Introduction

Communication is understood as the interaction of people aimed at coordinating and uniting efforts in order to establish relationships and achieve a common result. It is in preschool childhood that an adult enjoys great authority over 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 (M.I. Lisina).

The form of communication refers to 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 that encourage the baby to him; the means by which communication is carried out with other people.

A preschooler masters speech as the leading means of communication, allowing him to convey the richest possible content. Throughout preschool childhood, the content of communication, its motives change, the baby develops communication skills and abilities that allow him to become the initiator of communication, to decide with an adult difficult problems cognitive and moral character (G.A. Uruntaeva).

Communicative activity is one of the most important ways of obtaining information about the outside world and a way of shaping the child's personality, its cognitive and emotional spheres, which is especially important for correcting communication development deficiencies in children with visual impairments.

Preschool age is a sensitive period for the development of children's complex communicative connections, the ability to communicate not only with individual children, but also with a group of peers, with adults, in accordance with socially approved norms of behavior. It is at preschool age that the basic forms of behavior and communication are laid, a children's team is formed, the laws of existence of which require a more developed system of communication skills. A visual defect hinders the development of communicative and creative activities 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 significant adults for him. Its solution is carried out in communication, which becomes an important channel for obtaining information about the outside 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 the child.

The formation of communicative activity in sighted and visually impaired persons is carried out in a fundamentally similar way, however, visual impairment changes the interaction of analyzers, due to which connections are restructured and, when communication is formed, they are included in a different system of connections than in children without pathology.

The leading factor in different types activity of a visually impaired preschooler throughout life is a communicative activity. A visually impaired child develops and actively learns social experience in the course of communication with people and objects of the surrounding reality. Solving the problems of active verbal and non-verbal communication of the visually impaired is the workaround that determines the advancement of a child with vision pathology in mental development, which ensures overcoming difficulties in the formation of objective actions.

Knowing these features of children with visual impairment and their causes, we need to talk about creating favorable conditions for their proper development in educational institutions in order to prevent possible secondary deviations, since it is known that with the wrong organization of upbringing and education, the child's cognitive processes suffer (such as perception, imagination, memory, visual-figurative thinking), there are deviations in emotional and intellectual development, in the development of speech and motility, which, in turn, leads to a decrease in the effectiveness of corrective work.

theme term paper is "Features of the development of communicative activity of older children preschool age with visual impairments.

The purpose of the work: to identify the features of the development of communicative activity of children of senior preschool age with visual impairments.

The object of the study are: children with visual impairments of senior preschool age.

The subject of the study are: features of the development of communicative activity of children of senior preschool age with visual impairments.

Research objectives:

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

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

3. To select methods for studying communicative activity in children of senior preschool age 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 children of senior preschool age

The concept of communicative activity in pedagogical literature

Communicative activity can be considered as a totality, ultimately, of 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 totality of various activities and, being included in this totality, communicative activity is associated with the motives and goals of the activity that in a particular case caused the emergence of communication. At the same time, communicative and mental activity are connected by relations of mutual penetration, since communicative activity manifests itself either as a result or as a 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 defined regions,

states.

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

A. A. Leontiev and B. Kh. Bgazhnokov distinguish two types of communicative activity: personality-oriented and socially-oriented. These types of communicative activity 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 should be understood by everyone, therefore they are subject to the requirements of completeness, accuracy and high culture.

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

The social indicator of communicative activity means that it can only take place on a specific occasion in a specific real situation. An individual-personal indicator is manifested in the reflection of the individual-personal characteristics of those who communicate.

Based on the concept of A. N. Leontiev and his analysis of communication as an activity and designating it as a "communicative activity", let's consider its main structural components. So, the subject of communication is another person, a partner in communication as a subject;
the need for communication is the desire of a person 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 (the two main types of actions in communication are proactive responses);
the tasks of communication are the goal to which various actions performed in the process of communication are directed in a specific communicative situation;
means of communication are those operations with the help of which the actions of communication are carried out;
The product of communication is the formation of a material and spiritual nature, created as a result of communication.

The process of communicative activity is built as a "system of conjugated acts" (B. F. Lomov). Each such "associated act" is the interaction of two subjects, two people endowed with the ability to initiate communication. In this, according to M. M. Bakhtin, the dialogic nature of communicative activity is manifested, and dialogue can be considered as a way of organizing "related 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 performs 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 an interpersonal level of communicative activity, and communication with a group (collective) - as a personal group, communication with the mass - as a personal-mass. 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 personal-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 main or basic communicative properties of a person, we mean those that begin to take shape in childhood, are quickly fixed 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 the unconscious, operational and conditioned reflex learning, imitation and a number of other factors.

Communicative activity. Communicative activity as defined by M.I. Lisina is synonymous with communication. In our own 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 parts. Communication does not exist without the communicative activities of partners, but it is not limited to their isolated communicative activities. So, communicative activity is the interaction of two or more people, aimed at coordinating and combining efforts in order to build 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 distinguished by the presence of motives and goals. In our opinion, the following types of communication activities can be distinguished:

Gnostic;

expressive activity;

Interactional.

The communicative activity of a person presupposes 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 showed that communicative activity depends on many personality traits. Communicative activity is determined by the personality as a whole. In different types of CA, different substructures are activated.

