Conceptual premises of preschoolers' communicative skills development in the process of physical education

The basic hypothesis made by the authors of this research is an assumption that physical culture can play a significant role for development of communication skills at preschool age. The authors analyze two approaches to the term "communication". Firstly, communication can be treated as information exchange. Secondly, communication in a broader sense can be considered as a complex phenomenon including informative-communicative, regulatory-communicative, affective-communicative aspects. In other words, the process of communication includes mutual influence on the behavior and emotional state of communicating partners besides simple information exchange. Thusly understood communication is a complex subject-subject interaction. As a result of it, the authors believe that it is right to speak about the process of communication skills development from the positions of personality oriented approach. The authors emphasize that there are no guaranteed mechanisms of forming a personality. It follows from the nature of personality. Personality appears when a person has an aspiration to independently think, feel, understand, empathize etc. But this aspiration does not depend on the desire of a person or society. It is impossible to cause, for instance, thought or remorse at will, as well as it is impossible to cancel them voluntarily. Therefore, one cannot form a personality directly. However, it is possible to create a soci-ocultural environment in which personal acts will be possible and in demand. It is by means of creation of such an environment during sports lessons that the authors expect to develop communication skills of preschoolers. On the whole, communication skills development of preschoolers in the process of physical education is possible through creation of situations in which a child needs to interact with other children and the teacher, and the result of such interaction in most cases is unknown in advance. The necessity of interaction with the teacher and coevals gives a child an opportunity to develop, on the one hand, acceptable and convenient schemes of communication which in most cases work in the actual cultural environment. On the other hand, it helps to form personal structures which will allow the child to communicate effectively in situations when prefabricated schemes are already inefficient.

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