European International Journal of Multidisciplinary Research
and Management Studies
67
https://eipublication.com/index.php/eijmrms
TYPE
Original Research
PAGE NO.
67-70
DOI
OPEN ACCESS
SUBMITED
28 October 2024
ACCEPTED
22 December 2024
PUBLISHED
12 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.
Communication Skills in
Preschool Children
Through Innovative
Methods
Abduraimova Aziza Ikrom kizi
4th-year student of group 401 of the Termez State Pedagogical Institute,
Uzbekistan
Abdurakhmonova Khilola Rakhmatullaevna
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:
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.
European International Journal of Multidisciplinary Research
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
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 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:
someone pulled the net, someone lay on the floor,
looking at the ceiling, and many began to throw old
toys around in irritation. Due to frustration, both play
activities and interaction between the children ceased
[9, p. 360].
L. F. Obukhova notes that play not only develops
children's communication with peers, but also
contributes to the formation of voluntary behavior.
During the game, the child develops the ability to
regulate his behavior and follow established rules,
which is then transferred to other types of activity.
Voluntary behavior implies the presence of a model
that the child follows, and the presence of control.
Unlike the external moral norms of adults, in play the
child is guided by the behavior of another person, which
he tries to reproduce. Self-control is formed only by the
end of the preschool period, and at the first stages,
external control from peers is necessary to manage
behavior. At first, children watch each other, and then
learn to control themselves. Over time, external
regulation weakens, and the child's behavior begins to
be regulated by internal images. According to M.A.
Panfilova, there are two types of relationships in the
game: play and real. Play relationships concern the
performance of roles and the development of the plot,
and real relationships are associated with the
interaction of children as partners who jointly perform
tasks. During the game, children master the language of
communication, learn mutual understanding and
mutual assistance, and also learn to coordinate their
actions with the actions of other players. T.D.
Martsinkovsky emphasizes that each game has certain
elements, such as children, toys, dolls and various
objects. These elements vary depending on the age of
the children. For younger preschoolers, games often
include repetitive actions similar to manipulating
objects, and the number of participants can be limited
to one or two children. For example, a three-year-old
child can play "cooking dinner" and invite a doll or
another child to it. At older preschool age, games can
include more participants, and each of them can be
given additional toys and objects to more fully reveal
their role. In such games, a complex process of
exchanging toys and objects between the participants
sometimes develops, which depends on the course of
the game plot.
E.O. Smirnova emphasizes that children's play begins
with them agreeing with each other. Children choose
what their game will be about, distribute roles and build
behavior in accordance with these roles. When a child
takes on a role, he begins to realize and perform the
responsibilities associated with this role. For example, if
a child plays a doctor, he expects the patient to follow
his instructions - to undress, stick out his tongue or take
his temperature.
For younger preschoolers, the plot and roles of the
game are not planned in advance. They can arise
improvised, depending on what object or toy the child
gets his hands on. For example, if he takes the dishes,
he can start playing house. In addition, children at this
age often quarrel over the desire to take the object with
which they want to play, as E.O. Smirnova notes. O.S.
Karabanova emphasizes that in the games of senior
preschoolers, the rules are based on the accepted role.
Children plan their actions in accordance with the image
they choose. Conflicts among senior preschool children
often occur due to incorrect role performance, which
European International Journal of Multidisciplinary Research
and Management Studies
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European International Journal of Multidisciplinary Research and Management Studies
usually leads either to the end of the game or to the
exclusion of the "wrong" player from the game
process. In these games, children teach each other to
interact, to take into account the interests of the
partner. The game helps to develop the ability to
control one's behavior. The formation of the ability to
follow the rules and regulate one's actions occurs
precisely in role-playing games, and is later transferred
to other types of activity.
Play is of particular importance for human
relationships, since it is social not only in its origin, but
also in its content. It arises from how the child lives in
society, and reflects these conditions.
E.A. Bugrimenko showed in her research that children
better learn the relationships of control and evaluation
through role-playing games, such as the game "in the
toy factory." This experience helps them transfer such
relationships to real activities. At the age of 4-5, a child
needs an adult to continue productive activity.
However, in a game, children can perform the same
actions independently, without adult intervention.
According to M.A. Panfilova, in the process of
communicating with peers in a game and in real life, a
child is constantly faced with the need to apply the
norms of communication and behavior learned in the
game, as well as adapt them to different situations.
What explains such a strong influence of the
introduction of a role and a plot on the child's
behavior? How does a role affect the development of
self-control? D.B. Elkonin identifies two psychological
mechanisms that explain this process.
The first mechanism is the specific motivation that the
game causes. Taking on a role becomes emotionally
attractive to the child, which stimulates him to perform
actions corresponding to this role. When a plot
appears, it changes the meaning of these actions for
the child, and the rule of behavior, inextricably linked
with the role and plot, becomes the main motive for
his behavior. The second mechanism of the influence
of the role in the role-playing game on the behavior of
children is that the game allows the child to objectify
his actions, which helps him to be aware of them. The
rule, which is fixed in the role, is perceived as part of
the role itself and through it - by the child. This
facilitates the process of awareness, since the rule
becomes external. It is difficult for preschool children
to evaluate their actions and follow certain rules
consciously, but in the game the rule is perceived as
something distant, fixed in the role. The child controls
his behavior, as if through the role, which serves not
only as a guide, but also as a standard for self-control.
As a result, playing the role helps the child to consider
his behavior through the prism of this image, creating
a kind of reflection. Role-playing in preschool children
organically combines two key components for the
development of volitional and voluntary behavior: on
the one hand, it enhances motivation, and on the other,
it promotes awareness of actions. Thus, role-playing is
an optimal activity that creates favorable conditions for
the development of these important mental processes.
It is through such a game that one can effectively
develop both volitional and voluntary behavior, as well
as form communication skills and positive interaction.
A preschooler, joining a group of peers, already has a set
of rules, behavior patterns and moral values that he has
learned through the influence of adults, especially
parents. He repeats the manners of loved ones, adopts
their views on people, events and things. These learned
norms and assessments are then reflected in his play
and communication with other children.
Analyzing the works of various authors, we came to the
conclusion that the most accurate definition of the
concept of "communication skills" is according to E.O.
Smirnova, who considers them as conscious actions of
the child aimed at the correct organization of behavior
and its management in the process of communication.
As for the concept of "role-playing game", the most
complete definition, in our opinion, was proposed by
D.B. Elkonin. He emphasizes that role-playing game is an
important element of the child's connection with
society, which is typical for childhood.
Having studied the features of the development of
communication skills in preschoolers through role-
playing games, we came to the conclusion that these
games play a key role in the formation of relationships
between children and in the development of their
communication skills. Thus, role-playing games are an
important tool for the formation of communication
skills and positive communication abilities in
preschoolers. Based on the conducted research, it can
be concluded that for the successful formation of
communication skills in preschool children, it is
necessary to actively use role-playing games in
pedagogical practice. The role of the teacher in this
process is to create conditions that promote free and
creative interaction of children, as well as to support
their initiative and independence during the game.
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