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The article describes the results of studying the social and communicative development of preschool children, in particular – the features of interpersonal relationships of children brought up in different age groups of pre-school educational institutions. The studies aim is to identify the features of the sociometric structure of a group of different ages, motives and needs for communication, such communicative qualities as initiativity, selectivity, and stability of communication. Methods of research. The study was conducted in pre-school educational institutions in Petrozavodsk. To test the hypothesis, the following methods were used: sociometric method and the method of involved observation, quantitative and qualitative analysis. Discussion of results. Analysis of the results of the study showed that children in different age groups have specific features of social and communicative development, which may be the result of spontaneous socialization factors. Among the highlighted features there is an incomplete sociometric structure of the pre-school group of different ages, the dominance of pragmatic motivation for communication, the predominance of heterogeneous game groups by gender and age, rigid fixation of positions in communication, and strict normative regulation of interaction between children of different ages. It is concluded that the results obtained can be used to determine the directions of educational work of specialists, manage spontaneous factors of socialization in order to minimize their negative impact on the social development of children.

Features of Social and Communicative Development of Children Brought up in Different Age Groups of Pre-School Educational Institution