Kindergarten social skills lessons

8 Skills for Kindergarten Success


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Kindergarten is a big transition for kids! The expectations are new, and some of the social interactions are new, especially for students who didn’t attend pre-Kindergarten programs. We want kids to share, take turns, make transitions, and so much more (all while learning new academic concepts as well). To help kids make the transition, we practice these 8 Kindergarten social skills that contribute to school and social success!

1 – Sharing

This Kindergarten social skill probably seems like a given, but it’s so important for Kindergarten success! Students spend a lot of time in free play with their peers and working alongside one another. Sharing toys and sharing materials is a must. Click here to read more about a sharing activity I do in my social skills group.

2 – Taking Turns

Taking turns goes hand in hand with sharing, but there’s a distinct difference that many incoming Kindergarteners don’t know just yet. When we’re sharing, we have common materials that are available to everyone at the same time. For example, students might be sharing a box of Legos while they all build independently or together.

When we’re taking turns, one person is using an item or items while another person waits. For example, students might take turns using the swing. Or they might take turns reading a particular book. This is when students might need specific instruction on waiting strategies while they wait for their turn!

3 – Accepting No

Newsflash: sometimes kids will hear no, especially at school. Sometimes, they might ask for a turn with something and someone might say no. Or they may want to do something in the classroom and hear a no from a teacher. Accepting no is another important Kindergarten social skill! We can teach kids calming strategies to use in the moment when they experience disappointment, frustration, or anger over a no answer.

4 – Listening & Following Directions

Listening and following directions are huge skills for not just Kindergarten success, but school success as a whole – and we end up teaching this way beyond Kindergarten sometimes! First, we teach kids what listening actually looks and feels like in their bodies. Eyes on the speaker, body still, mouth closed, hands empty, and ears ready to listen. Our bodies feel calm, open, and in anticipation!

Of course, listening has to come before following directions! And lots of directions will be coming to them. Some of our students may need a little extra instruction & practice following one-, two- and multi-step directions that they will undoubtedly receive in the classroom.

5 – Following Rules

Following rules probably also seems like a given, but this doesn’t just apply to school rules. Kids will have the freedom to play with one another during recess. Following game and social rules will be a learning experience for many Kindergarteners, and they may need explicit instruction in social rules. We practice this by playing games, changing rules to familiar games, and talking about how we feel when others don’t follow the rules.

6 – Stating Needs

Need some personal space? Ask for it with words. Need help? Let an adult know. That phrase “use your words,” comes up a lot in Kindergarten, but sometimes our newest students need explicit instruction in this because they don’t have the words yet. Practicing asking for a break, some space, or help is big for Kindergarten success!

7 – Transitioning Activities

It’s hard to stop doing something we enjoy and move on to something else – even for some adults! We can help students tune in to transition signals like teacher reminders, visual calendars, and timers so that they aren’t surprised by transitions. And when it is hard to move on, we can use some of those calming strategies we use to deal with no responses too.

8 – Being Flexible

Not getting what we want is hard. But being able to accept alternatives, roll with changes, and accept mistakes are all important Kindergarten social skills! Setting up an accepting and safe classroom environment where upcoming changes are communicated and mistakes are welcomed is key!

What other Kindergarten social skills do you focus on during the first semester? What are your favorite games to teach these skills? Get my Kindergarten Social Skills Curriculum here.


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Social Skills Activities For Kindergarteners

By Ashley Wehrli

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Social skills help kids socialize and interact with others in a respectful way.

two young girls playing together

When a child is ready for kindergarten, it is a big adjustment for both the child and the mom. It is a whole new world, and they are about to start their journey into school and learning, and while this can be overwhelming, it is important. It may seem like children go into school with little knowledge, but they do have some skills that they have developed naturally, or learned at home, but there is nothing wrong with wanting to improve on them. School is also about a lot more than just academic learning; children learn crucial social skills while they are in school.

