Communicative activity of a social worker. Communicative features of the activities of a social worker Communicative skills in social work

Social work is a special type of activity characterized by close interaction between a specialist and a client. The client as a person in a difficult situation life situation and in need of assistance is the object of the activity of the social work specialist. The main task of a specialist is to provide the client with support, help solve the problem and teach him to cope with life's difficulties without outside help. To accomplish this difficult task, a specialist must have all the necessary skills interaction with the client. Indeed, often there are disagreements between the client and the specialist, both professional and interpersonal, which can develop into conflict situations. Conflicts arising in the interaction of a social worker and his ward interfere with the achievement of the set goal - to help the client become a full-fledged member of society, able to independently solve his problems as far as possible. Therefore, the specialist must be able to interact with his ward, avoiding with him conflict situations and misunderstandings. Consequently, the interaction between the social worker and the client plays a crucial role in the activities of the social work professional.

An object term paper- interaction between the social work specialist and the client.

The subject of the course work is the peculiarities of interaction between a specialist and a client.

The purpose of the course work is to determine the main features of the interaction between a social worker and a client.

Coursework objectives:

1) determine the essence of interaction between a social worker and a client.

2) determine the nature of the problems and problems that arise in the interaction of the social worker and the client.

3) determine the peculiarities of interaction between a social worker and a client.

The theoretical basis for the course work is scientific research on the theory of social work Firsova M.V., Studenova E.G., Dobroshtana V.M. and Guslova M.N.

Course work consists of an introduction, two chapters, a conclusion and a list of sources used.

Chapter 1. ESSENCE OF INTERACTION OF SOCIAL WORKER AND CLIENT

Social work as communication activity and social therapy

Social work as a professional activity has specific features, one of which is the nature of the relationship between the social work specialist and the client. In the process of social work, the subject is mainly used - subjective relations, and help is focused primarily on activating the self-defense potential of an individual or group, or is only of an auxiliary nature.

Social work as a kind of activity is in essence communicative. Communicative interaction is a relationship, a semantic aspect of interaction. The main goal of interaction between a social worker and a client is to optimize the mechanisms of social functioning of an individual or social group, which assumes:

Increasing the degree of independence of the client, his ability to control his own life and more effectively resolve emerging problems;

Creation of conditions in which the client can maximize his capabilities;

Adaptation or readaptation of a person in society.

The ultimate goal of a social worker is to achieve a result when the client no longer needs his help.

Communicative interaction is an exchange process communicative actions between subjects through the use of signs of the verbal and non-verbal systems for the purpose of mutual information, impact on the intellectual and emotional condition and its modification and regulation.

All forms and methods of interaction of a social worker can be divided into two groups: work with the client's problem and work on this problem with other institutions, organizations, services. Within these groups, in turn, there is a classification of various types of social interaction. So, for example, the first group includes questions about the nature of the client's problem (job loss, divorce, etc.), on the one hand, and about the characteristics of the client, on the other.

An important component of social interaction is the professional skills of a social worker and, in particular, the degree of proficiency in methods of support, social therapy, correction and rehabilitation.

The interaction of a social worker and a client is part of a purposeful process of practical impact of the relevant state structures, public organizations and associations, including religious ones, on specific forms of manifestation of social relations or social actions. This process of influence in scientific terminology is called social therapy. Unlike psychotherapy, it is a specific service, organizing the client's support of the environment, helping to cope with social conflicts and problems.

Social therapy is carried out using a set of measures of a socio-economic, organizational and educational nature, aimed at bringing the norms and rules of the client in line with the established or generally accepted norms and rules of relationships in society, in pursuit of the ultimate goal of restoring his social status.

The nature and content of these measures are determined by the indicators of social diagnosis and the specifics of the social relations or actions themselves, with the obligatory use in each specific case of admissible, from the point of view of law and morality, techniques and methods of checking the results obtained.

Social therapy at the individual-personal or family level is carried out with the aim of social adaptation and rehabilitation of the individual, as well as resolving conflict situations at the environmental level.

In the process of socio-therapeutic interaction between a social worker and a client, verbal and non-verbal behavior is important. As is known, life experience a person is expressed in two ways: verbal (word language) and non-verbal (body language). Human ability verbally - verbal communication arose from the need for constant interpersonal contacts or interaction in the process of various types of social activities. Verbal communication is predominantly determined by the laws of psycholinguistics and is associated with the formation of an utterance (expressive speech) and its perception by the recipient (impressive speech).

In modern psychology, non-verbal communication is assessed as more reliable than verbal communication, since it is carried out, as a rule, spontaneously, unconsciously. Non-verbal communication tools facilitate the process of transferring information in the "social worker-client" system. On the one hand, in order to be understood and able to exert a psychological influence on a client in order to change his behavior, a social worker needs to own these means of communication, be able to encode and convey his states and intentions in gestures, facial expressions, postures, and intonations. On the other hand, in the course of observing the client's verbal and non-verbal behavior, the social worker receives information about how the client perceives him, how to build relationships with him.

The peculiarity of socio-therapeutic contact is that in the process of interaction with the client, the social worker influences the client's vision of the problem and thus his behavior. The resulting interaction leads to a particular type of relationship.

Thus, the choice of action strategies pursues the following goals:

Influence the client.

Establish the right relationship with him.

G. Bernler, L. Junsson propose a three-part model of action, which covers three groups of strategies of action, differing in levels of management and action.

First, these are strategies aimed at direct implementation of change by influencing a basic level of... They do not require customer understanding. The therapist achieves changes in the client's life situation through his own actions.

Secondly, these are actions, the purpose of which is to induce the client to change their basic actions. The understanding of systemic processes in this case is based on generalizations, i.e. for advice and suggestions to be effective, the client must have the same qualities as other people, including the therapist himself. The therapist achieves changes in the client's life situation through direct control. In this case, the therapist takes responsibility for what kind of changes need to be made, while the client is responsible for taking action.

Thirdly, these are actions aimed at internal changes in the system, which can subsequently lead to changes in the client's behavior. These actions require the social worker to have a deep psychological understanding of the client. Changes in the client's life situation occur in this case through indirect control. The goal of indirect therapy is to induce the client to voluntarily accept responsibility for their change.

Such a three-part model of action does not imply the use of only one of the strategies. As a rule, all types of approaches are used in practice, since the life of clients of social therapy is full of problems, which makes it possible to apply different types of therapist's behavior.

The necessary conditions for establishing and maintaining social-therapeutic contact, according to Rogers, are the following characteristic steps of therapeutic assistance:

the client comes for help;

free expression is encouraged;

the counselor accepts and clarifies;

there is a gradual expression of positive feelings

detection is determined by the situation;

positive impulses;

manifestation of insider information (i.e. guesswork, insight);

explanation of the choice;

positive action;

increasing insider information;

independence is growing;

the need for help decreases.

