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Determining the style of pedagogical communication between the teacher and children. The participation of many people at the same time in this activity means that everyone has to make their own special contribution to it. This allows us to interpret interaction as the organization of joint de

Brief summary: Modern child preschool age spends in kindergarten long time, most of this time the teacher is next to him. Preschool children imitate adults, so the teacher’s speech must be correct, clear and beautiful.

Communication between teacher and children

Children's spoken language is formed during the teacher's conversation with them in everyday life.

A conversation between a teacher and children is of great educational importance for establishing good relationships between them, influencing the child’s behavior, and his mental and speech development.

For children's development great importance has individual communication between the teacher and the child. How younger age children, the more they need individual communication with an adult. A child who comes to kindergarten for the first time feels embarrassed at first; he is not yet accustomed to new people, to a new environment. He hasn’t yet remembered the teacher’s name and doesn’t know how and when to approach her and talk. In personal communication with the teacher, the child quickly gets used to new living conditions and finds his place among his peers.

A child who has been attending kindergarten for a long time, in personal communication with the teacher, seeks answers to his questions, satisfies his curiosity about what he sees around him - at home and on the street.

It is extremely important to find a time and place during the day to talk with each child individually or in a small group. You need to talk to the child in such a way that he is left with satisfaction, even joy, from being listened to.

If in a conversation the teacher shows lively sincere interest to the child, to the content of his speech, then he feels bolder, more confident and trustingly talks about everything that interests him. A conversation with a child allows the teacher to get to know him better inner world, interests, level of speech development.

The conversation between the teacher and the child should take place in a calm environment, and not on the go. Attention to one child should not distract the teacher from other children. When talking with one or more children, you need to see the other children, know who is doing what, who is playing where.

Teacher's speech

In kindergarten, there are periods during the day when individual conversation is most appropriate. These are the morning hours when children gather, the evening hours, when children gradually begin to go home, independent games and activities for children while walking.

Preschool children, imitating those around them, adopt not only all the subtleties of correct pronunciation, word usage, and phrase construction, but also those speech imperfections that are found in adults. The culture of children’s speech depends on the teacher’s speech culture.

The speech of the teacher, who is constantly in the field of view of the children, in communication with them, is the main source from which children receive a model native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all sounds of the native language, but also maintained at a certain pace, volume, must be intonationally expressive, correctly grammatically formed, coherent, understandable, with correct and accurate using verbal notations.

The teacher must be self-critical of his own speech and, if there are shortcomings in it, strive to eliminate them.

However, it is not always easy to establish and identify the shortcomings of one’s speech, since in the process of communication the speaker’s attention is drawn primarily not to the form of speech (how to say), but to its content (what to say). In addition, as a result of a long-term careless attitude to one’s speech, some shortcomings may become firmly entrenched and go unnoticed in the future.

What requirements should a teacher make for his speech in order to prevent the appearance of similar shortcomings in his students?

Requirements for the sound culture of teacher speech

Children will more successfully learn the sounds of their native language from a teacher with intelligible, clear and distinct speech, who clearly pronounces phrases, words and each sound separately, i.e. a teacher with good diction. Most often, the teacher’s speech suffers from careless, sloppy pronunciation, when sounds and words are pronounced with the mouth insufficiently open (as if through teeth), the endings of words are left out, individual sounds are swallowed, and consonants are pronounced indistinctly.

The teacher must adhere to literary norms of pronunciation, eliminate various accents in his speech, the influence of local dialects, and correctly place emphasis on words.

Non-literary pronunciation includes letter-by-letter pronunciation of words, when words are pronounced as they are written: what (instead of what), his (instead of evo), happiness (instead of happiness), etc. A deviation from the norm of literary pronunciation is speech with a national accent, with characteristic features local dialects: yakanem (vyasna instead of spring), tsokanyem (tsto instead of what, etc.), with incorrect stress in words (shop, kilometer).

In speech you can express the subtlest shades of feelings and thoughts. This is achieved not only with the help of appropriate words, but also through the correct use of intonation means of expressiveness: voice strength, tempo, logical stress, pauses, rhythm, timbre, melody. Poems, fairy tales, stories read or told by the teacher using these means help children better understand the content and feel the power and beauty of their native language.

Monotonous speech tires young listeners and reduces interest in the content of the text. Listening to such speech, children quickly begin to get distracted, look around, and then stop listening altogether.

The teacher’s speech should be emotionally rich, rich in intonations, quite loud and leisurely. It must be remembered, however, that this rule is not comprehensive. When reading works of fiction, speeding up or slowing down speech must be justified by what is being conveyed in this moment content is a means of artistic expression.

Incorrect use of the voice can manifest itself, for example, in excessively increasing its volume (in case of noise in a group). If, nevertheless, a communication situation requires a significant increase in the volume of speech, this does not mean that it is necessary to bring it to a scream. You should, by slightly increasing the volume, pronounce the words more clearly, while slowing down the pace of speech.

