Social and communicative development. What is socialization of preschool children
Lately The close attention of researchers from various fields of scientific knowledge is attracted by the psychological process - communication. Its nature, mechanisms of formation, laws of functioning, its changes in accordance with a person’s age - all this turns out to be a complex mechanism that a person masters to perfection. From a very early age, a 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 works gives the most complete and detailed definition, which 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 establish relationships and achieve a common result.”
Interpretation of speech “communicative activity” as a psychological process by domestic scientists
In 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 various theories activities. The most famous of them are the concepts of B.G. Ananyeva, L.S. Vygotsky, A.N. Leontyeva, 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 ones can be distinguished: structural components communicative activity: subject of communication, communicative need and motives, 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 to research form. In this case, speech activity is considered as a specialized use of speech for communication, a special case of communicative activity.
Communication is based on the existence of communicative acts in which communicants take part. They generate and interpret speech utterances. According to N.I. According to Zhinkin, the initial and final stages of communicative activity go back to the mechanisms of internal speech, its deep structures, which are realized at the level of the universal subject code of human thinking.
What is "nonverbal communication"?
The basis of communication or communication during direct interaction between people is also made up of non-verbal components: facial expressions, gestures, postures.
Nonverbal communication is an essential component of proper mutual understanding between people.
Traditionally, in psychology, speech is usually identified with the word, that is, with its sign-symbolic function of speech. Meanwhile, nonverbal interaction carries the most important and very significant information about the person speaking or receiving information. With the help of facial expressions and pantomimes, you can learn about the attitude towards the interlocutor, the topic of conversation, and the mood of the interlocutor. Thus, we can conclude that nonverbal 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 speech communication, since it has independent meaning and is implemented in many other (non-speech) systems and channels of information transmission, for example in the sphere of polysensory interaction of a person with the outside world, in various kinds of non-speech biotechnological information systems communications and connections, in various types performing arts and fine arts, etc.
The concept of nonverbal communication has an equivalent, which is denoted by the term extralinguistic or paralinguistic communication. It can be defined as a complex system of non-linguistic forms and means of transmitting specific information.
Nonverbal 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, personality psychology, psychology of speech (I.N. Gorelov, G.V. Kolshansky, V.P. Morozov). An example of the most important psychological role of nonverbal communication in the process of verbal communication is the fact that nonverbal 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 communication activities
Speech communication, in line with the ideas of L.S. Vygotsky is considered in the following way: speech generation is a complex device that includes the following stages:
- Motive (generation of thought).
- Thought (formulation of thought).
- Inner speech (translation of thoughts into inner words).
- Semantic plan (perception and transmission of information into the meaning of external layers).
- External, physical plane (embodiment of thought in words, transition to verbal syntax from the syntax of meanings. External speech).
A more responsible and complex stage of communicative activity is the stage of creating an internal program of speech action. Here, speech intention is perceived and transmitted by a code of personal meanings, which are enshrined in certain code units (subjective). The process of perception and transmission of speech intention by a code of personal meanings is programming.
A.A. Leontyev identifies the next link in the communicative act as the implementation of an internal program, which involves 2 processes independent of each other: semantic and grammatical implementation. Which according to L.S. Vygotsky includes the process of acoustic-articulatory implementation of the program for mediating thought in an external word.
The final phase of a person’s communicative process includes the stage of sound realization of an utterance.
Mechanism for generating speech utterances
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 into one 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 person develops a certain semantic syntax. Next, words are selected according to the desired value. All this occurs “under the control of text construction patterns and allows the speaker’s intention, the listener’s consideration, and the context of the utterance to be realized.”
After which, at the level of internal 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.
After which the time comes to develop the semantic structure of the sentence using normative grammar. Unnoticeably for a person in the inner world, words are chosen according to their sound. A clear “syllable matrix” is formed and the necessary and correct articles are selected.
I.A. Zimnyaya, in her works, distinguishes three main levels in the model of speech generation: stimulating, formative and implementing.
Level 1 - the emergence of motivation, level 2 - the formation of a specific thought through language. It clearly distinguishes between two phases occurring simultaneously: formative and meaning-generating. Level 3 - lexical filling of the grammatical scheme.
