The teacher and the student are a system of relationships. Models of communication between teachers and students.

The teacher and the student are a system of relationships. Models of communication between teachers and students.

The two main figures in an orphanage are the teacher and the pupil. Their communication in extracurricular activities and at leisure becomes an important condition for the effectiveness of the educational process and environment.

Being a real teacher is a talent. After all, a teacher must be able to convey his experience and knowledge to children. Probably, every teacher wants his student to achieve success in the future. And, of course, it’s nice when that’s exactly what happens.

Why do children love and accept one teacher, but simply not accept another? I think that this problem is close to every child and every teacher. In general, you can answer this question in different ways. But everything is explained by the difference in characters. There are no absolutely identical people. Therefore, what some people like, others are not always ready to accept.

However, relationships with teachers occupy a very important place in children's lives, and children are very worried if they do not work out. The basis of the teacher’s relationship with the pupils is compliance with moral standards, trust and attention to the child’s inner world, showing kindness and cordiality towards him.

The teacher’s psychological perception and understanding of children contributes to effective cooperation between them, creates the opportunity for the teacher to enter the child’s mental world, objectively assess his state of mind, his speech, habits and behavior patterns, and capture the mood and experiences of the students. Therefore, one of the important conditions for fostering a culture of communication is the cooperation of the teacher with the children. In the technology of cooperation, the teacher, when communicating with children, adheres to the principle: “Not next to and not above, but together!”

The most important aspects of cooperation:

• the ability to listen to each other;
• make joint decisions;
• to trust each other;
• feel responsible for the work of the group.

It all starts with the teacher, with his ability to organize pedagogically appropriate relationships with children as the basis of creative communication. A teacher is someone who shares knowledge, wisdom and experience, and the child adopts them. Thus, it is necessary to find an answer to the question: how to build a relationship with a student so that interaction with him allows for maximum results in the field of education, upbringing and personal development, and at the same time remains promising for further constructive communication. The answer to this question may be the “teacher-pupil” interaction model, the purpose of which is to optimize the educational process.

Currently, our society is on the path to establishing a new alternative model of the relationship between teacher and child. It was called the “Subject-Subject” model. Its essence lies in changing the position of the teacher. If he takes into account the characteristics of the child being educated, his needs, emotions, capabilities, and also stimulates the child’s activity, without suppressing with his authority, then in this case the object of pedagogical activity becomes its subject. This is how pedagogical activity turns from traditional subject-object activity into subject-subject activity, which makes it complex, non-standard, and creative. In the course of pedagogical activity, a special communication arises between the teacher and the child, in which the participants find their own view of the world. The task of pedagogical activity in the context of a dialogue between the cultures of the teacher and the child is twofold: on the one hand, to strengthen and develop the child’s ways of thinking, position, and picture of the world; on the other hand, organize interaction with another culture. S.L. Rubinstein repeatedly emphasized that the pedagogical process shapes the child’s personality to the extent that the teacher guides his activity and does not replace it. During subject-subject interaction, the teacher understands his students more personally; such interaction is called personality-oriented. A personality-oriented teacher maximizes the development of the child’s ability to realize his “I” in connections with other people and the world in its diversity, to comprehend his actions, to foresee their consequences, both for others and for himself. Pedagogical activity in this kind of interaction is dialogical in nature. M. Bakhtin believes that a child only in dialogue, entering into interaction with another subject, knows himself, through comparison with another, through

Also in pedagogy, there are several other models of communication between teacher and students:

1. The dictatorial model of “Mont Blanc” is expressed in detachment from students, who for the teacher represent a faceless mass of listeners. Pedagogical functions are reduced to an information message. The consequence of this model is the occurrence of psychological discomfort or a complete lack of contact.
2. The “Chinese Wall” model is expressed in a weak connection between the teacher and students due to the lack of desire to cooperate. Contact is established in order for teachers to emphasize their status, so students have no interest in the subject and there is an indifferent attitude towards the teacher’s personality.
3. The “Locator” model of differentiated attention is expressed in a selective attitude towards students. The teacher focuses on certain children: talented, weak, outsiders. This model arises due to an inept combination of an individual approach with a frontal method of teaching. As a result, situational contact and disruption of interaction in the “teacher – team of students” system are dominant.
4. The monoreflexive model of “Teterev” is expressed in the fact that the teacher is closed in on himself, his speech is monotonous, and there is no reaction to the listeners. He hears only himself and does not allow students to engage in discussion. The consequence of this model is the formation of a logical vacuum. The educational impact is formal in nature, since the participants in communication are isolated from each other.
5. The model is hyper-reflective. It is important for the teacher how his information is perceived by students. Interpersonal relationships are elevated to an absolute level, so the teacher constantly doubts the correctness of his behavior; permanent tension leads to a nervous breakdown, which is expressed in inadequate reactions to the actions of students.
6. Model of flexible response "Robot". Communication is built according to a strict algorithm, there is an impeccable logic in presenting the material, but at the same time the teacher does not take into account the situation and the psychological state of his students.
7. Authoritarian model “I myself”. The learning process is teacher-centered. The basis of communicative behavior is suppression, and the consequence is the lack of initiative of students.
8. The “Union” model of active interaction is a model of friendly interaction and a positive mood, allowing his choice and his choice.

