Determination of the style of pedagogical communication of the educator with children. The influence of the teacher's communication style with children on the development of speech of preschool children. Issues for discussion

home » Zoology Determination of the style of pedagogical communication of the educator with children. The influence of the teacher's communication style with children on the development of speech of preschool children. Issues for discussion

Speech at the teachers' council.

Consultation on the topic "Styles pedagogical communication»

Target:

to acquaint teachers with the existing classifications of communication styles;
offer to identify your communication style.

The style of pedagogical communication reveals the features of the teacher's communication capabilities, the established nature of the relationship between him and his students, the creative individuality of the teacher, as well as the individual characteristics of children. The style of communication inevitably reflects the general and pedagogical culture of the educator and his professionalism.

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

1. 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 to 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.

2. 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.

3. Liberal style of pedagogical communication (or conniving). 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.

Along with this classification of styles of pedagogical communication, there are other approaches. So, L.B. Itelson, having based the classification of communication styles on those educational forces on which the teacher relies in his activities, singled out a number of intermediate between authoritarian and democratic:

Emotional based on mutual love and sympathy;
Business based on the usefulness of the activity and the achievement of the tasks that students face;
guide, implying imperceptible control of behavior and activities;
Demanding when the tasks are right in front of the pupils;
inciting, based on attraction, special creation of situations;
coercive pressure based.

If in relation to authoritarian and democratic styles of communication their assessment is unambiguous, then in relation to intermediate ones, one should proceed from the fact that educational forces are always generated by personal relationships, that is, they completely depend on the personality of the teacher.

V.A. Kalik identifies the following communication styles:

1. Communication based on passion for joint creative activities;

2. Communication based on friendly disposition;

3. Communication-distance;

4. Communication-intimidation;

5. Communication-flirting.

The most productive for all participants in the pedagogical process is the style of communication based on the dedication to a joint creative search. For masters of pedagogical work, the entire system of relations with children is built on this basis. The style of pedagogical communication based on friendly disposition is closely related to it. . Considering the system of relationship between a teacher and children, A.S. Makarenko repeatedly insisted on the formation of a friendly tone in the relationship between the teacher and the team. Some teachers interpret this category of the communication process and turn friendliness into familiar relations with pupils, which negatively affect the entire course of the educational process. Cultivating in their activities a friendly disposition towards children, one should have a creative union based on a passion for work, with the prospect of developing a style of communication. Going with children towards the goal is one of the principles of cooperation pedagogy. The next, quite common style is communication-distance. . Distance appears as an important limiter in the system of relations between the teacher and pupils: "You don't know - I know." In such a teacher, the organization of activities is closer to an authoritarian style, which reduces the overall creative level of joint work with pupils. This style leads to pedagogical failures. The communication-intimidation style is an extreme form of communication-distance. It combines a negative attitude towards pupils and authoritarianism in the ways of organizing activities. This style of communication usually creates an atmosphere of nervousness, emotional distress, inhibits creative activity, as it focuses not on the program of action, but on its limitations and prohibitions. The manifestation of liberalism, undemanding with a possible positive attitude towards children is the style of communication-flirting. It is caused by the desire to win a false, cheap authority. The reason for the manifestation of this style is, on the one hand, the desire to quickly establish contact, the desire to please the group, and on the other hand, the lack of professional skills.

All variants of communication styles can be reduced to two types: dialogic and monologue. In monologue communication, interaction is based on the diligence of one of the parties. But the essence of education is communication-dialogue. Dialogue, with the pupil, involves a joint vision, discussion of situations. A feature of communication-dialogue is the irreducibility of the results of communication to evaluation. In the pedagogy of cooperation, there is no place for shortcuts, once and for all established opinions, and harsh assessments. This, of course, does not mean that the assessment is completely excluded, it is simply necessary to change the authorship of the assessment, to make it a mutual assessment and a self-assessment.

We offer diagnostics to identify the style of pedagogical communication of the preschool teacher.

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 confidentially and give him the opportunity to accept

the right solution;

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 a good job in class today. How will you do it:

a) praise and show all the children his work;

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

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

4. The child entering the room did not say hello to 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 seems more correct to you:

a) feelings, experiences are still superficial, pass quickly, and it’s not worth it

pay special attention;

b) the child's emotions, his experiences are important factors by which he

can be effectively trained and educated;

c) the child's feelings are amazing, his experiences are significant, and they need to 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, the cooperation of an adult

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 clothed, 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

upbringing;

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

9. The child did not want to complete 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 taking care of him;

b) if the child is not aware of caring for him, does not appreciate it, then this is his business: someday

will regret;

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

The key for processing the responses of educators.

Answer options:

Point value:

25-30 points - preference for democratic style;

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

So, 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.

At the request of the Federal State Educational Standard, the position of a teacher in organizing the lives of children is a partner - a partner. Partnership activity involves:

transfer of the content of the socio-historical experience of mankind: in the process of communication, the educator informs the children of new information, suggests ways cognitive activity, encourages self-knowledge; in communication with peers, the process of mutual enrichment of children with new experience of cognition, forms of interaction is of great importance;
transfer of experience of various types of activities and ensuring their development: partnership is a condition for children to master various types of activities - labor, play, cognitive, research, etc.
exchange of thoughts, feelings about the inner and surrounding world, encouraging the interlocutors to act in a certain way to achieve a result: in the process of partnership, the emotional interaction of the educator with the child, children with each other is established, which allows them to influence the behavior, mood, state of each other.

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

The implementation of the informative function is carried out using the language and other familiar systems. In the communicative process, verbal and non-verbal communication are usually distinguished.

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

visual types of communication, i.e. gestures, facial expressions, postures;
spatio-temporal organization of communication, eye contact;
an acoustic system that includes 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 the participants; at the same time, each is a carrier of activity and assumes it in his partners.

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

The following components are distinguished in the structure of partnership communication:

1. The subject of communication is another person, a communication partner as a subject. For a preschooler, this may be an adult, a peer, an older or younger child, an acquaintance or a stranger. Each of the possible partners requires special ways and forms of interaction, the manifestation of specific communication skills.

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

3. Communicative motives - for the sake of which communication is undertaken. For younger children preschool age such a motive is the need to communicate with an adult for the sake of doing a common thing - playing with a toy, stringing pyramid rings, feeding and putting dolls to bed. For kids middle group the leading motive for communication is the need to learn from an adult a new interesting information. Senior preschoolers strive to realize in communication the need to understand the relationships of people, the reasons for their actions, relationships, behavior. The child is interested in the qualities of a person, for the sake of knowing and evaluating which he interacts.

4. Tasks of communication - the goal to achieve which, under these conditions, various actions performed in the process of communication are directed. 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 a joint productive activity, for example, a 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 else's act.

