ATRIBUTIVE FUNCTIONS OF SPEECH ACTIVITY THE CHILDHOOD TEACHER FOR STIMULATING THE SOCIAL COMPETENCE IN THE CHILD AT PRE-SCHOOL AGE
Journal Title: Knowledge International Journal - Year 2018, Vol 26, Issue 2
Abstract
The modern educational situation is characterized by many challenges that require the need to update conceptual and strategic statements related to the professional realization of the educator. The discussed needs for social competence in a modern society determine the need to rethink the mission of pre-school education with emphasis on the concept of "pro-socialism". In the context of the new educational paradigm, this determines the particular significance acquired by the teacher's communicative skills, given the specificity of the pedagogical profession as a "speaking profession". Today, the educational institution is placed in the competitive environment of "e-education". The modern teacher has formulated the expectation of mastering information and communication technologies in education. As an educational platform, the web-environment offers multiple incentives and unrestricted access to information for all who have initial learning literacy. The realization of the possibilities of virtual reality, with its educational potential from many active teachers, contributes to the modernization of the educational technologies. As an alternative to the traditional organization of the educational process, web-based education is not only recommended, but also preferred and applied in today's pre-school educational institution. But, in parallel, it determines the leading need of the child in the kindergarten for understanding, acceptance and security, which can only be provided to him by the "living contact" with the adult / the teacher. Due to this need of the child in pre-school age the forming teacher's function retains its necessity and timeliness, but the ability to ensure full verbal interaction with the child is actually the leading meaning of the presence of the teacher in the kindergarten. As specific to verbal communication in kindergarten, its functions are to create conditions for psychosocial adaptation and mental comfort, which requires the educator to support the inclusion of the child as a partner and an active participant in the verbal interaction. From this position, the professional role of the teacher in the kindergarten is to perform the pedagogical interaction on the basis of the acquired skills for effective verbal activity. In the psycholinguistic aspect, verbal activity corresponds to the speaker's ability to realize his intentions by converting them into signals of the culturally-acceptable code, and providing an adequate interpretation of them by the listener. As a teacher's skill, verbal activity is called upon to dynamize the conventional model of education, from pedagogical impact to pedagogical interaction, and is seen as a result of the optimal unity of professional motivation and activity on the one hand, and on the other, as a complex of speech and communicative skills.
Authors and Affiliations
Gergana Dyankova, Sofia Dermendzchieva
Keywords
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