A fairly common situation is that a child categorically refuses to go to kindergarten. At the same time, he can give dozens of arguments, reasonable and not very reasonable. But the true motive is not difficult to understand - the baby is simply not very comfortable in the conditions where he is forced to spend most of the day.
This is quite normal if we are talking about the first month of attending a preschool institution - the adaptation period for many children is difficult. If such persistent protests are repeated regularly over a long period of time, it is worth thinking about how well the communication between the kindergarten teacher and the children is structured.
What could be the reasons?
There are many mothers who experienced a real shock when they heard something like: “I love Galina Ivanovna more than you.” In fact, there is absolutely no need to be afraid - we are not talking about competition with some “strange aunt” for the child’s heart. Children are spontaneous creatures; they relate to the word “love” differently than adults. For them, it is a symbol of trust, an indicator of security.
It’s wonderful when a child treats his teacher this way. It is much worse when there is indifference or hostility in the teacher-child tandem. But children are not always ready to talk about their emotional problems at home. The authority of an adult is too strong for a student to evaluate his actions.
In this case, a child psychologist will be able to help - a professional will “pull” all the child’s fears and grievances to the surface and give recommendations for solving the problem. Perhaps the child simply needs additional words of encouragement and support more than others, and suffers from forced competition for the love of his teacher or nanny.
However, it is possible that in this case we are really talking about the fact that the communication between the kindergarten teacher and the children is structured illiterately and unprofessionally.
Forms of communication between children and adults
Communication between a child and an adult is vital for his development at any age. This process is most important in early childhood, before school, when his personality, character, and psyche are formed. Such communication can take different forms depending on the age of the baby. And the teacher needs to correlate the child’s age and his characteristic form of communication in order for this process to proceed effectively.
Situational-personal communication
Communication is not a need inherent in a baby at birth. At the very beginning of his life, he does not perceive the adults around him. But the parents, for their part, continue to talk to him, try to catch his brief glance, and attract special attention in every possible way.
Speech therapy presentation for a preschooler at the PMPK
For your information! It is thanks to these actions of the parents that the baby, by the beginning of the second month of life, begins to realize the presence of an adult, and then respond to his actions.
An example is taken from an adult
Situational business form of communication between children and adults
First, communication is expressed in the form of the baby’s response to parental attention (communication begins): they talk to him, smile, look at him, in response the baby also smiles, moves his arms and legs.
Gradually, noticing a familiar person, the child begins to actively move, smile, walk, trying to attract attention. If he is deprived of attention, he begins to cry and scream. Once the need to communicate has arisen, it remains with the person until the end of his life.
Additional Information! Some parents carry out their parental responsibilities dryly, without unnecessary emotions, for fear of spoiling their child. Such upbringing is extremely harmful for an infant, since friendly, positive contacts between children and adults lay the foundations of the child’s personality, such as curiosity about the world around him, its perception, and self-confidence. If they are deprived of such communication, then children will grow up inactive, repressed or cruel and aggressive. You should not be afraid to spoil your baby; at this age there is no such thing as too much attention.
Extra-situational-cognitive form
According to psychology, this form of communication in a preschooler manifests itself in the period from 3 to 5 years. At this age, children have more opportunities. They become interested not only in the things themselves, but can also imagine their properties and functions, and determine their characteristics. Their speech is already developed enough to not only listen to explanations, but also actively participate in the conversation and ask questions.
Important! On the part of adults during this period, their reaction to the actions of children becomes important. Approval encourages the child to further understand the world, while criticism, on the contrary, becomes a barrier in communication, forcing the child to hide and move away from the adult.
Extra-situational-personal form
This is the final stage in the evolution of forms of communication between preschoolers and adults. The main difference between this form of communication and the previous stage is that it aims at the social aspect of relationships between people, and not the material nature of things. This function is called “pure” communication.
