Formation of relationships among preschool children in play activities

Relationships between preschoolers in a play situation

RELATIONSHIPS OF PRESCHOOL CHILDREN IN A GAME SITUATION

There are two types of relationships in the game - gaming and real. Game relationships reflect relationships in plot and role. So, if a child has taken on the role of Karabas Barabas, then, in accordance with the plot, he will be exaggeratedly angry towards children who have taken on the roles of other characters in A. Tolstoy’s fairy tale “The Adventures of Pinocchio, or the Golden Key”.

The real relationship is the relationship between children as partners, comrades doing a common task. They can agree on the plot, the distribution of roles, and discuss questions and misunderstandings that arose during the game. In play activities, certain forms of communication between children arise. The game requires from the child such qualities as initiative, sociability, and the ability to coordinate his actions with the actions of a group of peers in order to establish and maintain communication.

Elements of communication appear very early, when children do not yet know how to build a detailed story game, but play individually - each on their own. Typically, during this period of play development, the child is focused on his own actions and pays little attention to the actions of another child. However, from time to time, fed up with his own play, the baby begins to look at how another child is playing.

Interest in a peer’s game leads to attempts to establish certain relationships. The first forms of relationships are manifested in the child’s desire to get closer to another child, to play next to him, in the desire to give up part of the space occupied for his own play, in a timid smile given to another at the moment when the children meet their gaze. The interaction of a child with a peer is short-term. The content of the game does not yet provide grounds for sustainable communication. At this stage, children can exchange toys and help each other.

With the development of gaming skills and the complication of game plans, children begin to engage in longer-term communication. The game itself demands this and promotes this. Penetrating deeper into the life of adults, the child discovers that this life constantly takes place in communication, in interaction with other people. The desire to reproduce adult relationships in play leads to the fact that the child begins to need help .

partners who would play with him. Hence the need arises to come to an agreement with other children and organize a game together that includes several roles.

In playing together, children learn the language of communication. Mutual understanding and mutual assistance, they learn to coordinate their actions with the actions of others. Bringing children together to play together helps to further enrich and complicate the content of games. Each child's experience is limited. He is familiar with a relatively narrow range of actions performed by adults. In the game there is an exchange of experience. Children adopt each other’s existing knowledge and seek

help to adults.

Game relationships can be complicated by real ones if the initiator of the game takes on the role of a subordinate, but actually continues to lead the game. With the development of the ability to create a detailed plot plan and plan joint activities, the child comes to the need to find a place among the players, establish connections with them, understand the desires of the players and balance their own desires and capabilities with them. If the children fail to agree among themselves, the game will fall apart. Interest in the game and the desire to participate in it lead to the fact that children make mutual concessions.

In play activities, the mental qualities and personal characteristics of the child are most intensively formed. The game develops other types of activities, which then acquire independent meaning. Gaming activity influences the formation of arbitrariness of mental processes. Thus, in play, children begin to develop voluntary attention and voluntary memory. During play, children concentrate better and remember more than in laboratory experiments. The conscious goal (to focus attention, remember and recall) is highlighted for the child earlier and is easiest in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. If a child does not want to be attentive to what the upcoming game situation requires of him, if he does not remember the conditions of the game, then he is simply driven out by his peers. The need for communication and emotional encouragement forces the child to focus and remember.

At the same time, the child’s experience of gaming and especially real relationships in role-playing games forms the basis of a special property of thinking that allows one to take the point of view of other people, anticipate their future behavior and, depending on this, build one’s own behavior.

Literature

Raising children in the senior group of kindergarten / V.V. Gerbova, R.A. Ivankova, R.G. Kazakova and others - M: 1984

V.S. Mukhina, “Child Psychology” - M.: 2000

M.A. Panfilov “Game therapy of communication” - M.: 2002.

