Diagnosis of communication skills of preschoolers. Methods for diagnosing the level of development of communication skills in children of senior preschool age with ONR Forms of communication and their main parameters

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The concept and structure of communicative competence

The result of communicative development, that is, the development of communication, is the communicative competence in communicating children with adults and peers. It should be taken into account that the formation of communicative competence at primary school age goes in the process of formation and formation of the child's educational activity and is mediated by it.

The problem of formation of communicative competence in the space of interaction with peers was considered by us within the framework of the system-activity approach and the theory of communication and interpersonal relations (M.I. Lisina, E.O. Smirnova).

The purpose of communication, according to M.I. Lisin, is the knowledge of oneself and the knowledge of other people.

Communicative competence- the ability to communicate effectively, a system of internal resources necessary to achieve effective communication in a certain range of situations (V.N. Kunitsyna).

Competence in modern psychology, it is understood as a combination of knowledge, experience and human abilities (G.A. Zuckerman).

That is communicative competence, in contrast to communicative skills (those qualities that can be taught by exercising in the use of the means and methods of achieving goals existing in culture), it implies the presence of qualities that allow a person to independently create means and ways to achieve his own goals of communication.

It is important to note that there are a number of prerequisites for the formation of communicative competence in communicating with peers.

Communicative competence is based on prerequisites, the main of which are age-related developmental features (psychic development features and communication features with adults and peers) and the individual characteristics of the child himself (the child's individuality and the child's individual experience).

The most important and studied prerequisites for the formation of the communicative competence of children of primary school age in communicating with peers are the following developmental features:

Education of all structural components of educational activity.

Positive and productive nature of communication with the teacher.

Education of arbitrariness of behavior and arbitrariness of cognitive processes.

Development of decentration, role-taking skills (J. Piaget), reflection.

It is important to note that communicative competence is formed exclusively in the process of real interaction, joint activities with peers.

From the point of view of foreign (R. Selman, J. Piaget) and domestic (E.O. Smirnova) researchers, communicative competence in the process of real communication is manifested in the ability to navigate and take into account the characteristics of another (desires, emotions, behavior, characteristics of activity, etc.). ), focus on another, sensitivity to a peer.

At the same time, as the results of our study showed, a child can take into account the interests and characteristics of a peer and use them “for his own benefit” (selfish orientation, competitiveness), or he can use this ability for the “other’s benefit” (humanistic orientation, prosocial forms of behavior, selfless help).

But in both cases, the child may have a high level of communicative competence.

The ability to navigate and take into account the characteristics of another in the process of communication is formed in the activity.

The basis of communicative competence, from our point of view, is the formation of an adequate image of a peer, which includes cognitive, emotional and behavioral aspects.

It is conditionally possible to distinguish three components of the image of a peer.

The cognitive aspect of the peer image includes:

1. Knowledge of the norms and rules of communication and interaction with peers.

2. A differentiated image of a peer (knowledge of external characteristics, desires, needs, behavioral motives, characteristics of the activity and behavior of another).

3. Knowing and understanding the emotions of another person.

4. Knowledge of ways of a constructive way out of a conflict situation.

The emotional aspect of peer image includes:

1. Positive attitude towards peers.

2. The formation of a personal type of attitude towards a peer (that is, the predominance of a sense of "community", "complicity" (the concept of E.O. Smirnova) over a separate, competitive attitude towards a peer).

The behavioral aspect of peer image includes:

1. The ability to regulate the process of communication and interaction with the help of rules and norms of behavior.

2. Ability to express and achieve own communication goals taking into account the interests of their peers.

3. Ability constructive cooperation.

4. Ability to pro-social actions while interacting with peers.

5. Ability to resolve conflict situations in constructive ways.

The selected components of communicative competence are inextricably linked and in the real process of communication it is difficult to separate them.

The cognitive, emotional, behavioral component of an adequate peer image form the central quality that determines communicative competence - sensitivity to peer influences..

Peer sensitivity- the ability to navigate and take into account the characteristics of another (desires, emotions, behavior, characteristics of activity, etc.), show attention to a peer, readiness to respond to his suggestions, the ability to hear and understand another.

Situations of manifestation of communicative competence:

All these situations of manifestation of communicative competence are associated with sensitivity to a peer, the ability to focus on another, the formation of a cognitive, emotional and behavioral component of a peer's image.

These situations of manifestation of communicative competence can serve both as diagnostic criteria and directions for the development of communicative competence.

The degree of communicative competence in communicating with peers most often determined by diagnosing the degree of popularity in a peer group. The tool for its measurement is sociometry.

It is important to note that communicative competence is acquired exclusively in the process of real interaction, joint activities with peers.

Popularity is influenced by the style of parenting, temperament, cognitive skills, attractive appearance, and behavioral characteristics. Numerous studies of popularity believe that the most important quality of behavior that affects popularity is the ability to cooperate with others, empathize with them (E.O. Smirnova).

Studies of the phenomenon of popularity in a group of younger students have shown the following features of personality development and communication of younger students:

For children with a favorable, high sociometric status, such features of the construction of real communication as:

- positive emotional attitude;

- the predominance of a playful and cognitive reason for contacting a peer;

- high initiative;

- the ability to cooperate;

- the presence of prosocial forms of behavior (disinterested help to a peer).

At the same time, it should be noted that children with an unfavorable, low sociometric status may have these characteristics, but to a lesser extent.

Children with favorable and unfavorable sociometric status differ in their identity structure. For popular children, social roles, skills and abilities are more pronounced in the structure of self-description of identity. Whereas in children with an unfavorable sociometric status, such categories as reflectivity, self-description of skills and abilities predominate.

Children with a favorable sociometric status have a higher, differentiated self-esteem. They are distinguished by a more favorable perception of themselves through the eyes of their peers, which indicates satisfaction with relationships with peers. Unpopular children are characterized by an unfavorable vision of themselves through the eyes of their peers, which indicates the ability to adequately perceive the assessment and attitude of peers, which, of course, affects the level of self-esteem.

Thus, a high sociometric status is a systemic quality determined by a whole range of factors.

Section II
Diagnostics of the communicative competence of children of primary school age

Indicators of diagnostics of communicative competence of junior schoolchildren

To determine the features of communicative competence, methods have been selected that are aimed at diagnosing all components of communicative competence: features of the cognitive, emotional and behavioral aspects of the image of a peer and sensitivity to a peer.

Indicators of communicative development and communicative competence of junior schoolchildren

Description of diagnostic methods of communicative competence of younger students

Method of verbal choice "Birthday"

Diagnostic focus: determination of sociometric status in a peer group.

Examination procedure.

Instruction:“Imagine that your birthday is coming soon and your mother says to you: invite three guys from your class to the holiday! Who will you invite?"

The experimenter records separately in the sociometric table the choices of each child.

Thus, all the data in the table is filled in, after which the choices received by each child are counted (in vertical columns), and recorded in the corresponding column of the matrix. Next, you should move on to identifying mutual choices. If among those who chose a particular child, there are children chosen by him, then this means the reciprocity of the choice. These mutual elections are circled, then counted and recorded.

Processing and interpretation of results

1. Determining the sociometric status of each child.

To determine the status of the child, we used the processing of the results of a sociometric study proposed by Ya.L. Kolominsky. The status of a child is determined by counting the choices he has received. In accordance with the result, children can be assigned to one of four status categories: 1 - "stars" (5 or more choices); 2 - "preferred" (3-4 choices); 3 - "accepted" (1-2 choices); 4 - "not accepted" (0 elections). The 1st and 2nd status categories are favorable, the 3rd and 4th are unfavorable.

2. The coefficient of satisfaction of each child with their relationship.

Two - three mutual choices - a high level of satisfaction.