This sequential series of events, involving more than one session, reveals the stages of the therapist's activity, prompting the client, with approval and support, to determine his own path so that as a result, no longer need support.

The degree of participation of a social worker in providing practical and concrete assistance in solving social problems depends on the client's field of activity, his professional role and the nature of the problem.

Undoubtedly, first of all, the client should use his own capabilities. Although the social worker can act as an intermediary here, he must be very careful, since this role involves a certain risk, when, instead of promoting the development of the client's activity, he makes him more passive. But if a person is really bad at coping with the situation or is not able to act, then a social worker is needed here, acting as a "second self".

Thus, the interaction of a social worker and a client is built on a trusting relationship. The social worker should help the client get rid of the problem using various methods (communication and social therapy), with minimal interference in the client's life. The client, in turn, must trust the social worker to work fruitfully.

Introduction

Communication is understood as the interaction of people aimed at coordinating and joining efforts in order to establish relationships and achieve a common result. It is in preschool childhood that an adult enjoys great authority with a child, and communication with adults has a decisive influence on mental development from the first days of a child's birth throughout the first seven years of his life.

With close adults, first of all with the mother, and then with the caregiver kindergarten the child develops a trusting relationship, he expects sympathy, understanding, participation from them (MI Lisina).

The form of communication means communicative activity, which is characterized by such parameters as the time of its occurrence; the place it occupies in the child's life; the content of the need that is satisfied by children in the course of communication; motives prompting the baby to him; the means by which communication with other people is carried out.

The preschooler masters speech as the leading means of communication, allowing to convey the most rich content. During preschool childhood, the content of communication, its motives change, the child develops communication skills and abilities that allow him to become an initiator of communication, to solve complex problems of cognitive and moral character(G.A. Uruntaeva).

Communication activity is one of the most important ways to obtain information about outside world and the method of forming the child's personality, its cognitive and emotional spheres, which is especially important for correcting the deficiencies in the development of communication in children with visual impairments.

Preschool age is a sensitive period in the development of complex communication ties of children, the ability to communicate not only with individual children, but also with a collective of peers, with adults, in accordance with socially approved norms of behavior. It is in preschool age that the basic forms of behavior and communication are laid, a children's collective is formed, the laws of which require a more developed system of communication skills. A visual defect complicates the development of the communicative and creative activity of children of this age.

The main problem that a normally developing child faces at an early age is the problem of establishing relationships with adults who are significant to him. Its solution is carried out in communication, which becomes an important channel for obtaining information about the external world and the basis on which the building of the entire subsequent life of the individual is built. Communication is the most important factor and an essential condition for the normal mental development of a child.

The formation of communicative activity in sighted people and persons with visual impairments is fundamentally the same, however, visual impairment changes the interaction of analyzers, due to which a restructuring of connections occurs and, when communication is formed, they are included in a different system of connections than in children without pathology.

The leading factor in various types of activity of a visually impaired preschooler throughout his life is communicative activity. A visually impaired child develops and actively assimilates social experience in the course of communication with people and objects of the surrounding reality. The solution to the problems of active verbal and non-verbal communication of the visually impaired is that workaround that determines the advancement of a child with visual impairment into mental development, which ensures overcoming difficulties in the formation of objective actions.

Knowing these features of children with visual impairments and their causes, it is necessary to talk about creating favorable conditions for their correct development in educational institutions in order to prevent possible secondary deviations, since it is known that with improper organization of education and training, they suffer cognitive processes a child (such as perception, imagination, memory, visual-figurative thinking), there are deviations in emotional and intellectual development, in the development of speech and motor skills, which, in turn, leads to a decrease in the effectiveness of correctional work.

The topic of the course work is "Features of the development of the communicative activity of older children preschool age with visual impairments ".

Purpose of the work: to identify the features of the development of communicative activity in older preschool children with visual impairments.

The object of the research is: children with visual impairments of senior preschool age.

The subject of the research is: the peculiarities of the development of the communicative activity of senior preschool children with visual impairments.

Research objectives:

1. Analyze the psychological and pedagogical literature on the research problem.

2. To study the peculiarities of the development of communicative activity in senior preschool children with visual impairments.

3. To select methods of studying communicative activity in senior preschool children with visual impairments.

Research method: analysis and synthesis of psychological and pedagogical literature on the development of communicative activity in preschool children with visual impairments.

Chapter 1. Theoretical issues of studying the communicative activity of older preschool children

The concept of communicative activity in pedagogical literature

Communicative activity can be viewed as a set of, ultimately, socially and historically determined human actions, including the production and perception of speech utterances, which are the result and expression of processes occurring in the mind. It is always one of the components in the aggregate of various types of activity and, being included in this aggregate, communicative activity is associated with the motives and goals of that activity, which in a particular case was the cause of the emergence of communication. At the same time, communicative and mental activity are connected by relations of mutual penetration, since communicative activity is manifested either as a result or as the starting point of mental activity.

Communication is the exchange of information between interacting subjects using a system of signs, words. Subjects can be

social institutions, individuals, social groups, social movements, international communities, geographically designated regions,

the state.

Communication activity is a complex multichannel system of human interactions. So, G.M. Andreeva considers the main processes of communicative activity to be communicative (providing the exchange of information), interactive (regulating the interaction of partners in communication) and perceptual (organizing mutual perception, mutual assessment and reflection in communication).

AA Leontiev and B. Kh. Bgazhnokov distinguish two types of communicative activity: personality-oriented and socially-oriented. These types of communicative activities differ in communicative, functional, socio-psychological and speech structures.

As B. Kh. Bgazhnokov notes, statements in socially-oriented communication are addressed to many people and must be understandable to everyone, therefore, requirements are imposed on them for completeness, accuracy and high culture.

Along with the external characteristic of communicative activity, there is its internal, psychological, characteristic. She, according to I.A.Zimnyaya, manifests itself in the social and individual psychological representativity of this process.

The social indicator of communicative activity means that it can only occur on a specific occasion in a specific real situation... The individual-personal indicator is manifested in the reflection of the individual-personal characteristics of the communicators.

Based on the concept of A. N. Leontiev and his analysis of communication as an activity and designating it as "communicative activity", we will consider its main structural components... So, the subject of communication is another person, a communication partner as a subject;
the need for communication is a person's desire to know and evaluate other people, and through them and with their help, to self-knowledge, to self-esteem;
communicative motives are what communication is undertaken for;
communication actions are units of communicative activity, a holistic act addressed to another person (two main types of actions in communication are proactive responses);
communication tasks are the goal to achieve which, in a specific communicative situation, various actions performed in the process of communication are directed;
means of communication are those operations with the help of which the actions of communication are carried out;
the product of communication is formations of a material and spiritual nature, created as a result of communication.