Children of senior preschool age already exhibit personal motives that encourage children to communicate. They can manifest themselves in the process of various activities: work, play, education, sports. But now it has its own meaning.
For preschoolers, communication of this kind is important, since through it they learn the essence of the social structure of people’s society, the motives of their actions in relation to certain circumstances. An adult serves as a source of information about social phenomena in society.
For your information! A child chooses an adult as his role model, because he has not had such experience before - every situation is new for him, and he needs a standard, a means of achieving a goal, which he will look up to and build upon in later life, when the adult is not around. Therefore, for the further successful development of the baby, it is important what examples of behavior he will encounter for the first time.
Early development according to the Montessori method - what is it?
Mistakes in teacher communication that should not be made
What mistakes can there be when a teacher communicates with children
? There is an immutable rule - only the actions taken should be assessed, but not the personality of the student. A child who has done something bad must learn that his action is condemned. But no teacher has the right to put a “stamp” on a child.
Phrases like “Peter is a bad boy!” are strictly prohibited, because they can become the first step towards large complexes, negativism and retaliatory aggression. However, it is no secret that today even harsher assessments and unflattering epithets are heard from the mouths of some educators.
Unfortunately, you cannot force an adult to love and respect children. If parents are concerned specifically with the mental comfort of the baby, the optimal solution would be to change the preschool institution. In cases where a child requires increased attention, a mini-kindergarten may be suitable for him - with small groups and a busy schedule of developmental activities.
Kindergarten teacher's pedagogical communication style
A.G. ISMAGILOVA
The humanization of the education system, which characterizes the current stage of its development, places high demands on the general and professional training of teaching staff and on the manifestation of their creative individuality.
Individual style of activity is one of the important characteristics of the process of individualization of professional work [14]. The presence of a professional’s own style indicates, on the one hand, his adaptation to the objectively given structure of professional activity, and on the other, the maximum possible disclosure of his individuality [5].
Pedagogical activity is complex and multicomponent. Of all the variety of its components, N.V. Kuzmina identifies three: substantive, methodological and socio-psychological. They form the internal structure of the pedagogical process. The unity and interconnection of these three components make it possible to fully realize the objectives of the pedagogical system. The main thing in unity is the socio-psychological component, i.e. pedagogical communication (PO), which ensures the implementation of the other two [12].
In communication, an important system of educational relationships develops that contribute to the effectiveness of education and training. In pedagogical activity, communication acquires a functional and professionally significant character. It acts as an instrument of influence, and the usual conditions and functions of communication receive additional “load” here, since they develop from universal human aspects into professional creative components [8].
A productively organized process of pedagogical communication is designed to ensure real psychological contact in pedagogical activities, which should arise between the teacher and children, turn them into subjects of communication, help overcome various psychological barriers that arise in the process of interaction, transfer children from their usual position of followers to a position of cooperation and turn them into subjects of pedagogical creativity. In this case, pedagogical communication forms an integral socio-psychological structure of pedagogical activity.
The importance of pedagogical communication in the structure of pedagogical activity determined our interest in studying the problem of individual style of pedagogical communication (ISPE).
Our research is aimed at studying the individual style of pedagogical communication, its structure and the system of mediating it
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multi-level properties of a teacher’s individuality [3], [6], [7]. ISPE is considered as a complex multi-component and multi-level system of different elements of pedagogical communication.
The first level, relatively high, is formed by the objectives of the software: didactic, educational, organizational. The second level is represented by actions with the help of which the set goals are realized: stimulating, organizing, controlling, evaluative, corrective. The third level is the operations through which actions are carried out. So, for example, among the stimulating operations the following are highlighted: encouragement to activity, attracting several children to respond, incentive by perspective, incentive by positive assessment, incentive by negative assessment, etc.
