home biology tutor Styles of communication of the educator with children. Pedagogical communication of the preschool teacher: his styles and models. Democratic style of communication

Styles of communication of the educator with children. Pedagogical communication of the preschool teacher: his styles and models. Democratic style of communication

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

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

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

Choose the most appropriate answer for you.

1) Do you think that the child should:

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

b) tell you only what he wants;

c) keep your thoughts and feelings to yourself.

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

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

b) let the children figure out their own problems;

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

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

a) praise and show all the children his work;

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

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

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

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

b) pay no attention to it;

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

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

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

b) help someone, prompt, make a remark;

c) go about your business in a group.

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

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

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

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

7) Your starting position in working with children:

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

b) the child has many opportunities for self-development, while 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 healthy, fed and not violate discipline.

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

a) positively – full development is impossible without it;

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

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

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

a) would say: “Well, don’t”;

b) would be forced to do the work;

c) would be offered another task.

10) Which position do you think is more correct:

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

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

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

Key for processing the answers of educators

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

a 2 3 2 2 3 1 2 3 1 2

b 3 1 3 1 2 2 3 1 2 1

c 1 2 1 3 1 3 1 2 3 3

25-30 points - preference for a democratic style;

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

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

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

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

Democratic style pedagogical communication

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

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

Liberal style of pedagogical communication

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

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

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

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

Educator Sachkova Svetlana Borisovna, MDOU kindergarten No. 212, Yaroslavl
Pedagogical communication has many aspects, one of which is manifested in the teacher's ability to listen to children, to conduct a dialogue with them, tactfully commenting on their statements and showing genuine interest in the little interlocutor.
A heart-to-heart conversation “teacher-child” is of great importance in establishing a trusting relationship between an adult and children. It is important for a child to have an attentive listener who understands, supports, advises, shares the mood. Seeing the attitude of an adult to what he is talking about, the child receives moral orientations, clarifies what is good and what is bad. He gets smarter, matures, gains experience.
And how important children's statements are to the teacher! They are the source of the study of the child, the level of his intellectual and moral development, his interests and needs. In general, many secrets of the inner world of the child and family pedagogy appear in full view.
Children go to a sensitive, interested teacher with an open heart, bring him the most intimate, easily enter into a conversation. The teacher directs the children's conversation with questions, separate remarks, if necessary, approves what was said with a gesture, a movement of the head, emotional reactions. Such conversations, which arise spontaneously, at ease, bring children together, create an atmosphere of comfort, especially if we are talking about the house, about good deeds, about events that excited children's feelings.