The process of communicative activity is built as a "system of coupled acts" (BF Lomov). Each such "coupled act" is the interaction of two subjects, two endowed with the ability to proactively communicate people. In this, according to MM Bakhtin, the dialogic nature of communicative activity is manifested, and the dialogue can be considered as a way of organizing "conjugate acts".

Thus, dialogue is a real unit of communicative activity. In turn, the elementary units of dialogue are the actions of speaking and listening. However, in practice, a person plays the role of not just a subject of communication, but also a subject-organizer of the communicative activity of another subject. An individual, a group of people, a mass can become such a subject.

Communication of the subject-organizer with another person is defined as the interpersonal level of communicative Activity, and communication with a group (collective) - as a personal group, communication with the masses - as a personal-mass one. In the unity of these three levels, the communicative activity of the individual is considered. This unity is ensured by the fact that all levels of communicative interaction are based on a single organizational and methodological basis, namely, on a personality-activity basis. This approach assumes that in the center of communication there are two personalities, two subjects of communication, the interaction of which is realized through activity and in activity.

Under the basic or basic communicative properties of a person, we mean those that begin to take shape in childhood, become fixed rather soon and form a stable individuality of a person in the field of communication. These properties differ from others in that their development, at least in the initial period, to a certain extent depends on the genotypic biologically determined properties of the organism. These properties include, for example, extraversion and introversion, anxiety, emotionality and sociability, neuroticism, and many others. These properties are formed and consolidated under the conditions of a complex interaction of many factors: genotype and environment, consciousness and unconscious, operational and conditioned-reflex learning, imitation and a number of other factors.

Communication activity. Communicative activity as defined by M.I. Lisina is synonymous with communication. In our study, we adhere more to the point of view of G.S. Vasiliev, who believes that the ratio of communication and communicative activity is the ratio of the whole and its parts. Communication does not exist without the communicative activity of partners, but it is not reduced to their isolated communicative activities. So, communicative activity is the interaction of two or more people, aimed at coordinating and joining efforts in order to establish relationships and achieve a common result.

Each participant in communicative activity is active, i.e. acts as a subject and is a person.

Communicative activity is characterized by the presence of motives and goals. In our opinion, the following types of communication activities can be distinguished:

Gnostic;

Expressive activity;

Interactive.

The communicative activity of a person assumes that a person has communicative properties. Therefore, it seems necessary to isolate the entire arsenal of personality traits that play an important role in communicative activity.

An analysis of the existing literature has shown that communicative activity depends on a variety of personality traits. Communicative activity is due to the personality as a whole. Different substructures are activated in different types of CD.

Communicative motivation. According to V.P. Simonov's primary need is, the motivation is derived from it, arises on the basis of already existing experience and is clearly cognitive in nature. A.N. Leont'ev, on the other hand, believes that motive is an objectified need, and B.C. Merlin characterizes motive as the psychological conditions in which human activity takes place. V.G. Leont'ev believes that the "motive-goal" mental system is a qualitatively new formation. He called this education motivation as a directed stimulus and regulator of behavior and activity. Summarizing these views, we get that communicative motivation is motives, needs, goals, intentions, aspirations that stimulate and support the activity of communicative activity. Motivation, therefore, can be defined as a set of psychological causes that explain the very act of communication, its beginning, direction and activity.

The idea of ​​motivation arises when trying to explain communicative activity. Any form of behavior can be explained by internal and external reasons... In the first case, these are the psychological properties of the subject, and in the second, external conditions.

The formation of an integral personality is also characterized by the formation of appropriate motivation, which determines the "required behavior". Motivation provides overcoming internal conflicts, manifested in deviant personality behavior.

The persistently dominant system of motives underlies the orientation of the personality. Directionality is the "system-forming property" of the personality, the core of its structure. The social orientation of the individual includes:

recognition of the priority of universal human values, a reasonable combination of national and international, personal and public interests;

awareness of work as the highest meaning of life, a way to assert one's own dignity, and develop one's abilities;

acceptance of the requirements of normative morality as the basis for communication between people.

Direction appears in behavior determined by the requirements of normative morality, its basis is given by the social structure hierarchical system motives and imperatives. Orientation orients the formation of communicative personality traits, sets the goal of activity and communication.

There is no unity in understanding the motivational-need-side of communication. Both domestic and foreign researchers highlight the need for communication. A.A. Leontiev doubts whether such a need exists at all as independent and not reducible to other needs. Rather, one could speak of the need for contact, for complicity with another person and his activities.

M.I. Lisina identified three groups of communication motives in children: cognitive, business and personal.

The main component of the first group of motives is the need for impressions. This need increases over time and a group of cognitive motives arises.

The second group of motives arises from the development of the need for communication. Every child is restless. Lethargy speaks of the painful condition of the child. or a developmental defect. These needs form a business motive group.

The third group of motives arises from the needs of children for recognition and support. These needs are transformed into personal motives.

Many of the motivational factors over time become so characteristic of a person that they turn into properties of his personality. Such factors include, for example, the motive for achieving success and the motive for avoiding failure, the factor personal anxiety and self-esteem, the motive of affiliation and altruism. So, the level of aspirations correlates with self-esteem. The motive of affiliation is manifested in the desire to establish good, emotionally positive relationships with people and outwardly expressed in sociability, in the desire to cooperate with people. When this motive dominates, people are self-confident, relaxed, open, and active in communication. The motive of altruism is the basis for the emergence of empathy.

The specificity of social work lies in the fact that when solving the problems it faces, it directly or indirectly affects all forms and types of social relations and people's activities, all aspects of society. The identification and solution of these problems is carried out primarily through the establishment and maintenance of contacts with representatives of government services, public organizations and associations, citizens and social groups (clients) in need of help, protection, support, which, in turn, requires high development of social communication skills workers.

Thus, the profession of a social worker can be called communicative, since his practical activity implies communication, and the success of this activity largely depends on his communicative competence - in interpersonal communication, interpersonal interaction, interpersonal perception. In addition, the intensification of social ties, the expansion of the field of communication increase psychological stress and create tension in the communication process. High level communicative competence protects the social worker from these stresses and promotes intense interpersonal communication.

Communication is typical for all spheres of human life, it is a condition and means of forming systems of relations between society and the person himself. But as a special phenomenon of the life of society, communication has specific content and functional characteristics.

Usually, perceptual, communicative and interactive functions of communication are distinguished. This means that communication is at the same time the perception of each other by partners, their exchange of information, actions and role influences, the establishment of certain relationships.