Requirements for coherent speech and its lexical and grammatical design

Children learn from adults not only to correctly pronounce sounds and words, but also to clearly retell the content of fairy tales and stories, convey their own observations about the environment, consistently express their thoughts, and draw conclusions.

The ability to convey to children this or that content conveyed in speech in a coherent, interesting, and accessible form is a necessary quality of a teacher’s speech.

Consistently expressing thoughts, the teacher should not clutter up his speech with incomprehensible words, complex phrases, or long phrases.

Speech is better perceived by children if it consists of short phrases(even if these are complex sentences), since when using long, and, moreover, grammatically complex phrases, it is difficult for children to establish connections between parts, comprehend and understand the content.

When telling children about the excursion, about nature, etc., it is necessary to highlight and give them only the main thing, the main thing, i.e. what relates to main topic, discarding everything secondary and unimportant. Verbosity and the layering of unnecessary phrases make the teacher’s speech cumbersome and difficult to understand.

When listening to a story full of complex phrases, it is difficult for preschoolers to follow the teacher’s thoughts and remember the content, and such a story will not bring them any benefit.

Accessibility and understandability of the teacher’s speech is achieved primarily through the correct and precise use of words. Lexicon The Russian language is rich, it is constantly updated with new words; Words that have fallen out of use disappear.

When communicating with children, the teacher needs to make extensive use of the lexical richness of their native language, taking into account age-related characteristics: select and use in their speech words that are understandable and easy to learn.

When talking with children, you should use words of the literary language, avoiding rude words, avoiding colloquialisms and dialectisms, as well as words that have fallen out of use. The richer and more diverse the teacher’s vocabulary, the brighter and richer his speech, the more words children can learn.

Among the shortcomings of the teacher’s dictionary are the frequent use of words with diminutive suffixes, contamination with unnecessary words (well, that’s what it means), and when communicating with older children, adapting to the children’s speech.

The use of new words must be approached very carefully. On the one hand, one should take into account the age of children and select words that are accessible to their understanding, and on the other hand, one should constantly introduce new ones, expand the use of existing words, and explain their meaning.

When telling a story, it is necessary to skillfully use synonyms, metaphors, epithets, which make speech more expressive, more varied, richer in content, and make wider use of oral language. folk art(proverbs, sayings), phraseological units.

In addition, the teacher’s speech should be calm, always balanced, polite not only towards children, but also towards all other employees kindergarten.

Thus, when working with children, the teacher should pay attention to the following:

1. Correctly pronounce all the sounds of your native language, eliminate existing speech defects.

2. Have clear, distinct and distinct speech, i.e. good diction.

3. Use literary pronunciation in your speech, i.e. adhere to spelling standards.

4. Strive to correctly use intonation means of expression, taking into account the content of the statement.

5. When communicating with children, use speech at a slightly slower pace and moderate voice volume.

6. Tell and convey the content of texts in a coherent and accessible form, accurately using words and grammatical structures (according to the age of the children).

7. Do not use raised voices or rude expressions when talking with children and staff.

Working on your own speech

Eliminating shortcomings in pronouncing sounds

Pronunciation deficiencies that are not corrected in a timely manner can remain for life. They are often found in adults. Speech shortcomings become fixed, and people, getting used to them, sometimes do not notice them.

With systematic and hard work, a teacher can improve his speech or eliminate pronunciation deficiencies.

First of all, the teacher should pay attention to the pronunciation of the sounds s, s, z, z, ts, sh, zh, h, sch, l, l, r, r, since they are most often pronounced incorrectly.

To clarify articulation, for the correct pronunciation of sounds, as well as for their production, it is recommended to use special literature (speech therapy or speech technique).

Speech breathing

Correct speech breathing is the basis of sounding speech. It ensures normal voice and sound formation, preserves the smoothness and musicality of speech, and creates the opportunity, depending on the content of the utterance, to change the strength and pitch of the voice.

Speech breathing is voluntary and differs significantly from breathing at rest - physiological breathing outside of speech.

Exercises for developing proper speech breathing

1. Choose a comfortable position (lying, sitting, standing), place one hand on your stomach, the other on the side of your lower part chest. Do deep breath through the nose (the stomach protrudes forward and expands Bottom part chest, which is controlled by both hands). After inhaling, immediately exhale freely and smoothly (the abdomen and lower chest return to their previous position).

2. Take a short, calm breath in through your nose, hold the air in your lungs for 2-3 seconds, then exhale long, smoothly through your mouth.

3. Take a short breath with your mouth open and, with a smooth, drawn-out exhalation, pronounce one of the vowel sounds (a, o, u, i, e, s).

4. Smoothly pronounce several sounds on one exhalation:

a———o———u-

The number of vowels pronounced in one exhalation gradually increases.

Watch for a smooth transition from one sound to another.

5. Count on one exhalation to 3-5, gradually increasing the count to 10-15. Make sure you exhale smoothly. Count back.

6. Read proverbs, sayings, tongue twisters in one exhalation (first short, and then long), take a breath during semantic pauses.