GAME AS A MEANS FOR FORMING RELATIONSHIPS WITH PEERS IN PRESCHOOL AGE

Ya.O.Ten

Scientific supervisor: teacher S.E. Surovitskaya

The game is vital

childhood laboratory.

S.T.Shatsky

Modern children live in an era full of contradictions, saturated with information, constant changes, and the transience of events. Live communication with adults or other children is gradually being replaced for them by watching television programs, films, and computer games. The child’s behavior often mirrors what he sees on the screen. At the same time, he does not have enough reserves of physical and mental health to cope with such stress. Children become impulsive, it is difficult for them to control their emotions, understand their own experiences and the feelings of other people.

In preschool age, the child’s world, as a rule, is inextricably linked with other children. And the older a child gets, the more important contacts with peers become for him.

Considering that the leading activity of preschoolers is play, there is no doubt about its effectiveness in forming friendly relationships between the child and his peers. It is in play that a child’s personality is revealed more spontaneously due to the fact that tension is relieved during play activities, children behave more easily and relaxed.

Purpose

The work is the selection and testing of a set of games for the formation of friendly relationships among children of senior preschool age.

To achieve this goal, it is necessary to solve a number of the following tasks

:

1. To study the theoretical aspects of the formation of positive relationships in preschool children in play activities.

2. Analyze the relationships between children of senior preschool age and their peers during the operation of a preschool institution.

3. To study the effectiveness of a selected set of games that ensures the formation of friendly relationships in a group of older preschoolers.

Object of study

is the process of forming friendly relationships with peers in older preschool age.

Subject of study

– a set of games that ensure the formation of friendly relationships among children of senior preschool age.

Research methods:

study and analysis of theoretical literature, advanced pedagogical experience on this issue; observation as a method of collecting information, the “Secret” technique, formative experiment, analysis of the results obtained.

Research hypothesis:

For the successful formation of friendly relationships among children of senior preschool age, it is necessary to carry out a set of games and exercises, the implementation of which will lead to a qualitative change in relationships in the peer group of senior preschool age.

Having examined in detail all aspects of the theoretical foundations of the formation of relationships among preschool children in play activities, we moved on to experimental research.

The research was carried out at the preschool educational institution “Nursery-Garden No. 13 in Rogachev” with children of the older group, 12 children took part.

The research methodology is stage-by-stage and contains 3 experiments: ascertaining, formative and control.

At the ascertaining stage, we identified the level of development of friendships among older preschoolers. For this purpose, we carried out the diagnostic technique “Secret” by T.A. Repina.

Using this technique, we identified the position (sociometric status) of the child in the preschool group, his attitude towards children, as well as his idea of ​​​​the attitude of his peers towards him; the degree of children’s goodwill towards each other, their emotional well-being. Before the start of the experiment, 3 pictures were selected for each child using the “Secret” method. Then each child was given instructions: “Today the children of our group will play an interesting game. In secret, so that no one knows, everyone will give each other beautiful pictures.” Next, the child was given 3 pictures and asked to give them to the children he wanted, just one for each. If there was any difficulty, we helped by repeating the instruction “you can give it to those children with whom you like to play.” At the same time, the child was asked the question: Why did you decide to give it to these particular children?

The results obtained were entered into the diagram “Level of relationships among children in the senior group,” and the number of general and mutual elections was calculated; the number of children who fell into the groups of “leaders”, “preferred”, “neglected”, “rejected”.

At the formative stage, we developed a set of games and exercises aimed at developing friendly relationships with peers in children of senior preschool age.

The complex of games consists of three parts: preparatory, main and final.

In the preparatory part, simple ritual exercises were used that helped the children get ready to work in a group and establish contact. (Exercise “Smile”), games aimed at creating an emotionally positive mood in the group (“Say kind words to Mishka”, “Call your neighbor affectionately by name”).

In the main part, children played games in which preschoolers learned to feel and experience, establish friendly contacts, communicate using gestures, facial expressions and pantomimes: “Good Elves”, “Ants”, “Find a Friend”, “Who Called”, “Guess to the touch".

