» Conditions for successful pedagogical communication of its function. Organization of effective pedagogical communication. Functions of pedagogical communication

Conditions for successful pedagogical communication of its function. Organization of effective pedagogical communication. Functions of pedagogical communication

Pedagogical Sciences

CONDITIONS FOR THE EFFICIENCY OF PEDAGOGICAL COMMUNICATION 1

U. A. Fayzieva, M. T. Khikimova. Bukhara State University(Bukhara, Uzbekistan).

Summary. Essay on the problem pedagogical communication.

Key words: communication, pedagogical communication, efficiency.

Work, knowledge, communication... The most important areas of human life. We often talk about them, analyze them... But if you think about it, you will find one curious phenomenon. A person has been studying the forms and methods of labor activity for many years, we also master the ways of knowing the world for a long time, but a person never purposefully learns to communicate anywhere. We don't have a school that teaches the complex art of communication. Of course, the experience of communication is acquired by a person both in the course of work and in cognitive activity... But, alas, this is not enough. Many serious problems of upbringing and education arise due to the inability of the teacher to properly organize communication with children.

Antoine de Saint-Exupery called human communication the greatest luxury in the world. But in one case it is a “luxury”, in another it is a professional necessity. After all, there are such types of human labor that are simply impossible without communication. This type of work is the work of a teacher.

Communication in teaching is very important. Sometimes it is the complexity of communication that determines our attitude to pedagogical work and the attitude of the children to us - teachers, to the school.

The experience of practicing teachers - both young, beginners, and experienced masters - allows us to say with confidence: no, it is necessary and necessary to learn pedagogical communication. It is in the inconspicuous and painstaking work of knowing oneself in communication with children, mastering the basics of pedagogical communication that the creative individuality of the teacher is formed.

Pedagogical communication is the professional communication of a teacher with students in the classroom and outside it, aimed at creating a favorable psychological climate. In the process of interaction between teacher and students, communication is an instrument of influence. Incorrectly organized communication gives rise to fear, uncertainty, weakening in students.

attention, memory, performance, impaired speech dynamics, reduces the desire and ability to think independently. Ultimately, there is a negative attitude towards the teacher, and then towards the school as a whole. Properly organized interaction removes such negatives, so it is very important to properly organize pedagogical communication with students.

Emphasizing the importance of the educational and didactic functions of pedagogical communication, Leontiev notes that the optimal pedagogical communication is “communication between the teacher and students in the learning process, which creates the best conditions for the development of students' motivation and creativity. learning activities, for the formation of the student's personality, it provides a favorable emotional climate for learning and management of socio-psychological processes in the children's team, allows you to maximize the use of educational process personal characteristics of the teacher.

Communication between a teacher and students should relieve such emotions, evoke the joy of comprehension, a thirst for activity, and promote “social and psychological optimization of the educational process” (A.A. Leontiev).

Modern pedagogy and work practice of the best teachers, and above all, experimental teachers, such as: Sh.A. Amonashvili, I.P. Volkov, T.I. Goncharova, E.N. Ilyin, S.N. Lysenkova, V.F. Shatalov, M.P. Shchetinin et al. proved that effective learning today, and learning is joyful, difficult, but victorious, is possible only on the positions of pedagogy of cooperation. Think about the title of the books: "Hello, children!" (Sh.A. Amona-shvili), "The Art of Communication" (E.N. Ilyin), "Pedagogical Prose" (V.F. Shatalov), "When it's Easy to Learn" (S.N. Lysenkova), "The Lessons of History - life lessons "(T.I. Goncharova)," Eternal joy "(S.L. Soloveichik). They all say: the teacher goes to meet the children, he stands on the point of view of the child, as on a platform from which he leads. This is evidenced by the second credo of experimental teachers - the democratization of the individual, which upholds the ideas of self-respect, responsibility, self-regulation, uniqueness, democratic dialogue.

Thus, in pedagogical work, communication acts as a means of solving educational problems, as a system of social and pedagogical support for the educational process, which has a number of functions: personality cognition, information exchange, organization of activities, role exchange, empathy, self-affirmation.

1. Knowledge of personality. The study by the teacher of the individual psychological characteristics of each student in the process of interaction; identifying the interests and abilities of schoolchildren, their level of upbringing and learning, the immediate environment, the conditions of education in the family. This information will help the teacher to form a correct understanding of each

schoolchildren's home and, on the basis of this, to carry out an individual approach to him in the process of communication.

2. Exchange of information. Provides the process of exchanging educational material and spiritual values, creates conditions for the development of positive motivation for the educational process, an environment for joint search for knowledge and reflection.

3. Organization of activities. Communication between the teacher and the group of students, the skillful combination of differentiated and individual approaches in the process of interaction, the change of activities at various stages of the lesson.

4.Role exchange. The change of social roles contributes to the multilateral manifestations of personality. The personal-role form of exchange in the educational process can be implemented in the form of connecting students to the conduct of individual elements of the lesson, which allows the student to feel both in the role of an organizer and in the role of a performer.

However, the function of role exchange cannot be reduced to an ordinary replacement of a teacher by a student in a lesson. The teacher should always be a teacher during interaction with students, i.e. a person with great life experience, professionally trained, therefore it is he who remains responsible for the result of the educational process, regardless of what part pedagogical situations can be organized and performed by students.

5. Empathy. The manifestation of empathy by the teacher (understanding the feelings of another person, his emotional state in a particular situation, the motives of his actions); the ability to accept the point of view of another person.

6. Self-affirmation. The function is characteristic of both the teacher and the students. The self-affirmation of the teacher is manifested in the acquisition of professional consistency, authority among students and colleagues. Helping students to assert themselves, the teacher should help each student to realize his personal significance, the level of his claims, the formation of adequate self-esteem. .

Literature:

1. Ilyin E.N. The art of communication. - M., 1982.

2. Kan-Kalik V.A. Teacher about pedagogical communication. - M., 1987.

3. Fundamentals of pedagogical skills: Proc. allowance for ped. higher textbook institutions / I.A. Zyazyun, I.F. Krivonos, N.N. Tarasevich and Ed. I.A. Zyazyun. - M: Education, 1989. - 302 p.

abstract. Essay on the problem of pedagogical communication.

Keywords: communication, pedagogical communication, efficiency.

Fajzieva and. A., Shkta^ya M. T. Shkoutsa jeffektivnosti pedagogicheskogo obshhenija / and. BUT.

Fajzieva, M. T. Hikmatova // Nauka. Mysl. - 2015. - No. 1.

Umida Asadovna Faizieva - Lecturer at the Department of Pedagogy. Bukhara State University (Bukhara, Uzbekistan),

Makhfuza Tukhtaevna Hikmatova - Lecturer at the Department of Pedagogy. Bukhara State University (Bukhara, Uzbekistan),

© U. A. Faizieva, M. T. Khikmatova, 2015.