The nature of the interaction between teacher and student determines the style of pedagogical activity. A.K. Markova differentiates democratic, authoritarian and liberal styles of pedagogical activity and describes them as follows.

With a democratic style of pedagogical activity, the child is considered as an equal partner in communication and cognitive activity. The teacher involves children in decision-making, takes into account their opinions, encourages independent judgment, and takes into account not only academic performance, but also personal qualities. Methods of influence are encouragement to action, advice, request. Teachers with a democratic style of interaction are characterized by greater professional stability and satisfaction with their profession.

With an authoritarian style, the child is viewed as an object of pedagogical influence, and not an equal partner. The teacher makes decisions alone, establishes strict control over the fulfillment of the requirements placed on him, uses his rights without taking into account the situation and opinion of the child, and does not justify his actions to him.

As a result, children lose activity or carry it out only when the teacher plays a leading role, and exhibit low self-esteem and aggressiveness. The main methods of influence of this style are orders and teachings. Teachers are characterized by low satisfaction with their profession and professional instability.

With a liberal style, the teacher moves away from making decisions, transferring the initiative to children and colleagues. Organizes and controls the activities of children without a system, shows indecision and hesitation.

There is also a classification by V.A. Kan-Kalik, in which he identifies the following styles of pedagogical communication:

• communication based on passion for joint creative activities;
• communication based on friendship;
• communication distance;
• communication intimidation;
• communication-flirting.

The most fruitful, according to V.A. Kan-Kalik, is communication based on passion for joint creative activity. This style is based on the unity of the teacher’s high professionalism and his ethical principles. Passion for creative research together with students is the result not only of the teacher’s communicative activities, but to a greater extent of his attitude to teaching activities in general.

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

Distance communication is common . This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relationships between a teacher and a student, distance acts as a limiter. But the transformation of the “distance indicator” into the dominant feature of pedagogical communication sharply reduces the creative level of collaboration between teacher and student. This often leads to the establishment of an authoritarian principle in the system of relationships between the teacher and children, which ultimately negatively affects the results of activities.

Communication-distance is a transitional stage to such a negative form of communication as communication-intimidation. Researchers associate this style of communication mainly with the inability to organize productive communication based on passion for joint activities. Beginning teachers sometimes turn to him. It is quite difficult to form productive communication, and young teachers often follow the line of least resistance, choosing intimidating communication or distance in its extreme manifestation. Communication and flirting also plays an equally negative role in working with children. This type of communication corresponds to the desire to gain false, cheap authority among children, which contradicts the requirements of pedagogical ethics. The emergence of this style of communication is caused, on the one hand, by the teacher’s desire to quickly establish contact with children, the desire to please, and on the other hand, by the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication. Each of these styles, identifying the attitude towards the interaction partner, determines its character: from subordination, following - to partnership and to the absence of directional influence.

It is important that each of these styles presupposes the dominance of either monologue or dialogic forms of communication.

A teacher with a stable, emotionally positive attitude towards children, a business-like reaction to shortcomings in academic work and behavior, and a calm and even tone of address, has children who are relaxed, sociable, and trusting. The correct style of communication creates an atmosphere of emotional well-being, which largely determines the effectiveness of educational work. The correctly found style of pedagogical communication, corresponding to the unique individuality of the teacher, contributes to the solution of many problems.

The teacher approaches children with a special feeling, that is, sympathizes with them. The process of perceiving and understanding a child is associated with the ability and culture of listening carefully. Observations show that most teachers in the communication process do not comply with the culture of listening to the student. Meanwhile, the culture of listening is of great importance in the process of mutual communication and establishing relationships. The ability to listen ensures the effectiveness of “entering” into communication and understanding each other. A teacher must have the ability to listen, since listening to a student is an integral part of teaching activity.