When performing the exercises, follow the instructions given in the first exercise.

7. Select poems, stories and read them with correct playback of inhalation during pauses.

Exercises for the development of proper speech breathing are carried out in a well-ventilated room, in loose clothing, 30 minutes before meals or no earlier than one and a half to two hours after. The exercises can be used to work with children during physical education sessions.

Working on diction

Diction means a clear, clear and distinct pronunciation of all sounds of the native language with their correct articulation, with a clear and clear pronunciation of words and phrases.

To develop good diction, you must first strengthen articulatory apparatus(eliminate laxity of the lips, sluggishness of the tongue, stiffness in the movements of the lower jaw), establish proper speech breathing. For this they use special exercises, aimed at developing the mobility of the muscles of the lower jaw, tongue, lips.

Intonation expressiveness

For oral speech, the correct use of intonation means of expressiveness is very important: logical stress (isolating the main words or phrases from a phrase by raising or lowering the voice, changing the tempo), pauses (temporary stop of the voice in speech), melody (movement of the voice in speech according to height and strength), tempo (the number of words (syllables) spoken in a certain unit of time), changes in voice volume, timbre.

Coherent speech and its lexico-grammatical design

Speech coherence is ensured correct selection words, correct construction of phrases, sequence of presentation of the material.

Dictionary enrichment, precise use grammatical means are achieved through systematic reading of fiction, popular science, special and other literature. However, this is possible if the reader treats the word thoughtfully, follows not only the content, but also its linguistic and speech form: what language means the author uses to more accurately convey the idea, what words and grammatical forms and constructions he uses, in what order the material is presented.

Taking reading seriously Full time job This book will help you to better understand the richness and diversity of your native language.

Great help in working on the word, on correct use grammatical means are provided by various dictionaries (for example, Explanatory Dictionary of the Russian Language, edited by D.N. Ushakov, Dictionary of the Russian Language, compiled by S.I. Ozhegov, etc.), as well as various reference books, manuals, and textbooks.

At the request of the Federal State Educational Standard for Preschool Education, the position of the teacher in organizing the lives of children is that of a partner. Partnership activities include:

  • transmission of the content of the socio-historical experience of humanity: in the process of communication, the teacher tells the children new information, suggests ways cognitive activity, stimulates independent knowledge; in communication with peers, the process of mutual enrichment of children with new cognitive experiences and forms of interaction is of great importance;
  • transfer of experience various types activities and ensuring their mastery: partnership is a condition for children to master different types activities: labor, play, cognitive, research, etc.
  • exchange of thoughts, experiences about the internal and surrounding world, encouraging interlocutors to act in a certain way to achieve a result: in the process of partnership, emotional interaction between the teacher and the child, children with each other is established, which allows them to influence each other’s behavior, mood, and state.

In the process of communication, whether communication partners realize it or not, they implement four main functions: managerial, informative, emotive and factual (related to establishing contacts). The leading function, as a rule, is the management function: the main goal is the intention of its participants to influence each other, to influence the behavior of the communication partner.

The implementation of the informative function is carried out using language and other familiar systems. The communication process is usually divided into verbal and non-verbal communication.

Verbal is carried out through speech, which is a universal, but not the only means of communication. Nonverbal communication involves:

  • visual types of communication, i.e. gestures, facial expressions, postures;
  • spatiotemporal organization of communication, eye contact;
  • an acoustic system, including paralinguistic (voice timbre, range, tonality) and extralinguistic (pauses, coughing, laughter, crying, etc.) components;
  • tactile system (touching, shaking hands, hugging, kissing).

Partnership is not just an action - it is precisely an interaction: it is carried out between participants; Moreover, everyone is a carrier of activity and assumes it in their partners.

Activity can be expressed in the fact that a child, when communicating, proactively influences a partner - a peer or an adult. At the same time, the partner perceives its influences and responds to them, showing his own subjectivity. When two people communicate, they act alternately and perceive each other's influences, thereby learning and enriching each other.

The structure of partnership communication includes the following components:

1. The subject of communication is another person, a communication partner as a subject. For a preschooler, this could be an adult, a peer, an older person, or more youngest child, familiar or unfamiliar person. Each of the possible partners requires special methods and forms of interaction, the manifestation of specific communication skills.

2. The need for communication consists of the desire to know and evaluate other people and - through them and with their help - self-knowledge and self-esteem. Expanding the circle social communication gradually leads the preschooler to the knowledge of the diversity of personal manifestations of his interlocutors, their assessment and awareness of his own personal characteristics and capabilities. The need for communication is determined by communicative motives.

3. Communicative motives are what communication is undertaken for. For children of primary preschool age, this motive becomes the need to communicate with an adult for the sake of doing a common task - playing with a toy, stringing pyramid rings, feeding and putting a doll to bed. For children middle group The leading motive for communication is the need to learn something new from an adult. interesting information. Older preschoolers strive to realize in communication the need to understand the relationships between people, the reasons for their actions, relationships, and behavior. The child is interested in the qualities of a person, for the sake of knowing and assessing which he interacts.

