Communication in social relations in the early childhood educator training process

Abstract

Communication plays a fundamental role in the development of early childhood educator training, allowing it to interact with all agents and educational agencies and establish social relationshipsbetween them. A study was carried out where the identification of the existing needs in the training process of the early childhood educator was taken into account, who must be trained to be an excellent communicator. Therefore, a pedagogical strategy was designed that contains actions of a teaching, labor, research and extension nature, taking into account the main integrating discipline. The investigative process was carried out on a dialectical-materialist basis and methods of the theoretical, empirical and statistical-mathematical level that were used, such as: the documentary analysis, the interview, among others. The first group intervened in the study is formed by 12 professors, the second group is formed by 52 students of the careerfrom first to third year, and the third groupis formed by 45 tutors of the practicum. The inquiries made it possible to determine the regularities existing in the training of the early childhood educator in terms of the establishment of social relationships. The pedagogical strategy allowed the early childhood educator training process to be developed from the projection of actions that contribute to the diagnosis and treatment of this process in order to achieve the maximum possible integral development in their training, offering potential for the development of communication as an essential factor in the establishment of social relationships and it also apply it in the contexts of action to which the future professionals will be linked, by making it easier for the students to acquire consolidated knowledge, interpret, apply and develop investigative skills, promoting the formation of values such as responsibility, honesty and industriousness.