All these games were played in the morning, between classes and in free time with all the children in order to find out in what mood the children came to the preschool, to promote good relationships with peers, and to create a cheerful mood for the whole day. We tried to involve all children, but we always included children who have problems in relationships with peers.

When conducting games and exercises, we used the following techniques: encouragement, positive evaluation, praise, explanations, directions, reading fiction.

In the final part, together with the guys, we discussed some techniques and rules, which were formalized in the “Rules of Friendship”, helping to ensure that the guys’ communication proceeds without quarrels and conflicts:

Help a friend, if you know how to do something, teach him too.

If a friend is in trouble, help him as much as you can.

Share with a friend, play in such a way that you want to give the best to your friend.

Stop your friend if he is doing something bad.

Know how to rejoice in your friend’s successes.

Know how to calmly accept help and advice from other guys.

At the control stage, to determine the level of friendly relationships in the senior group after purposefully carried out work, we repeated T.A. Repina’s “Secret” method.

A comparison of the results obtained at the ascertaining and control stages shows that the set of games and exercises aimed at developing friendly relationships with peers in older preschool children was selected correctly and there were no rejected children in the group. This is clearly visible in the comparative table of the ascertaining and control stages.

Level of relationships in the senior group at the ascertaining and control stages

Thus, after the work, the level of development of friendships among older preschoolers has changed, and there are no rejected children in the group. The hypothesis that for the successful formation of friendly relationships among children of senior preschool age, it is necessary to carry out a set of games and exercises, the implementation of which will lead to a qualitative change in relationships in the peer group of senior preschool age, was confirmed.

Development of communication of a younger preschooler in play activities

Definition 1
Communication is the process of establishing contacts between people, necessary for them to carry out joint activities and establish friendly and other relationships.

Communication skills begin to develop from a child’s early age. Their formation is necessary for the social formation and development of the personality of a preschooler.

Children begin to develop communication skills through play activities. This is due to the fact that play is the leading activity of a preschooler and helps him master the basics of the structure of the world around him.

Figure 1. Communication of preschoolers. Author24 - online exchange of student work

Are you an expert in this subject area? We invite you to become the author of the Directory Working Conditions

At primary school age, a child’s communication with peers has its own characteristics. They are due to the fact that the child does not yet master the basics of cultural behavior and does not know the norms of social communication. You can get acquainted with them through the game.

Playful activities help children develop joint activity skills, establish the basics of interaction in a team, eliminate the child’s isolation, remove his embarrassment in establishing social contacts and develop skills for positive contact with peers.

The play activities of younger preschoolers, aimed at developing the child’s communication skills, should be based on compliance with a number of conditions:

1. The gameplay should be free from evaluation. You cannot evaluate gaming successes or failures. This turns the game into a competition. The child loses the connection between his activities and his peers and strives to act one way and not another in order to receive a positive assessment from an adult. Therefore, grades need to be removed in order to develop a sense of collective community, a common direction in the activities of preschoolers.
2. Building a story game or educational game without using toys. Toys distract the child’s attention from joint activities and from communicating with other participants in the game.
3. Elimination of competitive moments in the gameplay. At primary school age, it is necessary to use games that maximally focus the child on joint collective activities. Contests and competitions lead to collective disunity.

Finished works on a similar topic

Course work Features of communication of preschool children in play activities 470 ₽ Abstract Features of communication of preschool children in play activities 230 ₽ Examination Features of communication of preschool children in play activities 210 ₽

Receive completed work or specialist advice on your educational project Find out the cost

How to build a relationship with your child through play

Photo source: Photo by Marisa Howenstine on Unsplash

“Parenting through play is a way to enter a child's world on their terms to promote intimacy, confidence and connection.”
Lawrence Cohen, Playful Education

Playing with your child for five minutes is the best way to spend your time. That's why.

