Horizon: Journal of Humanity and Artificial Intelligence

ISSN: 2835-3064

DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL

CHILDREN THROUGH GAME THERAPY

S. Nematullaeva
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Abstract
The article discusses the use of play therapy in improving the communication skills of preschool
children and the methods used by psychologists and educators in preschool education.
Keywords: Game therapy, own "Me", psychologist's research, communication problem, Diagnostic
stage, Correction-development stage, Assessment stage.
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Each child's "I" is formed in the process of communication with the surrounding people, the individual's
life paths develop first of all in the family, preschool educational organizations, schools, universities,
workplaces, among the elderly, that is, in groups and communities. One of our highest spiritual needs is
the need for communication. If our need for communication is not satisfied, our mind will not develop.
We must always satisfy our needs for communication, at the same time we need to teach children to
solve their problems independently and improve their communication skills.
Play therapy is one of the types of art therapy, which is a psychotherapeutic method based on the use of
role-playing as one of the most intensive methods of influencing the development of a person. The
essence of this method is to use the therapeutic effect of play to help the client overcome social or
psychological difficulties that create barriers to personal growth and psycho-emotional development.
L. S. Vygotsky, A. N. Leontev, A.R. Luria, D.B. Elkonin, A. Zaporozhets, M. I. Lisina research shows
that one of the first social needs of a child is the need for communication. A. V. Zaporozhets and M. I.
Lisina's researches indicate that children's need to communicate with adults develops in several stages
until the age of 7. They are as follows: there is a need for attention and kindness; the need to cooperate
with adults arises and is an example of a number of other vital skills.
Each person is unique and unrepeatable, but he can become a full-fledged person only in society. In the
process of socialization, the child learns the main activity, and the first type of social activity is
communication. The advancement of the problem of communication among the most urgent problems is
primarily related to its specific role in the formation and activity of a person. In the process of
communication, experience is acquired, knowledge is gathered, practical skills and competencies are
formed, views and beliefs are formed. Only in the process of communication, spiritual needs, moral and
aesthetic feelings are formed, character is formed.
Civilization requires the development of people's sociability, but observations show that, on the
contrary, "...there is a separation of human relationships, the number of single and lonely individuals is
increasing, family ties are weakening." (M.I. Lisina). Often in families, communication with children is
replaced by watching all the programs on TV, playing on the computer for many hours, which cannot
affect their health. Therefore, it is necessary to pay special attention to the development of the ability of
teachers and psychologists to communicate in children, to form constructive forms of communication,
and to create an emotionally comfortable environment in the children's environment.
The optimal age period for the emergence and intensive development of communication in children is
preschool age. The first experience of such a relationship is the foundation on which the further
development of the personality is built. Depending on his abilities, characteristics, communication and

Volume: 02 Issue: 04 | 2023 Page | 86

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 Horizon: Journal of Humanity and Artificial Intelligence
ISSN: 2835-3064

activity opportunities, the child occupies a certain status in different groups, and this affects his self-
esteem, self-confidence, self-awareness, attitude to people and life in generalappears.
In this place, M.I. Lisina's concept, that is, to solve the research problems of developing communication
skills in the system of relations between children and peers, carried out the following stages of work:
1. Diagnostic stage.
The methods are selected, in some cases their modifications - to adapt them to preschool children:
 "Two Houses" sociometric technique supplemented with individual interviews with children to
diagnose children's relationships in the group;
 determining the leading form of communication - M.I. Lisina's technique;
 determining the level of politeness (tests for parents "Leader, leader or follower", "How polite is
your child" (M. Davydova, I. Agapova));
 determining the level of social development and characteristics of interaction, questionnaire for
parents and teachers "Individual profile of the child's social development" by G. B. Stepanova;
 "Ladder" method for diagnosis of self-esteem of children in the group (V.G. Shchur);
 determining the level of acceptance of the child in the family, G. B. Stepanova's "Family through the
eyes of a child" individual conversation with children, "Family Picture" test;
The use of these techniques and methods made it possible to comprehensively study the characteristics
of communication between preschool children, to determine their development levels.
17 children attending kindergarten of different (5-7) ages participated in the study. The detection
experiment and analysis of the obtained results is carried out by each b in the group is allowed to
determine the communicative ability of the child, to determine the factors influencing the development
of communication. (11)
2. Correction-development stage.
After the initial examination of children and analysis of the results, I developed a program of correction
and development of interaction with children.
He is a teacher of GBDOU No. 790 in Moscow Milanovich P.G., L.A. includes games and exercises
from the collection edited by a part of corrective and developmental classes. Corrective games from
collections edited by Dubina, M.A. Panfilova, T.N. Volkovskaya, G.Kh. Yusupova, part of my author's
research and individual games available in the "piggy bank" of the group.
The purpose of the program is to create a comfortable environment for children's constructive
communication, to develop communication skills and cooperation skills, and to form a group.
The goal:
 creating conditions for joint game activities;
 increase the level of communication skills of each child;
 contribute to the unity of the children's team;
 development of emotional and volitional sphere of children;
3. Evaluation phase.
The purpose of this phase of the work was to determine the effectiveness of the correctional
development program.
Positive changes prevailed in almost all children, except for 2 children, in whom the dynamics of
changes were expressed to a small degree. This can be explained by the fact that during the correction
and development work, these children rarely went to kindergarten. (15)

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 Horizon: Journal of Humanity and Artificial Intelligence
ISSN: 2835-3064

According to the results of the questionnaire at the time of rediagnosis: 6 children had high, 10 children
had medium and only one child had a low level of communication, which can be explained by problems
within the family.(11)
So, if a person follows certain rules during the period of mastering the qualities of self-control and
behavior in various situations, he will achieve certain achievements in the quality of cooperation. The
moral qualities formed in play therapy affect the child's behavior in life, at the same time, the skills
formed in the course of daily communication of children with each other and with adults are further
developed in the game.
Foydalanilgan adabiyotlar:
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ijtimoiy muhitning ta'siri.// Vopr.psych. 2001 yil, № 4.
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y.
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Peterburg. SPB.APPO, 2006 yil.
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shaxsiyatini rivojlantirish, kattalar va tengdoshlar bilan muloqot qilish qobiliyati. - Sankt-Peterburg:
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в младшем школьном возрасте; Models and methods for increasing the efficiency of innovative
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