The partnership of an adult with children involves:

development of the child's needs in accordance with his age-related capabilities in communicating with adults and peers. With acquaintances and strangers, with children of different ages;
development of the ability to enter into the process of communication (request, greeting, congratulations, invitation, polite address);
development of the ability to navigate in partners and communication situations (start talking to acquaintances and strangers; follow the rules of the culture of communication in relations with friends, with adults; understand the situation in which partners are placed, as well as the intentions, motives of communication);
development of the ability to correlate the means of verbal and non-verbal communication (usedlyat words and signs of politeness; express thoughts emotionally and meaningfully using gestures, facial expressions, symbols; to receive information and provide information about oneself and other people and in areas);
the formation of the ability to coordinate their actions, opinions, attitudes with needs. interlocutors (self- and mutual control of activities, substantiation of jointly performed tasks in a certain logical sequence, determination of the order and rational ways of performing joint actions);
cultivating the desire to trust, help those with whom you communicate, and support them (help those in need of help, give in, be honest, do not evade answers, talk about your intentions, give advice and listen to the advice of others, trust the information you receive, a friend in communication, adults, educator);
the use of individual skills in solving joint problems (the use of speech, singing, jokes);
development of the ability to notice emotional condition partner and adequately respond to him;
nurturing the desire to be sensitive, responsive to partners, empathize with them.

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

Children are proactive, sociable, stimulate the educator to more extensive and versatile communication. 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 a "common language". Here is 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, a smile on her face, a noticeable revival. She says affectionately, “Max, were you waiting for me? I see what a beautiful plane you built. You are doing great. Yes, this is not an ordinary plane. This is a brand new aircraft." Come on, you will be a pilot, and the guys and I will be passengers and we will all fly on a trip together. The teacher rejoices with the child, and he strives for emotional contacts, because he enjoys this communication.

The educator for the child is the bearer of social requirements, rules, various assessments (encouragement, reprimand, prohibition). Therefore, in connection with the experience of the established relationship between the educator 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, report joys and failures. So the educator and children become partners in games, independent activities of the child. Partnership, on the part of the child, and on the part of the educator contributes to their better mutual understanding in the process of communication. We often use the model “I am a statement (“I think that you, Kirill, will learn this; I want; I want; 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 how adults create favorable conditions for the development of communication as the child grows up. This provision is realized with all clarity in the study of the relationship between preschool children and teachers.

To achieve the disposition of the educator, 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 educator, but because of the lack of communication skills that impede the ability to emotionally "express themselves", their desire to communicate with us.

There is also a partnership in cultural and leisure activities, educators and children perform certain roles, contribute to the creation of an atmosphere of common joy, good mood, a sense of ownership is formed in the events that take place in the country, in kindergarten. We bring up a joyful and friendly atmosphere in the children's team. For example, the teacher takes on the role of "Grandmother - storytellers", "Forester", "Sea King", and the 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 the approval and implementation of federal state requirements for the structure of the main general education program preschool education". - 2009

2. Zakharov A.I. How to prevent deviations in the behavior of the child. - M., 2009

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

4. Approximate main general education program preschool education "From birth to school". Ed. Veraksy N.E. - M., 2010

5. Approximate basic general educational program of preschool education "Success".

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

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted at http://www.allbest.ru/

Ministry of Education and Science of the Russian Federation

FGBOU VPO "Vladimirsky State University named after A.G. and N.G. Stoletovs"

Pedagogical Institute

Faculty of Preschool and Primary Education

Department of preschool education

Test

in the discipline "Theory and methods of speech development"

on the topic:"The influence of the teacher's communication style with children on the development of speech of preschool children"

Vladimir, 2014

Introduction

1. The concept and styles of pedagogical communication

2. Features speech development young children

Conclusion

Bibliography

Introduction

The main achievements that determine the development of the child's psyche in early childhood are: mastery of the body and speech, as well as the development of objective activity. Among the features of communication of a child of this age, one can distinguish that the child begins to enter the world of social relations.

This is due to a change in the forms of communication with adults. In objective activity, through communication with adults, a basis is created for mastering the meanings of words and linking them with images of objects and phenomena. The previously effective form of communication with adults (showing actions, controlling movements, expressing what is desired with the help of gestures and facial expressions) is no longer sufficient. The growing interest of the child in objects, their properties and actions with them prompts him to constantly turn to adults. But he can turn to them only by mastering verbal communication.

The relationship of the child with the world of adults, being the leading one throughout the entire stage of growing up, due to the complexity and various dependencies of the mental sphere, can act as a factor in the real full adaptation of the child in his relationship with the outside world, increasing his activity, independence in interpersonal contacts with others, or be a source of psychic trauma to the individual, reducing his activity in subject-subject relationships.

During the learning process and social education a child, regardless of this or that didactic or personal developmental goal, there always arises a system of mutual influence between an adult and a child, which is based on a certain level of mutual perception and building relationships, where the style of pedagogical communication plays an important role.

1. The concept and styles of pedagogical communication

An indispensable condition for the comprehensive development of the child is his communication with an adult. The problem of communication between a child and adults has been studied by many psychologists: L.A. Bozhovich, L.S. Vygotsky, Ya.L. Kolomensky, T.A. Markova, L.A. Penevskaya, R.I. Zhukovskaya and others.

Adults are the keepers of the experience accumulated by mankind, knowledge, skills, culture. This experience can be conveyed only through language. Language is "the most important means of human communication." Children of early age, assimilating their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually. Speech is a very complex mental activity, subdivided into various types and forms. Speech is a specifically human function that can be defined as the process of communication through language. Being formed in the child as he masters the language, speech goes through several stages of development, turning into an expanded system of means of communication and mediation of various mental processes.

The educational value of communication lies not only in the fact that it expands the general outlook of a person and contributes to the development of mental formations that are necessary for him to successfully perform activities of an objective nature. The educational value of communication also lies in the fact that it is a prerequisite for the formation of the general intellect of a person and, above all, many of his perceptual, mnemonic and mental characteristics.

The individual originality of the teacher, his originality determine the stylistic features of the activity, which are associated with specific ways of its implementation. Each teacher is inclined to make the most of their individual characteristics that ensure success in their activities, and to overcome those qualities that hinder this success.

Pedagogical communication is a specific interpersonal interaction between a teacher and a pupil (student), mediating the assimilation of knowledge and the formation of a personality in the educational process. Pedagogical communication is often defined in psychology as the interaction of the subjects of the pedagogical process, carried out by symbolic means and aimed at significant changes in the properties, states, behavior and personal-semantic formations of partners. Communication is an essential element pedagogical activity; outside of it it is impossible to achieve the goals of training and education (A.A. Leontiev)

Pedagogical communication is carried out in various forms, depending mainly on the individual qualities of the teacher and his idea of his own role in this process. In the psychological and pedagogical literature, this problem is usually considered in connection with the style of pedagogical activity. There are several classifications of pedagogical styles based on different grounds. For example, regulated and improvisational styles of pedagogical interaction stand out as opposed to each other, which can also be considered as styles of pedagogical communication (V.S. Grekhnev).

The method of self-manifestation of the subject of activity is denoted by the concept of "style". In the broadest sense, style is a consistent trend in the way activities are carried out. Along with this, the concept of "individual style of activity" has become widespread in psychology, that is, an individually-peculiar system of psychological means that a person resorts to in order to best balance his individuality with external conditions of activity.

In the narrow sense of the word, an individual style of activity is considered as a stable system of ways to perform an activity, due to typological features. The style of activity combines such interrelated components as the nature of the goals put forward by the teacher, the methods and means used by him, and the ways of analyzing the results of work.