Is it possible to discount that communication with a teacher is one of the sources of joy for a small child? That is why the educator tries to establish an emotionally positive relationship with each child and with all children in general. He finds time to talk with each pupil, while also attracting other children. And the more often and more varied the occasions for communicating with children, the more they begin to feel the need to be close to their mentor. How nice to hear from him an affectionate word, approval of his act, support for the idea that has arisen.
It is important not to push the child away from you with an unfair remark, shouting or harsh condemnation of his act. Even in those cases when, it would seem, a child's act deserves blame, the educator is obliged to spare the child as a person, to remember that other children are nearby.
The educator should in every possible way prevent negative manifestations - this means not giving children the opportunity to acquire the experience of incorrect behavior. Explanations, reminders, demonstrations - these are the main techniques that meet the solution of this problem.
A. S. Makarenko said that punishment is a very difficult thing that requires great tact and caution from adults, and it should be applied “as rarely as possible, only when punishment cannot be dispensed with.” In addition, we must remember that this method is not the leading, and even more so the only one, with which you can manage the communication of children.
The reception of parallelism, based on children's imitation and the desire for independence, excludes unnecessary edification and instructions. It is easy for a child to look up to a model, since he sees and acts simultaneously with an adult. Showing in combination with the word brings concreteness to the perception of requirements, children better understand what they want from them. In this regard, the adult's offer "do as I do" or "do as your friend" becomes a concrete, visual way of learning.
Game techniques are the softest ways that create a desire in children to obey. They can be compared to a magic wand, which in the hands of an experienced teacher makes it possible to direct the behavior of children without experiencing any resistance from them. The game technique creates the appearance of voluntary submission, excludes any coercion. It seems to the child that he acts according to his will, while he obeys the will of an adult. This is the special value of playing techniques, they can be successfully applied to both toddlers and older children. preschool age, especially prone to the manifestation of whims and stubbornness. It is only necessary that the images with which adults influence the child are interesting, close and understandable to him.
It is no secret that some children “bring a load of negative attitudes from home, for example, they show hostility, a feeling of envy for the success of a friend. In these cases, an adjustment of feelings is required, the formation of collectivist traits in the child, the creation of common interests that contribute to fusion with a group of peers. It is important to make the child believe in himself, that he is good, and thereby sow the seeds of goodness in his soul. At the same time, the educator seeks to involve the child in participating in the common affairs of the group: together with the children, bring game material to the site, be on duty in a corner of nature, and help a friend fasten a naughty button. When a child shows his own initiative, for example, helping to clean up toys, the teacher says words of approval so that the children can hear. So the teacher tries to instill in the child faith in good beginnings, create a desire to become better and at the same time evoke a positive attitude towards him in children.
Sometimes a child acts badly not intentionally, but because of the lack of formation moral ideas or ignorance of the rules of life in kindergarten. In these cases, the educator requires special sensitivity and tact, the ability to understand the motives of the child's act and find the right decision difficult situation.
In some cases, it is recommended to discuss the bad deed of a peer, and the conversation should go unobtrusively, tactfully. The purpose of such a conversation is to convince the child that he is wrong, and not to impose a ready-made opinion.
It is difficult to overestimate the opinion of peers as a factor regulating the behavior of a child. Children's team is a kind of school where every child has the opportunity to exercise the ability to establish contacts with comrades. In communicating with peers, he is faced with the need to put into practice what his teacher and adults teach. Every now and then he is faced with the need to "apply" the ways of behavior he learns, adapting them to a variety of emerging specific situations.
What will your comrades say about you, your behavior? This is always significant for the child, sometimes even more significant than the word of the teacher.
Children who have learned this or that rule of behavior are very attentive to its implementation by others. They react violently when any of their peers intentionally violate these rules. The opinion of comrades is especially not indifferent to the older preschooler: it becomes a great motivating force for him.
“Characterizing the optimal pedagogical communication of a teacher, A.A. Leontiev rightly noted that it "allows you to make the most of the teacher's personal characteristics in the educational process." This opportunity is also created by the optimal pedagogical communication of the educator with preschool children. The interests, inclinations of the teacher, his abilities, knowledge, individual leadership style are reflected in his professional communication.
Depending on which leadership paths prevail in the teacher, they are conventionally divided into several groups. Most often, the democratic and authoritarian form of influence developed by N. V. Maslova, E. M. Krutova and others is singled out.
The democratic form of influence is characterized by a tendency to broad contact with the pupils, the manifestation of trust and respect, the clarification of the introduced rules of conduct, meaningful answers to children's questions that satisfy their curiosity, personal approach, the desire to take into account individual characteristics, the absence of significant selectivity in contacts and subjectivity in assessments, stereotyping.
The authoritarian leadership style is characterized by a functional-business and situational approach, pronounced attitudes, significant selectivity and subjectivity; leadership is carried out based on the inviolability of their own authority and unquestioning obedience; representatives of this type tend to work "one on one" with the child, often using prohibitions and restrictions.
Democratic, liberal and autocratic (one-man) styles of communication between a teacher and students were singled out by A.A. Bodalev. The productivity of the democratic and the harmfulness of the authoritarian style of leadership was revealed in a number of studies by Soviet and foreign psychologists A. A. Bodalev, E. M. Krutova, I. Levin, G. Anderson and others.
