Constructive interaction. Basic Research

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Constructive interaction between employees of an enterprise can be based on the authority of managers, a system of lifelong employment, a high level of income, a rational management style, and a psychological atmosphere in the team.

Combining national efforts, constructive interaction for the sake of survival and development, this course is in international relations dictated by the interests of humanity, interdependence and integrity of the modern world.

The main provisions of the new ecological concept The Russian Federation should become the basis for constructive interaction between government bodies of the Russian Federation and its subjects, bodies local government, entrepreneurs and public associations to ensure a comprehensive solution to the problems of balanced economic development and improvement of the environment. These provisions should form the basis for developing a long-term public policy ensuring sustainable economic development of the country while observing environmental safety society.

The condition for universal human progress is the search for a joint solution to global problems, the establishment of constructive interaction between states and peoples on a planetary scale, and the inadmissibility of using war as a means of achieving political, economic, ideological and other goals.

It combines the historical competition of the two systems and the growing tendency towards constructive interaction of all states, without which it is impossible to solve the global problems that face humanity. Objective conditions have arisen when the confrontation between the two systems can and should take place exclusively in the forms of peaceful competition and peaceful rivalry, and peaceful coexistence is intended to become the highest universal principle of international relations.

Implementing democracy through military means is certainly less realistic than through cooperation and constructive interaction. I do not mean to suggest that my vision of responsible American leadership is diametrically opposed to the policies pursued by supporters of the idea of American supremacy. Both approaches involve the possibility of US intervention in the internal affairs of other states, but I insist that this must be done only legally. For the rest of the world, the Bush Doctrine is not a legitimate basis. This is why I think the Bush administration's policies are so disastrous. It closes America's path to leadership in the community of democracies before it even takes it. My personal experience is that cultivating an open society is not easy, even with the best intentions. The task becomes almost impossible when America is perceived as a country pursuing its own interests.

Our remark is closely related to van Hove's remark that scattering should be considered as the result of a constructive interaction between the wave function and the function complex conjugate to it. The evolution of each of these two functions in time cannot be considered independently, since they give rise to the evolution of the density operator in time.

With the combined method, parts of elements and devices are depicted together (in close proximity to each other) taking into account their constructive interaction.

The main provisions of such a policy are contained in Decree of the President of the Russian Federation dated February 4, 1994 No. 236 On the state strategy of the Russian Federation for environmental protection and ensuring sustainable development, which approved the Basic provisions of the state strategy of the Russian Federation for environmental protection and sustainable development as the basis for constructive interaction between government bodies of the Russian Federation, its constituent entities, local governments, entrepreneurs and public associations to ensure a comprehensive solution to the problems of balanced economic development and improvement of the environment.

Constructive interaction is any step in communication that leads to expected actions or to successful adjustment of previously committed actions. Constructive interaction obliges the sender to pay special attention to all decisions throughout the communication process. You should ensure that each of the twelve elements listed is sufficiently developed to ensure that the intended action is taken by the recipient. If you miss even one element, the communication process may fail.

For constructive interaction, the ability to form the correct personal opinion and make an adequate decision is very important. To ensure effective communication with employees and achieve long-term organizational goals, any information exchange at the operational level must be very flexible. As we know, the mentioned factor is already significant today, and for the organization of the future it will simply become an urgent necessity.

Experienced negotiators strive to create an atmosphere of constructive interaction and use persuasion rather than pressure. Even if counterparties refuse to accept the terms of positive play, behave illogically or try to put pressure on you, be restrained, reasonable and polite and maintain communication as long as possible.

It is impossible to solve universal, global problems through the efforts of one state or group of states. What is needed here is cooperation on a global scale, close constructive interaction between most countries.

His calm and democratic manner of resolving controversial issues with which our academic reality is full, his willingness to compromise when it came to details, and his firmness in defending positions in which he was convinced, significantly contributed to the adoption of many decisions useful for the Academy. His daily and painstaking work also helped to establish constructive interaction between the Academy and power structures Republic of Bashkortostan.

Everyone needs the ability to constructively interact with people, find an approach to them, and win them over. These skills form the basis of success in life. An uncommunicative, gloomy person will experience difficulties in communication: it is difficult for him to establish contacts with other people and achieve success in his activities.

Mastery of the art of communication, knowledge of the psychological characteristics of interaction, and the ability to use constructive interactions in the communication process are important for the full development of the individual.

It is unlikely that anyone will object to the fact that the development of a child’s psyche and personal qualities is determined by the relationships that develop throughout life between the individual and his immediate environment. The child first develops as an emotional personality, and after the severity of psycho-emotional experiences decreases, behavioral aspects begin to clearly manifest themselves. The inability of adults to understand and direct children’s emotions in the right direction leads to gross mistakes in the upbringing of schoolchildren and, moreover, negatively affects the formation of the “I-concept” of a growing person.

In order to determine the influence of constructive interactions on the formation of communicative competence, we will designate the relationship between the categories “communication and interaction”. Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a joint interaction strategy, “perception and understanding of another person” and how the interaction of subjects carried out by sign means, caused by the needs of joint activities and directed to a significant change in the state, behavior and personal and semantic formations of the partner.

In the pedagogical sphere, interactions are dual in nature. Traditional pedagogy recognizes the leading role of the teacher in the educational process and, accordingly, such forms of interaction as mentoring, suggestion, influence, persuasion (on the part of the teacher) and imitation, assistance, inaction or opposition on the part of the student.

In connection with the humanization of education, there have been trends towards changing the nature of relationships and interactions between teachers and students. Interaction is understood as the relatively equal participation of adults and children in joint activities. The foundations of this particular type of interaction are that the other is accepted as he is, without drastic, in some way destructive, influences on his consciousness and behavior. We emphasize that the position of acceptance is equally significant for each participant in the interaction.

The humanistic approach allows you to accept the child as he is and preserve his unique worldview: rely on the positive in the developing personality; do not compare your child with others; evaluate not the child’s personality, not his behavior as a whole, but only specific actions; proceed from the interests of the child, taking into account the prospects for his development. Communication permeates all types human activity.

And educational activities, which act as the leading activity in the younger school age, and communication rely on interactions.

Let's highlight the following types pedagogical interaction (Korotaeva E.V.):
— destructive (destructive) the type of pedagogical interaction distorts the form and content of education, destabilizes connections between participants, elements pedagogical system;
— restrictive (limiting) the type of pedagogical interaction is carried out through control over the development and formation of individual personality qualities without taking into account a holistic approach to the process of personality development;
— restorative (supportive) the type of pedagogical interaction is aimed at solving tactical problems in the educational process, ensuring the preservation of the achieved result;
— constructive (developing) the type of pedagogical interaction simultaneously ensures the integrity of personality development and creates conditions for its further comprehensive development and optimal adaptation to society.

Thus, communication and interaction constitute a complex dialectical unity. We assume that the use of constructive interactions in the educational process regulates cognitive activity junior schoolchildren and allows the child to develop the ability to emotionally anticipate the situation of interaction, thereby preparing him for independent activity in conditions of failure. One of the main tasks of constructive interactions is training and self-education in adequate ways of communication and behavior, as well as consolidation and subsequent development of mechanisms of personal and semantic regulation. Constructive interactions are the process and result of joint activities of people, in which each participant in the activity is included. The activity, accordingly, itself develops and expands the sphere of knowledge of everyone’s skills and abilities, and at the same time forms a value-based attitude towards all participants in the activity and to the activity process itself directly.

In the third and fourth grades of one of the schools in Yekaterinburg, we are implementing a program for the development of students’ communicative competence based on constructive interactions in the teacher-group, teacher-child, child-child, child-group system. During the classes, students gain knowledge of how to communicate, practice using adequate methods of behavior, and master the skills of constructive interactions both in situations of success and failure. As a result, each student learns personal self-regulation, which, as the main factor of activity, is associated with the awareness and implementation of a value-based attitude towards other people and the process of activity.