T.N. Ushakova, together with employees 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 successively changing phases:
- speech perception process;
- hierarchically organized intraspeech vein (implementation of semantic and grammatical programs of utterances);
- executive, implementing mechanism (inclusion of articulation, phonation and speech prosody).
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:
- Speech perception link;
- Oral speech pronunciation link;
- Central or internal speech unit.
In its structure, the first component has some options: information can be transmitted using certain sounds or in the form of written speech, sign language, and also by touch. The first link varies in full-time correspondence with the speech production block.
Continuing a thorough study of the internal psychological structure of a communicative act, the results of which are reflected in the author’s latest publications. T.N. Ushakova offers a generalizing scheme of the speech-thought 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 perception block or link, as well as the pronunciation block, can be considered as service; they perform the task of delivering specific information to a specific 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 storage of linguistic experience are carried out.
The listed blocks perform 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 the brain material. Next, the acoustic signals are reorganized into neural patterns. After which they are recognized and differentiated.
In the central link of the speech mechanism, internal information processing occurs. It is based on the use of a specific internal brain code, its nature can be different. Since in the pronunciation link the translation of internal code forms into certain signals is realized, 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, which produces a specific product: sound (corresponding to the norms of the language in which communication occurs).
T.N. Ushakova in the central link of the speech mechanism, identifies several functionally different levels:
Lower (1st) level consists of elements that record the impact of a particular word. These elements are the basis for temporary connections between the sound of a word and a 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 secondarily. 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 during their division (morphemic sublevel). In Russian, morphs or letters are the most important structural element, which forms the basis of grammatical operations. The morphemic sublevel in our native language exists in a variety of speech manifestations; an example of it is children's word creation.
The next level of the central link of internal speech is a clear system of interverbal connections. It is also called the “verbal” network. With the help of nerve connections, it combines basic elements. This in turn reflects the full picture of speech use. This network connects all the words of the language used by a person. Which form continuous matter. In it, words that are different in phonetics and semantics are located in varying degrees of proximity and distance from each other. The peculiarities of the functioning of this network are interpreted by most linguistic and psychological phenomena. Examples include semantic substitutions, “semantic fields,” the ability to understand the semantics of polysemantic words, the phenomena of synonymy and antonymy, and the nature of word associations.
Third level intraspeech hierarchy are grammatical structures. These structures carry out grammatical classification certain material, which is embedded in the previous levels. This classification has complex nature: grammatical rules (absolutely all), used by every person from early childhood, are based on it. Dynamic processes at this level ensure the generation of grammatically correct sentences.
Top level internal speech hierarchy - is the generation of entire texts, rather than individual sentences.
Features of children's communicative activities
One of the main conditions for the development of a 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 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, turning from interpsychic to intrapsychic. Russian psychology views 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 general mental development of children, playing a decisive role in enriching the content and structure of children's consciousness, determining the indirect structure of specifically human processes.
The role of communication in mental development baby
The role of communication in the mental development of a 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 et al. 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 a 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. Yu. Meshcheryakova, E.O. Smirnova, etc.) Communication with an adult enriches the child’s experience, while the adult is at the same time a direct example and model for him. Mastering a unique human ability - verbal communication occurs only through warm emotional contact and joint activities with an adult.
Child's communication needs
Like any other human activity, communication activity is characterized by a number of significant parameters, and, above all, a certain structural organization. At the core of this complex structure, a special place belongs to the communicative need. It represents the source and prerequisite for its occurrence. A communicative need is a person’s desire for knowledge and a certain assessment of other people, and through them and with the help of them - for self-knowledge and self-esteem.
The motivational-motivating phase of the child’s communication process and the nature of its development are closely related 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 the sake of which the child will proactively turn to him or support communicative activities. Therefore, in a child, the motive of communication always coincides with the object.
The child’s motives for communication define his needs, which force him to seek the help of an adult. And the need for new experiences in children gives rise to 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.
On different stages In childhood, one of the many motives for communication comes to the fore. The replacement of one leading motive by another is determined by a change in the child’s leading activity, as well as by the position of communication in the system of children’s general life activity.
