The first of the concepts used in this context is the concept of "status" or "position", denoting the place of the individual in the system of group life. The terms "status" and "position" are often used as synonyms, although a number of authors have a slightly different meaning of the concept of "position". The status of an individual in a group is the real social psychological characteristic its position in the system of intra-group relations, the degree of real authority for other participants.

The concept of “status” finds the widest application in describing the structure of interpersonal relations, for which the sociometric technique is most suitable.

The internal setting of a person in the system of intra-group relations is a personal, subjective perception of his own status, how he assesses his real situation. The actual status and its perception by a person may not coincide.

Another characteristic of an individual in a group is the "role". Usually, a role is defined as a dynamic aspect of status, which is revealed through a list of those real functions that are assigned to the individual by the group, the content of group activity. The role taken on largely determines the perception and evaluation of a person in the system of intragroup relations.

There are many classifications and names of group roles. The set of role functions is determined by the type of group and its structure. So, for example, in a psycho-correctional group, many roles have bright names: “virtuous moralist”, “complainer”, “keeper of time”, “guardian of democracy”, “outsider”. The set of roles in a group also depends on the tasks it performs. The roles associated with group support are called: "encouraging", "harmonizing", "compromising", "guarding and fulfilling", "setting standards", "passive following".

In the most general view task-solving roles and roles associated with providing support to other team members are presented in Table 3.

There are a lot of typologies of group roles; as a rule, they are based on relations of power - subordination or preference - rejection. The most vivid idea of ​​the role division in the group is given by the analysis of such groups where there is a rigid hierarchy, lack of resources and problems with their distribution. Using the Greek alphabet, the status-role distribution in such a group is usually defined by the following set of roles:
the alpha leader of the group, the most energetic, authoritative, enjoys the right of first-priority appropriation of goods;
beta - the second person in the group with the corresponding right to benefits, less energetic, but often more intelligent than alpha; usually is the guardian of group norms and rules;
gamma-1 - approximate, support, associates, alpha team;
gamma-2 - usually a large subgroup of inert, submissive group members who become victims of manipulation by upper-level representatives;
gamma-3 - opposition, a subgroup of those dissatisfied with their status, but forced to obey; in relation to them, the policy of “carrot or stick” is applied, and the “carrot” can be an introduction to the number of close associates (co-optation), and the “stick” can be the restriction of rights, remuneration, contentment, expulsion from the group, and up to physical reprisal;
gamma-4 - a jester who allows himself (with the permission of the leader) critical remarks, maintaining the appearance of democracy, freedom of speech, etc.; by status it can be at the level from gamma-1 to gamma-3;
omega - "scapegoat" - a person who takes on group aggression. Such a role is necessary for the group to unite, demonstrate unity, feel the feeling of “we” as opposed to the omega, which is precisely “not us”. If the person in the omega position disagrees with their status and leaves the group, the group finds another person to fill that role. Quite strongly, such a group division is also manifested in groups of socially immature personalities - children, criminals.

An important component of the characteristics of the individual's position in the group is the system of "group expectations". This term denotes the simple fact that each member of the group not only performs its functions in it, but is also necessarily perceived, evaluated by others. In particular, this refers to the fact that each position, as well as each role, is expected to perform certain functions. The group, through a system of expected patterns of behavior corresponding to each role, in a certain way controls the activities of its members. In some cases, there may be a discrepancy between the expectations that the group has regarding any of its members, and his actual behavior, real way fulfilling their role. To optimize control by group members, group norms and group sanctions are used.

1.3.4 The position of the individual in the group as a member

1.3.4.1 Status

Another part of the conceptual scheme that is used in group studies concerns the position of the individual in the group as a member. The first of the concepts used here is the concept of "status" or "position", denoting the place of the individual in the system of group life. The terms “status” and “position” are often used as synonyms, although a number of authors have a slightly different meaning of the concept of “position”. The concept of “status” finds the widest application in describing the structure of interpersonal relations, for which the sociometric technique is most suitable. But the designation of the individual's status in the group thus obtained is by no means satisfactory.