There are several criteria for classifying pedagogical styles. By the nature of the pedagogical goals and objectives put forward, one can distinguish projective and situational styles. Representatives of the projective style have a clear idea of the goals of the activity, anticipate difficulties and strive to prevent them, and clearly plan their daily activities. Situational style teachers do not know how to anticipate difficulties, they are not puzzled by planning their daily activities.

The style of pedagogical activity, reflecting its specificity, includes: the style of management, the style of self-regulation, the style of communication, the cognitive style of the teacher. The style of pedagogical activity is influenced by three main factors: individual psychological characteristics of the subject of activity (teacher), characteristics of the activity itself, characteristics of students: age, gender, status, level of knowledge, etc. (V.S. Grekhnev). Communication style V.A. Kan-Kalik defines as individual pedagogical features of the socio-psychological interaction between the teacher and the student.

V.S. Grekhnev singles out following characteristics communication in the process of pedagogical activity:

the general established system of communication between the teacher and students (a certain style of communication);

a communication system characteristic of a particular stage of pedagogical activity;

a situational system of communication that arises when solving a specific pedagogical and communicative task.

Under the style of communication, we understand the individual typological features of the socio-psychological interaction between the teacher and students. In the style of communication find expression:

features of the teacher's communication capabilities;

the established nature of the relationship between the teacher and pupils;

creative individuality of the teacher;

characteristics of the student body.

Moreover, it must be emphasized that the style of communication between a teacher and children is a socially and morally saturated category. It embodies the socio-ethical attitudes of society and the educator as its representative. L.D. Stolyarov, V.A. Kan-Kalik, T. Talen, B.G. Ananiev offer several models, including original, author's, classifications of styles of pedagogical communication. Nowadays, there are many styles of pedagogical communication, but let's focus on the main ones.

The regulated style provides for a strict division and restriction of the roles of participants in the pedagogical process, as well as following certain patterns and rules. Its advantage, as a rule, is in the clear organization of educational work. However, this process is characterized by the emergence of new, unexpected conditions and circumstances that are not provided for by the original regulation and cannot be “adapted” to it without conflict. Possibilities of correction of pedagogical interaction in non-standard conditions within the framework of a regulated style are very low.

The improvisational style in this regard has a significant advantage, because. allows you to spontaneously find a solution to each newly emerging situation. However, the ability to productive improvisation is very individual, so the implementation of interaction in this style is not always possible. The merits of one style or another are debatable; the harmonious combination of elements of regulation and improvisation in the pedagogical process seems to be optimal, which allows you to simultaneously meet the necessary requirements for the process and learning outcomes, as well as, if necessary, adjust the mechanisms of interaction.

There is also a traditional division of styles according to the criterion of the role of participants in the pedagogical process. The styles of pedagogical activity are considered in accordance with the leadership styles identified in social psychology (authoritarian, democratic, conniving).

Within the framework of the authoritarian style of communication, these roles are strictly regulated, and the student has an initially subordinate role. It is under this condition that training and education is carried out as a targeted impact on the child. Along with the indicated shortcomings, this mechanism is fraught with a gradual lag behind the growing capabilities of the child, which ultimately leads to a discrepancy between the pedagogical style and the student's formed life attitudes.

The extreme opposite of authoritarian is the style of pedagogical communication, which can be regarded as conniving. Outwardly, it allows you to achieve relaxed relationships, but is fraught with the possibility of losing control of the teacher over the behavior of pupils.

The so-called democratic style of communication seems to be optimal, in which there is a certain regulation of the roles of the participants in the dialogue, which, however, does not infringe on the freedom of manifestation of individual inclinations and character traits. It is this style that makes it possible to flexibly adjust the mechanisms of interaction, taking into account the growing role of the student as a participant in an increasingly equal dialogue.

I.I. Rydalova points out the following content features of the democratic style of leadership: the teacher works with the class as a whole, seeks to take into account the individual characteristics of each student, does not have and does not show negative attitudes. An authoritarian teacher considers the fulfillment of impersonal learning tasks by schoolchildren to be the most important and prefers to evaluate their answers themselves. Such a teacher works "one on one with the student", proceeds from the average idea of him, does not take into account his individual characteristics.

The conniving (anarchist, liberal) leadership style is characterized by I.I. Rydalova by the desire of the teacher to make her task as easy as possible, not to take responsibility. This style of leadership is the implementation of a hands-off tactic based on indifference and disinterest in the problems of school life.

Researcher A.G. Ismagilova focused on studying the communication styles of kindergarten teachers. She identifies two main communication styles: organizational and developmental. As the analysis of the features of pedagogical communication of educators with the first style shows, in the classroom they are characterized by: a quick reaction to the behavior and actions of children, a clear regulation of their activities by frequently giving specific instructions, and strict control over their implementation. These educators pay less attention to the activation of the children, and if they do, they often use a negative assessment. At the beginning of the lesson, they usually solve an organizational problem, put things in order in the group, and only then move on to learning. They strictly monitor discipline, during the lesson they do not disregard its violations, often make comments to children, respond promptly and quickly to children's answers, correct mistakes, and help find the necessary answer. In the psychological literature, there is a division of all speech operations of pedagogical communication into two groups: direct, or imperative, and indirect, or optative. Direct influences are understood as such speech actions of the educator that limit the freedom of children, direct their attention to certain issues, actions; under indirect - such speech actions that give freedom to children, encourage them to be active, independent and initiative. Educators with an "organizational" style mainly use direct influences in communicating with children. An analysis of the implementation of the goals of pedagogical communication shows that these educators more often set and solve didactic and organizational tasks, i.e. more attention is paid to the organizational and business side of the pedagogical process, while ignoring the setting of educational goals.

Educators with the second style use mainly indirect influences in communicating with children, and they are aimed primarily at creating a positive emotional atmosphere through the use of incentives for activity with a positive assessment and frequent emotional and evaluative judgments about the behavior and activities of children. The positive emotional mood of the latter in the classroom creates a good psychological climate, which makes it possible for the educator to pay much less attention to the issues of their discipline and organization. These teachers practically do not resort to solving organizational problems at the beginning of the lesson. This style, according to the predominance of actions, can be called stimulating, evaluating and controlling, and according to the predominance of the goals of pedagogical communication - educational and didactic. If we turn to the analysis of the educational goals that teachers decide in the process of communicating with children, then these are, first of all, tasks aimed at developing and shaping the child's personality. Therefore, for brevity, this style was called "developing".

The styles of communication identified during the study confirmed the assumption of their multi-level and multi-component structure. Differences in styles are manifested in the nature of setting the goals of pedagogical communication (organizational and didactic goals predominate in the "organizational" style, didactic and educational goals in the "developing" style), in the choice of actions (organizing and corrective actions are characteristic of the "organizational" style, for " developing "style - evaluative, controlling and stimulating), in the choice of operations (direct lines prevail in the "organizational" style.

Thus, the expansion of the understanding of the concept of "style" makes it difficult to resolve the issue of the typology of styles. There are several criteria for classifying pedagogical styles. However, the most appropriate is the style of activity based on the individual identity of the teacher and focused on personal development student, which is the true involvement of the teacher in professional activities.

