Interpersonal relations workshop. Study of interpersonal relationships of children in kindergarten groups (training workshop)
Topic: "Conflicts in interpersonal relationships."
Grade: 6.
Type: workshop lesson using multimedia presentation.
Goals:
1. Contribute to the formation of ideas about the occurrence of interpersonal conflicts and ways to resolve them.
2. Contribute to the formation of social and value-semantic competence of schoolchildren in a situation of conflict through the practical assimilation of information about the essence and stages of development of the conflict, the significance of conflicts in relationships between people, and the forms of civilized behavior in interpersonal conflicts.
3. Promote the development of a culture of relationships in the group.
Basic concepts: conflict, conflict situation, incident, cooperation, compromise, adaptation, avoidance, submission, integration.
Equipment: computer, media projector, screen, handout for individual work, textbooks, notebooks.
Lesson progress:
1. Introductory speech from the teacher.
Guys, we continue to work with you on the topic “Conflicts in Interpersonal Relationships” (slide No. 1). We learned what can cause a conflict, what stages the conflict is divided into and ways to resolve a conflict situation, and today we will learn to analyze conflict situations and determine what the conflict leads to in interpersonal relationships.
In order to revive your knowledge, let's watch a film on the topic of our lesson today - Conflicts in interpersonal relationships (Slide No. 2).
So, what did the film tell you? (about the stages of conflict, about varieties, about ways out of a conflict situation).
2. Update background knowledge students.
How do you understand what conflict is? (disagreements between people) (Slide No. 3)
Write 5 synonyms for this concept (clash, contradiction, discord, disagreement, quarrel, dispute, skirmish, disagreement, discord)
Now, having restored your knowledge, let's solve the verification test.
Option #1.
Answer: A1. - 4, A2-1, A3-2, A4-2, B1- 3,5,6.
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
4) give free rein to your emotions
Option No. 2.
Answer: A1. - 1, A2-3, A3-1, A4-1, B1-6.
2) friendly prank
3) discussion of the film
4) sports competition
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
3. Studying new material.
Have you written? Fine. Guys, tell me, is conflict always bad? I propose to fill out the following table “Pros and cons of conflict”; you need to explain your entries. (slide No. 4)
(Slide No. 5)
Pros Cons
does not allow the system of relationships to ossify, pushes for development, the parties get to know each other better, previously hidden advantages and disadvantages are revealed, stimulates people’s activity, a growing sense of responsibility and significance, relieves tension, provides an outlet for couples, uniting like-minded people, promoting and forming leaders, diagnostics and clarification of the situation.
material and emotional costs, a spirit of confrontation, deterioration of relationships, decreased productivity.
Now let's analyze conflict situations using the example of fairy tales known to all of you. You were assigned to read K.I. Chukovsky’s fairy tale “Fedorino’s Mountain” (Slide No. 6)
(Slide No. 7)
Who is a party to the conflict? (dishes, household utensils and Fedora)
Object of claim (what caused the conflict)? (Because of Fedora’s sloppiness) (Slide No. 8)
External position of the participants (how do they explain to others and themselves the reasons for the conflict)? (The dishes declare their difficult situation.. And the dishes responded, it was bad for us at the woman’s place...p.10, and Fedora, in turn, probably realizing the consequences of the conflict, tries to return the dishes “Oh-oh-oh! Go back home) (Slide No. 9-10)
Internal position of the participants (what are they afraid of, what are the true reasons behind the conflict)? (Fedora is afraid to be left alone, the dishes are afraid of her difficult situation, she is afraid to disappear completely) (Slide No. 11)
Changes in the process of development of relations (have new participants appeared, have conflicts arisen in the camps of like-minded people, has the understanding of the conflict changed)? (initially Fedora’s cats intervene in the conflict “Hey, you stupid plates, why are you jumping like squirrels, should you run behind the gate with yellow-throated sparrows...p. 9, later a conflict arises with the dishes...p. 6", Fedora realizes the severity of the conflict pp. 11-12.) (Slide No. 12-13)
The chosen method of resolving the conflict (how did it all end)? (Peace. The method of resolving the conflict is integration - i.e. the parties realized the cause of the conflict and came to general decision With. 13-14.) (Slide No. 14-15)
Your attitude to the method of conflict resolution.