Child’s means for implementing communicative activities
Let us consider what means the child uses to implement the designated motives in the process of communication. According to the theory of A.A. Leontiev, 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 means of communication identified by M.I. Lisina:
- Expressive-facial, which includes a smile, gaze, facial expressions, expressive movements of the hands and body;
- Expressive vocalizations;
- Object-active: locomotor and object movements, as well as postures used for communication purposes (approaching, moving away, holding out various things to an adult, pulling and pushing away an adult, postures expressing protest or, conversely, the desire to cuddle up to him);
- Speech: statements, questions, answers, remarks.
Expressive-facial means of communication appear first in ontogenesis (at the 2nd month of a child’s life). Their uniqueness lies in the fact that they simultaneously serve as a manifestation emotional states child, and active gestures addressed to surrounding people. Despite the individualization, the expression of emotions in a child becomes a sign that is understandable to other people, thanks to the children’s assimilation of the corresponding standards accepted in a given society.
Subject-specific means of communication arise later in ontogenesis. They also have a sign function, without which mutual understanding between different people. These tools are different high degree arbitrariness and allow children to quite accurately and quickly achieve the desired interaction from an adult.
Speech means of communication appear later in ontogenesis, after expressive-facial and objective-effective means of communication have already reached high development and significant complexity. But nevertheless, the use of speech for communication purposes is of fundamental importance.
L.S. Vygotsky in his writings pointed out 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 extent. In order to convey any experience or content of consciousness to another person, there is no other way than attributing the transmitted content to a certain class, to a certain group of phenomena, and this certainly requires generalization. Higher, inherent forms of communication are possible, according to L.S. Vygotsky, only due to the fact that a person, with the help of thinking, generally reflects reality.
Types of communication between a child and an adult
Psychological research by L.N. Galiguzova, M.G. Elagina, M.I. Lisina, S.Yu. Meshcheryakova, A.G. Ruzskaya allows us to say that by the age of 2 months the child develops situational and 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 backdrop of substantive manipulations that make up the new kind child's activities. The content of 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 friendly attention of adults.
The third in order of development is the form of non-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. Speech becomes the main means of communication at this moment, since the word allows children to overcome the boundaries of a private situation.
Satisfying children's cognitive interests leads to broadening their horizons about the world around them and involving them in the sphere of people - objects and processes of the social world. The form of communication between children is also being restructured - at this stage it becomes non-situational and personal.
Extra-situational-personal communication occurs against the background of play as a leading activity; the content of the need for communication is the desire to gain mutual understanding and empathy from an adult. The main means of communication are speech operations.
The connection between speech and communication is two-way, since it is the emergence of speech that makes possible the transition from situational forms of communication to extra-situational ones. But it can be assumed that the new content of needs, motives, tasks of non-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 has difficulty communicating with children, then our consultants will help solve this problem.
Traditional communication is divided into business and interpersonal. In business interaction, its participants perform social roles; therefore, the goals of communication, its motives and methods of making contacts are programmed in it. Unlike business, interpersonal, informal communication lacks strict regulation of behavior, emotions, and intellectual processes. The essence of interpersonal communication is the interaction of a person with a person, and not with an object. 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 using methods that do not cause a feeling of dissatisfaction in the partner.” At the same time, it is emphasized that optimal communication does not necessarily imply “a merging of the minds, will and feelings of the participants” - such communication can occur while maintaining the subjective distance desired for each partner. In other words, communication becomes psychologically complete only if the partners interact “as equals,” when allowances are constantly made for each other’s uniqueness and the dignity of each is not allowed to be infringed upon. Optimal interpersonal communication is always dialogical communication.
The main characteristics of the dialogue are:
equality of the essential positions of those communicating (the “subject-subject” relationship);
trusting mutual openness of both parties;
lack of assessment, “measurement” of any individual characteristics of each person;
perception of each other as unique and valuable individuals.
