Signs of an authoritarian style of communication between a teacher and children. Pedagogical communication of the preschool teacher: his styles and models. Democratic style of communication

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1 Municipal Autonomous Preschool educational institution“Child Development Center kindergarten 14 “Olyapka” Practical hour “Styles of pedagogical communication and their influence on the emotional sphere of a preschooler” Prepared by: Devyatkova L.N., senior educator Solikamsk,

2 Goal: increasing the pedagogical and psychological competence of teachers in interacting with children in the field of relationships "adult child" and their impact on the emotional sphere of children. Tasks: 1. To expand the understanding of teachers about the features of the style of pedagogical communication and their influence on emotional development children. 2. Contribute to the formation of the communicative competence of teachers. I. Introduction. Greetings. Exercise "Greet in different ways" /exercise is carried out in a circle/. Goal: creating a favorable, relaxed psychological atmosphere. Teachers are invited to greet each of those present, without repeating those words of welcome that were said earlier. Exercise "I like you." Purpose: development of positive self-esteem of teachers. The senior teacher invites teachers standing in a circle to pass the ball to the neighbor on the left with the words “I like you”, you need to finish the phrase with a compliment (positively). You can note the color of the eyes, hair, clothing detail, character trait, some act, professional achievement of the teacher, etc. The senior teacher starts the exercise. Each participant, passing the ball, leaves part of the thread with him. As a result, when the ball returns to the leader, the thread forms a vicious circle, symbolically uniting the group into a single whole. The host draws the attention of the children to the fact that the thread united them all. After a few seconds (8 10 sec.), the leader returns the ball to the neighbor sitting on the right (counterclockwise), with the words “I like you,” ending the phrase with a compliment. Each member of the group, passing the ball, winds his part of the thread around the ball. As a result, the ball (with wound threads) returns to the leader. Without leaving the circle, the senior educator with teachers should discuss what the teachers felt when: they received a ball and heard a compliment addressed to them; they themselves passed it on and said a compliment to a neighbor; what was more difficult for them and what was easier; What was the relationship between teachers like? II. Main part. The professional activity of an educator is impossible without pedagogical communication. Pedagogical communication is a system of interaction between a teacher and children in order to provide them with an educational impact, 1

3 formation of pedagogically expedient relationships and self-esteem of the child, creation of a microclimate favorable for mental development. The personal qualities of the educator, manifested in his professional activities, become a significant factor determining the content, nature and characteristics of his influence on the personality of the child. The words and actions of the teacher determine the features and further development of his interaction with children, influence the growth of children's self-awareness, and the formation of friendly attachments among peers. Each teacher has his own educational strategy, or rather, a model of interaction with children. The most meaningful characteristics of models of interaction between a teacher and children are given by V. A. Petrovsky: Model of "Non-intervention" in a child's life. With this model of interaction, the teacher is characterized by detachment from children, which can be expressed by the words: "Leave me alone." The teacher shows indifference, indifference, irritated rejection towards children. The child is not provided with emotional support, is not offered alternatives behavior, he is left alone with his difficulties. The tactic of communication here is as follows: "peaceful coexistence", "side by side, but not together." The personal position of the teacher is to avoid responsibility. The child is perceived by him as a burden, an annoying hindrance in solving his own problems. Models of "non-intervention" in a child's life correspond to object-subject relationships. The child actually acts as the subject, the adult plays a passive role. IN this case the task of an adult is to adapt to the desires of the child, i.e., conditions and prerequisites are created for his spontaneous development. This type of connection is, as a rule, most characteristic of family education. Educational and disciplinary model of communication. The main goal of this model is the desire to equip the child with knowledge, skills and abilities. The child in this case is the object of adult influence. The activity of the teacher prevails over the activity of the child, who is forced to adapt to the adult. Typical ways of communication: instruction, clarification, prohibition, demand, threat, punishment. The personal position of the teacher: to meet the requirements of the child. For the educational and disciplinary model of interaction between an adult and a child, other, subject-object connections are characteristic. Relationships built on such connections are called totalitarian, while the personality of the teacher is the most significant, while the child is assigned a passive role. He acts as an object of application of pedagogical influences, and therefore is in a subordinate position (obliged, must). The main contradiction in communication is overcome by explicit or implicit coercion. Person-oriented model of interaction. 2

4 The goal of communication is the teacher's desire to provide the child with a sense of psychological security, trust in the world, and develop his individuality. The educator does not adjust the development of children to certain standards, but tries to create favorable conditions for the comprehensive development, taking into account individual characteristics. The child is given a certain independence, his activity is not suppressed. The formation of knowledge, skills and abilities is not an end in itself, but a means of the full development of the individual. Methods of communication: understanding, acceptance of the child's personality, based on the ability of adults to decenter (the ability to take the position of another, take into account the child's point of view and not ignore his feelings and emotions). Communication tactics: cooperation, the use of problem situations that require children to display intellectual and moral activity, the flexibility of communication positions when interacting with a child. The child is perceived by adults as a full-fledged partner in terms of cooperation. Pedagogical influence is aimed at the interests of the child and the prospects for his further development. The personality-oriented model of interaction is the most effective for full communication between children and the teacher. In this case, both the adult and the child are equally subjects of interaction. Conflicts that arise are resolved through cooperation. The child feels emotionally protected, as the teacher treats him as an equal. Within the framework of this model, personal characteristics are formed, both for children and for the educator, which is dictated and directed by the distinctive characteristic of interaction: the subject-subject relationship of the two parties, the teacher and children. Of the three given and described in detail models of interaction between an adult and a child, the optimal one is personality-oriented, built on subject-subject relationships. A review of the psychological and pedagogical literature on the problem makes it possible to consider the personality-oriented model of interaction in the preschool educational institution group as the most significant, and not only for children to learn the experience of human relations, but also for transferring learned patterns into communication with peers. Each teacher has an individual style of activity and communication, that is, a combination of tasks, means and methods that is characteristic of him. pedagogical activity. The results of educational influence depend on the personality of the teacher and his style of interaction with children. In the process of communicating with a child, an adult must not only theoretically transfer his experience and knowledge to children, but, above all, broadcast his personal attitude towards another person with his own behavior. Real pedagogical communication involves subjective relations: communication partners build their interaction in such a way as to take into account 3

5 psychological features each other: interests, motives, goals, temperament, abilities. With this type of communication, the teacher, addressing the child, assumes a certain attitude towards his address on his part, argues his requirements, explains the behavior. If there is no mutual orientation in the communication of a teacher with children, i.e. children act only as an object of influence, then one cannot speak of full-fledged communication. In the style of pedagogical communication, the features of the teacher's communication capabilities, the established nature of the relationship between him and the pupils, the creative individuality of the teacher, as well as the individual characteristics of the children are manifested. Communication style inevitably reflects the general and pedagogical culture educator and his professionalism. One of the factors influencing the development of a child's personality is the style of communication inherent in the educator. The style of pedagogical leadership can be defined as methods of educational influence, manifested in a typical set of requirements and expectations for the appropriate behavior of pupils. It is embodied in the characteristic forms of organization of children's activities and communication and has appropriate ways of implementing the teacher's attitude to the child's personality, associated with the achieved level of professional and pedagogical activity. What is a communication style? To answer this question, let us turn to the most general interpretation of the concept of "style". Style is a set of techniques, ways of working, it is a characteristic manner of human behavior. According to the definition of psychologist A. A. Bodalev, style is an individually peculiar manner of acting. The style of communication between a teacher and children is a socially and morally saturated category. Proceeding from this, V. A. Kan-Kalik wrote: "Under the style of communication, we understand the individual typological features of the socio-psychological interaction between the teacher and students." The generally accepted classification of styles of pedagogical communication is their division into authoritarian, democratic and liberal. The senior teacher suggests that the teachers divide into three groups, choosing one circle (circles of different colors: yellow, blue, red; on one side they are colored, on the other they are not). Teachers are invited to choose one of the three named communication styles and fill in the table with their group. After work in each group, the data is analyzed. Communication style Position of the teacher Emotional sphere of the child (child behavior) 4

