Communication should unite the family, and many parents do not realize that they have chosen the wrong style of communication with their children. Not only the hostile attitude of the parents, but also their liberalism, can harm the baby.
There are the following styles of communication with children:
- conniving or permissiveness (as a rule, with this style, the baby gets what he wants through tantrums and whims: “I want”, “give”). The child cannot be blamed for this, he does not know another style of communication. As a result, he is unable to grow up as a mature man, because he does not understand the word "must." In school and in the garden, such a child is stubborn, conflicted, and selfish;
- alienation, when parents do not hear, do not see, or do not want to hear and see their children;
- hyper-care, when parents unknowingly deprive a child of any independence (psychological, moral, physical, social), as well as development;
- dictatorship - this style implies harshness, rudeness, ignoring, disrespecting any initiative of the child, as well as his desires; in dictatorship, parents resort to physical punishment;
- respect - this style is manifested in love and respect for the child from an early age; parents encourage the individuality of the child, talk on topics of interest to him, direct their children, giving them freedom of choice.
Communication of the teacher with children
Professional activity of an educator is impossible without pedagogical communication. The communication of the caregiver with children is a system of interaction with the aim of providing an educational impact, as well as forming a child’s self-esteem and expedient relationships, creating a favorable microclimate for mental development. The teacher should strive to make pedagogical communication with children most effectively, which will contribute to the mental development of children. To achieve this, the teacher should know what his students are expecting from intercourse, and also take into account the changing need throughout childhood.
Communicating with a child educator prepares the emergence of newer, more complex activities. The content and form of pedagogical communication of an educator are determined by specific tasks being solved in the process of managing the activities of children.
The effectiveness of pedagogical communication largely depends on the ability of the caregiver to take into account the age and individual characteristics of children. The teacher chooses the form of exposure to communicate with children of different temperaments, as well as age. The tutor often expresses a special warmth to the smallest ones, and also uses gentle forms of address that the kids are used to hearing in the family. The teacher expresses interest and sensitivity in work towards older children. However, in this case, for the optimal nature of the relationship, it is necessary to have the ability and joke, and if necessary, speak strictly and seriously.
The content of communication of an educator varies in accordance with the behavior of children, and their inclinations, interests, gender, and features of the family microenvironment are also taken into account. The teacher in the process of interaction with the kids uses both indirect and direct effects.
The direct effects are those that are directly addressed to the pupil, as well as relate to his behavior or relationships (display, explanation, indication, reprimand, approval). Indirect effects include exposure through other persons. Effective in working with children indirect effects are the effects of gaming communication.
Communication of children with peers
The preschool world of a child is not limited to the family. Children become very significant people for a child. As they grow up, the preschooler will appear important contacts, as well as conflicts with peers. There is no such kindergarten group, no matter where the complex scenario of interpersonal relationships unfolds. Preschoolers help each other, quarrel, take offense, reconcile, jealous, make friends, do dirty tricks.
Relationships are acutely experienced by children and often filled with a variety of emotions. Educators and parents often do not suspect the range of feelings that children experience, and of course, they don’t attach special importance to children's offenses, friendships, quarrels. The experience of the first relationship is the foundation on which the further development of the personality will be based. The first experience determines the attitude towards others, and it is not always positive. For most babies, negative attitudes are attached to those around them, which has long-term sad consequences. The task of adults is to detect problems in interpersonal relationships in time and help them overcome their child. Adult help is based on understanding the reasons that underlie children's interpersonal relationships. Internal causes provoke a steady conflict of children with peers, make you feel lonely. Such a feeling belongs to the most difficult, destructive experience.
An internal conflict revealed in a timely manner requires not only attention from adults, but also observation, knowledge of psychological characteristics, as well as patterns in the development of communication.