Fostering a culture of communication in preschool children

Note 1

The culture of communication is an integral element of the culture of behavior, reflecting the criteria of a person’s attitude to his activities, actions, other people and society. The culture of behavior indicates the social maturity of the individual.

In order to form correct relationships in society and establish a system of interaction with other people, it is necessary to develop skills in building communication connections, which are advisable to develop from early childhood. This will have a positive impact on the social adaptation of the child’s personality and its assimilation of basic value orientations.

A culture of communication presupposes a child’s developed ability to follow the rules and norms of interaction with peers, adults, relatives, and friends. Such interaction is based on the formation of goodwill, respectful attitude towards one’s own personality and the personalities of other people, instilling skills of polite behavior in everyday life, work, and social activities.

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Figure 1. Culture of communication. Author24 - online exchange of student work

Article:

The child is characterized by a wide range of feelings, ambiguous in their manifestations.
In relation to adults and peers - it can be love and hostility, sympathy and antipathy, sympathy and indifference, justice and envy; in relation to oneself - self-esteem and even self-confidence or, on the contrary, a feeling of self-doubt. Consolidation of forms of moral behavior, their transformation into a habit and need occurs only on the basis of a child’s positive emotional attitude both to the actions themselves and to those adults who organize and regulate them. In this case, moral feelings, for example, respect for the teacher, love for parents, goodwill towards peers and others, act as an independent driving motive for children’s behavior. This motive is quite strong and significant in the eyes of a child, because the feelings of preschoolers are distinguished by especially vivid emotional coloring, spontaneity and sincerity.

In fostering a culture of behavior, the example of the educator is of paramount importance. His appearance, actions and judgments, politeness, calm tone of conversation, fair attitude towards others, and above all towards children, are an important and effective example to follow. However, one personal example cannot solve all the issues of education. The process of instilling a culture of behavior is very complex and involves the teacher’s conscious and flexible use of a rich arsenal of various methods. “Mobility” of educational means and their constant adjustment are also necessary. It often happens that a practice-tested method suddenly ceases to be effective. The teacher must carefully monitor how each of his charges perceives educational influences and influences. It is necessary to determine the level of moral education of each child as early as possible. Observations make it possible to identify each child’s inherent characteristics of actions, interests, relationships with others, and difficulties in mastering the skills of a culture of behavior. This, in turn, serves as the basis for assessing the dynamics of the child’s development and adjusting the further process of upbringing.

While observing the children, the teacher simultaneously tries to determine how typical a particular offense is for the child (rudeness in a conversation with a friend, carelessness in eating and dressing, refusal to respond to a request to put toys away, etc.), strives to notice everything in time something new that his pupil has mastered.

To get to know the child better, the teacher needs information about his behavior at home. Therefore, before the start of the school year, you should definitely visit the families of those children who are about to come to kindergarten for the first time. This will provide an opportunity to get to know family members, identify the child’s living conditions, the characteristics and traditions of upbringing, and communicate with him in a familiar environment for the child.

But contacts with family, of course, should not be limited to this. Planned family visits are required, approximately twice a year. They provide an opportunity to guide parents on the correct solution to specific issues in raising their child.

First of all, the teacher needs to gain the child’s trust, because the decisive method of raising children is the teacher’s direct communication with them. The creation of prerequisites for the cultural behavior of a small child is carried out in several directions. One of them is the formation of the ability to play and study, walk and eat, sleep during quiet time, dress and wash with a group of peers, next to comrades, i.e. a team. At the same time, children develop a sense of collectivism, which is so important for humans. It is equally important to instill an interest in the work activities of adults, a desire to help them, and later to independently perform simple work activities for self-care.

The content of the concept, “culture of communication”.

Pedagogical conditions for developing a culture of communication. Methods and techniques for developing a culture of communication between children and adults and peers.

The culture of communication involves the child's compliance with the norms and rules of communication with adults and peers, based on respect and goodwill, using appropriate vocabulary and forms of address, as well as polite behavior in public places and everyday life. A culture of communication presupposes the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the state of other people. Already from the first years of life, a child must understand when it is possible to run around and when it is necessary to slow down desires, because at a certain moment, in a certain environment, such behavior becomes unacceptable, that is, act guided by a sense of respect for others. It is respect for others, combined with simplicity and naturalness in the manner of speaking and expressing one’s feelings, that characterizes such an important quality of a child as sociability.

A culture of communication necessarily presupposes a culture of speech. A.M. Gorky considered concern for purity of speech an important weapon in the struggle for a common human culture. Speech culture presupposes that a preschooler has a sufficient vocabulary and the ability to speak concisely while maintaining a calm tone. Already in the early, and especially in middle preschool age, when the child masters the grammatical structure of speech, learns to construct simple phrases correctly, he is taught to call adults by name and patronymic, with “You”, the pronunciation is corrected, children are taught to speak at a normal pace, without tongue twisters or drawling words. At the same time, it is equally important to teach the child to listen carefully to the interlocutor, stand calmly during a conversation, and look the speaker in the face. During educational activities organized by the teacher, the behavior, questions and answers of children are largely regulated by tasks, content of material and forms of organization of children. It is clear that the culture of their communication in such processes is formed faster and easier. But it is no less important to cultivate a culture of communication in everyday life, in various types of their independent activities. On the other hand, mastering the culture of speech promotes active communication between children in joint games and largely prevents conflicts between them.

Communication is the main condition for the development of a child, the most important factor in the formation of personality, one of the main types of human activity, aimed at knowing and evaluating oneself through other people. Communication as the interaction of people, the direction of coordination and unification of efforts in order to achieve a common result (M. I. Lisina). From the first days of a child’s life, communication is one of the most important factors in his mental development.