6 Authoritarian style of pedagogical communication. The teacher takes a dominant position, does not allow children to show independence and initiative. Pupils in this case are the object of educational influences. Children with such methods of interaction will most likely be well armed with knowledge, skills and abilities and even demonstrate them in practice, however, such a demonstration is not due to the real needs and values ​​​​of the child, but the need to implement the desired behavior in the presence of the educator. This model does not contribute to the development of independence and creative initiative in children, as well as full-fledged interpersonal contacts. Teachers with an authoritarian style of communication, on the contrary, show pronounced attitudes, selectivity in relation to children, they use prohibitions and restrictions on children much more often, abuse negative assessments; severity and punishment are the main pedagogical means. The authoritarian educator expects only obedience; it is distinguished by a large number of educational influences with their uniformity. Communication of a teacher with authoritarian tendencies leads to conflict, hostility in the relations of children, thereby creating unfavorable conditions for the upbringing of preschoolers. The teacher's authoritarianism is often the result of an insufficient level of psychological culture, on the one hand, and the desire to accelerate the pace of development of children in spite of their individual characteristics- with another. Moreover, teachers resort to authoritarian methods with the best of intentions: they are convinced that by breaking children and getting the maximum results from them here and now, they can achieve their desired goals sooner. A pronounced authoritarian style puts the teacher in a position of alienation from the pupils, each child experiences a state of insecurity and anxiety, tension and self-doubt. This happens because such teachers, underestimating the development in children of such qualities as initiative and independence, exaggerate such qualities as indiscipline, laziness and irresponsibility. Democratic style of pedagogical communication. The democratic style of interaction is considered the most effective and optimal. It is characterized by a wide contact with the pupils, a manifestation of trust and respect for them, the educator seeks to establish emotional contact with the child, does not suppress severity and punishment; in communication with children, positive assessments prevail. The main feature of this style is mutual acceptance and cooperation. The teacher is focused on involving students in discussion and joint decision 5

7 common affairs, problems. Creates conditions for self-realization and manifestation of the creative initiative of children. Promotes the development of the child's ability to communicate, take into account the interests of other people, show initiative and independence. The child feels emotionally protected, shows confidence and activity. A democratic educator needs feedback from children on how they perceive certain forms. joint activities; able to admit mistakes. In his work, such a teacher stimulates mental activity and motivation for achievement in cognitive activity. In groups of educators, for whose communication democratic tendencies are characteristic, optimal conditions are created for the formation of children's relationships, a positive emotional climate of the group. Democratic style provides a friendly understanding between the teacher and the pupil, evokes positive emotions in children, self-confidence, gives an understanding of the value of cooperation in joint activities. Liberal style of pedagogical communication. It is characterized by the desire of the teacher to be minimally involved in activities, formalism. The conniving style of communication implements the tactics of non-intervention, the basis of which is indifference and disinterest. Avoids responsibility for the results of their activities. The results of this approach to education include the rupture of emotional ties between adults and a child. It is possible that the child will show early autonomy and independence, but will not be able to participate and empathize with other people. A liberal educator is characterized by lack of initiative, irresponsibility, inconsistency in decisions and actions, indecision in difficult situations. Such a teacher “forgets” about his previous requirements and after a certain time is able to present completely opposite requirements, which he himself had previously given. Inclined to let things take their course, overestimate the capabilities of children. Doesn't check if its requirements are met. Evaluation of children by a liberal educator depends on the mood: in good mood positive assessments predominate, negative ones in bad. All this can lead to a fall in the authority of the teacher in the eyes of children. However, such an educator strives not to spoil relations with anyone, in behavior he is affectionate and friendly with everyone. He perceives his pupils as initiative, independent, sociable, truthful. In real pedagogical practice, mixed styles of communication most often take place. The teacher cannot absolutely exclude from his arsenal some private methods of the authoritarian style of communication, which sometimes turn out to be quite effective. But even in this case, the teacher should be generally 6

8 is focused on the democratic style of communication, dialogue and cooperation with children, since this style of communication allows you to maximize the personal development strategy of pedagogical interaction. In life, each of these styles of pedagogical communication in its "pure" form is rare. In practice, it is often found that an individual teacher shows the so-called "mixed style" of interaction with children. Mixed style is characterized by the predominance of any two styles: authoritarian and democratic or democratic style with inconsistent (liberal). The features of the authoritarian and liberal style are rarely combined with each other. The style of pedagogical communication as one of the characteristics of a person is not an innate (biologically predetermined) quality, but is formed and nurtured in the process of practice based on the teacher's deep awareness of the basic laws of development and the formation of a system of human relations. However, certain personal characteristics predispose to the formation of a particular style of communication. So, for example, people who are self-confident, proud, unbalanced and aggressive are prone to an authoritarian style. Such personality traits as adequate self-esteem, balance, goodwill, sensitivity and attentiveness to people predispose to the democratic style. First pilot study communication styles was carried out in 1938 by the German psychologist Kurt Lewin and he identified several more communication styles. The opposite game. Teachers are given sheets with characteristics of communication styles proposed by K. Levin. The task is to study, analyze this style and give it a name. Communication based on passion for joint creative activity. This style is based on the unity of the high professionalism of the teacher and his ethical attitudes. After all, the enthusiasm for joint creative search with children is the result not only of the communicative activity of the teacher, but to a greater extent of his attitude to pedagogical activity in general. This style of communication was followed by V.A. Sukhomlinsky. On this basis, he formed his system of relationships with children. This style of communication can be seen as a prerequisite for successful collaboration. Speaking about the system of relationships between the teacher and pupils, A.S. Makarenko argued that the teacher, on the one hand, should be a senior comrade and mentor, and on the other hand, an accomplice in joint activities. Emphasizing the fruitfulness of this style of relationship between the teacher and pupils based on the enthusiasm for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the process of communication, should be measured. Often, young teachers turn friendliness into familiarity with children, and this has a negative effect on the entire course of the educational process.

