic situations of activity are distinguished by a new task, which is solved in normal circumstances. Such situations require the mobilization of a person's cognitive abilities and emotional stability. Critical (emergency) situations are associated with noticeably changing conditions in which activities take place. There is a danger of failure to complete the task or a threat to the safety of equipment, equipment, human life. Extreme situations are an extreme manifestation of a difficult situation, they require maximum tension of the mental and physical strength of a person to get out of them.
Difficult situations are characterized by different levels of threat to the safety of the child or her material well-being, and not professional activity. Situations of uncertainty are characteristic of a person entering a new unknown environment or a combination of everyday circumstances in which the individual does not know how to be, how to behave, what to do. Hazard situations are accompanied by the emergence of an immediate threat (real or imaginary) to human health or life. Loss situations differ from the previous type in that losses have already occurred and the person is experiencing them, does not know what to do next, or is trying to prevent these losses from increasing.
Difficult situations of the intrapersonal plan are mental states of varying intensity, caused by the confrontation of feelings, a protracted struggle various parties the inner world of a person, and delaying decision making. The main ones are intrapersonal difficulties, conflicts and crises. Intrapersonal difficulties are relatively simple problems of a person's inner life. They represent states of doubt, indecision, not found a way out, lack of a solution to the problem. Intrapersonal conflicts are the most extensive type of intrapersonal difficult situations.
The severity of the course of an intrapersonal conflict depends on the individual's perception of the significance of a difficult situation, its psychological stability. Intrapersonal (life) crises act as special relatively long periods of a person's life, characterized by noticeable psychological changes.
There are age-related, neurotic and traumatic crises (E.A. Donchenko, T.M. Titarenko). In addition, intrapersonal crises are subdivided according to the activity criterion (crisis of the operational side of life, crisis of the motivational-target side of life, crisis of the semantic side). As a rule, intrapersonal crises are a kind of turning points in the life path of the individual, accompanied by a restructuring of the semantic structures of the individual's consciousness, a possible reorientation to new values and goals. Golovchits, L.A. Preschool deaf pedagogy / L.A. Golovchits. - M.: KDU, 2013. - 320 p.
The study examined simple and difficult situations of social interaction. In a simple situation, the contradiction is either absent, or only one of the parties is aware, while in a difficult situation, the contradiction is conscious by both parties, it is relevant for them, is at the level of value-motivational orientations, therefore, the "Other" is considered as a threat to one's own "I" . The mental state of the subjects of interaction in a simple situation is optimal, calm, while a difficult situation of interaction is characterized by a tense mental state of its subjects. This circumstance forms the basis of the third difference related to the perception of the interaction partner and the situation as a whole.
In a simple situation, cognitive processes remain undistorted, while in a difficult situation, perception, understanding, and evaluation are distorted. Interaction in simple situations is perceived by the participants as neutral, they willingly cooperate their efforts, tend to cooperate, search for compromise solutions. In difficult situations, the interaction is perceived by the participants as competitive, conflict. Failure to behave similar situations can bring interaction to a confrontation, the desire of the parties to win “whatever happens”, to “war to the bitter end”, which, in turn, closes the initial subject of interaction for the participants, the interaction loses its inherent features. On the other hand, unlike a simple situation, a difficult situation of interaction mobilizes all human resources; in it, in a concentrated form, the qualities necessary for constructive cooperation can be manifested and developed, knowledge and skills can be acquired, attitudes and value orientations can be formed.
Traditional methods and forms of interaction between kindergarten and family. Pedagogical conditions for the introduction of non-traditional forms of interaction between a teacher and parents in a preschool educational organization. Algorithm for preparing non-traditional parent meetings.
thesis, added 04/23/2017
Analysis of the problem of interaction between a preschool educational institution and the family. Business cooperation between teachers and parents as a condition for their successful interaction. The main conditions for effective interaction between teachers and parents of high school students.
term paper, added 01/22/2016
The formation of social interaction skills in preschool children as a socio-pedagogical problem, the features of this process in before school age: essence, methods, means, content. The role of the family in the formation of these skills.
