“Optimization of interaction between teachers and children” Consultation – workshop for teachers

Speech interaction between the teacher and children

Many teachers experience difficulties in organizing verbal communication with a child. Therefore, the problem of communication is the central problem of pedagogy. The teacher’s speech affects the child in the most direct way. The effectiveness of pedagogical communication largely depends on the level of development of the teacher’s communication skills.

This seminar is designed for educators and educators and helps to take a fresh look at ways of communicating with a child.

Goals
:

— familiarity with the concept of “speech interaction”;

— familiarization with the methods of verbal interaction between the teacher and children in the classroom;

— developing the ability to constructively interact between a teacher and a child.

A specific personal quality of a teacher in the structure of communicative culture is pedagogical sociability

. This concept differs from simple sociability, since the teacher needs not just sociability, but the ability to interact productively with students.

The emotional attractiveness of a teacher for a child is determined by a number of factors, among which the most important are professional erudition, creative originality, high general and moral aesthetic culture, pedagogical skill, including the art of communication.

Psychological means of communicative influence are divided into two groups: nonverbal and verbal. We will talk about verbal means. When communicating verbally, it is important to be able to express your thoughts and emotions correctly, competently, without offending the child, and it is also important to be able to listen.

“I am the message” technique

Surely, each of you has encountered such a situation: a child behaves in an unacceptable way, you are overwhelmed with emotions, you need to tell the child about your thoughts and feelings.
But how to do this so that it is not destructive either for him or for you? When you talk about your feelings for your child, do it in the first person. Report about yourself, about your experiences, and not about the child and his behavior. Psychologists call such a statement, which contains the personal pronoun “I”, “me”, “me”, “I-message”. It conveys a person’s attitude to what is happening, a sincere expression of his feelings in a form that is not offensive to the interlocutor: “I like it,” “I’m angry...”, “I’m angry...”, “I’m upset...”, etc. The “I-message” diagram is presented below:

1. A specific description of what caused the feeling (“when I saw how dirty you were yesterday...”).

2. The name of the feeling at that moment (“...I felt uneasy”).

3. Name of the reason (“probably this happened because...”).

Active Listening Technique

In psychology, there is a special technique that makes it possible to penetrate into the inner world of a child, to understand his real interests, mood, and emotions. This technique is called Active Listening. Actively listening to your communication partner presupposes your desire to understand what he really wants to tell you. The teacher is often busy with his own affairs and worries, life in kindergarten is scheduled minute by minute, and we simply do not have time to listen to the child; at best, we do it formally.

Active listening exercise

Instructions: When playing out the situations suggested below, break into pairs.
It makes sense to play out the same situation twice: in the first case, one teacher from the pair takes on the role of a teacher, and the other - a child; in the second case, the participants change roles. In both cases, the teacher, playing the role of educator, responds to the “child” as an inattentive listener. Instructions to the “educator”: imagine that you are busy with something. A child comes up to you and says one of the following phrases:

- “And Vasya took the train from me.”

- “They don’t accept me to play.”

- “But I drew it!”

- “And my mother was taken to the hospital yesterday.”

Instructions for the “child”: imagine that you are a child of a certain age. You are experiencing one of the problems listed above. You approach the “teacher” and say one of the phrases. The situation is being played out. After this, the “child” tells his partner how he felt when he heard the “teacher’s” answer. After this, the participants change places.

Spatial organization of communication

The fruitfulness of verbal communication is also determined by its spatial organization.
Distance can bring people together and separate them. There are several types of possible distances between partners: - Intimate (15–45 cm).

— Personal (45–75 cm).

— Social (75–100 cm).

— Public (350–750 cm).

The first two types indicate close, friendly relationships; social distance is accepted in business communication; public distance is between unfamiliar and unfamiliar people. Shortening or lengthening the distance can weaken or strengthen the interaction. Lengthening the distance between the teacher and the audience reduces the impact of his words. However, it must be remembered that getting closer to a child does not always bring you closer to him emotionally. If the guys are not inclined to get closer emotionally, it is better to adhere to social distance.

When interacting with a child, you need to take into account their age characteristics:

— Children 2–3 years old perceive an adult in communication as a source of affection, protection and help (the teacher for them is their mother; it is important to be close to them, hug them, stroke them. For children at this age, nonverbal communication is more important).

— Children 3–4 years old perceive an adult in communication as a source of activities, a partner in play and creativity (an adult is a friend for them; it is better to keep an arm’s length distance).

— Children 4–5 years old perceive an adult in communication as a source of information (an adult is a partner).

— Children 5–6 years old perceive an adult in communication as a source of information, an interlocutor (an adult is a partner, but here it is important to approach the situation flexibly—to someone closer, to someone at a distance).

— Children 6–7 years old perceive an adult in communication as a source of emotional support (they listen only to those they respect, it is also important to vary the distance).

In any case, the teacher must treat the personal space of each child with care and caution, respect his rights to territorial autonomy.

Improving the speech of preschool teachers

Competent speech is the main element of a person’s general culture.
Speech is not only a means of communication, but also an instrument of thinking, a carrier of consciousness, memory, information, and a means of controlling the behavior of other people. It is no coincidence that it is believed that a person’s speech is his calling card. How competently a teacher expresses himself depends on his success not only in everyday communication, but also in professional activities. Olesya Chushnikova, senior teacher of MKDOU kindergarten
No. 16 “Malysh”, Omutninsk, Kirov region

Methods of pedagogical interaction

Introduction

Pedagogical interaction presupposes the mutual and fruitful development of the personality traits of the teacher and his students on the basis of equality in communication and partnership in joint activities. Pedagogical interaction and cooperation plays a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, physical, emotional...), and on the other hand, children stimulate the development and improvement of the teacher, his professional, pedagogical and universal personality qualities.

The trend of transforming training and education into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by innovative teachers (S.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F. Shatalov, etc. ).

