The importance of communication in the educational process

Ewelina Anna Kurowicka
2020 Journal of Education, Health and Sport  
The process of communication is a necessary condition for interpersonal relationships. Cooperation in society is based on communication. The subjective approach to children and their parents determines factual communication, allows to avoid mistakes and overcome communication barriers, and as a result creates an atmosphere of openness and trust. The communication process can take place without any disturbances, which favors the formation of proper interpersonal bonds. There are also situations
more » ... re also situations of various types of communication disruptions. This article defines the concept of communication and discusses the features of verbal and non-verbal communication. The aim of the article is to show the importance of communication in the educational process. The concept and features of interpersonal communication In social sciences, communication is defined as "communication, exchange of thoughts and feelings, transmitting and receiving information. Communication between people takes place mainly through language in a verbal way (speech), as well as through writing, and through non-verbal communication using such means as glances, touch, gestures, facial expressions, i.e. body language " [7] . It is worth emphasizing that interpersonal communication between the teacher and the student can largely change the behavior of the participants or trigger new behaviors. B. Dobek-Ostrowska believes that communication is "a process of communication between individuals, groups and institutions. Its purpose is to exchange thoughts, share knowledge, information and ideas. This process takes place at various levels, using various means, and produces specific effects" [2]. The term "communication" comes from the Latin language -"communicatio" and means "conversation,  it is also irreversible, because this process cannot be undone in any way, repeated or changed its course is inevitable, which means that people will always communicate with each other regardless of their conscious or unconscious intentions,  is a very complex process as it can be both verbal and non-verbal, bilateral or unilateral, direct or indirect [1]. Communication can be divided into different categories. However, the most common division into verbal and non-verbal communication. In the literature, two forms of verbal communication are most often indicated -oral and written. The oral form is the most common way of transmitting meanings between a teacher and his students. Oral communication makes it easier for people to express their feelings and opinions as the process of communication is enhanced by the means of non-verbal communication. It is important for the teacher to use simple language that is understandable and adapted to the possibilities of the interlocutor in educational communication. e) Eye contact and exchange of glances; f) The position of the body, the way a person sits or stands, indicates anxiety or relaxation; g) The non-verbal aspects of speech: the rhythm of speech, the timbre of the voice, the intonation of the voice, the accent, the speed of speech, thanks to which our intentions are revealed, are also an effective tool of influence; h) Paralinguistic sounds, sighs of all kinds, crying, laughing, panting, whistling, which sometimes make it difficult to understand the other person and disrupt the conversation [14]. Non-verbal communication gives insight into emotional states, and verbal communication uses words that sometimes try to hide emotional states [4]. The abovementioned non-verbal signs play many functions in the course of communication. Non-verbal communication is also known as body language and is a very important element in the process 897 of communicating with other people. It complements verbal communication, which makes it much more readable. The essence of the teacher's conversation with the child In the course of the conversation, each participant has their own reasons, expectations and views. Conversation can be inhibitory or opening. The teacher can participate in the conversation in various ways: expressing his opinions, problems, ideas, feelings, asking questions. It is important that he hears what the children say first and then gives his opinion. The teacher should give the children the opportunity to express their own opinions, keeping their comments, which are usually inhibiting [6]. A. Olczak emphasizes that "an adult knows how to conduct a conversation, how to present his own arguments, in what form, with what, in what ways. The child, on the other hand, only wants to learn it and "exercises" then the patterns taken from the teacher / parent on peers" [11]. The child assimilates linguistic functions and acquires linguistic and communicative competences thanks to functioning in a social environment: in the home, preschool and school environment. The linguistic and communicative environment should be stimulating for the child, rich in various social interactions, open and creative [16]. Daily didactic and educational situations as well as tasks set for children in kindergarten and school develop their language competences and communication skills. The school-age child is open-minded, communicative and easily interacts with the teacher. However, some of the teacher's verbal behavior may interfere with the communication process: disbelief, interruptions, overinterpretation, using incomprehensible vocabulary, suggesting statements, intellectualizing. During conversations, the child only acquires linguistic competence. In this process, parents and teachers play a huge role, teaching the child to talk, listen and speak, how to address the interlocutor. M. Grochowalska points out that "even if the teacher and the child speak the same language, they still represent two different worlds. Each of them has a different individual experience and linguistic cognitive abilities [...] emotional maturity, way of perceiving the problem" [5] . Children learn a language by imitating adults' speech, participating in conversations and observing behavior. A child's language can also be educated through occasional contacts and useful works, which are very individual and allow for the diagnosis of language development. Daily activities stimulate thinking and developing mutual relations between oneself and adults. The variety of communication situations that the teacher should provide to children is important: different intonation, sound recordings, voice colors, conversations, accent, pace of speech, through which models in language learning can be shown [16] . At the same time, the teacher should be able to listen actively. The child then
doi:10.12775/jehs.2020.10.09.108 fatcat:xvbpyq7bojatpckmgb5y3kzlee