Communicative motivation. According to V.P. Simonov, the need is primary, but the motivation is derived from it, arises on the basis of already existing experience and is clearly cognitive in nature. A.N. Leontiev, on the other hand, believes that the motive is an objectified need, and B.C. Merlin characterizes the motive as the psychological conditions in which human activity takes place. V.G. Leontiev believes that the mental system "motive-goal" 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 the 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 causes. In the first case, these are the psychological properties of the subject, and in the second, external conditions.

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

A steadily dominant system of motives underlies the orientation of the individual. Orientation is a "system-forming property" of a personality, the core of its structure. The public orientation of the individual includes:

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

awareness of labor as the highest meaning of life, a way of asserting dignity, development of their abilities;

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

Orientation appears in behavior determined by the requirements of normative morality; its basis is the hierarchical system of motives and imperatives set by the social structure. Orientation orients the formation of the communicative properties of the individual, 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 talk about the need for contact, in 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 as a result of the development of the need for communication. Every child is restless. Lethargy speaks of a painful condition of the child. or a developmental defect. These needs form a business group of motives.

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 eventually 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. Thus, the level of claims 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. With the dominance of this motive, people are self-confident, relaxed, open, active in communication. The motive of altruism serves as the basis for the emergence of empathy.

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

Thus, the profession of a social worker can be called communicative, since his practical activity involves 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 process of communication. High level communicative competence protects the social worker from these loads and promotes intensive interpersonal communication.

Communication is characteristic of all spheres of people's lives, it is a condition and a 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 both the perception of each other by partners, their exchange of information, actions and role influences, the establishment of certain relationships.

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, visual contact, redness and blanching of the skin, stereotypes of motor skills);

• paralinguistic (intensity, timbre, intonation of the voice, its range, tonality);
• extralinguistic (pauses, rate of speech, its coherence, laughter, coughing, stuttering);
• proxemic (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;
• subject contact, tactile actions (handshakes, hugs, kisses, patting, pushing, stroking, touching);
• olfactory products (associated with smell).

In the field of conveying 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 structure of the text, semantic shades, subtext, as well as the true attitude of the speaker to the content of his speech. No wonder 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- unconscious reproduction of the emotional state in the conditions of mass interaction with other people - inductors - on the basis of empathy with them; is usually non-verbal.

2. Suggestion- unilateral arbitrary, purposeful infection of another person with the motivation of certain actions, the content of ideas or emotional states, through, as a rule, speech influence based on uncritical perception of the actions of the inspiring person ("infective manipulation").

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

the number of group members that have the maximum influence on the individual should be equal to three;

the influence of the group depends on the position of the individual in this group: the least conformal persons 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 clearer than in directive groups, but the adequacy of assessments is higher in the second type of groups, which is due to the peculiarities of communication links;

when opinions are expressed publicly, their influence is stronger than when they are communicated in writing or using some technical means;

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

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

persons aged 17 years and over show a decrease in the degree of conformity;

the conformity of girls is 10% higher than the conformity of boys;

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

3. Belief- a conscious, reasoned, logically and factually justified impact on the system of views and ideas, as well as on the motivational-value sphere of another person.

The mechanism of persuasive influence includes information and argumentation. Informing techniques: advancing a thesis, defining concepts, formulating hypotheses-assumptions, explaining, indicating-demonstrating, characterizing distinctive features, comparing and making distinctions. Argumentation techniques: references to authority, citing facts, demonstration of visual aids, analogy, kurtosis, 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. AT business interaction, its participants perform social roles, therefore, the goals of communication, its motives and ways of making contacts are programmed in it. Unlike the business interpersonal, informal communication there is no strict 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 extreme scarcity is precisely
interpersonal communication and the inability to carry it out negatively affect the activity 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 a feeling of dissatisfaction in the partner" 1 . At the same time, it is emphasized that optimal communication does not necessarily imply "a fusion of the minds, wills 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 if the partners interact "on an equal footing", when an adjustment is constantly made for each other's originality and infringement of the dignity of each is not allowed. Optimal interpersonal communication is always communication dialogical.

The main characteristics of the dialogue are:

equality of the essential positions of the communicants (relationships "subject - subject");

confidential mutual openness of both parties;

lack of evaluation, "measurement" of any individual features everyone;

perception of each other as unique and valuable personalities.

A special relationship to the dialogue partner M.M. Bakhtin defines as a state of "outsideness", A.A. Ukhtomsky - as a "dominant on the interlocutor", humanistic therapy - as the ability to decentralize 2 . The essence of such an attitude is the absence of attempts to attribute to the partner in communication any traits, motives, motives that are absent from him - as strangers (stereotypical perception of another person and, as a result, attribution, i.e. "all salesmen are rude", "all men are selfish", etc.), and their own (projection, or "gifting" a communication partner with their qualities or qualities that are more beneficial in this moment depending on the state of your own inner world- the so-called egocentric perception).

Dialogue is a natural environment for the development of a personality, 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 human life. The absence or deficiency of communication in the form of dialogue contributes to various distortions of personal development, the growth of problems at the intra- and interpersonal level, and the growth of deviant behavior.

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

1
: Soper P. Culture of speech. - M., 1989, p. 71.

1
Bodalev A.A. Psychology of communication. - M. - Voronezh, 1996, p. 109.

2
Decentralization is a mechanism for overcoming the egocentrism of a person, which consists in changing the point of view, the position of the subject as a result of its collision with positions that are different from one's own.

The specificity of social work lies in the fact that in solving the problems facing it, it directly or indirectly affects all forms and types of social relations and activities of people, all aspects of society. The identification and solution of these problems is carried out primarily through establishing and maintaining contacts with representatives of state services, public organizations and associations, citizens and social groups (clients) in need of assistance, 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 involves 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 process of communication. A high level of communicative competence protects the social worker from these pressures and promotes intense interpersonal communication.

