We consider the concept of educational design as a tool that allows students to control communication. The second main task is the selection of a diagnostic tool that allows to evaluate the pedagogical efficiency of this control. We suggest that educational design should be based on reasonable technological solutions (i. e. on formalized, reproducible methods of activity), as well as allow the management of non-pedagogical (or partially pedagogical) objects and phenomena. One of these phenomena is the concept of communication. We present the substantiation of the criteria of the nature of teaching and the role of younger students in communication relations, which correspond to the peculiarities of educational design – first of all, adaptability and complexity. We describe the diagnostics of younger students’ communication complex and give information about its approbation. We present the analysis of the experimental data, including the analysis of the relationship of communicative skills components of younger students, which are specific for educational design.
The purpose of this study is to identify communication problems and determine optimal conditions for further reproduction of experience in pedagogical practice for effective communication formation in children. Analysis of the literature has revealed several causes of communication problems. The genetic predisposition affects the interaction with others, but by creating a favorable environment for children, it is possible to adjust the regulation of behavior by pedagogical influences and form the child’s communicative skills that will help them to stay and interact with people around them without harm to themself and society. The emotional internal state can also negatively affect the relationship with others and, if one teaches the child to relieve internal stress, negative situations can be avoided. Also, if one teaches a child to recognize the emotional state from others, then it will also help to avoid many problems in communication and interaction with others. The article describes the principles and conditions of effective formation of communicative skills in children, defines criteria, as well as the definition, of pedagogical design of communication of children. Pedagogical design is a condition for the successful formation of the communicative skills of the child. In this regard, the teacher needs to provide a favorable communicative space of the child. The article is oriented to use in practical activities and can be useful to methodologists and employees of educational institutions.
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