  • Question 11. Self-consciousness: its structure, genesis and the role of the mental organization of the individual.
  • Question 12. The concept of personality. Modern psychological theories of personality.
  • Question 13
  • Question 14. Psychology of character: general concept, structure, character formation.
  • 1.2 Structure and character properties
  • Question 16. Psychology of memory
  • Question 17. Psychology of thinking.
  • Question 18. The main types of thinking and their characteristics.
  • Question 19. Imagination. Its functions and types.
  • Question 20
  • Question 21. General characteristics of attention. Types and properties of attention
  • Question 22
  • Question 23. Communicative, perceptual, interactive functions of communication.
  • 1. The communicative side of communication.
  • 3. Perceptual side of communication:
  • Question 24. Group dynamics and socio-psychological phenomena in the group.
  • Question 25. General organizational chart of psychological research.
  • Question 26. Sensations and perception.
  • Question 27. Behavioral psychology.
  • Question 28. Psychology of emotions.
  • Question 29. General characteristics of abilities. Inclinations and abilities. Development of abilities.
  • Question 30. The theory of the gradual formation of mental actions by P. Ya.
  • Question 31. Mental development in early childhood.
  • Question 32. Characteristics of the mental development of a child in infancy.
  • Question 33. Mental development in preschool age.
  • Question 34. Play and development in childhood.
  • Play as a Leading Activity
  • Question 35. Pedagogical and psychological aspects of self-education.
  • Question 36:
  • Question 37
  • Question 38. Maturity as a psychological age
  • Question 39. Education and development. The relationship of training, education and development in ontogeny
  • Question 40
  • Question 41. Psychological patterns of age development.
  • 2. On the patterns of functional and age-related development of the child's psyche.
  • Question 42
  • Question 43. Formative methods in psychological research.
  • 2.4.1. The essence of the formative experiment
  • 2.4.2. Experiential learning as a kind of formative experiment
  • Question 44. Psychological structure of professional and pedagogical activity.
  • Question 45. Psychological characteristics of primary school age.
  • Question 46. Associative-reflex theories of learning.
  • Question 47:
  • Question 48
  • Question 49
  • Question 50. Psychological characteristics of adolescence.
  • 3) On a personal and interpersonal level.
  • Question 51:
  • Question 52. Individualization and differentiation of training. (M.K. Kozlova, M.K. Akimova)
  • Question 53
  • Question 54. Psychological service in education. Problems and prospects of development.
  • Question 55. Cultural-historical theory of mental development L.S. Vygotsky.
  • Question 56. Psychological characteristics of adolescence.
  • Question 57
  • Question 58 Davydov about the formation of theoretical thinking.
  • Question 59
  • Question 60. Age category. Structural components of psychological age.
  • Question 61
  • Question 62
  • Question 65
  • Question 66. The pedagogical process as an integral, dynamic system, its driving forces.
  • Question 67
  • Question 68
  • Question 70
  • Question 71. Pedagogical communication, its essence and functions.
  • Conditions for the effectiveness of pedagogical communication
  • Style of pedagogical communication
  • Question 72. The system of forms and methods of education. Types and means of education.
  • The choice of educational means
  • Question 73: Basic didactic concepts
  • Question 74:
  • Goals and objectives of the modernization of Russian education
  • Question 75. Characteristics of the learning process.
  • Types and styles of learning
  • Question 76
  • Question 77 Modern didactic principles of secondary school
  • Question 78 Forms of organization of cognitive activity of students in the lesson (individual, group, frontal)
  • Question 79 Modern lesson in the educational process. Psychological and pedagogical analysis of the lesson.
  • Lesson system analysis (according to V.P. Simonov) Lesson evaluation indicators:
  • Technology of a systematic approach to the analysis of the lesson:
  • Question 80 Modern concepts of education
  • Question 80 Modern concepts of education (option 2)
  • Conditions for the effectiveness of pedagogical communication

    The problem of communication efficiency has recently become great importance. The works of many well-known psychologists are devoted to it - A. A. Bodalev, B. F. Lomov, E. S. Kuzmin, V. V. Znakov, A. A. Leontiev, A. A. Rean, etc. It should be noted that in the problem of effective pedagogical communication is singled out as an independent direction (I. A. Zimnyaya, Ya. L. Kolominsky, S. V. Kondratieva, A. A. Leontiev, N. V. Kuzmina, A. A. Rean, etc.). Experimental studies show that among the many tasks facing the teacher, the most difficult are the tasks associated with communication. They assume that the teacher has a sufficiently high level of development of communicative skills.

    The conditions for the effectiveness of pedagogical communication in general terms were formulated by A. A. Bodalev.

      Communication becomes pedagogically effective if it is carried out in accordance with a single humanistic principle in all spheres of a pupil's life - in the family, at school, in extracurricular institutions, etc.

      If communication is accompanied by the education of attitudes towards the highest value.

      If the assimilation of the necessary psychological and pedagogical knowledge is ensured. skills and abilities of knowing other people and dealing with them.

    Effective pedagogical communication is always aimed at the formation of a positive "I-concept" of the individual, at the development of the student's self-confidence, in his abilities, in his potential.

    Style 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, A.P. Ershova, V.V. Shpalinsky, M.Yu. Kondratiev, etc.).

    Types of styles of pedagogical communication Promising: 1. Communication based on joint creative activity. 2. Communication based on friendly disposition. Unpromising: communication-intimidation. Flirting communication. In communication, it is very important to correctly determine the distance between the educator and pupils. Distance is a form of expression of attitude. With the help of the "language of action" of theatrical directing (P.M. Ershov, K.S. Stanislavsky) in pedagogical activity, one can single out (for professionally conscious development and / or training-polishing) subtexts behavior (based on "classification of verbal influences") and parameters behavior: offensive - defensive; efficiency - positioning; friendliness - hostility; strength (confidence) - weakness (weakness). The teacher's confident possession of his behavioral "subtexts" and "parameters" allows him to timely, positively and humanistically solve various disciplinary problems that inevitably arise during the lesson.

    Question 72. The system of forms and methods of education. Types and means of education.

    Form of education is the outward expression of the process of education. There are various forms of education. According to the number of people covered by the process of educating people, the forms of education are divided into:

      individual;

      microgroup;

      group (collective);

      massive.

    The effectiveness of the educational process depends on the form of its organization. With an increase in the number of students, the quality of education decreases.

    Education methods- these are specific ways of forming feelings, behavior in the process of solving pedagogical problems in the joint activities of educators with educators. This is a way of managing activities, in the process of which self-realization and personal development are carried out. Education methods:

      belief;

      exercises;

      presentation to the pupil of the social and cultural norm

      attitudes and behaviors;

      educational situations;

      stimulation of activity and behavior.

    In the pedagogical literature there is no single approach to the classification of forms of educational work.

    The classification of organizational forms of education remains common:

      mass forms;

      circle - group;

      individual.

    The most well-known classification in the areas of educational work: mental, moral, ethical, aesthetic, labor, physical.

    Types of education

    Direction of education determined by the unity of purpose and content.

    On this basis, mental, moral, labor, physical and aesthetic education are distinguished. In our time, new areas of educational work are being formed - civil, legal, economic, environmental.

    mental education is focused on the development of a person's intellectual abilities, interest in knowing the world around him and himself.