The optimal option for the practice of cooperation in building pedagogical interaction, according to Sh.A. Amonashvili [1], an increase in the status and reference of the student is expected, not accompanied by a decrease in these indicators for the teacher. The teacher becomes an assistant in the student’s awareness of himself as an individual, in identifying, revealing his capabilities, developing self-awareness, and implementing personally significant and socially acceptable self-affirmation, self-determination, and self-realization. The necessity and naturalness of pedagogical interaction and cooperation were substantiated by L.S. Vygotsky in defining the child’s zone of proximal development: “What a child today can do in cooperation and under guidance, tomorrow he becomes able to do independently. By exploring what a child is able to do independently, we are exploring the development of yesterday. By exploring what a child can accomplish in cooperation, we determine the development of tomorrow.” It is important that cooperation between teacher and student is not at all a formal achievement of equality and not a mechanical addition of the contributions of participants in joint activities or “working side by side.” In fact, students cannot carry out joint activities to their full extent without the participation of the teacher. But still, he cannot do without children. Partnership involves not only participation, but also the exchange of certain values ​​in the process of joint activity, the true significance of which is determined by the purpose, content, form and results of the activity, provided that they are understood by all participants.

An analysis of psychological and pedagogical literature shows that in recent years, pedagogical interaction as a factor in the personal self-development of students and teachers, a condition for the actualization of human subjectivity, has been actively developed in the field of secondary schools. Analysis of the current situation in education, when a large amount of new pedagogical knowledge has been accumulated, reflecting the new pedagogical reality in the form of facts, ideas, concepts and laws of science of the new humanistic educational paradigm, with insufficient use of this knowledge in pedagogical activities, is a confirmation of the relevance of the study . For me, the relevance of this topic lies in getting to know the essence of pedagogical interaction, its organization and influence on education.

The purpose of the work is to study methods for organizing pedagogical interaction. Research objectives:

Analysis of literature on the selected topic.

Determining the essence and role of pedagogical interaction.

Studying methods and techniques of pedagogical interaction.

The concept of pedagogical interaction

Education is a two-way process. This means that the success of its implementation directly depends on the nature of the connections between two subjects of the educational process: the teacher and the student. Their connection in the process of education is carried out in the form of pedagogical interaction, which is understood as the direct or indirect influence of subjects (teachers and students) on each other and the result of which is real transformations in the cognitive, emotional-volitional and personal spheres.

Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant personality qualities. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it:

1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities, which include the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, and self-knowledge;

2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.

In pedagogical interaction, multidimensional activity-based communication between teacher and student has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.

A number of psychological and pedagogical studies provide a list of essential requirements for the professional activities of a teacher who organizes and carries out pedagogical interaction:

1) dialogical nature in the relationship between students and teacher;

2) the activity-creative nature of interaction;

3) focus on supporting individual personality development; 4) providing her with the necessary space for making independent decisions, creative choice of content and methods of teaching and behavior.

Thus, in order to achieve the goals of education, the teacher must comply with a number of conditions during pedagogical interaction:

a) constantly support the pupil’s desire to join the world of human culture, strengthen and expand his capabilities;

b) provide each individual with conditions for independent discoveries and acquisition of new experiences in creative life;

c) create communicative conditions to support students’ self-valued activity;

d) stimulate correct relationships in various communication systems: “society – group – individual”, “state – educational institutions – individual”, “team – microgroup – individual”, “teacher – group of pupils”, “teacher – pupil”, “personality” – group of personalities”, “personality – personality”;

e) contribute to the formation of the “I-concept” of the student’s personality; f) stimulate productive communication with the student in various areas of his active life.

Pedagogical interaction has two sides: functional-role and personal.

The functional-role side of the interaction between a teacher and a student is determined by the objective conditions of the pedagogical process, in which the teacher plays a certain role: organizes and directs the activities of students, controls their results. In this case, students perceive the teacher not as a person, but only as an official, controlling person.

The personal side of pedagogical interaction is associated with the fact that the teacher, interacting with students, conveys to them his individuality, realizing his own need and ability to be an individual and, in turn, forming a corresponding need and ability in students. Because of this, the personal side of pedagogical interaction most affects the motivational and value sphere of students. However, practice shows that only teachers who have a high level of development of a motivational and value-based attitude towards teaching work work with such an attitude.

The optimal option is pedagogical interaction, in which functional-role and personal interaction are carried out in combination. This combination ensures the transfer to students of not only general social, but also the personal, individual experience of the teacher, thereby stimulating the process of formation of the student’s personality.

The nature and level of pedagogical interaction are largely determined by the teacher’s attitude towards students, which is determined by their standard ideas, values ​​and needs and evokes in them a corresponding emotional attitude. It is customary to distinguish the following main styles of pedagogical attitude.

1. Actively positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in behavior and speech statements. Such teachers value the positive qualities of students most highly because they are convinced that every student has strengths that, given the right conditions, can be revealed and developed. By giving individual characteristics to their students, they note positive growth and qualitative changes.

2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior; he can be quick-tempered and inconsistent. He is characterized by alternating friendliness and hostility towards students. Such a teacher does not have strong objective views on the student’s personality and the possibilities of its development. The grades he gives to students are inconsistent or vague.

3. Passive-positive. The teacher is characterized by a general positive orientation in his behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize distance between them and himself.

4. Active-negative. The teacher's relationship with students is characterized by a clearly expressed emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students and emphasizes their shortcomings. Praise as a method of education is not typical for him; whenever a child fails, he becomes indignant and punishes the student; often makes comments.

5. Passive-negative. The teacher does not so clearly show a negative attitude towards children; more often he is emotionally lethargic, indifferent, and aloof in communication with students. As a rule, he does not show indignation at their behavior, but is pointedly indifferent to both the successes and failures of the students.