The communicative means of communication are extremely diverse. These include:

speech (verbal) means:

Vocabulary; style, grammar; semantics;

non-verbal (non-verbal) means:

Optokinetic (gestures, facial expressions, direction of gaze, eye contact, redness and blanching of the skin, stereotypes of motor skills);

Paralinguistic (intensity, timbre, intonation of the voice, its range, tonality);

Extra-linguistic (pauses, speech rate, its coherence, laughter, coughing, stuttering);

Prosemic (personal space, physical contact distance: intimate (from 0 to 40-45 cm), personal (from 45 to 120-150 cm), social (150-400 cm), public (from 400 to 750-800 cm), angle of rotation to the interlocutor;

Object contact, tactile actions (handshakes, hugs, kissing, patting, pushing, stroking, touching);

Olfactory agents (related to odor).

In the field of transferring the meaning of speech, the ratio of verbal and non-verbal means is extremely contradictory. It is especially difficult to identify the "double plan" of the text structure, semantic shades, subtext, as well as the speaker's true attitude to the content of his speech. It is not for nothing that communication experts note that there are 500 ways to say "Yes" and 5000 ways to say "No" 1.

What are the mechanisms of influence of people communicating with each other?

1. Infection - an unconscious reproduction of an emotional state in conditions of mass interaction with other people - inductors - based on empathy with them;

is, as a rule, non-verbal.

2. Suggestion - one-sided arbitrary, purposeful infection of another person by motivation of certain actions, the content of representations or emotional states, Through, as a rule, speech impact based on uncritical perception of the actions of the suggesting person (“infectious manipulation”).

The operation of this mechanism is largely determined by a number of external factors that can facilitate or hinder its effectiveness:

The number of group members who have the maximum impact on the individual should be equal to three;

The influence of a group depends on the position of the individual in this group: the least conforming persons are those who are weakly dependent on the group and feel a high degree of recognition from this group;

The uniformity of assessments in groups using a collegial system of relations is more pronounced than in directive groups, but the adequacy of assessments is higher in the second type of groups, which is due to the peculiarities of communicative ties:

When expressing opinions in public, their influence is stronger than when communicating them in writing or with the help of some technical means;

Subjects who deviate significantly from the standard (during individual examination) and significantly differ in their assessments from the group change their assessments more sharply in the conditions of the group;

The inspirational influence is more intense in the diffuse group than in the collective, due to the effect of collectivist self-determination;

Persons aged 17 years or more show a decrease in the degree of conformity;

Conformity of girls is 10% higher than that of boys;

More suggestible are persons with an inert and weak nervous system.

3. Belief - a conscious, reasoned, logically and actually grounded influence on the system of views and perception, as well as on the motivational and value sphere of another person.

The mechanism of persuasive influence includes information and agrumenting. Information methods: putting forward a thesis, defining concepts, formulating hypotheses-assumptions, explaining, indicating-demonstrating, characterizing distinctive features, comparing and distinguishing. Argumentation techniques: references to authority, citing facts, demonstration of visual means, analogy, excess, incident.

4. Imitation - the assimilation of the form of behavior of another person on the basis of both conscious and unconscious identification with him ("act like another").

Traditional communication is divided into business and interpersonal. In business interaction, its participants perform "" social roles, therefore, the goals of communication, its motives and methods of making contacts are programmed in it. In contrast to business in interpersonal, informal communication there is no rigid regulation of behavior, emotions, intellectual processes. The essence of interpersonal communication is the interaction of a person with a person, and not with objects; Psychologists emphasize that the extreme deficit of interpersonal communication and the inability to carry it out negatively affect the activities and mental well-being of people. According to A.A. Bodalev, such communication is psychologically optimal, "when the goals of the participants are realized in it in accordance with the motives that determine these goals, and with the help of such methods that do not cause the partner to feel dissatisfied" 1. At the same time, it is emphasized that optimal communication does not necessarily imply a "fusion of the minds, will and feelings of the participants" - such communication can take place while maintaining the subjective distance desired for each partner. In other words, communication becomes psychologically full-fledged only under the condition of interaction of partners “on equal terms”, when an amendment is constantly made for the originality of each other and infringement of the dignity of each is not allowed. Optimal interpersonal communication is always dialogical communication.

The main characteristics of the dialogue are:

Equality of the essential positions of those in common (relations "subject - subject");

Trustful mutual openness of both parties;

Lack of evaluation, "measurement" of any individual characteristics of each;

Perception of each other as unique and valuable personalities.

Special attitude towards the dialogue partner M.M. Bakhtin defines it as a state of "out-of-reach", A.A. Ukhtomsky - as a "dominant on the interlocutor", humanistic therapy - as the ability to decentralize 1. The essence of such an attitude is the absence of attempts to ascribe to the communication partner any traits, motives, and motives that are absent from him - as strangers (stereotypical perception of another person and, as a result, attribution, that is, attribution "by inertia" of habitual features of the type "All sellers are rude", "all men are egoists", etc.), and their own (projection, or "gifting" a communication partner with their qualities or qualities that are more beneficial at the moment depending on the state of their own inner world - so called egocentric perception).

Dialogue is a natural environment for personality development, one of the fundamental forms of manifestation of human individuality, therefore, dialogue as a form of communication can be not only a means of achieving certain goals (educational, educational, etc.), solving problems (scientific, creative, etc. .), but also an independent value of human life. Lack or lack of communication in the form of dialogue contributes to various distortions personal development, the growth of problems at the intra- and interpersonal level, the growth of deviant behavior.

Thus, communication as a social type of activity is an obligatory personality-forming factor for a person, and the experience and practice of leading teachers, psychologists, psychotherapists convince that only dialogical communication provides great opportunities for creative personality transformation.

36 communication competence and communication skills of a social worker.

An important sign of professional communicative competence is the focus on supporting and developing the client's “I” image. As already indicated, the image of “I” in psychology is understood as a system of a person's knowledge about himself, a system of self-attitude. Integration of real and ideal components of the “I” image ensures the stable development of self-esteem, self-control, self-knowledge, self-affirmation of individuality. In the event that the stability of the “I” image is not ensured, on the part of the person (client) in communication, the action of the mechanisms of psychological defense is actively manifested. From the various classifications of these mechanisms, we will use the following:

1) "Role defense" - withdrawal into the formal fulfillment of a social role, refusal to demonstrate a personal, problem-semantic field

(“I was told, I did what I was supposed to).

2) “Discussion defense” - the desire to take a passive position (repentance, self-flagellation, negative self-esteem), which is designed to help relieve oneself of responsibility, to shift it onto others.

3) "Open defense" - the transition to the strategy of "plugging the trail", to intimidation

In order to maintain the stability of the image of "I", a person can choose different ways behavior. One of them is to justify one's own failures, mistakes, incompetence, and wrong actions. In interaction, a sincere reaction in this case is replaced by various kinds of links, which serve as signs of the use of defensive behavior: 1) A link to the usual way of action.