M. M. Bakhtin defines a special attitude towards a dialogue partner as a state of “out-of-placeness”, A. A. Ukhtomsky - as a “dominant on the interlocutor”, humanistic therapy - as the ability to decentralize (decentralization is a mechanism for overcoming a person’s egocentrism, which consists in changing the point vision, the position of the subject as a result of its collision with positions different from one’s own). The essence of such an attitude is the absence of attempts to attribute to a communication partner any traits, motives, or motivations that he does not have - as strangers (stereotypical perception of another person and, as a result, attribution, i.e. attributing “by inertia” features of the type that are familiar in a given situation “all salespeople are rude”, “all men are selfish”, etc.), and their own (projection, or “gifting” of a communication partner with one’s own qualities or qualities that are more advantageous at the moment depending on the state of one’s own inner world- the so-called egocentric perception).
Dialogue is a natural environment for personal development, one of the fundamental forms of manifestation of human individuality; therefore, dialogue as a form of communication can be not only a means of achieving certain goals (educational, educational, etc.), solving problems (scientific, creative, etc. .), but also the independent value of human life. The absence or deficit 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.
The essential characteristics of socio-pedagogical activity are determined by its communicative specificity, determined by the goals, functions and content of the activity itself. The professional activity of a social work specialist should be focused on building harmonious communication between a person and the outside world through overcoming various forms alienation (social, spiritual, psychological), as well as promoting his conscious social self-development.
The essence of communication technologies is the orientation towards interpersonal interaction in the educational process, the humanization of pedagogical influence. The humanization of the educational process should be understood as a transition to personality-oriented pedagogy, which attaches absolute importance to the personal freedom and activity of students.
To humanize this process means to create conditions in which a student cannot help but study, cannot study below his capabilities, cannot remain an indifferent participant in educational affairs or an outside observer of a rapidly flowing life. Humanistic pedagogy requires the school to adapt to students, providing an atmosphere of comfort and psychological safety:
shifting priorities to the development of mental, physical, intellectual, moral and other spheres of personality instead of mastering the volume of knowledge and forming a certain range of skills;
adapting the school to students, providing an atmosphere of comfort;
differentiation educational activities; individualization;
faith in the student, his strengths, capabilities;
ensuring success in training and education;
exclusion of external studies, because it does not provide spiritual encounters with the teacher;
Discipline problems and negative attitudes toward school disappear, etc.
Communicative pedagogical technologies are developed within the framework of cooperation pedagogy, which proclaims the following principles:
a person is in an active relationship with the world and himself;
the activity of the subject appears in its highest creative manifestation, when the subject rises to the formation of itself;
the idea of the active development of a person’s vocation. The structure has changed educational process in a new education model.
If the structure of traditional education was reduced to the following logical scheme: subject - teacher - student, then in the new model of the educational process it became different: student - vocation - subject - lesson - student.
Introduction
Communication refers to the interaction of people aimed at coordinating and combining efforts in order to establish relationships and achieve a common result. It is in preschool childhood that an adult enjoys enormous authority over the child, and communication with adults has a decisive influence on the mental development from the first days of the child’s birth throughout the first seven years of his life.
The child develops a trusting relationship with close adults, first of all with the mother, and then with the kindergarten teacher; he expects sympathy, understanding, and participation from them (M.I. Lisina).
By form of communication we mean 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 during communication; motives that encourage the baby to take it; means by which communication with other people is carried out.
A preschooler masters speech as the leading means of communication, allowing him to convey the richest content possible. Throughout preschool childhood, the content of communication and its motives change, the child develops communication skills and abilities that allow him to become the initiator of communication, to solve complex problems of a cognitive and moral nature with adults (G.A. Uruntaeva).
Communicative activity is one of the most important ways of obtaining information about the outside world and a way of forming a child’s personality, its cognitive and emotional spheres, which is especially important for correcting deficiencies in the development of communication in children with visual impairments.
Preschool age is a sensitive period for the development of complex communicative connections of children, 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 in preschool age that the basic forms of behavior and communication are laid down, a children's team is formed, the laws of whose existence require a more developed system of communication skills. A visual defect makes it difficult for children of this age to develop communicative and creative activities.
The main problem that a normally developing child faces at an early age is the problem of establishing relationships with significant adults. 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 a child.