Communication is characteristic of all spheres of people's lives, it is a condition and a 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 both the perception of each other by partners, their exchange of information, actions and role influences, the establishment of certain relationships.

Communicative means of communication are extremely diverse. These include:

speech (verbal) means:

Vocabulary; stylistics, 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);

Extralinguistic (pauses, rate of speech, its coherence, laughter, coughing, stuttering);

Proxemic (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;

Subject contact, tactile actions (handshakes, hugs, kisses, patting, pushing, stroking, touching);

Olfactory products (associated with smell).

In the field of conveying 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 true attitude of the speaker to the content of his speech. Not without reason, 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 - on the basis of empathy with them;

is usually non-verbal.

2. Suggestion is a one-sided arbitrary, purposeful infection of another person with the motivation of certain actions, the content of ideas or emotional states, through, as a rule, speech influence based on uncritical perception of the actions of the inspiring person (“infective manipulation”).

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

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

The influence of the group depends on the position of the individual in this group: the least conformal 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 clearer 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 connections:

When opinions are expressed publicly, their influence is stronger than when they are communicated in writing or with the help of some technical means;

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

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

Persons aged 17 years and over show a decrease in the degree of conformity;

The conformity of girls is 10% higher than the conformity of boys;

Persons with an inert and weak nervous system are more suggestible.

3. Persuasion - a conscious, reasoned, logically and factually justified impact on the system of views and ideas, as well as on the motivational-value sphere of another person.

The mechanism of persuasive influence includes information and argumentation. Informing techniques: advancing 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 aids, analogy, kurtosis, 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 ways of making contacts are programmed in it. In contrast to business communication, there is no strict regulation of behavior, emotions, and intellectual processes in interpersonal, informal communication. 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 activity 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 “the merging of the minds, wills 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 if the partners interact “on an equal footing”, when an adjustment is constantly made for the uniqueness of each other and infringement of the dignity of each is not allowed. Optimal interpersonal communication is always dialogic communication.

The main characteristics of the dialogue are:

The equality of the essential positions of those who communicate (relationships "subject - subject");

Confidential mutual openness of both parties;

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

Perception of each other as unique and valuable individuals.

A special relationship to the dialogue partner M.M. Bakhtin defines it as a state of “outsideness”, A.A. Ukhtomsky - as a "dominant on the interlocutor", humanistic therapy - as the ability to decentralize1. The essence of such an attitude is the absence of attempts to attribute to the communication partner any traits, motives, motives that are absent from him as aliens (stereotypical perception of another person and, as a result, attribution, i.e. “all salesmen are rude”, “all men are selfish”, 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 the development of a personality, 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. The absence or deficiency of communication in the form of dialogue contributes to various distortions of personal development, the growth of problems at the intra- and interpersonal level, and the growth of deviant behavior.

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

36 communicative competence and communication skills of a social worker.

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

1) "Role protection" - 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 do).

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

3) “Open defense” - the transition to the strategy of “plugging the tra”, to intimidation

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

The behavior of even the largest originals is built according to a set of routine, tested patterns. The current scheme, the habit helps to present oneself to 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 in content from those in which it was first resorted to. Therefore, reference to the usual way of acting is the most frequently cited reason justifying certain actions “I always did this, and it’s too late to change anything”, “It always helped me before”, “If I change something, I’m afraid it will only worse”, etc. If phrases like these are recognized as psychological defense, they should be considered a signal of inadequacy and address its causes hidden behind the mask of habit.

Reaction like “How do I know what you mean? “Is that what you wanted? “I didn't know what to do 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 the reference to lack of information most often lies in 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 unambiguously interpret the reasons for resistance. However, if the reaction takes the form: "Leave me alone, I myself know what to do," 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, trying to defend the right to independence. The hidden meaning of this 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 events that are taking place cannot in any 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 a defense of the image of the “I”, especially in the case of overestimated self-esteem.

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

So, the signs of psychological defense observed in behavior are in any case associated with the need to remove a real or imaginary threat to the image of the “I”. 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 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 is very important. communication profession(teacher, social worker, counseling psychologist, etc.). In order for such a choice to be psychologically justified, one should be able to distinguish between the intensity of defensive behavior and how great the resistance is:

Reaction in interaction

Its 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 image of the “I” Indifference, apathy

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

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

Tactics in communication should not be aimed at breaking the psychological defense. Moreover, attention to the signs of defensive behavior will provide more current information about the nature of the emerging relationship and regulate them. Since resistance is a defensive reaction aimed at stabilizing the image of the "I", by meeting with her, the professional has a chance to find out what is the most valuable in the self-relationship of those with whom he works. Finally, the protection may be so strong that its very existence will encourage the search for alternative ways to strengthen and develop relationships.

No. 2. Elements of professional communication technique.

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

* stimulating interpersonal feedback

No. 2. 1. Active listening skills

An essential component of professional communication technique is the ability to listen. Actually, any form of interpersonal feedback is unthinkable without the normal functioning of the “receiving device”. The value of the ability to correctly perceive incoming information (both cognitive and emotional) increases many times if we are talking non-judgmental feedback. Indeed, to recognize the true meaning of a message or behavior is to take the first step towards the free and correct choice of means of influence.