9 process. Friendliness should be pedagogically expedient, not contradict the general system of relationships between the teacher and children. Communication is distance. Its essence lies in the fact that in the system of relations between a teacher and children, distance acts as a limiter. But here too, moderation must be observed. Increasing the distance leads to the formal nature of the psychological interaction between the teacher and children and does not contribute to the creation of a creative atmosphere. Distance must exist in the system of relationships, it is necessary. The distance acts as an indicator of the leading role of the teacher, based on his authority. The transformation of the distance indicator into the dominant of pedagogical communication sharply reduces the overall creative level of the joint work of the teacher and children. This leads to the establishment of an authoritarian principle in the system of relations between the teacher and children, which, ultimately, has a negative effect on the results of activity. In most cases, the use of this style of communication in its purest form leads to pedagogical failure. Authority must be won not through the mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person. Communication-distance to a certain extent is a transitional stage to such a negative form of communication as communication-intimidation. Communication is intimidating. This style of communication, which is also sometimes referred to, is mainly associated with the inability to organize productive communication based on enthusiasm for joint activities. In a creative sense, communication intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it directs children not to what should be done, but to what cannot be done, deprives pedagogical communication of the friendliness on which it is built. mutual understanding, so necessary for joint creative activity. Flirting. Communication is associated with the inability to organize productive pedagogical communication. In essence, this type of communication corresponds to the desire to win a false, cheap authority among children, which is contrary to the requirements of pedagogical ethics. The appearance of this style of communication is caused, on the one hand, by the desire to quickly establish contact with children, the desire to please, and on the other hand, the lack of the necessary general pedagogical and communicative 8

10 culture, skills and abilities of pedagogical communication, experience of professional communicative activity. A.S. Makarenko sharply condemned such a pursuit of love. He said: I respected my assistants, and I had just geniuses in educational work, but I convinced them that the last thing you need to do is to be a favorite teacher. I personally have never achieved childish love and I think that this love, organized by a teacher for his own pleasure, is a crime ... This flirtatiousness, this pursuit of love, this boastfulness of love brings great harm to the educator and education. I convinced myself and my comrades that this pendant ... should not be in our life ... Let love come unnoticed, without your efforts. But if a person sees the goal in love, then this is only harm ... Communication-flirting, as observations show, arises as a result of: a) the teacher's misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communication with a group of children and at the same time the desire to establish contact with children. Styles do not exist in their pure form. Yes, and the listed options do not exhaust all the richness of communication styles spontaneously developed in long-term practice. A variety of nuances are possible in its spectrum, giving unexpected effects, establishing or destroying the interaction of partners. As a rule, they are found empirically. At the same time, the found and acceptable style of communication of one teacher turns out to be completely unsuitable for another, since the individuality of the individual is clearly manifested in the style of communication. III. Final part. Teachers are invited to find out their style of pedagogical communication with children by answering the questions of this test. Diagnosis of the pedagogical communication style of a preschool teacher. Choose the most appropriate answer for you. 1) Do you think that the child should: a) share with you all his thoughts, feelings and experiences; b) tell you only what he wants; c) keep your thoughts and feelings to yourself. 2) If a child took a toy from his peer (in his absence) without permission, etc., then you: a) talk to him in confidence and provide an opportunity to make the right decision yourself; b) let the children figure out their own problems; c) inform all the children about this and make them return the toy with an apology. 3) A mobile, fussy, sometimes undisciplined child was focused, neat and did the job well in class today. What will you do: a) praise and show all the children his work; nine

11 b) show interest, find out why it worked out so well today; c) tell him: “This is how I would always do it.” 4) The child, entering the room, did not greet you. You: a) make him say hello loudly in front of everyone; b) pay no attention to it; c) immediately begin to communicate with the child, without mentioning his mistake. 5) Children are calmly studying. You have a free moment, and you would prefer: a) quietly, without interfering, to watch how they play and communicate; b) help someone, prompt, make a remark; c) go about your business in a group. 6) Which point of view seems more correct to you: a) the feelings, experiences of the child are still superficial, pass quickly, and you should not pay special attention to them; b) the child's emotions, his experiences are important factors with which he can be effectively trained and educated; c) the child's feelings are amazing, his experiences are significant, and they must be treated carefully, with great tact. 7) Your starting position in working with children: a) the child is weak, unreasonable, inexperienced, and only an adult should, can teach and educate him; b) the child has many opportunities for self-development, while adult cooperation should be aimed at maximizing the activity of the child himself; c) the child develops almost uncontrollably under the influence of heredity and family, and therefore the main concern is that he be healthy, fed and not violate discipline. 8) How do you feel about the activity of the child himself: a) positively, full development is impossible without it; b) negatively, it often interferes with purposeful and systematic training and education; c) positively, but only when the activity is agreed with the teacher. 9) The child did not want to do the task under the pretext that he did it at home. Your actions: a) would say: “Well, don’t”; b) would be forced to do the work; c) would be offered another task. 10) Which position do you think is more correct: a) the child should be grateful to adults for the work on him; b) if the child does not realize the concern for him, does not appreciate it, then this is his business: someday he will regret it; c) the teacher should be grateful to the children for their trust and love. Key for processing educators' responses Answer options a b c points preference for democratic style; points prone to authoritarian style; points expressiveness of the liberal style of communication. 10

12 References: 1. Galiguzova L.N., Smirnova E.O. Stages of communication: from one to seven years.-m.: Enlightenment, 1992. 2. Gippenreiter Yu.B. Communicate with the child. How? 4th edition, stereotypical. Moscow: CheRo, Sphere, 2005 3. Zimnyaya I.A. Pedagogical psychology. Rostov-on-Don:. "Phoenix", 1997 4. Lobanov A.A. Fundamentals of professional pedagogical communication. - M, Academy., 2002. eleven

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In a kindergarten, there is a specific system of relationships: "teacher - child". Where two different spiritual worlds constantly interact: 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 on what style of communication with the child the educator uses, the development of the child, his self-esteem depends.

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STYLES OF PEDAGOGICAL COMMUNICATION OF THE TEACHER OF DOE

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 take place.(Slide 2)

In the conditions of a kindergarten, there is a specific system of relationships: "teacher - child". Where two different spiritual worlds constantly interact: 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 educator to solve certain developmental and educational tasks.(Slide 3)

Each person, depending on the character, views, mental characteristics, develops his own style of communication, i.e. a set of typical signs of 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 pupils, their parents, and work colleagues.(Slide 4)

First experimental psychological research communication styles was carried out in 1938 by the German psychologist K. Levin. In this study, a classification of communication styles was introduced, which is commonly used today:

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

Let's consider each of them separately.

This style can be expressed by the words: "Do as I say, and do not argue."

With an authoritarian style of communication, the teacher single-handedly decides all issues related 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 for its implementation, subjectively evaluates the results. He does not explain his actions, does not comment, is excessively exacting, 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 undesirable self-will. The teacher constantly shows his superiority, he lacks empathy, sympathy. The official, commanding, bossy tone of treatment prevails. The form of address is an indication, a lesson, an order, an instruction, a shout. Communication is based on disciplinary influences and submission.

2. Permissive or Liberal(Slide 7)

This style can be expressed by the words: "As everything goes, so let it go."

With a conniving (liberal) style of communication, there is no system in the organization of 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 an individual, strives to be minimally involved in activities, which is explained by the removal of responsibility for its results. The teacher does his functional responsibilities formally, limited 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 is exhortation, persuasion.