    It assumes:

    Development of willpower, memory and thinking as the main conditions for cognitive and educational processes;

    Formation of a culture of educational and intellectual work;

    Stimulating interest in working with books and new information technologies;

    And also the development personal qualities- independence, breadth of outlook, ability to be creative.

    mental tasks education are solved by means of training and education, special psychological trainings and exercises, conversations about scientists, statesmen of different countries, quizzes and competitions, involvement in the process of creative search, research and experiment.

    Ethics is the theoretical basis moral education.

    The main tasks of ethical education are:

    Accumulation of moral experience and knowledge about the rules of social behavior (in the family, on the street, at school and other public places);

    Reasonable use of free time and the development of moral qualities of the individual, such as an attentive and caring attitude towards people; honesty, tolerance, modesty and delicacy; organization, discipline and responsibility, a sense of duty and honor, respect for human dignity, diligence and work culture, respect for the national heritage.

    In everyday life, one can observe the facts of a person's deviation from moral principles,

    For example, the hero of F. M. Dostoevsky's Notes from the Underground wants to live according to his own, stupid will; and therefore, even if the whole world collapses, and he will indulge in tea. In the psychology of a person "from the underground" Dostoevsky saw the growing phenomenon of social "nihilism".

    The main criteria of a moral person are his moral beliefs, moral principles, value orientations, as well as actions in relation to relatives and strangers.

    In this context, it is appropriate to recall the idea of ​​L. N. Tolstoy regarding the multiplication of "evil" in the world.

    In the story "The False Coupon", a schoolboy deceives a shopkeeper; he, in turn, pays the peasant for firewood with counterfeit money. Due to further confluence of circumstances, the peasant becomes a robber. L. N. Tolstoy focuses the reader's attention on the effectiveness of the ancient postulate in everyday life - "do not do to another what you do not want for yourself."

    In the process of moral education, methods such as persuasion and personal example, advice, wishes and approving feedback, a positive assessment of actions and deeds, public recognition of a person's achievements and merits are widely used. It is also advisable to conduct ethical conversations and debates on examples of works of art and practical situations. At the same time, the spectrum of moral education implies both public censure and the possibility of disciplinary and deferred punishments.

    Main tasks laboreducation are: development and training, a conscientious, responsible and creative attitude to various types of labor activity, the accumulation of professional experience as a condition for fulfilling the most important duty of a person.

    To solve the above problems, different methods and means are used:

    Organization of joint work of the educator and pupil;

    Explanation of the significance of a certain type of labor for the benefit of the family, the team of employees and the entire enterprise, the Fatherland;

    Material and moral encouragement of productive labor and manifestation of creativity;

    Acquaintance with the labor traditions of the family, team, country;

    Circle forms of labor organization according to interests (technical creativity, modeling, theatrical activities, cooking);

    Exercises to develop labor skills when performing specific operations (reading, counting, writing, computer use; various repair work; making wood and metal products);

    Creative contests and competitions, exhibitions of creative works and evaluation of their quality;

    Temporary and permanent home assignments, classroom duty at school, performance of assigned duties in labor teams;

    Systematic participation in socially useful work, training in technologies and methods of organizing professional activities;

    Control over time and energy savings, resources;

    Accounting and evaluation of the results of labor (quality, timing and accuracy of the task, rationalization of the process and the presence of a creative approach);

    Special professional training for work (engineer, teacher, physician, operator, librarian, plumber).

    aim aesthetic education is the development of an aesthetic attitude to reality.

    Aesthetic attitude implies the ability to emotional perception of beauty. It can manifest itself not only in relation to nature or a work of art. For example, I. Kant believed that contemplating a work of art created by the hand of a human genius, we join the "beautiful". However, only a raging ocean or a volcanic eruption we perceive as "sublime", which man cannot create. (Kant I. Criticism of the faculty of judgment. M. 1994.)

    Thanks to the ability to perceive the beautiful, a person is obliged to bring the aesthetic into his personal life and the lives of others, into everyday life, professional activities and the social landscape. At the same time, aesthetic education should protect us from going into "pure aestheticism."

    In the story " The Snow Queen» the modern St. Petersburg prose writer V. Shpakov, the heroine seeks to reduce life to existence in the beautiful sphere of classical music. Striving for the classics is commendable in itself, but the trouble is that on the way to it, the “rough” everyday life in which we all live is despised and discarded. And everyday life takes revenge, driving the heroine crazy. (Shpakov V. Clown on a bike. SPb. 1998.)

    In progress aesthetic education use artistic and literary works: music, art, cinema, theater, folklore. This process involves participation in artistic, musical, literary creativity, organizing lectures, conversations, meetings and concert evenings with artists and musicians, visiting museums and art exhibitions, studying the architecture of the city.

    The aesthetic organization of labor, the attractive design of classrooms, auditoriums and educational institutions, artistic taste, manifested in the style of clothing of pupils, students and teachers, is of educational importance. This also applies to the social landscape of everyday life. Cleanliness of entrances, landscaping of streets, original design of shops and offices can serve as examples.

    Main tasks physical upbringing are: proper physical development, training of motor skills and the vestibular apparatus, various procedures for hardening the body, as well as the education of willpower and character, aimed at increasing a person’s working capacity.

    The organization of physical education is carried out through physical exercises at home, at school, university, in sports sections. It assumes the presence of control over the regime of studies, work and rest (gymnastics and outdoor games, hiking trips and sports competitions) and medical and medical prevention of diseases of the younger generation.

    For education physically for a healthy person, it is extremely important to observe the elements of the daily routine: long sleep, high-calorie nutrition, a well-thought-out combination of various activities.

    civil education involves the formation of a person's responsible attitude to the family, to other people, to his people and the Fatherland. A citizen must conscientiously fulfill not only constitutional laws, but also professional duties, and contribute to the prosperity of the country. At the same time, he can feel responsible for the fate of the entire planet, which is threatened by military or environmental disasters, and become a citizen of the world.

    economic education is a system of measures aimed at developing the economic thinking of a modern person on the scale of his family, production, and the whole country. This process involves not only the formation of business qualities - thrift, enterprise, prudence, but also the accumulation of knowledge related to property problems, management systems, economic profitability, taxation.

    ecological education is based on understanding the enduring value of nature and all life on Earth. It orients a person to respect for nature, its resources and minerals, flora and fauna. Each person should take a feasible part in the prevention of ecological catastrophe.

    legal upbringing implies knowledge of one's rights and obligations and responsibility for their non-compliance. It is focused on fostering a respectful attitude towards laws and the Constitution, human rights and a critical attitude towards those who violate the latter.

    The educational process as a whole and within the framework of a separate direction can be observed or organized at several levels (V. I. Ginetsinsky).

    First, so-called societal level gives an idea of ​​education as a permanent function of society at any stage of its development in the context of a generally significant culture, namely, such a side of the life of society that is associated with the transmission of culture in all its forms and manifestations to the younger generation. In Russia, the educational goals of this level are defined in the law "On Education", in the Constitution, in the International Convention on Human Rights and other state-political documents that express the educational policy of our country and the entire international community.