If a person expresses impatience, does not listen to the end of the interlocutor and interrupts him, he is showing disrespect for the interlocutor and, to some extent, a lack of culture. In such a situation, it is necessary to reassure the listener, set him up for a positive perception, and interest him in the prospect of solving the problem. And then the interlocutor’s aggressiveness will take on the character of minor misunderstandings. In these conditions, it is advisable to use phrases and questions approximately in the following order: “Please tell me, did I understand you correctly?”, “Do you agree with this?”, “Is this your firm belief?” There are also situations when one of the interlocutors, without listening to the opinions of others, continues to develop evidence for his point of view, thereby expressing disdain for other positions. This behavior causes a negative attitude towards this participant in communication. The technique of active listening can be used in any process of communication between a teacher and children. For example, children are very upset, sad, they are haunted by failures, they have encountered some obstacles, their mood has dropped. In these and other difficult situations, the teacher can use the technique of active listening. He must know how to express sympathy for children in such cases in order to awaken positive emotions in them and be able to remove children from a state of stress and depression. But if the students are overly excited or overly excited, then it is not possible to establish communication through active listening, since at such moments they do not completely control their feelings and experiences and do not perceive the content of the words addressed to them. The teacher needs to calm the children down, bring them into a state of self-control, and only then establish communication. In a situation where an atmosphere for communication has been created, the teacher can use the method of calm listening. In order for children to communicate and listen to the teacher in a calm environment, the teacher must have stability, endurance and patience.

Pedagogical tact and sensitive attitude towards students certainly play a decisive role in the success of the teacher’s work. This is a very important aspect of a teacher’s skill. And the relationship between teacher and student largely depends on it. But pedagogical tact does not completely solve the problem of relationships.

Foreign researchers in their studies also indicated that children tend to prefer teachers who have the following characteristics:

1. Human qualities - kindness, cheerfulness, responsibility, balance.
2. Organizational qualities - fairness, consistency, honesty, respect for others.
3. Business qualities - usefulness, democracy, ability to interest.
4. Appearance – well dressed, pleasant voice, general attractiveness.

Older students named popular educators those who know how to present educational material clearly, vividly, and problematically. I would like to note that in the “teacher-pupil” relationship, in addition to highlighting certain personal or professional qualities of the teacher, it is also assumed that the child’s expectations are taken into account, which are partially expressed in specific requirements for the teacher’s behavior. It is important to study them in terms of age, i.e. find out what children of different ages want and expect from a teacher, and how these expectations change from one age threshold to another.

The teacher’s inability to meet the child’s expectations and inattention to these expectations can give rise to a negative attitude towards the teacher himself, towards his work, and lead to acute conflicts.

Conflicts are phenomena of extremely diverse nature. They can be internally personal, a collision of two incompatible desires, opposing tendencies, when the main needs of the individual are not satisfied, damage is caused to the values ​​of the “I”. Usually, conflicts occur between a teacher and a pupil in adolescence. It is important here that the teacher must clearly understand the main causes of conflict relationships and know real ways to prevent them.

Specific causes of “teacher-pupil” conflicts Insufficient professionalism of the teacher, manifested in the nervous relationship between the teacher and children:

• in demonstrating their superiority, their special status;
• in serious errors of interaction, such as discrimination against individual students, open or disguised violation of pedagogical ethics due to the struggle for leadership;
• in the pedagogically unprofessional actions of educators: an orderly tone, a shout from the teacher, which often provokes gross violations of children’s discipline;
• in the teacher’s biased attitude towards children, manifested in the systematic underestimation of grades and the selection of “favorites”;
• inability to organize cognitive interest in children;
• in “labeling”, for example, an underachieving student;
• in focusing the attention of others on the psychological problems and shortcomings of the student;
• in assessing an action based on the subjective perception of the child’s personality;
• inability to organize classes with all students.

How do students want to see their teacher?

1. Moral quality (fair, respects human dignity, trusting).
2. Love for your students
3. A high-quality, good teacher who wants to make children’s lives exciting and interesting, does not like to command, and gives good advice.

Negative qualities of educators:

1. Screams, interrupts, does not listen to the end.
2. Identifies individual students.
3. Picky, tries to punish for every offense.
4. Requires unconditional obedience from the student.
5. Treated like little ones.
6. Disrespectful.
7. Can't keep a secret.

How can you prevent conflicts and how to ensure that teachers and students have good relationships:

1. Skillfully spend educational hours, not leave a single child inactive.
2. Create an atmosphere of continuous communication with the group.
3. Excellent knowledge of the material that I would like to convey to the pupils, fluency in it. Application of different methods and forms in work.
4. Fulfillment and desire to achieve the goal: to achieve complete mastery of the material with all students without exception.
5. Rational use of time, values ​​every working minute.
6. Organize work with “difficult” children, constantly ask, force them to think, find more interesting ways to spend their free time.
7. Respectful attitude towards the individual by pupils, not allowing all kinds of insults, nicknames, comments.

