Formation of a culture of peer relationships in senior preschool children through interactive play: problem analysis, diagnostics of the condition

Abstract

The article actualizes the problem of forming a culture of relationships with peers in older preschool children and proves its importance in today’s unstable social conditions, since the period of preschool childhood is sensitive for the development of social skills, emotional intelligence, communication competence and moral and ethical values. It is important to be able to establish friendly, friendly and constructive relationships with peers, as this affects the child’s further successful adaptation in society. The reasons that complicate the formation of the studied qualities in children are outlined, in particular: changes in the socio-cultural environment, the rapid development of digital technologies, the impact of the COVID-19 pandemic, martial law, etc. The primary issue is the search for effective interactive methods, techniques, and tools that would help students develop communication skills, self-control, emotional maturity, resolve possible conflicts in a constructive way, and strengthen cooperation and the need for mutual assistance between children.
The main criteria and indicators of the formation of the culture of relations between senior preschool children and their peers are determined. Effective interactive game tools were used to study the state of development of the socio-emotional and cognitive level of children, which formed the basis for further experimental activities on the formation of a culture of communication in senior preschool children, the basics of constructive interaction in a team of peers. 
The author emphasizes the special role of interactive play in this process – as the leading activity of a preschool child, as it helps to better understand the emotions of others, resolve conflicts peacefully and build harmonious, positive relationships with peers. The effectiveness of interactive play and its dependence on pedagogical support, in particular the role of the educator, who acts as a mediator in children’s interaction, a creator of a favorable atmosphere for communication, a moderator of ethical behavior and a stimulator of empathy and cooperation, are proved. Through the purposeful use of interactive games, a teacher can effectively develop children’s skills of constructive communication and productive interaction. Thus, the study of this problem is of both theoretical and practical importance for the development of modern preschool education.