4. Objectives of communication - the goal towards which, under given conditions, various actions performed in the process of communication are aimed. The motives and objectives of communication may not coincide with each other.

5. Products of communication are formations of a material and spiritual nature that are created as a result of communication. For preschoolers, these are the results of joint productive activities, for example collective application, a collage compiled together with parents or children of a group, a fairy tale composed in the process of communication, a riddle, a moral choice made by children after a joint discussion literary work or someone's action.

A partnership between an adult and children involves:

  • development of the child’s needs in accordance with his age capabilities to communicate with adults and peers. With friends and strangers, with children of different ages;
  • developing the ability to engage in the communication process (request, greeting, congratulation, invitation, polite address);
  • developing the ability to navigate partners and communication situations (start talking to acquaintances and strangers; follow the rules of communication culture in relationships with friends, with adults; understand the situation in which partners are placed, as well as the intentions and motives of communication);
  • development of the ability to correlate the means of verbal and nonverbal communication(useuse words and signs of politeness; express thoughts emotionally and meaningfully using gestures, facial expressions, and symbols; receive information and provide information about yourself and other people and in cabbage soup);
  • developing the ability to coordinate one’s actions, opinions, and attitudes with needs. interlocutors (self- and mutual control of activities, justification of jointly performed tasks in a certain logical sequence, determination of the order and rational ways of performing joint actions);
  • cultivating a desire to trust, help those with whom you communicate, and support them (help those in need of help, give in, be honest, do not shy away from answers, talk about your intentions, give advice and listen to the advice of others, trust the information you receive, your communication partner, adults, teacher);
  • application of individual skills in solving joint problems (use of speech, singing, jokes);
  • development of the ability to notice emotional condition partner and respond appropriately to him;
  • cultivating a desire to show sensitivity, responsiveness towards partners, and to empathize with them.

Techniques of influence in communication are constructive, such as: persuasion, argumentation, request.

Children who are proactive and sociable encourage the teacher to communicate more extensively and diversified. By constantly drawing adults into the center of their activities, they encourage them to be more active, which contributes to the accumulation and expansion of the experience of mutual understanding, finding “ common language" Here's an example.

Maxim, a pupil of the group, built a plane, and while waiting for the teacher, he makes sure that none of the children destroy it. Tatyana Viktorovna approaches Maxim, there is a smile on her face, and her animation is noticeable. She says affectionately: “Max, were you waiting for me? I see what a beautiful plane you built. Well done. Yes, this is not a simple plane. This is a new design aircraft." Let you be the pilot, and the guys and I will be passengers and we’ll all go on a trip together. The teacher rejoices with the child, and he strives for emotional contacts because he enjoys this communication.

For a child, a teacher is the bearer of social requirements, rules, and various evaluations (encouragement, censure, prohibition). Therefore, in connection with the experience of the established relationship between the teacher and the child, the latter develops recognition or non-recognition of the teacher, a trusting or distrustful attitude towards him and his assessment, the ability to express his feelings to him, gratitude, a desire to communicate with him, to report joys and failures. This is how the teacher and children become partners in games and independent activities of the child. Partnership, on the part of the child and on the part of the teacher, contributes to better mutual understanding in the process of communication. We often use the “I am a statement” model (“I think that you, Kirill, will learn this; I want; I wish; I would prefer that they play together, share toys and help each other in difficult situations”)”

The nature and intensity of communication is determined not only by the activity of children, but also by the extent to which adults create favorable conditions for the development of communication as the child grows up. This position is clearly realized when studying the relationship between preschoolers and teachers.

To achieve the teacher's favor, to draw his attention to himself, to be noticed by him - this is the main concern of the child. And if some children do not achieve this, it is not at all because they do not strive to communicate with the teacher, but due to a lack of communication skills, which prevents them from being able to emotionally “express themselves” and their desire to communicate with us.

Partnership is also manifested in cultural and leisure activities, teachers and children perform certain roles, contribute to the creation of an environment of common joy, Have a good mood, a sense of involvement in the events that take place in the country, in kindergarten, is formed. We foster a joyful and friendly atmosphere in the children's team. For example, the teacher takes on the role of “Grandmother the Storyteller,” “Forest Forester,” “Sea King,” and children play the roles of other heroes related to each other.

Literature:

1. Order of the Ministry of Education and Science of Russia No. 655 of November 23, 2009. “On approval and implementation of Federal state requirements for the structure of the basic general education program preschool education" - 2009

2. Zakharov A.I. How to prevent deviations in a child’s behavior. - M., 2009

3. Mastyukova E.M. Therapeutic pedagogy. - M., 2009

4. An approximate basic general education program for preschool education “From birth to school.” Ed. Veraksy N.E. - M., 2010

5. Approximate basic general education program for preschool education “Success”.

6. Psychological and pedagogical counseling and support for child development / ed. Shipitsina M.L. - M., 2003

The professional activity of a teacher is impossible without pedagogical communication. Pedagogical communication is a system of interaction between a teacher and children with the aim of providing an educational influence on them, forming pedagogically appropriate relationships and self-esteem of the child, and creating a microclimate favorable for mental development.

