The concept of “adult-child communication” in the perspective of future female educators and teachers

Abstract

Abstract The article tackles the issue of defining the concept of “adult-child communication” from the point of view of female students of pedagogy, future teachers and educators. The introduction explains the issue of symbolic representation of real and imagined objects, events, and situations by means of concepts and their definitions. The next part of the article describes the results of a study carried out in the group of 255 female students, who were asked to define the concept of “adult-child communication”. The study yielded a description of the concepts used to describe the defined concept and the signs of evaluation contained in the definitions. The final part of the article identifies and outlines four categories of the “adult-child communication” concept and discusses three types of definitions created by the respondents. The following types were distinguished: definitions similar to professional ones in terms of content and form, common definitions regarding the child-adult relationship with elements of professional vocabulary, common definitions and puerile definitions.