3. Democratic(Slide 8)

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

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

(Slide 9) In order to identify the style of pedagogical communication of the teacher of the preschool educational institution, a survey was conducted, according to the results of which the following conclusion can be drawn:

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

Output: In real pedagogical practice, mixed styles of communication most often take place. Of course, the most preferred is the democratic style. However, it is also permissible to use elements of the liberal style, for example, when organizing creative activity, when the position of non-intervention is expedient, providing the pupil with independence. Same waythe teacher cannot absolutely exclude from his arsenal some private methods of the authoritarian style of communication, which sometimes turn out to be quite effective,especially when working with a group or individual children of a relatively low level of socio-psychological and personal development. For example, when organizing a complex type of activity, when establishing order, discipline.But even in this case, the teacher should be generally focused on the democratic style of communication, dialogue and cooperation with children, since this style of communication allows the maximum implementation of the personality-developing 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, what are their individual characteristics, what is the nature of the activity.

Consider the styles of pedagogical communication of the educator, teacher, teacher, the style of pedagogical leadership.

STYLE OF PEDAGOGICAL COMMUNICATION

One of the factors influencing the development of a child's personality is the style of communication inherent in the educator. The style of pedagogical leadership can be defined as methods of educational influence, manifested in a typical set of requirements and expectations for the appropriate behavior of pupils. It is embodied in the characteristic forms of organization of children's activities and communication and has appropriate ways of implementing the teacher's attitude to the child's personality, associated with the achieved level of professional and pedagogical activity.

Traditionally allocate democratic, authoritarian and liberal styles.

Democratic style of communication

The democratic style of interaction is considered the most effective and optimal. It is characterized by a wide contact with the pupils, a manifestation of trust and respect for them, the educator seeks to establish emotional contact with the child, does not suppress severity and punishment; in communication with children, positive assessments prevail. A democratic teacher feels the need for feedback from children on how they perceive certain forms of joint activity; able to admit mistakes. In his work, such a teacher stimulates mental activity and motivation for achievement in cognitive activity. In groups of educators, for whose communication democratic tendencies are characteristic, optimal conditions are created for the formation of children's relationships, a positive emotional climate of the group. Democratic style provides a friendly understanding between the teacher and the pupil, evokes positive emotions in children, self-confidence, gives an understanding of the value of cooperation in joint activities.

Authoritarian communication style

Teachers with an authoritarian style of communication, on the contrary, show pronounced attitudes, selectivity in relation to children, they use prohibitions and restrictions on children much more often, abuse negative assessments; severity and punishment are the main pedagogical means. The authoritarian educator expects only obedience; it is distinguished by a large number of educational influences with their uniformity. Communication of a teacher with authoritarian tendencies leads to conflict, hostility in the relations of children, thereby creating unfavorable conditions for the upbringing of preschoolers. The teacher's authoritarianism is often the result of an insufficient level of psychological culture, on the one hand, and the desire to accelerate the pace of development of children, despite their individual characteristics, on the other. Moreover, teachers resort to authoritarian methods with the best of intentions: they are convinced that by breaking children and getting the maximum results from them here and now, they can achieve their desired goals sooner. A pronounced authoritarian style puts the teacher in a position of alienation from the pupils, each child experiences a state of insecurity and anxiety, tension and self-doubt. This happens because such teachers, underestimating the development in children of such qualities as initiative and independence, exaggerate such qualities as indiscipline, laziness and irresponsibility.

Liberal communication style

A liberal educator is characterized by lack of initiative, irresponsibility, inconsistency in decisions and actions, indecision in difficult situations. Such a teacher “forgets” about his previous requirements and after a certain time is able to present completely opposite requirements, which he himself had previously given. Inclined to let things take their course, overestimate the capabilities of children. Doesn't check if its requirements are met. The assessment of children by a liberal educator depends on the mood: in a good mood, positive assessments predominate, in a bad mood, negative ones. All this can lead to a fall in the authority of the teacher in the eyes of children. However, such an educator strives not to spoil relations with anyone, in behavior he is affectionate and friendly with everyone. He perceives his pupils as initiative, independent, sociable, truthful.

The style of pedagogical communication as one of the characteristics of a person is not an innate (biologically predetermined) quality, but is formed and nurtured in the process of practice based on the teacher's deep awareness of the basic laws of development and the formation of a system of human relations. However, certain personal characteristics predispose to the formation of a particular style of communication. So, for example, people who are self-confident, proud, unbalanced and aggressive are prone to an authoritarian style. Such personality traits as adequate self-esteem, balance, goodwill, sensitivity and attentiveness to people predispose to the democratic style.

Studies have shown that it is not recommended to appoint a “liberal” to the group after the departed “autocrat” teacher, and it is possible after the “liberal” - “autocrat”. A "Democrat" can be appointed after any predecessor.

In life, each of these styles of pedagogical communication in its "pure" form is rare. In practice, it is often found that an individual teacher exhibits the so-called "mixed style" interaction with children. Mixed style is characterized by the predominance of any two styles: authoritarian and democratic or democratic style with inconsistent (liberal). The features of the authoritarian and liberal style are rarely combined with each other.

The professional activity of a teacher is impossible without pedagogical communication. Pedagogical communication is a system of interaction between a teacher and children in order to provide them with an educational impact, the formation of pedagogically appropriate relationships and self-esteem of the child, and the creation of a microclimate favorable for mental development.

The personal qualities of the educator, manifested in his professional activities, become a significant factor determining the content, nature and characteristics of his influence on the personality of the child. The words and actions of the teacher determine the features and further development of his interaction with children, influence the growth of children's self-awareness, and the formation of friendly attachments among peers.

Diagnosis of the style of pedagogical communication of the educator of the preschool educational institution

Choose the most appropriate answer for you.

1) Do you think that the child should:

a) to share with you all my thoughts, feelings and experiences;

b) tell you only what he wants;

c) keep your thoughts and feelings to yourself.

2) If a child took a toy from his peer (in his absence) without permission, etc., then you:

a) talk to him in confidence and give him the opportunity to make the right decision;

b) let the children figure out their own problems;

c) inform all the children about this and make them return the toy with an apology.

3) A mobile, fussy, sometimes undisciplined child was focused, neat and did the job well in class today. How will you do it:

a) praise and show all the children his work;

b) show interest, find out why it worked out so well today;

c) tell him: “This is how I would always do it.”

4) The child, entering the room, did not greet you. You:

a) make him say hello loudly in front of everyone;

b) pay no attention to it;

c) immediately begin to communicate with the child, without mentioning his mistake.

5) Children are calmly studying. Do you have a free minute and would you like to:

a) calmly, without interfering, observe how they play and communicate;

b) help someone, prompt, make a remark;

c) go about your business in a group.

6) Which point of view do you think is more correct:

a) feelings, experiences of the child are still superficial, pass quickly, and you should not pay special attention to them;

b) the child's emotions, his experiences are important factors with which he can be effectively trained and educated;

c) the child's feelings are amazing, his experiences are significant, and they must be treated carefully, with great tact.

7) Your starting position in working with children:

a) the child is weak, unreasonable, inexperienced, and only an adult should, can teach and educate him;

b) the child has many opportunities for self-development, while adult cooperation should be aimed at maximizing the activity of the child himself;

c) the child develops almost uncontrollably under the influence of heredity and family, and therefore the main concern is that he be healthy, fed and not violate discipline.

8) How do you feel about the activity of the child himself:

a) positively – full development is impossible without it;

b) negatively - it often interferes with purposeful and systematic training and education;

c) positively, but only when the activity is agreed with the teacher.

9) The child did not want to do the task under the pretext that he did it at home. Your actions:

a) would say: “Well, don’t”;

b) would be forced to do the work;

c) would be offered another task.

