European International Journal of Multidisciplinary Research
and Management Studies
35
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TYPE
Original Research
PAGE NO.
35-38
DOI
OPEN ACCESS
SUBMITED
25 October 2024
ACCEPTED
19 December 2024
PUBLISHED
09 January 2025
VOLUME
Vol.05 Issue01 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Theoretical Basis for The
Formation of
Communication Skills in
Preschool Children
Through Role-Playing
Games
Akbarov Bobur Bakhodir ugli
3rd year student of group 302, Termez State Pedagogical Institute,
Uzbekistan
Berdieva Shakhnoza Nabidzhanovna
PhD, Scientific supervisor, Termez State Pedagogical Institute, Uzbekistan
Abstract:
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
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
most effective means for developing communication
skills in preschoolers are games, in particular, role-
playing games. These games contribute not only to the
improvement of speech skills, but also to the
development of social behavior, interaction in a team,
as well as the assimilation of norms and rules inherent
in society.
The problem of the formation of communication skills
in preschool children is becoming increasingly relevant
in the works of modern researchers.
O. A. Sankova points out that developed
communication skills are the key to the successful
integration of a person into any social environment,
which emphasizes the importance of the formation of
these skills from early childhood [4, p. 53]. Modern
pedagogical practice is based on psychological and
pedagogical research that theoretically substantiates
the meaning and importance of developing
communication skills in the development of a
preschooler. Many research works in this area are
based on theories of activity developed by A.N.
Leontiev, V.V. Davydov, D.B. Elkonin, A.V. Zaporozhets
and others. Following this theory, M.I. Lisina, A.G.
Ruzskaya and T.A. Repina considered communication
as a type of communicative activity. In their research,
they emphasized
that
the
development of
communication skills contributes to the mental
development of a preschool child. The importance of
timely development of communication skills becomes
especially obvious at the stage of a child's transition to
school education: the lack of basic skills complicates his
interaction with peers and adults, increases anxiety
and negatively affects the learning process as a whole.
The development of these skills is a key element that
ensures continuity between preschool and primary
education, an important condition for the successful
mastery of educational activities and an important
area of the child's social and personal development. [7,
p. 99].
E. O. Smirnova defines communicative skills in
preschoolers as meaningful actions of the child based
on an understanding of the structure of skills and
features of communicative activity, as well as the
ability to adequately build their behavior and regulate
it in accordance with the goals of interaction [5, p.
144].
This definition highlights two important aspects:
1) communicative skills are conscious actions of
children that are based on their knowledge and
acquired simple skills;
2) communicative skills also include the ability of
children to manage their behavior and use effective
methods for solving communication problems [5, p.
148].
The development of interaction skills in preschool
children occurs through several stages. At the first stage
(2-4 years), a peer is perceived as a partner for
emotional and practical communication based on
imitation and emotional influence. At the second stage
(4-6 years), the child develops a need for joint active
work with other children. At this time, the basis of
communication becomes common activity, mainly play.
At the third stage (6-7 years), communication with peers
goes beyond specific situations, and children begin to
discuss more abstract topics. At this age, stable
preferences in choosing partners for communication
also begin to appear [10, p. 17]. The motives behind the
creation of play groups for older preschool children
largely coincide with their core values. Research by T.A.
Repina has shown that children of this age highlight
common interests, highly value the successes of their
partner and his or her personal qualities, but it also
turns out that the reasons for unification may lie in the
fear of being left alone or the desire for leadership and
control.
Now let's take a closer look at the definition of "role-
playing game". This type of game is the main one for
preschool children. S.L. Rubinstein noted that role-
playing game is the most direct expression of the child
and at the same time requires interaction with adults. It
is characterized by such features as vivid emotions,
enthusiasm, independence, energy and creativity.
Role-playing game is a form of activity in which the child
reflects reality, perceiving and recreating elements of
the surrounding world. For older preschool children, the
main sources of these games are events occurring in the
lives of adults and peers. The key component of a role-
playing game is a fictional situation in which a child
assumes the role of an adult, reproducing it in
conditions that he or she creates. For example, when
playing school, a child can portray a teacher who
conducts a lesson for his or her peers, organizing it in a
game environment that he or she has created.
According to D.B. Elkonin's concept, role-playing games
are an indicator of the formation of a closer connection
between a child and his or her social environment,
which is a characteristic feature of childhood. This
process is not the result of internal, innate, or
unconscious mechanisms, but is determined by the
social and cultural conditions in which the child
develops.
D.V. Mendzheritskaya identifies several features of role-
playing games in preschoolers:
1. The game concept remains stable, but it constantly
develops and changes during the game.