One mutual choice is an average level of satisfaction. The absence of mutual elections is a low level.

Method "My friend"

the study of ideas about a peer (his social and personal qualities), the degree of differentiation and emotional attitude towards a peer.

Instruction:"Draw your friend as you imagine him." After that, a sheet of white paper and colored pencils were offered.

After finishing the drawing, the child is asked questions: “Who is he? What is he? What do you like about him? Why is he your friend?

The answers are recorded. Peculiarities of ideas about a peer in senior preschool age are studied by analyzing drawings and talking with children on the topic "My friend".

Analyzed:

1. The figurative component of the image of a friend.

2. The verbal component of the image of a friend.

The evaluation criteria are:

1. Emotional attitude towards a peer.

2. The degree of differentiation of the image of a peer.

The picture (the figurative component of the friend's image) is analyzed according to the following parameters:

drawing,

having yourself around

relation through image,

gender friend.

Verbal responses to the question "Who is he?". "What is he?" (the verbal component of the image of a friend) are analyzed according to the following parameters:

The presence in the description of a peer features of appearance.

The presence in the description of a peer of personal qualities.

The presence in the description of a peer of skills and abilities.

The presence in the description of a peer relationship to yourself.

Results processing

High level of peer image formation: Positive emotional attitude, highly structured image of a friend (at least 5–6 meaningful characteristics of a peer, using different categories (appearance, skills, personal characteristics).

The average level of peer image formation: An ambivalent emotional attitude towards peers, an average level of structuredness in the image of a peer (at least 3-4 characteristics of a friend).

Low level of peer image formation:

An ambivalent or negative attitude towards a peer, a weak structured image (1-2 characteristics, "good friend", "like", etc.).

Experimental situation "Coloring"

Diagnostic focus:

1. Determining the nature of the interpersonal relationship of children to their peers.

2. The nature of the manifestation of prosocial forms of behavior. Stimulus material: two sheets with a contour image; two sets of markers:

a) two shades of red, two shades of blue, two shades of brown;

b) two shades of yellow, two shades of green, black and grey.

The technique is carried out on two children.

Instruction:“Guys, now we will have a competition, we will draw with you. What colors do you know? You need to color the drawing using as many colors as possible. The winner is the one who uses the most different pencils, whose drawing will be the most colorful. The same pencil can only be used once. You can share. There is a prize for the winner."

After that, the children sat with their backs to each other, in front of each lay a drawing and a set of pencils. In the process of work, the adult drew the child's attention to the neighbor's drawing, praised him, asked the opinion of another, while noting and evaluating all the statements of the children.

The nature of the relationship is determined through the analysis of three parameters:

The child's interest in a peer and his work.

Attitude to the assessment of another peer by adults.

Analysis of the manifestation of prosocial behavior.

The first parameter is the degree of emotional involvement of the child in the actions of a peer.

This indicator was evaluated as follows:

1 point - complete lack of interest in the actions of another child (not a single glance in the direction of the other);

2 points - weak interest (cursive glances in the direction of a peer);

3 points - expressed interest (periodic, close observation of the actions of a friend, individual questions or comments on the actions of another);

4 points - pronounced interest (close observation and active intervention in the actions of a peer).

The second parameter is the emotional reaction to the assessment of the work of a peer by an adult.

This indicator determines the child's reaction to the praise or censure of another, which is one of the manifestations of the child's attitude to a peer, either as an object of comparison, or as a subject, an integral personality.

Reactions to the assessment may be as follows:

1) an indifferent attitude, when the child does not respond to peer assessment;

2) inadequate, negative assessment, when the child rejoices at the negative one and is upset (objects, protests) at the positive assessment of the peer;

3) an adequate reaction, where the child rejoices in success and empathizes with the defeat, censure of a peer.

The third parameter is the degree of manifestation of prosocial behavior. The following types of behavior are noted:

1) the child does not yield (refuses the request of a peer);

2) yields only in the case of an equal exchange or with hesitation, when a peer has to wait and repeatedly repeat his request;

3) yields immediately, without hesitation, may offer to share his pencils.

Analysis of results:

The combination of three parameters allows you to determine the type of relationship a child has with a peer:

Competitive relationship type - a pronounced interest in the actions of a peer, an inadequate reaction to a peer's assessment, there is a lack of prosocial behavior, an ambivalent attitude towards a peer.

Personal type of relationship- there was a pronounced interest in the actions of a peer, an adequate reaction to a peer's assessment, prosocial behavior, a positive emotional attitude towards a peer.

Problem situation "Pea"

Diagnostic focus:

1) determining the degree of sensitivity of the child to peer influences;

2) determining the level of formation of actions to coordinate efforts and the implementation of joint activities aimed at achieving a common goal.

Research progress: two children are involved in the experimental situation. It is necessary to prepare a piece of paper (you can use a board) with a contour image of a pea pod (you can crown a tree), a pencil and a mask that closes your eyes.

It is explained to the children that they must complete one task for two, the result will depend on the joint efforts. Children should draw peas in a pod. The main rule: you can not go beyond the boundaries of the pea (show a sample). The difficulty lies in the fact that one will draw with his eyes closed, and the other should help with his advice (right, left, up, down) to draw peas correctly. First you need to make sure that the child is oriented in the directions on the sheet. Then the children change places, they are given a new sheet and the game is repeated.

Progress: all replicas and the result are recorded in the protocol.

Criteria for evaluation:

1) the ability to coordinate actions and achieve the goal through joint efforts;

2) sensitivity to a peer (the ability to hear and understand a peer, the ability to explain, taking into account the emotional state of a peer and taking into account the characteristics of a peer in one's behavior, assessing a peer's actions).

Levels of ability for concerted action were identified:

Low level- the child does not coordinate his actions with the actions of his peers, does not achieve a common goal.

For example: 1) a child who has to tell another what to do, ignoring the fact that he was not understood, continues to give instructions until the child refuses to complete the task;

2) the child, not paying attention to the instructions of a peer, tries to peep and independently perform the necessary action.

Average level - the child is partially guided in the performance of the task by a peer, acts inconsistently and achieves the result partially.

High level- the child is able to jointly complete the task and achieve the goal.

Sensitivity to a partner was determined through an analysis of the degree of attention and emotional reactions of the child to peer influences - whether the child is guided by a peer when performing a task (hears, understands, reacts emotionally, evaluates or shows displeasure).

Low level- the child is not focused on the partner, does not pay attention to his actions, does not react emotionally, as if he does not see the partner, despite the common goal.

Average level - the child is focused on the partner, closely follows his instructions or work, does not express assessments or opinions about the work.

High level - the child is partner-oriented, worries about his actions, gives assessments (both positive and negative), recommendations to improve the result, knows how to explain taking into account the actions of a peer, expresses wishes and openly expresses his attitude to joint activities.

Features of interpersonal relations (OMO) for children

(Modification and analysis criteria: G.R. Khuzeeva)

Direction of the methodology:

The methodology is aimed at determining the characteristics of the child's interpersonal communication with adults and peers, attitudes towards leadership, the subjective feeling of the child's inclusion in a peer group, emotional attitude towards peers and adults, ways of behavior in a situation of rejection. The technique is intended for children 5-10 years old.

The methodology was developed on the basis of the OMO methodology (Features of Interpersonal Relations), proposed by Schutz in 1958 and intended for the study of adults. Schutz suggests that the basis of interpersonal relationships are interpersonal needs: inclusion, control and affect.

1. The need for inclusion aims to create and maintain satisfactory relationships with other people, on the basis of which interaction and cooperation arise. At the emotional level, the need for inclusion is defined as the need to create and maintain a sense of mutual interest. This feeling includes:

the subject's interest in other people;

other people's interest in the subject.

