Pedagogical interaction in educational process of primary school: essence and functions

The purpose of the article is to analyze the essence and functions of pedagogical interaction, as the main way of organizing the educational process in primary school. The generalized concept of "pedagogical interaction" is defined and specified. It is stated that the essence of pedagogical interaction, that is, its inner side, is determined by communication, relations, action (influence). Communication in pedagogical work acts as a means of solving educational problems, as a system of providing educational process and is an important condition for establishing interaction between teacher and students. Note that pedagogical communication is a way of expressing pedagogical interaction and consists of a system of actions. The same interaction can be achieved through communication of different directions. Pedagogical communication during teacher interaction with students will be optimal, bright and specific if the teacher has a system of communicative skills. The following groups of communicative skills necessary for use in the process of pedagogical interaction are identified: affective, cognitive, value-oriented, practical. Low culture of communication, inability to use his means, psychological unpreparedness are a serious obstacle in establishing a good relationship. Relationships - in the broad sense of the word - result from the comparison of two objects on a specific trait. In the narrow, it is the position of the individual in relation to everything that surrounds him, as well as to himself. Pedagogical relationships are relationships that arise through pedagogical communication between the teacher and the students. The third party of pedagogical interaction is the influence of the teacher on the student, which can be twofold: the influence of the teacher both personality and influence through the actions of teachers. The functions of pedagogical interaction are governed by factors related to the educational process, communication features, teacher-pupil relationships, moral and legal norms, teacher and student characteristics. Therefore, functioning can be external and internal and limited to three areas: emotional (affective), value-orientation, regulatory-practical, which underlies information exchange. The construction of a new school is closely linked to the way in which the educational process is organized, with the activity of students and teachers in it. In our opinion, the optimal way of organization is pedagogical interaction, the essence and functions of which are investigated.