Every day, children have to cope with an avalanche of difficult feelings:

• Fear (“What if there is something under the bed?”).
• Anger (“But now it was my turn! It’s not fair!”).
• Jealousy (“Maybe mom really loves my brother more?”).
• Humiliation (“The teacher acted as if I should have known this already, and all the kids laughed!”).
• Panic (“What if I don’t make it to the bathroom on time?” Or for older children: “What if I can’t do my homework on time?”).
• Disappointment (“Doesn’t anyone really care about what I want?!”).

For a growing child of any age, the ordinary problems of daily life are stimulants of all kinds of senses. Needless to say, during a pandemic there is more fear, more frustration, more frustration from tired parents.

If a child does not have the opportunity to process these emotions as they arise, they are stuffed into an emotional backpack, otherwise known as the body. This means that more and more tension accumulates in search of release, and more and more stress hormones circulate in the blood, making the child capricious, rigid, and reactive. Essentially, it is pain that you have to live with. Fortunately, nature created children with a release valve: play, especially play that makes them laugh. Play is one of the main ways children process emotions. And laughter transforms our body chemistry, reducing stress hormones.

This is why children need to play. This is their job. All mammals play: it's their way of learning the skills they'll need as adults, from finding food to communicating with others. Play relieves stress and helps children cope with the big emotions that arise when solving new problems.

I understand that at the end of the day you are probably tired. The process of playing may seem hateful and painful, but what if these five minutes became the time during which you forget about all your affairs and worries and bond with your child?

Children are more physically developed than adults. When they are emotionally worked up, their bodies need to release all that energy. This is one of the reasons why they have so much more energy than us. This is why children often exhaust and tire their parents. But we can use this to our advantage because when we play games with children that require physical activity, children giggle, sweat, and scream. This releases those pent-up stress hormones that would otherwise cause a tantrum to be released. Play is also a learning process in which you teach the child an emotional lesson and through play the child actually learns it.

Photo source: Photo by krakenimages on Unsplash

What play does best is help parents and children feel closer. If your child is struggling with a specific issue—from separation anxiety to sibling rivalry to feelings of neediness, powerlessness, or unloving—you can often help them cope through play. What games will help?

I understand that at the end of the day you are probably tired. The process of playing may seem hateful and painful, but what if these five minutes became the time during which you forget about all your affairs and worries and bond with your child? What if by regularly playing with your baby, you will achieve greater compatibility and intimacy, and your baby will be happier?

We say “he just wants attention” as if that is not a legitimate need. But what if every child needs that reassurance of parental love sometimes, and this is the only way they know how to show it to you?

Games with a child should not last more than ten minutes. Sometimes even two minutes of play can be enough to help a child sublimate stress and feel better! From my own experience, I can say that playing with a child often helps an adult: sometimes, when one of my younger brothers is feeling bad, I start jokingly fighting. I call this “making a bun.” The essence of the game is that I am trying to “collect” my younger brother into a bun (a position in which the knees are pressed to the chest and the hands are clasped around the knees), and my brother is resisting. This could be comic wrestling, tickling (in moderation!), chasing, or another similar type of activity. After such games, I feel slightly physically tired, but at the same time I feel a surge of energy, I feel rested and relaxed. And this also helps the brothers very well to cope with the energy that wells up in them. I think at such moments I also relieve tension and recharge with some kind of positivity. And after such games I somehow look at the child differently. He really becomes closer and dearer, because in this game it’s as if we begin to live in the same world.

A game for when a child is being annoying or bullying a sibling:

We say “he just wants attention” as if that is not a legitimate need. But what if every child needs that reassurance of a parent's love sometimes, and this is the only way they know how to show it to you, and you may well be able to satisfy that need? Try it:

-Did you break the hug again? Let's do something about it! – grab the child and hug him tightly for as long as possible. Don't loosen your grip until your baby begins to squirm, and don't let go right away. Hug tight and say, “I love hugging you! I never want to let you go. Promise that I will be able to hug you again soon!” Then let him go, smile and say, “Thank you! I really needed this!”

