In my thesis titled »The preschool teacher verbal and nonverbal communication, I studied the impact of the latter on children, colleagues in the collective, and parents. Communication in kindergarten is interesting from many perspectives. The preschool teachers are expected to master communication on multiple levels. This includes adapting communication when talking with children, whether it is with an individual or the whole group, with colleagues, at the team meetings and with parents. In my thesis, I focus on the fact that the preschool teacher enters into communication as a holistic being, meaning simultaneously physical, mental and emotional. This significantly influences the development and self – image of the child, relationships with colleagues and working climate, as well as the professional and partnership role in relations with parents. I believe that the preschool teacher s is professionally and morally responsible for all the aforementioned. In the theoretical part, I focused on defining the concepts of communication – verbal and nonverbal, on the aspects of pedagogical speech and on the preschool teacher as a factor in encouraging the child s speech and language development. I also studied the negative aspects of communications in the kindergarten: verbal and nonverbal violence. In the empirical part, I researched whether children feel that preschool teacher listen to them, how much importance parents place on the nonverbal cues of the preschool teacher s communication, and whether the preschool teacher s verbal and nonverbal communication contributes to the construction of the child s positive self – image. I used a semi – structured interview as the instrument. The results of the interviews showed that preschool teachers listen to the children, which the children recognize by the fact that the preschool teacher does not talk while the child is speaking, looks at them, and asks them questions. Parents attribute great importance to the nonverbal cues of the preschool teacher s communication, as the preschool teacher s nonverbal communication with children is reflected in his interaction with the children. Warmth, compassion, tolerance, confidence, and decisiveness are important to them. They believe that non verbal communication is an indicator of what they really want to convey. The preschool teachers believe that their listening to the child greatly affects the construction of his or her self – esteem, as it makes the child feel accepted and gives the sense that their opinion is important. The other results of the interviews are evident in the empirical part of the thesis. The reasearch included two children, two parents and two preschool teachers.
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