The formation of communicative activity in sighted people and people with visual impairments is carried out in fundamentally the same way, however, visual impairment changes the interaction of analyzers, due to which a restructuring of connections occurs and during the formation of communication they are included in a different system of connections than in children without pathology.
The leading factor in different types The activity of a visually impaired preschooler throughout his life is communicative activity. A visually impaired child develops and actively assimilates social experience in the course of communicating 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 characteristics of children with visual impairments 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 improper organization of upbringing and training, the child’s cognitive processes suffer (such as perception, imagination, memory, visual-figurative thinking), deviations are observed in emotional and intellectual development, in the development of speech and motor skills, which, in turn, leads to a decrease in the effectiveness of correctional work.
The topic of the course work is “Features of the development of communicative activity of children of senior preschool age with visual impairments.”
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 is: children with visual impairments of senior preschool age.
The subject of the study is: 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. 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 activities 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 set of, ultimately, socially and historically determined human actions, including the production and perception of speech utterances, which are the result and expression of processes occurring in consciousness. It is always one of the components in a set of different types of activities and, being included in this set, 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 relationships 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 and words. Subjects can be
social institutions, individuals, social groups, social movements, international communities, geographically designated regions,
states.
Communication activity is a complex multi-channel system of human interactions. Thus, G. M. Andreeva considers the main processes of communicative activity to be communicative (ensuring the exchange of information), interactive (regulating the interaction of partners in communication) and perceptual (organizing mutual perception, mutual assessment and reflection in communication).
A. A. Leontiev and B. X. Bgazhnokov distinguish two types of communicative activity: personality-oriented and socially-oriented. These types of communicative activities differ in communicative, functional, socio-psychological and speech structures.
As B. X. Bgazhnokov notes, statements in socially oriented communication are addressed to many people and should be understandable to everyone, therefore they are subject to requirements of completeness, accuracy and high culture.
Along with the external characteristics of 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 occur for a specific reason in a specific real situation. The individual-personal indicator is manifested in the reflection of the individual-personal characteristics of those communicating.
Based on the concept of A. N. Leontyev and his analysis of communication as an activity and denoting it as “communicative activity,” we will consider its main structural components. So, the subject of communication is another person, a communication partner as a subject;
the need for communication is a person’s desire to know and evaluate other people, and through them and with their help, to self-knowledge, to self-esteem;
communicative motives are what communication is undertaken for;
communication actions are units of communicative activity, a holistic act addressed to another person (two main types of actions in communication are initiative responses);
communication tasks are the goal to achieve which in a specific communicative situation various actions performed in the process of communication are aimed;
means of communication are those operations through which communication actions are carried out;
The product of communication is formations of a material and spiritual nature that are created as a result of communication.
The process of communicative activity is constructed as a “system of conjugate acts” (B.F. Lomov). Each such “conjugate act” is the interaction of two subjects, two people endowed with the ability to communicate proactively. This, according to M. M. Bakhtin, reveals the dialogical nature of communicative activity, and dialogue can be considered as a way of organizing “conjugate acts.”
Thus, dialogue is a real unit of communicative activity. In turn, the elementary units of dialogue are the actions of speaking and listening. However, in practice, a person plays the role of not just a subject of communication, but also a subject-organizer of the communicative activity of another subject. Such a subject can be an individual, a group of people, or a mass.
Communication of a subject-organizer with another person is defined as the interpersonal level of communicative activity, and communication with a group (collective) is defined as personal-group, communication with the mass is defined as personal-mass. It is in the unity of these three levels that the communicative activity of an 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 the personal-activity basis. This approach assumes that at the center of communication there are two individuals, two subjects of communication, whose interaction is realized through activity and in activity.
By the basic or basic communicative properties of a person we understand those that begin to take shape in childhood, rather soon become consolidated and form a stable individuality of a person in the sphere of communication. These properties differ from others in that their development, at least in initial period- to a certain extent depends on the genotypic biologically determined properties of the organism. Such properties include, for example, extraversion and introversion, anxiety, emotionality and sociability, neuroticism, and many others. These properties are formed and consolidated under conditions of complex interaction of many factors: genotype and environment, consciousness and the unconscious, operational and conditioned reflex learning, imitation and a number of other factors.