    Second, institutional level involves the implementation of educational goals and objectives in the context of specific social institutions. That is, organizations and institutions that are specially created for this. Such organizations are orphanages and boarding schools, kindergartens, schools and universities, art houses and development centers.

    The third, socio-psychological level determines education in the conditions of individual social groups, associations, corporations, collectives. For example, the staff of an enterprise has an educational impact on its employees, an association of businessmen on its colleagues, an association of women mothers of dead soldiers, speaking out against the war, on state bodies, an association of teachers on the development of the creative potential of teachers.

    Fourth, interpersonal level defines the specifics of education as the practice of interaction between the educator and pupils, taking into account the individual psychological and personal characteristics of the latter. Examples of such practices are: parenting, the work of a social psychologist and teacher in working with children, adolescents and adults, the educational influence of a teacher in the process of communicating with students in the educational system.

    Fifth, intrapersonal level in fact, it is a process of self-education, which is carried out as an educational influence of a person on himself in different life circumstances. For example, in situations of choice and conflict, in the process of completing educational tasks, during exams or sports competitions.

    Means of education

    An individual means can always be both positive and negative, the decisive moment is not its direct logic, but the logic and action of the whole system of means, harmoniously organized.

    A. S. Makarenko

    EDUCATIONAL MEANS

    From a philosophical point of view, everything that a person uses in the process of moving towards a goal is usually called a means. Funds are located outside the subject, and are borrowed from outside to implement the activity, obtain its most preferred result, to strengthen and improve the quality of the activity and its individual elements.

    The role of a means can be performed by any object of the surrounding reality: objects and values ​​of material culture, natural phenomena, achievements of science and technology, living and inanimate nature; various types of activities, people and groups of people, symbolic symbols... The means of education in modern pedagogy are interpreted in different ways, emphasizing various aspects of their understanding. “Means of education,” T.A. Stefanovskaya, - - activities typical for a given age; environment in pedagogical terms (microenvironment); objects, devices for the implementation of any activity "( FOOTNOTE: Stefanovskaya T.A. Pedagogy: science and art. M., 1998. S. 225).

    The means of education are the "toolkit" of material and spiritual culture, which is used to solve educational problems. The funds include FOOTNOTE: Classification is given in the book: Bardovskaya N.V., Rean A.A. Pedagogy. M., 2001. S. 43.):

    § iconic symbols;

    § material resources;

    § ways of communication;

    § the world of life of the pupil;

    § collective and social group as organizing conditions for education;

    § technical means;

    § cultural values ​​(toys, books, works of art...);

    § nature (living and non-living).

    As shown in p.p. 1.1., 1.2., communication plays an important role in the educational process. Using communication, changing its content, tone, style, varying the ratio of functions, you can change the mood of the student, his attitude to objects and phenomena, enrich his knowledge, develop thinking, change subject and spiritual activity. Thus, it is possible to purposefully develop certain character traits, personality traits.

    The success of using this tool in training and education depends on the fulfillment of certain requirements (conditions). In the most general form, they were formulated by A.A. Bodalev:

    1) communication becomes pedagogically effective if it is carried out in accordance with a single humanistic principle in all spheres of a pupil's life - in the family, at school, in extracurricular institutions, etc.;

    2) if communication is accompanied by the education of an attitude towards a person as the highest value;

    3) if the assimilation of the necessary psychological and pedagogical knowledge, skills and abilities of knowing other people and dealing with them is ensured.

    A.V. Mudrik draws the attention of teachers to the need to prepare students for communication. According to the scientist, the content of training should include available knowledge of a theoretical nature and the development of communication skills. For this, conversations should be held on such topics as, for example: “I, we, they”, “How to behave in ...”, “Defining oneself in the world”, “A person among people”, etc. Each teacher, regardless of of what subject he teaches at school, he must take care of the development of fluency in students' speech. To this end, it is necessary to conduct discussions, discussions, role-playing games, and in order to master the standard methods of communication - meetings with their organizational rules-rituals. It is also important to develop the ability to distinguish between types of communication (role-playing, partnership, in a group, etc.), to feel the measure of trust, to determine the nature of the relationship of the interlocutor, his state, etc. The success of communication, the strength of its educational impact depends on all this.

    Researchers note the following common features of successful communication with students, characteristic of masters of pedagogical work:

    Personal openness to children, the ability to make it clear to students that the teacher is not so much a teacher as a person;

    The ability to organize communication “from the student”: from his thoughts, aspirations, mood;

    The ability to put oneself in the place of a child, to know him in general and in a given situation;

    Acceptance of the pupil as a full partner in communication, as a person equal in socio-psychological parameters;

    Patience, sensitivity, ability to empathize, sincere interest in the fate of the pupil;

    Breadth of knowledge, variety of interests and the ability to use them in communication with pupils;

    The ability to instill in the pupil the consciousness of his significance.

    A.V. Kan-Kalik singled out up to a dozen different negative models of communication between teachers and students, in particular, such as communication-distance, communication-intimidation, communication-flirting. Understanding their essence will help the educator avoid very common mistakes.

    In this regard, the characteristic of people who are guided by unequal relations in communication, given in E. Shostrom's "Anti-Kornegi, or Man-Manipulator", is interesting in this regard. We will not consider it, we will only pay attention to what are some of the reasons for the conscious or often unconscious establishment of such relationships: knowledge of the causes helps in overcoming their consequences.

    Firstly, this is that a person is never completely sure of himself, including a teacher. He knows that the success of his activity also depends on the activity of his disciples. Therefore, he tries to ensure that the students do what and how he thinks is right. It is always impossible to interest everyone. Hence the intimidation.

    Secondly, a person wants everyone to love him, so that there are no people who treat him badly (of those, in any case, with whom he constantly has to communicate). For a teacher, this is directly related to his professional qualities. To achieve recognition, approval of their students is an important task for any teacher, even if he hides it. The hypertrophy of this demand on oneself or the desire to be so gives rise to flirting with students.

    Thirdly, a person will not trust other people, especially in the conditions of the so-called market social relations. He is afraid of complete frankness and even just frankness in relations with people and students as well. This forces him to maintain a distance in communication.

    Fourthly, a person cannot change everything in his own interests, the Teacher, moreover, cannot create the desired conditions for life and communication for himself and his children. Understanding this can cause uncertainty and even despair, and the result can be a variety of ways to avoid humanistic problem solving - both formality in communication, and establishing a distance, and demonstrating indifference, and flirting, and intimidation.

    NOT. Shchurkova formulates the following general rules for fruitful communication:

    Formation of feeling We with pupils;

    Establishing personal contact with children;

    Demonstration of their own disposition;

    Showing bright goals for joint activities;

    Emphasizing the positive in the behavior and character of the pupil;

    Constant display of interest in their students;

    Providing and asking for help.

