Select aspects of communicative management planning, forecasting. Psychological and pedagogical aspects of the formation and assessment of communicative universal educational actions of primary schoolchildren

Kochetygova Vera Aleksandrovna-

Primary school teacher

MBOU Irkutsk Secondary School No. 75

Communicative UUD.

Traditionally children in primary school learn to read, write and count. Of course, these requirements will remain, but for a modern child they are not sufficient. In the context of tasks modern education the value of students mastering communicative actions is dictated by the need to prepare them for the real process of interaction with the world beyond school life.

Among the most important and broad skills that students must master, two are directly related to the field of communicative actions. This is communication and interaction (communication) and teamwork, i.e. ability to establish working relationships, collaborate effectively, and facilitate productive cooperation.

Communication universal actions ensure social competence and consideration of the position of other people, a partner in communication or activity, the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and productively interact and collaborate with peers and adults.

In the context of the concept of universal learning activities (UAL), communication is considered as a semantic aspect of communication and social interaction, the basic components of which include:

the child’s need to communicate with adults and peers;

mastery of certain verbal and non-verbal means communication;

Interdisciplinarity allows us to work in different languages ​​with the child, due to the connection between language teaching and technology, as well as working with a variety of cultural expressions such as dance, painting, theater, music, leadership works, among many others.

The author points out that an excellent holistic experience can be achieved with this training through careful attention to detail in lesson planning and management. They also add that this teaching can have transdisciplinary characteristics as it salvages the student's life experiences and provides the opportunity to create connections between home and school.

positive attitude towards the collaboration process;

communication partner orientation;

the ability to listen to your interlocutor.

Communicative actions can be divided into three groups:

communication as interaction (communicative actions aimed at taking into account the position of the interlocutor or partner in the activity);

In addition to task-based thematic learning, we recognize that project-based work also appears to provide an opportunity to implement learning that is superior in meaning construction and that is meaningful to the learner. According to the authors' definition, projects consist of pieces of work that have a beginning, a means, and an end that are connected through meaningful activities aimed at an end product, which in turn gives the child a sense of accomplishment.

These include his ability to develop student independence, as well as to accommodate large classes of students who represent different needs and abilities. Other advantages that can be mentioned include the emphasis on the child's integral education, the degree of responsibility for the student's development of project work, the potential of projects to develop cooperation between students and increase their personal participation in the educational process.

communication as cooperation (the content core is the coordination of efforts to achieve common goal);

communication as a condition for interiorization (communicative speech actions serve as a means of transmitting information to other people and the formation of reflection).

TOcommunicative UUD include: the ability to enter into an educational dialogue with the teacher, classmates, participate in a general conversation, following the rules speech behavior; ask questions, listen and answer questions from others, formulate own thoughts, express and justify your point of view; construct small monologue statements, carry out joint activities in pairs and work groups, taking into account specific educational and cognitive tasks.

The main task of education is to create optimal conditions for the formation of communicative competencies, achievement motivation, initiative, student independence. In this case, the following forms of work are very important:

organization of mutual checking of assignments,

mutual assignments of groups,

participants discussing their methods of action,

In short, the above-mentioned authors argue that the use of songs, songs, as well as rhymes can be considered a source of linguistic, affective, cognitive and socio-cultural resources that are consistent with the goals set for teaching as already explained here.

Based on these authors, we can also mention that songs, songs and rhymes are especially useful for practicing pronunciation, tone, rhythm and intonation, among other factors. This approach allows us to highlight issues related to the student's personality and self-esteem, as well as socio-cultural values, which helps us work on interculturalism in this process.

educational games, competitions,

work in groups.

Within the framework of teaching, the communicative activity of the teacher when interacting with students acquires a colossal role.Communication ensures the joint activity of people and involves not only the exchange of information, but also the achievement of a certain commonality: establishing contacts, cooperation (organizing and carrying out common activities), as well as processes of interpersonal perception, including understanding the partner. Communicative actions ensure social competence and conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults.