The lack of special skills for a professional in the perception and understanding of appeals directed to him (verbal or non-verbal) inevitably leads to malfunctions in the feedback mechanism, which 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 prevent a full hearing. First of all, attention should be attributed to them. 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 based on it - 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, considerable work is done to recognize the meaning of words, some of which may have a different meaning for the speaker than for the speaker. The information is comprehended, gets an interpretation in accordance with the emerging associations, as a result, some part of it is lost.

Finally, the subjective position of partners may turn out to be a barrier to listening, in whose interaction the mood for utterance often prevails. own thoughts, opinions, interests. Such a position makes it difficult to give feedback, coloring emotions in the colors of rejection, protection, suspicion, misunderstanding. Much more often than is commonly thought, an appeal 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 was heard remains in 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 point is that human individual style receiving information is manifested in behavior. Its variants are quite diverse, however, with a certain degree of conventionality, we can talk about the most common samples. One of them is the so-called “pseudo-listening”, the dregs of which consists in imitation of attention to the interlocutor. In this case, there may be eye contact, nodding, smiling, but no actual perception. The most skillful “pseudo-listeners” sometimes even insert their own remarks, but behind this lies a concentration on their own problems, fatigue, irritation, disinterest.

Widespread is “aggressive” listening - a consequence of the desire at all costs and as soon as possible to express their own views and judgments, without taking into account the position of the partner. Even the pauses that such a “listener” allows himself are necessary for him not to receive new information, but to take a break before a new attack. Such a dominance attitude prevents full-fledged contact. “Selective” listening makes it possible to focus on only some of the details of the message that are most important or interesting to 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” listening may suit partners. However, it can make communication very difficult when the issues being 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 information to the contact initiator about how his message was received and understood. In other words, with passive listening, there is no full-fledged feedback, or the means of giving it do not contribute to 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 ambiguity. That's why passive listening is also defined as one in which there is no verbal feedback.

An alternative way of receiving information is active listening. Its obvious advantages are, firstly, the ability to check, through verbal feedback, how correctly the message or partner's appeal is understood. Equally important, the active listening mindset promotes concentration and avoids the typical patterns of inefficient information reception already mentioned. In addition, the technique of active listening is indispensable if necessary to help 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 complicated. It is not easy to overcome the desire to immediately solve the partner's problem. The first, and very noble, impulse is often an attempt to give advice, to reassure, to express one's own view of the situation, to offer a ready-made solution. However, in this case, the line between non-evaluative and evaluative feedback turns out to be thin and easily traversable. 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 available in the individual experience of communication. we are talking about expanding the arsenal of means, about their freer and more targeted choice. Therefore, it is advisable to see in the usual ways of giving feedback not only features that limit its capabilities, but also those that, under the appropriate conditions, 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 probably fall into one of the following categories. We repeat once again that it makes no sense to divide them into “good” and “bad”, “correct” and “wrong”. The problem lies in choosing the response that is most appropriate for the specifics of the situation and the goals that you set for yourself. Advice. An attempt to offer your own solution to the problem, that is, to give advice, does not always lead to success. First of all, it may turn out to be erroneous and, therefore, do more harm than good. Often advice is accompanied by such an 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. Life is often indispensable without evaluation. At the same time, more often than it is really necessary, the expression of one's own opinion is replaced by an assessment. It should be remembered that evaluation, like no other reaction, is capable of triggering psychological defense mechanisms, especially when it takes on a critical or negative character. Common is the so-called “constructive criticism”, that is, an assessment that seems to be made out of good intentions. Sometimes there is a positive assessment, however, in this case, a decrease in the degree of sincerity and openness on the part of the partner is not excluded due to the appeal of any kind of assessment to the image of the “I”.

Analysis. Analysis is interpretation, analysis of what is heard. A characteristic feature of this type of feedback are phrases like “It seems to me that you meant ....”, “Probably it all started with the fact that ....”, etc. Attempts to interpret what you heard from your own positions are quite justified, because they allow you to see the problem from a different angle, to clarify some of its aspects. One should only keep in mind the possibility of barriers to 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, the interaction will be reduced to an exchange of arguments, hidden or explicit opposition. Therefore, interpretation should be based only on real facts and speak in the form of assumptions, not categorical judgments.

Clarifying questions. Clarifying or leading questions often serve as an effective means of 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 currently a description of the situation or an expression of feelings about what happened. Tension can be avoided by not resorting to too many clarifying questions, without getting bogged down in small, insignificant details. Otherwise, such questioning will look more like an interrogation than an attempt to help. The question also often disguises judgment or advice: “Why don't you....”. In this case, the person who asks it, as it were, knows the correct answer in advance and provokes a defensive reaction of the partner. Support demonstration. This reaction can take a variety of forms: dissuasion, encouragement, etc. In rather difficult situations of communication, a demonstration of support is spontaneous and very effective method feedback. However, here, too, care is needed in order not to belittle the significance of the partner's experiences.

(continuation of materials on the technique of interaction, see the section “Psychological counseling”)

#2 2. Skills to stimulate interpersonal feedback

The technique proposed here is by no means intended to exhaust all the possibilities of 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 is turned to the richness of the emotional sphere, and secondly, it is a more or less complete system.

Communication is unthinkable without emotions. They are a means of expressing attitudes towards the situation, partner, and oneself. At the same time, few think about which of the existing ways of expressing emotions make them understandable, evoke a response, and endear them. Meanwhile, attention to this problem 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 certain emotional charge:

1. a "You don't know how to behave when talking to elders."

