Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities
Semenova T.S. PhD (Psychology), Assistant Professor, Pedagogical Institute. V.G. Belinsky, Faculty of Pedagogy, Psychology and Social Sciences, Department "Pre-school and defectological education", FSBEI of HE "Penza State University" (PSU), Penza, Russia, firstname.lastname@example.org
The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.
Keywords: pedagogical communication, pedagogical skills, master teacher, teacher– not a master, interaction of the teacher and students in the classroom, children's satisfaction with the relationship with the teacher, the mood of children at school, school values
Arkhireeva T.V. Sub"ektivnoe blagopoluchie mladshikh
shkol'nikov [Subjective well-being of junior schoolchildren]. Vestnik
Novgorodskogo gosudarstvennogo universiteta, 2017, no. 4 (102), pp. 13–16.
Berezovin N.A., Kolominskii Ya.L. Uchitel' i detskii
kollektiv: psikhologo-pedagogicheskoe issledovanie [Teacher and children's
team: psychological and pedagogical research]. Minsk: BGU Publ., 1975.
Dubrovina I.V. Psikhicheskoe i psikhologicheskoe zdorov'e
v kontekste psikhologicheskoi kul'tury lichnosti [Mental and psychological
health in a context of psychological culture of a personality]. Vestnik
prakticheskoi psikhologii obrazovaniya, 2009, no. 3, pp. 17–21. (In
Ermakova I.V., Danilenko O.V. Tsena adaptatsii i kak ee
snizit' [The cost of adaptation and how to reduce it]. Narodnoe
obrazovanie, 2009, no. 4, pp. 248–256. (In Russ.).
Zelenova M.E. Adaptatsiya k nachal'noi shkole: osobennosti
psikhicheskogo sostoyaniya i povedeniya pervoklassnikov v zavisimosti ot tipa
pedagogicheskogo vzaimodeistviya ikh uchitelei [Adaptation to primary school:
peculiarities of mental state and behavior of firstgraders depending on the
type of pedagogical interaction of their teachers]. Psikhologicheskayanauka i obrazovanie=Psychological science and education, 2000,
no. 1, pp. 22–29. (In Russ.).
Isaev D.N. Psikhoprofilaktika v praktike pediatra
[Psychoprophylaxis in pediatric practice]. Moscow: Meditsina Publ., 1984. 192
Kagan V.E. Psikhogennye formy shkol'noi dezadaptatsii
[Psychogenic forms of school disadaptation]. Voprosy psikhologii, 1984,
no. 4, pp. 89–94. (In Russ.).
Kan-Kalik V.A. Uchitelyu o pedagogicheskom obshchenii [A
teacher about pedagogical communication]. Moscow: Prosveshchenie Publ., 1987.
Lutoshkin A.N. Emotsional'nye potentsialy kollektiva
[Emotional potentials of the team]. Moscow: Pedagogika Publ., 1988. 125
Polivanova K.N. Takie raznye shestiletki. Individual'naya
gotovnost' k shkole: diagnostika i korrektsiya [So different six-year-olds.
Individual readiness for school: diagnosis and correction]. Moscow: Genezis
Publ., 2003. 271 p.
Prikhozhan A.M. Psikhologiya trevozhnosti: doshkol'nyi i
shkol'nyi vozrast [Psychology of anxiety: preschool and school age].
Saint-Petersburg: Piter Publ., 2009. 192 p.
Sobkin V.S., Ivanov I.D., Kalashnikova E.A. Uchitel'
glazami sovremennogo podrostka [A teacher through the eyes of a modern
teenager]. In Sobkin V.S. (eds.), Sotsiologiyaobrazovaniya. Trudy po
sotsiologii obrazovaniya. Vol. XVI. Iss. XXVIII. Moscow: Institut
sotsiologii obrazovaniya RAO Publ., 2012, pp. 179–192.
Stouns E. Psikhopedagogika. Psikhologicheskaya teoriya i
praktika obucheniya [Psychopedagogy. Psychological theory and practice of
teaching]. Moscow: Pedagogika Publ., 1984. 472 p.
Khoziev V.B. Psikhologicheskoe konsul'tirovanie roditelei
pervoklassnikov i mladshikh shkol'nikov [Psychological counseling for parents
of first-graders and younger schoolchildren]. Psikhologiya i shkola,
2008, no. 4, pp. 17–30. (In Russ.).