    Finally, let us turn to the rules of communication formulated back in the 1930s. 20th century American psychotherapist and businessman Dale Carnegie. Even now they are of historical interest not only for businessmen, but also for educators. Here are some of these rules (in abbreviated form), formulated on the basis of what the interlocutor expects from a partner:

    1) be sincerely interested in the interlocutor;

    2) smile, be glad to communicate and do not hide it;

    3) address the interlocutor by name;

    4) know how to listen, encourage the interlocutor to talk about himself;

    5) talk about what interests the interlocutor;

    6) sincerely inspire the interlocutor with the consciousness of his significance;

    7) praise for the slightest success;

    8) respect the opinion of the interlocutor; agree, take his point of view; let the interlocutor think that your (this) thought belongs to him.

    Thus, in these recommendations, as in others described above, the main condition for the success of pedagogical communication is clearly visible: communication should be the activity of a teacher and a student (the interlocutor should talk about himself, the conversation should be about the interlocutor of interest, in communication the importance of the interlocutor and etc.).

    Styles and models of pedagogical communication

    It is known that each person has his own, holistic style of communication, which leaves a characteristic imprint on his behavior and communication in any situation. This style, the researchers note, cannot be derived only from any individual characteristics and personality traits of people. It reflects exactly the features of human communication that characterize his general approach to building interaction with other people, determines his behavior.

    The problem of communication styles has received significant reflection in the pedagogical literature (V.A. Kan-Kalik, A.K. Markova, L.M. Mitina, etc.). The analysis of these sources makes it possible to determine the style of communication, which is a mandatory component of the structure of communication, as follows - communication style is individual psychological features of the socio-psychological interaction between the teacher and the student.

    L.M. Mitina says that the teacher's art of communication is manifested primarily in how he finds contacts and the right tone of communication with students in certain situations of school life.

    Research shows that a teacher's communication style seriously affects the climate in the team, how often conflicts arise and are resolved among the children, as well as between the teacher and students. The emotional well-being of students, the psychological climate of the team largely depends on the style.

    In the style of communication find expression:

    Features of the communicative capabilities of the teacher;

    The existing nature of the relationship between the teacher and pupils;

    Creative individuality of the teacher;

    Features of the student team.

    V.A. Kan-Kalik identifies the following styles of pedagogical communication:

    Communication based on the passion of the joint creative activity;

    Communication based on friendly disposition;

    Communication distance;

    Communication intimidation;

    Communication-flirting.

    The most fruitful, according to V.A. Kan-Kalika is communication based on the passion for joint creative activity. At the heart of this style is the unity of the high professionalism of the teacher and his ethical attitudes. Enthusiasm for joint creative search with students is the result not only of the teacher's communicative activity, but to a greater extent of his attitude to pedagogical activity generally.

    The style of pedagogical communication based on friendly disposition is also productive. This style of communication can be considered as a prerequisite for successful joint educational activities. Friendly disposition is the most important regulator of business pedagogical communication. This is a stimulator of the development and fruitfulness of the relationship between the teacher and students. But it should be noted that friendliness, like any emotional construction and pedagogical attitude, must have a measure. In this regard, V.A. Kan-Kalik draws attention to the following situation: often young teachers turn friendliness into familiarity with students, which negatively affects the entire course of the educational process. Friendliness must be pedagogically appropriate.

    Communication-distance is common. This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But the transformation of the "distance indicator" into the dominant of pedagogical communication sharply reduces the creative level of the joint work of the teacher and the student. This often 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 activities. “Although distance must exist, it is even necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship,” notes V.A. Kan-Kalik. (13, p. 98)

    Communication-distance is a transitional stage to such a negative form of communication as communication-intimidation. Researchers associate this style of communication mainly with the inability to organize productive communication based on enthusiasm for joint activities. Beginning teachers sometimes turn to him. It is rather difficult to form productive communication, and young teachers often follow the line of least resistance, choosing communication-intimidation or distance in its extreme manifestation.

    An equally negative role in working with children is played by communication-flirting. 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 of the teacher to quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication.

    Let us turn to another approach to distinguishing style in pedagogical activity. This approach is described in the works of L.M. Mitina and A.K. Markova. The basis for distinguishing the style in the teacher's work was based on the following grounds:

    Dynamic characteristics of style (flexibility, stability, switchability, etc.);

    Efficiency (the level of knowledge and learning skills of schoolchildren, as well as students' interest in the subject).

    Note that these grounds are highlighted in the works of A.K. Markova, whose development of the described classification was carried out in collaboration with A.Ya. Nikonova. In accordance with this classification, the following styles of pedagogical communication are distinguished.

    Emotional improvisational style (EIS). Teachers with this leadership style are distinguished by a predominant orientation to the learning process, insufficiently adequate planning of the educational process (selection of the most interesting educational material, while less interesting, although sometimes quite important material is left for independent work students). The activity of the EIS teacher is distinguished by high efficiency, the use of a large arsenal of teaching methods.

    Emotional-methodical style (EMS). A teacher with this leadership style is characterized by an orientation towards the process and result of learning, a certain predominance of intuitiveness over reflexivity, adequate planning of the educational process, and high efficiency.

    Reasoning and improvisational style (RIS). The RIS teacher is characterized by an orientation towards the process and results of learning, adequate planning of the educational process, efficiency, a combination of intuitiveness and reflexivity. Compared to teachers of emotional styles, such a teacher shows less ingenuity in the selection and variation of teaching methods.

    Reasoning-methodical style (RMS). Focusing mainly on learning outcomes and adequately planning the educational process, the RMS teacher shows conservatism in the use of means and methods of pedagogical activity.

    At the level of dynamic characteristics, notes L.M. Mitina, teachers of emotional styles are distinguished by increased sensitivity, flexibility, and impulsiveness. Teachers of reasoning styles differ from emotional teachers in reduced sensitivity, they are characterized by caution, traditionalism. Concerning the question of the effectiveness of pedagogical activity, scientists point out that neither improvisation nor method are preferable in themselves.

    In our opinion, the most effective are individual styles that combine methodicalness with emotionality, and improvisation with prudence, that is, a kind of intermediate styles.

    The concept of "leadership style" is close to the concept of "style of pedagogical communication", which is defined as "stably manifesting features of the interaction of the leader with the team, formed under the influence of both objective and subjective conditions of management, as well as individual psychological characteristics of the leader's personality".

    Ya.A. Kolominsky and E.I. Panko note that in the psychological and pedagogical literature, democratic and authoritarian leadership styles are usually distinguished, which can be given following characteristic in relation to the pedagogical process.

    The democratic style is characterized by wide contact with the pupils, the manifestation of trust and respect for children, the clarification of the introduced rules of behavior, requirements, assessments. The personal approach to children of such teachers prevails over the business one; they are typically striving to give comprehensive answers to children's questions, to take into account the individual characteristics of the pupils, the lack of preferences of some children over others, stereotyping in the assessments of children and their behavior.

    Teachers with an authoritarian leadership style, on the contrary, show pronounced subjective attitudes, selectivity in relation to children, they are characterized by stereotyping and poverty of assessments. Their leadership of children is characterized by strict regulation. The main forms of interaction are orders, instructions, instructions, reprimands. They are much more likely to use prohibitions and restrictions on children. The work is dominated by a business approach, the requirements and rules are not explained at all or are rarely explained.

