Russian Federation
Perm, Russian Federation
Nizhniy Novgorod, Nizhny Novgorod, Russian Federation
The article reflects the results of theoretical and methodological understanding of the problem of communication culture. Based on the analysis of research carried out by scientists in the field of “culture” phenomena (works by G.V. Valetova, L.S. Vygotsky, A.A. Zvorykin, G.G. Karpov, L.N. Kogan, V.P. Komarov, A.N. Nekrasova and others) and “communication” (works by M. Buber, B. Waldenfels, V.V. Windelband, G. Gadamer, E. Husserl, V. Deltey, A. Camus, F. Nietzsche; L.F. Alimskaya, B. G. Ananiev, A.A. Bodalev, V.A. Kan-Kalik, N. A. Kaftailova, S. N. Kostromina, B. F. Lomov, A. V. Mudrik, V.N. Myasishcheva, T.G. Paimurzina, I.I. Rydanova, etc.), the authors of the article come to the conclusion that the culture of communication is nothing more than an active interpersonal subject-subject interaction of people, which implies the orientation of those who communicate on each other, through taking into account their personal needs, interests and capabilities. Concluding that competently organized communication is of particular importance at the basic levels of ontogenesis, and defining the study and development of psychological and pedagogical conditions aimed at optimizing the culture of communication between all participants in the educational process of preschool educational institutions, based on the theoretical and methodological analysis carried out the authors of the article highlight the parameters for assessing the culture of communication, which in the future will form the basis both for determining the monitoring program and for developing the content of the developing program.
culture, communication, culture of communication, pedagogical communication, culture of pedagogical communication
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