Parvana Ildirim Imanova

The presented research focuses on a relevant topic. Such problems as personality formation, upbringing, the system of interpersonal interactions, and adaptation to the environment have always been relevant and have become the object of research by psychologists and educators. Another feature that characterizes the topic’s relevance is that the developing personality is active when communicating with adults and peers; the personality, its features, and previously formed qualities and skills participate in this activity. The research aims to determine the place, role, and influence of pedagogical communication in preschool education, increase the effectiveness of educational work with preschoolers, and characterize pedagogical communication as an important factor in forming preschoolers’ personalities. Regardless of whether it is realized or not, a person realizes themselves and their potential in the manifested act of activity. Being aware of themselves, a person renews the object of activity and the relationships into which he or she enters, thereby ensuring movement in their development. Communication is a joint activity of people interacting with each other. This most important factor in pedagogy also illustrates the habits and certain behavioral qualities of a person. Additionally, there is the implementation of their own ideas in the practice of communication and the adaptation of their feelings and intentions towards the interlocutor. This is the most important for preschool children because there is a tendency to self-realize from a very early age. Compared with other similar types of communication, pedagogical communication has the undeniable advantage that the acquisition of knowledge is complemented by an organized system of education. Through pedagogical communication, children develop behavioral abilities, a broad outlook, a culture of speech, observation, and other qualities.