According to APA, when children are entering kindergarten, they have the basis of their social skills, and they are starting to understand the emotions of others and can likely tell when someone is happy, mad or sad. They are also exploring how to express themselves in a social setting, and they will start to develop their first experience with true friendships. If mom wants to build on the foundation of social skills her kindergartner has already made, she can do so with these 7 activities that are fun and engaging.

RELATED: Do Video Games Actually Help Kids With Social Skills?

7/7 Staring Contest

A Child Looking Off In The Distance

Staring contests are something that we have all done once or twice as a fun game, but it can help children develop their social skills. According to Positive Action, children can struggle with maintaining eye contact, and a staring contest can help children learn this communication skill. If they still have a problem, mom can place a sticker on her forehead, and have them look at the sticker while they talk to each other.

6/7 “Roll The Ball”

A Small Child Holding A Ball

Children at this age are just learning how to play together, and this is something that needs to be fostered because it plays a large role in social skills. Sitting across from someone and rolling a ball back and forth, even if it starts in silence, is a great way to show a child how to play with someone else. As the game goes on, conversations can evolve.

5/7 Emotion Charades

Eggs With Different Emotions On Them

Everyone loves a good game of charades, and emotion charades can be a great way to teach social skills to kindergarten-aged children. The whole family can join in and pick an emotion out of a hat, and then they have to act it out for everyone else to guess. This is simple, and something that every child can do.

4/7 Mimic Me

A Child Copying What Mom Is Doing

Speaking on emotions, a fun activity could be to mimic, or copy, the emotions that someone else is doing with their face. This can be done anywhere, and it is a great way to help teach them how to recognize emotions, which will help them when they are having real conversations. They will be better at reading the other person and determine how they are feeling.

3/7 Storytelling

A Child Reading A Book

A large part of social skills is communicating with another person, and storytelling can be a great way to practice this. According to Friendship Circle, if you want to get your child used to having conversations with other people, do some improve storytelling. You can do this with your child, or involve other members of the family. You start off the story, and then stop and your child has to pick up where you left. It goes on until the story comes to a natural end.

2/7 Topic Game

A Group Of Kids In A Circle

When a conversation happens, there is usually a topic that is being talked about and the topic game can be a great way to introduce your child to this concept. You can either sit with your child, or have a group of people sitting in a circle and you are going to go through the alphabet and everyone has to think of something that starts with the letter they have landed on. For A, someone can say alligator, and then it goes to B for balloon and so forth.

1/7 Simon Says

Kid With Arms Up Playing Simon Says

Simon Says seems like a simple and classic childhood game, but it is teaching a lot about listening and social skills. When a child plays simon says, they have to listen very closely to what is being said to them, and this is a skill they will need when trying to communicate with friends. They also need to take charge and communicate effectively when it is their turn to call out the moves.

A lot of classic childhood games teach our children much more than we think, and any game that involves listening and giving instructions is a great way to introduce the concept of conversing with others.

Sources: APA, Positive Action, Friendship Circle

Social skills of preschoolers - the development of social skills in children

The development of social skills is a necessary point of education. A child with a high degree of socialization will quickly get used to kindergarten, school, any new team; in the future will easily find a job. Social skills have a positive effect on interpersonal relationships - friendship, the ability to cooperate.

Let's figure out what social skills are.

What are social skills and why develop them?

Social skills - a group of skills, abilities that are formed during the interaction of a person with society and affect the quality of communication with people.

Man is a social being: all our talents and aspirations are realized thanks to other members of the group. Others evaluate our actions, approve or condemn our behavior. It is difficult to reach the pinnacle of self-actualization alone.

That is why social skills are important. They should be developed from early childhood and honed throughout life.

Social skills are a reflection of the child's emotional intelligence, to which educators and teachers assign an important role in the process of personality development. Without this group of skills, a smart child will not be able to apply the acquired knowledge in practice: it is not enough to create something outstanding, you need to be able to correctly convey thoughts to the public.

Sometimes people mistakenly believe that social skills relate exclusively to the topic of communication, communication. In fact, skills include many multidirectional aspects: an adequate perception of one's own individuality, the ability to empathize, work in a team, etc.