And no matter what innovations are introduced, in pedagogy, as hundreds and thousands of years ago, there are participants in the educational process: the teacher and the student. Between him (always) there is an ocean of knowledge and reefs of contradictions. And that's okay. Any ocean contradicts, hinders, but those who overcome it endow with constantly changing landscapes, the vastness of the horizon, the secretive life of its depths, the long-awaited and unexpectedly growing shore. And the teacher will always be the captain on this voyage, the chief navigator of the navigation through the reefs

Report Topic: “Interaction between teacher and child in the classroom” material on the topic

Report

Topic: “Interaction between teacher and child in the classroom”

(within the framework of the problem seminar “Interaction with children in the process of upbringing and education”)

Adults, well understanding the need to introduce the principles of a humane approach to children, are not always able to immediately overcome the administrative-command methods of education and training that have become established in preschool institutions.

It may take a lot of effort and time for teachers to change the usual traditional form of interaction with children, the main tactic of which was often dictate (“Do as I do!”), and the methods of communication were demands, instructions, punishment, etc. One of the most important conditions for overcoming this is the teacher’s awareness of the need to change the style of communication with children. While developing the abilities of children, he himself goes through the path of development - self-change.

An educational position based on the principle of acting not as a functionary, but as a person, will necessarily entail a change in the psychological climate in the group.

It is very important that children feel free and relaxed in kindergarten, are not afraid of the teacher, can turn to him for help and advice, take him into their play, ask questions without fear of hearing: “Wait, I don’t have time.”

I would very much like order in the group to be achieved not by disciplinary methods, but by individually addressing the child, encouraging his activity, helping in its implementation (if there is a need for this), switching the child’s attention (when required) to another activity or some other activity. new object. In other words, the ability of children to behave in such a way that everyone in the group feels good and comfortable is achieved not by a system of special events in this area, but by the general organization of the life of the group, saturating it with emotionally attractive activities, attention from adults to each child and the relationships between children .

Gradually, orders and prohibitions will be replaced by acceptance of the child’s personality, the ability to take into account his individuality, his point of view, his feelings, emotions. Only against the backdrop of such warm, trusting relationships between teachers and children can developmental activities be most successfully carried out.

Conducting most classes in subgroups naturally creates difficulties, since children engaged in free activities can make noise and distract those participating in the lesson.

With the correct attitude of the teacher (do not stop grossly harmless pranks, do not shout, do not punish, etc.), you can gradually teach children to take into account what others are doing, not to disturb them, to be able to occupy themselves with interesting activities (playing with friends, toys, board games). printed games, construction).

Getting used to a certain rhythm and lifestyle of the group, over time, children will need less and less adult care.

Activities that develop the intellectual and creative abilities of children, giving them ways to successfully perform various types of activities, can very soon change the picture of the behavior of preschoolers. Children will no longer want to run around mindlessly, scream, or disturb everyone, because they will be able to come up with interesting games, act out their favorite fairy tales, build complex buildings, etc.

When implementing the Development program, the teacher can work in design mode. For the teacher, this is, first of all, an independent analysis of the situation: determining at what level the children of a given group are and how they “enter” the program. Then a strategy is selected, i.e. specific ways to implement the program.

Having lesson plans that define the sequence of the program, the teacher designs various developmental situations in which the program will be implemented. In other words, he determines for himself the expected course of classes.

In implementing his plans, the teacher provides flexible leadership and is constantly focused on the child. You should never be at a loss if the children do not answer or reason as the teacher suggests. It is necessary to encourage children to search: no statement should be left unattended or assessed negatively.

The lesson project is always non-rigid and flexible.

Working in design mode gives the teacher that freedom of creativity, without which it is impossible to develop the intellectual and creative abilities of children.

The teacher looks for and sets situations in the lesson that are emotionally significant and problematically interesting for children. For example, in a game where a ball is hidden, “Get the ball!” (the child needs to find and get the hidden ball, highlighting and adequately assessing the height parameter of the object where the ball is hidden; the ball is hidden first so that it can be easily reached, and then on a high cabinet).

Visual and effective thinking, which arises in the practical activities of children (everyday, object-game), allows them to freely navigate the conditions of practical problems, independently find a way out in problem-game situations. By a problematic situation we mean one in which it is impossible to act in the usual ways. To find a way out of a problematic situation, you need to transform your past experience, find new ways to use it, or “discover” a new way for yourself.

In every problem situation there is a goal and conditions that prevent the achievement of the goal. In the above example, when the ball is high, the child is faced with a mental task. It has a goal - to get the ball and a condition that prevents you from achieving the goal - the ball lies high, you can’t reach it with your hand.

It is necessary to analyze the conditions, i.e. understand that the ball lies high and that the child’s height (even with an outstretched arm) is too short to reach the ball. To achieve a goal, you need to find some kind of auxiliary means. Therefore, it is necessary to adapt some kind of tool that has a different purpose, for example a stick.

The teacher clearly keeps this entire line for himself. For children, he is a play partner. it gently guides the children’s search: it gives them the opportunity to try (stand on tiptoes and reach, jump, etc.). Trying, the child himself discards erroneous options for action, looks for new ones (finds a stick and uses it to get a ball, substitutes a chair, etc.), records and remembers those actions that lead to achieving the goal. This is where independence of thinking is developed.