Changes taking place in society present stage its development, naturally give rise to changes in the system of education and upbringing of the younger generation, to its goals, objectives, content and methods of their implementation. These changes are manifested primarily in a change in the paradigm of upbringing and education: the child turns from an object of pedagogical influence into a subject of his own development. The role of the adult in the development of the child is also changing. An adult (parent, educator) contributes to his development, creates conditions for his self-development.

The style of pedagogical communication directly affects the interaction between kindergarten students. So, among educators with different styles of pedagogical communication, children are characterized by different manifestations of reactions to frustration.

Personally-oriented interaction with children, taking place within the framework of cooperation between the educator and the child, based on understanding, acceptance and respect for the personality of the child, gives rise to confidence and personal significance in him, which make him more confident and able to cope with the difficulties of life. The child acquires the ability to more correctly assess the world and behave accordingly. This makes it easier to interact with others.

At the same time, the implementation of the educational and disciplinary model in the relationship of the educator with preschoolers, manifested in his determination over the child, impatience, "super-correctness", contributes to the emergence of discomfort and anxiety in contacts.

All these features, which are formed already at preschool age, when the child begins to realize himself, to take on more and more complex social roles, determine the nature of his relationships, his status in the team. That is why it is very important that the style of pedagogical communication be adequate to the situation, benevolent, consistent, non-dominant, otherwise inadequately repressive communication on the part of an adult leads to the accumulation of negative experience in interaction, starting from preschool age.

Thus, pedagogical communication is a special communication, the specificity of which is determined by the various social role and functional positions of the subjects of this communication. The educator in the process of pedagogical communication carries out (directly or indirectly) his social role and functional duties to manage the process of education and upbringing. The effectiveness of the processes of training and education, the features of personality development and the formation of interpersonal relationships in the study group largely depend on the style features of this communication and leadership. The style of pedagogical communication affects the nature of emotional experiences: the authoritarian style causes depression and asthenia in children. And a state of calm satisfaction and joy arises in the team where the educator who adheres to the democratic principles of education is at the head.

2. Features of the speech development of young children

Early age is a period especially favorable for the development of speech. Speech changes everything mental processes child: perception, thinking, memory, feelings, desires. It opens up possibilities for completely new and specific human forms external and internal life - consciousness, imagination, planning, managing one's behavior, logical and imaginative thinking, and of course new forms of communication. The following researchers dealt with the problem of speech development: N.A. Gvozdev, V.V. Gerbova, M.I. Zaporozhets, N.S. Zhukov and others.

The rapid development of speech in the preschool period is associated with the objective activity of the child. In the second year of life, the child's interest in everything around him increases: he wants to see everything, to know, to take it in his hands. These desires exceed the capabilities of the child, and he is forced to turn to an adult for help. However, the existing means of communication (gestures, facial expressions, individual words) are no longer enough for the child to be understood, so that his increased need for communication is satisfied. A contradiction arises, which is resolved through the emergence of a new form of communication - active independent speech. This developmental leap usually occurs between the ages of 1 year 5 months and 2 years.

The transition to independent speech is an important stage in the entire mental development of the child. First of all, it is the transition from infancy to early age. The second half of the second year of life is characterized by the intensive development of the child's vocabulary (by 1 year 8 months it reaches 100 words, by 2 years - over 300 words).

A study conducted by the Belarusian psychologist R.I. Vodeiko, showed that the development of a child's vocabulary is a process of uneven accumulation of various categories of words: "A child always has more words-objects than words-actions; words-relationships more than words-signs."

In the dictionary of children of the 3rd year of life, according to V.V. Coat of arms, nouns denoting means of transportation, household items and objects of wildlife predominate. At the same time, the passive dictionary is 1.2 - 1.3 times higher than the active one. At an early age, the child's vocabulary becomes more complicated - the polysemy of the word is replaced by a higher stability, the subject relatedness of the word is pronounced.

In addition to the rapidly growing vocabulary, the end of the 2nd year of life is characterized by the assimilation of the grammatical structure of sentences. In this process, A.N. Gvozdev identifies two periods: from 1 year 3 months to 1 year 10 months and from 1 year 10 months to 3 years.

The first is the period of sentences consisting of amorphous words - roots, which in all cases are used in one unchanged form. Here, the stage of a one-word sentence (1 year 3 months - 1 year 8 months) and the stage of two-three-word sentences are clearly distinguished.

The first sentences of the child are one-word and have several varieties:

sentence - the name of an object of the noun type (uncle, dad);

sentence - an appeal expressing mainly a request, desire (baby-baby-baby, theta-theta, tata);

a sentence expressed by some kind of interjection or an autonomous word (chik-chik, am-am). Very often this verb forms(sleep, eat).

A.N. Gvozdev noted that the words-sentences in their meaning represent a complete whole, expressing a message. But the statement differs from the word in that the word only names the object, and the statement reflects the situation. Children talk about what they are doing, see what is happening at the moment. Thus, one-word sentences can be attributed to situational speech. It is understandable to the interlocutor only when taking into account gestures, movements, facial expressions, intonation.

The appearance of a two-word sentence is caused by new needs that have arisen as a result of a contradiction between the previous form of verbal communication and the need for the child to more accurately express his desires. M.I. Lisina describes such a case. A girl (1 year 7 months) asks her mother to play with her, expressing this with the words "ma-mi..., mami..., mami!". And when her request goes unanswered, the child suddenly says: "Mami, play!" (play), "Mami, gidi!" (look).

The second period in mastering grammar is the period of assimilation of the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression. It is characterized rapid growth different types of simple and complex sentences, assimilation of official words. By the age of three, the child has mastered almost all cases and all the objective relations that are expressed with their help. For example: Where is my mother? Why does the elephant live in the forest? I bought not green, not blue, not yellow, but straight red shoes in the store for Katya! (from the diary of A.D. Salakhova).

At the first stage of development, the child's speech is situational. Because it is closely related to practical activities, carried out jointly with adults and peers, then most often (80%, according to T. Slava-Kazak) proceeds in the form of a dialogue. Dialogue as a form of verbal communication is extremely great importance, as it contributes to the development of social relations in children. Through dialogue, children attract each other to a common game, lesson, establish contact.

Some children do not know how to keep up the conversation of either a peer or an adult. In such cases, adults involve the child in such games where there are roles for talking children, the topics of conversation are prompted by the situation of the game, or are involved in memorizing small scenes from fairy tales. Children use the learned turns of speech as material in dramatization games.

At an early age, the child's descriptive speech also appears. Its appearance is associated with the expansion of the circle of communication of the preschooler, his ideas, with the growth of his independence. Situational, curtailed speech can no longer provide complete mutual understanding when, for example, a child wants to tell the teacher about the events that took place in the family or in the yard, in which the teacher did not take part.

Gestures, facial expressions, so widely used in situational speech, in this case, the child cannot significantly help. The contradiction that has arisen between the need for communication, mutual understanding and the limited means available for this leads to the emergence of a descriptive, extended speech. An important role in its formation belongs to an adult who introduces the child to examples of such speech, its standards (fairy tales, stories).

Receives further development at an early age and understanding of speech by a child. According to M. Lyamina, of particular importance in understanding speech is the child's isolation of the actions themselves with objects and the designation by adults of these actions in words. The child is able to understand the instructions and instructions of an adult, which is one of the most important conditions for the formation of "business" communication between an adult and a child, and also allows you to control the child's behavior with the help of speech. The reason for the child's actions is already a verbal appeal, which was not observed in the period of preverbal communication.