The behavior of even the largest originals is constructed according to a set of routine, tested patterns. The existing pattern, habit helps to present oneself in front of others in the most favorable light. If the experience turns out to be positive, it is quickly introduced into the image of the “I”, becomes habitual, and is often used in situations that are far from those in which they first resorted to it. Therefore, a reference to a habitual way of acting is the most frequently cited reason justifying certain actions. "I have always done this, and it is too late to change anything." only worse, ”and so on. If phrases like these are recognized as psychological defense, they should be considered a signal of inadequacy and address the reasons behind the mask of habit.

Reaction like “How do I know what you mean? ”“ Is that what you wanted? ”“ I didn't know what could be done differently ”can also be signs of defensive behavior. Moreover, in comparison with the first case, the intensity of protection increases, since doubts are provoked about the appropriateness and clear expression of what one of the partners wants to say. The subtext of a link to lack of information is most often the desire to relieve oneself of responsibility for what is happening.

Appeals to habit and lack of information are predominantly spontaneous. Because of this, it is not easy to unequivocally interpret the reasons for resistance. However, if the reaction takes the form: “Leave me alone, I myself know how to act,” these reasons are more or less clear. The reference to the ability to self-control is resorted to, firstly, when they want to hide true feelings, and, secondly, in an effort to defend the right to independence. The implication of such a reaction is that there is a strong fear that doing what is required will increase the feeling of dependence.

If you wish, you can take a position from which the ongoing events can in no way be conditioned by desires and will: "No matter how hard I try, I will not succeed." From this position, it is quite convenient to build up a defense of the “I” image, especially in the case of overestimated self-esteem.

The verbal expressions of this defense are extremely diverse: “What happens if ....?”, “Can I cope with it? ”,“ Will others support me? ”, Etc. Despite the fact that this is the most“ sincere ”form of defense, such statements conceal concern not so much with the real future as with the correspondence between the real and the ideal image of“ I ”.

So, the signs of psychological defense observed in behavior are in any case connected with the need to remove a real or imaginary threat to the “I” image. At the same time, interaction loses its effectiveness only because it can dramatically change the nature of a person's ideas about himself, affect self-esteem, or affect the established patterns of relationships.

From this point of view, the choice of one or another variant of the tactics of professional communication of a representative of the communicative profession (teacher, social worker, consultant psychologist, etc.) is very important. In order for such a choice to be psychologically justified, one should be able to distinguish between what is the intensity of defensive behavior, how great is the resistance:

Interactive reaction

Her most likely cause

Active resistance

The impact is regarded as the destruction of the existence of the existing image of "I" Passive resistance

The impact is regarded as a threat to the existing self-image Indifference, apathy

The impact is regarded as neutral in relation to the image of "I" Active positive reaction

The impact is regarded as aimed at strengthening and developing the image of "I"

Communication tactics should not be aimed at breaking the psychological defense. Moreover, an attentive attitude to the signs of defensive behavior will allow one to obtain more current information about the nature of the emerging relationship and regulate them. Since resistance is a defensive reaction aimed at stabilizing the “I” image, when meeting with it, a professional has a chance to find out what is the greatest value in the self-attitude of those with whom he works. Finally, protection can be so strong that its very existence will prompt you to seek alternative ways to strengthen and develop relationships.

# 2. Elements of professional communication techniques.

By the technique of professional communication, we will understand the fluency and conscious variation of a representative of the communicative profession by means of interpersonal feedback. We refer to the elements of technology: * active listening skills

* stimulating interpersonal feedback

# 2. 1. Active listening skills

Listening is an essential component of professional communication technique. Actually, any form of interpersonal feedback is unthinkable without the normal functioning of the “receiving device”. The value of the ability to correctly perceive the incoming information (both cognitive and emotional) increases many times over when it comes to depreciated feedback. Indeed, recognizing the true meaning of a message or behavior means taking the first step towards the free and correct choice of means of influence.

A professional's lack of special skills in perceiving and understanding addresses directed to him (verbal or non-verbal) inevitably leads to malfunctions in the feedback mechanism, and therefore makes it difficult for him to understand the essence of the problem, limits the ability to influence it. Of course, there are objective reasons that impede a full hearing. These include, first of all, the peculiarities of attention. Its fluctuations can be very significant in the presence of extraneous stimuli: sounds, objects, etc.

An even more compelling reason is the contradiction between the intensity of perception and the creation of mental images on its basis - we think about four times faster than we speak. During a ten-minute conversation, it is possible to hear from 600 to 900 words. At this time, significant work is being done to recognize the meaning of words, some of which may have a different meaning for the speaker than for the speaker. Information is comprehended, receives interpretation in accordance with the emerging associations, as a result, some part of it is lost.

Finally, the subjective position of partners, in the interaction of which the mood to express their own thoughts, opinions, interests, often prevails, can be a barrier to listening. This position makes feedback difficult, coloring emotions in the colors of rejection, protection, suspicion, and misunderstanding. Much more often than people think, a message is judged not by its content, but by the impression it makes. In turn, this impression depends on the social status of the speaker, the degree of his attractiveness. The first step in acquiring effective listening skills is to evaluate your own style. One should strive to analyze emerging situations from this point of view, while answering at least two questions: “How correctly do I understand the meaning of the statements addressed to me? ”And“ What part of what you heard remains in your memory a few minutes (hours, days) after the conversation? ”.

More difficult, but also more useful, is self-observation in order to correlate your style with some typical ones. The fact is that the individual style of receiving information inherent in a person is manifested in behavior. Its variants are quite diverse, however, with some degree of conventionality, we can talk about the most common samples. One of them is the so-called “pseudo-obedience”, the dullness of which consists in imitating attention to the interlocutor. In this case, there may be eye contact, nods, smiles, but there is no actual perception. The most skillful “pseudo-listeners” sometimes even insert their own remarks, but this hides concentration on their own problems, fatigue, irritation, disinterest.

“Aggressive” listening is common - a consequence of the desire to express one's own views and judgments at all costs and as soon as possible, without taking into account the partner's position. Even the pauses that such a “listener” allows himself, he needs not to receive new information, but to breathe before a new attack. This dominance mindset prevents full contact. “Selective” hearing makes it possible to focus only on some of the details of the message, the most important or interesting for the recipient. At the same time, the overall picture does not add up, or it remains mosaic. As long as the contact is not too significant, “selective” hearing can suit partners. However, it can make communication very difficult when the issues discussed are relevant. Considering listening as an element of the technique of professional communication, it is advisable to distinguish two types of it: passive and active. Passive listening is understood as the absence on the part of the recipient of actions that would carry the initiator of the contact information about how his message was received and understood. In other words, passive listening lacks full-fledged feedback or the means of its presentation do not facilitate effective interaction. It should be specially noted here that non-verbal and meta-linguistic means of contact do not act in this case as adequate signals of interpersonal feedback due to their multiple meanings. Therefore, passive listening is also defined as such in which it is precisely verbal feedback that is absent.