First, because the place of an individual in a group is not determined only by his sociometric status; it is important not only to what extent the individual as a member of the group enjoys the affection of other members of the group, but also how he is perceived in the structure of the activity relations of the group. This question cannot be answered using sociometric methods. Secondly, status is always a certain unity of the characteristics objectively inherent in the individual, which determine his place in the group, and his subjective perception by other members of the group. In the sociometric methodology, there is an attempt to take into account these two components of the status (communicative and gnostic), but again only the components emotional relationships(those that the individual experiences for other members of the group, and those that others experience for him). The objective characteristics of the status simply do not figure in this case. And thirdly, when characterizing the status of an individual in a group, it is necessary to take into account the relations of the wider social system in which this group is included - the “status” of the group itself. This circumstance is not indifferent to the specific position of a member of the group. But this third sign is also not taken into account in any way when determining the status of the sociometric method. The issue of developing an adequate methodological technique for determining the status of an individual in a group can only be resolved with simultaneous theoretical development this concept.

Thus, whether we like it or not, we put the people around us into status categories, and there is a fairly clear idea among the members of the group who is above, who is in the middle, and who is the outsider.

Status sources. Status is given to an individual by a group, and in this sense is a group value. Any social or individual characteristic can act as a status characteristic: external attractiveness or ugliness (for example, scars on the face), youth and old age, tall stature or miniature, etc. Among sumo wrestlers, for example, huge weight is valued. He has an undoubted status value in this professional group. At the same time, among professional jockeys, on the contrary, miniaturization is such a value. Speaking English with a Russian accent has a different status value in London and in Tashkent. What an individual owns, knows or can do may or may not have a status value. It all depends on the system of group coordinates on the basis of which the assessment is made.

Organizations and groups provide individuals with status attributes in a variety of ways. In the event that a group occupies a high position in a wider social system, the very belonging to it serves as a status distinction.

Status value can have prestigious profession, position in the organizational hierarchy, wage, organizational benefits, etc. In addition, the status can be personal characteristics perceived by the organization or group as valuable. It can be education, gender, nationality, religiosity, sociability, experience or competence.

Status functions. Status symbols perform a number of functions in an organization. They serve to reward, motivate, and facilitate communication. Status symbols act as rewards for achievement gained through hard work or great ability. They also act as motivating factors, causing individuals to work hard for a possible promotion. But the greatest value of status to an organization is that it is a means of facilitating communication. Status determines what an individual's position is in relation to others within the organization, what his rank is to outsiders, who starts the communication, to whom it is addressed, how responsibility is distributed, etc. Status symbols give communication greater certainty.

Status matching. Each status can be compared with others on one or another basis, correlated with the prevailing value system and, ultimately, must be tied to the contribution of each individual to group or organizational activity. The correspondence of status symbols to the real merits of the individual to the group is an important factor group processes.

When members of a group encounter a status inconsistency, they exhibit behavior to correct it. Employees expect rewards in proportion to the effort they put in. If two nurses apply for the position of chief nurse of the clinic, it is obvious that the more experienced and qualified one has more grounds for this promotion. And if this happens, both the group and the other applicant for the position will perceive this as a status equilibrium. If preference is given to a less worthy candidate, based on some non-group criteria (for example, someone's patronage), this situation will lead to a status imbalance in the group and will inevitably affect its effectiveness.

Although groups as a whole can easily agree on status criteria, it is not uncommon for there to be conflict situations. Ego occurs, for example, when individuals move into groups with different status criteria, or when groups are formed from individuals with heterogeneous experiences.

Practiced by many schools throughout the territory Russian Federation. Chapter I. Psychological characteristics of the group and the collective. § 1. Socio-psychological characteristics of groups. The problem of groups in which people are united in the course of their life is the most important question social psychology. The reality of social relations is always given as the reality of relations between...

Both through leaders appointed officially, and through unofficial persons who enjoy authority among the members of the group, who have a high status in it and are called leaders. Chapter 2. Features of the psychology of a football team 2.1 Psychological features interactions between members of the football team Going in for sports is associated with the inclusion of a person in a variety of social ...