In the future, we plan to explore the possibility of introducing constructive interactions into practice targeted development value relations towards peers among first-graders in parallel with the development of communicative competence.

Literature:

Belkin A.S. Pedagogy of childhood - Ekaterinburg: "Socrates", 1995-152p.
Bodalev A.A. Personality and communication - M.: International Pedagogical Academy, 1995-328p.
Korotaeva E.V. Issues of theory and practice of interaction pedagogy. Ekaterinburg, 2000-132p.
Obukhova L.F. Child psychology: theories, facts, problems. - M.: Trivola, 1995. - 360 p.
Rubinshtein S.L. Fundamentals of general psychology. - St. Petersburg: Peter, 1999.

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Moscow Department of Education

State Autonomous Educational Institution of Higher Education in Moscow

Moscow City Pedagogical University

Institute of Pedagogy and Psychology of Education

Department of Preschool Education

Direction: 44.03.01 - Pedagogical education

Training profile: Management of preschool education

COURSE WORK

Pedagogical conditions for interaction and cooperation of participants educational process and in a preschool educational organization

Matykina Olga Vladimirovna

3rd year student, s/o

Scientific adviser:

Doctor of Pedagogical Sciences, prof. Karpova S.I.

Moscow - 2017

INTRODUCTION
Chapter 1. general characteristics constructive interaction

1.1 Constructive interaction: concept and essence
1.2 Elaboration of the issue of constructive thinking
1.3 Constructive interaction in the context of a conflict situation
Conclusions to the first chapter

Chapter 2. Pedagogical conditions for constructive interaction with preschoolers

2.1 Constructive interaction in preschoolers
2.2 Conclusions from the study
Conclusions to the second chapter

Conclusion
List of sources used
INTRODUCTION
Relevance of the topic
Constructive interaction is a certain step in communication that leads to expected actions or to successful adjustment of previously committed actions. Constructive interaction obliges the sender to pay special attention to all decisions throughout the communication process. You should ensure that each of the twelve elements listed is sufficiently developed to ensure that the intended action is taken by the recipient. If you miss even one element, the communication process may fail.
Communication in teaching is not just one of the functions of a teacher, it is a universal means and form of this activity. It acts as a way of organizing relationships and joint activities. For a teacher, knowledge of communication abilities and skills, its patterns, is especially important in solving the problem of being successful. And this is possible only if students are productively included in joint activities with the teacher, mutual understanding is established, i.e. full pedagogical communication.
When establishing genuine cooperation and interaction between the teacher and students in the teaching and educational process, it is necessary to orient students to joint creative activities with the teacher. There are at least three principles that can be included as a basis for modeling constructive communication and productive learning interactions:
1. During formation educational activities as a system of interaction, not only cognitive actions should be formed, but also a communication style and relationships, while the interaction of the teacher and students acts as the leading force in the processes of education and communication.
2. The most significant role in improvement cognitive actions, personality and motives of the student are assigned to the type of interaction in which, through active participation in productive activities jointly with the teacher, the student’s own productive activity is activated. With constructive cooperation, the teacher is also educated and trained.
3. Interpersonal relationships and joint actions in the “teacher-student” system are a kind of means of productive activity of the student, in which he comprehends the activity being mastered only if he cooperates with the teacher. This occurs due to the student realizing his capabilities, perhaps still small, with the help of the teacher.
Object of study - Constructive interaction.
Subject of study - Pedagogical conditions for constructive interaction.
Goal of the work- description of pedagogical conditions for constructive interaction.
Research objectives:

Describe the features of constructive interaction;

Characterize the pedagogical conditions for constructive interaction.

Chapter1 . General characteristics of constructive interaction

1.1 Constructive interaction: concept and essence

Modern science pays great attention to issues related to the study of contacts between people. The functioning of modern society is impossible without active interaction its members with each other. High quality and quantitative characteristics interactions affect the effectiveness of work in all spheres of public life.

In the very general view in philosophical and social sciences, interaction, according to N.E. Yatsenko is understood as a universal form of connection between bodies and phenomena, expressed in their mutual influence on each other and change. Stolyarenko, A.M. Psychology and pedagogy: Textbook. / A.M. Stolyarenko. - M.: UNITY, 2014. - 543 p.

In the psychological and pedagogical literature there is no single interpretation of the concept of “interaction”. To consider this phenomenon, a definition based on the organization of joint activities is essential. Cognition and mutual influence of people on each other, says A.A. Bodalev, is an essential element of any joint activity. The nature of their interaction and the results they achieve in joint activities largely depend on how people reflect and interpret appearance and behavior and assess each other’s capabilities.

Interaction, from the point of view of L.V. Bayborodova, is a universal form of development, a mutual change in interacting phenomena, both in nature and in society, bringing each link to a qualitatively new state. Interaction reflects a wide range of processes in the surrounding reality, through which cause-and-effect relationships are realized, exchange occurs between the interacting parties, and their mutual change occurs.

Philosophy points to the following signs of interaction as real phenomenon: simultaneity of existence of objects; two-sided connections, mutual transitions of subject and object into subject; pattern of connection at the entity level; interdependence of changes between the parties; internal self-conditioning of objects. Gromkova, M.T. Higher school pedagogy: Textbook / M.T. Gromkova. - M.: UNITY, 2013. - 447 p.

In psychological and pedagogical sciences interaction is often associated with two phenomena: communication and joint activity. One of the aspects of communication (interactive) is called interaction by G.M. Andreeva. The interactive side of communication, the scientist believes, is a conventional term denoting the characteristics of those components of communication that are associated with the interaction of people, with the direct organization of their joint activities. The study of the problem of interaction has a long tradition in social psychology. Some authors simply identify communication and interaction, interpreting both as communication in the narrow sense of the word, others consider the relationship between interaction and communication as the relationship between the form of a certain process and its content. Sometimes they prefer to talk about related things, but still independent existence communication as communication and interaction as interaction.

Interaction can also be interpreted as the organization of joint activities. During it, it is extremely important for participants not only to exchange information, but also to organize an “exchange of actions” and plan a common strategy.

The psychological content of the process of exchange of actions includes three points: taking into account plans “ripe in the head of the other” and comparing them with own plans; analysis of the “contributions” of each interaction participant; understanding the degree of involvement in the interaction of each of the partners.

The basis of social activity, T. Parsons believes, is interpersonal interactions consisting of single actions. A single action is an elementary act; systems of actions are subsequently formed from them. Each act is taken on its own, in isolation, from the point of view of an abstract scheme, the elements of which are: the actor; “other” (the object towards which the action is directed); norms (by which interaction is organized); values (which each participant accepts); situation (in which the action is performed). Rabotnov, L.D. School theater pedagogy: Textbook / L.D. Rabotnov. - St. Petersburg: Planet of Music, 2015. - 256 p.

The structure of interaction: people, their connection, influence on each other, and, as a consequence of this, their changes (M. Weber, P. Sorokin). J. Shepanski proposed a description of the structure of interaction from the point of view of the stages of its development. For him, the central concept in describing social behavior is the concept of social connections. It can be presented as a sequential implementation of: spatial contact; mental contact (mutual interest); social contact(Team work); interaction (which is defined as “the systematic, constant implementation of actions aimed at causing an appropriate reaction on the part of the partner...”); social relationship (mutually related actions).

There is another descriptive approach to analyzing interaction - constructing classifications of its various types. The most common is the dichotomous division of all possible types of interaction into two opposite types: cooperation and competition (consent and conflict, adaptation and opposition, association and dissociation). In the first case, such manifestations are analyzed that contribute to the organization of joint activities and are “positive” from this point of view. The second group includes interactions that in one way or another “shatter” joint activity and represent a certain kind of obstacle to it.