Okay, let's turn our attention to the fairy tale by A.S. Pushkin "About the Fisherman and the Fish" (Slide No. 16)
Is there a conflict in this tale?
What does it consist of?
Who is involved?
In the fairy tale, there is an interpersonal conflict, because it arose between individuals - an old man and an old woman.
What caused the conflict i.e. Reason: (Slide No. 17)
... The old man returned to the old woman, Told her a great miracle... Today I caught a fish, a goldfish, not an easy one... I didn’t dare take a ransom from her, So I let her into the blue sea. The old woman scolded the old man: “You fool, you simpleton, Don’t You managed to take ransom from the fish…” (emotional state)
Behavior strategy in a conflict situation Behavior: (Slide No. 18)
“...The old man went to the blue sea... He began to call the goldfish. The fish swam to him and asked: “What do you want, old man?” “...Have mercy, lady fish, The old woman scolded me, She needs a new trough...” (behavior - adaptation).
The conflict is developing in stages. Using the example of “Tales of the Fisherman and the Fish,” the following stages of conflict development are noticeable:
I – The old woman demands a new trough;
II – The old woman demands a new hut;
III – The old woman demands an increase in social status from a “black peasant woman” to a “high-ranking noblewoman”;
IV – The old woman demands an increase in social status from “pole noblewoman” to “free queen”;
V – The old woman, who has achieved the status of a “free queen,” demands an upgrade to the status of “Mistress of the Sea.” Peak of conflict.
VI- Conflict resolution. Deprivation of everything, return to nothing. (Slide No. 19)
Fairy tale "Zayushkina's hut" (Slide No. 20)
What caused the conflict i.e. Reason: (Slide No. 21)
... So the fox asked the bunny to spend the night, and kicked him out of the hut...”
(Differences due to social status)
Determine your behavior strategy fairy-tale heroes in a situation of acute conflict. (BEHAVIOR) (Slide No. 22)
“...Dear bunny walks and cries. To meet him is a dog. - Why, bunny, are you crying? - How can I not cry? I had a bast hut, and the fox had an ice hut. She asked me to spend the night, but she kicked me out! “Don’t cry, bunny!” I will help your grief! They approached the hut, and the dog barked. - Tuff-tuff-tuff! Come, fox, get out! And the fox answers them from the stove: “As soon as I jump out, as soon as I jump out, the scraps will go down the back streets!” The dog got scared and ran away.
(Evasion of conflict. It is expressed in the desire to get out of a conflict situation without resolving it).
4. Consolidation of the studied material:
CONFLICT RESOLUTION (Slide No. 23)
Here are proverbs and sayings on the one hand, and four options for the outcome of the conflict on the other hand. Find a match
“A bad peace is better than a good quarrel” (compromise)
“Out of sight, out of mind” (interruption of conflict)
“Let’s sit side by side and talk together” (integration)
5. Summing up the lesson. Assessment of students' knowledge and skills.
Conclusion: in modern society It is impossible to avoid conflicts, and they are necessary, because it is in a dispute that truth is born.
Guys, what phenomenon in our life were we talking about today? (about the conflict),
When does conflict happen? What are its reasons? (when there are disagreements, contradictions and clashes between people).
To resolve a conflict, you need to take into account the interests and communication behavior of the other person.
6. Homework: (Slide No. 24)
§9 - repeat, Make a plan on the topic “Ways of constructive behavior in a conflict situation.”
Conflicts in interpersonal relationships. Option #1.