Analysis of the ISPE components (44 indicators) indicates the presence of a “zone of activity uncertainty” [16]. At each level of ISPO, the presence of such a zone presupposes the following: the same objective requirements of activity can be implemented in different ways, and the subject has the opportunity to choose the most adequate way to implement the requirements in accordance with its individual characteristics. This is precisely the main condition for the process of developing an individual style of activity in general and a style of pedagogical communication in particular.
Research procedure. The object of the study was teachers of preschool educational institutions in Perm. The style of their software was studied with children during classes. Through observation, 44 software indicators were identified. In addition, the individual characteristics of educators were also studied. A total of 25 indicators were identified.
To diagnose the properties of the nervous system, the EEG method of rhythm imposition and the Ya. Strelyau questionnaire were used [4], [18]. To diagnose the properties of temperament - a psychodiagnostic test by V.M. Melnikova, L.T. Yampolsky [15]. To determine the level of satisfaction with professional activities, a method for calculating satisfaction indices is used [17]. To measure pedagogical beliefs regarding relationships with children (level of gentleness - authoritarianism) - attitudes [10], modified in relation to the activities of a kindergarten teacher. To study the professionally significant qualities of a teacher, rating and auto-rating methods are used [13]. To determine the level of subjective control, use the USK questionnaire [2].
CHARACTERISTICS OF TEACHING COMMUNICATION STYLES
The results of the factor analysis of the intercorrelation matrix made it possible to identify four significant factors, which included both ISPE indicators and indicators of individual characteristics of teachers [7]. We considered the indicators of pedagogical communication included in one factor as characteristics of different styles, and two of them are basic, polar opposite, and the other two are intermediate. Let us dwell in more detail on the characteristics of the main styles.
As an analysis of the characteristics of teachers with the first style shows, in the classroom they are characterized by: a quick reaction to the behavior and actions of children, clear regulation of their activities by frequently issuing specific instructions, and strict control over their implementation. These teachers pay less attention to activating the children, and if they do, they often use a negative assessment. At the beginning of classes, they usually solve an organizational problem, restore order in the group, and only then move on to training. Discipline is strictly enforced during
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classes do not ignore her violations, often make comments to children, promptly and quickly respond to children’s answers, correct mistakes, and help find the necessary answer.
In the psychological literature, there is a division of all speech operations of software into two groups: direct, or imperative, and indirect, or optative [1], [11]. Direct influences are understood as such speech actions of the teacher that limit the freedom of children and direct their attention to certain issues and actions; under indirect - such speech actions that give freedom to children, encourage them to be active, independent and take initiative. Teachers with an “organizational” style mainly use direct influence in communicating with children. Analysis of the implementation of the goals of the educational program shows that these educators more often set and solve didactic and organizational tasks, i.e. They pay more attention to the organizational and business side of the pedagogical process, while ignoring the setting of educational goals.
Based on the content characteristics of software operations and actions that predominate in this style, it can be called an organizational-corrective style. And if we take as a basis the software goals that prevail in this style, then it can be called an organizational-didactic style. For brevity, we will henceforth call it the “organizational” style.
If we compare the characteristics of the “organizational” style with the known characteristics of software styles, we can say that it approaches authoritarian, focused rather on the educational and disciplinary model of interaction with children [9]. This allows us to evaluate this style as a pedagogically inappropriate style that interferes with the optimal development of children, the formation of their creative activity and independence.
Teachers with the second style use mainly indirect influences when communicating with children, and they are aimed primarily at creating a positive emotional atmosphere through the use of incentives for activity with positive evaluation and frequent emotional evaluation judgments about the behavior and activities of children. The positive emotional mood of the latter in the classroom creates a good psychological climate, which allows the teacher to pay much less attention to issues of their discipline and organization. These teachers practically do not resort to solving organizational problems at the beginning of the lesson.