In our study greatest attention is given to cooperative interaction, meaning the coordination of the individual forces of the participants. The attributes of cooperation are processes such as mutual assistance of participants, their mutual influence, and their involvement in interaction. Cooperation is a necessary element of joint activity, generated by its special nature. Stolyarenko, L.D. Psychology and pedagogy: a short course of lectures / L.D. Stolyarenko, V.E. Stolyarenko. - M.: Yurayt, 2013. - 134 p.

A.N. Leontyev named two main features of joint activity: the division of a single process of activity between the participants; a change in everyone’s activity, since the result of everyone’s activity does not lead to the satisfaction of his needs, which means a discrepancy between the subject and motive of the activity. The means of connecting them are the relationships developed during joint activities, which are realized primarily in cooperation.

The essential features of pedagogical interaction that are important for our study were highlighted by G.M. Kodzhaspirova and A.Yu. Kodzhaspirov. They understand this phenomenon as accidental or intentional, private or public, long-term or short-term, verbal or non-verbal personal contact between teacher and student, resulting in mutual changes in their behavior, activities, relationships, and attitudes. In a humanistically oriented pedagogical process, the relationships between the participants are partnership, equal, parity, and the interaction itself is characterized by such terms as mutual understanding, mutual knowledge, relationships, mutual actions, mutual influence. In their opinion, interaction can take two main forms: cooperation and competition. Cooperation is characterized by the achievement of mutual agreement and solidarity in understanding the goals of joint activities and ways to achieve them. In competition, the success of some stimulates or inhibits the purposeful and productive activities of other participants in joint work. Stolyarenko, L.D. Social pedagogy: Textbook for bachelors / L.D. Stolyarenko, S.I. Samygin, I.V. Tumaikin. - M.: Dashkov and K, 2014. - 272 p.

All the main characteristics of interaction are reflected in its types. The most significant type of interaction for our research is social. In understanding its essence, we agree with the concept of L.V. Bayborodova and by social interaction we mean the totality of life processes in which a person and essential characteristic which are mutual changes of interacting parties as a result of mutual influences and influences. In this meaning, any subject activity of a person, his communication is social interaction. In a narrower sense, social phenomenon Not any human interaction is considered, but only that which provides positive, socially valuable changes in the interacting parties. In the third meaning, social interaction is considered as a social relationship between people and social groups. Important specific forms of such interaction are joint activities and communication.

Socially, human interaction is also seen as a way to ensure the continuity of generations. The transfer of experience and information from generation to generation contributes to the interaction of people: specific behavior on the one hand and imitation of this behavior on the other.

A direct and specific indicator of effectiveness is the development of the main characteristics of interaction between participants:

1. By mutual knowledge - objectivity of knowledge personal characteristics, best sides each other, interests, hobbies; the desire to know and understand each other better, mutual interest in each other.

2. By mutual understanding - understanding common goal interaction, community and unity of tasks, understanding and respect for each other’s difficulties and concerns, understanding of the motives of behavior in various situations, adequacy of assessments and self-esteem; coincidence of attitudes towards joint activities.

3. In relationships - showing tact, paying attention to each other’s opinions and suggestions; emotional readiness for joint activities, satisfaction with its results; respect for each other’s position, empathy, sympathy; desire for formal and informal communication; creative nature relationships, stimulating initiative and independence of partners.

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In terms of mutual actions - the implementation of constant contacts, active participation in joint activities; initiative in establishing various contacts coming from both sides; teamwork, coordination of actions based on mutual assistance, consistency; safety net, help, support each other.

5. By mutual influence - the ability to come to agreement on controversial issues; taking into account each other’s opinions when organizing work; the effectiveness of mutual comments that are justified and specific in form, changes in behavior and actions after recommendations addressed to each other. Gurevich, P.S. Psychology and pedagogy: Textbook for bachelors / P.S. Gurevich. - M.: Yurayt, 2013. - 479 p.

In general terms, the development of interaction can be judged by the enrichment of the content of joint activities and communication between partners, methods and forms of interaction, expansion of external and internal relations, and implementation of continuity.

The main characteristics of interaction manifest themselves differently depending on the conditions and situations in which the interaction takes place, which may indicate many types of interaction. IN practical work characterize interaction by optimality, efficiency, frequency and sustainability. Different approaches to the classification of types of interaction do not exclude each other, but once again emphasize the multidimensionality and versatility of this process. It is possible to take the nature of interaction as a basis for classification, highlighting the following three features: the attitude of the interacting parties to each other’s interests, the presence of a perceived common goal of joint activity, and the subjectivity of the position in relation to each other in the interaction. Various combinations These signs are given by certain types of interaction: cooperation, dialogue, agreement, guardianship, suppression, indifference, confrontation. Stolyarenko, L.D. Psychology and pedagogy: Textbook / L.D. Stolyarenko, S.I. Samygin, V.E. Stolyarenko. - Rn/D: Phoenix, 2012. - 636 p.

1.2 Elaboration of the issue of constructive thinking

The problem of constructive thinking is developed in the psychology of business interaction, in the analysis of decision-making problems (D. Heradstveit, W. Navesen, D. Halpern, P. Vaclavik, J. Beavin, D. Jackson).

L.M. Rudina emphasizes this distinctive feature“constructive thinking” as criticality, it indicates that dogmatic thinking is unconstructive. Dogmatic thinking can be expressed in two extremes of “pathological communications”: the first is the literal execution of any orders, without attempts to comprehend; the second is blocking (ignoring) incoming information, either “perceptual defense” or hyperactive behavior. In progress social interaction, the author notes, bearers of dogmatic thinking in situations involving what is permitted (by someone) spontaneous behavior, either refuse it (permission and behavior), or behave in accordance with the permission, i.e., giving up freedom. L.M. Rudina emphasizes that dogmatic thinking leads to a “double-bind trap,” in which case, the researcher writes, “the young person tends to exhibit behavioral rather than cognitive activity.” In addition, L.M. Rudina dwells on the following features of constructive thinking:

Dogmatic thinking often manifests itself within the framework of relationships accepted in social institutions (including the family), its opposite - critical thinking begins to form in adolescence and youth;

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the values proposed in line with dogmatic thinking are rejected, and the anti-script becomes a common strategy for interaction in society;

Constructive thinking is based on the selection of information that rejects, rather than confirms, one’s own hypotheses, which is an effective tactic;

At constructive thinking the forecast is associated with the restructuring of the distribution function of value ideas in accordance with a new task that arises in an unrevealed situation;

Constructive thinking significantly increases both the adaptability of an individual in society and the effectiveness of his activities professionally and personally;

Constructive thinking - logical - analytical method, represents the structuring of the problem space, the formulation of the problem, the construction of a variable field, competent forecasting and risk assessment, and can be effectively formed with short-term programs of 10-16 hours.

Within the framework of the concept transactional analysis The “constructive” characteristic corresponds to the “Adult” state. Describing the behavior of an “Adult,” E. Bern writes: “A person processes information and calculates the probabilities that need to be known in order to effectively interact with the world around him. He knows his own failures and pleasures.” Revealing the essence of the “Adult-Adult” interaction, E. Berne calls this form social action activity or work, such interactions are correlated with external reality, i.e. with the subject of activity. Describing life scenarios“winners” and “losers”, the author of transactional analysis points to “constructiveness” life strategy the former and the “unconstructiveness” of the latter. Stolyarenko, L.D. Psychology and Pedagogy: Textbook for Academic Bachelor's Degree / L.D. Stolyarenko, V.E. Stolyarenko. - Lyubertsy: Yurayt, 2016. - 509 p.

An approach humanistic psychology(K. Rogers, A. Maslow), indicates L.A. Petrovskaya, is distinguished by her characterization of human nature as initially positive, devoid of destructive tendencies. K. Rogers “is distinguished by his faith in man, whom he views as essentially constructive, cooperative, etc.” “An individual exhibits mature behavior when he perceives realistically without being defensive, accepts responsibility to be different from others, accepts responsibility for his own behavior, evaluates experience on the basis of evidence from his own feelings, changes his evaluation of experience only on the basis of new evidence, accepts others as unique individuals, different from themselves, highly esteeming themselves and others.”