B "I'm angry because you interrupt me."

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

b “I was worried because you were late.”

3. a “It was a wonderful 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 experienced by the speaker. 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 also emotionally ambiguous: it may contain displeasure, irony, anxiety, fear, depression. The same is true for statement 3a - what is it: pleasure, condescension, 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 one to decipher such ambiguous statements with confidence. It is not always possible to avoid mismatch between verbal and non-verbal means of communication, especially since the latter are ambiguous 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. The 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 an important circumstance when it comes to stimulating interpersonal feedback. In order to prove this, it suffices to refer 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 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 point of view: "You make me angry" and "I am angry with you." There is a significant difference between them. In the first case, the responsibility for the state experienced by the speaker is transferred to the partner, in the second case, 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 following rules: 1. You should learn to correctly recognize your own emotions, monitor the dynamics of their changes by controlling 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. Spontaneous emotional reaction is not always correct and appropriate. You should make sure that the partner is ready, if not to understand your condition, then at least to hear what you tell him.

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

Social work is a special type of activity characterized by close interaction between a specialist and a client. The client, as a person who finds himself in a difficult life situation and needs help, is the object of the activity of a specialist in social work. The main task of a specialist is to provide support to the client, help solve the problem and teach him to cope with life's difficulties without outside help. To perform this difficult task, the specialist must have all the necessary skills to interact with the client. After all, disagreements often arise between a client and a specialist, both professional and interpersonal, which can develop into conflict situations. Conflicts that arise during the interaction of a social worker and his ward interfere with the achievement of the goal - to help the client become a full-fledged member of society, capable of independently solving their problems to the extent possible. Therefore, a specialist should be able to interact with his ward, avoiding conflict situations and misunderstandings with him. Therefore, the interaction between the social worker and the client plays a crucial role in the activity of the social worker.

The object of the course work is the interaction of a social work specialist and a client.

The subject of the course work is the features 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.

Objectives of the course work:

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

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

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

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

The course work consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1

Social work as a communicative 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 - subject relations, and assistance is primarily focused on activating the potential for self-defense of an individual or group, or is only auxiliary in nature.

Social work as a kind of activity is essentially 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 a social group, which involves:

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 show his capabilities to the maximum extent;

Adaptation or readaptation of a person in society.

The ultimate goal of the social worker's activity involves achieving such a result when the client no longer needs his help.

Communicative interaction is the process of exchanging communicative actions between subjects through the use of signs of verbal and non-verbal systems with the aim of mutually informing, influencing the intellectual and emotional state and its change and regulation.

All forms and methods of interaction of a social worker can be divided into two groups: work with a 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 (loss of a job, divorce, etc.), on the one hand, and about the client's characteristics, on the other.

An important component of social interaction is the professional skills of a social worker and, in particular, the degree of mastery of 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 relevant state structures, public organizations and associations, including religious ones, on specific forms of manifestation social relations or social action. This process of influence in scientific terminology is called social therapy. Unlike psychotherapy, it is a specific service, organizing the support of the environment for the client, helping to cope with social conflicts and problems.

Social therapy is carried out with the help of a set of measures of a socio-economic and organizational-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, pursuing 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 acceptable, from the point of view of law and morality, techniques and methods for verifying 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 the resolution of conflict situations at the environmental level.

In the process of social and 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). The human ability of verbal - verbal communication arose from the need for constant interpersonal contacts or interaction in the process of various types of social activities. Verbal communication is mainly 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, since it is carried out, as a rule, spontaneously, unconsciously. Means of non-verbal communication contribute to 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 the client in order to change his behavior, a social worker needs to master these two means of communication, be able to code and convey his states and intentions in gestures, facial expressions, postures, intonations. On the other hand, in the course of observing the verbal and non-verbal behavior of the client, the social worker receives information about how the client perceives him, how to build relationships with him.

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

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

Influence the client.

Establish a relationship with him.

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

First, these are strategies aimed at directly effecting change by influencing the baseline. They do not require understanding on the part of the client. The therapist achieves change in the client's life situation through his own actions.

Secondly, these are actions, the purpose of which is to encourage the client to change his basic actions. Understanding system 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 change in the client's life situation through direct management. In this case, the therapist takes responsibility for what kind of changes need to be made, while the client is responsible for implementing the actions.

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

Such a tripartite 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 social therapy clients is full of problems, which makes it possible to apply different types the behavior of the therapist.

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

the client comes for help;

free expression is encouraged;

the adviser accepts and clarifies;

gradual expression of positive feelings

detection determined by the situation;

positive impulses;

manifestation of insider (i.e. guesses, insights);

an explanation of the choice;

affirmative action;

increase in insider knowledge;

growing independence;

the need for help decreases.

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

The degree of participation of a social worker in providing practical and concrete assistance in solving social problems depends on the area of ​​activity of the client, 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 such a role involves a certain risk when, instead of facilitating the development of the client's activity, he makes him more passive. But if a person really does not cope well with the situation or is not able to act, then a social worker is needed here, acting as a “second self”.

Thus, the interaction between a social worker and a client is built on a trusting relationship. The social worker must help the client get rid of the problem through various methods (communicative interaction and social therapy), with minimal interference in the client's life. The client, in turn, must trust the social worker for fruitful work.

Recently, the close attention of researchers from various areas scientific knowledge is attracted by the psychological process - communication. Its nature, the mechanisms of formation, the laws of functioning, its change in accordance with the age of a person - all this turns out to be a complex mechanism that a person masters to perfection. From a very early age, the child wants to be understood and heard, in order to help parents do this, we suggest that you read this article.