Communication activities. Communicative activity as defined by M.I. Lisina is synonymous with communication. In our research, we adhere more to the point of view of G.S. Vasiliev, who believes that the relationship between communication and communicative activity is the relationship between the whole and the parts. Communication does not exist without the communicative activities of partners, but it is not reduced to their isolated communicative activities. So, communicative activity is the interaction of two or more people aimed at coordinating and combining efforts with the aim of establishing relationships and achieving a common result.
Each participant in communicative activities 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 activities;
Interactive.
The communicative activity of a person presupposes the presence of communicative properties in a person. Therefore, it seems necessary to isolate the entire arsenal of personality traits that play an important role in communicative activity.
An analysis of existing literature has shown that communicative activity depends on many personality traits. Communicative activity is determined by the personality as a whole. In different types of CD, different substructures are activated.
Communicative motivation. According to V.P. For Simonov, the primary is the need, while motivation is derived from it, arises on the basis of existing experience and is clearly cognitive in nature. A.N. Leontyev believes that a motive is an objectified need, and B.C. Merlin characterizes motive as the psychological conditions in which human activity takes place. V.G. Leontyev believes that the mental system “motive-goal” is a qualitatively new formation. He called this education motivation, as a directed stimulant 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 activities. Motivation, therefore, can be defined as a set of reasons of a psychological nature that explain the act of communication itself, its beginning, direction and activity.
The idea of motivation arises when trying to explain communicative activity. Any form of behavior can be explained by internal and external reasons. In the first case, these are the psychological properties of the subject, and in the second, external conditions.
The formation of a holistic personality is also characterized by the formation of appropriate motivation, which determines the “required behavior.” Motivation ensures overcoming internal conflicts that manifest themselves in deviant behavior of the individual.
A consistently dominant system of motives underlies the orientation of the individual. Direction is a “system-forming property” of a personality, the core of its structure. The social orientation of the individual includes:
recognition of the priority of universal human values, a reasonable combination of national and interethnic, personal and public interests;
awareness of work as the highest meaning of life, a way of asserting one’s self-worth, developing one’s abilities;
acceptance of the requirements of normative morality as the basis for communication between people.
Direction appears in behavior determined by the requirements of normative morality; its basis is the hierarchical system of motivations and imperatives specified by the social structure. Orientation guides the formation of a person’s communicative properties and 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, for complicity with another person and his activities.
M.I. Lisina identified three groups of motives for communication 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 indicates the child’s painful condition. or a developmental defect. These needs form a business group of motives.
The third group of motives arises from children's needs for recognition and support. These needs are transformed into personal motives.
Many of the motivational factors over time become so characteristic of a person that they turn into properties of his personality. Such factors include, for example, the motive for achieving success and the motive for avoiding failure, the factor of personal anxiety and self-esteem, the motive of affiliation and altruism. Thus, the level of aspirations correlates with self-esteem. The affiliation motive manifests itself in the desire to establish good, emotionally positive relationships with people and is externally expressed in sociability, in the desire to cooperate with people. When this motive dominates, people are self-confident, relaxed, open, and active in communication. The motive of altruism serves as the basis for the emergence of empathy.
In the latest edition (1994) of the tariff and qualification characteristics of the position “social work specialist”, the following functions are highlighted:
· analytical-gnostic(identification and registration in the service territory of families and individual citizens, including minor children in need of various types and forms of social support, and the implementation of patronage over them);
· diagnostic(establishing the causes of difficulties encountered by citizens);
· system-modeling (determining the nature, volume, forms and methods of social assistance);
· activation(promoting the activation of the potential of the individual, family and social group);
· effective and practical(assistance in improving relationships between individuals and their environment; advice on issues social protection; assistance in preparing documents necessary to resolve social issues; assistance in placing those in need in inpatient medical and health institutions; organization of public protection of juvenile offenders, etc.);
· organizational(coordination of the activities of various state and non-state institutions, participation in the formation of social policy, development of a network of social service institutions);
· heuristic(improving your qualifications and professional skills).