By designing situations that would be emotionally significant for the child, when the motive for acquiring knowledge is the child’s own need, and not demands from an adult, the teacher provides conditions for his creative development.

It is very important that the child feels pleasure and joy from communicating with an adult, from solving a new problem for him, from finding a way out of a particular situation through practical trials.

At preschool age, children begin to master spatial relationships between objects. This is difficult, and in order to make the task easier for children, the teacher selects emotionally significant, problematically interesting situations in which the child needs the ability to use a plan for some exciting game action. For example, in the game “The doll Masha bought furniture,” the teacher talks about how Masha bought furniture and arranged it in her room: “She put a table in the middle, a chair next to it, a sofa by the wall under the window.” This is the beginning of the lesson right away. ensures the keen interest of children and close contact with them by an adult.

The game may become more difficult. Items may be added to the toy room. That is, this game, which is very captivating for children, can continue from lesson to lesson. The doll room layout attracts children. They play with pleasure, everyone is interested. No additional skills are needed to organize attention. The child does not feel that he is being taught. The teacher is an interested participant in the game and at the same time a senior comrade who comes to the rescue every time something doesn’t work out.

Seeing the activity, the teacher records how each child acts. Dividing children into subgroups provides this opportunity.

When working individually with children, you can use various techniques. For example, when working with plans, a teacher can deliberately create a situation where he “makes a mistake” (for example, he cannot find a hidden toy according to the plan). The children correct him and explain how he should have looked for the toy using the plan.

He can offer someone to look for a toy together, take someone as a “guide” on a journey for the “treasure” (the location of the treasure is indicated on the plan), etc.

Developmental education is primarily characterized by the child’s independent search for solutions to various problems, meaningful assimilation of knowledge, and the development of activity and independence. The position of the teacher in such activities can be defined as follows: “Together with the child!” Together with the children, he goes through the difficult path of independent “discovery”, without rushing them, without imposing his opinion, without trying to answer for the child, gently directing the search in the right direction. When children are already on the threshold of independent discovery, when they themselves feel the need to learn a new way, the teacher, as if clarifying and concretizing their “vague knowledge,” gives them a clear way of measuring using a conventional yardstick.

So, the child’s own activity comes to the fore. He is not presented with ready-made knowledge.

The active inclusion of children in the search situation contributes to the organization of joint activities of children. Observing the actions of their comrades, they notice mistakes earlier than their own, helping each other, giving advice, arguing, thus comprehending not only the goal, but also the conditions and means to achieve the goal.

Having rethought everything that concerns the cooperation of an adult with a child in developmental activities, every teacher will come to the conclusion that the previous form of organizing classes is unacceptable, when children always sat at tables, raised their hands and stood up only when called by the teacher, and the teacher towered over them, giving out ready-made knowledge “ from above” and demanding strict compliance with their conditions.

Most classes, especially in the junior and middle groups, are conducted in a fairly free form: children can walk around the room, work sitting or standing at tables, sit around one table, etc.

Often, it is most convenient for a teacher to place children on the carpet, bringing them as close as possible to the scene of action, for example, when looking at a model of a doll’s room, when reading a fairy tale, when everyone wants to listen and take a better look at the pictures in the book. This arrangement helps to create a calm home atmosphere, when each of the children is next to the teacher, can come closer, if something is not visible, pick up and examine an object of interest, etc.

This organization of classes gives children room for invention and creativity, allowing them to be free and assert themselves in their abilities.

Rules for effective interaction with children

Rules for effective interaction with children.

It is no secret that children entering the orphanage, for the most part, are distrustful of adults at the beginning of their stay. And the reasons can be different: from situational to the consequences of improper upbringing in the family. To prevent and overcome the emotional problems and anxieties of a newly arrived child, it is important to establish harmonious, emotionally close relationships between the child and teachers.

To create a full-fledged, trusting relationship with a child, an adult must be able to communicate effectively with him.

I would like to dwell in more detail on some of the rules for effective interaction between an adult and a child.

1. Positive attitude.

Any interaction should begin with yourself, especially if it involves the desire to change the behavior of another person. What happened cannot be changed; we can only prevent possible behavior disorders in the future. To make your interaction with your child most effective, spend some time on your own mood, ask yourself the question: “How do I feel?” If you are overwhelmed by anger, confusion, anger or other negative feelings, then first of all you should calm down and bring yourself into balance. To do this, you can take a few deep breaths and exhales, shift your attention, focus on images of peace and balance, or do anything else that allows you to melt away negative feelings. Ask yourself what you want to achieve - punish, respond to your anger, express your attitude, or create conditions for changing the child's behavior? It is necessary to evaluate the realism and feasibility of the proposed goal, as well as its understandability, accessibility, and attractiveness for the child.

