Ikimokyklinio amžiaus vaikų pozityvaus bendravimo skatinimas žaidybinėje veikloje

• Klaipėdos valstybinė kolegija: knygos tekstas

LTBendravimo prigimtis įžvelgiama žmogaus saviraiškoje, jo sugebėjime perduoti kitiems žmonėms tai, ką galvojame, jaučiame, kokiais matome save ir mus supančią aplinką. Bendraudami žmonės labiau atsiveria ir pažįsta vienas kitą, todėl nuo pat mažų dienų tėvai moko savo vaikus bendrauti, kad jie užaugtų ir taptų pavyzdingomis, daug pasiekusiomis asmenybėmis (Oleškevič D., Talijūnienė D., 2013). Svarbiausią vietą ikimokyklinio amžiaus vaiko gyvenime užima žaidimas, jis padeda mažyliams pažinti juos supančią aplinką. Užsiimdamas patinkančia veikla mažylis patiria atradimų džiaugsmą taip pat ugdo sugebėjimus ir poreikius. Žaidimas padeda ikimokyklinukui visapusiškai vystytis. Straipsnyje siekiama išanalizuoti ikimokyklinio amžiaus vaikų bendravimo raišką žaidybinėje veikloje bei atskleisti pedagogų naudojamus pozityvaus bendravimo skatinimo būdus ir formas žaidybinėje veikloje. Pagrindiniai žodžiai: ikimokyklinis amžius, priešoperacinė mąstymo stadija, egocentrizmas, bendravimas, žaidybinė veikla.

ENThe nature of communication is seen in human expression, his or her ability to communicate to other people, what we think, we feel, what we see ourselves and our environment. By communicating people become more open and get to know each other, so from a very young age parents teach their children to communicate, so that they grow up and become personalities of example (Oleškevič D., D. Talijūnienė 2013). A game is the most important activity in pre-school age child's life, it helps them to know the environment. While having pleasing activity children experience the joy of discovery, also they develop abilities and needs. Game help pre-schoolers to develop fully. Promotion of positive relationship of game activities can be linked to the promotion of children's creativity, because it unites children to cooperate and work together. The problem of the research. We observe pre-school children interpersonal communication problems due to limitation of pre-school children preoperative thinking, to children's educational features such as egoism, to adults pandering to them, inability to interact with peers, to unwillingness to share things with each other and toys, etc. Children are used to prescribe and manage adults and a communication model moves in relations with their peers. Also due to the visual media (movies, computer games, etc.,) children often prefer aggressive and dominant method of communication in relationship with peers. These questions arise: how relation is expressed in pre-school children while having game activities? How do pre-school teachers and parents encourage adequate child interaction? The aim. To set expression of the pre-school age children interpersonal communication and game activities that teachers use as positive methods of promoting communication.The survey sample. The survey involved 115 Klaipeda city and district pre school teachers. Respondents aged 24 to 56 year old, which 100 percent of them were female. Quantitative research of random sampling method was used for the selection of the sample. Conclusions. According to the survey results, the following main interpersonal communication problems of children game activity can be stated: conflicts over details, negative attitudes to each other, inconsistency of different characters, the desire to dominate, to be a leader, a reluctance to share toys during games. These are common causes of conflicts in games - children competition, every child wants attention to himself or herself, and none of them wants to wait and in this case become a loser. In conflict situations, pre-school children tend to disagree with each other, therefore sometimes aggressive behaviour appear. To promote positive pre-school children behaviour, teachers use praise, small gifts, during the games they recall the need to respect the agreements and developed rules. Pre-schoolers are being praised and encouraged for proper treatment of children communication. Positive behaviour of the child is always praised for his parents in the presence of the child himself or herself in pre-schools. If negative behaviour of a child tends to repeat, mild sanctions are applied, usually related to certain restrictions.