Educators differ not only in different levels, the nature of the behavioral aspect of the activity. An important factor influencing the effectiveness of pedagogical communication is the attitude of the educator towards children. The following types of teacher's attitudes towards children are distinguished: stable-positive, unstable-positive, passive-positive, open-negative, passive-negative. (Berezovin N.A., Kolominsky Ya.L.) Similar types of attitudes towards children were revealed among kindergarten teachers
1. Stable positive type. It is characterized by an even, sincere attitude towards children, care for them, help in case of difficulties. Educators of this type are characterized by a positive assessment of the child, sincerity, tact. Such an educator acts more by persuasion than by coercion. With a word, a smile, a gesture, facial expressions, he makes it clear to the child that he is not indifferent to him. The educators of this group are distinguished by their pedagogical orientation.
2. Passive-positive type. It manifests itself in an indistinctly expressed emotionally positive orientation in communication with children - a dry, official tone is often manifested.
3. Unstable type. It is characterized by situational relations with a general emotionally positive orientation. Teachers often fall under the power of their moods and experiences; the assessment of the child and the manner of behavior of such an educator largely depend on the nature of the situation that has developed in this moment.
4. Open-negative type of educator. Characterized by a negative attitude towards children, towards pedagogical work. With all his behavior, he seems to emphasize how much he is taller than children. Such a teacher often creates an atmosphere of constant tension in the group, focuses his attention on negative actions, facts of bad behavior.
5. Passive-negative type. It is characterized by a hidden negative orientation of the educator towards children. The teacher can create external signs good organization of work, but in fact he is indifferent to work and children.
Studies have found a relationship between the type of attitude of educators towards children and such indicators of the relationship of group differentiation as the reciprocity of choices and their stability. For example, it was found that the number of children with a stable favorable position in the system of personal relationships is significantly higher than the average in the group of kindergarten where educators of a stable positive type work. At the same time, these groups note smallest number children in a persistently disadvantaged position.
The combination of a specific type of motivation for pedagogical activity, attitudes towards children with a certain level and the predominant nature of the behavioral component of activity determine, in our opinion, the pedagogical style of activity. The styles of pedagogical activity of kindergarten teachers are diverse.
The three main styles of pedagogical activity do not fully reflect the diversity of methods of pedagogical activity with the children's community. According to the results of the study by V.N. Belkina, at least six such styles can be distinguished. At the same time, the individual style of pedagogical regulation of the interaction of children is defined by us as a special individually unique combination of methods and techniques for including an adult in the process of communication and joint activities.
The harmonious style is characterized by the teacher's flexible use of a variety of influences (including teaching ones), providing the necessary independence to children, involving them in discussing the course and results of interaction, and the ability to engage in the interaction of children as a partner ("wise man's style").
Organizational style - managing all contacts of children, planning joint children's activities, interference in children's associations, caused by an excessive desire to streamline children's lives, focusing mainly on pedagogical tasks ("leader style").
The controlling style differs from the previous one in that the teacher often invites children to do something together on their own, but watches every step of the children, fearing children's mistakes (“guardian style”).
Despotic style reflects the orientation of an adult solely on their own interests, including the interests of professional significance, emotional instability in communicating with children, manifests itself in the suppression of children's initiative, the requirement to strictly follow their own instructions. All this can happen even if you have “technological” literacy (“the style of a courtier”).
Liberal creative style - the teacher actually does not provide children with independence, enthusiastically taking part in all children's affairs, fantasizing and experimenting, focusing on entertainment and not caring about the integrity of the development of each child ("dreamer style").
The liberal-permissive style prevails if the teacher is not aware of the responsibility for the child, strives to provide children with maximum freedom, working with children according to the formula “they will figure it out and learn on their own”, and sometimes not being able to offer children something interesting (“stranger style” ).
The problem of developing the individual originality of the style of pedagogical behavior of an adult in general and in the process of regulating the interaction of children in particular requires special discussion, including in the context vocational training future teachers.
“However, already now we can talk about the indisputable advantage of the “positive harmonic” style, when “positive motivation” is combined with positive forms of communication with children, with a high level of professional skills and abilities.
Education and self-education of this style is one of the important means of increasing the effectiveness of pedagogical communication.
Modern teachers, managing the communication of preschoolers, should be aware that every child is an individual and our duty is to treat him with respect, accept his personal goals and interests, create the most favorable conditions for the disclosure and development of his abilities, therefore, personality-oriented learning is fundamental. approach to the child, which is carried out through the creation of helping relationships.
On the part of an adult, this type of relationship is characterized by sincerity of feelings, acceptance and high appreciation of the child, the ability to see both his world and himself with “childish eyes”. As a result, the child will begin to understand himself and his characteristics, gain self-confidence, become creative person able to realize themselves, learn to understand and accept other people, successfully cope with life's problems.
To help teachers to ensure work on building helping relationships with children, a memo is offered: “Positions of a humane attitude towards the child”
Our desire to adhere to these positions will help to avoid an authoritarian style of leadership, and the creative activity of children will proceed more interestingly and fruitfully, while creating a favorable atmosphere for communication and collective activities of boys and girls.