Strategies and techniques of pedagogical interaction

The first step in implementing the technology of pedagogical interaction is awareness of its essence, goals, principles and content, which is implemented in various forms of educational activities. The next step is the selection of methods by which you can achieve the result. The teacher is required to have professional knowledge of an arsenal of methods, techniques, and means of education necessary to solve pedagogical problems.

The choice of methods is determined by the content of education, the entire pedagogical system, as well as such natural facts as the achieved level of development of the children's team, the age and typological characteristics of children, and the characteristics of the relationship between the teacher and students.

The use of methods lends itself to preliminary planning only when the teacher has to solve the problem that has arisen and answer the question: “What to do next?” But more often than not, a direct reaction to a specific situation, a solution to a momentarily arising problem, is necessary. After all, the educational process is a kind of chain of interdependent and interdependent pedagogical situations.

The teacher’s behavior in the current situation depends on the purpose of education, on his position, and on professional knowledge of a range of methods and techniques, as well as algorithms for solving pedagogical problems. Based on the practical work of the teacher, N.E. Shchurkova considers three groups of methods:

— Methods by which the consciousness of students is influenced, their views (ideas, concepts) are formed, and information is quickly exchanged in the pedagogical system between its members.

— Methods by which the behavior of pupils is influenced, their activities are organized, and their positive motives are stimulated.

— Methods by which assistance is provided in self-analysis and self-esteem of students.

Methods are closely related to methodological techniques. The techniques are private in nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random selection, by interests, by leaders, etc.) is a methodological technique that can be subordinated to various tasks: to teach collective planning, to reveal individual characteristics, etc. The relationship between methods and techniques is fluid, the same The same techniques can be used in various methods.

I.A. Zazyun identifies a number of techniques that should be used by teachers when communicating with students:

• Showing attention and respect.
• Pedagogical tact.
• Interest.
• Kindness.
• Care.
• Support.
• Positive attitude.
• The teacher’s belief that the student has abilities and positive qualities.

In the course of solving psychological and pedagogical problems, methods of pedagogical interaction are based on the implementation of requirements. Pedagogical requirements are divided into: direct immediate (they cause a specific action of the student, which is determined by the requirement itself);

indirect direct (lead to a certain activity of the child brought up through psychological factors caused by him: for example, interest, other experiences of the children themselves);

indirect (stimulate the action of the person being brought up through the influence of third parties).

Characteristic features of the requirements:

deep respect for the student’s personality and trust in him;

reasonableness, preparedness of the requirement, it must presuppose the existence of real conditions for its implementation;

any clear, reasonable requirement of the teacher must be fulfilled and completed;

pedagogical requirements must be strictly mandatory for everyone, uniform on the part of all educators.

In Russian psychology, a “ladder” of requirements has been developed, in which the simplest are, as it were, the basis that supports more general ones, which in turn integrate into higher-order requirements.

1. The primary requirement is extremely specific instructions. Its function is to call for a specific action.

2. Initial requirement. Functionally, it is aimed at consolidating certain behaviors and transforming them into habits.

3. Requirement-rule. Function is the formation of customs and traditions of behavior.

4. Requirements - moral standards. The function is to form moral norms and turn them into habits.

5. Requirements - moral principles (moral code). Their function is to express moral principles and develop ideals.

The importance of direct immediate demands is that they not only cause certain, specific actions, but also lay the foundations for the initial psychological and pedagogical interaction between the teacher and the student.

The gradual development of the relationship between the teacher and the student leads to the possibility of implementing indirect requirements in which the goal of education is not clearly expressed. However, the effectiveness of such requirements may be even higher than the effectiveness of direct requirements.

There are several main forms of indirect requirements.

1. Indirect requirements of the incentive plan:

requirement-advice;

requirement-approval;

demand-request;

requirement is an expression of trust;

conditional requirement.

2. Indirect demands of the prohibitive plan, blocking negative behavior:

requirement-hint;

demand-condemnation;

demand is an expression of distrust;

demand-threat;

punishment.

Often in practice, direct and indirect requirements are used as components of complex requirements. In this case, for example, such options as:

- a requirement with the same content is presented simultaneously in different forms, each of which enhances its effect (a so-called combined requirement is formed);

- the use of a consistent combination of several different requirements, interconnected and, as it were, continuing each other. The types of requirements discussed above are direct.

Indirect demands are a more complex type of demands made on an individual through a group of other subjects of influence. Such requirements are divided into stimulating and prohibitive.

Indirect demands create the basis for the formation of strong relationships in a team of students and have a strong influence on the development of the character of both those to whom the demand is addressed and those from whom it comes. However, this type of requirements should not be used at the very beginning of work with students, but only at a certain stage of development of the team, when the teacher has solid knowledge about the students, has achieved elementary culture in their relations, and has formed demands on each other.

Conclusion

This work examined the leading problems, the essence and conditions of pedagogical interaction, its role in raising children, as well as how to properly organize pedagogical interaction and what techniques can be used.

Having carried out a theoretical analysis of this problem, revealing the goal and objectives, we can conclude that the problem of pedagogical interaction is leading in the field of pedagogy, because living conditions are changing. A new look at the relationship to the child’s personality requires changes in the organization of pedagogical interaction with him. Indeed, pedagogical interaction carries out an educational function. There is complete unity of views among teachers on this issue. Pedagogical interaction and cooperation play a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the development and self-improvement of the teacher in his professional, pedagogical and universal personality qualities. However, it should be recognized that the role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process and requires a certain social attitude and the development of an individual style.