10) Which position do you think is more correct:

a) the child should be grateful to adults for their work;

b) if the child does not realize the concern for him, does not appreciate it, then this is his business: someday he will regret it;

c) the teacher should be grateful to the children for their trust and love.

Key for processing the answers of educators

Options answers
1 2 3 4 5 6 7 8 9 10

a 2 3 2 2 3 1 2 3 1 2

b 3 1 3 1 2 2 3 1 2 1

c 1 2 1 3 1 3 1 2 3 3

25-30 points - preference for a democratic style;

10-19 points - the severity of the liberal style of communication.

The generally accepted classification of styles of pedagogical communication is their division into authoritarian, democratic and liberal.

The teacher takes a dominant position, does not allow children to show independence and initiative. Pupils in this case are the object of educational influences.

Children with such methods of interaction will most likely be well armed with knowledge, skills and abilities and even demonstrate them in practice, however, such a demonstration is not due to the real needs and values ​​​​of the child, but the need to implement the desired behavior in the presence of the educator. This model does not contribute to the development of independence and creative initiative in children, as well as full-fledged interpersonal contacts.

Democratic style of pedagogical communication

The main feature of this style is mutual acceptance and cooperation. The teacher is focused on involving pupils in the discussion and joint solution of common affairs and problems. Creates conditions for self-realization and manifestation of the creative initiative of children.

Promotes the development of the child's ability to communicate, take into account the interests of other people, show initiative and independence. The child feels emotionally protected, shows confidence and activity.

Liberal style of pedagogical communication

It is characterized by the desire of the teacher to be minimally involved in activities, formalism. The conniving style of communication implements the tactics of non-intervention, the basis of which is indifference and disinterest. Avoids responsibility for the results of their activities.

The results of this approach to education include the rupture of emotional ties between adults and a child. It is possible that the child will show early autonomy and independence, but will not be able to participate and empathize with other people.

In real pedagogical practice, mixed styles of communication most often take place. The teacher cannot absolutely exclude from his arsenal some private methods of the authoritarian style of communication, which sometimes turn out to be quite effective. But even in this case, the teacher should be generally focused on the democratic style of communication, dialogue and cooperation with children, since this style of communication allows the maximum implementation of the personality-developing strategy of pedagogical interaction.

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

Target:

1. Deepening the knowledge of educators about the psychological and pedagogical foundations of communication.

2. Acquaintance with the functions, forms and conditions of optimal pedagogical communication.

3. Ensuring the activity of educators and their participation in the dialogue on the problem of pedagogical communication.

4. The study of different styles of communication between a teacher and children and self-diagnosis of the style of pedagogical communication.

5. Deepening knowledge about the conditions for optimizing pedagogical communication and "pedagogy of cooperation."

6. Development of skills to show pedagogical tact in various conditions of educational work in a preschool educational institution.

Thematic plan of the seminar.

1. Theoretical basis pedagogical communication.

1.1. Communication functions.

1.2. Means and forms of communication between the educator and children.

1.3. Conditions for optimizing pedagogical communication.

2. Features of communication between the teacher and the child.

2.1. Early age.

2.2. Junior preschool age.

2.3. Senior preschool age.

3. Styles of pedagogical communication.

4. "Pedagogy of cooperation" - as I understand it.

5. Workshop. Development of communicative skills of the educator.

(Material for self-study of teachers.)

1. Theoretical foundations of pedagogical communication.

1.1. Communication functions.

Communication- the interaction of people with each other in the exchange of information of a cognitive or affective-evaluative nature.

Communication is characterized, first of all, by the involvement in the practical interaction of people about work, study or play activities.

By pedagogical communication, we will understand the system of interaction between the teacher and the pupils in order to get to know them, provide educational influences, organize pedagogically appropriate relationships, and form a microclimate favorable for the mental development of the child in the group of preschool institutions.

Communication is special need people interacting with each other. There are several functions of communication:

• Establishing community among people which is facilitated by the sign exchange, which allows you to distinguish "ours" among all others. A person who keeps silent and turns away from people, thereby gives them (whether he wants or does not want) a sign that reads as follows: “I am not yours, you are not mine.”
• Regulation of joint activities. Participation in joint activities requires certain knowledge from each of us. Children receive them from birth through communication with elders.
• The original tool for knowing everything in the world.
• Awareness of one's "I". The child in the process of communication is constantly moving to the "objectification" of himself, to the allocation of "I" among other people, among the various "not I".
• Self-determination of personality in its thoughts and actions. Occurs during the satisfaction of physiological and psychological needs (the need for positive emotions).

1.2. Means and forms of communication between the educator and children.

During the first seven years of life, several levels of forms of communication between children and adults consistently arise and replace each other.

1. Direct-emotional communication with close adults. It is based on the child's need for attention and a benevolent attitude towards himself from others. Communication between the infant and adults takes place outside of any other activity and constitutes the leading activity of the child of this age. This form of communication has great importance in mental development child. The main means of communication at this stage are facial movements.
2. Situational-business form of communication between children and adults (6 months - 3 years). The main feature of this type of communication between children and adults should be considered the practical interaction of a child and an adult. In addition to attention and goodwill, a young child also begins to feel the need for adult cooperation (a request for help, an invitation to joint actions, an appeal for permission). This helps children recognize objects, learn how to act with them. During this period it is very important positive evaluation, since it affects the assimilation of actions with objects.
3. Extra-situational-cognitive form of communication (3-6 years). Signs of the emergence of a third form of communication can be the emergence of questions in the child about objects, their various relationships. The most important means of communication at this stage is speech, because it alone opens up opportunities to go beyond one particular situation and to carry out that "theoretical" cooperation, which is the essence of the described form of communication. In this type of communication, the child discusses objects and phenomena of the world of things with adults. This includes news reports, cognitive questions, requests to read, stories about what they have read, seen, fantasies.
4. Extra-situational-personal form of communication (6-7 years). This communication serves the purposes of cognition of the social, and not the objective world. The world of people, not things. This type of communication exists independently and is a communicative activity in its “pure form”. The leading motives at this level of communication are personal motives. An adult as a special human personality is the main thing that encourages a child to seek contacts with him. In extra-situational-personal communication, the subject of discussion is a person. It is based on the child's need for emotional support, his desire for mutual understanding and empathy.

1.3. Conditions for optimizing pedagogical communication.

1. Sincere interest in the person , the ability to overcome your egocentrism in dealing with him. People who are especially talented in communication are distinguished by increased attention and subtle observation, an excellent memory for everything related to another person.
2. Ability to listen to others as a concrete manifestation of interest in people. A sign of an interesting interlocutor is the ability not so much to speak as the ability to listen. Simple everyday observations show that many people feel more need to speak than to listen. Unfortunately, there is a clear shortage of appreciative listeners, and if you manage to become a good listener, people's sympathies will be drawn to you, because they like those with whom they can satisfy their needs, and many have a strong need to talk out.
3. Appeal to the person (child, colleague, parents of their pupils) by name. Remember that a person's name is the most important sound to them in any language. A person is more interested in his name than any other names in the whole world put together. By remembering this name, and using it at ease, you are giving such a person a subtle compliment.
4. Kindness towards people. If you want people to treat you well, try to treat them kindly, because the law of mutual response works inexorably in the field of communication.
5. Smile when interacting with people. A smile gives a lot for mutual sympathy. It warms and creates an advance of a positive attitude.
6. Satisfying the human need for communication. To win the sympathy of people, it is useful to be able to satisfy their needs. Any person has many needs, and they need to be studied, to show interest in the interests of another person. The surest way to a person's heart is a conversation with him about what he values ​​​​above all. Therefore, you need to talk about what interests your interlocutor. The ability to let people feel their significance, respect for their opinion is extremely important for gaining authority in pedagogical communication.