A1. The ability of both sides to make concessions to resolve differences:
1) cooperation, 2) avoidance, 3) adaptation, 4) compromise
A2. Incident, incident, misunderstanding:
1) incident, 2) conflict, 3) argument, 4) behavior
A3. Is it true that: a) the most acute conflicts occur due to moral barriers, b) the injustice of a statement can lead to conflict?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
A4. Are the judgments about the behavior of participants in a conflict situation correct: a) the desire to get out of a conflict situation without resolving it, without giving in, but also without insisting on one’s own - this is a compromise; b) can an unresolved conflict flare up again with even greater force?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
B1. Find examples of tips below to help resolve a conflict situation:
1) Be persistent in resolving conflict
2) Concession is a sign of weakness, avoid concessions
3) Seek an objective assessment of the conflict from a neutral person
4) give free rein to your emotions
5) Try to look at the conflict from the other side's point of view
6) Know how to forgive the weaknesses of other people.
_____________________________________________________________________________________
Conflicts in interpersonal relationships. Option #2.
A1. Which of the following refers to the concept of “conflict”?
1) clash of opposing interests
2) friendly prank
3) discussion of the film
4) sports competition
A2. The transition of conflict from an internal state to external action:
1) cause 2) awareness 3) incident 4) mediation
A3. Are the judgments about the stages of the conflict correct: a) insults and rudeness will contribute to the deepening of the conflict: b) interrupting the conflict can contribute to its resolution?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
A4. Are the judgments about ways to resolve a conflict correct: a) when resolving a conflict, one must be ready to make concessions, b) the best way conflict resolution is submission?
1) Only a is true 3) both statements are correct
2) Only b is true 4) both judgments are incorrect
Q1. Below is a list of terms, all of them, with the exception of one, characterize the concept of self-control." Indicate a term related to another concept.
1. Composure 2. Calm 3. Equanimity
4. Restraint 5. Composure 6. Irritation.
Attached files
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"Childhood's Marina"
Study of children's interpersonal relationships
in groups kindergarten
(training workshop)
Prepared
educational psychologist
1. Children's interaction preschool age- the main condition for the formation of personality, human development.
2. Features of communication with peers.
3. Interpersonal conflict as a negative form of interaction between children.
4. Results of sociometric studies in preparatory groups kindergarten.
Objectives of the workshop:
· study of the communicative activities of preschool children attending a children's educational institution;
· creation and description pedagogical conditions, promoting conflict-free, psychologically comfortable and meaningful communication between children and adults.
Based on the material studied, it can be assumed that conflict-free communication of preschool children with each other and adults has a positive effect on the development of the child’s personality, provided:
Development positive emotions and feelings that encourage children to communicate;
Formation of basic social communication skills in children.
· study of theoretical material on the problem of overcoming interpersonal conflicts that arise as a result of the interaction of preschool children with adults and peers through communication;
· study of interpersonal conflicts between children and adults in a kindergarten group;
· developing in preschool children the ability to communicate without conflict with peers and adults.
1. The interaction of preschool children is the main condition for the formation of personality and human development.
The need for communication is one of the most important human needs. Communication is the main condition and the main way of human life. Only in relationships with other people can a person feel and understand himself, and find his place in the world around him. The role of communication is especially important in childhood. Relationships with other people begin and develop most intensively in preschool age. A child lives, grows and develops in an interweaving of various kinds of connections and relationships. For a preschooler, his interaction with other people is not only a source of various experiences, but also the main condition for the formation of his personality, his human development. A child cannot become a normal person if he does not master the abilities, knowledge, skills, and relationships that exist in human society. He can learn all this only together with other people and only through communication with them. In children's and adolescent groups, interpersonal relationships develop that reflect the relationships of the participants in these groups in the specific historical situation of the development of society. The study of deviations in the development of interpersonal relationships at the very first stages of personality development seems relevant and important, primarily because conflict in a child’s relationships with peers and adults can act as a serious threat to personal development. The subsequent path of his personal and social development, and therefore his future fate, largely depends on how the child’s relationships develop in the first group of peers in his life - in the kindergarten group.