In preschool age, four forms of communication between a child and adults successively replace each other (according to the classification of M.I. Lisina):

• situational and personal;
• situational business;
• extra-situational-cognitive;
• extra-situational-personal.

The content of communication, its motives, communication skills and abilities change. One of the components of psychological readiness for learning at school is being formed - communication. The child treats adults selectively, gradually beginning to understand his relationships with them: how they treat him and what is expected of him, how he treats them: what he expects of them. The norms of behavior learned by the child in the family are reflected in the process of his communication with peers. In turn, many of the qualities acquired by a child in a children's group are brought into the family.

Interest in peers appears somewhat later than interest in adults. A child’s communication with peers takes place in various associations. The development of contacts with other children is influenced by the nature of the activity and the child’s skills to perform it.

Pedagogical conditions for developing a culture of communication:

• the teacher’s assessment of the child’s emotional manifestations: in what mood he most often comes to the group, how comfortable he feels in kindergarten;
• communication and interaction of a child with peers and adults: the ability to make contact, take into account the emotional state of a communication partner, follow the rules of communication culture, master gaming and communication skills;
• personal behavioral traits: goodwill, friendliness, activity;
• the teacher’s ability to correctly assess the individual characteristics of each child in order to choose adequate tactics in nurturing a culture of communication and behavior.

A kindergarten group is the first social association of children in which they occupy different positions. In preschool age, various relationships manifest themselves - friendly and conflicting; children who experience difficulties in communication are identified here. With age, the attitude of preschoolers towards their peers changes; they are assessed not only by their business qualities, but also by their personal, and above all, moral ones. This is due to the development of children’s ideas about moral standards and a deeper understanding of the content of moral qualities.

The child’s relationship with children is also largely determined by the nature of the preschooler’s communication with the kindergarten teacher and the adults around him. The teacher’s communication style with children and his values ​​are reflected in the children’s relationships with each other and in the psychological microclimate of the group. Thus, the success of the evolution of his relationships with peers has an important impact on the child's development. As a result, there is a unified system for the formation of the child’s communicative function and the development of his personality.

It is known that communication is carried out using various communication means. An important role in this is played by the ability to outwardly express one’s inner emotions and correctly understand the emotional state of the interlocutor. In addition, only in relationships with peers and adults is it possible to prevent various deviations in the development of a child’s personality. This involves taking into account the child’s characteristic forms of behavior in different situations, knowledge of the difficulties that arise in interpersonal communication.

Game is the pedagogical alphabet of communication. It is of great importance in the upbringing, training and development of communicative activities of preschool children. The psychological impact of the game is the development of the basic mental processes, abilities of the child, volitional and moral qualities of the individual. The game develops the initial forms of self-esteem, self-control, organization, and interpersonal relationships among peers. The game develops various means of communication: movements, gestures, facial expressions, pantomimes, emotions, sensory skills, attention, memory, thinking and speech.

The goal of the game, two aspects of the goal: cognitive (learning how to act with objects), educational (learning ways of cooperation, forms of communication and relationships with other people). The game has game rules: rules of action and rules of communication. The teacher must carry out the correct selection of games in accordance with the age of the child, their implementation and analysis of the results. He should use such types of psycho-educational games for preschool children as fun games, role-playing games, task games, competition games, individual and joint games.

The pedagogical influence of the teacher during communication with the child: direct (explanation, demonstration, instruction, approval, censure, etc.), indirect (through other persons, a game, a fairy tale, a song, music). Emotionally positive forms of communication should be used. Expressive movements (facial expressions, pantomimics, vocal facial expressions) - a motor component of the expression of various emotional reactions, emotional states, play an important role in the process of communication.

should be used : playing sketches with sequential study of poses, gait, etc.; dramatizations using various emotional states; children’s recognition of emotions, their analysis and comparison; methods of using auxiliary means of communication in the process of teaching children the skills of adequate perception and expression of emotions, strengthening certain types of non-verbal communication: facial expressions in drawings, pantomiming in drawings, free and thematic drawing, musical accompaniment.

All this develops a culture of communication between children both with adults and with their peers.

Culture of communication in human life

Communication is an important communication process in which information and personal thoughts are exchanged.

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Communicative interaction presupposes the presence of a certain model of behavior, which is determined by:

• moral values;
• personal guidelines;
• generally accepted standards.

And all of the listed components form what is called a culture of communication.

The culture of speech is manifested mainly in speech - a two-way exchange of remarks during a conversation or dialogue.

If we consider the concept of communication culture in a narrow sense, then this is the extent to which an individual has mastered the communication skills established in society. This concept includes rules of conduct when meeting people, during public speaking, norms of business communication, and the ability to conduct debate.

Each nation has its own culture, and, accordingly, its own culture of communication, as well as norms of speech communication.

Formation of a culture of communication

The formation of a culture of communication is necessary so that individuals have the opportunity to carry out purposeful communicative interaction. Today, teaching the norms and rules of speech ethics is one of the priority areas of education.

Proper speech and the ability to interact with others are the key to successful interpersonal communication.

The following established rules of cultural communication are considered normative:

• determining the topic and purpose of your statement before entering into dialogue;
• avoiding clichés, stereotypes and repetitions;
• adequacy of the statement;
• minimizing mentoring tone and moralizing;
• diversity of speech and wide vocabulary (knowledge of the terminology to which the interlocutor is appealing);
• mastery of emotions;
• knowledge and compliance with the rules of etiquette.

As a rule, a person acquires most of his communication skills in the process of growing up and contact with various groups of society.

It is necessary to form cultural communication from an early age. Because certain patterns of behavior and communication are ingrained in a child in childhood.

The culture of interethnic communication also occupies an important place in the communication system. It implies a tolerant attitude towards different ethnic communities.