An alternative way of receiving information is active listening. Its obvious advantages are, firstly, the ability, through verbal feedback, to check how correctly the message or the message of the partner is understood. It is equally important that the mindset for active listening promotes concentration of attention and avoids the already mentioned typical patterns of ineffective reception of information. In addition, the active listening technique is indispensable in helping a communication partner solve his own emotional problems. it is this property that has the greatest weight in professional communication in the field of communicative professions.

The problem of mastering the ways of giving feedback in active listening is quite complex. It is not easy to overcome the urge to immediately solve the partner's problem. The first, and very noble, impulse is often an attempt to give advice, calm down, express your own view of the situation, offer a ready-made solution. However, in this case, the line between non-evaluative and evaluative feedback turns out to be a thin and easy-to-pass one. The latter puts the partner in the position of the object of influence, while the main value is his subjective (active) position.

Before moving on to mastering the ways of giving non-judgmental feedback, it is necessary to analyze spontaneous habitual reactions. This will help in the future to compare them with the acquired skills and make a choice in favor of one or the other. It is important to understand that communication technique does not imply a complete denial of what is in the individual experience of communication. we are talking about expanding the arsenal of means, about a freer and more purposeful choice of them. Therefore, it is advisable to see in the usual ways of giving feedback not only features that limit its capabilities, but also those that, if appropriate conditions are met, do not reduce full-fledged contact.

For the purpose of analysis, it is proposed to perform the following exercise: There are several situations before you. In each of them, the partner shares with you what worries him, describes his difficulties. In each case, write down your possible reactions.

Your answers likely fall into one of the following categories. We repeat once again that there is no point in dividing them into “good” and “bad”, “right” and “wrong”. The problem lies in choosing the reaction that best suits the specifics of the situation and the goals that you set for yourself. Advice. An attempt to offer your own solution to a problem, that is, to give advice, does not always lead to success. First of all, it can turn out to be erroneous and, therefore, cause harm rather than benefit. Often advice is accompanied by the introduction: "I would be in your place ...", although what is good for one person may not be acceptable for another. The advice also provokes the partner to avoid responsibility for subsequent actions: there is always the opportunity to refer to the fact that they were committed contrary to the original decision or their own position. Finally, it may turn out that the purpose of the appeal was not at all to get advice, that is, the content of the statement was misunderstood.

Grade. In life, evaluation is often indispensable. At the same time, more often than is really necessary, the assessment is replaced by the expression of one's own opinion. It should be remembered that assessment, like no other reaction, is capable of triggering the mechanisms of psychological defense, especially when it takes on a critical or negative character. The so-called “constructive criticism” is widespread, that is, an assessment expressed seemingly with the best intentions. Sometimes there is a positive assessment, however, even in this case, a decrease in the degree of sincerity and openness on the part of the partner is not ruled out due to the appeal of any kind of assessment to the “I” image.

Analysis. Analysis is an interpretation, analysis of what was heard. A characteristic feature of this type of feedback is phrases like “I think you meant ....”, “Probably it all started with the fact that ....”, etc. Attempts to interpret what was heard from their own positions are quite justified, because they allow you to see the problem from a different perspective, to clarify some of its aspects. One should only bear in mind the possibility of barriers in communication if the analysis turns out to be incorrect or is conducted from a position of superiority. Then the partner simply will not accept an alternative point of view, interaction will be reduced to an exchange of arguments, covert or explicit opposition. Therefore, the interpretation should be based only on real facts and expressed in the form of assumptions, and not categorical judgments.

Clarifying questions. Clarifying or leading questions often serve effective remedy feedback. Indeed, with their help, the thought or position of the interlocutor becomes more understandable, the course of presentation of his problem is regulated. For example, you can ask him if there is a description of a situation or an expression of feelings about what happened at the moment. You can avoid the emergence of tension without resorting to too many clarifying questions, without getting bogged down in small insignificant details. Otherwise, such interrogation will be more like an interrogation than an attempt to provide assistance. The question also often masks an assessment or advice: “Why don’t you ....”. In this case, the person asking it, as it were, knows the correct answer in advance and provokes the partner's defensive reaction. Demonstration of support. This reaction can take many different forms: persuasion, encouragement, etc. In rather difficult communication situations, demonstration of support is a spontaneous and very effective way of feedback. However, here too, caution is needed in order not to diminish the significance of the partner's experiences.

(for the continuation of materials on interaction techniques, see the section "Psychological counseling")

# 2. 2. Skills for stimulating interpersonal feedback

The technique proposed here is by no means intended to exhaust the variety of possibilities for stimulating positive non-directive feedback. At the same time, its advantage is, firstly, that it is not limited to the search for only rational moves, but addresses the wealth of the emotional sphere, and secondly, it is a more or less complete system.

Communication is unthinkable without emotion. They are a means of expressing an attitude towards a situation, a partner, and oneself. At the same time, few people think about which of the existing ways of expressing emotions make them understandable, evoke a response, and win them over. Meanwhile, attention to this issue can be the first step in acquiring the skills to stimulate interpersonal feedback, thereby increasing the communicative potential.

There are two ways to express emotions - indirect and direct. Compare the following pairs of statements, each of which carries a specific emotional charge:

1. a “You don’t know how to behave when talking to your elders”.

B "I am angry that you interrupt me."

2. a “Was it difficult to get home early? ! ”

b "I was worried because you were late."

3. a “It was a lovely evening”

b "I'm glad I spent time with you"

In all cases, the first of the statements contains an indirect expression of emotions. Outwardly, it manifests itself in the absence of designation and naming of the emotion that the speaker is experiencing. This path does not stimulate feedback and even blocks it. This is due to the fact that the degree of uncertainty of the statement increases. Indeed, phrase 1a can express anger, irritation, disappointment, resentment, etc. Statement 2a is emotionally ambiguous too: it can contain displeasure, irony, anxiety, fear, depression. The same is true for saying 3a - what is it: pleasure, indulgence, benevolence, irony, sarcasm?

In real communication, especially professional communication, there are much more situations than it might seem at first glance, the context of which does not allow us to confidently decipher such ambiguous statements. It is not always possible to avoid a mismatch between verbal and non-verbal means of communication, especially since the latter are polysemantic and can express different meanings.

Another objection to the indirect expression of emotions is based on the recognition of their evaluative nature. It has already been said that evaluativeness causes the action of psychological defense mechanisms. Direct expression of emotions (statements 1b, 2b, 3b) contains an indication of a specific experience, which creates conditions for their unambiguous and non-judgmental interpretation. In addition, they carry more information about the speaker, which is important when it comes to stimulating interpersonal feedback. In order to prove this, it is enough to turn to the concept of responsibility in interaction. Both parties entering into it equally share it when it comes to emotional satisfaction or dissatisfaction with the contact. You can confirm your readiness to take on this responsibility if you see the cause of the emerging emotional states not as a result of external stimuli, but as a consequence of your own perception of the situation. Consider the following two phrases from this perspective: “You make me angry” and “I am angry with you.” There is a significant difference between them. In the first case, responsibility for the state experienced by the speaker is transferred to the partner, in the second, the emotion is regarded as one's own state. The hidden psychological meaning of the difference lies in the fact that the direct expression of emotions leaves the partner more freedom in choosing a line of behavior.