E.V. Alekseeva, analyzing the diversity of human behavior in a difficult life situation, identifies constructive and non-constructive strategies. The researcher characterizes constructive ways to solve problems as follows: achieving a goal on your own, carefully thinking about the problem and various ways of its development and resolution (think, talk to yourself; behave thoughtfully; do not do stupid things). Non-constructive behavior strategies are characterized completely differently. E.V. Alekseeva gives the following signs: various ways psychological defense - up to the displacement of the problem from consciousness, impulsive behavior, emotional breakdowns, extravagant actions inexplicable by objective reasons (“I was offended by everyone”, “I can throw a tantrum”, “slamming doors”, “lounging around the streets all day”), aggressive reactions.

Studying psychological problems of mutual understanding, I.M. Yusupov points out that in the course of interpersonal interaction, six figures arise: on the one hand, the first participant is reality, the image of the first, as he imagines him, the image of the second, the second participant, his image in his own eyes, the image of the first in the eyes of the second. Therefore, for mutual understanding it is necessary to realize the image of each of these figures. Although four of the six figures are figments of the imagination, denying them can lead to a decrease in the effectiveness of communication. To ensure a quality hearing for I.M. Yusupov recommends showing full interest in the interlocutor, emphasizing your disposition towards him, being attentive and patient, looking for true meaning messages. The scientist emphasizes the importance of an attitude that plays a conservative role, orienting a person towards a certain behavior, which is a prejudice of a positive or negative nature. The attitude may lead to withdrawal from information that is not consistent with expectations. The reason for this behavior of I.M. Yusupov calls it a lack of agreement with oneself.

The scheme of P.M. is quite well known. Ershova, describing the variants of role positions of communication participants: position of non-participation, extension from above, extension on an equal basis, extension from below. Obviously, only an extension on an equal basis can be considered constructive. Titov, V.A. VPS: Preschool pedagogy. Lecture notes / V.A. Titov. - M.: Prior, 2012. - 192 p.

By type, the most favorable relationships for a person are cooperative relationships that presuppose independence and democracy in decision-making. Modern pedagogy of cooperation proves the fruitfulness and promise of this type of relationship. Here, apparently, analogies in intercultural relations are appropriate. For full-fledged intercultural communication, it is necessary to bring together the points of view and interests of representatives of different cultures and obtain mutual benefits on a solid basis and for a long period of time. This process is not easy and requires serious efforts on both sides. It also requires realism, patience, tolerance - i.e. democratic maturity of interacting individuals or groups. Collaborative relationships arise in the process of communication only in favorable atmosphere, enhancing the feeling of trust, honesty, nobility between participants in the communication process. Clear and effective communication with each other is a prerequisite for cooperation in action. However, diversity and multidirectional interests often force cooperation through agreement and compromise. Stolyarenko, L.D. Psychology and pedagogy: Textbook. Academic course / L.D. Stolyarenko, V.E. Stolyarenko. - Lyubertsy: Yurayt, 2015. - 509 p.

Compromise or agreement most often characterizes that stage of a relationship when each party probes the other party's intentions, clarifies mutual demands and expectations, and determines what results should be obtained. If this preliminary test confirms the reliability of the achievement final result, the agreement acquires a stable status and develops into cooperation. If not, the relationship is broken. In a compromise, each party seeks ground for concessions in order to avoid or overcome a contradiction. Both styles of relationships - cooperation and compromise - carry a rather positive, creative potential, which does not apply to a situation of conflict.

When the negotiation relationship breaks down and the parties are unable to reach an agreement or compromise, a confrontation between perceived differences, between the goals and demands of both parties, arises. conflictual relationships threatening to break all relationships. To preserve and stabilize relationships, it is necessary, first of all, to detect signs of its occurrence, to recognize and acknowledge its presence, to analyze ways and means of resolving it.

A conflict can lead either to the complete destruction of relationships or to the creation of new, positive ones, it depends on the direction of the conflict. There are destructive and constructive conflicts. Destructive conflicts in the community lead to destructive actions, for example, slander, squabbles in the team and other negative phenomena. They ultimately cause a disruption in the structure of the community, its qualitative deterioration, for example, a decrease in labor efficiency in the workforce, the departure of valuable employees, etc. Turchenko, V.I. Preschool pedagogy: Textbook / V.I. Turchenko. - M.: Flinta, MPSU, 2013. - 256 p.

The second option for resolving the conflict is constructive. Constructive is used in one of the meanings (as one that can be used as the basis for something, fruitful (S.I. Ozhegov)). If the conflict is resolved constructively, disagreements affecting the fundamental interests of the parties are overcome, and the interacting parties take the path of cooperation, this means a transition to a qualitatively new, more high level relationship, suggesting further development, creation.

It seems appropriate to define this type of relationship, which has a positive, creative potential, as constructive. By constructive we can understand a reasonable, conscious, meaningful attitude, where conscious involves the creation of a certain image of reality, and meaningful - devoid misconceptions filled with reliable knowledge. Since the objective is what belongs to the object, exists outside the consciousness of people, and objective truth is the correspondence of knowledge to reality, the objective content of empirical experience and theoretical knowledge.

pedagogical constructive communicative preschooler

1.3 Constructive interaction in the context of a conflict situation

Many teachers, psychologists, sociologists, and conflict experts associate the term “constructive interaction” primarily with the characteristics of human behavior in a conflict situation. Its presence is used to judge the degree of success of conflict resolution for its participants. In our opinion, such an approach does not sufficiently reveal the potential of the “constructive interaction” phenomenon. Therefore, following A.Ya. Antsupov and A.I. Shipilov, we believe that the needs for this type of interaction are actualized not only in conflict situations, but also in so-called difficult situations of life. The experience of constructive interaction is formed only in real interaction situations that are diverse in content, form and composition of participants. Moreover, for pedagogical management of the formation of such experience, it is necessary to understand the essence of the concept of interaction situation and the classification of its types from the point of view pedagogical potential For effective formation experience in constructive interactions. Stolyarenko, L.D. Psychology and pedagogy: Textbook for bachelors / L.D. Stolyarenko, V.E. Stolyarenko. - M.: Yurayt, 2012. - 671 p.

The situation, according to A.Ya. Antsupov and A.I. Shipilov, can be considered as a complex subjective-objective reality, where objective components are presented in the form of subjective perception and personal significance for the participants in the situation. In domestic and foreign science There are many classifications of life situations. So, E.M. Babosov distinguishes simple, crisis, extreme and catastrophic situations. A. Kocharyan, in turn, divides them into simple, difficult and extreme. V.V. Latynov - into neutral and conflict; A. Lamm - everyday and problematic. K. Levin emphasizes the difficulty of life situations in his classification, dividing them into conflicts, situations of physical danger and situations of uncertainty. G. Morozova also identifies simple and problematic situations in the life of individuals. A. Matyushkin laid a different basis for his classification, who divides them into informational, probabilistic, situations of cognitive complexity and behavioral. Emmons and Dippers emphasize the principle of situations arising: freely chosen and externally imposed. A. Fedotov divides situations into simple, difficult and extreme. Galiguzova, L.N. Preschool pedagogy: Textbook and workshop for secondary vocational education / L.N. Galiguzova, S.Yu. Meshcheryakova-Zamogilnaya. - Lyubertsy: Yurayt, 2016. - 284 p.

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When generalizing these approaches, it seems possible to distinguish two main types of situations: simple (everyday), in which everything is normal for the individual, he acts in a normal mode; and difficult (intense, complex, extreme), in which the demands on the individual go beyond the norm. Difficult situations seem to be potentially richer for forming the experience of constructive interaction, although we do not deny important(from the point of view of developing a set of communication skills) of simple situations of everyday interaction. Kozlova, S.A. Preschool pedagogy: Textbook for students of secondary institutions vocational education/ S.A. Kozlova, T.A. Kulikova. - M.: IC Academy, 2012. - 416 p.