Subjects who joined the mistakes of the majority. Criticism of the experiment: the significance of the situation social psychology knowledge about the factors that cause the emergence of the phenomenon of conformity, demonstrated the possibility of group pressure on the individual and, which is very important, outlined ways to further study this problem. However, from...

Or one of the parties. Just as personal conflicts differ in terms of which problems are affected by the contradiction that has arisen, the following main types can be distinguished. interpersonal conflicts. Value conflicts are conflict situations in which disagreements between participants are associated with their conflicting or incompatible ideas, which are especially important for them ...

Social status and social roles of the individual

Each person in the social system occupies several positions, each of which implies certain rights and obligations. Entering many social groups at the same time, a person occupies a different position in each of them, due to relationships with other members of the group. The rank or position of an individual in a group or a group in relation to other groups is social status.

Personal status refers to the position of an individual in small group, depending on how he is evaluated and perceived by the members of this group (acquaintances, relatives) in accordance with his personal qualities. To be a leader or an outsider, the soul of a company or an expert, means to occupy a certain place in the structure (or system) interpersonal relationships(but not social).

Varieties of social status are attributed and achieved statuses. Attributed(or prescribed) is the status in which a person is born (it is also called inborn), but which is later necessarily recognized as such by a society or group (although there are cases where ascribed and innate status diverge).

In the strict sense, ascribed is any status acquired against one's will, over which the individual has no control.

Reachable status is acquired as a result of free choice, personal efforts and is under the control of a person. There are also natural personality status - essential and relatively stable characteristics of a person (for example, men, women, youth, maturity, etc.); professional official- the basic status of the individual, for an adult, is most often the basis of the integral status.

Thus, each person has several statuses, but only one determines his position in society. It is called the main one, i.e. integral. Most often, the integral status is due to the position. Social status is reflected in outward behavior and appearance (clothing, jargon, other signs of social and professional affiliation), and on the internal position (in attitudes, value orientations, motivations). The integral status fixes the social, economic and production-technical situation.

In addition to the main ones, a person has many episodic, minor statuses. These are the statuses of a pedestrian, a passenger, a tenant, a reader, etc. As a rule, this temporary states. The rights and obligations of the holders of such statuses are often not recorded in any way, but they affect behavior, thinking and feelings.

A person can never exist outside the status or outside the statuses. If he leaves one status, he moves to another.

Behind every status - permanent or temporary, primary or non-primary - there is a large social group. Non-basic statuses form nominal groups or statistical categories.

Possessing many statuses and belonging to many social groups, in each case the individual also has different prestige, that is, there is a mismatch of statuses. This is called status mismatch or discrepancy. In public opinion, over time, it is developed, orally transmitted, supported, but not documented. status hierarchy and social groups where they are valued and respected more than others. A place in such an invisible hierarchy is called rank. It can be high, medium or low.

In addition, a person may experience a mismatch of thoughts, words and actions; values, motives and needs. This is an internal hierarchy, a ranking of thoughts and actions.

Status discrepancy describes a contradiction in the intergroup and intragroup hierarchies that occurs, firstly, when an individual occupies a high rank in one group and a low rank in another; secondly, when the rights and obligations of one status deprive the exercise of the rights and obligations of another.

Each individual can have a large number of statuses, others expect him to fulfill them, to implement them, that is, each status has its own social role. Status and role are two sides of the same phenomenon: status is a set of rights and obligations, role is actions in accordance with rights and obligations. Social role is a dynamic aspect of social status.

Cultural norms are acquired mainly through role training. Each status usually includes a number of roles. The set of roles arising from a given status is called a role set.

social roles can be institutionalized or leading, they are a consequence of the position of the individual in the social structure of society (worker, employee, etc.); or conventional- arising relatively arbitrarily in group interactions and bearing a subjective coloring.

An interesting systematization of roles was proposed by T. Parsons (1902 - 1970), an American theoretical sociologist. He believed that any role is described by five main characteristics: 1) emotional (either restraint or looseness); 2) method of obtaining - prescribed or won; 3) scale - strictly formulated or vague; 4) formalization - performed according to fixed rules or arbitrarily; 5) motivation - for oneself or for others.