Positions of the humane relation to the child.

1. I want to be loved. Therefore, I will be open to loving children.
2. I know so little about the complex labyrinths of childhood. So let the kids teach me.
3. I love being accepted for who I really am. Therefore, I will empathize with the child, appreciate him, accept him.
4. I am human and I make mistakes. Therefore, I will be patient with the human nature and the mistakes of a child.
5. I learn best from knowledge gained through my own efforts. Therefore, I will support the child in his efforts.
6. I have learned almost everything I know from experience. So I will let the children have their own experience.
7. I feel fear when I am defenseless. So I will touch inner world defenseless child with kindness, affection and tenderness.

Literature:

1. Belkina V. N. "Pedagogical regulation of the interaction of children with peers" Yaroslavl 2000
2. Belkina V. N. "Psychology of early and preschool childhood" Yaroslavl 1998
3. Bodalev A. A. Personality and communication M. 1983.
4. Bure R.S., Ostrovskaya L.F. Educator and children: A manual for a kindergarten teacher 2nd edition M. 1985.
5. Age features mental development of children / edited by Dubrovina I.V., Lisina M.I., M. 1982.
6. Galiguzova L. N., Smirnova O. E. Communication steps: from one to six years. M. 1996.
7. Klyueva N. V., Kasatkina Yu. V. Teach children to communicate. Character, communication. A popular guide for parents and educators. Yaroslavl 1997
8. Kolominsky Ya., Panko E. “What is pedagogical communication” // magazine “ preschool education» 1985 №6
9. Leontiev A. A. Psychology of communication M. 1997
10. Lisina M. I. "Problems of the ontogeny of communication" Moscow 1986
11. Socio-psychological characteristics of the kindergarten peer group / edited by Repina T. A. Moscow 1986/1987.

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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 children early age

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 single out the fact that the child begins to enter the world 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-fledged adaptation of the child in his relationships 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.

In the process of teaching and social education of a child, regardless of this or that didactic or personal development 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 successful implementation activity of a substantive nature. The educational value of communication also lies in the fact that it is prerequisite 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 uniqueness determine style features activities that are associated with specific ways of its implementation. Each teacher is inclined to make the most of his individual characteristics that ensure success in his 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. Often pedagogical communication is defined in psychology as the interaction of the subjects of the pedagogical process, carried out by sign means and aimed at significant changes properties, states, behavior and personal-semantic formations of partners. Communication is an integral element of 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, 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 identifies the following characteristics of 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;

peculiarities student team.

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.

improvisational style in this regard, it 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. Styles of pedagogical activity are considered in accordance with the social psychology leadership styles (authoritarian, democratic, permissive).

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 non-interference tactic, which is 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 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 restrict 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 the personal development of the student, which is the true involvement of the teacher in professional activities.

The changes taking place in society at the present stage of its development naturally give rise to changes in the system of education and upbringing of the younger generation, 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", contribute to the emergence of discomfort and anxiety in contacts.

All these features, which are already developing at preschool age, when the child begins to realize himself, to take on more and more complex social roles, determine the nature of his relationship, 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 relations in study group. 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 rebuilds all mental processes of the child: perception, thinking, memory, feelings, desires. It opens up opportunities for completely new and specifically human forms of external and internal life - consciousness, imagination, planning, control of 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 by the appearance new form 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-features."

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 a rapidly growing vocabulary, the end of the 2nd year of life is characterized by the assimilation of grammatical structure offers. 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 these are 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 by the rapid growth of different types of simple and complex sentences, assimilation of service 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. Since it is closely related to practical activities carried out jointly with adults and peers, it most often (80%, according to T. Slava-Kazak) takes place 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, 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, special meaning when understanding speech, the child has to isolate the actions themselves with objects and the adults designate these actions in words. The child is able to understand the instruction and instruction 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 the words well and simple phrases when they are included in a particular 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. Although the need for a peer is far from being the main thing at an early age and is not usually seen as main line its development, the first forms of interaction between babies play an extremely important role for 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 appears in the background cognitive activity 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 "animation complex", which is a type of child's social behavior. 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. The second stage is the transition from total absence speech before her arrival. 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 visual 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 inseparable 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 increased emotional coloring perception of the first.

Already in the first half of the year, the verbal influences of an adult cause a powerful orienting reaction children, replaced after a few seconds 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 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 that children learn the phonetic structure of speech and vocabulary not in parallel, but in successive jumps. 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 dictionary is replenished especially quickly in recent months 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 the presence of a language environment, the development of speech 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 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 relations 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

Exactly at preschool childhood(as in no other period) 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 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.