The teacher must strive to ensure that his pedagogical communication with children is effective and contributes to their mental development to the greatest extent. To do this, he needs to know what his pupils expect from communicating with him, take into account their changing need for communication with adults throughout preschool age, and develop it. By interacting with children in the “zone of proximal development,” a teacher can help realize their potential. Communication with adults prepares the emergence of new, more complex activities. For example, business conversation contributes to the formation of object-tool - leading in early age- activities; extra-situational-personal communication - educational, leading at primary school age.

The effectiveness of pedagogical communication depends on the teacher’s ability to take into account the age and individual characteristics of children. Various shapes influences are chosen by the teacher to communicate in similar situations with children different temperaments and age. He often expresses special warmth towards the little ones, using affectionate forms of address that the baby is accustomed to in the family. The teacher also shows sensitivity and interest in working with older preschoolers. But here, in order to create the optimal nature of the relationship, he is required to be able to joke, and, if necessary, to talk seriously and sternly. The content of the teacher’s communication with different children also differs - their interests, inclinations, gender, and characteristics of the family microenvironment are taken into account.



In the process of interaction with children, the teacher uses both direct and indirect influences.

Usually, direct influences are understood as influences that are directly addressed to the student, in one way or another related to his behavior, relationships (explanation, demonstration, instruction, approval, censure, etc.). Indirect influences are considered to be through other persons, through the appropriate organization of joint activities, etc. The essence of this method of influence is that the manager does not create any obstacles and does not give any instructions regarding the desired direction of behavior, but he changes the surrounding conditions in such a way that Each individual individually chooses exactly the form of activity that was desired by the manager.

The most effective in working with preschoolers, especially younger and middle-aged children, are indirect influences, primarily influences through play and playful communication.

“...During the walk, the children of the middle group rode wooden horses and airplanes. They were especially attracted to a horse that had recently been exhibited on the property. We rode, as agreed with the children, in turns - first the girls, then the boys. Now it was Kolya A’s turn. But Lyuda S. continued to ride and had no intention of giving up her horse to him. “This is my horse, I will ride it,” she answered sharply in response to the boy’s request. Kolya pulled her pigtail, the girl began to cry and ran to complain to the teacher. The teacher watching the children did not scold any of them. She walked with them closer to the horse. “Look, children, how sad the horse has become. She's probably offended by you. She doesn't like it when children quarrel among themselves. Then she doesn’t want to roll them. The horse will be happy to give you a ride when you play together and have fun. And now the horse is probably already tired. She wants to eat and drink. Let’s feed her and give her something to drink, and she’ll give you rides again.” The children responded with pleasure to the teacher’s offer” (from materials by E. A. Panko).

By entering into playful communication, the teacher gets the opportunity to manage children’s activities, their development, regulate relationships, and resolve conflicts in an economical way, without unnecessary pressure or moralizing.

The optimality of pedagogical communication also depends on the teacher’s ability to use fairy tales and art as a means of indirect influence on the child. Properly organized pedagogical communication creates the most favorable conditions for the development of creative activity of preschoolers. It has been revealed that it is personal-business communication, which simultaneously satisfies the need for cooperation and empathy, mutual understanding, that most contributes to the creation of an atmosphere of co-creation.

Teachers supervise the activities of children, but the forms of their influence on preschoolers are different. Most often, “democratic” and “authoritarian” forms of leadership are distinguished. The productivity of the “democratic” and the harmfulness of the “authoritarian” style, the inadmissibility of the latter in working with preschoolers, has been proven in a number of studies (A. A. Bodalev, K. Levin, V. S. Mukhina, L. N. Bashlakova, etc.).

Characterizing the optimal pedagogical communication of a teacher, A. A. Leontiev rightly notes that it “allows for maximum use of the teacher’s personal characteristics in the educational process.” This opportunity is also created by optimal pedagogical communication between the teacher and preschool children. Interests, inclinations, abilities, pedagogical attitude teacher are reflected in the style of his professional communication.

The teaching styles of kindergarten teachers are varied. They are currently being studied. However, we can already talk about the indisputable advantage of a positive harmonious style, when positive motivation is combined with positive forms of communication with children, with a high level of professional skills. Education and self-education of this style is one of important means increasing the effectiveness of pedagogical communication.

In improving pedagogical communication, as well as all the activities of the teacher, the psychological climate in the teaching staff of the kindergarten plays an important role.

Literature

Krupskaya N.K. Children are our future. M., 1975.

Makarenko A. S. Lectures on raising children. M., 1978.

Sukhomlinsky V. A. I give my heart to children. Kyiv, 1973.

Berezovin N. A., Kolominsky Ya. L. Teacher and children's team. Mn., 1975.

Bure R. S., Ostrovskaya L. F. Teacher and children. 2nd ed., M., 1985.