What is communicative activity or communication?

M.I. Lisina in her writings gives the most complete and detailed definition that reflects the entire psychological essence of this process: "communication as the interaction of two (or more) people aimed at coordinating and combining efforts in order to build relationships and achieve a common result."

Interpretation of speech "communicative activity" as a psychological process by domestic scientists

AT Russian science communication is considered as an activity, in this regard, the concept of "communicative activity" and communication will be equivalent concepts.

There are several different theories of activity. The most famous of them are the concepts of B.G. Ananyeva, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein. Taking as a basis the concept of activity developed. A.N. Leontiev, and developed by A.V. Zaporozhets, D.B. Elkonin, P.Ya. Galperin, the following main structural components of communicative activity can be distinguished: the subject of communication, the communicative need and motives, the unit of communication, its means and products.

According to the concept of A.A. Leontiev, speech communication is a form of communication where the general psychological patterns of communication processes appear in the most characteristic, most naked and most accessible form for research. At the same time, speech activity is considered as a specialized use of speech for communication, special case communicative activity.

Communication is based on the existence of communicative acts in which communicants take part. They generate and interpret speech statements. According to N.I. Zhinkin, the initial and final stages of communicative activity go back to the mechanisms of inner speech, its deep structures, which are implemented at the level of the universal subject code of human thinking.

What is "non-verbal communication"?

The basis of communication or communication in the direct interaction of people are also non-verbal components: facial expressions, gestures, postures.

Non-verbal communication is an essential component of the correct understanding of people.

Traditionally, in psychology, it is customary to identify speech with the word, that is, with its sign-symbolic function of speech. Meanwhile, non-verbal interaction carries the most important and very significant information about the person speaking or receiving information. With the help of facial expressions and pantomime, you can learn about the attitude towards the interlocutor, the topic of conversation, the mood of the interlocutor. Thus, we can conclude that non-verbal communication is realized in the process of verbal communication together with verbal communication.

The concept of non-verbal communication goes far beyond the concept of verbal communication, since it has an independent meaning and is implemented in many other (non-verbal) systems and channels for transmitting information, for example, in the field of polysensory interaction of a person with the outside world, in various non-verbal biotechnological information systems communications and communications, various types stage and visual arts and etc.

The concept of nonverbal communication has an equivalent, which is denoted by the term extralinguistic or paralinguistic communication. It can be defined as complex system non-linguistic forms and means of conveying specific information.

Non-verbal communication is of great importance in such areas of psychological science as the theory of communication, perception and understanding of a person by a person, psychology of personality, psychology of speech (I.N. Gorelov, G.V. Kolshansky, V.P. Morozov). An example of the most important psychological role of non-verbal communication in the process of verbal communication is the fact that non-verbal information can not only significantly enhance the semantic meaning of a word, but also significantly weaken it, up to complete denial.

Stages of implementation of communicative activity

Speech communication, in line with the ideas of L.S. Vygotsky is considered as follows: the generation of speech is a complex device that includes the following steps:

1. Motive (production of thought).
2. Thought (formation of thought).
3. Inner speech (translation of thought into inner word).
4. Semantic plan (perception and transmission of information to the meaning of the outer layers).
5. External, physical plane (the embodiment of thought in words, the transition to verbal syntax from the syntax of meanings. External speech).

In the works of A.A. Leontiev well reflects the further detailing of the generation of speech utterance. According to his theory, the phase structure of a communicative act includes a certain system of motives or extra-speech acts that form a motivational-speech action. At the first stage, the primary orientation in the situation that has arisen is realized. This is followed by the stage of formation of communicative intention. At this moment, the speaker already has an image of the result in his head, but does not yet have a concrete and step-by-step plan of action. Here, there is a secondary orientation in the conditions of the task, thanks to a clear allocation of the communicative task.

A more responsible and complex stage of communicative activity is the stage of creating an internal program of speech action. Here, the speech intention is perceived and transmitted by the code of personal meanings, which are fixed in certain code units (subjective). The process of perception and transmission of speech intention by the code of personal meanings is programming.

A.A. Leontiev singles out the implementation of an internal program as the next link in the communicative act, which involves 2 processes independent of each other: semantic and grammatical implementation. Which, according to L.S. Vygotsky include the process of acoustic-articulatory implementation of the program of mediation of thought in the external word.

The final phase of the human communicative process includes the stage of sound realization of the utterance.

The mechanism of generating a speech utterance

The model presented by T.V. Akhutina, the mechanism for generating a speech utterance, includes 7 stages, which, according to a strict sequence, are transformed one into another: motive - thought - semantic (intra-speech) program of the utterance - semantic structure of the sentence or small program - morphemic representation of the sentence - motor syllable-by-syllable program of the syntagma - articulation .
At the level of thought, a certain semantic syntax is formed in a person. Next, the words are selected according to the desired meaning. All this happens “under the control of text construction schemes and allows realizing the intention of the speaker, taking into account the listener and the context of the utterance.”

After that, at the level of inner speech, as a result of meaning only for oneself certain information, a person develops logical-grammatical cases. All this is carried out thanks to the control of semantic syntax schemes, which ensures the “objectification” of the relations between the components of the situation that has arisen.
Then comes the time to deploy the semantic structure of the sentence with the help of normative grammar. Not noticeable to a person in the inner plane, there is a choice of words according to sound. A clear “syllabic matrix” is formed and the necessary and correct articles are selected.