In the third year, speech understanding increases both in volume and quality. Children understand not only the speech-instruction, but also the speech-story. This is an important purchase. In a fairy tale, story, poem, a lot of information is reported about objects and phenomena that are inaccessible to direct experience ("Turnip", "Three Bears", "Ryaba Hen").

Improved at an early age and the sound side of the language. It includes distinguishing the sounds of the language (phonemic hearing) and the formation of the correct pronunciation of speech sounds. First, as we have pointed out, the child grasps the general rhythmic-melodic structure of a word or phrase, and at the end of the second, in the third year of life, the correct pronunciation of sounds is built. This increases the requirements for adult speech. It is very important that it be correct, all sounds pronounced by adults are clear, and the rhythm of speech is not too fast. If the speech of the adult caring for the child has defects - burr, lisp, stuttering, then these defects will be reproduced by the child. All the enormous work that a child does in learning to distinguish one word from another is, first of all, work on the material, sound side of the language. Children love to say a word, often garbled or meaningless, just because they like the sounds of that word. K.I. Chukovsky (1983) collected a large amount of material on the child's assimilation of the sound shell of the language. Rhyming, experts say, is an inevitable and very rational system of exercises in phonetics.

The speech of a small child arises and initially functions in communication with an adult. Therefore, the first task of education is the development of an active, communicative speech. To do this, it is necessary not only to constantly talk with the child, but also to include him in the dialogue, to create a need for his own statements. The child's own speech does not develop through imitation of other people's even the most correct samples.

At the first stages of development, the baby's speech is included in his practical objective actions and is inseparable from them. A child can only talk about what he sees and what he does here and now. The second important line of speech development is the improvement of the so-called passive speech, i.e. understanding adult speech. Most babies at 1.5-2 years old already understand all words and simple phrases well when they are included in a specific situation.

At an early age, another important function of speech arises - regulative. The ability to control one's behavior with the help of a word appears. If up to 2 years the child's actions are determined mainly by the perceived situation, then in the second half of the early age it becomes possible to regulate the child's behavior through speech, i.e. following adult verbal instructions. Psychologists consider this form of behavior as the first stage in the development of voluntary behavior, when the child's actions are mediated by a speech sign that is aimed at his behavior. Therefore, the action according to the instructions opens up the possibility of developing self-regulation and self-control.

At an early age, another extremely important area of a child's life arises - his communication and relationships with peers. Despite the fact that the need for a peer is far from being the main place at an early age and is usually not considered as the main line of its development, the first forms of interaction of babies play an extremely important role in the development of the child's personality and the further development of interpersonal relationships. It is here that a sense of immediate community and connection with other people equal to the child is laid. As studies by A.N. Gvozdev, M. And Lisina and others, the need for communication with peers arises in the third year of life. At this age, the communication of babies has a very specific content, which is an emotional and practical interaction. A special place in such interaction is occupied by imitation of each other. Children, as it were, infect each other with common movements and emotions, and through this they feel a mutual community. Such interaction gives the child a sense of his resemblance to another being equal to him. The experience of similarity and commonality causes intense joy and promotes self-awareness.

Emotional communication is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life. The child responds with a smile to the smile of an adult, makes sounds in response to an affectionate conversation with him. Smiling creates peace and establishes mutual understanding. She is an invitation to communication, an expression of positive emotions. With a smile, the child's psyche awakens, a smile precedes his speech, with a smile he seems to inform about his readiness for communication. This is precisely emotional communication, and not verbal, but it lays the foundations for future speech, future communication with the help of comprehension of spoken and understood words.

Elkonin D.B. believes that, "the first need that we must form in a child is the need for another person." In communication, the need varies in content depending on the nature of the joint activity of the child by her adult. At each stage of development, communication is constituted as a need for such participation of an adult, which is necessary and sufficient for the child to solve the basic tasks typical of his age.

There are several stages in the development of the need for communication between a child and an adult:

1. The need for attention and benevolence of an adult. This is a sufficient condition for the well-being of a child in the first six months of life.

2. The need for the cooperation or complicity of an adult. This content of the need for communication appears in the child after he has mastered voluntary grasping.

3. The need for a respectful attitude from an adult. It arises against the background of the cognitive activity of children.

4. The need for mutual understanding and empathy of an adult.

The child seeks to achieve a commonality of views with adults. N.M. Shchelovanov and N.M. Aksarina, N.L. Figurin and M.P. Denisov .M.Yu. Kistyakovskaya and other authors necessarily include pre-speech vocalizations in the composition of the "animation complex", which is a type social behavior child. In their opinion, it is the reaction of animation that is the beginning of the development of the child's speech.

The process of formation in children of the first function of speech, i.e. mastering speech as a means of communication, during the first years of life, there are several stages. At the first stage, the child does not yet understand the speech of the surrounding adults and does not know how to speak himself, but here conditions gradually develop that ensure the mastery of speech in the future. This is the preverbal stage. At the second stage, the transition from the complete absence of speech to its appearance is carried out. The child begins to understand the simplest statements of adults and pronounces his first active words. This is the speech stage. The third stage covers all subsequent time up to 7 years, when the child masters speech and uses it more and more perfectly and in a variety of ways to communicate with surrounding adults. This is the stage of development of speech communication.

An analysis of the behavior of young children conducted by V.I. Lubovsky shows that nothing in their life and behavior makes it necessary for them to use speech. Only the presence of an adult who constantly addresses children with verbal statements and requires an adequate response to them, including speech, makes the child master speech.

N.N. Avdeeva, S.Yu. Mishrekov distinguish the following stages in the development of children's speech in the process of communication. The preparatory stage covers the 1st year of a child's life. The term is short compared to the duration of human life. However, it is of extreme importance in the genesis of the child's verbal function.

During the first year, the child changes at least two forms of communication with surrounding adults. By two months, he develops situational-personal communication with close adults. It is characterized by the following features:

communication is in the position of the leading activity of children, mediating all their other relations with the world.

the main means of communication with other people is the category of expressive movements and postures for babies.

At the end of the first six months, a child who has mastered grasping moves to the level of a second, more complex form of communication with adults. This is situational business communication. It is distinguished by the following features:

1. communication unfolds against the background of subject manipulations that constitute a new type of child's activity, which occupies a leading position.

3. The business motive becomes the leading among the motives of communication, as children, prompted by the practical tasks of manipulative activity, are now looking for contacts with adults.

4. The main means of communication with other people for an infant is the category of pictorial movements and objective actions transformed to function as communicative signals.

Emotional and the first simple practical contacts that close between children and adults within the framework of the first two forms of communication do not require the child to speak, and he does not master it. However, what has been said does not mean that the baby does not encounter speech at all. Quite the contrary: verbal influences make up a large and significant part of the behavior of an adult in relation to a child. Therefore, it can be assumed that infants early develop a special attitude to the sounds of speech due to their inextricable connection with the figure of an adult, which constitutes the center of the world for the child at the stage of situational-personal communication and. a very important part of it at the stage of situational business communication.