Dobrovich A. B. To the teacher about the psychology and psychohygiene of communication. M., 1987.

Kan-Kalik V. A. To the teacher about pedagogical communication. M., 1987.

Nikolaeva A. Personality of the teacher in the mirror of children's perception// Preschool education. 1987. No. 9. P. 35-37.

Kolominsky Ya. L., Panko E. A. What is pedagogical communication//Preschool education. 1985. No. 6. P. 39-43.

Kondratyeva S.V. Teacher - student. M, 1984.

Kuzmina N.V. Essays on the psychology of teacher work. L., 1967.

Panko E. A. Psychology of activity of a kindergarten teacher. Mn., 1986.

Semushina L. Determination of professional skills/Preschool education. 1980. No. 11. P. 61-65.

Slastenin V. A. Personality formation of a Soviet school teacher in the process of professional training. M., 1976.

Shcherbakov A.I. Psychological foundations of the formation of the personality of a Soviet teacher. L., 1967.

Review questions

1. What are the requirements for the personality of a Soviet educator?

2. Reveal the structure of a kindergarten teacher’s activity and characterize each of its components.

3. What is pedagogical communication? What are the conditions for its optimization?

Practical tasks

1. Observe the activities of the teacher as he guides the play of preschoolers. Using rating scales (see scale No. 1 in methodological recommendations E. A. Panko “Studying the activities of a preschool teacher.” Mn., 1985), identify the level of development of his professional skills necessary for leadership play activities preschoolers.

2. Based on content analysis of children’s characteristics and observation of pedagogical activity teacher, try to determine his level of development of children’s understanding.

3. Using conversations and observations of the teacher’s interaction with children and their parents, identify the predominant type of attitude of teachers towards children in one of the kindergarten groups, the dominant leadership style of each teacher. Are they different? How? Outline, if necessary, ways to correct the leadership style of educators.

Tatiana Bogomolova
Workshop for teachers of preschool educational institutions “Styles of pedagogical communication”

Workshop for teachers

Subject: Styles of pedagogical communication

Target: help improve psychological competence teachers within the topic.

Tasks: tell teachers about the main styles of communication with children; show effectiveness communication styles, using the example of activity results during a class on making napkins (With teachers) .

Equipment: by number present: scissors, three sheets of colored paper ( different colors, pencil.

Progress:

Organizing time

Theoretical part:

Presentation of a social report teacher

Giving a report educational psychologist.

Practical part:

-

Discussion, summing up.

Dear colleagues!

As we all know, in communication an important system of relationships between people develops, which contributes to efficiency communication.

Pedagogical communication in training and education it serves as a tool for influencing the personality of the student.

Pedagogical communication- complete system (techniques and skills) socio-psychological interaction teacher and students, containing the exchange of information, educational influences and the organization of relationships using communicative means.

Among the most difficult challenges facing teacher, includes the organization of productive communication, suggesting the presence high level development of communication skills. And it’s very important to organize it this way. communication with children for this unique process to take place. Important role plays here communication style.

Under communication style understand individual typological features of socio-psychological interaction teacher and children. IN communication style finds expression:

Features of communication capabilities teacher;

The current nature of the relationship teacher and students;

Creative individuality teacher;

Peculiarities children's group team.

Moreover, it is necessary to emphasize that teacher communication style with children is a socially and morally charged category. It embodies social and ethical principles society and the teacher as his representative.

These days there are a lot of communication styles, but let's stop at main: authoritarian, permissive and democratic pedagogical communication styles.

Under authoritarian style the characteristic tendency towards tight management and comprehensive control is expressed in the fact that teacher often resorts to a commanding tone and makes harsh remarks to children. What is striking is the abundance of tactless attacks against some members of the group and unreasoned praise of others. Authoritarian teacher not only defines the general goals of the work, but also indicates how to complete the task, strictly determines who will work with whom, etc. Tasks and methods for completing it are given teacher step by step. It is typical that this approach reduces the activity motivation of pupils, since children do not know what the purpose of the work they are doing as a whole is, what the function of this stage is and what lies ahead. It should also be noted that in terms of interpersonal attitudes, stage-by-stage regulation of activity and its strict control may indicate uncertainty teacher into positive opportunities for children. In any case, in his eyes, children are characterized by a low level of responsibility and deserve the harshest treatment. Moreover, any initiative is considered authoritarian teacher, as a manifestation of unwanted self-will. Children are not allowed to express their views, criticize, or take initiative. Sometimes authoritarian teacher allows children to participate in discussions about issues that affect them. However, the decision is ultimately always made by the adult in accordance with his own attitudes.

2. Conniving

The main feature of connivance style is essentially self-elimination teacher from the educational process, removing responsibility for what is happening. Conniving style turns out to be the least preferable among those listed. The results of children's activities at this communication style- the smallest amount of work performed and its worst quality. It is important to note that children are not satisfied with work in similar group, although they do not bear any responsibility, and the work is more like an irresponsible game. With connivance leadership style, the teacher strives, to interfere as little as possible in the life activities of students, is practically eliminated from their management, limiting itself to the formal fulfillment of the duties and instructions of the administration.