2. Peculiarities of pedagogical communication between a child and an adult.

Having independently studied the materials, teachers at the seminar make brief messages according to their age group.

Issues for discussion:

1.

2.

3.

3. Styles of pedagogical communication.

Diagnostics and self-diagnosis of pedagogical communication.

See Appendix 2. Table No. 1, 2.

4. "Pedagogy of cooperation" - as I understand it.

“Pedagogy of cooperation” is, first of all, pedagogical creativity.

Cooperation is not just the openness and attitude of educators towards children, it is also the ability to organize joint creativity through a certain system of principles and methods:

• Children's passion for bright, interesting, promising joint activities.
• Definition of individual zones creative development collective as a whole and each child individually.
• General approaches to the upcoming activities, the search for options for the optimal solution, a joint discussion of the conditions for the upcoming activities and options for solving problems in a situation of psychological equality of educators and children, that is, without leaders and followers.
• Respect for a variety of approaches to the problem put forward in the course of joint creativity, mandatory discussion of each opinion, the results of joint creative activity.

The educator acts not just as a teacher who teaches, but as a person who is sincerely passionate about creativity, who attracts his younger colleague to creativity. Creative collegiality is what determines the nature of pedagogical communication with children.

Issues for discussion:

1. What, in your opinion, caused the need to find new ways and approaches to the upbringing and education of children, to communicate with them?
2. What ideas, principles and methods of “collaborative pedagogy” do you consider to be the main ones?
3. Is the idea of ​​“learning without coercion” interesting to you? Justify your answer.
4. How do you understand the problem of a personal approach to a child?
5. Cooperation with parents - how to develop it?

5. Workshop. Development of communicative skills of the educator.

At exercise 1. Psychological setting for creative work.

listen to a tape recording of 2 musical fragments (sad and cheerful), express your feelings and thoughts in a drawing.

Exercise 2. Pedagogical tact of the educator. Analyze the situation.

1. Seeing that Vadik is going to draw in his free time, the teacher asks:

What are you going to draw and with what?

How will you arrange the drawing on a sheet of paper?

What do you draw first, and then what?

Reminds you to put everything in place after drawing.

Question: Is such adult intervention necessary? independent activity children?

2. Lesson in drawing by design. The teacher supervises the work of all children. Veronika draws a landscape with enthusiasm. In the midst of the work, the teacher remarks to Veronika: “What did you draw for me here? Why did you ruin everything for me?" The girl looks at the teacher in fear, the children around look sympathetically at Veronica.

Question: comment on the situation. What is your advice to the teacher?

Exercise 3 Pedagogical technique.

Development of non-verbal means of communication.

“Enter the circle”: all educators stand in a circle. One outside of it. With the help of non-verbal means, one should try to enter the circle. The exercise is fast. Everyone is encouraged to try.

The development of speech and communicative behavior of the educator.

Greet the guys with the word "Hello!" with 10 shades: fear, pleasure, discipline, surprise, reproach, joy, displeasure, dignity, irony, indifference.

Communication with parents.

1. In the locker room:

Misha (2 years 4 months old) tries to dress himself. Groaning, he pulls on his trousers. Nothing works. Mom intervenes with her help.

I myself! the child protests.

Sit still, you can't do anything.

I want myself! the kid says again.

I don’t have time to mess with your stubbornness here,” Mom says. She dresses the child herself under his crying and cries of “I want it myself!”

• Can Misha's behavior be considered stubbornness or is it a manifestation of a developing personality?
• Does this behavior characterize independence?
• What advice would you give mom?

2. In the locker room in the presence of children, one mother says to the other:

How well your Seryozha draws. And my Dimka has only scribbles. No matter how much I tell him to draw carefully, he draws badly every time.

Have you tried teaching him?

I often sit Dima down for drawing while I do household chores so that he does not interfere with me. He probably doesn't have the ability.

1. Comment on your attitude to this conversation.

2. Is Dima's mom right?

3. What would you advise the mother of this boy?

Answer:

1. A low assessment of the child's abilities in his presence, and even more so in the presence of another child, is unacceptable - this underestimates the child's self-esteem.

2. The quality of a child depends not only on innate abilities, but also to a greater extent on the development of his abilities in the process of learning to draw. The child's ability to draw under the influence of an adult develops, which is as follows: parents draw with the child, developing his visual skills, arousing interest in this activity; more often they consider objects, phenomena with the child, highlighting their distinctive features.

3. Seryozha (4 years old) at home when dad asks “What does the kindergarten teacher do, how does she work?” answered that she does not work, but plays with children, walks and studies. In the evening, the mother, who is on maternity leave to care for her second child, laughingly tells the teacher about this conversation. The teacher, having called Seryozha, asks him: “And what does your mother work with? What is she doing?" Serezha's answer was as follows: “My mother does not work and does nothing. She sits with her little brother, goes to the store, does laundry and cleans the apartment.” Mom indignantly asks: “How is it Seryozha? Isn't that work?" “No, they go to work and then get tired, like dad.”

• What is the reason for this child's response?
• What would you advise Serezha's mother?

Answer: the concept of “labor” has not been formed in the child; without a special explanation, preschoolers cannot understand what the work of an adult is made up of, what is its significance.

5. The teacher tells Natasha's mother (6 years old) that the girl loves to help adults very much.

Perhaps at home you teach your child to do everything with you. This is very good - she will be your assistant.

Yes. My daughter has a very big desire to help me. Whatever job I take, it's right there. But what is her help? One hindrance. I send her for a walk, without her I quickly manage the housework. And don't be too hard on her. Nothing to interfere with adults.

• Comment on the situation.
• What would you advise mom?

Answer: with this approach, Natasha's desire to work may gradually disappear. The girl must be included in joint activities, directing this activity. In order to form a stable motive for work, it is necessary to teach Natasha specific labor actions, to evaluate the results of her work.

6. In middle group Kindergarten Vadik often offended other children and took away and broke their toys, sweets. The children stopped playing with him. The next day, the mother told the teacher that the teacher had no right to allow children to boycott her child, and talked about the need to force the children to play with Vadik.

• How would you behave in such a situation?
• What would you advise mom?

Exercise 4 . Psychological crossword.

1. Respect for oneself as a person with dignity. 4. The ability of a person to analyze his own actions, deeds and correlate them with universal human values, as well as with the actions, deeds, motives of other people. 5. Man, as a product of socio-historical relations, having certain individual qualities. 6. A means of developing communication in an early age child. 7. A means of communication. 8. The interaction of two or more people, consisting in the exchange of information of a cognitive or evaluative nature.

1 FROM				5 L
			4 R			7 R
8 ABOUT					6 AND

Exercise 5 A test to check the logic in resolving life situations and problems.

1. decrepit, old, worn out, small, dilapidated.

2. bold, brave, courageous, evil, resolute.