The need to be included is interpreted as a desire to please, attract attention, interest.

2. The need for control defined as the need to create and maintain satisfying relationships with people based on control and power.

On an emotional level, this is the desire to create and maintain a sense of mutual respect, based on responsibility and competence. This feeling includes:

sufficient respect for others;

getting enough respect from other people.

The behavior caused by the need for control, according to Schutz, refers to the decision-making process, and also affects the areas of power, influence and authority. The need for control ranges on a continuum from the desire for power, authority and control over others to the need to be controlled, that is, to be relieved of responsibility.

3. Interpersonal need for affect defined as the need to create and maintain satisfying relationships with other people based on love and emotional relationships. At the emotional level, this need is defined as the desire to create and maintain a sense of mutual warm emotional relationship. If there is no such need, then the individual, as a rule, avoids close communication.

Thus, inclusion can be characterized by the words inclusion "inside-outside", control - "top-bottom", and affection - "near-far".

For the normal functioning of the individual, according to Schutz, it is necessary that there is a balance between the three areas of interpersonal needs and with the surrounding people.

On the basis of this methodology, taking into account the peculiarities of children's communication, we have developed a methodology for unfinished sentences for children.

Examination procedure.

Instruction:“Let's play, I will start reading the sentence, and you will finish it. Try to answer quickly."

1. When guys get together, I usually…

2. When the guys tell me what I should do...

3. When adults discuss my behavior...

4. I think having a lot of friends...

5. When I am offered to participate in different games ...

6. Relations with the guys in the group ...

7. When I am offered to come up with and conduct a game, I ...

8. Be friends with many guys ...

9. Be the leader of the group ...

10. Guys who are not invited to joint games ...

11. When I come to school guys...

12. Usually the guys and I ...

13. When other guys do something together, I...

14. When I am not accepted into the game ...

15. When adults tell me what to do ... (you can ask separately about parents and caregiver).

16. When the guys do not succeed ...

17. When I want to do something guys...

Evaluation and analysis of results

Let us dwell on the description of each of the criteria.

This criterion is aimed at determining the leading

communication motive. Both age and individual characteristics of communication motivation are revealed. The motive of communication can be business, game, cognitive, personal.

For example: “When the guys get together, we usually build”, “Usually the guys and I walk”, “we like to play”, “talk”, “draw”, etc.

2. Features of relationships with peers.

This criterion is aimed at determining the characteristics of the child's emotional relationship with peers, his emotional well-being in the classroom. Relationships may be positive or negative, may or may not satisfy the child. With a positive attitude, the child believes that in his class there are good relations with children, that in case of failures he is ready to help his peers, and they are ready to help him, support him. Accordingly, if a child says that relations in the class are not very good, the child is either not ready himself, or other children do not support him and are not happy about his arrival.

Features of emotional attitude towards peers are evaluated as follows: manifestations of a negative attitude - 1 point, with a positive attitude - 2 points.

Here are some examples:

Relations with the guys in the class: “good”, “I have good relations with everyone”, “differently”, “whenever”, “there are good, there are bad”, “not very”, “I’m offended, no one is with me is friendly."

When I come to school: “say hello”, “play with me”, “rejoice”, “we sit down and the lesson starts”, “do nothing special” (low sociometric status), “come too” (low sociometric status) , "I am sometimes met, and sometimes not at all."

When the guys don’t succeed in something: “I help them”, “they call me”, “I help them, depending on who doesn’t succeed”, “and I don’t succeed”, “I call adults”, “I play”, “we shouldn’t whine, we have to try”, “please don’t touch me”.

When I want to do something: “others help me”, “they do it with me”, “they allow me”, “they don’t agree”, “they also want to do it, only their own”, “they don’t allow me, it’s bad, Maxim always commands."

Guys who are not invited to joint games: “I invite them”, “I will make sure that they are invited”, “I am not friends with them”, “they are bad”, “they should not be invited”.

3. The breadth of the circle of communication.

The child may seek to communicate with a wide range of peers (“having a lot of friends is very good”), and may avoid communication with a large number of children and be more selective in communication (“I don’t like to be friends with many guys, it’s not very good”).

Answers according to this criterion are evaluated as follows: a narrow circle of communication is estimated at 1 point, a wide circle of communication is 2 points.

Here are some examples:

I think that having a lot of friends: “good”, “bad”, “then I’ll make friends”, “it’s possible”, “it means a kind person”, “I myself know how many friends to have, many, but not very much.”

To be friends with many guys: “it’s necessary”, “it’s good and fun”, “not very”.

4. Attitude to leadership, to dominance in a peer group.

The child may avoid making decisions and taking responsibility; may try to take responsibility, coupled with a leading role; can positively or negatively relate to leadership.

Answers are evaluated as follows: negative attitude to leadership - 1 point, positive attitude to leadership - 2 points.

Here are some examples:

When I am offered to come up with and conduct a game: “I organize”, “I organize a game of hide-and-seek, daughters-mothers”, “I don’t want”, “they don’t offer me”.

To be the leader in the group: “I am the leader”, “this is very good”, “this is very bad”, “the educator is the main one”, “bad”.

5. Autonomy or submission to a peer.

The child in relationships with peers demonstrates different types of interaction. One can single out the desire for subordination and the desire for independence and autonomy.

Children's responses to this indicator were assessed as follows. Submission reaction - as 1 point, autonomy - 2 points.

Here are some examples:

When the guys tell me what I should do:

autonomy:“I don’t”, “I do, but not stupid”, “I do if my girlfriend asks, but if I jump out of the window, I won’t do it”, “Sometimes I don’t”, “I tell them: don’t control me".

subordination:“I do”, “I obey”, “I must do”, etc.

6. Behavior in case of rejection or acceptance of a child in a peer group.

The child may be included in the group, may be in isolation. Every child faces a situation of rejection. All children react differently. It is possible to single out constructive ways of responding (negotiate, ask, organize your game) and unproductive ways to get out of a problem situation (take offense, cry, leave, complain).

Behavior in case of rejection by peers is assessed as follows: non-constructive methods are evaluated as 1 point, constructive - 2 points.

Here are some examples:

When I am not accepted into the game: “I am offended”, “I come up with a new one”, “I will tell the teacher everything”, “I play with myself”, “I am angry”, “I go and mind my own business”.

When the guys do something together: “I’m not offended”, “I help them”, “I play something else”, “I ask with them”, “I ask what they are doing, and if they allow, then I join them "," I'm offended.

Guys who are not invited to joint games: “offended”, “angry”.

The answers to the proposed questions reveal the subjective feeling that the child is included in the peer group. Here are some examples:

Guys who are not invited to joint games: “I invite them”, “I make sure that they are invited”, “I play with them”, “they are bad”, “I go about my business” (this child has a low sociometric status in the group), "I'm not friends with them."

When the guys do something together: “I join them”, “I leave”, “I don’t fit in”, “I don’t take offense”, “I don’t climb into them”, “I will ask and join them”.

When they don’t accept me in the game: “they always accept me”, “they don’t accept me, I don’t know games”.

7. The degree of activity in communication.

An active position is expressed in the fact that the child offers some kind of activity and communication, shows a willingness to take responsibility. The passive position is expressed in the lack of initiative and readiness to take responsibility. An active position in communication is assessed in 2 points, passive position - 1 point.

Here are some examples:

When the guys get together, I usually:

expression of a passive position - "me too", "I am with them",

“I stand with them”, “I sit and watch”, “I don’t know”;

an expression of an active position - “I propose to play with me”, “I enter their company”.

When other guys do something together: “I ask with them”, “I also play with them”, “I want with them”, “I don’t climb”, “I’m leaving”, “I don’t get confused”.