term paper, added 08/16/2014
The concept of "adaptation" in the psychological and pedagogical literature. Characteristics of the process of adaptation of children with normal and impaired development. Features of the development of children with disabilities. Psychological and pedagogical conditions for their adaptation to preschool education.
thesis, added 10/13/2017
Organization of the developing environment and its influence on the development of mental, mental and personal qualities preschoolers. The use of active methods of work on the formation of children's readiness for schooling in the practice of a preschool educational institution.
thesis, added 05/16/2017
The concept of pedagogical interaction in the educational process and its types. Organizational and pedagogical conditions for effective interaction in the lessons of world art culture. Interaction of all participants in the educational process.
thesis, added 05/15/2012
The main problems of adaptation of young children to the conditions of a preschool educational organization. Development and characterization guidelines for parents on various problems of adaptation of children to preschool educational organizations.
thesis, added 12/24/2017
Theatrical activity in preschool pedagogy. The value of theatrical games in the comprehensive development of preschoolers. Organization of the subject-developing environment. Analysis of programs for the management of theatrical games for preschool children.
term paper, added 03/04/2011
The concept of children's adaptation to kindergarten in the psychological and pedagogical literature. Features, stages, psychological and pedagogical conditions of this process in children with hearing impairments. Organization of work to improve the adaptation of children with hearing impairments 3–4 years old.
thesis, added 10/24/2017
Pedagogical conditions and technologies of social rehabilitation work with orphans and children left without parental care in an institution social service population. Organizational structure of social rehabilitation work with them.
Receptions of constructive interaction are necessary for any modern man. Such abilities are most important for those who are forced to work with people. So, the basics of constructive interaction are necessarily taught in the training course for psychologists, teachers, and deputies. However, it will not be superfluous to have an idea about this area for ordinary people. It is no secret that the types of constructive interaction will help parents to establish a dialogue with the child, even if we are talking about the problematic period of adolescence. Such skills are no less important for other people interested in implementation in society.
Indeed, in reality, one who has special skills can get a lot. This allows you to manipulate society and turn any situation in your favor. Knowing the mechanisms of constructive interaction, you can draw up a program of behavior for yourself with different people, and its result will be useful for both sides of the dialogue. At the same time, psychologists pay attention: gloomy, uncommunicative, incapable of productive communication, members of society will face serious difficulties in various areas of life.
If in attempts to interact with others a person has no signs of constructive interaction, this will cause rejection of the society. Creating an effective dialogue becomes not only doubtful, but sometimes completely impossible. In such conditions, success in both personal life and career seems unlikely. To change the dynamics of the situation, a detailed, well-thought-out organization of constructive interaction is necessary.
Communication is not just a skill given to everyone by nature. Psychologists point out that this is an art that one has to learn all one's life. By virtue of character, personality traits, it is easier for someone, but it is much more difficult for others to get along with him. By applying the rules on which constructive interaction in society is based, knowing the psychological context, subtext, tools for influencing the interaction between members of society, one can achieve success. Often, the comprehensive development of a person presupposes conditions for constructive interaction, but in the absence of such, a person who understands the essence of relationships can make efforts to form a suitable environment.
Personality, psyche, especially in childhood, are largely shaped by relationships with the closest people. In the future, this will regulate relations with other members of the company. Psychologists pay attention: children are characterized by very strong emotions, which weaken with age, become muffled, and behavioral aspects manifest themselves more clearly. Methods of constructive interaction involve adjusting the emotional development of the child in such a way that the formation of the personality is as complete as possible. During childhood, it is important to lay the concept of "I", which will be subject to all future life. Methods of constructive interaction come to the rescue.
It must be understood that constructive interaction is a category that is clearly related to the peculiarities of social interaction between people. At the same time, they take into account that communication has many plans, develops, and is established by various mechanisms. It is assumed that the participants of the society exchange data and form an action strategy, understand each other. This approach creates a basis for constructive interaction. This is important from the point of view of the result, since only with the development of a joint correct strategy, it is possible to solve any complex task that requires coordination of efforts.