Bibliography:

1. Amonashvili Sh.A. Educational and educational functions of assessing schoolchildren's learning. – M.: VLADOS, 1984.
2. Dzhennikova N.S. Pedagogy and psychology: Proc. manual for teachers institutions. – M.: Education, 1987.
3. Leshchinsky V.M., Kulnevich S.V. Learning to manage ourselves and our children. – M.: Enlightenment; VLADOS, 1995.
4. Likhachev B.T. Pedagogy: Course of lectures: Proc. manual for higher students ped. educational institutions and students of IPK and FPK. – 4th ed., revised. and additional – M.: Yurant, 1999.
5. Lobanov A.A. Fundamentals of professional and pedagogical communication Moscow: Academy, 2002, p. 93.
6. Nathaneon E.Sh. Techniques of pedagogical influence. - M., 1972. Pedagogy: Pedagogical theories, systems, technologies: Textbook. aid for students ped. higher textbook institutions / Ed. S.A. Smirnova. – M.: Academy, 2000.
7. Pedagogy: Textbook. manual for pedagogical students. institutes / Ed. P.I. Faggot. – M.: Pedagogical Society of Russia, 1998
8. Pityukov V.Yu. Fundamentals of pedagogical technology: Educational and practical manual. - M., 1997.
9. Polyakov S.D. Psychopedagogy of education: Experience of a popular monograph with elements of a textbook and science fiction. - M., 1996.
10. Rybakova M.M. Conflict and interaction in the pedagogical process: Book. teacher's day - M, 1991.
11. Sidorkin A.M. Methods of education // Master -11992. No. 1. Theory and practice of education: Textbook / Ed. L.A. Baykova, L.K. Grebenkina, O.V. Eremkina. - Ryazan, 1997.
12. Shchurkova N., Pityukov V.Yu. and others. New technologies of the educational process. - M., 1994.
13. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education: Proc. aid for students higher ped. textbook establishments. – M.: Academy, 2000.
14. Slastenin V.A. and others. Pedagogy: Textbook for students. ped. textbook institutions / Isaev I.F., Mishchenko E.M., Shiyanov E.N., Ed. Slastenina V.A. - M.: School - Press, 1998.
15. Slutsky V.I. Elementary pedagogy, or how to manage human behavior: Book. for the teacher. – M.: Education, 1992.

CHILDHOOD GUIDE

Practical lesson for preschool teachers

“Interaction between preschool teacher and children”

Vavilovtseva Valentina Vladimirovna,

educational psychologist MBDOU No. 7,

Murmansk

Goal: development of the teacher’s communicative competence in communicating with children.

Tasks:

• Familiarity with position, distance and communication space.
• Developing the ability to analyze one’s own behavior, predict the behavior of others and their attitude towards themselves.
• Development of communication techniques and techniques for personality-oriented interaction with children in games.

Material: presentation for the lesson, handouts for the exercises, reminders for participants.

Time: 1 hour 30 minutes.

Progress of the lesson:

Presenter (introductory words): good afternoon, today we will discuss one of the topics of concern to teachers - methods of effective interaction with children.

Communicating effectively and having a positive attitude towards a child does not mean coddling, coddling, pampering children, it is the ability to accept the child’s point of view, be able to take the child’s position and understand him. Our lesson is aimed at developing a model of positive, person-oriented interaction with preschool children.

But first, I suggest you answer a few questions to determine what style of communication you prefer with your child.

1. Questionnaire “Diagnostics of the style of pedagogical communication of a preschool teacher”

Choose the answer that suits you best.

1. Do you think that a child should: a) share all his thoughts, feelings and experiences with you; b) tell you only what he wants; c) keep your thoughts and experiences to yourself.
2. If a child takes a toy, etc. from his peer (in his absence) without permission, then you: a) talk to him in confidence and give him the opportunity to make the right decision himself; b) let children figure out their problems themselves; c) notify all children about this and force them to return the toy with an apology.
3. An active, fussy, sometimes undisciplined child, today in class he was focused, careful and completed the task well. What will you do: a) praise and show his work to all the children; b) show interest, find out why it turned out well today; c) tell him: “This is how I would always do things.”
4. The child did not greet you when entering the room. You: a) make him say hello loudly in front of everyone; b) don’t pay attention to it; c) immediately begin to communicate with the child, without mentioning his mistake.
5. The children are studying quietly. You have a free minute, and you would prefer: a) calmly, without interfering, watch them play and communicate; b) help someone, give advice, make a comment; c) go about your business in the group.
6. Which point of view seems more correct to you: a) the child’s feelings and experiences 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 the help of which he can be effectively trained and educated; c) the child’s feelings are amazing, his experiences are significant, and they must be treated with care, with great tact.
7. Your starting position in working with children: a) the child is weak, unreasonable, inexperienced, and only an adult should and can teach and educate him; b) the child has many opportunities for self-development, but the adult’s cooperation should be aimed at maximizing the child’s activity; c) the child develops almost uncontrollably under the influence of heredity and family, and therefore the main concern is that he is healthy, fed and does not violate discipline.
8. How do you feel about the activity of the child himself: a) positively – without it, full development is impossible; b) negatively – it often interferes with purposeful and systematic training and education; c) positively, but only when the activity is agreed upon with the teacher.

1. The child did not want to complete the task under the pretext that he did it at home. Your actions: a) would say: “Well, don’t”; b) would be forced to do the work; c) would have been offered a different task.

10. Which position do you think is more correct:

a) the child should be grateful to adults for the work they do about him; b) if a child is not aware of caring for him, does not appreciate it, then that is his business: someday he will regret it; c) the teacher should be grateful to the children for their trust and love.

Processing key:

25-30 points – preference for a person-oriented model;

20-24 points – inclination towards the educational and disciplinary model;

10-19 points – free model.

1. Mini-lecture: “Models of pedagogical interaction”

Presenter: There are 3 models of interaction between a teacher and children. The sign by which these models can be distinguished is the contradiction between the goals and objectives set by the teacher and the goals and objectives that the children are pursuing at the moment. Depending on how this contradiction is resolved, models of interaction between the teacher and children are built.

1) Educational and disciplinary model.

Here the teacher is recognized as the main character. The child is assigned a passive role, he acts as an object of application of the teacher’s forces. The main contradiction is overcome through explicit or implicit coercion. The child must, regardless of his own desire, master the learning skills that are offered to him by the teacher. The following qualities are valued: diligence, discipline.