The first sound a baby makes is its first cry at birth. It is not yet related to speech, but this is already a reflex of the vocal apparatus. Vocalizations have the form of short or melodious sounds, which express the state of the child, ranging from delight to intense concentration. Vocalizations of children of the first year of life are pre-speech, although sometimes, some of them have an external resemblance to words. Preverbal vocalizations often accompany an infant's activities with objects and serve as a vocal accompaniment to objective actions. However, vocalizations are often used by children to communicate with people around them.

Thus, in the first year of life, children actively listen to the verbal influences of adults, and when responding to the appeals of older partners and initiating contacts with people around them, they use pre-speech vocalizations. Even before the appearance of their own speech, children already understand from 50 to 100 words.

At about 8 months, the baby begins to imitate the sounds it hears. It can be hypothesized that, even in the preverbal period, the child develops a special relationship to the sounds of the speech of surrounding adults. The attitude is characterized by the predominant selection of speech sounds among other non-speech sounds and an increased emotional coloring of the perception of the former.

Already in the first half of the year, the verbal influences of an adult evoke a powerful orienting reaction in children, which after a few seconds is replaced by stormy joy. Up to 4-5 months, the conversation of an adult, addressed to the baby, causes in him a "complex of revival" of maximum strength and duration. This effect is equal in effectiveness to caress, which includes both smiling and stroking the child.

Speech influences of adults in the second half of the year evoke a response behavior of a special composition, different from the response that a variety of sounds emanating from inanimate objects evoke in children. In the child's behavior when listening to an adult's conversation, first of all, an indicative beginning is revealed. Thus, already in the first months of life, children begin to isolate and fix the speech effects of the surrounding people among sound stimuli.

By the end of the first year, children observe a deepening of the analysis of the speech sounds themselves: two different parameters are distinguished - timbre and tonal. In the second half of the year, the child moves on to more complex interaction with an adult. In the course of this interaction, the child has a need for new means of communication that would provide him with mutual understanding with adults. Speech becomes such a means of communication, at first passive, and then active (initiative statements of the child himself).

The second stage serves as a transitional stage between two epochs in the child's communication with other people, up to verbal and verbal. Despite this intermediate position, it is extended in time and usually covers more than six months from the end of the first year to the second half of the second year.

The main content of the second stage consists of two events: there is an understanding of the speech of surrounding adults, and the first verbalizations appear - a period of babbling, or syllable-by-syllable speech. It continues until about the end of the first year of life. The child begins to understand that sounds and their combinations can mean certain objects, that with their help you can achieve a lot, that by saying "am-am" you can get food, and by saying "ma-ma" you can call your mother.

Both events are closely connected with each other, and not only in time, but also in essence. They represent a dual way of solving one communicative task. The adult sets the task for the child. It requires children to perform an action according to a verbal instruction and in some cases provides for an action not only locomotor, but also verbal. If an adult does not provide for a verbal response and does not insist on it, then a gap is formed in children between the level of development of passive and active speech, with the latter lagging behind. Both the understanding of an adult's speech and the verbal response to it are carried out on the basis of active perception and pronunciation. At the same time, pronunciation acts both as a perceptual action that models specific speech timbres and as a way of arbitrary articulation of the spoken word.

The first words appear by the end of the first year of life. This period coincides with a new stage in the development of psychomotor. The child begins to take the first steps, in a short time he learns to walk. Active manipulative activity of the hands develops. The thumb and terminal phalanges of the remaining fingers begin to participate in the capture of objects with a brush. There are some differences in the rate of development of speech in boys and girls.

When pronouncing the first words, the child reproduces their general sound image, usually to the detriment of the role of individual sounds in it. All researchers of children's speech are unanimous in the fact that phonetic system children learn speech and vocabulary not in parallel, but in successive leaps. Mastering and development (the phonetic system of the language follows the appearance of words as semantic units)

The first words used by a child in speech are characterized by a number of features. With the same word, a child can express feelings, desires and designate an object. Words can express a complete holistic message, and in this respect equal to a sentence. The first words are usually a combination of open, repeated syllables. More Difficult words, can be phonetically distorted while maintaining part of the word: root, initial or stressed syllable. As the vocabulary grows, phonetic distortions show through more noticeably. This indicates more rapid development lexico-semantic side of speech compared to phonetic, the formation of which requires the maturation of phonemic perception and speech motor skills.

The speech activity of a child at this age is situational, closely related to the subject-practical activity of the child and significantly depends on the emotional participation of an adult in communication. The pronunciation of words by the child is usually accompanied by gestures and facial expressions.

The speed of mastering the active vocabulary at preschool age proceeds individually. The vocabulary is replenished especially quickly in the last months of the second year of life. Researchers give different data on the number of words used by the child during this period, which indicates a greater individuality in the pace of speech development.

By the end of the second year of life, elementary phrasal speech is reinforced. There are also large individual differences in the timing of its appearance. These differences depend on many reasons: the genetic program of development, intelligence, the state of hearing. upbringing conditions. Elementary phrasal speech includes, as a rule, 2-3 words expressing requirements ("mom, give", "dad, go", "Give Lila a drink"). If by the age of 2.5 a child does not form elementary phrasal speech, it is believed that the pace of his speech development begins to lag behind the norm.

The phrases of the end of the second year of life are characterized by the fact that they are mostly pronounced in the affirmative form and have a special word order in which the "main" word comes first. At the same age, children begin to talk with toys, pictures, pets. By the age of two, speech becomes the main means of communication with adults. The language of gestures and facial expressions begins to gradually fade away.

Speech development of the child is optimally formed during individual communication with an adult. The child should feel not only emotional participation in his life, but also gradually see the face of the speaker at a close distance. The lack of verbal communication with the child significantly affects his development, not only speech, but also the general mental.

In the third year of life, the child's need for communication increases dramatically. At this age, not only the volume of commonly used words increases rapidly, but also the ability to create words that has arisen by the end of the second year of life increases. Without presence language environment speech development is unthinkable. The more the child communicates daily with the people around him, the earlier and better he begins to speak.

Thus, in the development of children's speech, the leading role belongs to adults: the teacher - in kindergarten, parents and relatives - in the family. From the culture of speech of adults, how they speak with the child, how much attention they pay to verbal communication with him, the success of the preschooler in mastering the language largely depends. It is very important how they communicate with the child from the beginning of his appearance. Is this communication mutual and friendly, or vice versa. Over the years, the need for communication increases more and more. Speech is a way of communication, and, like any function, it is formed only if it is in demand: if there is communication, speech develops, if the child is not listened to, speech becomes unnecessary, and its development is inhibited.

As the analysis of psychological and pedagogical literature shows, pedagogical communication is a special communication, the specificity of which is determined by the different social roles and functional positions of the subjects of this communication. The educator in the process of pedagogical communication carries out (directly or indirectly) his social role and functional duties to manage the process of education and upbringing. The effectiveness of the processes of training and education, the features of personality development and the formation of interpersonal relationships in the study group largely depend on the style features of this communication and leadership. The style of pedagogical communication affects the nature of emotional experiences: the authoritarian style causes depression and asthenia in children. And a state of calm satisfaction and joy arises in the team where the educator who adheres to the democratic principles of education is at the head.