From the point of view of the educational process, constructive interaction is a set of measures that includes a preparatory stage, direct mentoring, as well as certain manipulative methods of suggesting information and persuasion. From the student in the framework of such interaction, repetition, imitation, willingness to assist is required. At the same time, constructive interaction is a phenomenon that may include opposition as an additional, secondary element or as one of the basic tools for personality formation.
Currently, the educational process around the world (and in our country too) is undergoing changes controlled by the principles of humanism. Based on this, the relations allowed between teachers and students change greatly. Both parties should equally participate in the process of communication, this is the essence of constructive interaction. It is impossible to apply methods of influence on one of the parties that would destroy the personality, affect behavior, consciousness.
The humanistic approach obliges us to accept both adults and children as they are. An example of constructive interaction is collaborative learning, during which the unique perception of each of the parties is fully preserved. At the same time, it is necessary to control that the development of the personality moves in a positive direction. Seniors do not have the right to evaluate a person, this is only available in relation to specific actions. It is important to take into account the interests of both sides of the interaction, including analyzing the prospects. Communication, built taking into account these aspects, will lay the foundations for correct social interaction for the entire future of the younger generation.
Development, learning, improvement are completely impossible without social interaction. At the same time, it is customary to single out not only constructive methods, but also a number of others. Some of them are permissible, others are strictly prohibited, and their use is erroneous and should be stopped immediately.
Examples of constructive interaction are those relationships that ensure the development of the individual, moreover, comprehensive and comprehensive. As a result, the child becomes a holistic person who easily adapts to society. Good example- this is the stimulation of a sense of surprise in the participants of the situation. By provoking the interlocutor to behave in a way that would be useful, mutually beneficial for both parties, a person may try to surprise him with a non-standard presentation of the situation. You can also resort to external, additional means, including communication with other persons, in order to cause surprise and thereby stimulate constructive interaction within the current situation. Remarkably, this approach gives a positive result even when the nature of the situation as a whole is negative.
In addition to constructive, it is customary to talk about destructive, destructive, restrictive social interaction. Each of these types has a number of specific features.
Destructive is a method of interaction that involves some destruction. Resorting to it, you need to be prepared to destabilize the relationship between the participants in communication. The system in which interacting people are inscribed can collapse. If it is assumed that one participant in the dialogue is teaching something to another (teacher, parent), the use of destructive methods can lead to distortion of information and complete inefficiency of the process of personal development.
Restrictive interaction between participants in society is such a limiting type of relationship in which one of the parties to the dialogue controls the other, not paying attention to the whole picture. The development of the situation may go according to a positive scenario, but there are no guarantees. Restructive interaction implies support. If some kind of interaction between the participants in the society has made it possible to achieve some success, the use of such mechanisms of relationships allows you to maintain success.
Communication, social interaction is a very complex process. It is impossible to form a dialogue between two people, subordinating it only to the principles of constructive interaction and completely bypassing other aspects. The main task of both parties is to make efforts to ensure that the constructive method dominates as the most productive method, in which case the result will be beneficial for all interested parties.
The unity of the methods of establishing contact makes it necessary to treat the activation of cognitive activity very carefully. Of course, this is most important when it comes to the development of the younger generation. The educational, teaching process should be based on the use of constructive approaches as the only true ones. This allows you to control not only emotionality, but also cognitive activity. With the right approach, constructive techniques can effectively prepare a child for the fact that there may be failures in life. At the same time, a constructive approach makes it possible to consolidate behavior regulation mechanisms that take into account both the meaningfulness of actions and the personal aspects of the participants in the situation.
According to experts, in the last few years, the problem of changing the professional approach to the interaction between teachers and trainees has become especially relevant. This is expressed at the level of employees of educational institutions for children, and educational - from schools to universities. Methodists are faced with the task of working out a methodology, a theory that would make constructive interaction possible and generally accepted. This is also very important when it comes to special vocational education.
Interaction, including in the field of special education, between learner and teacher is an interdisciplinary complexity. In order to maximize the potential of the student, as well as the capabilities of the teacher, it is necessary to approach the educational process in a comprehensive manner, joining forces with other specialists teaching related disciplines.