When they don’t accept me in the game: “I’m leaving”, “I’m leaving to be sad”, “I’m offended”, “I come up with a new one”, “I still play with them”, “I play with others”.

8. Features of communication with adults.

Also, this technique allows you to identify the features of communication with adults. The child's tendency to submit, resist, or cooperate with adults.

Answers to questions are evaluated as follows: resistance - 1 point, submission - 2 points, cooperation -3 points.

Purpose: during the examination contact, activity, general sounding of speech, general awareness of the child are revealed.
Source : Konenkova I.D. Examination of the speech of preschool children with mental retardation. - M.: Publishing house GNOM i D, 2005. - 80 p.
Age: preschoolers.

1. Preliminary conversation to establish a trusting relationship with the child, to identify contact, activity:

What is your name?
Who are you friends with in the group? Why?
- What game do you like to play in kindergarten?
- What do you like to talk about with the guys in the group?
- What about the teacher?
- What cartoons do you like to watch?
- Who reads books to you?
- What is your favorite book?

2. Game situation(detection of interest in communication, the ability to enter into a dialogue, correctly express one's thoughts, activity):

“Imagine that I came to your group. How will you meet me? What are you going to say to me? First you will say hello, find out my name, show me the toys. You will say: “Hello, please come in…” (speech sample offered).
- “Now a bunny will come to visit you. I will be a bunny. Think about what you will say, what you will ask the bunny. Get ready. (The speech therapist takes a toy or a picture of a bunny. There is a knock, the “bunny” asks: “Can I visit you? ...)”

3. Dialogue by picture to identify interest in communication, the ability to ask questions (reception recommended by V.I. Yashina, 1998).

Instruction: “I have a wonderful picture. Here she is. Do you want me to tell you what happened here? Only you should ask me questions, ask me about what is drawn here. You can ask any questions about the picture. You can ask a lot of questions, I will try to answer them.

Grade:

5 points- the child easily comes into contact, is active in communication, understands speech in full, knows how to listen, answers to questions are detailed, he freely uses the lexical means of the language, does not find it difficult to select words, expresses thoughts clearly, consistently, knows how to ask questions during a dialogue , shows interest in tasks;

4 points- the child is quite communicative, but they participate in communication on the initiative of others, understands speech in full, knows how to listen, knows how to answer questions, although sometimes the answers may not be sufficiently detailed, experiences some difficulties in formulating questions;

3 points- the child is sociable, not always, does not always understand speech in full, there may be no distance when communicating with adults, he often interrupts the interlocutor, can slip into side topics, repeat the same phrases, does not know how to correctly express his thoughts, experiences difficulties when formulating questions, most often limited to the question “What is this?”, motivation is required;

2 points- the child establishes contact with difficulty, significant activation, motivation is required, since the child is inactive and not talkative, does not understand speech in full, answers questions in monosyllables or ignores questions altogether. There may be selectivity of communication, it is difficult to formulate a question. Shackled during the experiment;

1 point- does not come into contact, shows selective negativism.

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To fix and analyze the skills and abilities formed in children, a complex of psychological and pedagogical methods was used, which included:

methodology for determining the self-esteem of children "LESENKA";

methodology for determining the communicative readiness of children "analysis of the process and product of activity."

The choice of these methods is due to the following reasons:

indicative,

Ease of execution

The presence of a game motive (the examination is short in time, as a result, steady attention and interest are maintained throughout the test),

The accessibility of the organization allows you to see each child in the work (subgroup and individual).

According to the definition given in the psychological dictionary, self-esteem is interpreted as "a person's assessment of himself, his capabilities, qualities and place among other people." And further: "The relationship of a person with others, his criticality, exactingness towards himself, his attitude to successes and failures depend on self-esteem." Low self-esteem is a psychological complex of a loser. The first phrase about any mistake or failure in people with low self-esteem is "Well, what could I do?" From the outside, such people usually give out unreasonable fussiness, the desire to hide behind the backs of others, self-doubt and confusion, and even panic in case of any surprises.

We add that there is nothing good in overestimated self-esteem. Therefore, the psychotherapeutic task is to bring self-esteem to a normal level corresponding to the real capabilities of the individual (the ideal option is the upper bar of these capabilities), that is, in some cases to increase, in others - to lower.

The simplest ways to find out the level of self-esteem of a child are quite accessible. In order to determine how freely a child communicates with people around him, you can use the "LADDER" test, which helps to identify the level of self-esteem in a child. This is important, because the higher the self-esteem of children, the more at ease and liberated children communicate with each other and with adults. After all, the position of children in the game is not the same - some act as leaders, others as followers. In this regard, the preferences of children and their popularity in the group largely depend on their ability to invent and organize a joint game. And only self-confident children are capable of this. If the success of the child is recognized by others, then the attitude towards him from his peers improves, which increases the activity of children in communication, non-recognition, on the contrary, lowers it: children become passive, stop communicating. This test is used from 3 years.

Questionnaires are a ladder, which is drawn on a piece of paper and consists of ten steps. This material was handed out to children in one of the classes. The children completed the task with interest.

The purpose of the study: to find out the level of communication of children by determining self-esteem.

Hypothesis: It is assumed that due to the fact that the work of the kindergarten is organized at a sufficient level, children have good communication skills and sufficient self-esteem.

Instructions for the test "LESENKA":

Draw a ladder of 10 steps on a blank sheet of paper (for older teens, this might just be a vertical scale from 0 to 10).

The child is given the following instructions:

Imagine that on the top step of this ladder are the best children in the world - the smartest, most beautiful, etc., they succeed in everything, their parents love them, teachers will not praise them. And on the lowest rung, those who skip school, study poorly, cannot succeed in anything, do not listen to their parents. All other children are located on other steps between these extremes. Some are higher, others are lower. It is important that the child correctly understands the location on the steps, so you can ask him about it again. Then ask, on what step would he himself stand? Let him draw himself on this step or put a doll. So you have completed the task, it remains to draw conclusions. If a child puts himself on the first, 2nd, 3rd steps from the bottom, then he has low self-esteem. Anisimovich O. Self-esteem of the child (Conversations with a psychologist) / / The sun. - 2003.-6 November.

If on the 4th, 5th, 6th, 7th, then the average (adequate).

And if it is on the 8th, 9th, 10th, then self-esteem is too high.

But for preschool children, self-esteem is considered too high if the kid constantly puts himself on the 10th step.

The study involved - 23 children (100%)

After the "LESENKA" test, it was revealed:

14 (61%) people showed an overestimated level of self-esteem, these children actively communicate with other children, but sometimes they enter into conflict situations with some of their peers, for example, because of toys.

low level of self-esteem - 3 (13%) children, they are more often passive, play alone, do not willingly make contact with other children, however, educators try to take measures so that these children join the team.

the average level of self-esteem is 6 (26%) people, these children actively participate in communicating with others, they try not to conflict, they behave moderately calmly, but not passively (see APPENDIX).

This implies the conclusion that since most children have a good level of self-esteem, they are accordingly free in communication, which can be seen from observing the guys in the process of work.

You can also assess the level of communication using the method of "psychological analysis of the process and product of activity", which allows you to follow the course, the sequence of performing a particular activity (playing, educational, labor), to reveal the psychological patterns of certain stages of the activity process. Kuzin V.S. Psychology. Textbook.-4th ed., revised. And extra. - M.: AGAR, 1999.

An example of such a study can be the study of the process and product of the image in drawing, which was developed by the psychologist E.I. Ignatiev.

An analysis of the products of human activity makes it possible to trace the features of many processes and properties characteristic of the psyche of a particular individual. So analysis, comparison of drawings of preschool children makes it possible to identify the characteristics of the relationship between children, determine the level of mastery of graphic skills, the level of development of creative imagination, the development of communication skills, and much more.