3. milk, cream, cheese, sour cream, bacon.

4. soon, quickly, hastily, gradually, hastily.

5. leaf, bud, bark, tree, bough.

6. house, barn, building, hut, hut.

7. hate, despise, resent, resent, punish.

8. dark, light, blue, clear, dim.

9. nest, burrow, anthill, chicken coop, lair.

10. failure, collapse, failure, defeat, excitement.

11. hammer, nail, tongs, ax, chisel.

12. minute, second, hour, evening, day.

13. robbery, theft, earthquake, arson, assault.

14. success, victory, luck, peace, gain.

If you made a mistake more than once, it means that you do not always act logically when resolving life situations and problems.

Exercise 6 Solution of the pedagogical situation.

1. Goes open class from big amount guests. The teacher distributes handouts on a tray. One child spins and distracts the others. The teacher tries to calm him down. The child overturns the tray with a sharp movement, and all the small handouts are scattered throughout the room.

What should the teacher do in this case?

What to do, if:

• the child knocks over the tray because of his clumsiness.
• Does the child defiantly throw away the proposed handout and categorically refuse to complete the task?

2. Before a daytime sleep, the teacher makes an installation for children (5-6 years old): for each remark, I will lengthen your sleep by 10 minutes. If there are a lot of comments, then you will sleep until your mothers arrive. The children fell asleep quickly.

• How do you evaluate the teacher's performance?
• What is the basis for obtaining the desired result?
• What is your advice to a teacher?

3. Vadim (3 years old) is a very active child, may offend one of the children, may take an interest in the contents of the cabinets, etc. The teacher, in order to limit Vadim, puts him on a swing in the afternoon and does not allow him to get off them, until mother's arrival.

• What is your assessment of the actions of the educator?
• What is your advice to a teacher?

4. On a walk, children run all over the site and scream in "inhuman" voices. The teacher does not stop such behavior and explains this by the fact that children need to be given the opportunity to throw out their energy.

• What do you recommend?

5. The teacher, in the event that the children do not obey, says: “If you don’t sleep, a nurse will come, give you an injection”, “If you don’t obey, I’ll call the policeman.”

• Is it possible to use such techniques in raising a child? If not, why not? Justify your conclusion.

Application No. 1.

Dear educators! Make a short thesis report, revealing the features of communication, answering questions.

Child communication at an early age.

• What are the features of communication between a young child and adults?
• What is the specificity of the development of objective activity at an early age, and how does this activity build communication between an adult and a child?
• What should a teacher know about age crisis three years?
• How can you mitigate a child's learning difficulties?
• Why are toys considered useful for developing a child's communication?
• What are early achievements?
• How does the child feel about his mom and dad?

Communication in primary and secondary preschool age.

• What are the features of communication between children of primary and secondary preschool age with adults?
• What are the characteristics of communication between young and middle-aged children in a peer group?
• What are the features of real and play relations of children of primary and secondary preschool age?
• How does the expansion of the circle of communication of children affect the development of speech?
• What is the importance of toys for the development of communication?
• How do boys and girls communicate with each other?

Communication at the senior preschool age?

• What are the features of communication of children of senior preschool age?
• What are the achievements in communication of a child of senior preschool age?
• How does a senior preschooler communicate with adults?
• How does a senior preschooler communicate with peers?
• How do older preschool children communicate about play?
• How do boys and girls of senior preschool age communicate with each other?

Child communication at an early age.

• What are the features of communication between a young child and adults?
• The child is dependent on the adult.
• Through communication with close adults, he masters normative behavior.
• The child's motives are not realized and are not arranged in a system according to their degree of importance.
• Changing forms of communication with adults, mastering verbal communication.
• The verbal instructions of adults begin to truly regulate the child's behavior in different conditions, to cause and stop his actions, to have not only an immediate, but also a delayed effect.
• The understanding of adult speech changes, listens with interest to any conversations of adults, trying to understand what they are talking about.
• Prefers what is familiar to him, loves rituals.
• What is the specificity of the development of objective activity at an early age, and how does this activity build communication between an adult and a child?
• Able to perform substantive actions according to the instructions of an adult.
• Stubbornly defends the learned methods of action in objective activity and their purpose.
• A new attitude to the world of objects is developing - thanks to an adult, they begin to act for the child not just as objects that are convenient for manipulation, but as things that have a certain purpose and a certain way of using them, that is, in the function that is assigned to them in the public experience.
• What should a teacher know about the age crisis of three years?
• The child begins to realize himself as a separate person. There is a beginning of the formation of self-consciousness under the influence of the increasing practical independence of the child. The child begins to master the performance of various objective actions without the help of parents, learns the simplest skills of self-service. As a result, he begins to understand that it is he who performs a certain action. The child begins to talk about himself in the first person, he learns to separate himself from other people.
• The child begins to compare himself with an adult, he wants to be the same as adults and perform the same actions, enjoy the same independence and self-sufficiency. A desire for will appears: he strives for independence, for opposing his desires to the desires of adults. Adults during this period experience significant difficulties in relationships with the child, face his stubbornness, negativism.
• The positive beginning of the crisis lies in the fact that the neoplasms associated with the crisis, separation, isolation of oneself from others and at the same time success in communication is an important step in mental development.
• How can you mitigate a child's learning difficulties?
• The course of this period depends on the attitude of the adult towards the child. Attempts to convert still lead to fixation negative traits behavior and their preservation throughout the entire period of preschool childhood. Reasonable behavior of adults (consistency, balance, etc.), providing the child with maximum opportunities for independence (within reason) usually soften the manifestation of negativism.
• Why are toys considered useful for developing a child's communication?
• The game is a means to satisfy the claims for independence of children.
• The leading activity is objective, it masters correlative (bring several objects into certain spatial relationships: a pyramid) and instrumental actions (one object is used to influence other objects).
• The child learns the permanent meaning of objects assigned to them by society, the child learns that there is a world of permanent things.
• Discovers polyfunctional objects: substitute objects. Mastering the actions of substitution frees the child from a conservative attachment to the functional purpose of an object in the world of permanent objects: he begins to acquire freedom of action with objects.
• The multifunctionality of natural material objects develops the child's imagination.
• Dolls and images of animals act as objects for emotional communication.
• How does the child feel about his mom and dad?
• The child discovers the existence of the father. He is happy that he has a father and mother. A child with selfish greed consumes parents who, in his mind, exist only for him, in order to fulfill his needs and love him. In the future, he will be disappointed: he learns that parents exist not only for him.

Communication in primary and secondary preschool age.