When it comes to the educational process, the need for constructive interaction arises not only between the teacher and the student, but also within the team of teachers. At the same time, the idea is to harmonize the goals pursued by different specialists, as well as methods and means. It must be understood that a truly constructive approach involves taking into account the tasks that are significant for each person participating in the process. This helps not only to develop each participant in the process, but also to improve the group as a social unit, an organism that works systematically.
Constructive interaction, on closer examination, looks like a rather contradictory task. This is due to the fact that it is extremely difficult to coordinate the goals of different social elements, members of the same group. In addition, it is rare to observe that within the group there are really applied best ways, means, and the parties coming into contact are in really productive positions. All this directly affects the result. The productivity of the work process falls, the group, the individuals who form it, cannot develop to the full potential available.
Often, when trying to form a constructive collaboration, the participants in the workflow end up with exactly the opposite. This is due to a lack of skills and abilities, since at present most educators and teachers do not have a high-quality theoretical basis for the formation of a correct group and relationships within it. You can notice destructive interaction when it is noted that one participant is not ready to accept and recognize methods that are important for another goal. At the same time, positions are being denied. This leads to the fact that instead of solving the problem and task, only additional negative connections are formed between the members of the group, which in a predictable way does not give an effective result.
If the work process is built taking into account the principles of humanism, it is possible to prevent the skew of relations in a negative direction, as a result of which a system of interconnected prerequisites and consequences is formed that ensures constructive interaction. For this, in the first place is the assessment of the individual as a significant, independent object worthy of respect and attention. It is necessary to recognize the right to the uniqueness of any individual included in society. Realizing that the interlocutor is unique, you can take this into account in joint work. At the same time, constructive interaction involves focusing on the ideas of tolerance, therefore, all participants in the relationship must be tolerant of others. Prejudice that can affect the correct assessment of events, opinions, people is unacceptable. This directly affects the nature of relationships in the group.
In building a constructive working relationship, participants should keep the idea of congruence in mind. Interactivity in this approach requires the activity of all participants, an interested position and coordination of actions to achieve their common goal. Participants must coordinate their capabilities, means in order to achieve maximum mutual understanding.
Another important principle on the basis of which constructive relationships are built - honesty, which some also call open game. This approach makes it possible to regulate the significance of relationships between group members. The idea was first considered in the works of Coubertin, who mentioned that the desire for victory should not be an excuse for any actions, noble behavior is important, and the spirit of struggle dominates the importance of victory itself.
Development of a group lesson in psychology, career guidance, pre-profile training for students in grades 9-10
Developed by: teacher-psychologist of MBOU "Novo-Yamskaya secondary school" of the Staritsky district of the Tver region
Stepanova Tatyana Vladimirovna
The first serious life problem that high school students face is the choice of their future profession. The question "Who will I be?" every young person asks himself. And here the main thing is not to get confused, to orient yourself and make the right choice, corresponding to interests, abilities, opportunities, values,
and, finally, the requirements that professions impose on a person's personality. The right choice made by an older teenager is the beginning of the path to success, to self-realization, to psychological and material well-being in the future.
Therefore, since 2005, within the framework of pre-profile training for the 9th grade, career guidance classes have been held (once a week throughout the year).
These classes consist of three blocks, each of which has its own tasks and, if necessary, can be conducted separately.
The tasks of the first block of classes include preparing children for an independent and conscious choice of a professional path, acquaintance with the mistakes of choice. The tasks of the second block include the study of their personal characteristics, inclinations, interests and their correlation with the requirements for specific professions. Basically, in the second block, psychodiagnostic work takes place. And the tasks of the third block of classes include acquaintance with the labor market, with educational institutions, with the rules for entering universities and colleges, getting a job, with the rules for compiling a resume, with professions that have recently appeared on the market labor, etc.
These classes are designed to help schoolchildren in a difficult transition period, since many teenagers do not know enough about the specific features of each type of activity and do not always take into account their professional interests and inclinations when choosing a profession. Also, the guys in these classes learn to see their strengths and weak sides communicate constructively with people and develop reflection skills.