Styles of pedagogical communication

The factors influencing the development of the student's personality are the styles of pedagogical communication.

The style of pedagogical communication and leadership is determined by the methods and methods of influence of an educational nature, which are manifested in a set of expectations and requirements for the appropriate behavior of pupils. Style is embodied in the forms of organization of activities, as well as communication of children, having certain ways in the implementation of relations with children. Traditionally, there are authoritarian, democratic and liberal styles of pedagogical communication.

Democratic style of pedagogical communication

The most effective, as well as optimal, is the democratic style of interaction. It is marked by a characteristic wide contact with pupils, a manifestation of respect and trust, in which the teacher tries to establish emotional interaction with the child, does not suppress the personality with punishment and severity; marked with positive ratings.

A democratic teacher needs feedback from pupils, namely, how they perceive the forms of joint activity, whether they are able to admit their mistakes. The work of such a teacher is aimed at stimulating mental activity and motivation in achieving cognitive activity. In groups of educators, where communication is built on democratic tendencies, appropriate conditions are noted for the development of children's relationships, as well as the emotional positive climate of the group.

The democratic style of pedagogical communication creates a friendly understanding between the pupils and the teacher, evokes only positive emotions in children, develops self-confidence, and also allows you to understand the values in the cooperation of joint activities.

Authoritarian style of pedagogical communication

Authoritarian teachers, on the contrary, are marked by pronounced attitudes and selectivity in relation to pupils. Such teachers often apply prohibitions and restrictions in relation to children, excessively abuse negative assessments.

The authoritarian style of pedagogical communication is strictness and punishment in the relationship between the teacher and the children. An authoritarian educator expects only obedience; he is distinguished by a huge number of educational influences, for all their monotony.

The authoritarian style of pedagogical communication leads to conflict, as well as hostility in relationships, thereby creating unfavourable conditions in the education of preschoolers. The teacher's authoritarianism is often the result of a lack of psychological culture, as well as the desire to speed up the pace in the development of pupils, contrary to individual characteristics.

Often, educators use authoritarian methods out of good intentions, because they are convinced that by breaking children, as well as achieving maximum results, one can quickly achieve the desired goals. The pronounced authoritarian style of the teacher puts him in a position of alienation from the pupils, since each child begins to experience a state of anxiety and insecurity, uncertainty and tension. This happens due to underestimating the development of children's initiative, independence, exaggeration of indiscipline, laziness and irresponsibility.

Liberal style of pedagogical communication

This style is characterized by irresponsibility, lack of initiative, inconsistency in the actions and decisions taken, lack of decisiveness in difficult situations.

The liberal teacher forgets about the previous requirements and after a certain time makes the opposite ones. Often such a teacher lets things take their course and overestimates the capabilities of children. He does not check to what extent his requirements have been fulfilled, and the assessment of pupils by a liberal educator directly depends on the mood: good mood- the predominance of positive assessments, bad - negative assessments. Such behavior can lead to a fall in the eyes of the children of the authority of the teacher.

Styles of pedagogical communication, being the characteristics of an individual, are not innate qualities, but are brought up and formed in the process of pedagogical practice based on the awareness of the basic laws of the formation and development of a system of human relations. But to one or another style of formation of communication have certain personal characteristics.

People who are proud, self-confident, aggressive and unbalanced are prone to an authoritarian style. Individuals with adequate self-esteem, balanced, benevolent, sensitive and attentive to people are prone to the democratic style. In life, in a "pure" form, each of the styles is rare. In practice, often each individual teacher shows a "mixed style" of interaction with pupils.

Mixed style is marked by the predominance of two styles: democratic and authoritarian or democratic and liberal. Occasionally, features of a liberal and authoritarian style are combined.

At present, great importance is given to psychological knowledge in establishing interpersonal contacts, as well as establishing relationships between the teacher and students.

Psychological and pedagogical communication includes the interaction of the teacher-educator with students, colleagues, parents, as well as with representatives of public and educational authorities, carried out in professional activities. The specificity of psychological and pedagogical communication is the psychological competence of the teacher in the field of social and differential psychology when interacting with children.

The structure of pedagogical communication

In the structure of pedagogical communication, the following stages are distinguished:

1. Prognostic stage (the teacher's modeling of future communication (the teacher outlines the contours of interaction: plans, and also predicts the structure, content, means of communication. The decisive factor in this process is the target setting of the teacher. He should take care of attracting students to interaction, create a creative atmosphere, and also open up the world of the child's individuality).