This style, in terms of the predominance of actions, can be called stimulating, evaluative-controlling, and in terms of the predominance of software goals - educational-didactic. If we turn to the analysis of the educational goals that teachers solve in the process of communicating with children, then these are, first of all, tasks aimed at the development and formation of the child’s personality. Therefore, for brevity, this style was called “developmental”. We deliberately omit the definition “didactic” from the name of the style, since this characteristic is inherent in educators of both the first and second styles.
Thus, the communication styles identified during the study confirmed the assumption of their multi-level and multi-component structure. Differences in styles are manifested in the nature of setting software goals (in the “organizational” style, organizational and didactic goals predominate, in the “developmental” style - didactic and educational), in the choice of actions (for the “organizational” style, organizing and corrective actions are characteristic, for the “developmental" style "style - evaluative, controlling and stimulating), in the choice of operations (in the "organizational" style direct
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appeals, in the “developmental” style - indirect).
DETERMINATION OF PEDAGOGICAL COMMUNICATION STYLE BY THE PROPERTIES OF THE TEACHER’S INDIVIDUALITY
To explain the differences in the manifestations of software styles, we turned to the analysis of the individual properties of educators. It has been established that the style characteristics of different ISPE are associated with different properties of the individuality of teachers.
Thus, educators who have an “organizational” style are characterized by the strength and mobility of the nervous system, mental imbalance, and a low level of subjective control. The results of factor analysis [7] indicate that indicators of the properties of the nervous system are represented in the factor describing the “organizational” style with higher values. This fact suggests that this style is largely due to the properties of the nervous system.
The software features characteristic of educators with an “organizational” style can be explained by analyzing the properties of their individuality. Due to the high mobility of nervous processes, the activities of these educators are characterized by a high tempo, a rapid change of various tasks, and a quick reaction to the activities of children, which causes a certain tension among teachers. And the mental imbalance characteristic of such persons can increase this tension, leading it to nervousness, contributing to the rapid onset of fatigue. This, in turn, can cause dissatisfaction with professional activities in general.
The low level of subjective control that characterizes teachers with an “organizational” style contributes to the fact that they pay little attention to the analysis of developing relationships with children, do not realize the imperativeness of their influences, do not sufficiently control the negative manifestations of the properties of the nervous system and temperament in communication, and do not look for the reasons for their failures. in themselves, and in others, they try to explain them by a coincidence of circumstances.
Teachers with a “developmental” style are characterized by the strength and inertia of nervous processes, mental balance, extraversion, and a high level of subjective control. The results of factor analysis reveal that in the factor describing the “developmental” style, higher values are given to indicators of strength and inertia of the nervous system, mental balance and extraversion.
It can be assumed that the “developmental” style, like the “organizational” one, is significantly determined by the individual typological properties of the nervous system and temperament. Only in contrast to the “organizational” style, the “developmental” style is associated with the inertia of nervous processes and mental balance. Thus, there is reason to assert that the styles “organizational” and “developmental” are polar opposite, typologically determined.
For educators with a “developmental” style, the positive emotional atmosphere in the classroom is probably largely determined by their mental balance and extroversion, which ensure the absence of internal tension and activity in communication. The tendency towards developed subjective control, which characterizes educators with a “developmental” style, indicates that they control their relationships with children and strive to ensure their emotional well-being.
To analyze the peculiarities of the influence of the properties of different levels of a teacher’s individuality, let us turn to the characteristics of intermediate styles.
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In communicating with children, educators with the third style are characterized by the following: in the classroom, teachers pay great attention to solving educational problems, using both stimulating and organizing, controlling, and corrective knowledge actions. When solving a didactic problem, they also often resort to stimulation, but at the same time they strictly monitor discipline and often make comments to the children. Paying a lot of attention to stimulating children's activities, educators prefer to use activation operations and encouragement with negative assessment.
At the operational level, this style is characterized by activation, motivation by negative assessment, and behavior correction. At the target level - educational goals.
By the nature of the prevailing actions, this style can be called stimulating, organizationally corrective. Conventionally, it can be called an “organizationally stimulating” style.
