Abstract:

The article highlights the relevance of the problem of pedagogical communication, without which the processes of learning, upbringing, and development of the younger generation are impossible. The purpose of the article is to reveal the features of pedagogical communication of a teacher with younger schoolchildren. In particular, the essence of the concept of «pedagogical communication» is clarified.

The main stages of pedagogical communication are considered. Attention is focused on the main functions of pedagogical communication: empathy, organization of activity, cognition of the personality, organization of interpersonal interaction, etc. Different positions of the teacher in relation to students are considered: «from above» (parents), «from below» (child), «nearby» (adult). Three types of teacher’s attitude towards students are characterized: encouraging, formally demanding, inconsistent. The essence of the concept of «communication style» is revealed.

The characteristics of authoritarian, democratic, liberal communication styles are presented. Attention is drawn to the main styles of pedagogical communication: communication-flirting; communication based on a friendly attitude; communication, based on passion for joint creative activity; communication-distance; communication-intimidation. Typical communication models are described: «Chinese Wall», «Mont Blanc», «Robot», «I myself», «Locator», «Hamlet», «Groove», «Friend». Communicative barriers are outlined: negative attitudes based on past communication experience; fear of the class; fear of making a mistake, etc. Attention is drawn to the types of behavior that complicate communication with other people: excessive passivity in order to avoid judgments; excessive focus on others in order to expand contacts; excessive focus against others (criticality, suspicion, aggressiveness). Conflict-generating pedagogical situations are identified: conflicts of relationships, conflicts of activity, conflicts of behavior. Types of pedagogical conflicts are considered.

The author’s definition of the concept of «ways of optimizing pedagogical communication» is proposed. Ways to overcome barriers to pedagogical communication have been identified: holding regular individual conversations of a humane nature and various events in a relaxed atmosphere; visiting students at home; talking with students on topics of interest to them, etc. The results of the study indicate that a high culture of pedagogical communication is an indisputable guarantee of success in all areas of social reality and pedagogical activity.

Keywords: communication, pedagogical communication, younger schoolchildren, teacher, elementary school.

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