2. Trusting interaction.

It is necessary to spend a lot of time and effort establishing trusting contact with the child. The ancient sages said that you can only cross the bridge you come to.

Contact between a child and an adult is like a bridge that connects two sides of a stormy stream. No bridge - no connection, no path from adult to child and vice versa.

When interacting, the child behaves in accordance with the laws of living nature. His level of openness is directly related to his sense of security. Imagine that you come across a wounded hedgehog. Actively trying to help him, you stumble upon thorns until the hedgehog feels warmth, peace, security and turns around on his own. Before this, no help is possible. The child will remain silent, snap, lie, or exhibit other forms of defensive behavior until he feels that you are the right adult who will not violate his safety. Trust in the world, a situation, another person is a child’s basic need. Therefore, achieving trust is a top priority. Its solution is ensured by recognizing the unconditional value and uniqueness of another person, demonstrating acceptance of him, and caring about the fulfillment of his needs.

3. Identifying the causes.

We need to find the reasons for deviant behavior. Specific behavior is always a consequence of something. Even if the action had situational prerequisites and was not consciously motivated, one should turn to the origins. It may turn out that the cause of the behavior disorder is very significant, therefore, by eliminating only the consequences, we will not achieve anything. The path from end to beginning can suggest the direction of psychological support.

Typical causes of behavior disorder may include the following:

• The desire to attract attention. There are cases when a child with good abilities simply “gets bogged down in twos” in order to achieve homework done together with adults. And such methods of attracting attention as pulling pigtails and footrests are simply widely known.
• The desire for self-affirmation. Many of the actions of teenagers that make an unfavorable impression are dictated by the desire to find values ​​to which they could devote themselves.
• The desire to take revenge on parents or other adults for the insults, pain, and humiliation experienced.

4. Consistency in relationships.

It is unlikely that you will be able to achieve the desired result if you change your position or if your words and statements do not correspond to your actions. For example, you advise your child not to lose self-control in difficult situations, you say that nothing can be proven by fighting and arguing, but you yourself yell at the child and punish him. As a result, children begin to despise adults. It is especially dangerous if children and adolescents develop negativism: they do not want to listen to any adults, especially those who use the same words that they heard from hypocritical lips.

Of course, consistency does not mean that you must stubbornly “stand your ground” even if your point of view has changed. On the contrary, the reasons for the change in position should be explained. You will benefit from deepening the relationship if you admit that your initial opinion was wrong.

5. Setting a positive goal that takes into account the interests, rights and capabilities of the child.

For example, it makes no sense to try to achieve smooth movements, even efforts and even, calm behavior from a child with a choleric temperament. However, at the same time, one can set the task of increasing his voluntary behavior and developing volitional control

The formulation of the goal will be positive if it contains an indication of a positive result (“lead a healthy lifestyle” instead of “quit smoking”; “achieve positive academic performance” instead of “don’t get a bad grade.”).

6. Reliance on positive qualities and resources, restoration of a positive sense of self

.

A child who often violates behavior is criticized by adults, negative emotions fall on him, so he, as a rule, has a negative self-esteem: “I am bad.” It’s even worse if a negative life scenario is formed.

It is important to identify with your child his strengths (and, of course, they always exist!) and resources for positive changes. To do this, you can use positive feedback, sincere encouragement of the child’s attractive actions, feelings, thoughts and intentions. We need to help him focus on his positive qualities, feelings, thoughts, and find a positive meaning (for example, stubbornness may indicate perseverance; a fight may indicate a desire to defend justice; smoking may indicate a desire to be an adult).

7. Encouraging positive change.

Traditionally, our culture has tended to reward “excellence” in terms of a common, rather than individual, standard. Few people would think of being happy about receiving a C in the Russian language, but what if a solid C was received after endless D’s? Then we should celebrate!

8.Work to change behavior must necessarily be accompanied by the development and consolidation of an attractive alternative.

It is important that the child not only realizes the negativity of deviant actions, but also develops forms of alternative behavior. In some cases, the “positive” that arises, from the child’s point of view, allows one to achieve significant goals.

For example, a teenager smokes, uses obscene language, commits petty thefts, so as not to differ from the company in which he has found recognition. Naturally, refusing to communicate with peers is unlikely to seem attractive to a teenager. However, it may be attractive to include him in a circle of teenagers who have similar values ​​(attending a circle, section, moving to another class or school), where there will be no need to defend one’s belonging to the group at the cost of deviations.

So, to summarize:

General rules for effective communication:

• A person's name is the sweetest and most important sound for him in any language. It is important to use your name when greeting. Don’t just nod or say: “Hello!”, but “Hello, Polina!”

- Talk to your child in a friendly, respectful tone.

