Theoretical Basis for The Formation of Communication Skills in Preschool Children Through Role-Playing Games

Аннотация

This paper discusses the theoretical foundations of developing communication skills in 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: The development of communication skills in preschoolers is the most important task of the pedagogical process, since at this age the foundations for successful social adaptation and interaction with the outside world are laid. The formation of these skills is directly related to the involvement of children in various activities, where they gain experience of communication and interaction with others. One of the European International Journal of Multidisciplinary Research 35 https://eipublication.com/index.php/eijmrms and Management Studies European International Journal of Multidisciplinary Research and Management Studies most effective means for developing communication 148]. skills in preschoolers are games, in particular, role- The development of interaction skills in preschool playing games. These games contribute not only to the children occurs through several stages. At the first stage improvement of speech skills, but also to the (2-4 years), a peer is perceived as a partner for development of social behavior, interaction in a team, emotional and practical communication based on as well as the assimilation of norms and rules inherent imitation and emotional influence. At the second stage in society. (4-6 years), the child develops a need for joint active The problem of the formation of communication skills work with other children. At this time, the basis of in preschool children is becoming increasingly relevant communication becomes common activity, mainly play. in the works of modern researchers. At the third stage (6-7 years), communication with peers goes beyond specific situations, and children begin to O. A. Sankova points out that developed discuss more abstract topics. At this age, stable communication skills are the key to the successful preferences in choosing partners for communication integration of a person into any social environment, also begin to appear [10, p. 17]. The motives behind the which emphasizes the importance of the formation of creation of play groups for older preschool children these skills from early childhood [4, p. 53]. Modern largely coincide with their core values. Research by T.A. pedagogical practice is based on psychological and Repina has shown that children of this age highlight pedagogical research that theoretically substantiates common interests, highly value the successes of their the meaning and importance of developing partner and his or her personal qualities, but it also communication skills in the development of a turns out that the reasons for unification may lie in the preschooler. Many research works in this area are fear of being left alone or the desire for leadership and based on theories of activity developed by A.N. control. Leontiev, V.V. Davydov, D.B. Elkonin, A.V. Zaporozhets and others. Following this theory, M.I. Lisina, A.G. Now let's take a closer look at the definition of "role- Ruzskaya and T.A. Repina considered communication playing game". This type of game is the main one for as a type of communicative activity. In their research, preschool children. S.L. Rubinstein noted that role- they emphasized that the development of playing game is the most direct expression of the child communication skills contributes to the mental and at the same time requires interaction with adults. It development of a preschool child. The importance of is characterized by such features as vivid emotions, timely development of communication skills becomes enthusiasm, independence, energy and creativity. especially obvious at the stage of a child's transition to Role-playing game is a form of activity in which the child school education: the lack of basic skills complicates his reflects reality, perceiving and recreating elements of interaction with peers and adults, increases anxiety the surrounding world. For older preschool children, the and negatively affects the learning process as a whole. main sources of these games are events occurring in the The development of these skills is a key element that lives of