Classes include career guidance games and exercises, theoretical blocks, excursions, role-playing games, conversations, diagnostic techniques, and trainings. Classes should be held at least once a week, in a specially equipped room where it is possible for participants to sit in a circle. A necessary element of each lesson is to receive "feedback" from the participants.
Lesson topic: “Constructive interaction. Life Priorities.
Targets and goals : formation of skills of constructive interaction, understanding of their life values and priorities, to help participants in practice to understand the features conscious choice professions, development of reflection.
Lesson progress:
1. Organizational moment.
2. Warm up.
Goals:
- removal of psycho-emotional stress;
- attitude to work;
- team building;
- obtaining information about the simplest professional intentions .
2.1. " Count to 10." Children sit in a circle, their task is to count to 10, without agreeing among themselves. As soon as any number is said at the same time, the counting starts over. Several tries are given. At the end of the session, you can repeat this exercise to look at the level of cohesion at the end of the session.
2.2. " Transfer by interests.
The host says the phrase "Seat those who ...":
Ready to work productively in the classroom;
Who has brown eyes;
Who is in a good mood;
Who wants to work in the Staritsky district;
In Moscow;
Who wants to get a lot of money;
Who wants to work in a school;
Who wants to get a higher education;
Who is interested in cars;
Who does not want to go to work;
Who chooses a profession, like their parents;
Who has not yet chosen a profession;
Who wants to be the boss;
Who wants to become famous and cool, etc.
Conclusion :
What did this exercise make you think about? What have you discovered for yourself?
3. The main part.
3.1. Opening speech. Goal setting .
Quote of the day (on the board):
« You can not run a household without going to the stove. You can't catch a fish with a bait without throwing a hook. You can't reach your goal without putting in the effort."
Journalist Cathy Seligman
(Children's opinions about the statement).
Every person, both an adult and a child, has an amazing opportunity to dream. As long as a person lives, he always dreams of something. Sometimes his dreams come true, turning into life goals. Let's imagine our life as a ladder, on which we go up, into the future, into adulthood. Your right to choose what your staircase will be, large or small, what steps it will consist of. You can consider that each step is what you are striving for in your life. Let's call this ladder the "wish ladder." Draw it in your notebooks. Show. Lift up.
Climbing stairs, we do not always walk confidently. We can make mistakes, we can stumble and even fall. Anything can happen in life too: we are accompanied by illnesses, disappointments and even losses. Your rise depends largely on how you behave towards other people. Who go up the stairs with you: you will push, step over someone, skip forward or walk alongside.
You are now in a situation where you need to plan your movement on the ladder of life, find your life path. However, not everyone is able to achieve the desired results. One of the reasons is that the plan is not always well thought out, drawn up without taking into account one's abilities and possible obstacles.
A life plan is an idea of a desired lifestyle.
Today we will talk about life priorities, motives.
3 .2. Parable work.
In one country, no matter what, there lived an old woman. For many years she walked with a stick along the beach in the midst of summer season. Many people were perplexed and did not understand what she was looking for in the sand, raking it with a stick, only years later they found out. That for many years she walked the beach with only one purpose... For what do you think?... She was picking up the pieces broken glass so that adults and children do not get hurt.
- What do you think, how much has this old woman achieved in her life?
What was her path up the ladder of life?
What were her values in life?
- let's dream up, a representative of what profession was she?
(Conclusion : no matter what profession a person has, the main thing is to walk with people along the ladder of life, not pushing, not pushing down, but to go side by side, helping, when necessary, to bring light, goodness).
3.3. Exercise "Opinions about life."
In this exercise, we will talk about different ideas about the life path and its important components such as work and free time, skill and luck.
I have prepared for you the Opinions on Life sheet (see attachment), which you have 15 minutes to complete. Now get into groups of four. Try together to determine which statements are true and which are wrong. At the same time, keep in mind that only three statements can be attributed to the number of true ones.
Now come back to the circle so we can discuss the exercise together.
What three statements did you identify as true? Justify.
