Abstract
The article presents the results of studying the children's readiness (in the age of 5-7 years old) to interact with peers and adults in the elementary sports and gaming activities. The study was carried out within the framework of the pilot program of the Russian Academy of Education, based on the pre-school educational institutions in the city of Belgorod. To study the relationship in the children's team we used observation, sociometric technique, and diagnostic game situation. The analysis of results obtained showed the presence of problems of readiness to interact with peers and the formation of a communicative component of social experience in children in the age of 5-7 years old. Namely: insufficient level of children's independence, limited ideas about the possibility of using the sports and gaming activities in their own experience, low level of social and normative behavior. The results of the study confirmed the data previously presented in the publications on the growth in the number of preschool children not capable to interpersonal interaction.
Highlights
The development of social experience, certain roles, rules of behavior, the child's entry into the social environment and adaptation to it actively occurs during childhood
Modern children in the age of 5-7 years old the previous generations outstrip their peers in development in many respects, but as it is shown by the analysis of modern studies, there are significant problems in the field of their social and communicative development. 25% of graduates of pre-school establishments have a low level of readiness for interaction, inability to take a common goal, to agree on the activity methods, there is helplessness in making independent decisions in the simplest life situations (Feldstein, 2013)
Initiative, general semantic field of interaction, ability to accept and implement the rules were studied in the monitoring of children in the sports and gaming activities (Bateman, 2015; A Reference Book for Senior Teachers of Preschool Institutions, 2015; Pate et al, 2014; Theobald, 2016; Theobald and Danby, 2012)
Summary
The development of social experience, certain roles, rules of behavior, the child's entry into the social environment and adaptation to it actively occurs during childhood. In the course of children's activities, knowledge of social ties is expanded; the social experience of a growing person is enriched. A child learns to understand, and to evaluate social phenomena, behavior of other children and adults. This confirms the child's readiness to interact with peers and adults. We understand the readiness for interaction as the individual's active state, setting for a certain behavior, mobilization of forces to perform the task (Big Psychological Encyclopedia, 2015). This can adversely affect the children's adaptation in the period of mastering the new social role of a pupil
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