2. Communicative attack (its essence is the conquest of the initiative, as well as the establishment of business and emotional contact); it is important for the teacher to master the technique of entering into interaction and methods of dynamic influence:

- infection (the purpose of which is an emotional, subconscious response in interaction based on empathy with them, is non-verbal in nature);

- suggestion (conscious infection with motivations with the help of speech influence);

- persuasion (argued, conscious and motivated influence on the system of views of the individual);

- imitation (implies the assimilation of the forms of behavior of another person, which is based on conscious and subconscious identification of oneself with it).

3. Communication management is aimed at the conscious and purposeful organization of interaction. It is very important to create an atmosphere of goodwill in which the student will freely express his Self, receive positive emotions from communication. The teacher, in turn, should show interest in students, actively perceive information from them, give them the opportunity to express their opinions, convey their optimism to students, as well as confidence in success, and outline ways to achieve goals.

4. Analysis of communication (comparison of goals, means with the results of interaction, as well as modeling further communication).

The perceptual component of pedagogical communication is aimed at studying, perceiving, understanding and evaluating each other's communication partners. The personality of the teacher, his professional and individual psychological qualities are important condition, which define the nature of the dialogue. The important professional qualities of a teacher include the ability to give an adequate assessment of the individual characteristics of students, their interests, inclinations, moods. Only built with this in mind pedagogical process able to be efficient.

The communicative component of pedagogical communication is determined by the nature of the relationship between the participants in the dialogue.

The early stages of pedagogical interaction with the child are marked by the lack of potential of an equal participant in the exchange of information, because the child does not have sufficient knowledge for this. The teacher is the bearer of human experience embedded in educational program knowledge. But this does not mean that the communication of the teacher on early stages is a one-way process. At present, it is not enough to simply give students a message of information. It is necessary to intensify the students' own efforts to assimilate knowledge.

Of particular importance are active teaching methods that encourage children to independently find the necessary information, as well as its further use in a variety of conditions. Having mastered a large array of data and developed the ability to operate with them, students become equal participants in the educational dialogue, making a significant contribution to communication.

Functions of pedagogical communication

Pedagogical communication is considered as the establishment of interpersonal close relationships based on the degree of commonality of interests, thoughts, feelings; the establishment of a friendly, benevolent atmosphere between the object and the subject, which ensures the most effective process of education and training, the mental and intellectual development of a person, preserving the uniqueness and individuality of personal characteristics.

Pedagogical communication is multifaceted, where each facet is marked by the context of interaction.

The functions of pedagogical communication are divided into denoting, cognitive, emotive, facilitative, regulatory, self-actualization functions.

Communication is responsible for the interest in the success of the student, as well as maintaining a benevolent contact and atmosphere, which contributes to self-actualization and further development of the student.

Pedagogical communication should ensure respect for the personality of the child. Understanding and perception of the personality of the student by the teacher is the knowledge of the spiritual world, the physical conditions of the child, individual and age, mental, national and other differences, mental neoplasms and manifestations of sensitivity.

Understanding the personality of the student by the teacher creates an atmosphere of interest in his attitude, as well as goodwill, helps in determining the prospects for the development of the personality and their regulation.

The function of understanding and perception of the personality of the student by the teacher should be considered as the most important.

The information function is responsible for psychological real contact with students, develops the process of cognition, provides an exchange of spiritual and material values, creates mutual understanding, forms a cognitive search for solutions, positive motivation in achieving success in learning and self-education, in the formation of personality, eliminates psychological barriers, establishes interpersonal relationships in a collective.

The information function is responsible for organizing group, individual, collective communication. Individual communication contributes to the knowledge of the personality, as well as the impact on its consciousness, behavior, as well as its correction and change.

Contact function - establishing contact for mutual readiness to transmit and receive educational information.

Incentive function - stimulation of the student's activity, aimed at performing educational actions.

The emotive function is the stimulation of the necessary emotional experiences in the student, as well as the change with his help of his own states and experiences.

Pedagogical communication should have a focus on human dignity and such ethical values as frankness, honesty, trust, disinterestedness, mercy, care, gratitude, fidelity to the word play a great role in productive communication.

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 the individual, suppresses activity, fetters initiative, creates adequate 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 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.