Each role from role set requires a special demeanor. For example, a teacher, on the one hand, is a strict teacher, on the other hand, a mentor, friend, colleague. Each role has its own type of implementation of social relations.

Social role should be considered in two aspects: role expectation and role performance. The first is what people expect from the individual in accordance with his status, and what the individual himself expects from others in accordance with his status. The second is what happens when these two-sided expectations are "meeted", that is, the observed behavior.

The expectations of others from an individual can also be called role requirements, they are embodied in specific social norms grouped around social status.

In the normative structure of a social role, four elements are usually distinguished: 1) a description of the type of behavior corresponding to this role; 2) instructions related to this behavior; 3) assessment of the performance of the prescribed role; 4) sanction - the social consequences of an action within the framework of the requirements of the social system.

The social role is not a pure model of behavior. The character of the individual penetrates into each, his behavior cannot fit into a pure scheme, because is the product of a unique way of interpreting and interpreting roles, peculiar only to this individual.

The maximum fusion of an individual with a role is called role identification, and the average or minimum - distance from the role.

Distancing from a role is different from reducing the distance between statuses. When the highest in status is held equal, he symbolically closes the gap between statuses, but when an individual of lower status does so, it demonstrates his underestimated identification with his status or familiarity.

The higher a society values ​​a certain status, the stronger the degree of identification with it.

Questions to the topic

1. How can one explain the statement of E. Durkheim: “The more primitive a society, the more similarity between its constituent individuals”?

2. Justify that a person is an object and subject of labor, communication, and knowledge.

Essay topics

1. social mechanisms organization of life.

2. Features of socialization in student years.

3. Personality and scientific and technological revolution.

4. Problems of self-realization of the individual in the modern Russian Federation.

Bibliographic list

1. Pokrovsky A.V. Being a person. - M., 1990.

2. Frankl Z. Man in search of meaning. - M., 1990.

3. Marx K., Engels F. German ideology // Collected. op. - T. 3. - S. 18, 25, 26 - 30, 37, 45, 61, 69–75, 282, 426, 440, 441.

4. Kon I. S. Sociology of personality. - M., 1967.

5. Pavlovsky VV Sociology of youth and juvenology // Socis. - 1995. - No. 5. - S. 46-51.

6. Spasibenko S. G. Introduction to human sociology. Statement of the problem // Sots. gum. knowledge. - 1999. - No. 4. – S. 92–107.

7. Busova N. A. Homo publicus - the hero of our time // Socis. - 1998. - No. 4. - S. 108-111.

Status is the position, the position of a person in a group or society.

Being a leader or an outsider in a small group, such as a group of friends, means having an informal or personal status. To be an engineer, a man, a husband, a Russian, an Orthodox Christian, a conservative, a businessman means to occupy a formal (social) status. In other words, to occupy a certain place in the system of social division of labor.

Status is implemented through a role. Being a husband means having the status of "husband" and fulfilling the role of a husband. Any status consists of a set of rights and obligations, which, by tradition, society assigns to this position. The teacher is obliged to transfer knowledge to students, evaluate their progress, monitor discipline, i.e. play a specific role. True, one person responsibly approaches his duties, and the other does not, one applies soft methods education, and the other is tough, one is confidential with students, and the other keeps them at a distance. In other words, people behave differently in the same position, i.e. stick to different models behaviors (roles).

The model of behavior in accordance with the formal rights and obligations assigned to a given status is called a role.

The same duties can be performed in different ways, therefore, One status can have many roles. But a person, being in the same status, as a rule, adheres to one role. Although the same person can have many statuses: a man, Russian, Orthodox, conscript, husband, student, etc. So, one person has many statuses and the same number of roles. A role is a dynamic characteristic of a status. The status can be empty, but the role is not.

The set of empty, i.e. unfilled statuses by people, forms the SOCIAL STRUCTURE of SOCIETY.