Early childhood is a period of intensive development of the child. In the period from 1 to 3 years, the social situation of development and the leading activities of children change. The leading type of activity of a young child becomes objective, and situational-business communication with an adult becomes a form and means of organizing this objective activity, in which the child masters socially chosen ways of acting with objects. An adult becomes not just a "source of objects" and an assistant in the child's manipulations, but a participant in his activities and a role model.

The most important acquisition (new formation) of age is the development of speech, which is understandable to others and is used as a means of communicating with others and managing oneself, therefore, we will consider the features of the speech development of young children.

In the development of children's speech, the leading role belongs to adults: the teacher - in kindergarten, parents and relatives - in the family. From the culture of speech of adults, how they speak with the child, how much attention they pay to verbal communication with him, the success of the preschooler in mastering the language largely depends. It is very important how they communicate with the child from the beginning of his appearance. Is this communication mutual and friendly, or vice versa. Over the years, the need for communication increases more and more. Speech is a way of communication, and, like any function, it is formed only if it is in demand: if there is communication, speech develops, if the child is not listened to, speech becomes unnecessary, and its development is inhibited.

pedagogical style child play

It is in preschool childhood (as in no other period) that an adult enjoys great authority over a child, has a decisive influence on his mental development. An adult is always for a child not only a carrier of means and models of action, but also a living, unique personality embodying his individual motives and meanings. For the child, he is, as it were, the personification of those value and motivational levels that the child does not yet possess. He can rise to these levels only together with an adult - through communication, joint activities and common experiences. It can be assumed that motivation, like any other higher mental function, reveals itself twice: first as a form of interaction and cooperation between people (i.e., as an interpsychic category), and then as the subject’s own, internal property (as an intrapsychic category). However, the way of transferring new motivation has its own specifics. Here it is impossible to communicate new information, or assimilate through imitation, or demonstrate patterns of action. In this area, there are other mechanisms (emotional infection, involvement, creation of a common semantic field, etc.), which involve not only the "appropriation activity" on the part of the child, but also the "bestowal activity" on the part of the adult, his subjective involvement in communication with the child. . This places special demands on teachers and educators. It is necessary not only to observe the norms and rules of behavior, not just to master the necessary methods of action, but to be able to open all this for the child, to give it significance and attractiveness.

A characteristic feature of preschool children is imitative speech, which is due to the originality of their perception and thinking. Not being able to think critically, children of this age imitate everything they see and hear in the environment, but most of all those people who are directly connected with them, to whom the children have a positive attitude. Such a close person with whom the child is directly connected in kindergarten is the teacher. The behavior, speech of the educator, his appearance - everything is a model for children. The originality of thinking and perception of children, associated with imitation, should be used in the upbringing and education of children, and, in particular, in the education of children mother tongue. Therefore, N.V. Volkova puts forward the following requirements for the speech of the educator:

The monotonous, inexpressive speech of the teacher negatively affects the behavior of children, does not affect their emotions, and at the same time does not improve their speech culture.

The emotional side of the sample increases the culture of listening, instills in children the desire to tell something themselves.

For preschoolers, the idea of the style of speech correlates primarily with the idea of speech etiquette, which also requires a certain behavior of the speakers (personal qualities such as politeness, respect, modesty, helpfulness, benevolence, self-esteem are manifested in a certain speech behavior); in addition, the improvement of the child's stylistic sense is the main means of his aesthetic education. Therefore, teaching the style of speech includes certain educational tasks.

The purpose of pedagogical communication

Pedagogical communication should be considered as one of the forms of communication, implying common interests, thoughts and feelings. Creating a friendly atmosphere between the teacher and students allows you to achieve maximum results in the issue of learning and developing various skills. This process has many different facets, each of which contains the context of interaction.

There are several functions of pedagogical communication, each of which has importance in the formation of the personality of the student. Specialists distinguish the following functions of self-actualization:

emotive
cognitive
regulatory
facilitative.

Properly built communicative connection arouses in each student an interest in mastering new knowledge and skills, and also contributes to the further development of the individual. One of the important aspects of this connection is teacher's respect for the personality of the student.

The task of the teacher is to study the inner world, physical condition and other individual characteristics of each child.

Understanding the personality traits allows you to create the right atmosphere filled with goodwill. It is this atmosphere that allows the student to engender a thirst for continuous development. Correct perception of the personality of the student, is one of the most important functions in pedagogical communication.

The information component of this process also plays an important role in the formation of a child's personality. This function contributes to the development of the process of cognition and implies a complete understanding between students and the teacher. This function is aimed at creating positive motivation, which makes students achieve various goals. Help in overcoming psychological barriers that prevent self-education and becoming a part of society is one of the significant components of the information function.

The information function contains three components: collective, group and individual relationships. Individual relationships form a connection, thanks to which the teacher gets the opportunity to influence the mind of the child, correcting and changing his behavioral model.

The style of pedagogical leadership can be defined as methods of educational influence

The purpose of the main functions of pedagogical communication:

contact function- used to create a communicative link used to receive and transfer skills and knowledge.
incentive function- is a kind of motivation for students, aimed at achieving certain results and performing various actions.
emotive function- is used to evoke certain feelings and emotions in a child, which are later corrected or changed using special methods of psychological influence.

Ethnic values play an important role in the relationship between the teacher and students. Care, attention, loyalty to oneself, trust and frankness allow to achieve productive communication, the result of which will be high motivation of students.

Styles of pedagogical communication

The forms of communication established between children and the teacher have a significant impact on the formation of the child's personality. . On the basis of the chosen style, the method of influence, which has an educational character, is determined. Such an impact is manifested in the form of requirements for the behavioral model of students. The form of pedagogical communication implies the organization of activities, the purpose of which is to create a communicative connection between children and the teacher. There are four styles of pedagogical communication:

authoritarian form;
democratic form;
liberal form;
mixed form of communication.

Styles of pedagogical communication, and their characteristics are summarized below. We recommend that you check them out.

Authoritarian style

Teachers who adhere to this style use the technique of prohibitions and restrictions in relation to those children who experience difficulties in the learning process. The authoritarian style implies a strict form of relationship and punishment for disobedience. Such a teacher is an undoubted leader, whose instructions must be executed at any cost.. This style has in its arsenal many different methods of influence that are similar to each other.

The disadvantage of this approach to the process of creating a communicative connection is frequent conflicts between students and the teacher. The unfriendly atmosphere established in the team can cause violations in the process of forming a child's personality. The authoritarian style of ped communication involves the use of various methods aimed at accelerating the process of developing the personality of students. However, the choice of this technique can become a provoking factor in the occurrence of various disorders, since the individual characteristics of each person are not taken into account.

The style of pedagogical communication is an established system of techniques and methods used by the teacher in the process of interacting with students and their parents.

Despite good intentions, this style "breaks" students and causes hatred for the teacher. Adherents of this method of education draw a peculiar line between themselves and pupils. Such alienation can lead to nervous tension and increased student anxiety. Such teachers exaggerate the laziness, irresponsibility and indiscipline of students, despite their high level of independence.

liberal style

Adherents of this style can be described as irresponsible and lack of initiative teachers who often perform inconsistent actions in relation to their pupils.