Leadership style: authoritarian. Its sign is the restriction of children's freedom.

Goal: to equip children with ZUN.

Method of communication: instruction, threat, prohibition, demand, punishment.

The position of the teacher: implement the program, satisfy the requirements of regulatory authorities.

2) Personally-oriented model.

The teacher and the child have equal rights. They both have a certain freedom in constructing their activities, a characteristic feature of which is the ability to make choices. The main contradiction is resolved not through coercion, but through cooperation. The following qualities are valued: the ability for self-realization, creative growth, initiative, and activity.

The relationship between a teacher and a child is built on the principle of mutual understanding and mutual acceptance. Both the teacher and the child have the right to individuality.

The principles on which relationships with children are built:

— managing the education and entire lives of children from the perspective of their interests;

— constant manifestation of faith in the possibilities and prospects for the development of each child;

— cooperation with children in the learning process;

— respect and support for the dignity of children;

- accepting children as they are in reality.

Leadership style: democratic.

Type of relationship: stable – positive.

Goal: to provide a sense of psychological security, trust in the world, the joy of existence, the formation of the beginnings of personality, the development of the individuality of each child.

Ways of communication: understanding, recognition, acceptance of the child.

3) Free model (liberal-permissive).

The main person is the child. The teacher is assigned a passive role. The teacher’s task is to adapt to the desires of children and create conditions for their spontaneous development. The main contradiction is overcome through coercion, but on the part of the child.

Leadership style: liberal.

Most often, this model takes place in family education: the child is an idol, all his slightest whims are satisfied.

The optimal model is a personality-oriented one, because it creates favorable conditions for the development of the child, while the educational and disciplinary model limits the freedom of children and reduces initiative.

This model is aimed at:

• Providing the child with a sense of psychological security, trust in the world, and joy of existence, which in turn creates mental health.
• Creating conditions for personal development (abilities, temperament, character, orientation - values ​​and belief system).
• Creating conditions for nurturing the child’s individuality (psychological characteristics, learning skills, life experience, productivity in activities).

Relationship style (the presenter writes it out on the board or attaches ready-made cards with magnets):

• Do not prohibit, but direct (if you have a lot of strength and energy, then direct it into the game).
• Not to force, but to convince.
• Not to command, but to organize.
• Do not limit, but provide freedom of choice.
• Accept the child as he is.

If we try to characterize this model briefly, we get the principle:

“Not next to and not above, but together.” But what does it mean? To answer this question, consider such concepts as “position”, “distance” and “communication space”.

1. Exercise “Position of communication”

Presenter: Now I suggest you divide into pairs. One of them stands on a chair, and the other sits on the floor. Start having a conversation, while recording what each of them sees. Then you need to change places and share feelings. Conduct reflection, pay attention to the fact that the best and most productive contact occurs when the interlocutors take an “eye to eye” position.

Participants: follow the instructions of the presenter.

Presenter: you will feel what the child sees when communicating with you, how he sees you. Perhaps after this you will no longer be surprised by how many children depict people - in the form of “cephalopods”: with long legs that go endlessly upside down, long arms with the obligatory fingers on them, without a neck, with “points” of the mouth, nose and eyes, with "tuft" of hair. This is their “honest” drawing from life. By the way, now it will be easier for you to imagine how trees appear to children, how they see the kindergarten site.

Host: Next, let the “sculpture” change somewhat: shake hands with each other, do not bend over or rise, and remain in this position…. After a while, your hand will get tired - you will want to raise it, and your partner will want to lower his hand. Most likely, it will end with both of you, without meaning to, feeling mutual irritation.

Now free your hand and try to gently stroke the “baby.” Do you want to continue? Have you had enough for a long time? Ask your partner how he feels, whether his feelings correspond to the feelings that you wanted to express towards him. Better yet, switch places with him and repeat the experiment. Then you will have the opportunity to experience such “caress” for yourself.

Presenter (concludes): so, it turns out that people in the position described above see their surroundings and each other in completely different ways. At the same time, it is almost impossible to convey your true feelings: they are distorted. Obviously, normal communication is impossible: I want to “free myself” quickly and take a break from each other.

The best contact is established when the interlocutors not only can see each other’s eyes, but also when they occupy equal positions psychologically: neither considers himself more significant, important, smart than the other.

Presenter: We have only looked at what it means to be “not above”, but “on an equal footing”. But this does not mean “together”. In order for you to be able to say with confidence that you are following a person-centered model, an analysis of the chosen distance and space of communication with children is required. Now I suggest you practice choosing the optimal distance for communication.

1. Exercise “Communication distance”.

Host: you need to start a dialogue sitting opposite each other, and then you need to move away from each other at a distance of at least four meters and continue the conversation.

Participants (after the exercise): reflect, share feelings.

Presenter: leads to the conclusion that if the physical distance is great, then contact between the participants can be difficult and hardly possible. The communication distance should be precisely such as to ensure contact and freedom for its participants at the same time. What communication distance do you prefer? Where is it more convenient for you to sit and talk with your boss? With work colleagues? With friends? Where do you sit when they want to “put you in your place”, pull you up to your average level of communication?

Participants' responses.

Presenter: how many children are in your group, perhaps so many communication distances. And it is the teacher who chooses the appropriate distance of communication with the child for a particular situation. At the same time, you must take care of yourself. The teacher must take care that not only the children, but also himself feel comfortable.

However, genuine contact is impossible if everyone, interacting and communicating with others, is in their own, and not in a common “space”. Let us now take a closer look at the concept of “Communication Space”.

1. Exercise “Space of communication”.

Host: Please turn your backs to each other and start a conversation. Then share your feelings about whether the conversation was productive. And now, carefully examining the “space” that appears before your eyes, continue the conversation. It’s not so easy, however, if you have different “pictures” in front of you. But with children, we are in different “positions” - remember? We always see different “pictures”.