    Some researchers also highlight the liberal style. It is characterized as anarchic, permissive. The teacher tries not to interfere in the life of the team, does not show activity, considers questions formally, easily submits to other, sometimes conflicting influences, and actually removes himself from responsibility for what is happening.

    Close to the described version of the classification of styles of pedagogical leadership is the point of view of L.M. Mitina and N.N. Obozova, according to which we can talk about the following leadership styles (pedagogical communication):

    Directive style (authoritarian according to the traditional classification, or imperative, as S.A. Belicheva defines it): rigid unity of command in making all sorts of decisions concerning the group (class) by the leader (teacher), as well as a weak interest in the child as a person;

    Collegiate (democratic): the teacher strives to develop collective solutions, while demonstrating an interest in the informal aspect of relations;

    Liberal style.

    In communicating with children, an authoritarian, imperative style is not just “undesirable”, but unacceptable - this is the opinion of psychologists. At the same time, A.A. Bodalev notes that the teacher's leadership style largely affects emotional condition children. According to the data of his work, a state of calm satisfaction and joy occurs relatively more often among students from those class groups headed by a teacher who adheres to democratic principles in his communication with schoolchildren. And, on the contrary, a state of depression is more often observed in cases where the teacher is an authoritarian personality, and the experiences of anger and anger among students are more often noted if the teacher is inconsistent in relations with them.

    We also note that positive emotional, comfortable communication creates conditions for creative joint activity, the emergence of a special social attitude towards another person; in a state of comfortable communication, two personalities - a teacher and a student - begin to form a kind of common emotional and psychological space in which the creative process of introducing the student to human culture, the process of versatile knowledge of the social reality surrounding him and himself unfolds, that is, the process of socialization of the individual unfolds.

    A persistently positive type, characterized by a stable emotionally positive attitude towards children, care for them, help in case of difficulties, a businesslike reaction to shortcomings in academic work and behavior, calm and even tone in dealing with children;

    Passive-positive type, characterized by a vaguely expressed emotionally positive attitude towards children; dryness of speech and official tone are mainly the result of a pedagogical attitude; many teachers in this group believe that only they can ensure success in teaching and educating students.

    In addition to the indicated types of attitudes of teachers towards children, individual scientists also single out such an extreme form of interaction with children as a negative, negative attitude towards them.

    For the implementation of communication, in our opinion, the roles and positions of the teacher in communication are essential. In this regard, it is interesting to compare the different positions of the teacher in interaction with students. Senko Yu.V., Tamarin V.E. distinguish "closed" and "open" position of the teacher. The "closed" position is characterized by an impersonal, emphatically objective manner of presentation, the loss of the emotional and value context of learning, which does not arouse in children a reciprocal desire to open up. The "open" position is characterized by the fact that the teacher, being in it, opens his personal experience to students, during which a dialogue is carried out with them.

    Another version of the disclosure of the problem of teacher positions in communication is seen in M.M. Rybakova, who argues that the positions that the teacher takes when interacting with children largely determine the style of communication with them. In general, she identifies the following leading positions of communication, interaction between the teacher and students:

    The position of "hard discipline", which leads to the consolidation of an authoritarian-role style of communication; At the same time, teachers are practically not interested in the mental characteristics and condition of students. Pedagogical interaction is organized with strict discipline in the classroom and exactingness to knowledge in the subject, personal communication with such interaction is excluded;

    The position of "patient waiting for order", which is characterized by a personal-selective style of relations. The organization of order in the classroom in this case is undertaken by one or a group of students interested in the content of the material or the personality of the teacher. In this case, the teacher is, as it were, "open" to students, offering his cooperation through interest in knowledge;

    The position of “offended by ungrateful students”, characterized by constant complaints of the teacher about fatigue, dissatisfaction with students. This position gives rise to an emotional-situational style of the relationship between the teacher and the students: the teacher is often annoyed by the behavior of the students, his remarks are ironic, often in an irritable tone. This condition leads to a gross violation of relations with students;

    The position of "cooperation" in interaction with students is characterized by an emotional-personal style of relations. At the heart of such relationships lies a good knowledge of the personality of each student, tolerance for their failures in mastering subject and behavior. The teacher shows interest in the child, his age and individual characteristics, sees in the child a developing personality.

    In our opinion, this classification of the teacher's relationship with children can be quite correlated with the traditional classification of communication styles outlined above.

    Some researchers (Senko Yu.V., Tamarin V.E.) introduce into the system of teacher positions such positions as “attachment from above” (pressure on the partner), “attachment from below” (adaptation to the interlocutor), “attachment next to” (equal communication relationships). The roles identified in the context of transactional analysis by E. Berne are close to them in content:

    - "parent" - dominant, taking responsibility;

    - "child" - weaker and more dependent, in need of help.

    Of course, it is important for the teacher to master all these roles and, as necessary, flexibly rearrange them.

    It should be noted that at the same time, in the course of pedagogical activity, each teacher must find his own individual style of communication, approach mastering the basics of professional and pedagogical positions quite consciously.

    A comparison of the various positions arising from the typology of leadership styles shows that in pedagogy there is no ready-made recipe for all occasions. Each situation has its pros and cons.

    Given this, a professional teacher should predict the development of the situation and relationships. It has been noticed that bright individuals often grow out of "non-accepting" schoolchildren, people with a unique attitude to the world around them. And, as life shows, over time, such children develop initiative, leadership qualities, often they are more prepared for social adaptation than "obedient" children who always and in everything followed the instructions of "senior comrades".

    Based on the above provisions, it can be concluded that the theoretical and practical significance The study of the problems of pedagogical communication in the “teacher-student” system is determined, first of all, by the fact that communication between a teacher and students is an important part of the process of managing the formation of personality, the development of cognitive and social activity of schoolchildren, and the formation of a student team.

    Optimally organized pedagogical communication allows you to effectively influence the socio-psychological climate of the team, prevent interpersonal conflicts.

    Domestic researchers N.V. Kazarinov and V.M. In Poland, the rules of social interaction are defined as standard actions that establish and regulate the order of relations between the participants in the interaction, which are based on the knowledge of what behavior corresponds to a given situation and what does not. Unlike norms, the rules of interaction are more individualized and depend on the situation and personal characteristics of the people included in the communication.

    What does it mean to "follow the rule"? Action according to the rules presupposes, firstly, knowledge of them, and secondly, the ability to use them.

    Analysis psychological research recent years allowed us to formulate a number of rules for successful pedagogical interaction in the "socially competent teacher - student" system.

    The main principle of effective pedagogical communication is the principle "Do no harm". In medical psychology, there is the concept of "iatrogenic". This is the name given to unfavorable changes in the patient's psyche, caused by the doctor's mistakes in his treatment of the patient: what he said, how he said it, in what tone, how he looked. In pedagogical and medical psychology there is another concept - "didactogeny". Didactogeny is the unfavorable consequences of pedagogical errors and negative educational impact and influence. A shout, threat, insult, intimidation by a teacher, educator or parent form a child with increased emotional and personal dependence, lack of independence, self-doubt, indecision, a feeling of constant dissatisfaction, unexpected bouts of stubbornness.