Types of communicative actions are:

Planning educational collaboration with the teacher and peers: determining the purpose, functions of participants, methods of interaction;

Raising questions: proactive cooperation in searching and collecting information;

Conflict resolution: identification, problem identification, search and evaluation of alternative ways to resolve the conflict, decision making and its implementation;

Managing the partner’s behavior: control, correction, assessment of the partner’s actions;

The ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; mastery of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.

Among the most important and broad skills that students must master, two are directly related to the field of communicative actions:

communication and interaction (communication), i.e. the ability to present and communicate in written and oral form, use speech means for discussion and argumentation of your position;

The concept of linguistic activity, in turn, is related to the principles of sociocultural theory, since it is related to the concept of activity proposed by Leontiev. According to the author, activity can be described as a structure of behavior oriented towards a social goal, which has its origin in communication situations and which can therefore be considered as an interface between the individual and his environment. Cook argues that a child, having gone through the process of language acquisition, “spends a lot of time and accepts language games.”

Play can first be understood as a social practice, governed by rules, and which involves the participation of people who strive to achieve a certain goal. On the other hand, when we approach the concept of play, we can also refer to language games, which in turn involve playing with the compositional forms of language and constructing meanings through them. In this regard, Cook points out that language games, when described as reciprocal activities between an adult and a child, have important for the constitution of language and its development.

working in a group (team), i.e. the ability to establish working relationships, collaborate effectively and promote productive cooperation.

To achieve these goals, we need to change the role of the teacher: from a simple transmitter of knowledge, we need to become a real organizer of collaboration with students, facilitating the transition to real cooperation in the course of mastering knowledge.

Cooperation is a set of abilities aimed not only at the exchange of information and actions, but also at a fine orientation in the emotional and psychological needs of partners in modern activities:

provide support and assistance to those on whom achievement of the goal depends;

ensure conflict-free collaboration in the group;

The authors describe them as both challenging and fun. Wright emphasizes the power of storytelling to promote meaningful interactions, develop student fluency, and, if desired, stimulate reading and writing skills. On the other hand, Cameron believes that stories are essentially an oral activity in that they exist to be told and heard.

Silva demonstrates a convergence with the thought of the mentioned authors, emphasizing stories as a powerful tool for constructing knowledge in the target language. In this regard, Silva points out that stories allow the child to transfer “to a new language a system of meanings that he already has himself.”

establish warm relationships of mutual understanding with people;

have effective group discussions;

ensure the exchange of knowledge between team members to make effective joint decisions;

clearly formulate the goals of the group and allow its members to express their own energy to achieve these goals;

It is important to note that there is a wide range of activities that can involve singing, playing and storytelling in language classrooms, such as drawing, painting, collage and other handmade activities, as well as activities focusing on vocabulary and dramatization.

In this perspective, we emphasize the importance of written language, in addition to spoken language, for a child's cultural development. According to Markusha, verbal communication can only be done through a genre because they "contribute to the ordering and stabilization of the communicative activities of everyday life."

respond appropriately to the needs of others.

Also, the content of the concept of “communicative competence” includes speech actions:

mastery of linguistic material for its use in speech utterances;

the ability to use language units in accordance with communication situations;

the ability to understand and achieve coherence in the perception and generation of individual utterances within the framework of communicatively significant speech formations

Proposing a conventional or discursive view of language, Bakhtin argues that a word only acquires meaning when it is introduced into a social situation of utterance. The author approaches the concept of gender, defining them as different types statements created in various areas of human activity. “Genres of discourse” are defined by the author as “relatively stable types of utterances” produced by each sphere of language use, reflecting its special conditions and goals.

As in sociocultural theory, from the point of view of discourse genres, language is viewed as a social, historical and cultural activity. Therefore, in this perspective, the interactive and social nature of language is a privileged rather than a formal or structural aspect of language.

the ability to understand a text presented visually and auditorily (reading, listening) and generate a speech utterance (speaking, writing);

the ability to navigate various sources of information (dictionaries, reference books) and use them in educational activities;

degree of familiarity with the sociocultural context of language functioning;

ability and willingness to communicate (interactive aspect of learning).