This method involves the analysis of any process and product of activity. In this case, we use children's drawings, which are a creative product and show the projection of the child's personality and his symbolic relationship to the world around him.

Methodology: At one of the lessons, the children were asked to make drawings on a free topic. Children willingly completed the tasks. (See APPENDIX). A total of 20 people took part in the study.

Evaluation of the methodology: For those children whose communication skills were activated, the drawings were characterized by the presence of a large number of characters and a generally good mood. Most of the children showed such results, their drawings were interesting, colorful, and meaningful. For children whose communication skills were not activated, the characters of the drawings were few and sometimes aggressive, the color scheme was scarce, most often such drawings did not carry a semantic load, there are five such children. Consequently, many children from the group, namely 15 people, are sociable, easily perceive the world around them.

The development of communication skills is an integral part of education. Learning to express one's thoughts, listening carefully and understanding others - all this plays an important role in the development of mutual understanding, a spirit of cooperation, the ability to appreciate the diversity of the human environment. Value context also plays an important role in developing communication skills. An atmosphere of tolerance requires a genuine exchange of opinions that promotes the ability to listen, correctly interpret, and clearly express one's ideas and opinions.

In this process, it is important to have two interrelated skills: the ability to speak and listen with understanding. Only in the presence of these two elements can it be argued that the conversation has a genuine character.

Teaching children to listen to each other, thereby reducing the volume of monologues, minimizing anyone's leading role in the discussion - all this in itself is a step towards achieving mutual understanding and successful communication.

In the course of improving the playing skills of preschool children, it should first of all be taken into account that not only teachers, but also parents take part in this process, therefore it is advisable to take certain actions on each side. So, parents could improve the ways of communicating with a preschooler in the direction of a personality-oriented interaction with him. Activating personal contacts with the child, pay special attention to the play activities of children, since it is the game that is considered the main form of organizing the life of children.

In turn, teachers, educators, in order to improve the quality of preschool education, must constantly observe the principle of complexity in the upbringing and education of preschool children; strike a balance between unregulated activities and the child's free time. Pay more attention to the social and emotional development of the child, the formation of his motivational and needs sphere, timely conduct corrective work with children who have deviations in intellectual, personal and physical development; thoughtfully combine frontal, subgroup and individual forms of work with children, take into account the interests, abilities and inclinations of each preschool child. Create studios, circles, sections, taking into account the level of development of children. Be sure to cooperate with parents in the education and upbringing of preschoolers.

1

Modern research makes it possible to prove a direct correlation in the development of a child's play, communication and speech activities. Moreover, these studies are relevant in relation to children with impaired speech development. It has been suggested that the formation of the communicative competence of older preschool children with OHP (level III) will successfully influence their socialization if there is: updated information about verbal and non-verbal manifestations in the structure of the disorder; developed and implemented a pedagogical model for the formation of communicative competence of children with OHP; implemented pedagogical conditions that optimize the pedagogical model of the formation of communicative competence. The established relationships in the violation of different aspects of the activities of preschoolers with general underdevelopment of speech made it possible to develop and implement a pedagogical model for the formation of their communicative competence and increase the level of socialization by means of the game.

criteria for the relationship of speech and communication disorders

socialization

sociometry

play activity

speech and communication disorders

preschool children

1. Dziuba O.V. Development of communicative competence of preschoolers with OHP. Abstract of the dissertation Ph.D. - M., 2009.

2. Solovieva L.G. Peculiarities of communicative activity of children with general underdevelopment of speech // Defectology. - 1996. - No. 1. - S. 62-66.

3. Filicheva T.B. Tumanova T.V. We develop the speech of a preschooler. Calendar-thematic planning and notes of classes. - M .: UPK "Fedorovets", 2014.

4. Chirkina G.V. Principles of analysis and assessment of the formation of communicative and speech skills of children with speech disorders / communicative and speech activity of children with developmental disabilities: diagnosis and correction: monograph. - Arkhangelsk, 2009.

5. Shchetinina A.M. Diagnostics of the social development of the child: a teaching aid. - Veliky Novgorod: NovGU im. Yaroslav the Wise, 2000.

Modern research in the field of theory and practice of correctional pedagogy demonstrates a significantly increased scientific interest in the problem of interdisciplinary consideration of the internal picture of a defect in children with general underdevelopment of speech (T.B. Filicheva, G.V. Chirkina, R.I. Lalaeva, N.V. Serebryakova, T.V. Tumanova, T.N. Volkovskaya, T.I. Dubrovina and others). In this regard, one of the urgent tasks of the study can be called the search for ways and conditions for the formation of optimal communication of preschoolers with general underdevelopment of speech in the process of playing activity. The importance of this issue is due, on the one hand, to the growing number of such children, and on the other hand, to the actively ongoing processes of their integration into the general educational environment.

The need of a child with OHP to master new social roles, new actions, the need to develop their own social skills is combined at preschool age with his inability to fully master communication as an activity. The consequence of this can be multiple secondary and tertiary disorders, in particular, restrictions in socially significant contacts, isolation of children, excessive conflict, inability to express and realize their needs, unwillingness to study at school, and then - poor academic performance and much more.

In connection with the above, the goal was set - to study, generalize and implement the conditions that increase the effectiveness of the formation of communication between preschoolers with OHP (level 3) in the process of playing activity.

Research in the field of special pedagogy demonstrates variant approaches to the problem under study. So, G.V. Chirkina gives the following data on the main indicators of the formation of communicative skills in children:

• The child shows a conscious interest in communication
• The child is active, independent, communicates to the full extent of his speech capabilities and actively uses them to solve communication problems.
• The child is able to help a communication partner and listen to advice
• The child is critical of the results of communication, correctly assesses the contribution of each participant

Each of the listed indicators conditionally corresponds to different levels of skill formation:

• High - qualities are manifested stably;
• Medium - qualities are manifested as a result of a reminder, request, demand;
• Low - qualities appear very rarely or are absent.

A comparative analysis of the communicative competence of children with intact and impaired development allowed O.V. Dziuba highlight the following features of older preschool children with general underdevelopment of speech:

• reduced need for communication
• unformed ways of communication (dialogical and monologue speech),
• lack of interest in contacts,
• inability to navigate in a situation of communication,
• negativism.

At the same time, L.G. Solovieva identified two types of violations of communicative communication with adults in children with speech disorders. Violation of communicative competence of the first type is different:

• the inactivity of children during the dialogue, the low number of initiative statements and the inability to give a reactive cue that can stimulate the interlocutor to continue the conversation (preference for non-verbal and monosyllabic answers);
• the one-sided nature of the dialogue, which is supported only by the participation of an adult in it;
• invariability of positions in communication (adult - speaking, child - listening);
• peculiarities of children's behavior in a situation of communication: timidity, uncertainty, stiffness.

The second model of communication deficiency has polar symptoms and is characterized by:

• pronounced activity of children during the conversation due to the appearance of a large number of initiative statements and a detailed nature of reactions;
• a decrease in attention to the words of the interlocutor, which led to the inadequacy of the reaction and initiations;
• violation of the structure of the dialogue, determined by the lack of speech restraint, premature speech reactions, a tendency to interrupt the interlocutor;
• the possibility of changing positions "speaking - listening" due to the appearance of one's own initiations;
• peculiarities of children's behavior in a situation of communication: impulsiveness, some verbosity, fussiness.

At the same time, according to L.G. Solovieva, the severity of a speech defect is an important, but not the only factor that determines the formation of children's communicative behavior according to the first or second type.