Teachers with this style are characterized by mobility of nervous processes, mental balance, extraversion, satisfaction with professional activities, and positive pedagogical attitudes. Based on the results of factor analysis, it is clear that the factor describing this style contains significantly more indicators of personal qualities (pedagogical attitudes, satisfaction with professional activities).
It presents significantly less indicators of the mobility of nervous processes, mental balance and introversion. This fact allows us to assume that the “organizationally stimulating” style is determined both by the typological properties of the nervous system and temperament, and by personal qualities, and the determination of the latter is much more pronounced.
Comparing the “organizational-stimulating” style with the “organizational” and “developmental” styles, it can be noted that it occupies an intermediate position between them, while it gravitates more toward the “organizational” style, which can be explained by the mobility of the nervous system characteristic of educators with this style. But teachers with an intermediate style interact with children, along with direct influences, and indirect ones.
Teachers with an “organizational-stimulating” style pay more attention than teachers with an “organizational” style to creating a positive emotional atmosphere in the classroom, using various stimulating actions. This becomes possible thanks to the positive pedagogical beliefs they have formed. It is the latter that determine the priority of solving educational tasks in the classroom along with didactic ones. The ability to use pedagogical tools in accordance with one’s pedagogical beliefs and a positive emotional atmosphere in the classroom contribute to high satisfaction with one’s professional activities.
Consequently, in the determination of this intermediate style, the influence of personal characteristics, positive pedagogical beliefs in particular, is manifested to a much greater extent, which allows to some extent overcome the negative influence of the properties of the nervous system and temperament on the development of ISPE and helps to reduce authoritarianism in communicating with children. That is why, despite the fact that style is conditioned by the mobility of the nervous system, elements of indirect influences appear in it. Educators treat children with more respect and tolerance, and do not limit their activity, but, on the contrary, stimulate it.
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Teachers with another fourth (intermediate) PO style are characterized by identifying and solving an organizational problem through stimulation and control. Before moving on to solving a didactic task, they restore order in the group, get the children ready for classes, using motivation for this with a positive assessment, and then, during the lesson, they use disciplinary remarks much less often.
In the process of realizing a didactic goal, teachers more often use controlling actions and pay much less attention to organizing actions. At the operational level, teachers with this style prefer to encourage children to be active with positive assessment, control their actions, and correct their knowledge. At the target level, they are characterized by the solution of organizational goals.
This style, by the nature of its predominant actions, can be called stimulating, controlling-corrective. For brevity, let's call it the “developmental-corrective” style. The presence of the definition “developing” in its name is due to its closeness to the “developing” style, which will be discussed in more detail below.
The features of this style are associated with weakness of the nervous system, a high level of subjective control in the field of interpersonal relationships, and inflated self-esteem of professionally significant qualities. Apparently, it is also determined by both neurodynamic and personal properties, and the significance of the latter is more pronounced.
When comparing the “developmental-corrective” style with the “organizational” and “developmental” styles, it is clear that, just like the “organizationally stimulating” style, it occupies an intermediate position, while gravitating more towards the “developmental” style. It exhibits democratic tendencies to a greater extent, which, as psychological research shows, are due to the specific characteristics of the nervous system of educators. The appearance of more rigid methods of communication in the “developmental-corrective” style is obviously associated with the personal characteristics of educators, namely with their inadequate inflated self-esteem of professionally significant qualities.
Inflated self-esteem makes it difficult to adequately analyze the influences used, indicates a lack of awareness of the negative aspects in the organization of interaction with children, and thereby hinders the improvement of style towards its greater democratization. Consequently, in this case, too, there is a determining influence of personal characteristics on the development of ISPE.
Thus, the data obtained confirm the position that ISPE is caused by a certain symptom complex of the teacher’s individual properties. At the same time, the influence of the properties of the nervous system and temperament is not rigid and unambiguous. Probably, natural inclinations play a big role at the initial stage of the formation of ISPO. The decisive role in the process of developing a style is played by the personal characteristics of teachers, such as pedagogical beliefs and self-esteem of professionally significant qualities.