Photo source: Photo by Nathan Dumlao on Unsplash

You can also give your child a deeper conviction that you love him: playfully chase him, hugging him, kissing him, let him run away, and chase him again. You can say something like this:

- I need my Misha... You can’t leave... I want to hug you and kiss you... Oh no, you ran away... I’m coming for you... I just need to kiss you more and hug you tighter... You’re too fast for me... But I will never give up... I love you too much... I caught you!.. And now I will kiss your fingers... Oh no, you are too strong for me... But I will always want even more of your hugs!

This is one of my top games that is guaranteed to transform your child's doubts about whether they are truly loved (and any child who "misbehaves" harbors that doubt).

Enhanced version with participation of both parents:

Fight for your baby (as a joke) by competing to see who can grab him and hug him. "I need him!" - “No, me!” - “But I need him so much!” - “No, I need him! You always get it!”

A game for when your child is grumbling:

“You seem to be in a grouchy mood.” I have an idea. I want to hear you say "No!" as much as you want. I will say “Yes!”, and you can answer “No!” In the same tone. So when I say “Yes!” in such a quiet voice, you say “No!” just as quiet. When I say "Yes!" in that raspy voice, you say “No!” similar. OK?

For a child who becomes overly excited:

– You have so much energy now. What can we do with it? Do you want to spin? Come with me here (or outside), where you can safely spin and jump!

Find a safe place where there are no other children or parents to further excite him, and let him spin, jump or run in circles around you - whatever takes your baby's mind. When he falls exhausted, hold him close to you and say:

– It’s very cool to have so much energy. But sometimes you get too excited and need help to calm down. Let's take three deep breaths to calm down: in through the nose, out through the mouth. Good girl! You're calmer now, right? It's wonderful that we know how to calm you down! Let's sit down and read a book now?

Sometimes it happens that the child begins to compete with you for the right to be in charge. Don't worry, your authority will not be undermined if you allow your child to become the main player in the game. On the contrary, they will trust you more.

Give your child a chance to become stronger, to outwit and defeat the terrible monster - you!

• Strut around and growl at your child, telling him that you will catch him and show him who is boss. But at the same time, deliberately stumble and stumble during the pursuit, allowing the child to outsmart you.
• Give your child the remote control and pretend that he can make you stop, start moving forward and backward.
• When your child high-fives you, pretend he almost knocked you over.

Give your child something during play that he cannot have in real life. You will relieve tension to see more understanding and cooperation on his part. Bonus: This is a great mirror to see how your baby perceives you!

When your child cheats in a game:

Say: “Looks like we have new rules now... But why do you always win?!” I hate losing! But don't overdo it by playing the loser so your child laughs at you.

When your kids fight a lot:

As soon as there is a slight lull, say: “Would you like to quarrel with each other now?”, and when they start quarreling, pretend to be a TV commentator:

– Tonight we're watching two sisters who can't seem to get along! Will they figure it out or not? While we are watching their behavior online! Both girls want the same piece of sausage! Will they be able to solve this problem? Are they smart enough to realize there's still a lot of sausage left in the fridge? Stay with us…

If you manage to intervene before things get serious, the quarrel will turn into a funny episode.

If your child can't sleep at night:

Say good night to each part of your baby's body, touching them in turn (it is better to use diminutives):

- Good night, little shoulder! Good night, pen! Good night, elbow! Good night, fingers! Good night, back! Good night, leg! Good night, tummy...

Photo source: Photo by Annie Spratt on Unsplash

By touching your child, you will help him relax, and focusing on all parts of the body in turn will make the relaxation more complete and deep. It will take a certain amount of time, but such a ritual is worth it. By the way, you can use the same technique to help your child wake up. Then he will receive a lot of love in the morning, and waking up will be less painful.