Why do we need social skills?

  1. Regulate the area of ​​interpersonal relationships: the child easily makes new friends, finds like-minded people.
  2. Minimize psychological stress: children with developed social skills quickly adapt, do not feel sad due to changes in external circumstances.
  3. They form an adequate self-esteem from childhood, which positively affects life achievements and development in adulthood.
  4. Social skills cannot be separated from building a successful career: the best specialists must not only understand the profession, but also have high emotional intelligence.

Development of social skills in a child

Social skills need to be developed from preschool age, but older children and even teenagers may well learn to interact with the world.

It is recommended to pay attention to areas of life that bring discomfort to the child, significantly complicate everyday life.

  1. Friends, interesting interlocutors: the kid does not know how to join the team, he prefers to sit in the corner while the others play.
  2. Verbal difficulties. The child does not understand the rules of conversation, is poorly versed in the formulas of etiquette (when you need to say hello, say goodbye, offer help).
  3. Problems with the non-verbal side of communication. Such a baby does not recognize the shades of emotions, it is difficult to understand how others relate to him. Cannot "read" faces and gestures.
  4. Does not know the measure in expressing a point of view: too passive or, conversely, aggressive.
  5. The child bullies classmates (participates in bullying) or is a victim.

In case of severe moral trauma, one should consult a psychologist: for example, school bullying is a complex problem that children are not able to cope with on their own. The involvement of parents and teachers is required.

In other cases, family members may well be able to help the child develop social skills.

What are the general recommendations?

1. Be patient

Don't push your child to get the job done. Let them take the initiative: for example, do not rush to help during school gatherings, let the baby work on the problem on his own. The same goes for lessons and other activities.

2. Support undertakings

Children's dreams seem trifling to adults, but the initiative turns into a habit over the years and helps to discover new projects, meet people, and experiment.

3. Criticize the right way

When making negative comments, remember the golden rule of criticism: analyze the work, highlighting both positive and negative sides in a polite way. Commenting on the specific actions of the child, and not his personality or appearance - this will lead to problems with self-esteem.

4. The right to choose

It is important for children to feel that their voice is taken into account and influences the course of events. Invite your child to personally choose clothes, books, cartoons. Ask about ideas, plans: “We are going to have a rest together at the weekend. What are your suggestions?

5. Personal space

Make sure that the baby has a place where he can be alone and take a break from talking. Personal things should not be touched: rearrange without prior discussion, read correspondence with friends, check pockets, etc.

Children, noticing the respectful attitude of adults, quickly begin to pay in the same coin; the atmosphere in the family becomes warm and trusting.

What social skills should be developed in a child?

Let's dwell on the main qualities and skills, the development of which is worth paying attention to.

1. The ability to ask, accept and provide help

Without the ability to ask for help, the child will deprive himself of valuable advice; the lack of the ability to accept help will lead to losses, and the inability to provide help will make the baby self-centered.

  • Let the child help those in need: for example, a lagging classmate.
  • Explain to your child that getting help from friends and teachers is not a shame.
  • Show by personal example that mutual help enriches experience: tell how you exchange advice with colleagues, friends.

2. The ability to conduct a conversation and get the right information

Being a good conversationalist is difficult, but the skill is honed over time and brings a lot of benefits.

  • Prompt your child for dialogue development options: for example, you can start a conversation with a relevant question, a request for help.
  • Do not leave the child in the role of a silent listener: when discussing pressing issues at home, ask the opinion of the baby.
  • Support children's public speaking: presentations at school, performances, funny stories surrounded by loved ones will add confidence.

3. Empathy

Empathy is the ability to recognize the emotions of others, put yourself in the place of another person, empathize.

This ability will make the child humane, prudent. How can it be developed?

  • Start by recognizing the child's feelings - it is useless to listen to people if the person does not feel personal experiences. Ask your baby: “How do you feel after a quarrel with friends?”, “Do you want to relax today?”
  • After conflicts with classmates, ask your child how the children with whom the quarrel may feel now.
  • While watching cartoons, reading books, pay your child's attention to the emotional state of the characters.