There are few statuses in a primitive society: chief, shaman, man, woman, husband, wife, son, daughter, hunter, gatherer, child, adult, old man, and so on. - they can be counted on the fingers. And in modern society there are about 40,000 professional statuses alone, more than 200 family and marriage relations (brother-in-law, daughter-in-law, cousin ... continue the list yourself), many hundreds of political, religious, economic ones. There are 3000 languages ​​on our planet, behind each of them is ethnic group- nation, people, nationality, tribe. And these are also statuses. They are included in the demographic system along with age and sex.

So, let's make the first generalization: The first building blocks of the subject of sociology are statuses and roles. The first give a static, and the second a dynamic picture of society. The totality of unfilled statuses gives us the social structure of society.

It can be likened to a honeycomb in a beehive: many empty cells are tightly fitted to each other. Social cells are held together by a particularly strong foundation - social functions.

This is also a very simple concept. What is the function of a teacher? Transfer your knowledge, evaluate progress, monitor discipline. Guess what we're talking about? Of course, these are familiar rights and obligations. They are relative. Why? The status of a teacher is relative to the status of a student, but not a city worker, parent, officer, Russian, etc. Relativity means the functional relationship of statuses. That is why the social structure is not just an aggregate, but a functional interconnection of statuses. The word "relativity" is associated not only with functions, but also with relationships. In fulfilling his duties, the teacher enters into a certain relationship with the student, and he - with the teacher, parents, policeman, peers, salesman, taxi driver, etc.

We can safely say that social statuses are connected social relationships, personal statuses are connected interpersonal relationships. Society is entangled in a huge network of social relations, under it, one floor below, there is another network - interpersonal relations.

For sociology, what matters is not what kind of personal relationships people enter into, but how something more fundamental, social relationships, peeps through them. The foreman may treat the worker with great sympathy. Their personal relationship is wonderful. But if the second one does not cope well with his professional role, does not correspond to the status, the first one will be fired. Chief and subordinate - social roles.

So our second conclusion is: statuses are interconnected by social functions, which are manifested through social ones. Functions and relationships, like cement and sand, create a solid mortar that holds the social structure together.

Take a closer look, the latter has grown and become multi-layered: statuses, rights and obligations, functions, social relations. What have we forgotten? Certainly, roles. As agreed, roles, unlike statuses, give a dynamic picture of society. The way it is. A role without a person is nothing. The role requires its actor.

Individuals performing social roles enter into social interaction with each other. This is a regular, iterative process.

Only regularly repeated social interactions crystallize into social relationships. And again - dynamics and statics. If a person once taught teenagers something, then what kind of teacher is he? A teacher is a constant function (ie a social position in society), just like teaching is a regular interaction. Only then does it become social. Interaction, action, behavior, role - all these are very close, even related concepts. And we will talk about this more.

To analyze a social role without considering what a human person is is an idle occupation. Throughout our lives, we learn how to properly perform social roles, follow prescribed norms and duties.

Characteristics of the position of the individual in the group: status, role,group expectations

The elementary parameters of any group are: group composition (composition), group processes, norms, values, system of sanctions, group structure.

The composition (composition), the structure of the group, the dynamics of group life (group processes) are the mandatory parameters for describing a group in social psychology.

There is another part of the conceptual scheme used in studies of social groups. It concerns the position of an individual in a group as a member. The place of the individual in the system of group life is indicated by the concept of "status" or "position". These terms are used as synonyms, but for some authors the concept of "position" has a slightly different meaning. The concept of "status" is widely used in describing the structure of interpersonal relationships, especially in sociometric methods. However, the designation of the individual's status thus obtained cannot be considered satisfactory:

1. What is significant is the extent to which the individual enjoys the affection of other members of the group, as well as how he is perceived in the structure of the activity relations of the group. The place in the group of an individual is determined not only by his sociometric status.

2. The status is the unity of the characteristics objectively inherent in the individual, which determine his place in the group, and the subjective perception of him by other members of the group. In sociometry, only the components of emotional relations are assumed and little account is taken of the communicative and gnostic. Those. there are no objective characteristics.