- Be firm and kind at the same time. Once you have chosen your course of action, you should not hesitate. Be friendly and don't act as a judge.

- Rejoice at your child’s success. Don't get annoyed at the moment of his temporary failures.

— The child should feel that he is being listened to carefully. It is necessary to exclude shouting and rude intonations from communication - create an atmosphere of joy, love and respect.

You can support through:

- individual words (“beautiful”, “neatly”, “forward”, “continue”);

- statements (“I’m proud of you”, “I like the way you work”);

- touch (pat on the shoulder, touch the arm, hug him);

- joint actions, physical participation (sit, stand next to him, gently lead him, play with him, listen to him);

- facial expressions (smile, nod, laugh).

In order to support your child, you must:

- build on the child’s strengths;

- avoid highlighting his mistakes;

- show that you are satisfied with the child;

- be able and willing to demonstrate love and respect for the child;

- be able to help the child break large tasks into smaller ones that he can cope with;

- be able to interact with a child.

Literature.

1. M. S. Gak. Synopsis of a seminar for teachers with elements of the training “Techniques for establishing positive relationships with parents and children. Development of communication skills.
2. Svirskaya L. Working with the family: optional instructions. - M. LINKA - PRESS, 2007.
3. Gladkova Yu. Teacher and family // Journal of Preschool Education No. 4, 2008.
4. Educational activities of a teacher: textbook. aid for students universities /I.A. Kolesnikova and others - M.: Academy, 2005.

State Budgetary Institution of the Republic of Belarus NORTH MC "FAMILY"

DEPARTMENT OF SOCIAL SHELTER FOR CHILDREN AND ADOLESCENTS IN TATYSHLINSKY DISTRICT OF THE RB

Speech at the pedagogical council

on the topic of:

“Rules for effective interaction with children”

Completed by: educational psychologist

Gindullina Z.A.

2018

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.
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9. Polyakov S.D. Psychopedagogy of education: Experience of a popular monograph with elements of a textbook and science fiction. - M., 1996.
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12. Shchurkova N., Pityukov V.Yu. and others. New technologies of the educational process. - M., 1994.
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Rules for building positive pedagogical communication

Since positive pedagogical communication is the key to the productive development of students and the formation of trusting relationships between the teacher and students, it is built on the basis of the teacher following the rules of cultural interpersonal interaction and the use of communication as the art of communicative interaction.

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Positive pedagogical communication is based on the following rules:

1. Establishing visual contact with students. It provides the basis for building the trust of the interlocutor and confirms the sincerity of the words and phrases spoken by the teacher.
2. Gesticulation during communication. It must be adequate and consistent with the speech being spoken. When communicating with students, it is unacceptable to actively gesture with your hands and make sudden, inappropriate movements. This does not increase the significance of the speech being delivered and makes it awkward and funny for children.
3. Compliance with the principles of dialogue interaction with students. This means giving them the right to express their opinions, listen to answers to questions and comment on them.
4. Avoiding reproaches when communicating with children. Reproaches cause negative emotions in students, but communication should be positive. Therefore, reproaches should be avoided or, at least, minimized in their number and causticity.
5. Maintaining politeness and calm. It is achieved through the teacher’s control of his emotional manifestations. It is important to remember that communication occurs with a child whose development is at a level different from that of an adult.
6. Maintain tact in communication. Tact must be shown in commenting on children's answers, children's speech and children's opinions.
7. Game interaction with students. Play is the basis of children's activity. In a playful form, all aspects of a preschooler’s personality are formed. The game eliminates the tension that arises in children when interacting with adults. Its elimination is the key to the productivity of building relationships between the teacher and the entire children's team.
8. Including fantasy in building a dialogue with students. Fantasy allows you to get a child to talk, find answers to questions that are unclear to both parties, and make the process of interaction between the parties exciting and interesting.
9. Manifestation of emotions in communication with children. The teacher must adequately respond to the behavior and actions of students, accompanying them with appropriate emotions.

Finished works on a similar topic

Course work Features of organizing positive communication between a teacher and a child in the pedagogical process 420 ₽ Abstract Features of organizing positive communication between a teacher and a child in the pedagogical process 250 ₽ Examination Features of organizing positive communication between a teacher and a child in the pedagogical process 190 ₽

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Pedagogical communication underlies the formation of a comfortable microclimate in preschool educational institutions. It determines the “weather” of the educational institution, and therefore requires the teacher to maintain a constant positive attitude in his professional activity.

Positive communication is a consequence of the teacher’s non-standard thinking and innovative ideas in the implementation of educational work.

Designing a subject-developmental environment for a preschool educational organization

Lesson plan

1. Components of interaction between a teacher and preschool children in the subject-spatial environment of a preschool educational institution.
2. Model of interaction between teacher and children in the subject-game environment of a preschool educational organization.
3. Factors that complicate the interaction between teacher and children in a subject-play environment.
4. Levels and indicators of interaction between teacher and children in the subject-game environment of preschool educational institutions.