    N.V. Zhutikova, considering various didactogenies in children and adolescents, notes: “The expression of negative emotions of the Elder for children is too strong an irritant that blocks active attention, suppresses the ability to perceive, think. Moreover, all this also tires the central nervous system child, exhausts it, i.e. by shouting we achieve only an external semblance of attentiveness, but "we cut the branch on which we sit."

    The process of education, pedagogical communication is a two-way process. A negative attitude towards the child, in the end, exhausts the teacher himself. Filed by N.V. Klyueva, about 80% of teachers experience stress and burnout syndrome. Thus, a psychologically competent teacher abandons the techniques of directive guidance in teaching and understands that the "old" strategies of pedagogical communication indicate the teacher's professional unsuitability.

    Indulgence, an all-forgiving style in pedagogical work is also unacceptable, as it prevents students from developing a sense of self-control and creates unfavorable conditions for the assimilation of knowledge. There is a common misconception among novice teachers: the softer and more condescending a teacher is towards students, the more favorable he looks in their eyes, and, consequently, they will study better. But no matter how strange it may seem young teacher, students prefer moderate severity than softness. A teacher who makes concessions to students loses their respect, since they regard condescension rather as a sign of weakness and spinelessness. There is only one conclusion: the teacher must get rid of unjustified indulgence and skillfully combine strictness and exactingness with a benevolent attitude towards students.

    One of the basic rules of successful pedagogical communication is: "Speak about the situation, but not about the person and her character." It justifies itself in case of any misunderstandings that arise between the teacher and the child. For example, a student spilled paint. Referring to the situation, the teacher will say, “Oh, I see someone spilled paint. We need water and a rag,” and referring to the character of the child: “You are so clumsy. Why are you so careless?"

    The following rule applies to the problem "The Danger of Praise". The impact of praise on a child will be beneficial if the teacher evaluates his efforts and achievements, explaining what impressions they left on him. Do not praise the character of the child. The teacher must adhere to the golden rule: give an assessment not to the child, but to his actions; Don't pass judgment, speak your mind. Productive praise should be built as a realistic and objective description of the child's actions, his efforts, the results of actions and contain a sincere description of the adult's real feelings.

    The psychotherapist will never say: “You are a good boy”, “Ksyusha is doing well today!” Open praise does not bring any benefit, but only causes anxiety and alertness in children, makes them dependent. Self-confidence, self-control, self-discipline can develop only when the child does not depend on the opinions of others. To be yourself, you need to be free from the pressure that praise puts on a person. Praise is often perceived by children, especially those with a low degree of self-acceptance and lack of confidence in their competence, as an attempt to manipulate their behavior and activities.

    Praise should not contain a comparison of the child's successes, results or personal qualities with the achievements of peers. Each child is unique and unrepeatable.

    Praise-comparison does not take into account the real possibilities and prospects of the child, does not favor the formation of a sense of self-worth and self-acceptance, creates conditions for the formation of a negative attitude and envy in relation to a more successful peer. In the event that a child's achievements are higher than those of other children, praise-comparison can become a source of formation of a position of superiority in him.

    Children depend on the teacher, and dependence breeds hostility, which can be minimized only by deliberately allowing the child to act independently. The more freedom a child has, the more he relies on himself, the less often he takes offense at others.

    One of the rules for effective communication is: "Don't order children and they will obey." Just like adults, children hate to be commanded. Let's explain with examples.

    Teacher 1. Your book is lying on the floor. (The teacher evaluates the situation.)

    Teacher 2. Pick up the book! (The teacher orders.)

    The effectiveness of pedagogical communication increases if the teacher constantly emphasizes his respect for children. For this, the forms of communication and behavior of teachers must comply with ethical standards. A wise teacher speaks to children in the same way as to those who pay him a visit home. If his guest suddenly forgets the umbrella, the teacher will not chase after her, shouting: “Hey, confusion! You would have forgotten your head!” Most likely, he will turn to the guest: "Honey, here is your umbrella." However, often the teacher for some reason considers himself entitled to scold a child who has forgotten books, a diary.

    following courtesy rule allows the teacher to remain at a sufficiently high level of culture in any situation and raise his students to it; therefore, the appeals “You”, “please”, “be kind”, etc. should not be neglected.

    The idea of ​​positive communication has a long history. As an example, it suffices to refer to the teaching of Agni Yoga, which calls for forgetting the “not” particle. Our school is full of prohibitions: "Don't be late," "Don't be distracted," "Don't scream," "Don't run." Prohibitions of this kind put the child in the state of a permanent violator (“criminal”), and he exposes psychological protection all the teacher's "not". "As few restrictions as possible" - rule of effective pedagogical communication. It is wiser not to prohibit, but to offer a positive program of action for the student, which contributes to his individual development and preserves the mental health of the student. You can offer students a variant of two prohibitions, which contain all the others: you can’t not work and you can’t encroach on the interests of another person. In this case, if the child is late for the lesson, he distracts the teacher and other students, which means it causes them inconvenience and infringes on their interests. If he doesn't do his homework, he doesn't work.

    Michael Marland believes that training programs for future teachers do not encourage learning how to make others laugh, or more importantly, do not teach them to laugh at themselves. Teachers who think they shouldn't spontaneously respond with jokes to their students' pranks often underestimate the effectiveness of humor. Potentially conflicting encounters can be avoided by countering a student's challenge with confidence and humor. "Don't lose your sense of humor" says one of the rules of effective pedagogical communication.

    R. Berne cites data from a number of studies indicating that the problem of "favorites" exists and that this phenomenon has negative consequences for both the self-concept and academic performance. In our study, the highest frequency of communication between a teacher and students who are strong in academic performance was revealed. It is also characterized by a predominance of positive influences, a high frequency of addressing by name, a high frequency of posing questions to these children, and a pronounced interest in answering the teacher's questions. In relation to strong students, there is a high frequency of manifestations of a qualitative analysis of answers, a high frequency of setting tasks that require creative work students. The teacher must, as R. Berne notes, pay attention to all students. He must be sure that his attention is distributed evenly, that he has not forgotten anyone.

    EFFICIENCY OF PEDAGOGICAL COMMUNICATION

    Fedina Yulia Alexandrovna

    5th year student, Department of Pedagogy and Psychology, KMMEISE, Krasnodar

    Belialova Meriem Ametovna

    scientific supervisor, Ph.D. ped. Sciences, Honored Teacher of the Russian Federation, Krasnodar

    Pedagogical communication is one of the most difficult areas of pedagogical work. Pedagogical communication is a form of educational interaction. To implement the communicative and perceptual functions, it is necessary to use the entire set of verbal, visual, symbolic and kinetic means.

    The purpose of communication in preschool is the development of the child, achieved in the joint activities of the educator and the child. The process is often based on the active actions of educators and children as subjects of communication, and their communication becomes the center of interaction.

    In communicating with the child, the educator shows the ability to communicate, is a mentor, a teacher. The main component of the professionalism of the educator is the interaction with the child. The results of educational activities depend on how the communication process is built, therefore the educator builds interaction with the child, taking into account the laws of good communication and the basic laws of the development of the child, his personal qualities.