Such teachers often forget about their previous requirements and set directly opposite goals after a certain period of time. Such a connection can be characterized as a pronounced overestimation of children's capabilities and low interest in the learning process itself. Such teachers do not seek to identify the degree of fulfillment of the tasks set, and their attitude towards the pupils depends on the emotional mood. Being in a good mood, the teacher gives students positive marks, and in a bad mood, he can punish for disobedience.

Educators who adhere to this model of relationships with children are not an authority for the latter. The desire to warn conflict situations characterized as a manifestation of natural sympathy and goodwill. Such people perceive children as independent individuals who have high sociability and initiative.

Democratic style of communication

Democratic style of communication is one of the most effective forms of interaction between students and teacher.

This style involves the establishment of individual contacts filled with mutual respect and trust. Such teachers try to create the right emotional connection with students, without using methods of punishment and excessively strict attitude. The choice of this style allows you to instill in your child the desire to learn new knowledge and develop their own personality.

In such a team there is an atmosphere of friendliness and mutual understanding. Communication with the teacher generates exceptionally positive emotions in students. This approach to learning is the key to developing self-confidence and strengthening children's self-esteem.

All used methods of education, with this type of communication, are aimed at instilling social values. This style is the most acceptable type of communicative connection, since a two-way connection is created, which makes it possible to identify the degree of perception of joint actions. Also, this style helps the teacher to identify the ability of children to recognize their mistakes. The task of the teacher is to stimulate intellectual development and creating an incentive to achieve the set goals.

The style of pedagogical communication has a significant dependence on the personal qualities of the teacher and the actual communicative situation.

mixed style

A mixed form of communicative communication between students and a teacher most often manifests itself in the form of a combination of authoritarian and democratic style of communication. A mixture of liberal and democratic forms of relations is much less common.

It should be noted that the chosen style of pedagogical communication is a manifestation of acquired personal qualities. Such qualities develop in every teacher throughout the entire process of pedagogical activity. In addition, the choice of a particular style is based on certain individual personality traits.

Narcissistic natures with an aggressive behavior model often choose an authoritarian form of communication. Teachers with a democratic style can be described as balanced people who show goodwill, sensitivity and attention to each child. In objective reality, it is almost impossible to see a “pure” form of communication between students and a teacher. The individual style of pedagogical communication involves the use of educational methods that relate to various forms of interaction with students.

The educational process is a high degree interaction not only with pupils, but also with their parents, as well as other teachers. Many educators often have to communicate with various social bodies involved in the management of education and social activities. Each teacher must understand the psychological aspect of this process in order to exert the necessary influence on the development of the child's personality.

The structure of pedagogical communication

As mentioned above, pedagogical communication has a developed structure, consisting of several stages. At the first stage, the task of the teacher is to create a model of behavior that will be used throughout the entire communication with pupils. At this stage, it is very important to have a clear plan of interactions, which should contain the methods used to influence children. In this matter, the target setting is of paramount importance. The task of the teacher is to choose tools that will attract children to interaction and become the key to a creative atmosphere in the team. The same methods allow revealing the individual facets of the character of each of the students.

To personal qualities that determine the style of communication include the possession of organizational techniques and the teacher's attitude towards children

The next step is the communication attack. This process implies the initiative of the teacher in creating a communicative connection with the pupils. There are several techniques for establishing interaction, which involve the use of various methods of dynamic influence:

Infection- a method aimed at evoking a subconscious response in children. The use of non-verbal methods of influence allows us to understand the experiences of children and identify the most critical vulnerabilities in their minds.
Suggestion- the use of methods of influence in order to infect motivation.
Belief- a method of changing the worldview and behavior patterns, with the help of reasoned and motivated influence.
Imitation- analysis of a behavioral model and a conscious form of self-identification with this model.

The task of the teacher is to create a two-way connection, through which he can receive information about the judgments, dreams and desires of students. This connection helps to convey life optimism to children, increase self-esteem and create the right motives aimed at mastering various knowledge and skills.

Styles of pedagogical communication

The generally accepted classification of styles of pedagogical communication is their division into authoritarian, democratic and conniving (A. V. Petrovsky, Ya. L. Kolominsky,

With an authoritarian (imperative) style communication, the teacher takes care of everything. The goals of the activity, the methods of its implementation are single-handedly set by the teacher. He does not explain his actions, does not comment, shows excessive demands, is categorical in his judgments, does not accept objections, and disdainfully treats the opinions and initiative of students. The teacher single-handedly determines the direction of the group's pedagogical activity. The main forms of interaction are an order, an indication, an instruction, a reprimand. Even a positive assessment sounds like a command, or even like an insult. The teacher constantly shows his superiority, he lacks empathy, sympathy. Pupils find themselves in the position of being led, in the position of objects of pedagogical influence. Communication is based on disciplinary influences and submission. In the interests of their own self-preservation, an authoritarian teacher will suppress the independence of students, demanding that they say not what they think, but what is supposed to be said. Moreover, it is very easy for him to convince himself that he is acting in the interests of the guys themselves, insuring them from future troubles. To suppress independent thought, marks, and characteristics, and manipulation of the opinion of fellow students, pressure on parents are used. The result of such influence will be conformism, opportunism, doublethink. An authoritarian leadership style can provide the apparent effectiveness of group activities and creates an extremely unfavorable psychological climate. With this style, the formation of collectivist qualities is delayed. It is in such groups, according to sociologists, that neurotics are formed.

In my opinion, this style hinders the development of personality, suppresses activity, fetters initiative, generates inadequate self-esteem; in relationships, he erects semantic and emotional barriers between teacher and students.

With a democratic (cooperative) style leadership communication and activities are built on creative collaboration. Joint activity is motivated by the teacher, he listens to the opinion of students, supports the pupil's right to his position, encourages activity, initiative, discusses the idea, methods and course of activity. Organizing influences prevail. 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 appeal is advice, recommendation, request. The democratic style is manifested in the teacher's reliance on the opinion of the team. The teacher tries to convey the goal of the activity to the consciousness of everyone, connects everyone to active participation in the discussion of the progress of work; sees his task not only in control and coordination, but also in education; each student is encouraged, he has self-confidence; self-management develops.

This style disposes students to the teacher, promotes their development and self-development, causes a desire for joint activities, encourages independence, stimulates self-government, high adequate self-esteem and, most importantly, contributes to the formation of trusting, humanistic relationships.

With a liberal (permissive) style leadership 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, is content with minimal achievements, does not show activity, considers questions formally, easily obeys other, sometimes contradictory influences. In fact, he removes himself from responsibility for what is happening. The authority of the teacher is out of the question. The tone of the appeal is dictated by the desire to avoid difficult situations, largely depends on the mood of the teacher, the form of the appeal is exhortation, persuasion.

This style leads to familiarity or alienation; it does not contribute to the development of activity, does not encourage initiative, independence of pupils.

The worst leadership style is the liberal style; with it, the work, as a rule, is done less and its quality is worse.

Most authors set themselves the goal of creating their own typology of communication styles based on the results of their own research. The typologies they created are very interesting and more or less fully describe the diversity of individual styles. However, it can be assumed that the typologies created as a result of a survey of a small sample of teachers are applicable only to this sample, and outside it do not justify themselves.

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

The purpose of pedagogical communication

Styles of pedagogical communication

Authoritarian style

liberal style

Democratic style of communication

mixed style

The structure of pedagogical communication

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period