Presenter and participants (discuss the results of the exercise): how to find a common “space” in which children and adults can be together? The teacher should take care of this. After all, the child does not know the subtleties of these differences. It would be wrong to force a child to “move” into the “space” of an adult. For example, the teacher says: “Get ready for class. Everyone sit down!” In doing so, it can even achieve an external effect. But this does not mean at all that each of the children is actually present where the adult wants to see him. Mentally he could be anywhere. Can you always be and act on someone’s instructions “from above” and immediately break away from your thoughts or activities? Doesn't this instruction annoy you? How do you feel when you start the task you are forced to switch to? Contact is impossible, right? It’s a different matter if you yourself have planned a transition to another activity or are already aware of its necessity. Or you are given time to not abruptly, but gradually move to another “space” that is still foreign to you and get comfortable in it.

Presenter (summarizes): in order for meaningful communication to turn out, in order to provide the child with a sense of psychological security, a sense of trust in the world, it is necessary to interact with the child not “next to” and not “above”, but together. An unconditional, positive attitude towards the child is very important.

Methods of communication are determined by:

• Understanding the child as he is (the ability to look at the world from two points of view - from one’s own and the child’s, to be aware of the child’s driving motives);
• Recognition of who he is (an unconditionally positive attitude towards the child, regardless of whether the child pleases the adult or upsets him, a vision of his uniqueness);
• Recognition of what he is (the child’s right to vote in solving life problems - educational, everyday, everyday).

Presenter: Now I offer you 2 exercises, by doing which you will try to identify the important components, without which it will not be possible to communicate effectively with a child.

1. Exercise “Self-knowledge”.

Presenter: distributes pieces of paper with written letters that make up the word “self-knowledge”. The letters that make up the word “self-knowledge” are distributed among the participants. From these the group will have to make up new words. At the beginning of the exercise, the leader asks everyone how many words, in his opinion, can be made from this set of letters. After listening to the group's opinions, you can ask: when you named the number of possible words, did you rely on how many you could come up with, or did you take into account that there might be options from other group members? Participants: build all possible words from human letters, putting them in a row.

The presenter asks questions:

— Did everyone participate in composing the words?

— How was the composition of the words organized?

— Were there any “outliers”?

— What feelings did the participants who were little involved in the exercise experience?

— What form did the words take: rearrangement, persuasion, requests, joint decision, etc.?

Participants : discuss, draw conclusions.

The presenter brings to the conclusion: it is necessary to see everyone, accept everyone, take into account the opinion of every person. It is easy to notice and identify an active, proactive child, but difficult to identify a calm, passive, timid one.

Illustrated method of communication: RECOGNITION.

1. Exercise "Hands".

Presenter : asks to join the palms of the hands at chest level, and then press the right palm onto the left (from the experience of conducting this exercise, it is known that the left hand begins to unconsciously offer resistance, although such instructions or demonstration of such actions are not given by the presenter).

Participants: discuss whether the exercise was easy to complete and possible difficulties.

Presenter: in response to aggression, we subconsciously begin to resist, i.e. aggression begets aggression. If a teacher is unfriendly towards children, they will sense it and unconsciously take protective measures.

The illustrated method of communication in this exercise is ACCEPTANCE.

The presenter concludes ( and distributes instructions to participants on creating a situation of success (Appendix 1)): psychological support is a way of expressing acceptance. During his stay in an educational institution, a child is given a huge number of negative assessments in portions. He has no other information about himself, no other resources that would help him cope with his experiences, so the child can develop a stable attitude towards himself as a loser. Even a positive assessment should be appropriate. The teacher’s skill will manifest itself not in always only praising the child, but in feeling when this praise and support is especially necessary for the child.

1. Exercise “Wise Listener”.

Presenter: Do you think we know how to listen and hear each other?

Participants: answer.

Presenter (after answers, distributes memos to participants with the rules and techniques of active listening (Appendix 2) ): it is very important when communicating with children (and with adults) to adhere to the rules of active listening. I now offer you an exercise in which you will try to practice active listening techniques.

Participants: sit in a circle. Each participant receives a card with a statement, which he reads loudly to his neighbor on the left. The neighbor on the left answers him using active listening techniques. If one of the participants finds it difficult to answer, the group helps him.

At the end of the exercise, a free-form discussion takes place between the participants. Participants who wish can speak about their experiences as both a speaker and a listener.

Sample cards for the “Wise Listener” exercise are in Appendix 3.

1. Exercise “Effective communication with a parent is...”

Presenter: At the end of our practical lesson, I would like to invite you to list the criteria for effective communication with children, using the first letters of the word “communication”.

For example:

“O” is the teacher’s charm,

“B” – unconditional acceptance of the child as he is, etc.

Participants : write down criteria, selecting the beginning of each word with the required letter that they remember or will be useful, generalize the knowledge gained, acquired skills. If necessary, the leader helps. The criteria are written out in a column on the board.

1. Feedback: “SUITCASE, BASKET, MEAT GRINDER”

Presenter: attaches three sheets of paper to the board, on one of which a huge suitcase is drawn, on the second - a trash can, and on the third - a meat grinder. Hands out 3 pieces of paper (stickers) to participants: yellow, green and blue.

On a yellow piece of paper, which was then glued to the poster with the image of a suitcase, it is necessary to draw the important point that the participant learned from working in the lesson, is ready to take with him and use in his activities. On the green piece of paper is what turned out to be unnecessary, useless and what can be sent to the “trash can”, i.e. attach to the second poster. The blue piece of paper is something that turned out to be interesting, but is not yet ready to use in your work. Thus, what still needed to be thought out, finalized, “tweaked” was sent to the “meat grinder” sheet.

The leaves are written anonymously and, when ready, are glued by the participants themselves.