According to B.Ya. Shvedina difficult situation- this is the interaction of an individual with a complex situation in the process of activity. A difficult situation is characterized by the presence of a difficult situation, the activity of personal motives, a violation of the correspondence between the requirements of activity and professional opportunities person. A number of authors indicate that tense situations are characterized by the emergence of a task that is quite difficult for the subject and a difficult mental state (M.I. Dyachenko, L.A. Kandybovich).

The concept of “difficulty” in the dictionary of L.V. Mardakhaeva is understood as experiencing and sometimes understanding the discrepancy that has arisen between the requirements of activity and the capabilities of the individual. YES. Belukhin emphasizes the fact that the essence of difficulty is associated with an obstacle that must be eliminated in order to continue on the intended path. To eliminate it, an additional expenditure of psychophysical strength is required, which causes stress in most people. In the definition of N.V. Kuzmina clearly distinguishes two directions - subjective and objective: “difficulty is a subjective state of tension that is caused by external factors of activity and depends on the nature of the factors themselves, educational, moral and physical fitness person to activity and relationships in it.” Consequently, by difficulties we will understand the circumstances of the interaction process that require great effort to overcome. Vinogradova, N.A. Preschool pedagogy: Textbook for bachelors / N.A. Vinogradova, N.V. Miklyaeva, Yu.V. Miklyaeva. - M.: Yurayt, 2013. - 510 p.

Close in meaning and much more common in psychological and pedagogical research (dedicated to problems of pedagogical interaction) is the concept of “difficulty”, which I.A. Zimnyaya is interpreted as a subjective formation, the subject’s experience of complexity, unusualness, non-standardity, and inconsistency of the situation. At the same time, difficulty in communication (activity) is characterized by it as a subjectively experienced state of “failure” by a person in the implementation of predicted (planned) communication due to non-acceptance of the communication partner, his actions, misunderstanding of the text, misunderstanding of the partner, change in the communicative situation.

Difficulties perform a number of functions in interaction (A.K. Markova): positive (indicative - attracting attention; stimulating, mobilizing - activation of activities to overcome, gaining experience); negative (restraining - the presence of dissatisfaction with oneself, destructive, destructive - leads to a stop, the collapse of the interaction). Thus, states of difficulty have a dual nature; they cause the subject either negative states, or mobilizing efforts to overcome them. This causes a desire to get rid of negative emotional states and actualizes various actions to relieve stress. Actions can have different directions and different degrees of effectiveness in relation to the goals of joint activity and the subject himself, his personal growth. Many scientists call overcoming difficulties the main way to “get out of a difficulty,” that is, actions aimed at finding a path to the meaning of mutual coexistence and joint activity of the participants in the interaction. Miklyaeva, N.V. Preschool pedagogy. Theoretical and methodological foundations of correctional pedagogy / N.V. Miklyaeva. - M.: Vlados, 2011. - 263 p.

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IN dissertation research N.V. Baraboshina identifies three groups of difficulties in the interaction of high school students with teachers (in our study it is possible to painlessly transform them relative to the educational system of a military university, that is, cadet - officer, cadet - teacher): firstly, difficulties of a communicative and psychological nature (inability to establish contact, inability to build relationships and rebuild them depending on the situation, difficulty in managing communication, misunderstanding of the partner’s internal position, difficulty in managing one’s own psychological state); secondly, volitional order (lack of a “habit” of interaction, unwillingness to overcome conflicts and difficulties of interaction, lack of motivation to work together, lack of motive for interaction, inability to finish a job); thirdly, creative (inability to act outside the box, inability to show creativity, inflexibility of relationships in interaction); fourthly, communicative: basic (reluctance to make contact, low developed empathy, lack of a positive attitude toward others, categorical assessments and judgments in communication, rejection of other points of view, positions, views, self-doubt, lack of communicative initiative, increased emotional personal dependence on a communication partner); substantive (failure to possess the necessary communicative knowledge, inability to observe participants in communication, inability to plan one’s own communicative actions, inability to change one’s communicative plan, inept communicative reflection or its complete absence); operational (inability to competently, logically, clearly express one’s thoughts, inability to listen and hear one’s interlocutors, inept use of nonverbal means of communication in communication, inability to use paralinguistic characteristics of speech, inability to conduct a conversation and question an interlocutor, inability to take an optimal position in communicative contacts, inability to avoid self-manipulation, inability to give adequate feedback to the interlocutor, etc.).

Conclusions to the first chapter

Analysis scientific sources and research, allow us to define a difficult situation of life as characterized by an imbalance in the system “task - personal capabilities and (or) motives - environmental conditions”, causing mental tension in a person. The degree of mismatch determines the level of difficulty of the situation. General signs difficult situation: the presence of difficulty, the individual’s awareness of a threat, obstacles to the realization of any goals, motives; a state of mental tension as a person’s reaction to a difficulty, overcoming which is significant for the subject; a noticeable change in the usual parameters of activity, behavior, communication, going beyond the “ordinary”.

Chapter2 . Pedagogical conditions for constructive interaction with preschoolers

2.1 Constructive interactionbeforeschoolchildren

The purpose of the work is to develop and test a correctional and developmental program aimed at correcting accentuations of the character of adolescents and their personal growth.

1. Identification of children with character accentuations from the “risk group”, formation of an experimental group;

2. Development of the content of the ascertaining and control stages of the experiment;

3. Development and testing of a correctional and developmental program aimed at correcting accentuations of the character of adolescents and their personal growth;

4. Analysis and comparison of the results of the ascertaining and control stages of the experiment.

Students of four 8th grades were identified as participants in the practical work. In total, 40 teenagers aged 13-14 years were involved in the practical work, including 30 boys and 10 girls.

Progress of the study.

For older teenagers, conditions were created in which they could express themselves as much as possible, interact with peers and accumulate communicative experience. This function was performed by a temporary association that has significant capabilities to fulfill the teenager’s need for communication. In new conditions, where there are certain norms, a different system of relationships: I am others, I am older comrades, where there is a peculiar rhythm, the nature of life activity, the social experience of the student is significantly enriched, and skills of constructive interaction are formed.

The temporary association has an institutional affiliation (school, institution additional education, country children's health center, social protection institutions, etc.). It can function continuously, regularly or discretely.

Like any social institution, a temporary association is characterized by the presence of a goal for its activity, specific functions that ensure the achievement of such a goal, the content of the activity, a set of social positions and roles typical for a given institution.

By constructive interaction we mean goal-oriented, built on flexible attitudes and views, on understanding individual characteristics partner, the joint activity of individuals interested in each other, striving for self-improvement, self-actualization, productive resolution of emerging contradictions and a socially significant result.

The well-formed experience of constructive interaction allowed older teenagers to realize their specific needs and interests, and, consequently, to realize themselves as individuals in activities and communication.

The effectiveness of the process of forming the experience of constructive interaction among older adolescents in a temporary association presupposed the creation of a set of pedagogical conditions.

1. Participation of older teenagers who have some experience of constructive interaction in the activities of temporary associations.

The functions of the temporary association were to give older teenagers some model, an example of constructive interaction, and to instill skills in making contact. And also contribute to the formation of a system of views on the organization of productive interaction. Older teenagers who had some experience in the activities of temporary associations quickly adapted to their conditions and became involved in the activities. They helped organize interaction between older teenagers in a temporary association and are a kind of “catalyst” for the process of gaining experience in constructive interaction.

2. Saturation of the educational environment of the temporary association various types joint activities.

The program of activities of the temporary association included the most effective forms joint activities that contributed to the formation of the experience of constructive interaction. These forms were presented at all stages, and were aimed at solving a number of pedagogical problems within the framework of the problem we raised.