If your child screams or complains a lot, allow him to:

Say, “You complained so much today and screamed so loudly! Let's try to complain and squeal as hard as we can! You have three minutes and then we'll call it a day with the screaming, okay? Or maybe you need a little more time?

To help a child who is coping with a difficult issue, such as moving to a new school, conflict on the playground, or fear of the doctor, do the following:

Let one stuffed animal be the parent and the other the child, and role-play a challenging situation. Using toys takes the child one step away from reality, which is why most children find it more comfortable, but some children like to act out the situation without using toys.

“Let’s pretend that we’re in a sandbox and I need your truck, but you don’t want to share,” or “Let’s pretend that you’re a teacher and I’m a student,” or “Let’s pretend that you’re a doctor and I’m sick.”

Acting out these stressful situations helps children better control their emotions and be strong in situations that would be humiliating and traumatic in reality.

How can parents cope with a common problem when a child is capricious when he doesn’t want to go to bed or, conversely, when he doesn’t want to get up in the morning?

Some weekend, grab a mommy toy and a baby toy. Let them encounter a situation that often occurs in your relationship with your child. Let the baby resist, be capricious, cry, having no desire to go to bed in the evening. Let the mother lose, for example, her keys or phone (don’t overdo it, the child shouldn’t be scared!). Let mom be funny and clumsy. Your child will be interested and fascinated by the process. Then hand the child the mother toy and again act out the scenario in which you play the role of the child. Make it funny so you can giggle and relieve tension at the same time. Be sure to include scenarios in your game in which the child chooses to watch cartoons and eat marmalade instead of going to school, or let the mother want to devote her time to cartoons and eating marmalade. You should also role-play situations where, for example, a child has to shout to his mother to hurry up and get ready as soon as possible, and the mother will answer: “Who needs this interview anyway? Let’s tell the boss that it’s much more important to build a garage for cars!”

Give your child something during play that he cannot have in real life. You will relieve tension to see more understanding and cooperation on his part. Bonus: This is a great mirror to see how your baby perceives you!

How to restore the connection between parent and child?

Start a pillow or snowball fight, or a wrestling game, or you can give your child a pillow and try to steal it. All games of this kind can be used as a reason for hugs, and most importantly, remember to always let your child win.

As long as your child laughs, the game works. And while this happens, the game remains very beneficial for your relationships: you reduce anxiety and improve your well-being. Don't be surprised if your child wants to play these games with you again and again. They relieve stress, help your child understand and control their emotions, and are just plain fun!

MAGAZINE Preschooler.RF

Compiled and conducted by teacher Filina N.A. Serpukhov, March 2017 Municipal preschool educational institution, combined kindergarten No. 29 “Bee”

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character.

The whole life of a preschool child is permeated with play; this is the only way he is ready to open himself to the world and the world for himself. Game is one of the main forms of organizing the process of education, training and development in kindergarten.

Role-playing game is a creative game of preschool children in a developed form, representing an activity in which children take on the roles of adults and, in a generalized form, in specially created game conditions, reproduce the activities of adults and the relationships between them.

Role-playing play plays a leading role in the formation of positive relationships among children and the formation of positive moral qualities of an individual of senior preschool age. In the process of role-playing games, conditions are created for further strengthening the moral ideas, feelings, and qualities of children that were formed in everyday life.

In play, a child learns to subordinate his behavior to the rules of the game, learns the rules of communication with people, develops his mental abilities and cognitive interests, which are especially important for successful learning at school. Playing for a child is a serious activity.

The game has basic structural elements: game concept; plot, content; game actions; roles; rules that are dictated by the game itself and are created by children or proposed by adults. These elements are closely interrelated.

Game design is a general definition of what and how children will play.

A plot is a series of events united by vitally motivated connections. The plot determines the development, diversity and interconnection of play actions and relationships between children.