Outcome:
- Did you enjoy the exercise?
What influence did your family have on shaping your views?
Do you sometimes think about your future?
Who are you talking about this with?
Do you have an example of an adult who skillfully and happily manages his life?
3.4. Exercise "Competition of motives".
Choosing the type of activity, profession, everyone is guided by personal motives. Look at the list of motives (appendix) and choose the most significant motive for each of you to choose a profession, i.e. the main reason why you choose your profession. Now try to find 3-4 professions that best fit your motive. Now, in pairs, discuss your decisions and help expand the list of jobs or activities that fit well with the motives.
Outcome: express opinions on the exercise.
4 . Summing up the lesson .
- You can often hear “I have not yet chosen a profession”, “I have not decided”, “I have not found myself yet”. Psychologist Thomas Szas observed: "It is impossible to find oneself - one can only create oneself."
- I would like to end the lesson with a parable:
“The master hired two clerks, Vasily and Peter. A month later, he gives them a fee: Vasily 5 rubles, and Peter 3 rubles.
Peter was outraged:
I am younger, and taller, and more agile than Vasily. Yes, I have a bigger family. So why pay me less?
The bartender grinned.
Do you see the convoy around the outskirts? Find out who they are.
Peter quickly returned:
From Ryazan will be ...
And where are they heading?
Peter quickly returned again:
Coming to Saratov...
And what are they carrying? - the gentleman is interested.
Returning, Peter reported:
Rye and wheat.
Called master Vasily:
There is a convoy going, find out who they are.
Vasily returns:
This is the owner, there will be a Ryazan convoy. Rye and wheat are brought to the market in Saratov. There is also oats. They are going to sell it there for forty kopecks a pood. I bargained with them for thirty. Shall we buy or let them go further?
The master looked meaningfully at Peter.
(It is important that children leave these classes with some questions and inner reflections, so this parable can not be discussed or commented on).
On the edge of self-determination use magnets to show where you are.
I hope that today's lesson will be another step towards self-determination.
See you again.
Application
Opinions about life.
1. Parents are my best consultants in choosing a profession, since they are the only ones who know about all my talents.
2. I will be a loser. If I choose a less prestigious profession than my father.
3. The decisive conditions for choosing a profession are the opportunity to earn money, the opportunity to develop and the absence of crises.
4. Professional excellence depends primarily on whether this activity gives me pleasure.
5. Frequent career changes indicate a lack of skills.
6. "Every cricket know your hearth." If you limit your ambition to the goals accepted in your family, you will avoid professional failure.
7. The most important conditions for professional success are good grades and a diploma.
8. Most people use only a small part of their talents.
9. "Man proposes, but God disposes." Do not plan too much, as fate can always interfere with our decisions.
10. Who does little at school will also do little at work.
11. At work, the main thing is to earn money. There is free time for pleasure.
12. If a person knows exactly what he wants, he does not need to plan his future.
13. Luck is the most important guarantee of success.
14. It's hard to work if you're not lucky.
Contest of motives.
1. The opportunity to gain fame, become famous.
2. Opportunity to continue family traditions.
3. The ability to continue studying with your comrades.
4. Opportunity to serve people.
5. Good earnings.
6. Significance for the country's economy, social and state significance of the profession.
7. Ease of getting a job.
8. The prospect of work.
9. Allows you to show your abilities.
10. Allows you to communicate with people.
11. Enriches with knowledge.
12. Diverse in content.
13. Romanticism, nobility of the profession.
14. The creative nature of labor, the ability to make discoveries.
15. Difficult, difficult profession.
16. Clean, easy, calm profession.
Everyone needs the ability to constructively interact with people, find an approach to them, win them over. These skills form the basis of life success. An uncommunicative, gloomy person will experience difficulties in communication: it is difficult for him to establish contacts with other people, to achieve success in his activities.
Mastery of the art of communication, knowledge psychological characteristics interactions, the ability to apply constructive interactions in the process of communication are important for the full development of the individual.