Key concepts of the topic

Interaction between teacher and children in a subject-game environment; interaction model; factors preventing interaction; levels and indicators of interaction

Summary of theoretical issues

The interaction between a teacher and preschool children is characterized by the leading role of the teacher as a bearer of knowledge and experience. This means that there is a need for purposeful guidance of children’s activities on the part of the teacher.

The construction of the process of interaction between the teacher and children as an active interdependent subject-subject activity that satisfies the interests and needs of the parties is carried out on the basis of partnerships. Partnerships are one of the conditions for effective interaction.

The structure of interaction between a teacher and children in a subject-game environment as a unity of three components:

• cognitive (transfer of relevant knowledge);
• activity-based (organization of activities, including joint ones);
• emotional-personal (emotional background).

Let us describe in more detail each of the selected components.

The cognitive component reflects the presence of knowledge among the subjects of interaction about the subject-game environment, which is necessary for the manifestation of an active position.

The activity component is associated with the manifestation of an active position in joint activities, cooperation, and the desire to obtain a joint result.

The emotional-personal component reflects the characteristics of the relationship between the subjects of interaction, the emotional background of the interaction.

The structure of interaction between a teacher and children in the subject-game environment of a preschool educational institution is presented in Table 1.

Table 1

The structure of interaction between teacher and children in the subject-game environment of preschool educational institutions

Table 1 demonstrates the structuring of the content of interaction between a teacher and children in the subject-game environment of a preschool educational institution within three components.

The component division presented in the table is conditional, since interaction is a broad concept and may include other components. The contents of the three components we have conditionally identified are interconnected and interdependent. The implementation of activity in an object-based gaming environment is possible if there is interest in its components and the subjects have appropriate knowledge about the possibilities of their use. Joint activity in an object-game environment will be effective based on a favorable emotional background of communication. Opportunities for the manifestation of mutual activity and an active position in an object-game environment are realized by showing mutual respect and emotional-positive communication. Building partnerships between teachers and children based on the use of environmental resources is possible if there is an exchange of relevant knowledge.

The manifestation of an active activity position in an object-game environment can be associated with joint gaming or creative search activities.

Let us give examples of emerging situations of cooperation and co-creation. When designing exhibitions together, teachers can explain to children how to correctly express their disagreement, explain the significance of the results achieved, and support children. During the game “Cosmos”, when jointly creating a spaceship, the teacher can also use cooperation tactics: in a calm manner, offer possible ways out of “difficult” situations, help choose the most fair solution and abandon false ones, etc.

Thus, effective interaction between a teacher and children in a subject-based play environment is only possible in a comprehensive manner, taking into account all three conventionally identified components.

The environment has a significant impact on the upbringing, development, and socialization of children. Due to its potential, the subject-game environment is an important factor in the interaction between the teacher and children. It contains appropriate opportunities for implementing an individual approach and demonstrating an active, proactive position. Filling the object-based play environment helps to satisfy children’s needs, including in play, which makes it possible to smooth out the initial inequality of the subjects of interaction. These provisions are implemented in an environment of appropriate orientation, consistent with the characteristics of the activities of the subjects.

The model of interaction between a teacher and children in an object-based play environment (O. A. Komarova) is based on the fundamental principles of effective construction of the interaction process: emotional comfort; personalization; activity; openness.

Rice. 1. Model of interaction between teacher and children in the subject-game environment of a preschool educational institution

Building interaction between a teacher and children of senior preschool age in the subject-game environment of a preschool educational institution is difficult due to a number of factors. Most teachers and children have limited knowledge and understanding of the elements of the subject-game environment, the possibilities of making changes and additions to the environment. The transmission and interchange of knowledge and ideas is not carried out due to the above-mentioned circumstances, as well as the low activity of teachers and the inability to transfer existing knowledge into work practice. Joint activities between teachers and children in a subject-based play environment rarely take place and, as a rule, are not aimed at cooperation and achieving common successful results. On the part of the teacher, there are restrictions on activity and suppression of children’s initiative, which indicates the use of an educational and disciplinary model instead of a personality-oriented one. Accordingly, partnerships are either not established or are of a situational nature. The general emotional background of communication between the teacher and children is generally reduced. These facts impoverish the potential of the object-based play environment and lead to its devaluation as a condition for interaction with preschoolers.

The interaction of a teacher and children in the subject-play environment of a preschool educational organization can be expressed at three levels: high, medium and low (O. A. Komarova). Their characteristics are presented in Table 2.

table 2

Levels and indicators of interaction between teacher and children in the subject-game environment of preschool educational institutions

The indicated indicators allow us to trace the process of development of interaction between a teacher and children from an authoritarian to a democratic model of relations.