3. Democratic

The main feature of democratic style is that what the group accepts Active participation in discussing the entire progress of the upcoming work and its organization. As a result, children develop self-confidence and self-government is stimulated. In parallel with the increase in initiative, sociability and trust in personal relationships with teacher and between children. If under authoritarian style reigned between the group members "enmity", especially noticeable against the background "submission" leader and even curry favor with him, then under democratic management children not only show interest in work, revealing positive internal motivation, but become closer to each other in personal attitude. Under democratic teacher leadership style relies on the team, stimulates student independence. In organizing team activities teacher trying to take a position "first among equals", delves into their personal affairs and problems. Children discuss the problems of collective life and make choices, but the final decision is formulated by teacher.

“Napkin making class”

Target: "accommodation" participants in the role of a student in the classroom in a situation of an authoritarian model of interaction and in a model of cooperation.

Material: Each participant has 3 sheets of paper, scissors.

Teachers are offered"play" in the role of preparatory group children in class "Making paper napkin» according to a specific algorithm of action set by the presenter in three options for interaction between class participants.

Instruction No. 1

Children, you are already big. You'll be going to school soon. There you will have to be very attentive, listen well to the teacher and follow all her instructions, exactly as she says. Today we will conduct a lesson, and I will check whether you know how to listen well, be attentive and complete tasks correctly. Remember, listen only to me! No distractions! You can't talk to your neighbor! Don’t ask him anything, don’t ask him any questions, do everything yourself! Don’t ask me questions either, don’t ask me questions, but work intently.

2. Fold the square in half.

10. Bend it diagonally.

11. Hold the resulting small triangle at a right angle to right hand and bend it in half. On right side triangle in the middle, cut the paper so that you get a circle twice as large as the previous ones.

Do not speak. Label napkin no. 1.

Instruction No. 2

Children, you are already big. You'll be going to school soon. There you will have to be very attentive, listen well to the teacher and follow all her instructions, exactly as she says. Today we will conduct a lesson, and I will check whether you know how to listen well, be attentive and complete tasks correctly. Now you can communicate with your neighbor, ask him something, but just don’t distract him. You can't ask me. Do it together, but without my help.

1. Make a square from the rectangle by cutting off the excess part.

2. Fold the square diagonally and smooth the lines.

3. Make a large triangle out of the square.

4. Make a small triangle from the large triangle by folding it in half again.

5. Hold the right corner of the triangle towards your right hand and cut off the top right corner and bottom left a little (1cm*1cm).

6. Open the large triangle and make a small square out of it, bending the right and left corners of the triangle.

7. Fold the small square diagonally to form a small triangle.

8. Right angle to the right hand. Cut a right angle so that you get a circle with a diameter of 2 cm.

9. Keep this triangle straight (cut off) at an angle downwards and on the leg, on the left side in the middle, cut the paper so that you get a circle with a diameter of 4 cm.

10. On the hypotenuse of the triangle, cut the paper to make the same circle (4 cm in diameter, but closer to the upper corner of the triangle.

Label napkin no. 2.

Instruction No. 3

Children, you are already big. You'll be going to school soon. There you will have to be very attentive, listen well to the teacher and follow all her instructions, exactly as she says. Today we will conduct a lesson, and I will check whether you know how to listen well, be attentive and complete tasks correctly. We'll make a napkin. You will be very attentive, but if there is something you don’t understand or you don’t have time, you can contact me, ask for help, show me, check if you are doing the right thing. You can consult with friends. Try to do everything right.

1. Make a square from a rectangular sheet by cutting off the excess part.

2. Fold the square in half.

3. And now the resulting quadrilateral is cut in half again.

4. B left hand take the corner of the resulting small square representing the center of the larger square.

5. Cut the paper so that you get a circle with a diameter of 2 cm.

6. Connect the top right corner to the bottom left corner and cut the same amount of paper.

7. Do the same with the right corner.

8. Expand big square and make a big triangle out of it.

9. Bend the right and left corners of the triangle so that you get a small square.

10. Bend it diagonally.

11. Hold the resulting small triangle at a right angle to your right hand and on the right side of the triangle in the middle, cut the paper so that you get a circle twice as large as the previous ones.

Game Analysis (reflection):

After the end of the third series of classes, a discussion of the results of the activities is held.

1. The correctness of the napkin pattern is assessed and the quantity is compared successful work for all three series. (usually the smallest amount proper work in the first episode; doubling of errors during joint activities in the second series. The third series has the highest percentage of correct work). Positive emotional state, productivity is higher when collaborating with teacher.

2. Contact with peers was not always productive, it was observed. Doubling erroneous work.

3. Similar childhood forms were observed in the behavioral repertoire of the game participants behavior: in the authoritarian mode of interaction between students and teachers, there was stiffness and reluctance to show everyone their work.

Through this game you can feel the child’s condition in the classroom.