I.A. Zimnyaya, in her writings, distinguishes three main levels in the speech production model: inciting, shaping and realizing.

1st level - the emergence of motivation, 2nd level - the formation of a specific thought through language. It clearly distinguishes two phases occurring simultaneously: formative and meaning-forming. 3rd level - lexical content of the grammatical scheme.

T.N. Ushakova, together with the staff of the Laboratory of Speech and Psycholinguistics of the Institute of Psychology of the Russian Academy of Sciences, says that the communicative model of each person is represented by successive phases:

1. the process of speech perception;
2. hierarchically organized intra-speech vein (implementation of the semantic and grammatical programs of the utterance);
3. executive, realizing mechanism (inclusion of articulation, phonation and speech prosodic).

This model most fully and deeply reveals the entire structure and content of the communication process; it is also widely used in psychology and psycholinguistics.

Components of the human speech mechanism

In the mechanism of oral speech, each participant in the communicative process has 3 different parts, they are called links or blocks of the speech mechanism:

1. The link of speech perception;
2. The link of oral speech pronunciation;
3. Central or internal speech link.

The first two links are closely connected with the outside world; they translate speech into a real-life speech product or accept this product. They are quite variable and interchangeable.

In its structure, the first component has some options: the transfer of information can be carried out using certain sounds or in the form of written speech, gesture speech, as well as by touch. The first link varies in full-time correspondence with the block of speech production.

Continuing a thorough study of the internal psychological structure of the communicative act, the results of which are reflected in the author's latest publications. T.N. Ushakova offers a generalized scheme of the speech-thinking process.

The given model of the speech mechanism is designed for interaction between at least two persons. In its structure, the links of the speech-generating device are clearly distinguished: the block of speech perception, its pronunciation and the central, meaning-forming link.

These structures are far from equivalent. The block or link of perception, as well as the block of pronunciation can be considered as service ones, they perform the task of delivering specific information to a certain subject and removing this information from the subject to the outside. In the central link of the speech mechanism, the main meaning-forming functions and the storage of language experience are carried out.

The listed blocks produce various code operations. Thus, in the process of oral speech, the perception link processes acoustic signals coming from the outside world. It translates them into an internal brain code that will be specific to brain material. Next, the acoustic signals are reorganized into neural patterns. Then they are recognized and differentiated.

In the central link of the generation of the speech mechanism, internal processing of information takes place. It is based on the use of a specific internal brain code, its nature may be different. Since the pronunciation link implements the translation of internal code forms into certain signals, which will be commands for the articulatory organs. The parameters of these signals are always strictly regulated, they are determined by certain patterns of functioning of the articulatory apparatus that produces a specific product: sound (corresponding to the norms of the language in which communication takes place).

T.N. Ushakova in the central link of the speech mechanism, distinguishes several functionally different levels:

Lower (1st) level consists of their elements that fix the impact of a particular word. These elements are the basis for temporary connections between the sound of the word and the sensory image. These formations are called "basic", since speech is perceived by a person through the external form of words - sound, spelling, and grammar and meaning are determined for the second time. At the moment of pronouncing certain words, their patterns are transferred to the corresponding block.

Base word level, designated as T.N. Ushakova, is supplemented by the characteristics of its sublevel, which is formed by some elements of words that arise in the course of their division (the morphemic sublevel). In Russian, morphs or letters are the most important structural element that forms the basis of grammatical operations. The morphemic sublevel in our native language exists in a variety of speech manifestations; children's word creation can serve as an example of it.

The next level of the central link of inner speech is a clear system of interverbal connections. It is also called the "verbal" network. With the help of nerve connections, the basic elements are combined in it. This, in turn, reflects the complete picture of speech usage. This network connects all the words of a language used by a person. Which form a continuous matter. In it, words of different phonetics and semantics are in varying degrees of proximity and distance from each other. Most of the linguistic and psychological phenomena are interpreted by the features of the functioning of this network. Semantic substitutions, “semantic fields”, the ability to understand the semantics of polysemantic words, the phenomena of synonymy and antonymy, the nature of word associations can serve as an example.

Third level intra-speech hierarchy - a grammatical structure. These structures carry out the grammatical classification of certain material, which is embedded in the previous levels. This classification is complex: grammar rules(absolutely all) used by every person from early childhood are based on it. The dynamic processes of this level ensure the generation of grammatically correct sentences.

Upper level intra-speech hierarchy - is the generation of entire texts, not individual sentences.

Features of the communicative activity of children

One of the main conditions for the development of the child, the leading type of human activity aimed at knowing and evaluating oneself through other people, the most important factor in the formation of personality is communication.

According to the concept of L.S. Vygotsky, all the higher mental functions of a person are initially formed as external, that is, those in the implementation of which not one, but at least two subjects participate. And only gradually do they become internal, they turn from interpsychic into intrapsychic. Domestic psychology considers the development of a child as a process of appropriating the socio-historical experience accumulated by previous generations.

Communication is the most important factor in the overall mental development of children, playing a decisive role in enriching the content and structure of children's consciousness, and determining the mediated structure of specifically human processes.