4. Ability to work in a team

Many children can easily cope with tasks alone, but this is not a reason to refuse to work in a team. It gives the opportunity to exchange ideas and experience, delegate tasks, achieve goals faster and more efficiently.

  • If the child does not communicate with members of the team, try to introduce him to another social group: for example, the lack of communication with classmates can be compensated by a circle of interests, where the child will feel calmer.
  • Make the family a friendly team in which the child has his own "duties": for example, do housework, remind parents of upcoming events. Any activity related to the well-being of other family members will do.

5. Respect for personal boundaries

The absence of an obsessive desire to interfere in other people's lives is a valuable skill that helps to win people's sympathy.

  • Respect the child's personal boundaries: do not enter the nursery unannounced, do not rummage through personal belongings and correspondence, if the matter does not concern the life and safety of the baby.
  • If the child violates other people's boundaries (takes toys without permission, asks uncomfortable questions), talk about it in private.

6. Ability to overcome conflict situations

It is difficult to imagine our life without conflicts. The task of the child is to learn how to culturally enter into a discussion, defend his point of view, and not be led by the provocations of his interlocutors.

  • Discuss problems that arise calmly, without raising your voice. Do not put pressure on the child with parental authority unnecessarily: the child is a separate person who has the right to an opinion.
  • Do not judge people for views that differ from those of your family but do not affect your well-being. Show your child that the world is very different.
  • You can demonstrate to children the basics of a civilized dispute, explain what arguments are, etc. It is advisable to teach this child in kindergarten.

7. Self-confidence

Stable and adequate self-esteem is a quality that not all adults possess.

It is formed under the influence of many factors: relationships between parents, the role of the child in the family circle, the characteristics of the environment that surrounded the child in early childhood.

It is important that the child does not grow up to be either a narcissistic narcissist with fragile self-esteem, or an overly shy person. How can you help your child find balance?

  • Praise your child for personal progress: to receive a compliment from parents, it is not necessary to win prizes in school competitions. The zeal of the baby, the interest shown and the stamina also deserve praise.
  • Explain, remind the children that initially they are worthy of respect and love, like all people around.

Social skills will help in many areas of life: in studies, hobbies, friendships, building a reputation in a team. The main thing is to encourage and support children at all stages.

Emotional intelligence for children

We introduce children to the types of emotions, how to manage them and how to show themselves in teamwork, through situational games

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Formation of social skills of children of senior preschool age in social and personal development in preschool


For a number of years we have been living in a situation of reforming the domestic formation, which occurs rather chaotically, since it is difficult to distinguish it fundamental idea. For many years, preschool education in Russia has been focused on ensuring the cognitive development of children. Development at the same time identified with the formation of knowledge, skills and abilities, which led to its explicit simplification (simplification). However, the very purpose of preschool age is not so much in the acquisition of knowledge by the child, but in the formation of the basic properties of his personality: self-esteem and the image of "I", emotional needs sphere, moral values, meanings and attitudes, and also socio-psychological characteristics in the system of relations with others people.

The modern picture of childhood has also undergone various changes over the last two decades: there has been a noticeable change in toys, children's play, psychological and physical status of the child; a new children's literature and “dense” information space. There have been changes in the social environment of the child, which today consists mainly of adults: small families and the absence of yard children's communities leads to a failure in the transfer from one child to another of the components of the children's subculture. Important also the ever-accelerating pace of life for both children and parents. Here are the main characteristics of the new conditions of childhood.

Unfortunately, early childhood education professionals and often parents are not fully aware of the scale of change, are at a loss or in denial the right to the existence of new phenomena of childhood.

Teachers of preschool institutions are not yet fully aware of the importance of successful socialization of children to preserve their mental and social health. Although adults are increasingly concerned about such problems of socialization of children as non-constructive behavior, problems of their communication with adults and with each other.

