ROLUL CUVÂNTULUI ÎN EFICIENTIZAREA INTERACŢIUNII DINTRE EDUCATOR ŞI ELEVUL DIN CLASA PREGĂTITOARE
THE ROLE OF THE WORD IN STREAMLINING THE INTERACTION BETWEEN THE EDUCATOR AND THE PREPARATORY GRADE PUPIL /

Summary/Abstract: Interaction between the teacher and the child in preparatory school year may become more effective by predetermining its revolving around an axiological axis with strong impact upon interpersonal intelligence development for the person undergoing the formation process. The essential values that educator can draw by means of words in such context are: attention, time, interaction, divergent thinking and multiple perspectives.The characteristic of linguistic clichés used by primary school teacher during formative interaction with children in preparatory school year is not recommended by the curriculum, but it has a consistent effect on children’s subconscious mind by programming it.The educator has the possibility to foreshadow the child’s inner dialogue by programming - using commands and instructions – a specific way of thinking, feeling and acting positively. It is necessary that the words used by educator in positive discipline rituals have the power to develop child’s emotional intelligence.Success of educational actions and influences initiated by the educator is ensured if these are based on personal principles such as: genuine commitment in interaction, verbal behaviour based on good faith, expressing love, ensuring joyfulness as the background of formative interactions. The extent to which these widely spread principles and formulas are accepted and valued by students’ parents, as well as the degree of contamination with these, are investigated and analysed in this paper. The conclusions are connected with the vision other primary school teachers have developed towards the messages planted in the mind of the child in preparatory school year, which have the power to persist throughout the entire lifetime.

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