Communication Skills in Preschool Children Through Innovative Methods

Аннотация

This paper discusses the theoretical © 2025 Original content from this work may be used under the terms foundations of developing communication skills in of the creative commons attributes 4.0 License. preschool children through role-playing games. It provides an in-depth analysis of key concepts such as "communication skills" and "role-playing games," drawing on the theories of E.O. Smirnova and D.B. Elkonin. The study highlights the significance of role- playing games as an effective means of developing communication skills and fostering positive social interaction in young children. The paper examines the process of communication skills development within the context of peer interactions, the influence of roles and rules on children's behavior, and the role of adults in guiding and supporting the play. Keywords: Communication skills, role-playing games, development of social behavior, social adaptation, role behavior, theoretical approaches, pedagogical activity, interaction with others, development of positive communication, child psychology. Introduction: It is worth emphasizing that play during this period plays a central role in the development of the child and is a powerful tool for shaping his personality, moral and volitional qualities. During the game, the child realizes the need to influence the world, which contributes to the development of other skills, such as attention, memory, imagination and reflective thinking. Play is the main activity in preschool age and has a serious impact on the development of the child. First of all, it helps children develop communication skills. European International Journal of Multidisciplinary Research 67 https://eipublication.com/index.php/eijmrms and Management Studies European International Journal of Multidisciplinary Research and Management Studies Preschoolers have not yet fully mastered the art of Unlike the external moral norms of adults, in play the communicating with peers. As D.B. Elkonin noted, child is guided by the behavior of another person, which children at this age often "play next to, but not he tries to reproduce. Self-control is formed only by the together." end of the preschool period, and at the first stages, external control from peers is necessary to manage Over time, the interaction between children becomes behavior. At first, children watch each other, and then more active and productive. As an example, we will learn to control themselves. Over time, external give a dialogue between two 4-year-old girls, in which regulation weakens, and the child's behavior begins to you can see a clear goal and ways to achieve it. be regulated by internal images. According to M.A. Liza: "Let's play, this will be my car." Panfilova, there are two types of relationships in the Dasha: "No." game: play and real. Play relationships concern the Liza: "Come on, this will be our car." performance of roles and the development of the plot, and real relationships are associated with the Dasha: "Okay." interaction of children as partners who jointly perform Lisa: "Can I ride in our car?" tasks. During the game, children master the language of Dasha: "Yes, I can" (she gets out of the car with a communication, learn mutual understanding and smile). mutual assistance, and also learn to coordinate their actions with the actions of other players. T.D. Lisa turns the steering wheel and imitates the sound of Martsinkovsky emphasizes that each game has certain the engine. elements, such as children, toys, dolls and various N.A. Vasilyeva emphasizes that in middle and senior objects. These elements vary depending on the age of preschool age, despite their egocentrism, children the children. For younger preschoolers, games often begin to agree with each other on the content of the include repetitive actions similar to manipulating game, distribute roles and establish rules. objects, and the number of participants can be limited Coordination of issues related to roles and control over to one or two children. For example, a three-year-old their implementation becomes possible due to the fact child can play "cooking dinner" and invite a doll or that children are actively involved in a common activity another child to it. At older preschool age, games can that is emotionally significant for them [1, p. 60]. include more participants, and each of them can be If for some reason joint play stops, this affects the given additional toys and objects to more fully reveal process of communication between children. In one of their role. In such games, a complex process of the experiments conducted by Kurt Lewin, a group of exchanging toys and objects between the participants preschoolers was placed in a room with incomplete sometimes develops, which depends on the course of toys (for example, the phone had no receiver, there the game plot. was no water for the boat, and so on). Despite these E.O. Smirnova emphasizes that children's play begins shortcomings, the children continued to