The first stage of the shift (defining the goals, tasks of the shift, working to unite the squads, determining the prospects for activity.) provides for the organization of interaction between the guys within the squad: a spark of acquaintance, games to get to know each other, to unite the squad. The task of the teacher working with the squad is to ensure that all participants are involved in the activity.

At the second stage of the shift, interaction moves to the inter-squad level. In order for older teenagers to gain the knowledge and skills necessary to organize constructive interaction and be able to realize themselves in ongoing activities, an educational program is being implemented at the camp. The program may include workshops and master classes that work to develop constructive interaction in a temporary association and school, where the children will return after the end of the camp shift and will have the opportunity to demonstrate the acquired knowledge and skills in practice.

Third stage. At the third stage of the shift, each detachment develops its own program of activities, which it subsequently defends in the expert council and then implements. The squad’s program fits organically into the general program of the camp, and the goal does not contradict main goal camps, thus, the detachment’s program and the activities through which it is implemented. Thus, conditions are created in order to develop in an older teenager the ability to enter into productive interaction, to develop a communication style that allows him to come into contact with people occupying different social positions.

4. Reflexive mediation is organized significant situations constructive interaction in content educational work temporary association.

The formation of the experience of constructive interaction is carried out only in the process of communication, in the process of activity. However important role In the process of forming the experience of constructive interaction among older adolescents, in our opinion, reflection plays a role.

Reflection can be considered as such a turn of consciousness, as a result of which it becomes possible to see oneself, one’s behavior, ways of making contact, achieving the results of interaction, identifying its advantages and disadvantages. Any acquisition of personality becomes relevant only when the person himself realizes the need to form this innovation, and awareness occurs in the process of reflection.

In order for reflective mediation to act as a tool for personal growth, it is necessary to develop the ability to do it. Reflective mediation as assessment own behavior and activities allows you to maintain the current level personal development, while developing the ability to do so is a factor of personal growth. It is expressed in an increase in the reflectively actualized space of life experience, the degree of depth and truth in identifying cause-and-effect relationships in the context of one’s own activities, an increase in the level of awareness of the motives of behavior, interconnections and interdependencies in the social environment and with each other “here and now.” During the activities of the temporary association, older teenagers learn to discuss the participation of each person in the detachment. This is facilitated by evening squad lights, case analysis, and independent certification of the squad.

Thus, the formation of experience of constructive interaction between older adolescents in a temporary association is a pedagogical organized process enriching individualized social experience constructive interaction due to the integration into its content of objectified social experience created, accumulated and preserved by the subjects of the educational environment of the temporary association.

The effectiveness of the process of forming the experience of constructive interaction among older adolescents in a temporary association presupposes the creation of a set of pedagogical conditions discussed above.

Results of the study

Success in solving various problems greatly depends on the development of a given individual’s ability to enter into productive interaction, the development of a communication style that allows him to come into contact with different age categories and people occupying different social positions.

The formation of interaction experience occurs at various age stages. However, in our opinion, this problem is most relevant for adolescence, since this transition period from childhood to adulthood, when the worldview and its character are actively formed, and a style of behavior is developed.

2.2 Conclusions from the study

Based on the research conducted with preschoolers, conclusions were drawn.

The main types of difficult situations are difficult situations of activity, social interaction (in kindergarten) and within the personal plane. Depending on how an obstacle is viewed, understood as a threat to the realization of motives and set goals, difficult situations can have three levels of manifestation:

Difficulty as a potential threat (problematic situations of activity, existential situations of uncertainty, problematic situations of social interaction, intrapersonal difficulties);

Difficulty as an immediate threat that is ready to be realized (critical, emergency situations of activity, existential situations of danger, pre-conflict situations of social interaction and intrapersonal conflicts);

Difficulty as an already realized threat (extreme, including combat, situations, existential situations of loss, conflict situations and intrapersonal crises).

In general, today difficult situations of activity have been sufficiently studied. They are considered as situations with a complex environment, which are characterized by a violation of the correspondence between the requirements of activity and the professional capabilities of a person. Stolyarenko, L.D. Pedagogy in questions and answers: Textbook / L.D. Stolyarenko. - M.: Prospekt, 2016. - 160 p.

Problematic situations of activity are characterized by a new task that is solved under normal circumstances. Such situations require the mobilization of human cognitive abilities and emotional stability. Critical (emergency) situations are associated with noticeably changing conditions in which activities take place. There is a danger of failure to complete a task or a threat to the safety of equipment, equipment, or human life. Extreme situations represent the extreme manifestation of a difficult situation and require maximum strain on a person’s mental and physical strength to overcome them.

Difficult situations are characterized by varying levels of threat to the child’s safety or material well-being, rather than professional activity. Situations of uncertainty are typical when a person finds himself in a new unknown situation or a combination of everyday circumstances in which the individual does not know what to do, how to behave, what to do. Danger situations are accompanied by the emergence of an immediate threat (real or imaginary) to human health or life. Situations of loss differ from the previous type in that losses have already occurred and the person experiences them, does not know what to do next, or is trying to prevent these losses from increasing.

Difficult intrapersonal situations are mental states of varying intensity, caused by confrontation of feelings, a protracted struggle between various aspects of a person’s inner world, and delaying decision-making. The main ones are intrapersonal difficulties, conflicts and crises. Intrapersonal difficulties are relatively simple problems in a person’s inner life. They represent states of doubt, indecision, unfound exit, lack of solution to the problem. Intrapersonal conflicts are the most extensive type of intrapersonal difficult situations.

The severity of the intrapersonal conflict depends on the individual’s perception of the significance of the difficult situation, its psychological stability. Intrapersonal (life) crises act as special, relatively long periods of an individual’s life, characterized by noticeable psychological changes.

There are age-related, neurotic and traumatic crises (E.A. Donchenko, T.M. Titarenko). In addition, intrapersonal crises are divided according to the activity criterion (crisis of the operational side of life, crisis of the motivational-goal side of life, crisis of the semantic side). As a rule, intrapersonal crises are peculiar turning points the life path of an individual, are accompanied by a restructuring of the semantic structures of the individual’s consciousness, a possible reorientation to new values and goals. Golovchits, L.A. Preschool deaf pedagogy/ L.A. Golovchits. - M.: KDU, 2013. - 320 p.

The study examined simple and difficult situations of social interaction. In a simple situation, the contradiction is either absent or is recognized only by one of the parties, while in a difficult situation the contradiction is recognized by both parties, it is relevant for them, is at the level of value-motivational orientations, therefore, the “Other” is seen as a threat to one’s own “I” . The mental state of the subjects of interaction in a simple situation is optimal, calm, while a difficult situation of interaction is characterized by the tense mental state of its subjects. This circumstance forms the basis of the third difference, related to the perception of the interaction partner and the situation as a whole.

In a simple situation, cognitive processes remain without distortion, but in a difficult situation, perception, understanding, and evaluation are distorted. Interaction in simple situations is perceived by the participants as neutral; they willingly cooperate in their efforts and are inclined to cooperate and search for compromise solutions. In difficult situations, interaction is perceived by participants as competitive and conflictual. Inability to behave in similar situations can lead interaction to confrontation, the parties’ desire for victory “at all costs”, to “war to a victorious end”, which, in turn, closes the subject of interaction for the original participants, interaction loses its inherent features. On the other hand, in contrast to a simple situation, a difficult situation of interaction mobilizes all human resources; in it, in a concentrated form, the qualities necessary for constructive cooperation can manifest and develop, knowledge, skills and abilities can be acquired, attitudes and value orientations can be formed.

What happens to a person in an extreme situation?

If a person, due to his duty, often has to deal with so-called emergency situations, he knows that the main enemy of reasonable actions is fear. Fear forces inexperienced firefighters to run from a burning house, it forces pilots to make irreparable mistakes. It interferes with thinking and solving problems necessary for survival.