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European International Journal of Multidisciplinary Research and Management Studies
2. Children actively discuss the idea of the game, taking
into account the opinions of their partners, which leads
to mutual agreement.
3. The game is characterized by a high level of
creativity, which allows it to develop over a long period
of time.
4. Before the game begins, children create a general
plan, which is adjusted as the game progresses,
supplemented with new suggestions and ideas, and
also includes elements of improvisation.
5. During the game, children model various types of
interaction between people.
6. They jointly build and develop game plots,
integrating the knowledge they receive from
observations, books, films, and other sources.
7. Role interaction is filled with meaning, with various
means of expression actively used.
8. Speech plays a key role in the performance of roles:
through words, children designate roles and with their
help reveal the content of relationships, often
replacing actions with words.
9. The game widely uses substitute objects, natural
materials, homemade things and auxiliary objects,
which promotes a creative approach.
10. Children realize that in order to play a role, it is
important to follow the rules, which are a condition for
successful interaction.
In role-playing games, children establish various
connections with each other and, showing their own
initiative, can develop their relationships largely
independently, finding common interests with
partners and learning to take their opinions into
account in joint activities [2, p. 190].
According to the views of Kharchevnikova A.N., role-
playing games of preschoolers are not limited to a
simple reflection of real life, but are a manifestation of
their free activity, during which, by inventing and
imitating, children reveal their personality and
perception of the world around them. These games
should not be viewed solely as a place to test
knowledge about life; they also contribute to the
formation and manifestation of a child's desire to
actively influence the world and rethink it through
their own actions [8, p. 48].
L.G. Solovieva emphasizes that through play, children
learn to interact with each other, acquiring the ability
to take into account the interests of others when
realizing their own desires. Play plays an important role
in the formation of self-control and voluntary behavior
of the child. The basics of following the rules and
managing actions are formed in role-playing games,
and then these skills are transferred to other types of
activity. In such games, where there are complex plots
and roles, children get opportunities for creative
improvisation, which contributes to the development of
their imagination [6, p. 551].
V. A. Nedospasova emphasizes that at an early age, role-
playing games occupy a key place in the child's activities,
and communication becomes an integral part of this
activity and a necessary condition. At this stage, the
child's inner world develops, which allows us to consider
him as a person, although not fully formed, but capable
of further growth and development [3, p. 90].
In preschool age, communication begins to acquire new
forms: it becomes less dependent on a specific situation
and more focused on solving problems, and constant
preferences arise in choosing a partner for interaction.
Interaction in a peer group has a significant impact on a
child's development. The child's emotional state, sense
of satisfaction, and ability to learn social norms of
communication depend on how he or she
communicates with others. It is worth emphasizing that
play during this period plays a central role in the
development of the child and is a powerful tool for
shaping his personality, moral and volitional qualities.
During the game, the child realizes the need to influence
the world, which contributes to the development of
other skills, such as attention, memory, imagination and
reflective thinking.
Play is the main activity in preschool age and has a
serious impact on the development of the child. First of
all, it helps children develop communication skills.
Preschoolers have not yet fully mastered the art of
communicating with peers. As D.B. Elkonin noted,
children at this age often "play next to, but not
together."
Over time, the interaction between children becomes
more active and productive. As an example, we will give
a dialogue between two 4-year-old girls, in which you
can see a clear goal and ways to achieve it.
Liza: "Let's play, this will be my car."
Dasha: "No."
Liza: "Come on, this will be our car."
Dasha: "Okay."
Lisa: "Can I ride in our car?"
Dasha: "Yes, I can" (she gets out of the car with a smile).
Lisa turns the steering wheel and imitates the sound of
the engine.
N.A. Vasilyeva emphasizes that in middle and senior
preschool age, despite their egocentrism, children begin
to agree with each other on the content of the game,
distribute roles and establish rules. Coordination of
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and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
issues related to roles and control over their
implementation becomes possible due to the fact that
children are actively involved in a common activity that
is emotionally significant for them [1, p. 60].
If for some reason joint play stops, this affects the
process of communication between children. In one of
the experiments conducted by Kurt Lewin, a group of
preschoolers was placed in a room with incomplete
toys (for example, the phone had no receiver, there
was no water for the boat, and so on). Despite these
shortcomings, the children continued to play and
interact with each other. However, on the second day
the situation changed and the children felt frustrated.
When they entered the room again, they noticed an
open door to the next room, where there were full sets
of toys, but the entrance was blocked by a net. Seeing
an unattainable goal, the children began to get lost:
some pulled the net, some lay on the floor, looking at
the ceiling, and many began to throw old toys around
in irritation. Because of frustration, both play activities
and interaction between the children ceased [9, p.
360].
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