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Educational environment as an important condition for the formation of communicative competence of future preschool education professionals

Journal: Bulletin of Postgraduate education: collection of scientific papers. Series «Educational sciences» Category "B" (Vol.13, No. 42)

Publication Date:

Authors : ; ;

Page : 276-289

Keywords : specialist in preschool education; communicative competence; communication; pedagogical conditions; educational environment; subject-subject interaction.;

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The article theoretically substantiates the educational environment as an important factor in the effective communicative training of future educators of preschool institutions, highlights the concept of «subject-subject interaction» as the basis for the organization of such an environment. Emphasis is placed on such an important component of the professionalism of future professionals in the specialty «Preschool Education», as they have a high level of communicative competence – the ability to show respect for individuals of any age, be tolerant and correct in communication, quickly and effectively resolve conflict situations, take responsibility, control one's own behavior and the behavior of others, etc. It is noted that the lack or low level of established communicative competence of preschool education specialists will make it difficult for them to perform their professional duties, reduce the quality of professional activity, and prevent career growth. The advantages of subject-subject interaction of teacher and students in contrast to subject-object are shown, the main communicative methods of establishing subject-subject interaction are presented – elimination of blocking communicative affects, creation of atmosphere of security, approval of oral answers on their own initiative, creating tolerant conditions, etc. The article also states that the subject-subject interaction of participants in the educational process, first, performs a number of important functions for the formation of communicative competence (constructive, organizational, communicative-stimulating, emotional-corrective, control-evaluation), second, involves the development of future professionals in preschool education such personal qualities as empathy, reflection, tolerance, and so on.

Last modified: 2021-01-11 17:37:27