Fear can manifest itself in flight or panic, it is often accompanied by a narrowing of consciousness, distortion of perception and loss of control over one's own actions and even aggressive outbursts. Another unpleasant manifestation of fear is stupor, during which a person cannot move*.

Another “enemy” of ours is emotional stress. Even if we were able to suppress our fear or uncertainty, this does not mean that it has disappeared. In fact, we keep it inside, spending an incredible amount of mental strength. And restraint sooner or later leads to breakdowns, mistakes and even illness.

Is it possible to predict human behavior in an extreme situation? How do you know if you can overcome fear? To answer this question, psychologists have found that people lose their minds in difficult situations people are anxious, emotionally unstable, have low or too high self-esteem and weak nervous system. However, even people with all these characteristics can pull themselves together and overcome their weaknesses. And the strong and self-confident often lose their heads. A person’s experience also does not provide a guarantee.

In 1987, an incredible incident occurred in the skies over England. It took off in a passenger plane during the flight Windshield, as a result of which the unfastened pilot-in-command fell out and was pressed by the air flow to the nose of the aircraft. His assistant, a very young pilot with no experience of independent flights, was forced to land the plane alone in conditions of lack of oxygen, while a tornado raged in the cockpit. He coped with his task brilliantly, the flight ended without casualties.

How to explain these and other similar cases? What allows a person to collect himself and not fall into a stupor or panic? There is no clear answer.

Give accurate forecast No one can determine the behavior of this or that person in an acute situation. So what should those recruiting for difficult or dangerous jobs do? What should a person do who is planning to connect his life with a difficult profession and wants to know whether he can maintain a sober mind if there is a risk to his life? The answer is simple. You need to prepare for extreme situations, you need to learn to manage yourself and your behavior. Such preparation can be called ensuring one’s own psychological safety.

Ensuring psychological safety

Psychologists of the Ministry of Emergency Situations, who deal with extremely difficult situations every day, pay great attention to the ability to manage emotions. Let's look at some techniques that can help you take control of your own emotional sphere.

Intentional relaxation. This exercise allows you to learn to consciously relax certain groups muscles, and since our emotions are connected to the body, we learn to control them too. To perform this exercise, you need to sit or lie down as comfortably as possible and begin to relax your body from your feet to your head.
Awareness of emotions and drains. You need to take a piece of paper and a pen, and then start writing down the feelings that are overwhelming you at the moment. It is important not to hold back and write “uncensored,” releasing on paper what has accumulated inside. Then you need to throw away the sheet. Some recommend burning it. This method allows you to learn to cope with fear, uncertainty, anxiety and other unpleasant conditions. At the same time, it relieves restraint and tension.
Suspension. In conflict situations, you can use the following technique. Imagine that your opponent is behind a wall, and his insults and attacks do not reach you. This method allows you to “shut yourself off” from someone else’s aggression, distract attention and not be offended. This method is good for service sector employees who understand that they should not waste energy on sorting out relationships in conflict.

How to act in a difficult situation?

In conclusion, I would like to give some advice to those readers who, due to their duties, may find themselves in difficult conflict situations. How to proceed? How to protect yourself if you find yourself alone with an angry crowd or an aggressive person and are not going to get into a fight with them?

When communicating with a crowd, it is necessary to remember that a person in a crowd loses his individuality. The crowd is a kind of organism that is sensitive to changes in the opponent’s states. Try to stand in such a way that there is a wall behind your back. It’s better to have a table or other barrier between you and the crowd. Do not show fear or excitement under any circumstances. Avoid an aggressive tone or threatening gestures. Speak clearly in simple language, in short sentences, without emotion. Try to let people see that you are calm and confident. In this case, you will be able to enter into negotiations, and if you are lucky, even direct the actions of the crowd.

As Antoine de Saint-Exupéry wrote, action saves you from fear. Often the aggression of a crowd or individuals is caused precisely by fear or uncertainty. If your position allows it, try to channel people's energy into specific actions that can make a difference. This will change their condition.

If you are in a difficult conflict, try not to insist on your own. Use the techniques of “psychological aikido” created by M. E. Litvak. Remember that an aggressive person expects resistance and indignation from you. Don't let him drag you into his game. Remain detached and do not show irritation or aggression. Very quickly his fuse will dry up, and he will stop the squabble.

Perhaps these recommendations will help you learn not to lose yourself even in the most difficult conditions. If you learn to manage your emotions and structure your behavior correctly, many situations will no longer be extreme for you.

Psychologist Natalia Chirkova

*Details about fear: book by Malkina-Pykh " Psychological help in crisis situations."

In the search for ways to effectively build constructive interaction, an analysis of the content of the concept “partnership” in the categorical field “interaction” is presented. The generality of the semantic range of the scientific and pedagogical concepts being studied and the broad context of the definition “ pedagogical interaction» creates opportunities to transfer it to the categories of partnership and cooperation. The article examines partnership and cooperation as types of constructive interaction, identifying their common and distinctive features. As a result of the analysis, a conclusion is drawn: the wide spread of cooperation in real educational practice is hampered by the difficulty of achieving spiritual and emotional unity, which is required in cooperation. Partnership, unlike cooperation, has more wide range applications in all areas, including education. Partnership is possible provided that the participants in the partnership are aware of their own thoughts and actions, aware of the situation of interaction and the actions of the partner, i.e. enabling reflexive control of this process. The work substantiates the need to include the concept of “reflexive partnership” in the scientific circulation, and determines the prospects for further directions of research on this phenomenon.

interaction

pedagogical interaction

partnership

cooperation

reflection

reflexive management

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Humanization of education is one of the leading trends in education and urgent problem. Pedagogical interaction, cooperation, partnership are phenomena actively discussed by both theorists and practitioners. Despite the unconditional research interest in these phenomena, it must be stated that the structure and content of these concepts and the technology of their application in educational practice remain the subject of scientific discussions to this day.

“Interaction” in philosophical and sociological literature is one of the basic categories, since the term interaction specifies the order in which other concepts are considered. In philosophy, interaction is a concept for “denoting the impact of things on each other, to display the relationships between various objects, to characterize the forms of human co-existence, human activity and cognition." Modern dictionaries on psychology emphasize the procedurality and effectiveness of interaction: “interaction is the process of influence of subjects on each other, generating their interdependence, a factor of social interaction, social structuring and effective group activities» .

In pedagogy, the term pedagogical interaction is actively used, which began to be used in the late 60s of the twentieth century. In the definition given by Yu.K. Babansky, emphasized the subject-subject nature of the relations between participants in the educational process: “Mutual activity, cooperation between teachers and students in the process of their communication at school is most fully reflected by the term “pedagogical interaction.”
Subsequently, the concept of “pedagogical interaction” was clarified and supplemented.

The broad context of the definition of “pedagogical interaction” creates the possibility of its transfer to the categories of “partnership” and “cooperation”, which confirms the commonality of the semantic range of the scientific and pedagogical concepts being studied.

The word cooperation is originally Russian; in the first sense it means participation in any common cause, in the second - joint actions, activities. The word partnership was borrowed in the middle of the 19th century, literally translated “partner” - the one with whom I share, co-inherit the business. In modern dictionaries, the meaning of the word “partner” (Ozhegov’s dictionary) is “a participant in some joint activity” and “a participant (in a game, dance, performance) in relation to another participant.” In the second half of the 20th century, the word “partner” acquired economic meaning - business partner, trading partner, participant in joint activities. In the dictionary of social pedagogy, the concepts of “partnership” and “cooperation” act as synonyms and are interpreted as “the relationship between a social teacher and a pupil, when the latter can equally participate in the selection of activities of educational significance, in their preparation and implementation.”