At a certain level of their development, it becomes possible to master software methods characteristic of opposite typologically determined styles. Thus, educators with an “organizational-stimulating” style, despite their pronounced mobility of the nervous system, which to some extent determines the use of direct influences, widely use indirect influences in their activities.
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Apparently, this becomes possible thanks to the positive pedagogical beliefs they have formed. Conversely, inflated self-esteem of significant qualities can lead to the fact that teachers with a weak nervous system, who, as is known, are more inclined to use soft, indirect addresses, tend to avoid conflict situations, and use harsher influences in their activities (“developmental-corrective” style ).
The identified polar styles (“organizational” and “developmental”) have different social significance. This fact gives grounds to assert that not every ISPE ensures the success of teaching activities and is optimal for a given person. Thus, the “organizational” style, characterized by the presence of authoritarian tendencies, should be regarded as pedagogically not entirely appropriate, preventing the harmonious development of the child’s personality. Consequently, in the ISPO developed in the process of mastering professional activity, both positive and negative methods of PO can become entrenched, both consciously and spontaneously.
The results obtained allow us to talk about the conditions for the formation of the style of pedagogical communication in the process of professional development of a teacher and, above all, about the role of his individual properties. It is important to point out that this process must be conscious, since during the spontaneous formation of an activity style, both a positive and a negative style can be formed.
Conscious formation of one's own software style is possible at a certain level of development of the ability to self-analyze professional activity. In this case, educators, in the course of professional interaction with children, purposefully search for, select and accumulate means and methods of communication that ensure optimal effectiveness in interaction with children and correspond to their individuality. This, in turn, brings emotional satisfaction and leads to an experience of psychological comfort.
Gradually, the composition of the means and methods of carrying out communicative activities is stabilized, and a certain stable integral structure is formed, namely, an individual style of pedagogical communication. In the course of spontaneous development of style, the teacher also uses known means and methods of communication that seem to him the most effective and individually convenient.
Subsequently, these means and methods of communication become stabilized, and an individual style of communication spontaneously develops, subjectively convenient, but not always professionally optimal, since the teacher does not pay due attention to analyzing the appropriateness of the means and methods of activity used from the point of view of the requirements of the activity. The sooner a teacher realizes the need to form his own style, the more opportunities there will be for the formation of a positive style, the more effective the process of becoming a professional will be.
1. Anton E.E. Study of the problem of speech interaction in the classroom in some foreign countries // Measurements in the study of educational problems. Tartu, 1973.
2. Bazhin E.F., Golynkin E.A., Etkind A.M. Method for studying the level of subjective control // Psychol. magazine 1984. T. 5. No. 3. P. 152162.
3. Vyatkin B.A., Ismagilova A.G. The structure of the teacher’s individual style of pedagogical influence and its system-forming function // Integral study of individuality: theoretical and pedagogical aspects. Perm, 1988.
4. Golubeva E.A., Guseva E.P. Properties of the nervous system as a productivity factor
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involuntary and voluntary memorization // Problems of differential psychophysiology. T.7 / Responsible editor. V.D. Nebylitsyn. M., 1972.
5. Gurevich K.M. Professional suitability and basic properties of the nervous system. M., 1970.
6. Ismagilova A.G. Individual style of pedagogical communication of a kindergarten teacher: Author's abstract. Ph.D. dis. M., 1989.
7. Ismagilova A.G. Communication style // Integral individuality of a person and its development / Ed. B.A. Vyatkina. M., 1999.
8. KanKalik V.A. To the teacher about pedagogical communication. M., 1987.
9. The concept of preschool education / Ed. V.V. Davydova. M., 1988.
10. Korotaev A.A., Tambovtseva T.S. Characteristics of connections between pedagogical communication and the properties of different levels of teacher’s individuality // Problems of integral research of individuality and its pedagogical aspects. Perm, 1985.