IN recent years, as evidenced by special experimental studies, the most common negative phenomena in preschool children are interpersonal conflicts (and others). The effectiveness of education largely depends on the ability of teachers and psychologists to organize correct relationships between children in preschool educational institutions. This problem is of particular importance at the present time, when the communicative and moral development of children is of serious concern. Many negative phenomena observed in children's environment (aggression, alienation, cruelty, hostility) arise precisely in preschool age. If the formation of communication goes well, if the child is drawn to peers and adults and knows how to communicate normally with them, without offending anyone or being offended by others, we can hope that in the future he will feel normal among people.
As central concepts The following were involved:
communication is the interaction of two or more people, consisting in the exchange between them of information of a cognitive, affective and evaluative nature (collective game, joint work, etc.), ensuring planning, implementation and control of their activities, as well as satisfying a person’s need for contact with other people;
Interpersonal relationships (relationships) are a diversity and relatively stable system of selective, conscious and emotionally experienced connections between members of a contact group;
Conflict is a collision of opposing goals, interests, positions, opinions or views of opponents or subjects of their behavior and activities.
2. Features of communication with peers.
Communication with peers has a number of essential features, which qualitatively distinguish it from communication with an adult. First and the most important feature of preschoolers’ communication is the great variety of communicative actions and their extremely wide range. In communication with a peer, one can observe many actions and addresses that are practically not encountered in contacts with an adult. When communicating with a peer, a child argues with him, imposes his will, calms, demands, orders, deceives, regrets, etc. It is in communication with a peer that complex forms of behavior such as pretense, the desire to pretend, express resentment, and deliberately not respond first appear. partner, coquetry, fantasizing, etc. Such a wide range of children's contacts is determined by the rich functional composition of peer communication and a wide variety of communicative tasks. Such a variety of communicative tasks requires mastering a wide range of communicative actions.
Second The difference between communication between peers and communication with adults lies in its extremely vivid emotional intensity. On average, in communication between peers (according to data), there are 9-10 times more expressive and facial manifestations expressing a wide variety of emotional states- from furious indignation to stormy joy, from tenderness and sympathy to fight. Actions addressed to a peer are characterized by a significantly greater affective orientation. On average, preschoolers are three times more likely to approve of a peer and 9 times more likely to enter into conflict relationships with him than when interacting with an adult.
Third A specific feature of children’s contacts is their non-standard and unregulated nature. If, when communicating with adults, even the youngest children adhere to certain forms of behavior, then when interacting with peers, preschoolers use the most unexpected and original actions and movements. These movements are characterized by a special looseness, irregularity, and not set by any patterns: children jump, take bizarre poses, make faces, imitate each other, come up with new words and fables, etc. Such freedom and unregulated communication of preschoolers suggest that the company of peers helps the child express originality and originality.
During preschool age, children’s communication with each other changes significantly in all respects: the content, needs, motives and means of communication change. These changes can occur smoothly and gradually. However, there are qualitative shifts, as if “turning points,” in them. From 2 to 7 years, 2 such fractures are observed: the first occurs at approximately 4 years, the second at about 6 years. The first turning point is outwardly manifested in a sharp increase in the importance of a peer in the child’s life. If at the time of its emergence and during the first 1-2 years after that, the need to communicate with a peer occupies a rather modest place (for a child of 2-4 years old it is much more important to communicate with an adult and play with toys), then in 4-year-old children this need comes to the fore to first place. Now children are beginning to clearly prefer the company of a peer to an adult or solitary play. The main content of communication between children in the middle of preschool age is business cooperation. Cooperation must be distinguished from complicity. During emotional and practical communication, children acted side by side, but not together; the attention and complicity of their peers was important to them.