There are various opportunities for the child's socialization: media, family, children's garden. The family today is losing its potential, losing culture in maintaining the game, communication with peers and so on. The system of preschool education is an institution that responds to the challenge of destroying the socio-cultural situation of development child, holding game forms of activity, which are very important for his development. Therefore, a modern preschool educational institution should become a place where the child will have the opportunity of a wide socio-practical independent contact with the most significant and close ones for its development areas of life.

Accumulation by a child under the guidance of an adult of valuable social experience and the development of his social skills is the way that contributes, firstly, revealing the age potential of a preschooler and, secondly, the successful entry into adulthood. The modern world is so arranged that one of the conditions for success is the ability to work productively in a team, to find ways interaction and understanding with people. From which it follows that the age potential cannot be realized in the absence of social maturity (competence) of the child at a certain stage of his development.

In its most general form, social competence can be represented as understanding of the relations I” - “society, the ability to choose the right social guidelines and organize your activities in accordance with these guidelines or as social skills that allow a person to adequately fulfill the norms and rules of life in society.

And our task is to correctly and skillfully help him acquire social competence, the essence of which is the formation of social skills .

But there is a contradiction between the social need to form social competence in a child, starting from early childhood and insufficient development of organizational, content and methodological aspects successful solution of this issue in preschool institutions, which led to search for ways to solve the problem under study within the framework of the project. Essence of the project was to identify pedagogical means and forms of organization of activities preschool educational institution for the formation of social child competence - preschooler.

It is appropriate to quote here the words of the director of the Federal Development Institute education, head of the working group on the development of new standards Alexandra Asmolova: “What should kindergarten give first of all? Allow normal culturally appropriate and knowledge-intensive organization of the process of socialization of the child on different stages of preschool age.

At the stage of preschool childhood, the effectiveness of social and personal development during largely determined by the formation of preschool children's social skills that enable them to succeed in children's daily activities and gain recognition in the community of peers. That is why the subject of special the concern of preschool teachers is the organization of the educational process, providing for the mastery of preschool children with elementary social skills through a variety of play activities, contributing to the development in preschoolers of the value qualities of the personality and focused on establishing harmonious relationships between peers.

The theme of the project is “Formation of social skills of preschool children in the process of social and personal development in a preschool educational institution” fully reflects current trends in the modern system of preschool education and orients teachers to develop new content and implement it in educational activity for preschool children game activity resources as optimal conditions for effective social and personal development of preschoolers.

Theoretical substantiation of the project “Formation of children's social skills senior preschool age in the process of social and personal development”.

Social skills is a broad concept that is usually covers any skill or behavior that affects other people or influencing other people. Considering social skills such a point of view, it becomes clear how great a value can to have their inferior development.

Already at the stage of preschool age, children begin to realize that “it is good and what is bad. Children understand that society has rules and regulations regulating the behavior of others. Gradually they develop the ability observe simple rules and regulations and demonstrate mastery of elementary social skills in specific children's activities, such as through adults as well as on their own. Organization of the educational process the formation of social skills in children is carried out successfully if the resources of children's activities available to the age of preschoolers are used, and, primarily gaming .

It is well known that the game is the leading activity of the child preschool age. It is in the process of playing activity that preschoolers gain initial experience in performing elementary game actions accepting and fulfilling a socially oriented game role, demonstrate developed social skills.

As elementary social skills of preschool children, we viewed:
- the skill of establishing contacts with peers and the ability to maintain them;
- the ability to take part in collective affairs, to accept and provide assistance;
- the ability to coordinate and coordinate their actions and opinions with the actions and opinions of peers.
- the ability to negotiate with peers in a conflict situation.

The role of play in the formation of social skills in preschool children.

The socio-cultural situation reflected in the game creates favorable conditions for the formation of elementary social skills in preschool children defining a common goal, planning a sequence of actions, selecting the necessary means and the choice of ways to achieve the result. Thanks to gaming situations that arise in the game, the child gradually under favorable conditions skills of obedience to game settings and rules are formed, he is accustomed understand and accept the opinions and actions of other participants in the game, show them skills of benevolent and tolerant behavior. Children gradually begin demonstrate elements and models of social behavior in the game, jointly experience various emotional states, learn to achieve a common result, evaluate yourself and others.