• What are the features of communication between children of primary and secondary preschool age with adults?
• The child discovers for himself that he is not the center of the universe and not the center of his family.
• What are the characteristics of communication between young and middle-aged children in a peer group?
• Looking for a reason for joint activities, to establish certain relationships.
• There is a strong need to communicate with each other.
• Faces the need to put into practice learned norms of behavior.
• There is a need for coordination of actions, manifestations of a benevolent attitude towards peers.
• By resolving conflicts between children, an adult teaches the conscious implementation of norms of behavior.
• What are the features of real and play relations of children of primary and secondary preschool age?
• The content of the game is the relationship between people.
• One action is followed by another. Actions are performed not for the sake of the actions themselves, but to express a certain attitude towards another person in accordance with the role taken.
• Game skills are developed, game ideas are enriched and complicated.
• They learn to coordinate their actions with the actions of others.
• There are prerequisites for reflection (a person's ability to analyze his own actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds, motives of other people, contributes to adequate human behavior in the world of people) as a purely human ability to comprehend one's own actions , needs and experiences with the actions, needs and experiences of other people.
• The real relationships between children may coincide with the logic of plot relations (the initiator is the leading role), or they may not correspond (the initiator of the game takes on a subordinate role, but actually continues to lead the game).
• How does the expansion of the circle of communication of children affect the development of speech?
• The child is required to fully master the means of communication, the main of which is speech.
• Active word formation and inflection.
• Rebuilds situational speech into speech more understandable to listeners.
• Instead of endlessly repeating pronouns, he introduces nouns that bring a certain clarity to communication.
• What is the importance of toys for the development of communication?
• Emotional and moral development.
• A soft toy acts as a substitute for an ideal friend who understands everything and does not remember evil.
• How do boys and girls communicate with each other?
• Gender identification takes place.
• In the game, roles are chosen according to gender.
• Often grouped into games based on gender.
• A benevolent predilection for children of the same sex is revealed, which determines the development of self-awareness.
• Often they play just like peers, not caring that they somehow violate their gender identity (they cannot constantly remember each other that some are boys and others are girls).

Communication in preschool age.

• How does a senior preschooler communicate with adults?
• Begins to act more independently, but cannot do without parental affection and tenderness.
• More balanced, found a place for himself among his loved ones and is quite pleased with them and himself.
• How does a senior preschooler communicate with peers?
• The need to communicate with peers, in their emotional encouragement, forces the child to purposeful concentration and memorization.
• The experience of real relationships forms the basis of a special property of thinking that allows you to take the point of view of other people, anticipate their possible behavior and build your own behavior on the basis of this.
• Situations constantly arise that require coordination of actions, the manifestation of a benevolent attitude towards peers, the ability to give up personal desires in order to achieve common goals.
• How do older preschool children communicate about play?
• They affirm their strong-willed and business qualities, joyfully experience their successes and suffer bitterly in case of failures.
• There are goals to be met.
• Imitate in games social roles adults.
• Learns to focus on the objects included in the game situation, on the content of the actions and plots played out. A child who is not ready or does not want to fulfill the conditions of the game is ruthlessly expelled.
• The child is faced with the need to establish contacts, to put into practice the acquired norms of behavior in relation to their peers, to adapt these norms and rules to a variety of specific situations.
• Communication about the game acts as a school social relations. The child discovers for himself that without empathy for another, without concession to another, he himself will remain a loser. In the game, the child gets into a relationship of dependence on other children.
• A child who lags behind in intelligence, has poor command of the actions necessary for the game, and is characterized by slowness, irritates his peers, he is neglected, and he falls into the number of those not accepted. Capricious, whiny, harmful, aggressive children also fall into the number of those not accepted. They complicate gaming relationships, become sources of conflict and tension, they are sources of emotional discomfort. An unaccepted or rejected child may have such negative formations as envy, a feeling of hostility, enmity; he may speak rudely, symbolically hindering the success of another. Similar manifestations can be in competitive games.
• The value of toys in communication.
• A soft toy or doll still holds a special place.
• The child's communication with his favorite toy reveals those forms of adult communication with the child that he constantly observes.
• The feelings that the child shows to his favorite toy are further manifested in communication with adults and children.
• When choosing a toy, gender identification occurs.
• Gradually, playing with toys acquires a qualitatively different content: the child will no longer endow his toy with human qualities, his emotions in relation to the toy will become calmer, and the toy will take its place in childhood memories.
• How do boys and girls of senior preschool age communicate with each other?
• The link of self-consciousness continues to develop, which represents the child as a boy or a girl.
• The desire to unite on the basis of gender. Same-sex groups in communication contribute to the development of the ability to see oneself through the eyes of peers.
• Benevolent predilection for children of the same sex. A specific feeling of "we" ("we" are boys, "we" are girls).
• In games, the different interests of boys and girls are manifested in a more differentiated way. In the outside game situations children are more likely to act like peers rather than like boys and girls.

Annex 2. Table 2.

Assessing the style of your communication with children and colleagues.

Surname, name, patronymic of the educator: _______________________________________________

Surname, name, patronymic of the expert: ____________________________________________

	An indicator of the style of pedagogical communication.	Self-esteem.	Expert review.
	Separation of functions between teacher and children.
	The ratio of exactingness and respect for the personality of the child.
	The ratio of direct and feedback links with children.
	Accounting for interpersonal relationships that have developed in a team of children.
	Dealing with your mistakes.
	Quantity and quality of educational influences.
	The ratio of disciplining and organizing influences.
	The ratio of positive and negative assessments.
	The presence or absence of a tendency to indirect means of influence.
	The nature of pedagogical attitudes.

Legend:

Liberal style of communication.

I find it difficult to answer.

Note: the senior educator, head or partner educator can act as an expert

DATE OF:_________ TEACHER: .

EXERCISE #1

Exercise number 3. Psychological crossword.

Having correctly filled in the empty cells horizontally, you will read the answer to item 8 in a vertical column.

1. Respect for oneself as a person with dignity. 4. The ability of a person to analyze his own actions, deeds and correlate them with universal human values, as well as with the actions, deeds, motives of other people. 5. Man, as a product of socio-historical relations, having certain individual qualities. 6. A means of developing communication in an early age child. 7. A means of communication. 8. The interaction of two or more people, consisting in the exchange of information of a cognitive or evaluative nature.

1				5
			4			7
8					6

Exercise 4. Logic test when resolving life situations and problems.

There are 14 rows of words in front of you. Each of them includes 5 words, 4 of which are to some extent homogeneous and can be combined according to a common feature for them, and one does not meet these requirements. You need to find it and cross it out.

1. decrepit, old, worn out, small, dilapidated.

2. bold, brave, courageous, evil, resolute.

3. milk, cream, cheese, sour cream, bacon.

4. soon, quickly, hastily, gradually, hastily.

5. leaf, bud, bark, tree, bough.

6. house, barn, building, hut, hut.

7. hate, despise, resent, resent, punish.

8. dark, light, blue, clear, dim.

9. nest, burrow, anthill, chicken coop, lair.

10. failure, collapse, failure, defeat, excitement.

11. hammer, nail, tongs, ax, chisel.

12. minute, second, hour, evening, day.

13. robbery, theft, earthquake, arson, assault.

14. success, victory, luck, calmness, gain.

If you made a mistake more than once, it means that you do not always act logically when resolving life situations and problems.

Theoretical conclusions of the seminar "Psychological and pedagogical foundations of communication between educators and children" and solutions to optimize communication with children.

Used Books.

Mukhina V.S. Child psychology. - M., 1999.

Smirnova E.O. Child psychology. - M., 2003.

Uruntaeva G. A. Preschool psychology: Proc. allowance for students of secondary ped. educational institutions. – M.: Ed. center "Academy", 1999.

Volkov B.S., Volkova N.V. Child psychology in questions and answers. M., 2002.

Vygotsky L.S. Pedagogical psychology. - M., 1991.

Vygotsky L.S. Psychology. - M., 2000.

Dubrava V.P., Milashevich E.P. Organization of methodological work in a preschool institution. - M., 1995.