The plot reveals the content of the game - the interconnection of game actions, the relationships between children. The content of the game makes it attractive, arouses interest and desire to play. In terms of content, the games of children of primary preschool age differ from the games of older children. These differences are associated with experience, features of the development of imagination, thinking, and speech.

Playful activities help children realize their chosen roles.

The role is the main core of the role-playing game. Most often, the child takes on the role of an adult. The presence of a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf, using certain objects accordingly (drives a car like a driver; sets a thermometer like a nurse), enters into a variety of relationships with other players (punishes or caresses the daughter, examines the patient, etc.). The role is expressed in actions, speech, facial expressions, pantomime.

During the game, children set the rules themselves (in some games, an adult), thereby determining and regulating the behavior and relationships of the players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships. At the same time, the rules help timid, shy children to be active participants in the game.

All of these structural game elements are more or less typical, but they have different meanings and are related differently in different types of games.

There are two types of relationships in the game - game (role-playing) and real.

Game relationships reflect relationships in plot and role. So, if a child has taken on the role of Karabas-Barabas, then, in accordance with the plot, he will be exaggeratedly angry towards children who have taken on the roles of other characters in A. Tolstoy’s fairy tale “The Adventures of Pinocchio, or the Golden Key” .

Game (role) relationships determine the choice and distribution of roles and are manifested in a variety of remarks, comments, and requirements that regulate the course of the game. The distribution of roles is an important point in the emergence of a game. Often, a child leader imposes uninteresting roles on his comrades, while he himself takes on the most attractive one, regardless of the wishes of others. If the children fail to agree on the distribution of roles, then the game falls apart or one of the children leaves it.

The older the child, the more pronounced his desire to play together with his peers, the more inclined he is to agree to perform an unattractive role just for the sake of joining a play group. He restrains his personal desires and submits to the demands of other children. When choosing partners for joint games, preschoolers rely on their sympathies, highlight moral qualities and gaming skills that are valued in their peers. It is of no small importance that a peer has attractive game items.

The second type of relationships that arise in the game are real relationships. Real relationships often contradict game ones. The older the child, the more often the conflict between role and real relationships is resolved in favor of the latter. Real relationships in the game are no less important than role-playing ones. Real relationships in role-playing games also take place when the child temporarily leaves the role and gives instructions to the other regarding the further course of the game and compliance with the rules.

Every now and then the child seems to step out of his role and become himself for a few seconds. For example, the “seller” suddenly changes his emphatically polite tone in dealing with the “buyers” and begs the children: “Well, don’t take everything, otherwise I won’t have anything left in the store” or “As soon as you eat the apples, bring them back to me, otherwise there will be nothing to sell . Sometimes this exit from the role is determined by the need to agree on something with comrades. “Well, what are you talking about,” Vova waves his hand at Ira and Valya, who are running to meet the flowers of their “pilot dad,” “I’m still in the sky, I haven’t arrived yet.”

In some cases, children point out to each other violations of the rules of behavior inherent in one or another role taken by the partner.

Real relationships are the relationships between children as partners, comrades doing a common task. They can agree on the plot, the distribution of roles, and discuss questions and misunderstandings that arise during the game. In play activities, certain forms of communication between children arise. The game requires from the child such qualities as initiative, sociability, and the ability to coordinate his actions with the actions of a group of peers in order to establish and maintain communication.

Let us consider step by step how relationships between children arise and develop.

Elements of communication appear very early (two or three years), when children do not yet know how to build a story-based game, but each plays on his own. As a rule, the stimulus for play is a toy or object. During this period of play development, the child is focused on his own actions and pays little attention to the actions of another child. However, from time to time the baby begins to look at how the other child is playing. Interest in a peer's game leads to attempts to establish certain relationships. From this we can conclude that the first forms of relationships are manifested in the child’s desire to get closer to another, to play next to him. Such contacts do not yet change the essence of the game - each child plays on his own.