Effective expression of emotions can be facilitated by the implementation of the following rules: 1. You should learn to correctly recognize your own emotions, monitor the dynamics of their change by monitoring psychophysiological signs, non-verbal behavior, and speech.

2. It is necessary to learn how to choose the right place and time for the manifestation of emotions. A spontaneous emotional response is not always correct and appropriate. You should make sure that your partner is ready, if you do not understand your condition, then at least hear what you are telling him.

3. It is best to formulate the shades of the experienced state as accurately as possible. It is important for your partner to know what you are experiencing: insecurity or confusion, excitement or enthusiasm, favor or friendliness.

In the latest edition (1994) of the tariff and qualification characteristics of the position of “social work specialist”, the following functions are highlighted:

· analytic-gnostic(identification and registration in the territory of service of families and individual citizens, including minor children in need of different types and forms of social support, and the exercise of patronage over them);

· diagnostic(establishing the reasons for the difficulties arising among citizens);

System-modeling (determination of the nature, volume, forms and methods social assistance);

· activation(assistance in activating the potential of an individual, family and social group's own capabilities);

· actionable-practical(assistance in improving relationships between individuals and their environment; consultations on social protection issues; assistance in preparing the documents necessary for solving social issues; assistance in the placement of those in need in inpatient medical institutions; organization of public protection of juvenile offenders, etc.);

· organizational(coordination of the activities of various state and non-state institutions, participation in the work on the formation of social policy, the development of a network of social service institutions);

· heuristic(improving their qualifications and professional skills).

The function communicative, with the help of which almost all the previous ones are carried out. "The communicative function is designed to establish with those in need of this or that help and support, to organize the exchange of information, to promote the inclusion of various institutions of society in the activities of social services, to help the perception and understanding of another person."

In fact, the social worker is supposed to be able to act as a social statistician, administrator and manager; provide all kinds of social services; help in raising children; carry out psychological and legal advice and expertise; conduct educational work on a variety of issues, including such as a healthy lifestyle, family planning, crime prevention, etc.

Among the main professional requirements for a social worker, in addition to the fact that he must have a good vocational training and knowledge in various fields, have a sufficiently high general culture, possess information about modern political, economic and social processes, he must also have a certain social fitness. He needs to skillfully contact and win over “difficult” teenagers, orphans, disabled people, people in rehabilitation, etc. A social work specialist must have a professional tact that can arouse sympathy and trust in people, observe professional secrecy, be delicate - in a word, he must be able to communicate.

Thus, the activity of a social worker consists in constant contact with people, that is, in direct communication with them. All tasks facing a social worker are solved through communication. In the process of communication, the exchange of information between its participants is carried out both on the verbal and non-verbal levels. “The task of the social worker is to create a welcoming environment, to find the right way to behave and communicate with the client. To do this, you need to know not only the techniques of conducting a conversation and the rules of communication, psychological characteristics people and the importance of non-verbal means of communication, but also possess such qualities as politeness, friendliness, courtesy, focus on people, patience (tolerance), intuition, compassion, etc. "

Creating a welcoming environment and choosing the right way to behave and communicate will help the social worker to like people and to persuade them to their point of view. The efficiency of the social worker depends on this.

So, from all of the above, we can conclude: social work is a communicative profession, that is, it is closely connected and inseparable with the communication process, both at the micro- and meso-levels, and at the macro-level of social work.

1. Communication management in the communication activities of a social worker.

“The palette of communication is very rich in a variety of types, forms, and means used. And this is understandable: in the socio-psychological sense, the very essence of human life can be defined as communication, for the entire space of human life is interpersonal in nature. From this point of view, it is difficult to overestimate the contribution of competent communication to the quality of human life, to fate in general.

In various cases of communication, the invariant components are such components as partners-participants, a situation, a task. Variability is usually associated with a change in the nature (characteristics) of the components themselves - who is the partner, what is the situation or task - and the originality of the connections between them. In the most general terms, competence in communication presupposes the development of an adequate orientation of a person in himself - his own psychological potential, the potential of a partner, in a situation and a task ”.

For a specialist in social work, the range of communication is possibly even richer than that of representatives of other professions, because in addition to communicating with clients of social services and his colleagues, he also contacts with representatives of various organizations, with officials at various levels (including the government and legislative bodies of the country - influence on social policy of the state, its activities in social sphere), the functions of a social worker may include PR (for example, attracting the general public to help people in need), he may also contact representatives of international organizations (UN, Red Cross, etc.). It is very important that a social worker is competent in communication, since the efficiency of his work depends on this, and therefore the state (mental, physical, material, etc.) of his clients. In addition, a social worker who is competent in communication can help his client to communicate and thereby solve his problem.

For a social worker in his professional activity, 3 main types (types) of communication can be distinguished:

1. business(this is communication in the official business sphere of a specialist in social work with representatives of organizations, social institutions, officials of various levels, in order to improve the activities of social assistance services, to solve any problems (legal, material, housing, psychological, etc.) of their clients etc.)

2. advisory(this is communication with the aim of helping the client, most often psychological, but not necessary)

3. intimate-personal(This is a communication based on a friendly, trusting relationship between a client and a social worker).

All these types of communication can be intertwined, and they are all carried out using both verbal (speech) and non-verbal (non-speech) means.

Thus, the communication of a social worker is multifaceted, multifunctional, and therefore each social worker must be able to communicate in various fields of his activity, using both verbal and non-verbal means of communication, be able to understand other people, that is, must be competent in communication, and this is related to the fact that social work is one of the most communicative professions

Socialization is a complex of social and mental processes, thanks to which a person assimilates knowledge, norms and values ​​that define him as a full member of society. This is a continuous process and a necessary condition for the optimal life of the individual.

preschool age in the FSES DO

According to the Federal State educational standard(FSES), socialization and communicative development of a preschooler's personality are considered as a single educational area- social and communicative development. As the dominant factor social development the child's social environment acts.

The main aspects of socialization

The process of socialization begins with the birth of a person and continues until the end of his life.

It includes two main aspects:

• assimilation social experience an individual due to his entry into the social system of public relations;
• active reproduction of the system of social relations of the individual in the process of his inclusion in the social environment.

Socialization structure

Speaking about socialization, we are dealing with a certain transition of social experience into the values ​​and attitudes of a particular subject. Moreover, the individual himself acts as an active subject of perception and application of this experience. It is customary to refer to the main components of socialization as transmission through social institutions (family, school, etc.), as well as the process of mutual influence of individuals within the framework of joint activities. Thus, among the spheres to which the process of socialization is directed, activity, communication and self-awareness are distinguished. In all these areas, there is an expansion of human ties with the outside world.