Particularly noteworthy is the function communicative, with the help of which almost all the previous ones are carried out. “The communicative function is designed to establish contact with those in need of some kind of help and support, organize the exchange of information, promote the inclusion of various institutions of society in the activities of social services, and help perceive and understand another person.”
In fact, the social worker is expected to be able to act as a social statistician, administrator and manager; provide various kinds social services; help in raising children; provide psychological and legal consultation and examination; conduct educational work on a variety of issues, including such as a healthy lifestyle, family planning, crime prevention, etc.
Among the main professional requirements for a social worker, in addition to the fact that he must have good vocational training and knowledge in various fields, have a fairly high general culture, have information about modern political, economic and social processes, he must also have a certain social adaptability. He needs to skillfully contact and win over “difficult” teenagers, orphans, disabled people, people undergoing rehabilitation, etc. A social work specialist must have professional tact capable of arousing sympathy and trust among people, maintain professional secrecy, and be sensitive – in a word, he must be able to communicate.
Thus, the activity social worker consists in constant contact with people, that is, in direct communication with them. All tasks facing a social worker are solved through communication. In the process of communication, information is exchanged between its participants at both verbal and non-verbal levels. “The task of a social worker is to create a friendly environment, find an appropriate way of behavior and communication with the client. To do this, you need to know not only conversation techniques and communication rules, psychological characteristics people and the importance of non-verbal means of communication, but also to have such qualities as politeness, friendliness, kindness, people-oriented, patience (tolerance), intuition, compassion, etc.”
Creating a friendly environment and choosing the right way of behavior and communication will allow the social worker to please people and persuade them to his point of view. The effectiveness of a social worker depends on this.
So, from all of the above we can conclude: social work is a communicative profession, that is, closely related and inseparable from the process of communication, both at the micro and meso levels, and at the macro level of social work.
- Communication management in the communicative activities of a social worker.
“The palette of communication is very rich in the variety of types, forms, and means used. And this is understandable: in a socio-psychological sense, the very essence of human life can be defined as communication, because the entire space of human life is interpersonal in nature. From this point of view, it is difficult to overestimate the contribution of competent communication to the quality of human life, to fate in general.
In diverse cases of communication, invariant components are such components as partner participants, situation, task. Variability is usually associated with a change in the nature (characteristics) of the components themselves - who the partner is, what the situation or task is - and the originality of the connections between them. In the very in general terms Competence in communication presupposes the development of an adequate orientation of a person in himself - his own psychological potential, the potential of his partner, in the situation and task.”
For a social work specialist, the palette of communication is perhaps even richer than that of representatives of other professions, because in addition to communicating with clients of social services and his colleagues, he also contacts with representatives of various organizations, with officials at various levels (including the government and legislative bodies of the country - influence on social policy of the state, its activities in social sphere), the functions of a social worker may include PR (for example, attracting the general public to help people in need), he may also contact representatives of international organizations (UN, Red Cross, etc.). It is very important that a social worker is competent in communication, since the effectiveness of his work, and therefore the state (mental, physical, material, etc.) of his clients, depends on this. In addition, a social worker competent in communication can help his client with communication skills and through this solve his problem.
For a social worker in his professional activity, 3 main types (types) of communication can be distinguished:
1. business(this is communication in the official business sphere of a social work specialist with representatives of organizations, social institutions, officials at various levels, in order to improve the activities of social assistance services, solve any problems (legal, material, housing, psychological, etc.) of their clients etc.)
2. advisory(this is communication with the purpose of providing assistance to the client, most often psychological, but not necessarily)
3. intimate-personal(this is communication based on friendly, trusting relationships between the client and the social worker).
All these types of communication can be intertwined, and they are all carried out using both verbal (speech) and non-verbal (non-speech) means.
Thus, the communication of a social worker is multifaceted, multifunctional, and therefore each social worker must be able to communicate in various areas of his work, using both verbal and nonverbal means of communication, be able to understand other people, i.e. must be competent in communication, and this is due to because social work is one of the most communicative professions