3. When determining the status of an individual in a group, the sociometric method does not take into account the relations of the broader social system that this group includes - the "status" of the group itself. And this indicator is necessary for the specific position of a member of the group. Only with the theoretical development of this concept can the issue of developing a methodological technique for determining the status of an individual in a group be resolved.

The next characteristic of an individual in a group is his "role". The role is a dynamic aspect of the status, which is revealed through the functions that are given to the personality by the group, the content of the activity of this group. Using the example of such a group as a family, one can consider the relationship between status (position) and role. Each member of the family has different status characteristics. And if we describe a set of functions that are prescribed by the group of each position, then we already get a description of the role. The role can be dynamic, i.e. while maintaining the status, the set of functions corresponding to it can change in the same type of groups and in the course of the development of the group itself, as well as the development of the wider social structure in which the group is included.

An important component of the characteristics of the individual's position in the group is the system of "group expectations". This term denotes the simple fact that each member of the group not only performs its functions in it, but is also necessarily perceived, evaluated by others. In particular, this refers to the fact that each position, as well as each role, is expected to perform certain functions, and not only a simple list of them, but also the quality of the performance of these functions. The group, through a system of expected patterns of behavior corresponding to each role, in a certain way controls the activities of its members. In some cases, there may be a discrepancy between the expectations that the group has regarding any of its members, and his real behavior, the real way he performs his role. In order for this system of expectations to be somehow defined, there are two more extremely important formations in the group: group norms and group sanctions.

All group norms are social norms; are "establishments, models, standards of proper behavior, from the point of view of society as a whole and social groups and their members."

In a narrower sense, group norms are certain rules that are developed by the group, adopted by it, and to which the behavior of its members must obey in order for their joint activities to be possible. Norms perform, thus, a regulatory function in relation to this activity. Group norms are associated with values, since any rules can be formulated only on the basis of acceptance or rejection of some socially significant phenomena. The values ​​of each group are formed on the basis of the development of a certain attitude to social phenomena, dictated by the place of this group in the system of social relations, its experience in organizing certain activities.

Although the problem of values ​​is studied in its entirety in sociology, it is extremely important for social psychology to be guided by certain facts established in sociology. The most important of them is the different significance of various kinds of values ​​for group life, their different correlation with the values ​​of society. When it comes to relatively general and abstract concepts, such as good, evil, happiness, etc., then we can say that at this level the values ​​are common to all social groups and that they can be considered as the values ​​of society. However, in the transition to the assessment of more specific social phenomena, such as labor, education, culture, for example, groups begin to differ in the accepted assessments. The values ​​of different social groups may not coincide with each other, and in this case it is difficult to talk about the values ​​of society. The specificity of the attitude towards each of these values ​​is determined by the place social group in the system of public relations. Norms as rules governing the behavior and activities of group members, of course, are based precisely on group values, although the rules of everyday behavior may not carry any special group specifics. The norms of the group include, therefore, both generally valid norms and specific ones developed by this particular group. All of them, taken together, act as an important factor in the regulation of social behavior, ensuring the ordering of the position of various groups in the social structure of society. The specificity of the analysis can be ensured only when the ratio of these two types of norms in the life of each group, and in a specific type of society, is revealed.

An important problem is the measure of the acceptance of norms by each member of the group: how is the adoption of group norms carried out by the individual, how much each of them deviates from the observance of these norms, how do social and "personal" norms correlate. One of the functions of social (including group) norms lies precisely in the fact that, through them, the demands of society "are addressed and presented to a person as an individual and a member of a particular group, community, society." At the same time, it is necessary to analyze sanctions - the mechanisms by which the group “returns” its member to the path of compliance with the norms. Sanctions can be of two types: encouraging and prohibitive, positive and negative. The system of sanctions is not designed to compensate for non-compliance, but to enforce compliance. The study of sanctions makes sense only if specific groups are analyzed, since the content of the sanctions is correlated with the content of the norms, and the latter are determined by the properties of the group.

Thus, the considered set of concepts, with the help of which the socio-psychological description of the group is carried out, is only a certain conceptual network, which has yet to be filled with content.

Such a grid is useful and necessary, but the problem is to clearly understand its functions, not to reduce it to a simple statement, a kind of “fitting” the real processes occurring in groups to this grid.