Activity aspect

In the concept of A.N. Leont'ev's activity in psychology is the active interaction of the individual with the surrounding reality, during which the subject deliberately acts on the object, thereby satisfying his needs. it is customary to distinguish on several grounds: methods of implementation, form, emotional tension, physiological mechanisms, etc.

The main difference between different kinds activity is the specificity of the subject to which a particular type of activity is directed. The subject of activity can appear in both material and ideal form. At the same time, there is a certain need behind each given item. It should also be noted that no activity can exist without motive. Unmotivated activity, from the point of view of A.N. Leont'ev, is a conventional concept. In reality, the motive still takes place, but it can be latent.

The basis of any activity is made up of separate actions (processes determined by a conscious goal).

Sphere of communication

The sphere of communication and are closely related. In some psychological concepts, communication is considered as a side of activity. At the same time, activity can act as a condition under which the communication process can take place. The process of expanding the individual's communication occurs in the course of increasing his contacts with others. These contacts, in turn, can be established in the process of performing certain joint actions - that is, in the process of activity.

The level of contacts in the process of socialization of an individual is determined by his individual psychological characteristics. The age specificity of the subject of communication also plays a significant role here. The deepening of communication is carried out in the process of its decentration (transition from monologue to dialogical form). The individual learns to focus on his partner, for a more accurate perception and assessment.

Sphere of self-awareness

The third sphere of socialization, the self-awareness of the individual, is formed through the formation of his self-images. It was experimentally established that self-images do not arise in an individual immediately, but are formed in the process of his life under the influence of various social factors. The structure of the I-individual includes three main components: self-knowledge (cognitive component), self-assessment (emotional), attitude towards oneself (behavioral).

Self-awareness defines a person's understanding of himself as a kind of integrity, awareness of his own identity. The development of self-awareness in the course of socialization is a controlled process carried out in the process of acquiring social experience in the context of expanding the range of activities and communication. Thus, the development of self-awareness cannot take place outside of activity, in which the transformation of the personality's ideas about oneself is constantly carried out in accordance with the idea that develops in the eyes of others.

The process of socialization, therefore, should be considered from the point of view of the unity of all three spheres - both activity and communication and self-awareness.

Features of social and communicative development in preschool age

The social and communicative development of preschoolers is one of the basic elements in the system of formation of the child's personality. The process of interaction with adults and peers has an impact not only directly on the social side of the preschooler's development, but also on the formation of his mental processes (memory, thinking, speech, etc.). The level of this development in preschool age is directly proportional to the level of effectiveness of its subsequent adaptation in society.

Social and communicative development according to the Federal State Educational Standard for includes the following parameters:

• the level of formation of a sense of belonging to one's family, respectful attitude towards others;
• the level of development of the child's communication with adults and peers;
• the level of the child's readiness for joint activities with peers;
• the level of assimilation of social norms and rules, the moral development of the child;
• the level of development of purposefulness and independence;
• the level of formation of positive attitudes in relation to work and creativity;
• the level of knowledge formation in the field of life safety (in various social, living and natural conditions);
• the level of intellectual development (in the social and emotional sphere) and the development of the empathic sphere (responsiveness, compassion).

Quantitative levels of social and communicative development of preschoolers

Depending on the degree of formation of skills that determine social and communicative development according to the Federal State Educational Standard, low, medium and high levels can be distinguished.

A high level, respectively, takes place at high degree development of the parameters discussed above. At the same time, one of the favorable factors in this case is the absence of problems in the sphere of communication between the child and adults and peers. The dominant role is played by the nature of relations in the preschooler's family. Also, classes on the social and communicative development of the child have a positive effect.

The middle level, which determines social and communicative development, is characterized by insufficient skills formation in some of the selected indicators, which, in turn, generates difficulties in the child's communication with others. However, the child can compensate for this developmental deficiency on his own, with little help from an adult. In general, the process of socialization is relatively harmonious.

In turn, the socio-communicative development of preschoolers with a low level of severity in some of the selected parameters can give rise to significant contradictions in the field of communication of the child with the family and others. In this case, the preschooler is not able to cope with the problem on his own - assistance is required from adults, including psychologists and social educators.

In any case, the socialization of preschool children requires constant support and periodic monitoring by both the parents of the child and the educational institution.

Social and communicative competence of the child

Social and communicative development in preschool educational institutions is aimed at the formation of children. In total, there are three main competencies that a child must master within the framework of this institution: technological, informational and socio-communicative.

In turn, social and communicative competence includes two aspects:

1. Social- the ratio of one's own aspirations to the aspirations of others; productive interaction with group members united by a common task.
2. Communicative- ability to receive necessary information in the process of dialogue; willingness to represent and defend their own point of view with direct respect for the position of other people; the ability to use this resource in the communication process to solve certain problems.

Modular system in the formation of social and communicative competence

It seems appropriate to accompany social and communicative development within the framework of an educational institution in accordance with the following modules: medical, module PMPK (psychological, medical and pedagogical consultation) and diagnostics, psychological, pedagogical and socio-pedagogical. First, the medical module is included in the work, then, in case of successful adaptation of children, the PMPk module. The rest of the modules are launched simultaneously and continue to function in parallel with the medical and the PMPk module, until the children graduate from the preschool educational institution.

Each of the modules implies the presence of specific specialists, acting clearly in accordance with the assigned tasks of the module. The process of interaction between them is carried out at the expense of the management module, which coordinates the activities of all departments. Thus, the social and communicative development of children is supported at all necessary levels - physical, mental and social.

Differentiation of children in preschool educational institutions within the framework of the PMPk module

As part of the work of the psychological, medical and pedagogical council, which usually includes all subjects of educational preschool process(educators, psychologists, senior nurses, managers, etc.), it is advisable to differentiate children into the following categories:

• children with weakened somatic health;
• children at risk (hyperactive, aggressive, withdrawn, etc.);
• children with learning difficulties;
• children with pronounced abilities in a particular area;
• children with no developmental disabilities.

One of the tasks of working with each of the identified typological groups is the formation of social and communicative competence as one of the significant categories on which the educational field is based.

Social and communicative development is a dynamic characteristic. The task of the council is to track this dynamics from the point of view of the harmony of development. An appropriate consultation should be held for all groups in the preschool educational institution, including social and communicative development in its content. Middle group, for example, in the process of the program it is included in the system of social relations by solving the following tasks:

• development ;
• instilling elementary norms and rules of the child's relationship with adults and peers;
• the formation of patriotic feelings of the child, as well as family and citizenship.

To implement these tasks, the preschool educational institution should have special classes on social and communicative development. In the process of these lessons, the child's attitude to others is transformed, as well as the ability for self-development.