    In the process of communication, the educator receives information about the moods, feelings, interest of the child, and also demonstrates his own interest in the communication process, about his feelings and emotions. The child builds an idea of ​​his own successes or failures, mistakes or achievements, focusing on the teacher's reactions. Sincerely rejoicing at the success of the child, sympathizing with the trouble, taking problems and failures seriously and interestedly, the educator provides the child with the support he needs.

    The path to understanding the child is the highest stage of development. Do not argue, do not prove in a raised tone, but only gently convince, taking into account the personal motives of each child. It is important to understand that every person is a person, which means that the educator cannot but take into account the opinions of each child, since we all live in society, communicate, interact with each other.

    Each educator has an individual style of communication, that is, a combination of methods of pedagogical activity that is characteristic of him. The outcome of the educational process depends on the educator and his style of communication with children. In communicating with the child, the educator must not only theoretically transfer his experience and knowledge, but, above all, show his attitude towards another person by his own behavior.

    In system value features The personality of the educator plays an important role in the professional orientation, which is based on the need for pedagogical activity. It includes: interest and love for the profession, passion pedagogical work, psychological and pedagogical aspects, pedagogical tact, organizational skills, sociability, exactingness towards children, perseverance, professional performance.

    Pedagogical communication implies respect for the personality of the child. Not every teacher is interested in the opinion of the pupils, can "join" the opinion of the child, consider his opinion correct and important.

    Sincere respect is an important condition for the emergence of good contact between the teacher and the child. To understand what a child really feels, you can ask the child himself. The age of the child may not allow this to be done. The child will not always talk about his feelings, he may not be aware of them.

    The most significant in communicating with children, especially of preschool age, are indirect influences, primarily influences through game interaction.

    Entering into game communication, the educator gets the opportunity to exercise control over the activities of children, their development, regulate relationships, and resolve conflict situations. Pedagogical communication depends on the teacher's ability to use a fairy tale as a means of indirectly influencing the child. Properly organized pedagogical interaction creates favorable conditions for the development of creative and psychological activity of children.

    A study of the culture of communication using the drawing test "Drawing a family" according to the method of K. Mahover (based on the Goodicaf F. test) showed the following trends:

    1. The child in the family occupies a central position between mother and father. All family members stand together, holding hands - this means that it has a warm and favorable atmosphere. The child considers himself a part of a single whole. A child who feels needed and necessary in the family draws himself in the center, between mom and dad. You should pay attention to facial expressions: smiling, cheerful faces speak of well-being in the family and a calm emotional background. Distance between family members: the closer it is, the closer family relationships. With emotional closeness, all relatives are drawn close to each other and not separated. The closer the child draws himself to a family member, the higher his attachment to this relative. The further the child is from a family member, the less attachment to this family member. Speaking of colors, children draw their affection for one of those present in the picture with a bright, juicy color that involuntarily attracts the eye.

    2. The absence of one of the family members indicates a conflict between a child and a relative. He is drawn, but located farthest from the child himself in the picture: in the corner, aloof. The conflict may be temporary, as children are emotional and take offense too keenly; but it can also mean serious problems in communicating with the family. Attention should be paid to family relationships and the psychological climate in the family.

    3. When a child draws himself alone, this indicates that he does not consider himself a family, feels rejected and lonely. Perhaps there are hidden problems in communication, as well as psychological problems of the child. Lack of attention from loved ones indicates the loneliness of the child. In the drawings, where the child is depicted alone, the rejection of the child by family members can be seen through the emotional background and gloomy colors. When depicting a family, a child specifically highlights only one of himself in order to emphasize his significance for the rest. If a child forgets to draw himself, then this is due to difficulties in self-expression. The child cannot find his place, considers himself unnecessary in the family. This is a wake up call for parents. It is necessary to pay attention to the emotional side of the child. The child's image of a family without himself is a signal of conflict between him and someone in the family, and in this regard, the child does not have a sense of community with people close to him.

    4. The image of people as robots, that is, the absence of feelings and souls. The child lacks an emotional factor in the family, a sense of support and empathy. The child needs to be given enough care and support, to show all the variety of feelings and spiritual qualities that parents need to give the child.

    5. In the picture, the child depicts a tall family member. This speaks of the authority of this relative. Large family members and 20 times smaller child indicates strong pressure on the child, suppression of his desires, excessive authority, and low self-esteem of the child. The drawing of hands is of great importance - the child draws long arms for the most significant family members, that is, the mother is an undeniable authority for the child. Perhaps the mother dominates the child, suppresses his feelings and desires. The most important family member for the child is next to him, he is often drawn clearly, large. However, this may mean dominance over the child.

    6. The child draws big dad and little himself, refusing to draw mom. This indicates the importance of the father in the family. The child points the way out of the conflict situation, deliberately "forgetting" to draw loved one, as a mother, in the composition of his family.

    7. The farther family members are located from each other, the greater their emotional disunity, which shows conflict situation in family. In some drawings, children emphasize the existing disunity of loved ones by drawing in the free space between the family of strangers or objects. To reduce disunity, the child often fills in the gaps with foreign objects or animals.

    8. When the child shows the importance of the family member depicted in the picture, he focuses on the head, draws all parts of the face. And if a child portrays himself this way, then this is just admiring his appearance. If a girl draws her face like this, then she imitates her mother, who, in front of her eyes, tints her lips, eyes, powders her face.

    Based on the study, the conclusions are logical: a complete family in a child's drawing is a sign of emotional and mental well-being. The incomplete composition of the family deserves close attention, since behind this are hidden emotional experiences and the child's internal conflict, dissatisfaction with the family situation. We are faced with departures from the existing composition of the family. Children do not draw those members with whom conflict relations have developed. Of great attention are drawings in which the child does not draw himself or instead of the family draws only himself. In both cases, this indicates the child's lack of a sense of community and cohesion with the family. The absence of “I” in the picture is more often characteristic of children who feel rejection and loneliness in the family. Good emotional relationships with the family are accompanied by a pleasant concentration on his drawing, which as a result is reflected in more body details, drawing, using a variety of colors.

    Bibliography:

    1. Baturina G.I., Kuzina T. Introduction to the teaching profession. - 2009. - [Electronic resource] - Access mode. - URL: http://coolreferat.com/Library_%20lessons_from_1_to_11_class_%20part=%2020 (accessed 1.10.2013).

    2.Vygotsky L.S. The problem of age and dynamics of development: M., 1984

    3. Kolominsky Ya.L. Mental development of children in normal and pathological conditions. - 2004. - [Electronic resource] - Access mode. - URL: http://eom.pp.ua/books/Humanitarian/Psi/Psychology/Kolominsky%20Ya.L.%20-%20Mental%20development%20children%20%20normal%20and%20 pathology.pd (date of access 1.10.2013).

    4. Fundamentals of general pedagogy. Communication and activity at preschool age [Electronic resource] - Access mode. - URL: http://bibl.tikva.ru/base/B352/B352Chapter4-20.php (accessed 3.10.2013).

    5.Shapar V.B. Practical psychology. Psychodiagnostics of relations between parents and children. Rostov-on-D.: Phoenix, 2006