HUMANIZED COMMUNICATION WITH CHILDREN OF EARLY AND PRESCHOOL AGEJournal: BULLETIN OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY (Vol.47, No. 3)
Publication Date: 2021.12.29
Authors : Artemova Lyubov;
Page : 86-96
Keywords : humanization; children’s choices; early; preschool age; subject-subject interaction; communication;
The article analyzes the principle of humanization since its proclamation since the Middle Ages by teachers-democrats who understood the nature of the child. The meaningful interpretation and content of the principle was transformed in accordance with the changes of social formations from authoritarian to democratic. The emergence of new psychological and pedagogical knowledge about the child and its development contributed to a significant transformation of the humanistic understanding and using of this principle in the pedagogical process. The modern concept of child's optimal development in terms of subject-subject interaction with adults has significantly enriched the semantic component of the humanization principle in relation to the pedagogy in the school educational process. However, the essence and application of the humanization principle in the conditions of subject-subject interaction of parents, teachers with children of early and preschool age have remained little studied. To substantiate the pedagogy of subject-subject interaction and communication of adults with children of early and preschool age as the basis of the principle of humanization. Building the interaction of adults with children on the basis of the subjectivity of its participants is propaedeutic and the basis for the humanization of their interpersonal relationships, which are formed, developed, expressed in communication. The partnership provided by such interaction becomes for small children a school of mutual understanding with adults (parents and teachers). Communication with the subjects of humanized interaction teaches adults to take into account the legitimate choice of children as a manifestation of their personality from the first year of life, creating conditions for their self-expression, self-affirmation and timely optimal development. Further application and specification of the application of the subject-subject component of the principle of humanization to children at different ages is needed.
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