Conditions for the development of cooperation between children are created in various ways children's activity, but the priority of play activity is unconditional, because a variety of game content, the integration of various activities in the game, bright the manifestation of emotions by children allows them to successfully accumulate the experience of cooperation. The nature of the game situation puts the child in a position that requires high the level of formation of his social skills in the choice of methods and forms interaction, coordination of goals, joint planning, distribution roles, achieving a common result.

II. Practical part.

The aim of the project was to create socio-pedagogical, psychological conditions for the formation of social skills in children of senior preschool age in the process of playing activities.

An important condition for the formation of social skills of older preschoolers we saw the development of social partnership between teachers and parents in social and personal direction of work, as well as the integration of the activities of all kindergarten professionals and educators. This is explained by The effectiveness of the acquisition of skills by children depends on the possibility of their transfer to everyday life.

The project was designed to help children through the difficult process of getting into the world of people, to develop the ability to adequately navigate in the social environment, realize the inherent value of one's own personality and other people.

The objectives of the project were:

1. Study and analysis of scientific and methodological literature on the subject of the project.
2. Creation of socio-pedagogical conditions for social development preschoolers.
3. Development of social and personal skills in gaming activities.
4. Interaction with adults on the topic of the project.

2.2. Stages of the project

1. Organizational (May - August 2012).
2. Main - (September - April 2012-2013).
3. Final - (May 2013).

2.3. The content of the project

Organizational stage.


1. Creation of socio-pedagogical, psychological conditions for the formation of social skills in children of senior preschool age in the process social and personal development.
2. Development of a system of classes for the social and personal development of preschoolers.
3. Selection of psychological games, exercises for children in this area work.
4. Organization of preliminary work with parents and educators.
5. Diagnosis of social skills using the methodology of Dybina O.V., Anfisova S.E., Kuzina A.Yu., presented in the manual “Pedagogical diagnostics competencies of preschoolers” (specifically used the method of diagnosing social and personal competence).

Main stage.

Purpose: the process of forming social and personal skills through

  • conducting game trainings with children of the senior group according to the programs: S. Kryukova “Let's live together!” and Kryukova S.V., Slobodyanik N.P. “I am surprised, angry, afraid, boasting and rejoicing.”
  • Psychological games and exercises for the development of social skills.
  • Consultations for teachers on the topic: “Diagnostics of the formation personal qualities of a preschooler”.
  • Conducting the training “Methods of resolving children's conflicts”.

Tasks of the main stage.


  1. The ability to understand the emotional state of a peer, adult and tell about it.
  2. The ability to obtain the necessary information in communication.
  3. The ability to listen to another person, respect his opinion, interests.
  4. Ability to conduct a simple dialogue with adults and peers.
  5. The ability to calmly defend one's opinion.
  6. The ability to correlate one's desires, aspirations with the interests of other people.
  7. Ability to take part in collective affairs.
  8. The ability to treat other people with respect.
  9. Ability to accept and provide assistance.
  10. The ability not to quarrel, to react calmly in conflict situations.

The above tasks were implemented through play complex activity , which provides for the integration of content, forms and methods in educational process of formation in preschool children of social skills.

Implementation of the educational activities of a teacher-psychologist with children in the formation of social skills in preschoolers was carried out through game trainings with children of the senior group according to the programs: S. Kryukova “Let's live together!” and Kryukova S.V., Slobodyanik N.P. “I am surprised, angry, afraid, I brag and rejoice."

The following main methods were used: simulation, communication and role-playing games, psycho-gymnastics, creating problem situations with their playing out, elements of group discussion, methods of self-regulation.

The method of mini-projects was also used, representing a set of actions, culminating in the creation of a creative product. Seemed appropriate associate a mini-project at preschool age with play activities, because in At this age, it is play activity that dominates, and learning takes place in the process of the game. A game situation was proposed as a “problem”, a solution which assumed research creative searches, some kind of interaction. Children needed to be included in the discussion of the project, to distribute efforts for performance, each to coordinate part of his work with the general. The children were learning use the material and equipment, observing the sequence, skill coordinate their interests with the interests of partners, support partners, yield to their desires or prove the validity of your remark.