By older preschool age, there is a clear differentiation of children according to their position in the group: some children become more preferred by the majority of their peers, others are not particularly popular - they are either rejected or go unnoticed. Usually in a children's group there are 2-3 children who are the most attractive: many want to be friends with them, sit next to them, and willingly fulfill their requests. Usually such children are called leaders. The phenomenon of leadership is traditionally associated with the solution of some problem, with the organization of some activity important for the group. This understanding is quite difficult to apply to a group of preschoolers, in particular to a kindergarten group. This group does not have clear goals and objectives, it does not have any specific, common activity that unites all members, it is difficult to talk about the degree social influence. At the same time, there is no doubt about the fact of preference for certain children and their special attractiveness. Apparently, for a given age, it is more correct to talk not about leadership, but about the attractiveness or popularity of such children, which, unlike leadership, is not always associated with solving a group problem or directing any activity.
Along with this, children who are completely unpopular stand out - they are not accepted into games, they communicate little, and they do not want to give up toys to them. The rest of the children are located between these two “poles”. The child’s position in the group and the attitude of his peers towards him are usually clarified using sociometric techniques adapted for preschool age. In these techniques, in various imaginary situations, children select preferred and non-preferred group members.
It is obvious that the experience of first contacts with peers becomes the foundation on which the child’s further social and moral development is built. Therefore, the question of what influences a child’s position in a peer group, why some children become preferred and arouse the sympathy of their peers, while others, on the contrary, is of exceptional importance. By analyzing the qualities and abilities of the most popular children, you can understand what attracts preschoolers to each other and what allows the child to win the favor of their peers. This technique has been used repeatedly in psychological research.
3. Interpersonal conflict as a negative form of interaction between children.
Interpersonal conflict is a negative form of interaction between subjects associated with their psychological positions. Children come to kindergarten with different emotional attitudes, heterogeneous aspirations, and at the same time with different skills and capabilities. As a result, everyone meets the requirements of the teacher and peers in their own way and creates an attitude towards themselves. In turn, the demands and needs of those around them find different responses from the child himself, the environment turns out to be different for children, and in some cases - extremely unfavorable. Child's distress in preschool group may manifest itself ambiguously: as uncommunicative or aggressively sociable behavior. But regardless of the specifics, childhood troubles are a very serious phenomenon; as a rule, it hides a deep conflict in relationships with peers, as a result of which the child remains alone among children. Changes in the child’s behavior are secondary neoplasms, distant consequences of the root causes of the conflict. The fact is that the conflict itself and the negative traits that arise as a result of it are hidden from observation for a long time. That is why the source of the conflict, its root cause, as a rule, is missed by the educator, and pedagogical correction is no longer effective.
However, special observations show that a certain part of preschoolers (and there are not so few of them) varying degrees experiences difficulties in mastering communicative activities. This is revealed by a careful study of the child’s system of interaction with adults and peers in everyday life, partner role-play, and in situations of unregulated communication. Difficulties in entering a children's community, insufficient ability to take into account the business and gaming interests of a partner in joint activities lead to an impoverishment of the child's communicative experience, have an impact on negative impact on the nature and content of role-playing games, interpersonal relationships, determine his low social status in the peer group.
However, in all cases, main goal is to help the child overcome his alienated attitude towards peers and adults, to see in them not opponents and competitors, not objects of self-affirmation, but close and connected people. That's why early diagnosis and symptom correction conflict relations, troubles, emotional discomfort of the child in the nursery educational institution become so important. Ignorance of them makes all attempts to study and build full-fledged children's relationships ineffective, and also prevents the implementation individual approach to the formation of the child’s personality.
Literature
1. Panfilov communication.-M.: IntelTech LLP, 1995.
2. Development of communication between a preschooler and peers / ed. . M., 1989.
3. Development of communication in preschool children / ed. , -M., 1964.
4. Repina -psychological characteristics kindergarten groups. - M: Pedagogy, 1988.
5. Royak conflict and features individual development personality of the child. - M., 1988.
6. Smirnov’s child. - M School-Press, 1997.
ME AND OTHERS. Training in the formation of social skills aimed at maintaining health and developing safe, responsible, confident behavior
MAIN DIAGNOSTIC PART
As a diagnostic technique, we propose to use a simplified version of the projective psychological test "Walk in the Woods".
