The sphere of communication in general over the past two decades has attracted the attention of researchers. The nature of communication, its age and individual characteristics, mechanisms of course and change have become the subject of study by philosophers and sociologists, psycholinguists, specialists in the field of social child and age psychology. Most scientific research and psychological and pedagogical recommendations on the formation of communication skills are dedicated to childhood. Studies of the communicative skills of preschoolers were devoted to such scientists as A.V. Hawks, E.R. Saitbaev. The approaches to teaching communication, forming a communicative function are felt much more slowly than in other areas of pedagogy and psychology. This is because a child can be taught, for example, to draw (take his hand), but to physically help him speak is much more difficult. For graduates of schools it is necessary to be sociable, contact in various social groups, to be able to work together in different areas, preventing conflict situations or skillfully getting out of them. These skills should provide the young man with mobility, the ability to quickly respond in a changing world with a state of mental comfort, which provides emotional balance. In modern conditions, dialogue takes on a new meaning and quality, acting as the basic principle of the communicative content of education. A multicultural society, saturated with diverse communicative ties, involves not only the establishment of relations of cooperation, mutual understanding, but also the emergence of contradictions, polemic disputes. Therefore, the ability of school graduates to conduct a fruitful, effective dialogue in various fields of the sociocultural sphere, to learn the world not from monological (with a claim to absolute truth), but dialogically, pluralistically becomes the most important and communicative property. Meanwhile, observations of the experience of discussions, political meetings and rallies, business meetings, scientific conferences give reason to conclude that in many speeches there is no deliberation, depth and credibility of arguments, consistency and consistency of reasoning, compliance with ethical standards, flexibility of thinking and speed reactions. They still “see” the monopoly on truth, a special style of communication and belief with its monologue moral teachings and harsh, peremptory judgments. In this regard, communicatively-oriented education departs from the monologic way of teaching and reorientes to the dialogical one, which promotes the development of communicative properties among schoolchildren, namely: the ability to discuss, agree, argue, prove, agree (or disagree) [8]. In order for a modern graduate to possess these skills, it is necessary that he be taught this. This requires appropriate organization of the educational process of modern schools, lyceums and gymnasiums. In connection with the relevance of this problem, a research topic arises - Dialogue, as a means of developing students' communicative literacy.
Interdyscyplinarny paradygmat "Childhood Studies" w perspektywie konstrukcjonizmu