Thus, communication style directly affects the atmosphere emotional well-being in the children's team, which, in turn, largely determines the effectiveness of educational activities.

Today we are convinced that the most fruitful process of upbringing and learning is ensured by a reliably built system of relationships between an adult and a child.

Bogomolov (Ermakova) T.S.

In a kindergarten there is a specific system of relationships: “teacher - child.” Where two different spiritual worlds constantly come into interaction: the world of the educator with his experience, knowledge, beliefs, moral views, value orientations, etc., and the world of the child with his problems and contradictions of development, personality formation: the desire to know everything, to try. And the child’s development and self-esteem depend on the style of communication the teacher uses with the child.

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PEDAGOGICAL COMMUNICATION STYLES OF PRE-TEACHERS

Communication - a complex, multifaceted process of establishing and developing contacts between people. It is in communication that the perception, understanding and evaluation of a person by a person occurs.(Slide 2)

In the conditions of a kindergarten, there is a specific system of relationships: “teacher - child.” Where two different spiritual worlds constantly come into interaction: the world of the educator with his experience, knowledge, beliefs, moral views, value orientations, etc., and the world of the child with his problems and contradictions of development, personality formation: the desire to know everything, to try.

Therefore, a special type of communication is distinguished here -pedagogical communication. Pedagogical communication is characterized by purposefulness, the desire of the teacher to solve certain developmental and educational tasks.(Slide 3)

Each person, depending on his character, views, mental characteristics develops its own style of communication, i.e. totality typical signs behavior in this process.

In other words, the style of pedagogical communication is an established system of methods and techniques that a teacher uses when interacting with students, their parents, and work colleagues.(Slide 4)

The first experimental psychological study of communication styles was conducted in 1938 by the German psychologist K. Lewin. This study introduced a classification of communication styles that is still used today:

  • Authoritarian.
  • Democratic.
  • Conniving.(Slide 5)

Let's consider each of them separately.

This style can be expressed in the words: “Do as I say and don’t reason.”

With an authoritarian style of communication, the teacher alone decides all issues relating to the life of both the children's team and each child. Based on his own attitudes, he sets the goals of the activity, methods of its implementation, and subjectively evaluates the results. He does not explain his actions, does not comment, is excessively demanding, is categorical in his judgments, does not accept objections, and treats opinions with disdain. Any initiative is considered by an authoritarian teacher as a manifestation of unwanted self-will. The teacher constantly shows his superiority; he lacks empathy and sympathy. The official, commanding, commanding tone of address prevails. Form of address - instruction, teaching, order, instruction, shout. Communication is based on disciplinary influences and submission.

2. Permissive or Liberal(Slide 7)

This style can be expressed in the words: “As things go, so let them go.”

With a permissive (liberal) style of communication, there is no system in organizing activities and control. The teacher takes the position of an outside observer, does not delve into the life of the team, into the problems of the individual, and strives to be minimally involved in the activity, which is explained by the removal of responsibility for its results. The teacher performs his functional duties formally, limiting himself only to educational activities. The tone of the address is dictated by the desire to avoid difficult situations, largely depends on the mood of the teacher, the form of appeal - exhortations, persuasion.

3. Democratic(Slide 8)

This style of communication can be expressed in the words: “We conceived it together, we plan together, we organize it, we sum it up.”

In a democratic style, communication and activity are based on creative cooperation. Joint activities are motivated by the teacher, he listens to the children’s opinions, supports the student’s right to his position, encourages activity, discusses the idea, methods and course of the activity. The teacher is focused on increasing the child’s subjective role in interaction, on involving everyone in solving common problems. This style is characterized by a positive emotional atmosphere of interaction, goodwill, trust, exactingness and respect, taking into account the individual’s individuality. The main form of communication is advice, recommendation, request. As a result, children develop self-confidence and are encouraged to show initiative. At the same time, sociability and trust in personal relationships increase.

(Slide 9) In order to identify the style of pedagogical communication preschool teacher A survey was conducted and the following conclusions can be drawn:

  • 60% of teachers prefer a democratic style of communication;
  • 20% often use elements in their work authoritarian style;
  • 20% tend to have an authoritarian style.

Conclusion: In real pedagogical practice Most often there are mixed communication styles. Of course, the most preferable is the democratic style. However, it is also acceptable to use elements of a liberal style, for example, when organizing creative activity, when a position of non-interference and giving the pupil independence is appropriate. Alsoa teacher cannot completely exclude from his arsenal some private techniques of an authoritarian style of communication, which sometimes turn out to be quite effective,especially when working with a group or individual children, relatively low level socio-psychological and personal development. For example, when organizing a complex type of activity, when establishing order and discipline.But even in this case, the teacher should be generally focused on a democratic style of communication, dialogue and cooperation with children, since this style of communication allows for the maximum implementation of the personal development strategy of pedagogical interaction.

Thus, the teacher’s communication style is characterized by flexibility, variability, depends on specific conditions, on who he is dealing with - with young children or older ones, what their individual characteristics, what is the nature of the activity.