THE SOCIO-PSYCHOLOGICAL SIGNIFICANCE OF PLAY ACTIVITY IN DEVELOPING INTERPERSONAL COMMUNICATION AMONG PRESCHOOL CHILDREN
Keywords:
Preschool children, interpersonal communication, play activity, socio-psychological development, early childhood education.Abstract
The development of interpersonal communication skills in preschool children represents one of the most critical aspects of early childhood education and socialization. This study examines the socio-psychological significance of play activity as a fundamental mechanism for fostering interpersonal communication among children aged 3–6 years. Drawing on contemporary psychological and pedagogical theories, the research explores how structured and unstructured play contributes to the formation of communicative competence, emotional intelligence, and cooperative behavior. The study employs qualitative and observational methods to analyze the role of play in enhancing children’s ability to express thoughts, negotiate, and build relationships. Findings indicate that play serves as a natural environment for communication development, enabling children to internalize social norms, practice language skills, and develop empathy. The research highlights the importance of guided play and adult facilitation in optimizing developmental outcomes. The article concludes with practical recommendations for educators and parents on integrating play-based approaches into early childhood education.
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