Analyzing all of the above, we can talk about the variable manifestations of a violation of communicative competence with a general underdevelopment of speech. Such a complex picture of a defect in OHP leads to dysontogenesis of the communication process, which, of course, negatively affects the establishment and maintenance of contacts with peers and adults. Following the logic of scientific analysis, it can be assumed with a high degree of probability that the problem outlined above will have serious negative consequences along the entire path of raising children with OHP both at preschool and school age.

The theoretical analysis of the collected materials determined the content and organization of the experimental study of the state of communicative, speech-language and gaming skills of preschool children with general underdevelopment of speech. It is based on well-known methods of differential diagnosis of children with ONR (T.B. Filicheva, G.V. Chirkina, T.V. Tumanova), sociometric methods, the projective diagnostic method "Playroom" (A.M. Shchetinina), and also monitoring children during their stay in a preschool educational institution.

Based on the results of the diagnostic program, a sociometric map of the team was compiled with the selection of the most popular and unacceptable children in the group, the activities of children were evaluated according to the following criteria: motivation for communication, initiative and need for communication, development of gaming skills, ways to resolve a conflict situation, use of verbal and non-verbal means communications.

For a qualitative assessment of the relationship between the selected parameters, a correlation analysis of the obtained data was carried out using a linear correlation coefficient. The results of the analysis are presented in Table 1.

Table 1. Indices of correlation of criteria for evaluating communication, speech and play activity.

		initiative	conflict,	game skills		need for communication	leadership
non-verbal means of communication
initiative
conflict,
game skills
need for communication
social position

In the process of analysis, our task was to determine the significant factors influencing the change in social position in the peer group. According to the results of the analysis, the greatest relationship between the criterion "Social position" can be traced with the criterion "Development of gaming skills". The correlation coefficient of the criteria "Social position" and "Need for communication" is slightly lower. A high negative correlation of the criteria "Social position" and "Conflict" was also noted. In turn, the criterion "Playing skills" most closely correlates with the criterion "Need for communication", and an equally high correlation coefficient is determined with the criteria "Non-verbal means", "Initiative" and "Dialogical speech". A high index of negative correlation was noted for the "Conflict" criterion.

In our opinion, these data allow us to make the following assumption. The social position of a child in a peer group is largely related to the level of development of his playing skills and the need for communication. It is logical to assume that a high need for communication encourages the child to establish more social contacts, and a high level of gaming skills makes the child an attractive partner for play as a leading activity in preschool age. At the same time, the negative index values ​​obtained in the course of statistical data processing showed that the child's high level of conflict impedes the realization of his ability to take a high social position in the group.

Motivation and the need for communication are also, in our opinion, an incentive to improve gaming skills. In turn, their development is based on the optimization of initiative, the possibilities of using verbal and non-verbal means of communication, in particular, dialogic speech as the main means of speech interaction in the game. The high level of conflict in the child in this case limits the number of joint games with partners and does not allow him to improve the qualities necessary to increase the level of gaming skills.

An analysis of the results of monitoring children with OHP during their stay in preschool showed the presence of the following features: in the process of pair or group games, children are more focused on the objects of the game action than on the partners in the game. In this case, the children of the experimental group either play silently or produce verbal utterances that are not addressed to potential partners in the game. These are most often fragmentary phrases, words, less often - phrases. Almost never, children with OHP use adjectives, only the names of objects and familiar actions. In the same rare cases when the utterances of children with OHP are nevertheless addressed to a partner in the game, they do not have an unambiguously clear structure and content inherent in dialogue, and can only be conditionally considered as dialogic speech in the course of the game.

Evidence of such conclusions can be specific features, such as:

• low motivation to participate in the dialogue;
• low initiative;
• content limitation;
• inability to regulate one's own and other people's actions in the game with the help of dialogue;
• the impossibility of explaining the role of substitute objects;
• inaccuracies in understanding and explaining the game instructions;
• the presence of difficulties in the development and explanation of the plot of the game, etc.

At the same time, a generally shorter duration of speech activity in the game was found in children with ONR compared to normally developing peers. Along with this, the experimental data demonstrated the inability of children with OHP to verbally resolve conflict situations that arise in the process of play activity.

All of the above made it possible to carry out a level-by-level analysis of the state of communicative competence of children with general underdevelopment of speech. Based on the data of general and special literature, we determined the potential distribution of the scores of children in the control and experimental groups according to the following levels, presented in Table 2.

Table 2. Potential distribution of scores by levels of development of communicative competence of preschool children

Number of points		Level Description
29-35 points		Independent construction of communicative actions. The child is able to initiate communication with a stranger; demonstrates the need for verbal personal communication; uses a variety of means of non-verbal communication associated with speech and supplementing it; does not use aggression in communication, does not provoke and does not participate in conflicts; mainly plays complex story games or games with rules, easy to keep the rules and goal of the game; equally uses initiative remarks and remarks-reactions, taking into account the interests of the dialogue partner; is a leader in a peer group.
22-28 points	Sufficient	Adequate transfer of communicative actions The child is able to initiate communication with a familiar person, is not limited to a specific situation; demonstrates the need for verbal business situational communication; the child uses a limited number (1-2) of non-verbal communication tools related to speech and supplementing it; rarely uses aggression in communication, mainly as self-defense, does not provoke conflicts, tends to seek a compromise in conflict; predominantly plays story games or games with rules, the plot of the game is simple, may not hold the goal and rules of the game; equally uses initiative remarks and remarks-reactions, not fully taking into account the interests of the dialogue partner (interrupts, does not listen to the end, can change the subject without answering the remark); is accepted by the peer group.
		Inadequate transfer of communicative actions. The child is able to initiate communication in a limited number of specific situations (in a game, in a pair, in a lesson, etc.); demonstrates the need for business situational communication, mostly non-verbal; uses non-verbal means of communication without communication with speech or without speech; uses only verbal aggression in communication, rarely initiates a conflict, mainly for self-defense, takes a defensive position in a conflict; plays paired (group) board games, rarely simple story games or games with rules alone or with a partner; mostly passive in the dialogue, uses only replicas-reactions, but can offer initiative replicas; is not accepted in the peer group.
8-14 points		Unilateral communication actions. The child is able to initiate communication with children at the request and instructions of an adult; demonstrates the need for tactile and non-verbal communication; uses 1-2 ways of non-verbal communication without speech communication or without speech; uses verbal and rarely non-verbal aggression in communication, in a conflict equally takes defensive and offensive positions; plays mainly manipulative games; is a passive participant in the dialogue; is isolated in the peer group.
0-7 points		Lack of communication activities. The child does not initiate communication; does not demonstrate the need for communication; does not use non-verbal means of communication; often uses verbal and non-verbal aggression, takes an offensive position in a conflict; does not play independently; does not use dialogue in communication; does not interact with peer group.

The results of our diagnostics showed that not a single child with general speech underdevelopment (level 3) showed results corresponding to a high level and only two showed a sufficient level of communicative competence (10%), while children from the comparative analysis group predominantly achieved these two highest levels. (40% and 45% respectively). The activity of children with OHP mainly allowed them to be attributed to the average level (85%) and, singly, to a low level of development of communicative competence (5%).

Based on the results of the experimental study and based on the theoretical and methodological justifications set forth in the general and special literature, we have developed and implemented a model for the formation of the communicative competence of preschoolers with OHP through play activities. Its components are represented by principles (general and particular), tasks, methods, content blocks (depending on the level of communicative competence identified in children): diagnostic, prognostic, correctional and developmental, cross-sectional (intermediate), as well as pedagogical conditions that ensure the effectiveness of the implementation of pedagogical models.