List of used literature:

1. Alekseeva E. E. Psychological problems of preschool children. How to help a child? Educational and methodological manual. – St. Petersburg: “Speech”; M.: “Sfera”, 2009. – 283 p.
2. Monina G. B., Lyutova-Roberts E. K. Communication training (teachers, psychologists, parents). – St. Petersburg: Publishing House “Rech”, 2007. – 224 p.
3. Fopel K. Pause energy. Psychological games and exercises. Practical guide. – M.: “Genesis”, 2011. – 140 p.
4. Frolova N. D. Increasing the professional competence of teachers as the most important condition for effective cooperation between a preschool educational institution and the family [Electronic resource] https://open lesson.rf/articles/581281

Annex 1

Memo “Creating a situation of success”

From a pedagogical point of view, a situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole.

The main purpose of a teacher’s activity is to create a situation of success for each student. Here it is important to separate the concepts of “success” and “success situation”. A situation is a combination of conditions that ensure success, and success itself is the result of such a situation. The situation is something that the teacher is able to organize: the experience of joy and success is something more subjective, hidden to a large extent from the outside view. The teacher’s task is to give each of his students the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves.

Technological operations for creating situations of success:

• Removing fear - helps to overcome self-doubt, timidity, fear of the task itself and the assessments of others. “We try and search everything, this is the only way something can work out.” “People learn from their mistakes and find other solutions.” “The test is quite easy, we went over this material.”
• Advancing a successful result helps the teacher express his firm conviction that his student will definitely cope with the task. This, in turn, instills in the child confidence in his own strengths and capabilities. “You will definitely succeed.” “I don’t even doubt the successful outcome.”
• Hidden instruction of the child in the methods and forms of performing activities helps the child avoid defeat, achieved through hints and wishes. “Perhaps the best place to start is with...”. “When doing your work, don’t forget about...”.
• Introducing a motive - shows the child why, for whom this activity is being performed, who will feel good after performing it. “Your comrades cannot cope without your help...”
• Personal exclusivity - indicates the importance of the child’s efforts in the upcoming or ongoing activity. “Only you could...”. “Only you I can trust...” “I can’t turn to anyone but you with this request...”
• Mobilization of activity or pedagogical suggestion - encourages the implementation of specific actions. “We can’t wait to get started...” “I really want to see it as soon as possible...”
• High appreciation of detail helps to emotionally experience the success of not the result as a whole, but some of its individual details. “You were especially successful with that explanation.” “What I liked most about your work...” “This part of your work deserves the highest praise.”

When encouraging a child to take any action (deed), adults can use the recommendations reflected in the table:

Do it!

• Talk to your child in a caring, encouraging tone.
• When your child talks to you, listen carefully without interrupting.
• Set clear and specific expectations for your child.
• When talking with your child, name as many objects as possible, their signs, and report possible actions with them.
• Your explanations should be simple and clear.
• Speak clearly and clearly.
• Be patient.
• First ask “What?”, and then “Why?” and why?".
• Encourage your child's curiosity, inquisitiveness and imagination.
• Praise your child often.
• Encourage play with other children.
• Make sure your child has new experiences to talk about.
• Be an example for your child: let him see the pleasure you get from reading, doing what you love, and helping other people.
• Don't lose your sense of humor.

Ask yourself questions.

• What impression do I make on the child?
• Do I behave with him at ease and freely enough?
• Does the child feel free with me?
• Can I win him over?
• Can I talk to my child about any topic?
• Do I manage to convince my child or do I order him more often?
• Are there situations in which a child is reluctant to communicate with me?

Do not do it!

• Do not interrupt the child, do not say that you understand everything, do not turn away until the child has finished telling the story. In other words, don't give him any reason to think that you have little interest in what he has to say.
• Don't ask too many questions.
• Don't force your child to do something he is not ready for.
• Do not force your child to do anything if he is fidgety, tired, or upset.
• You should not constantly direct the child, repeating every now and then: “It’s not like that, change it.”
• Don’t say: “No, she’s not red,” rather say, “She’s blue.”
• There is no need to criticize a child, especially not in the presence of other people.
• Do not limit your child with many rules: he will stop paying attention to them.
• Don't expect your child to understand all the rules of logic, all your feelings, abstract reasoning and explanations.
• Do not become overly concerned about every change in your child, either positive or negative.
• Do not compare your child with other children: neither with his brother (sister), nor with neighbors, nor with his friends or relatives.
• If you are in doubt about what to do, take your time.

Appendix 2

Memo “Techniques and rules of active listening”

Active listening techniques:

• Short remarks (“Yes, yes,” “aha,” “uh-huh,” “Very interesting,” “I’m listening to you,” etc.).
• Clarification (“What do you mean by…?”, “What does… mean?”, etc.).
• Verbatim or almost verbatim repetition of the words of the interlocutor; expression.
• Empathy, understanding the feelings of the child (interlocutor) (It looks like you are upset,” “You are offended by him”).
• Paraphrasing (repeating what the child said in a more condensed form or in your own words”).

Appendix 3

Cards "Wise Listener"

What to write in self-analysis about partnership interaction with children Network interaction as a means of effective implementation of the basic educational program BEFORE Playing games with children aged 2-3 years The role of the modern teacher in ensuring the individualization of education >

Question No. 19. Characteristics of models of interaction between teacher and child in the educational process.

Pedagogical communication is professional communication between the teacher and students, which has certain pedagogical functions and is aimed at creating a favorable psychological climate, as well as optimizing the relationship between the teacher and students within the student body.

Pedagogical communication is interaction, cooperation between the teacher and students. This is a personal and socially oriented interaction.

Models of pedagogical communication

Communication is the process of development and establishment of relationships between subjects who actively participate in dialogue. The teacher’s speech is the main means that allows him to introduce students to his ways of thinking. If we consider communication as an end-to-end process, then it is necessary to distinguish two main models of communication: educational and disciplinary; personality-oriented.