We found different definitions of the concept of “collaboration” in the works of D.A. Belukhina, M.Yu. Zaitseva, I.B. Kotova, E.V. Korotaeva, N.B. Krylova, N.I. Repina, V.D. Semenova T.V. Khutoryanskoy, E.N. Shiyanova. Essential signs of cooperation were named by E.V. Korotaeva: co-presence of activity participants in time and space; the presence of a common goal and common motivation for the participants in the activity; presence of co-organization and management bodies; division of the activity process between participants and consistency of individual operations; obtaining a single final result (product) of joint activities; development of interpersonal relationships in the process of activity. Thus, the most important characteristic of cooperation is subject-subject interaction aimed at achieving common goals.

As for the relationship between the concepts of “cooperation” and “partnership”, in the works we review these concepts are often used synonymously, in other cases partnership is called a condition, the most important characteristic or structural component of cooperation.

Collaboration researcher E.V. Korotaeva believes that in real educational practice, the widespread introduction of cooperation is complicated by a number of reasons: “the ongoing process of formation of moral and ethical qualities in children and adolescents, their dominance emotional sphere, impulsiveness, infantilism (due to the processes of physiological development, puberty, experiencing an adolescent crisis, etc.), incorrect assessments made by teachers, the existing relationship between a specific teacher and student... leads to the fact that interpersonal relationships between teachers and students turn out to be very diverse: constructive, destructive, restrictive, and, unfortunately, destructive.” Therefore, in modern educational practice, cooperation
in ‒ rather a desirable type of building relationships between subjects of the educational process than a real one.

Partnership, unlike cooperation, has a wider range of applications in all areas, including education. Partnership is a type of constructive interaction aimed at achieving a common goal with equality in the rights and responsibilities of the parties. In this definition, the mechanism for achieving consistency between partners is not entirely clear, especially in complex, uncertain and ambiguous situations of interaction. The scientific debate still remains open question about ways to harmonize relations between partners. We put forward a hypothesis according to which partnership as a system of relations between subjects of interaction functions effectively when reflection is included in the structure of the partnership.

Let us dwell on the concept of reflection. Literally translated, reflection means “turning back” (late Latin reflexio). In psychology, the phenomenon of reflection became the subject of special study thanks to A. Busemann. IN domestic psychology The foundations for the study of reflection are laid in the works of B.G. Ananyeva, L.S. Vygotsky, S.L. Rubinstein. The development of the problem of reflection in the Moscow Methodological Circle is associated with the names of G.P. Shchedrovitsky and V.A. Lefebvre and was conducted by them in the context of the problem of consciousness and activity. According to G.P. Shchedrovitsky, reflection is “a special cooperative connection between two acts of activity, a special structure of cooperation that unites cooperators or cooperants.” For V.A. Lefebvre
reflection is “the ability to take the position of a researcher in relation to another “character”, his actions and thoughts.”

In modern domestic psychological and pedagogical dictionaries reflection has several interpretations. V.P. Zinchenko and B.G. Meshcheryakov give the following definition of reflection: reflection is “a mental (rational) process aimed at analysis, understanding, awareness of oneself: one’s own actions, behavior, speech, experience, feelings, states, abilities, character, relationships with and to others, their tasks, assignments, etc.” . V.B. Shapar points out not only the connection between reflection and thinking, but also characterizes this reflection - “full of doubts and contradictions,” “analysis of one’s own mental state.” In addition, the second meaning of the concept of reflection is given: 2) the mechanism of mutual understanding - “the subject’s understanding of by what means and why he made this or that impression on his communication partner.” S.Yu. Golovin also points out two meanings of the concept “reflection”:

1) the process of self-knowledge. The author connects reflection with mental cognitive process- “implies a special direction of attention to the activity of one’s own soul.” In addition, the author names the condition for the emergence of reflection - “sufficient maturity of the subject,” i.e. the emergence of reflection in ontogenesis is emphasized;

2) mechanism of mutual understanding. IN given value the connection between reflection and self-report, introspection of one’s own mental states is indicated.

In pedagogical dictionaries, reflection is defined as “the process of self-knowledge by a subject of internal mental acts based on life experience” (L.V. Mardakhaev), “as a person’s ability to comprehend his own experience in order to come to a new understanding, evaluate and justify his own beliefs and value attitudes. Includes the construction of inferences, generalizations, analogies, comparisons and assessments” (V.M. Polonsky). Thus, in pedagogical dictionaries the emphasis is on reflection as a characteristic of personality.

V.A. Lefebvre proposed the concept of reflexive management, which later became a fruitful direction in Russian theoretical thought. Lefebvre understands reflexive control as “the process of transferring the reasons for making a decision by one of the characters to another.” The scientist examined the effect of reflexive management in conflicting structures and in situations of cooperation. From point of view scientific disciplines dealing with management problems, management is the influence on people and objects, carried out in order to direct their actions and obtain desired results. From our point of view, the use of the concept of management in the concept of reflexive management somewhat narrows the meaning of the term reflexive management. This limitation can be removed by using the concept of co-management, which is found in a number of scientific works(V.G. Novikov, L.A. Tokareva) ; . It seems to us correct to use the term co-management in cases where we're talking about about reflexive systems.

The mechanism of reflection in the process of partner interaction, in our opinion, consists of 6 stages:

1. Reflexive output. Reflexive determination of the possibility of searching for resources to solve a problem situation in building constructive interaction.

2. Constructing an image of the interaction situation.

3. Objectification of reflective representation. Building by partners additional conditions in a resolved situation and new reflexive positions that expand the semantic horizons of the situation. Objectification of partners’ statements as its adequate expression in verbal, graphic, symbolic form.

4. Schematization of reflected content.

5. Overcoming differences in the representation of the situation available to different partners, such as an incomplete understanding of the situation, fixation of attention on the obvious, external aspects of the situation without taking into account the hidden ones, the inability to explain one’s own actions when constructing one’s idea of the situation, etc.

6. Creation of a self-reflective partnership system. Coordination of images of a problem situation with an interaction partner through co-management of the process of developing and adopting norms, rules and values of constructive interaction.

So, let’s formulate the main conclusions that we came to during the study:

1. Partnership and cooperation are types of constructive interaction.

2. The widespread use of collaboration in actual educational practice is hampered by the difficulty of achieving the spiritual and emotional unity that collaboration requires. Both students and teachers are not always ready for it.

3. In the context of modern educational practice a more adequate type of constructive interaction, from our point of view, is partnership, since cooperation presupposes complete understanding, unity, coherence, spiritual and emotional unity, unity of purpose and the final result of joint activity, while in partnership the mechanism for coordinating different positions and the existence of agreements is important ( rules of interaction), compliance with ethical standards.

4. Partnership is effective provided that the participants in the partnership understand their own thoughts, actions, as well as awareness of the situation of interaction and the actions of the partner, i.e. inclusion of reflexive management in this process.

5. Therefore we believe necessary introduction concepts of reflexive partnership. Reflexive partnership is a type of constructive interaction based on the reflexive management of their behavior by the participants (self-regulation), on co-management of the interaction situation and the development of norms, rules, and values of interaction, characterized by coordination of actions and distribution of responsibility for the effectiveness of joint activities aimed at achieving the goals of the participants in the interaction.

The further direction of research of this phenomenon seems to us to be the need to study its content, structure and functions.

Reviewers:

Stenina T.L., Doctor of Pedagogical Sciences, Associate Professor, Vice-Rector for Youth Work, Ulyanovsk State Technical University,
Ulyanovsk;

Lebedeva L.D., Doctor of Pedagogical Sciences, Professor of the Department of Political Science, Sociology and Public Relations, Ulyanovsk State Technical University,
Ulyanovsk.

The work was received by the editor on January 31, 2014.

Bibliographic link

Shigabetdinova G.M. PARTNERSHIP AS CONSTRUCTIVE INTERACTION: THEORETICAL EXPOSURE TO THE PROBLEM // Basic Research. – 2014. – No. 3-1. – pp. 193-196;
URL: http://fundamental-research.ru/ru/article/view?id=33611 (access date: 03/03/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Constructive interaction. Basic Research

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