The role of communication in the mental development of the child

The role of communication in the mental development of the child was repeatedly referred to by L.I. Bozhovich, L.S. Vygotsky, M.I. Lisina, V.S. Mukhina, A.G. Ruzskaya, R.A. Smirnova, N.M. Shchelovanov, N.M. Aksarina, D.B. Elkonin and others. The process of communication accelerates the development of children. The influence of communication in the form of its positive impact can be traced in all spheres of the child's mental life - from the processes of perception to the formation of personality and self-awareness (Kh.T. Bedelbaeva, D.B. Godovikova, M.G. Elagina, S.V. Kornitskaya, S. Y. Meshcheryakova, E. O. Smirnova, etc.) Communication with an adult enriches the experience of the child, while the adult is at the same time a direct example and model for him. Mastering the unique human ability - verbal communication occurs only through warm emotional contact and joint activity with an adult.

Communication needs of the child

Like any other human activity, the activity of communication is characterized by a number of essential parameters, and, above all, by a certain structural organization. At the core of this complex structure, a special place belongs to the communicative need. It is the source and premise of its occurrence. A communicative need is a person's desire for knowledge and a certain assessment of other people, and through them and with their help - to self-knowledge and self-esteem.

The motivational-motivating phase of the child's communication process and the nature of its formation are closely connected and interdependent with the needs and motives that arise in the depths of communicative activity.
The motive for communication for any person is a partner. At the same time, he must have certain qualities for which the child will actively turn to him or support communicative activities. Therefore, in a child, the motive of communication always coincides with the object.

In the motives of communication in a child, his needs are objectified, which make him seek the help of an adult. And the need for new experiences in children generates cognitive motives for communication. The need for active functioning gives rise to business motives for communication. The need for recognition and support of the baby - causes the emergence of personal motives for communication.

At different stages of childhood, one of the many motives for communication comes to the fore. The change of one leading motive to another is determined by the change in the leading activity of the child, as well as the position of communication in the system of the general life of children.

Child's means for the implementation of communicative activities

Let us consider what means the child uses, realizing the indicated motives in the process of communication. According to the theory of A.A. Leontiev, the means of communication are equivalent to operations with the help of which each participant in communication builds his communication actions and contributes to the interaction with another person. The most significant, in our opinion, are the three main categories of communication tools identified by M.I. Lisina:

1. Expressive-mimic, which include a smile, look, facial expressions, expressive movements of the hands and body;
2. Expressive vocalizations;
3. Object-effective: locomotor and object movements, as well as postures used for communication purposes (approaching, moving away, holding out various things to an adult, attracting and repelling an adult, poses expressing protest or, conversely, the desire to snuggle up to him);
4. Speech: statements, questions, answers, remarks.

The three categories of means of communication, listed by us in the order in which they appear in ontogeny, constitute the main communicative operations in preschool childhood.

Expressive-mimic means of communication appear first in ontogenesis (on the 2nd month of a child's life). Their originality lies in the fact that they simultaneously serve as a manifestation of the emotional states of the child, and active gestures addressed to the people around them. Despite the individualization, the expression of emotions in a child becomes a sign understandable to other people, thanks to the assimilation by children of the relevant standards accepted in this society.

Object-effective means of communication appear later in ontogeny. They also have a sign function, without which mutual understanding between different people. These tools are characterized by a high degree of arbitrariness and allow children to quite accurately and quickly achieve the desired interaction from an adult.

Speech means of communication appear in ontogeny the latest, after expressive-mimic and subject-effective means of communication have already reached a high level of development and considerable complexity. Nevertheless, the use of speech for communication purposes is of fundamental importance.

L.S. Vygotsky in his writings pointed to the fact that communication not mediated by speech or another sign system is possible only of the most primitive type and in the most limited sizes. In order to convey any experience or content of consciousness to another person, there is no other way than to refer the transmitted content to a certain class, to a certain group of phenomena, and this certainly requires generalization. The highest forms of communication inherent in a person are possible, according to L.S. Vygotsky, only due to the fact that a person reflects reality in a generalized way with the help of thinking.

Types of communication between a child and an adult

Psychological research L.N. Galiguzova, M.G. Elagina, M.I. Lisina, S.Yu. Meshcheryakova, A.G. Ruzskaya allow us to say that by the age of 2 months the child develops situational-personal communication with close adults, characterized by personal motives.

At the end of the first half of the year, situational business communication unfolds against the background of subject manipulations that make up a new type of child's activity. The content of the children's need for communication is enriched with a new component - the desire for cooperation, joint action with an adult. The business motive of communication is combined with the need for the benevolent attention of adults.

The third in order of development is the form of extra-situational-cognitive communication. At this point in development, children's contacts with adults are associated with their cognition and active analysis of objects and phenomena of the physical world. The main means of communication at this moment becomes speech, since the word allows children to overcome the framework of a private situation.

Satisfying the cognitive interests of children leads to the expansion of their horizons about the world around them and their involvement in the sphere of people - objects and processes of the social world. The form of children's communication is also rebuilt - at this stage it becomes extra-situational-personal.

Extra-situational-personal communication takes place against the background of the game as a leading activity, the content of the need for communication is the desire to gain mutual understanding and empathy for an adult. Speech operations are the main means of communication.

The connection between speech and communication is two-way, since it is the emergence of speech that makes it possible to move from situational forms of communication to extra-situational ones. But it can be assumed that the new content of the need, motives, tasks of extra-situational forms of communication imposes special requirements on speech, as a means of communication, and stimulates its further development.

Thus, we can conclude that the purposeful formation of full-fledged communication in a child with adults and children is an integral part of the development of a full-fledged and harmonious personality. If you encounter any problems in communicating with your child or your baby is having difficulty communicating with children, then our consultants will help solve this problem.