To improve the level of communicative competence, gaming activity was chosen as the main environment and means of social interaction, since the correlation analysis reliably showed its relationship with the development of speech-language, communicative and social criteria. The correction program provided for the introduction of role-playing games in the educational process, and specifically the organization of role-playing games in speech therapy classes and in the free activities of children. The organization of role-playing games by a speech therapist and educator was based on common tasks and subject to uniform conditions of the organization.

As pedagogical conditions that optimize the implementation of the model, the following are defined:

1. The use of age-appropriate gaming forms of activity in accordance with general educational and correctional programs for the upbringing and education of preschool children with intact and impaired speech development.
2. The combination of individual and collective forms of organization of gaming activities with the leading organizational role of different specialists: teacher-educator, speech therapist, psychologist, music director, sports worker, etc.
3. Matching the tasks of the correctional and developmental influence, the selection of the subject of games.
4. The use of complementary, multi-context roles, a variety of role positions.
5. Organization of joint games in associations of different ages.
6. Teaching dialogue skills in standard and non-standard game situations.
7. The use of non-verbal means of communication in case of difficulty in the use of verbal means, etc.

The results of cross-sectional (intermediate) diagnostics showed positive dynamics in the speech, communicative and play activities of children, which resulted in a positive change in the indicators of the children in the experimental group related to the levels of communicative competence and a decrease in the numerical indicators of specific features and errors. At present, the introduction of the author's model of the formation of communicative competence of preschoolers with general underdevelopment of speech through gaming continues.

Reviewers:

Orlova O.S., Doctor of Pedagogical Sciences, Professor, Head. Department of Speech Therapy, GBOU VPO Moscow State University for the Humanities. M.A. Sholokhov, Moscow.

Arkhipova E.F., Doctor of Pediatric Sciences, Professor of the Department of Speech Therapy, Moscow State University for the Humanities. M.A. Sholokhov, Moscow.

Bibliographic link

Filicheva T.B., Tumanova T.V., Eliseenkova O.M. FORMATION OF COMMUNICATION OF PRESCHOOL CHILDREN WITH GENERAL UNDEVELOPMENT OF SPEECH IN GAME ACTIVITY // Modern problems of science and education. - 2014. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=13346 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History" Ministry of Education of the Omsk Region

budgetary professional educational institution of the Omsk region

"Omsk Pedagogical College No. 1"

OK8. Diagnostic methods for studying communication skills

Completed:

3rd year student 22NC group

Bely Pavel Alexandrovich

Checked:

Ignatenko Anna Leonidovna

________ ________

Evaluation Signature

Omsk, 2016

Methodology of V. V. Sinyavsky and V. A. Fedorin.

Target: determination of the level of formation of communicative abilities in children of primary school age.

1) Do you have many friends with whom you constantly communicate?

2) How long have you been offended by any of your comrades?

3) Do you like meeting different people?

5) Do you easily communicate with people who are older than you?

6) Is it difficult for you to join new companies?

7) Is it easy for you to communicate with strangers?

8) Is it difficult for you to get used to a new team?

9) Do you strive at every opportunity to meet and talk with a new person?

10) If you want to be alone, do people around you annoy you?

11) Do you like to constantly be among new people?

12) Do you feel comfortable and shy when you need to meet a new person?

13) Do you like to participate in collective games?

14) Do you feel insecure when you are in an unfamiliar company?

15) Can you revive an unfamiliar company?

16) Do you want to limit the circle of your acquaintances to a small number of comrades?

17) Do you feel confident when you get into an unfamiliar company?

18) Do you feel confident when you communicate with a large group of people?

19) Do you have many friends?

20) Do you get embarrassed when talking to people you don't know well?

18-20 points. The child is not sociable.

15-17 points. The child is closed, taciturn, prefers loneliness, and therefore he probably has few friends.

12-14 points. The child is sociable to a certain extent and in an unfamiliar environment you feel quite confident.

9-11 points. Normal communication.

6-8 points. The subject is very sociable (sometimes, perhaps even beyond measure).

3-5 points. Very sociable. The child is curious and talkative.

2 points or less. Sociability of the subject is painful.

Michelson Communication Skills Test

Target : Determining the level of communicative competence and the quality of the formation of basic communicative skills (high school).

This test is a kind of achievement test, that is, it is built according to the type of task that has the correct answer. The test assumes some reference behavior that corresponds to a competent, confident, partner style. The degree of approximation to the standard can be determined by the number of correct answers. Incorrect answers are divided into incorrect "from below" (dependent) and incorrect "from above" (aggressive). The questionnaire contains a description of 27 communicative situations. There are 5 possible behaviors for each situation. It is necessary to choose one, inherent in him way of behavior in this situation. You cannot select two or more options or assign an option that is not listed in the questionnaire. The authors offer a key with which you can determine what type of response the selected answer option belongs to: confident, dependent or aggressive. As a result, it is proposed to calculate the number of correct and incorrect answers as a percentage of the total number of selected answers.
Instruction: We ask you to carefully read each of the situations described and choose one option for behavior in it. It should be the most characteristic behavior for you, what you really do in such cases, and not what you think should be done.

Test material:

1. Someone tells you: "I think you are a wonderful person." Are you usually in these situations:
a) Say: "No, what are you! I am not like that." b) Speak with a smile: "Thank you, I'm really an outstanding person."
c) Say "Thank you."
d) Do not say anything and blush at the same time.
e) Say: "Yes, I think I'm different from others and for the better."
2. Someone does an act or deed that you think is wonderful. In such cases, you usually: a) Act as if this action was not so wonderful, and at the same time say: "It's okay!"
b) Say, "That was great, but I've seen better results."
c) Don't say anything.
d) Say: "I can do much better."
e) Say: "This is really wonderful!"
3. You are doing something you enjoy and think you are doing very well. Someone says, "I don't like it!" Usually in such cases you:
a) Say: "You are a blockhead!"
b) Say, "I still think it deserves a good mark."
c) Say "You're right" when you don't really agree with it.
d) Say: "I think this is an outstanding level. What do you understand about this."
e) You feel offended and do not say anything in response.
4. You forgot to bring an item with you, but thought you brought it, and someone says to you:
"You're such a bum! You'd forget your head too if it wasn't attached to your shoulders." Usually you will respond:
a) Say: "In any case, I'm smarter than you. Besides that you understand this!"
b) Say: "Yes, you're right. Sometimes I act like a bum."
c) Say: "If anyone is a bum, it's you."
d) Say: "All people have flaws. I don't deserve this rating just because I forgot something."
e) Say nothing or ignore this statement altogether.
5. Someone you agreed to meet was 30 minutes late and upset you
moreover, this man does not give any explanation for his lateness. In response, you usually:
a) Say: "I'm upset that you made me wait so long."
b) Say: "I kept wondering when you will come."
c) Say: "That was the last time I forced myself to wait for you."
d) Don't say anything to this person.
e) Say: "You promised! How dare you be so late!"
6. You need someone to do one thing for you. Usually in such cases you:
a) Don't ask anyone for anything.
b) Say, "You must do this for me."
c) Say: "Could you do one thing for me?", then explain the essence of the matter.
d) Slightly hint that you need the service of this person.
e) Say: "I really want you to do this for me."
7. You know someone is feeling upset. Usually in these situations you:
a) Say: "You look upset. Can I help you?"
b) Being close to this person, do not start a conversation about his condition.
c) Say: "Are you in some kind of trouble?"
d) Say nothing and leave this person alone.
e) Laughing, say: "You're just like a big kid!"
8. You feel upset and someone says, "You look upset."
Usually in these situations you:
a) Shake your head negatively or do not react at all.
b) Say: "It's none of your business!"
c) Say, "Yes, I'm a little upset. Thank you for your input."
d) Say: "Nonsense".
e) Say: "I'm upset, leave me alone."
9. Someone blames you for a mistake made by others. In such cases, you usually:
a) Say: "You're crazy!"
b) Say, "It's not my fault. Someone else made this mistake."
c) Say, "I don't think it's my fault."
d) Say: "Leave me alone, you don't know what you're talking about."
e) Accept your guilt or say nothing.
10. Someone asks you to do something but you don't know why it should be done.
Usually in such cases you:
a) Say: "It doesn't make any sense, I don't want to do it."
b) Follow the request and say nothing.
c) Say, "That's stupid; I'm not going to do it."
d) Before fulfilling the request, say: "Please explain why this should be done."
e) Say: "If you want it ...", after which you fulfill the request.
11. Someone tells you that they think what you have done is great.
In such cases, you usually:
a) Say: "Yes, I usually do it better than most other people."
b) Say, "No, it wasn't that great."
c) Say: "That's right, I really do it best."
d) Say "thank you".
e) Ignore what you hear and do not answer anything.
12. Someone has been very kind to you. Usually in such cases you:
a) Say: "You really were very kind to me."
b) Act as if the person has not been so nice to you and say, "Yes, thank you."
c) Say, "You were fine with me, but I deserve better.
d) Ignore this fact and say nothing.
e) Say: "You didn't treat me well enough."
13. You are talking to a friend very loudly and someone says to you:
"Sorry, but you're being too noisy." In such cases, you usually:
a) Stop talking immediately.
b) Say, "If you don't like it, get the hell out of here."
c) Say: "Excuse me, I will speak more quietly", after which the conversation is conducted in a muffled voice.
d) Say "I'm sorry" and end the conversation.
e) Say "It's okay" and keep talking loudly.
14. You stand in line and someone gets ahead of you. Usually in such cases you:
a) Comment on it quietly, without addressing anyone, for example:
"Some people are very nervous."
b) Say: "Get to the back of the line!"
c) Don't say anything to this guy.
d) Speak loudly: "Get out of line, you impudent!"
e) Say: "I got in line before you. Please stand at the end of the line."
15. Someone does something that you don't like and makes you very annoyed.
Usually in such cases you:
a) Shout out: "You idiot, I hate you!"
b) Say: "I'm angry with you. I don't like what you're doing."
c) Act in such a way as to damage this case, but do not say anything to this guy.
d) Say: "I'm angry. I don't like you."
e) Ignore this event and say nothing to this type.
16. Someone has something that you would like to use. Usually in such cases you:
a) Tell this person to give you this thing.
b) Refrain from any requests.
c) Take this item.
d) Tell this person that you would like to use the item and then ask him for it.
e) Discuss this subject, but do not ask for it to use.
17. Someone asks if they can borrow a certain item from you, but since it's a new item, you don't want to borrow it. In such cases, you usually: a) Say: "No, I just got it and do not want to part with it; maybe someday later."
b) Say: "Actually, I wouldn't like to give it, but you can use it."
c) Say: "No, get your own!"
d) Borrowing this item despite your reluctance.
e) Say: "You're crazy!"
18. Some people are talking about a hobby that you both like and would like to
to join the conversation. In such cases, you usually:
a) Don't say anything.
b) You interrupt the conversation and immediately start talking about your successes in this hobby.
c) Come closer to the group and, if possible, enter into a conversation.
d) Come closer and wait for the interlocutors to pay attention to you.
e) You interrupt the conversation and immediately start talking about how much you like this hobby.
19. You are doing your hobby and someone asks: "What are you doing?" Usually you:
a) Say, "Oh, that's nothing." Or: "Nothing special."
b) Say: "Don't interfere, don't you see that I'm busy?"
c) Continue to work silently.
d) Say: "This does not concern you at all."
e) Stop work and explain what exactly you are doing.
20. You see a stumbled and falling man. In such cases, you:
a) Laughing, say: "Why don't you look at your feet?"
b) Say: "Are you all right? Is there anything I can do for you?"
c) Ask: "What happened?"
d) Say: "These are all potholes in the sidewalk."
e) Do not react to this event in any way.
21. You hit your head on a shelf and got a bump. Does anyone say, "Are you all right?" Usually you:
a) Say: "I feel great. Leave me alone!"
b) Do not say anything while ignoring this person.
c) Say: "Why don't you mind your own business?"
d) Say: "No, I hurt my head, thank you for your attention to me."
e) Say: "It's nothing, everything will be ok with me."
22. You made a mistake, but someone else is to blame for it. Usually in such cases you:
a) Don't say anything.
b) Say: "It's their fault!"
c) Say: "I made this mistake."
d) Say, "I don't think this person did it."
e) Say: "This is their bitter lot."
23. You feel offended by the words spoken by someone to you. In such cases, you usually:
a) Walk away from this person without telling him that he has upset you.
b) Tell this person not to dare to do it again.
c) Do not say anything to this person, although you feel offended.
d) In turn, insult this person by calling him by name.
e) Tell the person that you don't like what he said and that he shouldn't do it again.
24. Someone often interrupts when you speak. Usually in such cases you:
a) Say: "I'm sorry, but I would like to finish what I was talking about."
b) Say, "They don't do that. May I continue my story?"
c) Interrupt this person by resuming your story.
d) Do not say anything, allowing the other person to continue his speech.
e) Say: "Shut up! You interrupted me!"

25. Someone asks you to do something that would prevent you from carrying out your plans. Under these conditions, you usually:
a) Say: "I really had other plans, but I will do what you want.
b) Say: "No way! Look for someone else."
c) Say: "OK, I'll do what you want."
d) Say: "Go away, leave me alone."
e) Say: "I have already started other plans. Maybe sometime later."
26. You see someone you would like to meet and get to know. In this situation, you usually:
a) Joyfully call out to this person and go towards him.
b) Approach this person, introduce yourself and start a conversation with him.
c) Approach this person and wait for him to speak to you.
d) Approach this person and start talking about the big things you have done.
e) Don't say anything to this person.
27. Someone you haven't met before stops and calls you "Hi!" In such cases, you usually:
a) Say: "What do you want?"
b) Don't say anything
c) Say: "Leave me alone."
d) Say "Hi!" back, introduce yourself, and ask that person to introduce themselves in turn.
e) Nod your head, say "Hi!" and pass by.

All questions are divided by the authors into 5 types of communicative situations:
- situations in which a reaction to the partner's positive statements is required (questions 1, 2, 11, 12)
- situations in which a teenager (high school student) should respond to negative statements (questions 3, 4, 5, 15, 23, 24)
- situations in which a teenager (high school student) is asked to (questions 6, 10, 14, 16, 17, 25)
- situations of conversation (13, 18, 19, 26, 27)
- situations in which empathy is required (understanding the feelings and states of another person (questions 7, 8, 9, 20, 21, 22).
Processing and analysis of results: Mark which mode of communication you have chosen (dependent, competent, aggressive) in each proposed situation according to the key. Analyze the results: what skills have you formed, what type of behavior prevails?
Skill Blocks:
1. The ability to give and receive signs of attention (compliments) from a peer - questions 1, 2, 11, 12.

2. Responding to fair criticism - questions 4, 13.
3. Responding to unfair criticism - questions 3, 9

4. Responding to offensive, provocative behavior on the part of the interlocutor - questions 5, 14, 15, 23, 24.
5. The ability to turn to a peer with a request - questions 6, 16.
6. The ability to refuse someone else's request, to say "no" - questions 10, 17, 25.
7. The ability to show sympathy and support yourself - questions 7, 20.
8. The ability to accept sympathy and support from peers yourself - questions 8, 21.
9. The ability to make contact with another person, contact - questions 18, 26.
10. Responding to an attempt to contact you - questions 19, 27.

KEYS