It is unlikely that anyone will object to the fact that the development of the psyche and personal qualities of the child is determined by the relationships that develop during life between the individual and his immediate environment. The child first develops as an emotional person, and after the severity of psycho-emotional experiences decreases, behavioral aspects begin to manifest themselves clearly. The inability of adults to understand and direct the emotions of children in the right direction leads to the grossest mistakes in the upbringing of schoolchildren and, moreover, negatively affects the formation of the "I-concept" of a growing person.
In order to determine the impact of constructive interactions on the formation of communicative competence, we will designate the relationship between the categories of "communication and interaction". Communication is a complex multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a joint strategy for interaction, "perception and understanding of another person" and as an interaction of subjects carried out by symbolic means, caused by the needs of joint activities and directed to a significant change in the state, behavior and personal-semantic formations of the partner.
In the pedagogical sphere, interactions are of a dual nature. Traditional pedagogy recognizes the leading role of the teacher in the educational process and, accordingly, such forms of interaction as mentoring, suggestion, influence, persuasion (on the part of the teacher) and imitation, assistance, inaction or opposition on the part of the student.
In connection with the humanization of education, there have been trends towards a change in the nature of relationships and interactions between the teacher and students. Interaction is understood as relatively equal participation of adults and children in joint activities. The basis of this particular type of interaction is that the other is accepted as he is, without cardinal, in some way destroying the personality, influences on his consciousness and behavior. We emphasize that the position of acceptance is equally significant for each participant in the interaction.
The humanistic approach allows you to accept the child as he is and preserve his unique worldview: rely on the positive in the developing personality; do not compare the child with others; evaluate not the personality of the child, not his behavior in general, but only specific actions; proceed from the interests of the child, taking into account the prospects for his development. Communication permeates all types of human activity.
Both learning activity, which acts as the leading activity in primary school age, and communication are based on interactions.
Let's single out the following types pedagogical interaction (Korotaeva E.V.):
— destructive (destructive) the type of pedagogical interaction distorts the form and content of education, destabilizes the ties between participants, elements of the pedagogical system;
— restrictive (limiting) the type of pedagogical interaction is carried out through control over the development and formation of individual personality traits without taking into account a holistic approach to the process of personality development;
— restructive (supportive) the type of pedagogical interaction is aimed at solving tactical problems in the educational process, ensuring the preservation of the achieved result;
— constructive (developing) the type of pedagogical interaction at the same time ensures the integrity of the development of the individual and creates conditions for its further comprehensive development and optimal adaptation to society.
Thus, communication and interaction constitute a complex dialectical unity. We assume that the use of constructive interactions in the educational process regulates the cognitive activity of younger students and allows the child to form the ability to emotionally anticipate the situation of interaction, thereby preparing him for independent activity in conditions of failure. One of the main tasks of constructive interactions is teaching and self-learning adequate ways of communication and behavior, as well as the consolidation and subsequent development of the mechanisms of personal-semantic regulation. Constructive interactions are the process and result of the joint activity of people, in which each participant of the activity is included. Activity, accordingly, itself develops and expands the scope of knowledge of the skills and abilities of everyone, and at the same time forms a value attitude towards all participants in the activity and to the process of activity itself.
In the third and fourth grades of one of the schools in Yekaterinburg, we are implementing a program for developing the communicative competence of students based on constructive interactions in the teacher-group, teacher-child, child-child, child-group system. In the classroom, students gain knowledge of how to communicate, exercise in the application of adequate ways of behavior, master the skills of constructive interactions in both situations of success and failure. As a result, each student learns personal self-regulation, which, as the main factor of activity, is associated with the realization and implementation of a value attitude towards other people and the process of activity.
In the future, we plan to explore the possibility of introducing constructive interactions into the practice of purposeful development of value relations to peers among first-graders in parallel with the development of communicative competence.
Literature:
Throughout life, a person enters into various relationships and interactions. It can be contacts between adults, between an adult and a child, a teenager, as well as relationships with nature.
The development of relationships does not happen without problematic and conflict situations. It is better to solve such problems through dialogue. The more constructive the dialogue, the easier it is for the participants in the dialogue to emerge. Thus, constructive interaction is a solution to a problem through communication and the ability to hear each other, while the ability to clearly and clearly explain one's position.
