This article examines the pedagogical and psychological features of interaction between educators and preschool children within the context of humanistic educational approaches. The study emphasizes the importance of understanding each child’s personality, interests, needs, and moral qualities, and organizing the educational process based on respect and individualization. It highlights existing challenges faced by educators in establishing effective communication, including difficulties in building trust, interpreting children's psychological states, and adapting interaction strategies in different situations. Drawing on social psychology theories and the works of leading scholars such as Lev Vygotsky, Jean Piaget, and Sigmund Freud, the article analyzes the role of communication in children’s cognitive, emotional, and social development. Special attention is given to verbal, paralinguistic, and nonverbal communication forms, as well as the development of communicative competence and emotional intelligence in educators. The findings demonstrate that effective educator-child interaction significantly contributes to the formation of social skills, self-awareness, and overall personality development in early childhood.

Preschool education, educator-child interaction, pedagogical communication

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