Students are asked to imagine that they will take a mental walk through the forest, where anything can happen to them. You need to listen carefully and write down everything that was presented in detail on a piece of paper.
1. So you walking through the forest . Imagine what kind of forest it is: light or dark, sparse and spacious or frequent and dense. Whether you follow the path or make your own way. Write it down.
2. You go and see a bowl on the ground . Imagine and describe in detail: is it clean or dirty, what color, what is it made of, durable or fragile. Write it down.
3. You you encounter an obstacle , for example, thickets of bushes or a blockage of trees. What will you do? Write it down.
5. You leave the house and walk through the forest again. Suddenly you meet a very scary wolf . Describe your actions.
6. You finally dealt with the wolf and moved on, approached the lake . What will you do? Write it down.
7. Finally you come to the perfect unknown obstacle . It's of great height wall , and the wall is so long that it is impossible to get around it. What will you do? Write it down.
DATA INTERPRETATION
1. The forest is a society, a social environment in which a person lives . The characteristics of a forest are the perception and relationship of a person with a given environment. If there is no fear of the future and of society, then the forest is usually light and spacious. Confidence and lack of anxiety will manifest itself in the presence of a path or road. If a student is unsure of himself, fears people and life in general, then his forest is dark, full of shadows and the unknown, but he doesn’t see the path. Finally, there may be a situation where the forest is dark or the gaps are slightly visible, and the student himself makes the path. This speaks of uncertainty and fear, but persistence and an attempt to overcome your fear of life.
In short, the first situation characterizes the level of socialization of the student and his adaptation to adult life.
2. Description of the bowl or cup psychologists associated with a person’s perception of himself, with self-esteem, attitude towards himself . So a clean cup is the perception of oneself as positive person, dirty – critical attitude towards oneself and self-judgment. The color of the bowl can also give some information about the person. The blue cup is associated with high morality, the red cup with activity, the green cup with introversion and the desire for leadership, the purple cup with emotionality and a penchant for art, the white cup represents purity and innocence. The material of the bowl also matters. So, fragility speaks of uncertainty. An expensive antique bowl testifies to high self-esteem.
3. A description of how an obstacle was overcome or not overcome speaks of the ability to overcome difficulties.. If a person goes ahead, then he copes with difficulties himself and is spoken of as a person adapted to life, independent. If he goes around the blockage and, even worse, comes up with other types of obstacles, then this is an unadapted person who does not know how to overcome difficulties or who likes to create them for himself.
4 .Home by all people connects with family . The description of the house itself characterizes the student’s perception of his family. A strong and old house (a wooden hut, a large village hut, etc.) is a good family in which the child feels comfortable and is protected. Sometimes they describe a multi-story building. This suggests that the student receives little attention in the family; there are many children or problems there without him, and there is not enough attention for everyone. What the house is like inside and how a person behaves speaks about relationships in the family. If it is cozy and bright and the student enjoys the warmth in the house, he feels good in the family and will remain a child for a long time. Dark rooms, cobwebs, and dirt speak of the dysfunction of the family, the loneliness of the teenager and his insecurity.
5. The way a person copes with a wolf speaks of his ability to overcome his fears . If he runs home for something, then a person seeks protection from his fears from his father or mother. If he tries to persuade the wolf, then fear is driven inside and anxiety increases. Sometimes they write that they took out a weapon, for example, an ax, and defeated the wolf. This is an alarming symptom; such a person is aggressive, embittered and “carries” a weapon just in case against anyone who dares to approach him.
6. Lake usually not interpreted, but it can be assumed that by behavior near the lake one can judge an active attitude to life , if they tried to enter the lake, got their feet wet or swam.
7. Insurmountable wall - attitude towards death or other insoluble problem . Behavior near the wall may indicate the absence or presence of fear of death. If I want to look behind a wall and try to climb a tree to do this, then I don’t feel the fear of death, and vice versa.