Educational and disciplinary model of communication. The slogan during the interaction between adults and children was “Do as I do.” The model of communication under consideration is characterized by an authoritarian style of communication where: Methods of communication: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting. Communication tactics: dictate or guardianship. One develops a view of the child simply as an object of application of the forces of the educational system. As a result of this model of communication, a detrimental effect on the child’s personality occurs. An alternative to this model is the person-centered model of communication.

Personality-oriented model of communication. The goal of a person-oriented model of communication is to ensure the child’s feelings of psychological security, his trust in the world, the joy of existence, the formation of the beginning of personality, and the development of the child’s individuality.

This model of communication is characterized by a dialogical style of communication. This model of communication is characterized by the fact that an adult interacts with a child in the process of communication. It does not adjust the development of children, but prevents the occurrence of possible deviations in the personal development of children. The formation of knowledge, skills and abilities is not a goal, but a means of full development of the individual.

Methods of communication: understanding, recognition and acceptance of the child’s personality, based on the emerging ability of adults to decenter (the ability to take the position of another, take into account the child’s point of view and not ignore his feelings and emotions). Communication tactics: cooperation, creation and use of situations that require the manifestation of intellectual and moral activity of children. Personal position of the teacher: proceed from the interests of the child and the prospects for his further development. In this regard, in modern science and practice, the concept of the pedagogical process as a dialogue, providing for mutually directed and thereby conditioned interaction of participants in this process, as well as group discussion methods, is becoming increasingly recognized. In this regard, pedagogical communication acts as the main mechanism for achieving the main goals of training and education.

Different styles of communicative interaction give rise to several models of teacher behavior in communicating with students.

Model one. The teacher seems to rise above the class. Model two. Between teachers and children, the invisible limiter in the relationship is the distance that the teacher establishes between himself and the students. Model three. The teacher builds relationships with children selectively. Model four. In the process of interacting with students, the teacher hears only himself: when explaining the material, during individual conversations with children. Model five. The teacher acts purposefully and consistently on the basis of a planned program, not paying attention to changing circumstances that require changes in communication. Model six. The teacher is tormented by constant doubts: whether they understand him correctly, whether they interpret this or that remark, or whether they are offended. Model seven. The system of relationships is dominated by friendly characteristics.

Question No. 20. The role and functions of communication of preschool children in a peer group .

Communication with peers is a condition for the formation of social qualities of a child’s personality, the manifestation and development of the beginnings of collective relationships among children in a kindergarten group. Children are less attentive and friendly; they are usually not too eager to help each other, support and understand their peers. They can take away a toy or offend you, not paying attention to your tears. And yet communication with other children brings incomparable pleasure to the preschooler. At the age of three years, children's contacts are situational, have little content and are often conflict-ridden. They rather play each other side by side, only occasionally appreciating their neighbor’s game or joining in for a short time.

Over time, with the help of an adult, the baby learns the rules of playing together. Having mastered the law of “queue” and temporarily giving his “treasure” to a friend, he himself can lay claim to his toy. And if you add your own scoop to a friend’s truck, you’ll get the vehicle loaded with sand and you can build a house. This is how a plot game arises, so attractive that children playing together overcome their every egoism and begin to coordinate their actions according to pre-agreed rules.

Identifying deviations in the development of interpersonal relationships at the very first stages of personality development seems relevant and important, primarily because conflict in a child’s relationships with peers can act as a serious threat to personal development.

A child who has not gone through the “school” of communicating with peers falls out of the established children's cultural environment with its unwritten laws and rules. He does not know how to “speak” with his peers in their language and, naturally, is rejected by them. From preschool age, a child needs company as an important condition for his personal and social development, including preparation for school.

Functions of the preschool group:

§ function of general socialization (in the practice of interaction with peers, children gain the first experience of working in a team, the first social experience of group communication, interaction as equals, experience of cooperation);

§ function of intensifying the process of sexual socialization and sexual differentiation, which is clearly manifested from the age of five;

§ information function and the function of forming value orientations (the characteristics of a child’s life in kindergarten largely determine the nature of his value orientations and the direction of social communication, although, of course, the influence of close adults is still very great);

§ an evaluative function that influences the formation of self-esteem and the level of aspirations of the child, his moral self-awareness and behavior.

What norms regulate the interaction between the teacher and children?

When working with children, rely on legal and ethical standards. They are mandatory for all teachers. What kind of norms these are and where they are mentioned, you will learn from the lecture.

If you forgot

Legal norms are rules that arise from legislative documents. They have equal force throughout Russia and are binding on everyone.

Focus on five main documents that regulate the activities of the teacher:

1) Constitution;

2) Labor Code;

3) Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;

4) Convention on the Rights of the Child;

5) Local acts of preschool educational organization (PEO).

On a note

What teachers should not do

A teacher is a pedagogical worker (Part 3 of Article 48 of Law No. 273-FZ). He does not have the right to use educational activities to:

– encourage children to accept or renounce political, religious or other beliefs; – incite social, racial, national or religious hatred; – propagate that individual citizens are exceptional or inferior on the basis of social, racial, national, religious or linguistic affiliation; - encourage students to commit illegal actions.

If you forgot

Ethical (moral) norms are a system of universal human values ​​and rules.

The behavior of a teacher influences the condition and fate of the people with whom he comes into contact. Unprofessional actions can cause emotional harm to students and their parents. The professional ethics of a teacher consists of standards and restrictions. It serves as a guarantee of the quality of the teacher’s work.

If you forgot

Professional ethics of a teacher is a system of moral and professional norms, principles, and rules of conduct, taking into account the characteristics of the activity and the specific situation.

On a note

How to force a teacher to comply with ethical standards

The Labor Code does not provide for special liability for educators for violating ethical standards. But preschool educational institutions have the right to establish internal rules and demand that employees comply with them. These rules can be enshrined, for example, in the code of professional ethics for educators. Recommendations for the development of the code are in the letter of the Ministry of Education and Science dated 02/06/2014 No. 09-148. Use them as a basis for your own local act (sample below).

© Material from the Education Reference System vip.1obraz.ru