In addition, some psychotherapeutic techniques were used: emotional reaction of negative experiences, withdrawal and reduction social fears, search and playing out a way out of difficult situations.

The development of social skills took place in three stages: acquisition of knowledge, trial applying this knowledge, acquiring stable skills.

Work with educators was structured as follows: in the morning and evening periods of time, complexes of various didactic exercises, entertaining games, story-didactic games and story-role-playing games, walks of a social orientation, which created the conditions for a successful consolidating and improving children's initial social skills in the process of social - personal development. Entertaining game situations round dance games, ecstatic games (from the Greek “admiration”), various artistic activities, expeditions were also used in work with children. When organizing independent activities of preschoolers, teachers provide preschoolers the opportunity to demonstrate the formed social skills in the game, artistic and creative, musical and labor activity, in communication and etc.

Educators in their work used the following techniques in the game :

    a certain common task, game or connection of one's role with the roles of others participants (its significance for the development of the game). Cultivating the position of a partner in common activities, understanding of their responsibility to a group of participants for the quality of their work, as well as their role in obtaining the overall result.
  • Pre-acting by the teacher during the activity anticipated possible situations leading to disruption of the transformation process (“and if…”), with a discussion of appropriate ways of mutual regulation, corresponding social norms .
  • Differentiated approach to children, taking into account the degree of their activity in situations of interaction and focus on achieving a common positive result.

To solve the problems raised, a number of conditions were created:

  • requiring interaction, joint decisions).
  • Systematic organization of activities that objectively require associations of participants; distributing it into a number of component operations, each of which can be evaluated; union of all partial results to the grand total.
  • All-round support for the activity of each child in situations interactions between partners, correction of negative manifestations, treatment attention to the importance of each participant's proposals in obtaining quality overall results.

Four blocks of interactive games were used:

  1. Block of interactive games for cohesion;
  2. Block of interactive games for teaching effective ways of communication;
  3. Block of interactive games reflecting the claim to social recognition;
  4. A block of interactive games aimed at removing conflict.

Consultations were organized for parents “Communicate with the child. How?" and “How to play with a child” in the club “School of a young family”, acquaintance with novelties pedagogical process, parents were invited to a common parent meeting, which emphasized the importance of the formation of social skills as conditions of social and personal readiness for school, a presentation was held programs to develop social skills in group meetings.

Work on the formation of social behavioral skills in preschool children age is impossible without active cooperation with the music director, head of the art studio, physical education instructor.

Mutual visits with children's garden No. 2 Iskorka, an interactive game and a joint children's activities in making work Autumn bouquet, as well as joint physical education leisure. There was also an expedition to the forest “Let's help the forest be clean!”

At the end of the year, the results of the work done were summed up:

1. Children became more sociable, friendly, they learned to set and maintain contacts, avoid conflict situations.
2. Children learned to listen to each other in the classroom, became more organized, disciplined, attentive, observant.
3. Improved communication skills and abilities.
4. The number of negative emotions and conflict situations has decreased.
5. Children learned the ability to negotiate, take turns, listen to the opinion of comrades.
6. Children have become more united.


The problem of the formation of social and personal skills is relevant and can be successfully be decided in the play activities of children while integrating the interaction of all kindergarten professionals.

Application. Presentation.


  1. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science Russia) dated October 17, 2013 N 1155 Moscow On approval of the federal state educational standard of preschool education”..
    2. “The formation of social skills in preschool children in the process social and personal development” [Text] / teaching aid under ed. N. Yu. Maidankina . - Ulyanovsk, 2012.
  2. “Pedagogical diagnostics of competencies of preschoolers” [Text] / teaching aid, ed. O. V. Dybina - M., 2010.
  3. “Pedagogical interaction with kindergarten” [Text] / methodological allowance ed.

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