Features of group behavior in preschooland school age

The study I conducted (justification of children's choices in a sociometric experiment, features of intra-group evaluative relations and value orientations of the children's group) helps to shed light on the functions of the group and the motives that determine electoral relations, communication and free association for joint play activities. * So, satisfaction in the society of many peers many of the urgent needs of a preschool child with a good relationship with children and caregivers makes the kindergarten group very attractive for him.

“Peers satisfy both the need for friendships and emotional support from peers. For the emotional well-being of the child, it is important that he feels equal among other children. Very early, preschoolers form a peer standard - a good friend, who is characterized not only by the ability to play interestingly, but also by moral qualities: justice, responsiveness to come to the rescue, etc.

An important function of the group is children. garden is a function of sexual socialization. Significantly greater socializing effect on children preschool age rendered by peers of the same sex

Outside of communication with adults and other children, the child is unlikely to acquire the human qualities he needs. Therefore, he needs a team.”

In joint activities, people often have disputes, discussions - contradictions in views that, if they are not removed in a timely manner, can develop into a conflict, lead joint activities to a dead end. Bearing in mind the natural impulsiveness of children, their emotional expansiveness and incontinence, the inability to control their actions and deeds, it is important that children learn to follow certain rules in disputes and discussions as early as possible. , which prevent the emergence of conflict and deadlock situations in joint activities.

We know that children begin to show their first clearly expressed interest in peers as early as early age. From that time on, they can already develop useful forms of group behavior, teach them the necessary communication skills and abilities. As for the assimilation of role-playing forms of behavior by children, it can become effective starting approximately from preschool age, when plot-role-playing games first appear in children. It is important not only to observe how this process naturally develops, but also to manage it intelligently, introducing new plots and changing the rules of interaction. At senior preschool age, children may well be taught the skills of organizing and performing activities, independence in the distribution of roles, rights and duties.

At primary school age, it is possible and necessary, for example, to teach children the flexibility of communication in order to maintain effective business interaction with each other. The same age is quite suitable for the formation in children of the ability to establish and maintain emotionally positive personal relationships with people.

Adolescence can be seen as the time of finalization of communicative skills and abilities. During these years, real business tasks must be set before children, similar to those that face groups and teams of adults.

Big role interpersonal relationships in childhood, it is assigned because during these years an active process of personality formation takes place in the system of human interpersonal relations, and interpersonal relationships are the most effective means of managing personality development.

The style and methods of leadership of children's groups and teams should differ from the methods of leadership of groups of adults, because. as the main task in the management of children's groups and teams, the task of teaching and educating children in the skills and abilities of group interaction is set.

“In socio-psychologically mature groups and collectives, i.e. in such associations of children who are engaged in some serious joint activity, there are two main types of relations: business and personal. Their development and functioning has a predominant influence on the formation of the business and personal qualities of the child, and the first pedagogically important conclusion that can be drawn based on the statement of this fact is the need for parallel development in children's groups and teams of both business and personal relationships of their participants. .

TO business relations in groups of children can be attributed those that are formed in the game, learning and work - the main types of joint activities of children. This includes leadership, subordination, distribution of responsibilities, coordination of actions, drawing up plans and programs, their discussion and implementation, summing up, providing mutual assistance, etc. In each subspecies of business relations, one or another socially useful personal quality or group of such qualities is formed and developed. For example, the inclusion of a child in the leadership of a children's team contributes to the development of his practical intelligence and responsibility, a deeper understanding of the interests of other people and the ability to take them into account in practice. Playing the role of a subordinate in a group develops discipline in a child, and personal participation in the distribution of duties forms a broader view of the problem of business connections and people's relations, trains observation and memory.

Children's personal relationships their development and leadership of children's groups and collectives have their own logic. Since the main task of developing relations is to strengthen and enrich them moral basis, then the task of the teacher is to set and effectively maintain the necessary norms of morality in the form of standards and samples, implementing them in the system of children's group interpersonal relations. The most important of them are decency, kindness, responsibility, sympathy, readiness to help.