At the next stage (three to four years), the first interaction between children occurs based on the use of a common toy. The child begins to communicate more intensively with his peers. He is actively looking for reasons for joint activities and for establishing relationships. The duration of communication in this case depends on the extent to which the child has mastered the playful use of objects and the ability to create and implement a play plan. During the period when play consists only of performing the most basic actions with toys (rolling a car by a rope, pouring sand from a bucket), the child’s interaction with a peer is short-term. The content of the game does not yet provide grounds for sustainable communication. At this stage, children can exchange toys and help each other (one can rush to help the other correctly position the overturned car, and the other will accept this service). The game can already unite 2-3 people.

With the development of gaming skills and the complication of play plans, children (five to six years old) begin to engage in longer-term communication. The game itself demands this and promotes this. Penetrating deeper into the life of adults, the child discovers that this life constantly takes place in interaction with other people (mom talks to dad, serves the family dinner, monitors the behavior of children at the table; a salesman serves customers; a doctor treats the sick, a sister helps him, etc. d.) The desire to reproduce adult relationships in play leads to the fact that the child begins to need partners who would play with him. Hence the need arises to come to an agreement with other children and organize a game together that includes several roles.

In playing together, children learn the language of communication, learn to coordinate their actions with the actions of others, learn mutual understanding and mutual assistance.

Bringing children together to play together helps to further enrich and complicate the content of games. Each child's experience is limited (he is familiar with a relatively narrow range of actions performed by adults). And in the game, an exchange of experience occurs: children adopt each other’s existing knowledge and turn to adults for help. The complication of the content of games leads, in turn, to the complication of real relationships, to an increase in the number of participants in the game, and to the need for clearer coordination of their actions.

With the development of the ability to create a detailed plot plan and plan joint activities, the child comes to the need to find a place among the players and establish connections with them. At the same time, each child learns to behave in accordance with the general situation of the game and the composition of this group of children. Already when entering the game, children discover individual characteristics. One shouts demandingly: “I will be in charge! I!" Some guys will calmly accept this desire. However, there may be someone who will not be satisfied with such a statement. In this case, a conflict arises. A child who is dissatisfied with the distribution of roles may categorically refuse to participate in the game: “I won’t play with you. And that’s it!” But he can also displace the contender for first place: “Come on! Come here everyone! I will command!”

If the children fail to agree among themselves, the game will fall apart. Interest in the game and the desire to participate in it lead to the fact that children make mutual concessions.

The presence of real collective relationships in the game shows that children playing represent a team connected by real connections, acting towards the implementation of a single plan. The subordination of the actions of the members of such a collective is carried out not only due to the roles taken by the children, but also due to the real relationships between the players as members of a single collective. In play, children more easily coordinate their actions, obey and yield to each other, since this is part of the content of the roles they have taken on.

When moving from younger to older ages, real relationships give way more and more space to game ones. In early preschool age, real relationships gradually invade the course of the game; in older preschool age, play relationships completely subordinate real relationships. Real relationships take place when the child temporarily leaves the role and gives instructions regarding the further course of the game and compliance with the rules. Real relationships between children can arise in connection with the game, when children are just negotiating with each other, but they can also occur during the game itself. The real-life relationships that arise around the game often carry over into the relationships defined by the plot of the game. In this case, plot relationships become the form in which real relationships appear.

Real relationships between children may coincide with the possible logic of plot relationships. For example, the initiator of the game of airplanes and traffic controller, by offering this game, himself becomes a traffic controller. In this case, the initiator of the game, by right of his role, gets the opportunity to lead other children in the game itself.

Real relationships between children may not correspond to the logic of plot relationships. For example, the initiator of the game takes on a subordinate role (he portrays one of the planes of the whole squadron) and obeys the child, who plays the role of a traffic controller.

Game relationships can be complicated by real ones if the initiator of the game takes on a subordinate role, but actually continues to lead the game.