From early childhood, a person develops the skills of constructive interaction. Since in childhood the child relies more on the emotional component of his development, parents must properly form communication skills using the emotional side. Depending on the communication skills laid down in childhood, on what conditions of constructive interaction surrounded him, a person enters adult life more or less contact.
The versatile development of a person and the ability to easily build relationships with others will make life easier, and solving problems will not cause difficulties. If in childhood the parents did not develop the existing communication skills, then as they grow older, it will be difficult for the child to find his place in society.
To develop constructive interaction skills in a child, an adult should:
At the age of 6-7 years, children move to a new stage of development, go to school, so it is necessary to have a basis for further constructive communication in the team.
Constructive interaction is the key to a balanced resolution of school conflicts.
Parents should prepare their children so that they do not have conflict situations at school. For this you need:
Having mastered the basic ways of developing constructive judgments, the child in the future will easily communicate in a team, resolve controversial situations and have an active life position.
Adolescence is a period of choosing a life path, imitation of an ideal, a time when a teenager tries with all his might to match the image he has chosen for himself, understands his internal problems, wants to be "no worse than others." However, not everything always goes the way you want, and often the child chooses the wrong direction for his development. And the role of parents in the life of a teenager is very important, they must find an approach to him and, without hurting his feelings, help him choose the right direction.
Constructive interaction is the communication of an adult with a teenager on an equal footing and the ability to find a way out of difficult situations through dialogue.
Constructive interaction with a teenager will be achieved if the relationship is based on trust. If there is trust, it will not be necessary to control every step of the child and worry about the passage of a difficult period. A teenager who trusts an adult will tell him about the events in his life, share experiences and problems. However, if an adult is caught in a lie, trust will disappear and it will be very difficult to restore it.
Parents should not violate the personal space of a teenager, give him the opportunity to independently find his place in society. However, a teenager should feel the support of his parents, this will give him faith in himself.
Adolescence is a time of psychological separation from parents and exit to the adult world, the formation of an independent inner world.
Growing up, the child will "separate" himself from his parents, he will need a personal space that no one will violate.
In order not to set the child against himself, constructive interaction with the teenager is necessary. Parents should state their vision of the situation, and the child - his own, and together come to a common result that satisfies both.
Such ways of constructive interaction should be present on the part of an adult:
If a teenager feels independent, at the same time adequately controls the situation, has a stable self-esteem, knows how to communicate in a team, is responsible for his actions - this means that the teenage period has passed, and the parents' help was provided correctly and constructively.
Nature provides the resources by which man can live. Without air, the gifts of nature, water, life would be impossible.
Constructive interaction is the influence of nature on society and society on nature.
Nature performs many functions, and one of them is economic. Its resources have economic properties and economic potential. Man began to use this function when he began to make the first tools, build houses, and sew clothes. Every year, the needs of mankind are increasing, for the satisfaction of which a natural resource is used.
With the development of civilization, nature helps to satisfy human needs in the aesthetic, scientific, and cultural spheres.
Happens all the time. Without interaction with nature, people simply cannot live. Therefore, there must be a constructive interaction between society and nature. In order not to break the connection with nature, a person must constantly maintain it within a certain optimum.
Nature is a source of means for human life. It provides various benefits for life, it also sets tasks for a person, solving which society develops comprehensively. For example, the presence of rivers, lakes, seas encourages a person to master the fishing industry, rich soils contribute to the development of agriculture, oil deposits - the development of ways to extract and process it.
At the same time, the lack of any natural wealth in a particular region encourages a person to look for a way out of the current situation, to explore new possibilities of nature.
The constructive interaction of man with nature should be expressed in a sense of the measure of the use of natural resources. With a "shortage" of natural resources, people will slightly reduce their development opportunities, and with an overabundance, they may be left with nothing. Therefore, the principle of the "golden mean" is important here.
Constructive interaction is important in all spheres of human life. interact will help society develop harmoniously and correctly.