11. Kreitsberg P.U. Experience in developing criteria for measuring and predicting the effectiveness of a teacher: Abstract. Ph.D. dis. Tartu, 1977.
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13. Kuzmina N.V. Research methods // Fundamentals of university pedagogy. L., 1972.
14. Markova A.K. Psychology of professionalism. M., 1996.
15. Melnikov V.M., Yampolsky L.T. Introduction to experimental personality psychology. M., 1985.
16. Merlin V.S. Essay on an integral study of individuality. M., 1986.
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Received by the editors on September 8, 1999.
source unknown
Communication styles with children
The style of communication between adults and a child has a major influence on his development. In essence, communication styles with children are methods of influencing the child’s psyche, manifested in a characteristic set of requirements.
Communication styles between adults and children, their types
- Authoritarian style
This style implies strict submission and complete suppression of children's initiative. Methods of influence: shouting, coercion, punishment. As a result, the child’s development of volitional efforts is inhibited, children become helpless, neurotic and aggressive.
- Liberal-permissive style
The psychology of education in this case is based on the principle of permissiveness. The child does not know the word “should”, so he grows up to be an egoist who does not know how to give in and puts his desires above all else. A variation of the liberal communication style is overprotection, which completely deprives the child of independence. Parents sacrifice themselves to the child, hoping for his future gratitude, but the child becomes infantile, insecure and neurotic, unable to solve his own problems.
- Aloof style
This style is characterized by hypoprotection, which is a psychological distance between parents and child. Parents are not interested in the inner life of the baby. Left to his own devices, deprived of warmth, love and care, the child feels unhappy and lonely. The child’s psyche becomes inert, his curiosity disappears and indifference appears. As the child grows up, he begins to feel hostility not only towards his parents, but also towards other people, which makes him conflictual and can lead to delinquency.
- Democratic style of communication
Children and parents are equal participants in communication; adults respect the individuality of the baby and perceive him as an independent person. This style of communication is the most effective because it provides for friendly mutual understanding and the creation of favorable conditions for the development and upbringing of children .
Examples of the impact on a child with different communication styles
Styles of communication with children imply corresponding styles of education and influence on the child. Let's say a child refuses to go to school. Let's look at examples of parental behavior in this situation:
- Authoritarian style: I will lead, no matter what, a good education is more important than children’s whims.
- Liberal-permissive: parents will begin to look for illnesses in the child, feel sorry for him, and allow him to stay at home.
- Alienation: if you don’t want to, don’t go, but if problems arise with the class teacher or grades, then blame yourself.
- Democratic style: they will find out the reason for the refusal, help the child overcome problems at school or health problems.
Of course, the most optimal is the last, fourth option of behavior, in which parents respect the child’s right to choose and provide him with the necessary help.
Methods and techniques of pedagogical communication in preschool educational institutions
In the process of pedagogical communication, teachers and educators of preschool educational institutions use certain methods and techniques.
To evaluate the activities of children, their peers can be involved, who evaluate the technical side of the movement, the quality of execution, the results of independent attempts in creative search, etc. In the process of developing movement, expressive speech, and in the creation of various artistic images by children, reminder tips are used to stimulate their creativity, content and overall emotional tone of the work.
Finished works on a similar topic
Course work Pedagogical communication in preschool educational institutions 490 ₽ Abstract Pedagogical communication in preschool educational institutions 280 ₽ Test work Pedagogical communication in preschool educational institutions 240 ₽
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Quite often the technique of indirect influence on children through a doll character or toy is used. This technique is also evaluative in nature.
In the process of interaction between a teacher and children, positive forms of communication should prevail: calling children by name, smiling, affectionately stroking the head, praise, and in case of failure, showing annoyance and grief.
