PEDAGOGICAL TACT: SPEECH MODELS IN COMMUNICATION WITH CHILDREN DURING PLAY INTERACTION

Abstract

The article is devoted to substantiating the critical importance of pedagogical tact and the use of purposeful speech models as a key tool for effective and humane interaction with children of preschool and primary school age, in particular in the conditions of game and integrated educational activities. Pedagogical tact is defined as a component of pedagogical skill and its basis, which includes high humanity, professional competence, endurance and sensitivity. The relevance of the study is emphasized by the focus on effective communication techniques with children. The author’s definition of the concept of “speech model” is introduced, which is understood as a structured template of verbal communication that helps the teacher maintain a positive atmosphere and constructively correct behavior. The article focuses on two key models that are an alternative to accusations and criticism: “I-message” – a model that shifts the focus from assessing the child’s personality to the teacher’s feelings caused by a specific action; “Sandwich”, which is considered the most gentle and motivational way of providing corrective feedback, where negative information is “wrapped” with a sincere compliment and positive expectations. This allows you to correct behavior while maintaining the child's high self-esteem and his desire to continue the activity. The article presents practical examples of the application of both models in various types of activities, in particular in plot-role-playing games, work with a constructor for preschoolers (3–6 years old) and integrated educational activities (mathematics, Ukrainian language lessons) for younger schoolchildren (6–10 years old). It is concluded that the systematic and purposeful use of the speech models “I-message” and “Sandwich” based on the principles of pedagogical tact prevents the formation of a sense of guilt and resentment in children, creates an atmosphere of psychological safety, increases the communicative competence of the teacher and turns interaction into a powerful tool for the formation of a harmonious personality.