Junior school age is favorable for the formation of the communicative component of educational learning. At the initial stage of education, the child’s individual successes acquire social meaning for the first time, therefore one of the main tasks of primary education is the creation of optimal conditions for the formation of communicative competencies, achievement motivation, initiative, and student independence.

Speaking about communicative educational activities, we mean the formation of the ability to interact in small groups (under the guidance of a teacher) in the process of solving problem situations. To organize group work, the class is divided when completing a task into groups of 3 - 6 people, most often 4 people. The task is given to the group, not to the individual student. The even number of training participants is determined by the fact that classes can be held in the form of a competition between two teams. Team competitions make it possible to actualize the motive of winning in children and thereby awaken interest in the activity being performed. Groups can be formed according to different criteria. For example, multi-level groups can be composed of students who have the same level of cognitive activity. In addition, groups can be created based on the wishes of the students themselves: similar interests, work styles, related friendly relations etc. The roles of students when working in a group can be distributed in different ways:

All roles are assigned in advance by the teacher;

The roles of the participants are mixed: for some of the children they are strictly defined and unchanged throughout the entire process of solving the problem, the other part of the group determines the roles independently, based on their desires;

Group members choose their own roles.

Grouping promotes team unity. In the group, the children are given the opportunity to express their opinions, listen to the opinions of other children, they develop the ability to work in a team, schoolchildren learn to listen to the opinions of their group mates, analyze what is said, agree with something and explain why they agree and with what. then no, and accordingly give arguments for disagreement. Analyzing the work of the children, we can say that the game captivates them, they work with great interest, therefore, the game helps stimulate the activities of schoolchildren and increases their interest in the lessons.

A special case of group collaboration among students is working in pairs.It is generally impossible to do without pair work in developmental education, since, firstly, it is an additional motivational means of involving children in the content of learning, and secondly, it is an opportunity and necessity to organically combine teaching and education in the lesson, to build human and business relationships children. The following types can be used in lessons:work in pairs:learning, retelling, drawing up a plan, explaining, sharing experiences, composing, solving problems, testing reading techniques, calculations, written works. In shift pairs, it is convenient to test knowledge of the multiplication table, components of actions, formulas, and algorithms. How to check table cases of addition/subtraction, multiplication? We create several “stations” (consultants) in the classroom, and all other children (not consultants) “pass” through them. Each child has his own piece of paper (diary), in which each consultant gives him an assessment.

I begin teaching students to work in pairs during the period of literacy training in 1st grade when retelling a fairy tale based on an illustration, using the following algorithm:

Setting work goals for students.

Distribution of roles. (Narrator and listener.)

Sample. (2 students demonstrate their work at the blackboard.)

Independent work of students. Retelling in pairs.

Introspection

What happened?

When was it easy?

When was it difficult?

Shape communication skills Work in pairs must be done gradually, in certain stages.

The first stage: I distribute sheets of paper to the children on which they need to do the shading of the figures. At the end of the lesson I conduct a reflection, during which it turns out that if the students had worked in pairs, they would have coped with the task. Children have a need to work together.

The second stage: developing in students the ability to coordinate their actions and develop a common goal of work. The work is based on the following principles: difficulty, reflection, new form of work. The guys make the application, distributing responsibilities, but without planning the work and without presenting the final result. Therefore, some of the completed tasks do not have a match in color or location. Students conclude: before doing the work, it is necessary to agree.

Third stage: students’ awareness of the norms of simple communication. Therefore, I organize interaction in pairs according to the type of simple communication, where students try to understand each other’s statements. Thus, in cooperation, comfortable conditions are created for students to communicate, which allows building subjective relationships of the type: student↔student, student↔teacher. By the end of the first grade, communication skills are formed and a friendly team is formed.

An important point for developing methods of interaction and establishing relationships between participants in joint activities in a pair is the organization of pair control, which can be carried out in different forms. One of the forms may be the following: students, receiving a task under the same number, act as follows: one student - the performer - must complete this task, and the other - the controller - must monitor the progress and correctness of the result obtained. In this case, the controller has detailed instructions completing the task. When completing the next task, the children change roles: whoever was the performer becomes the controller, and the controller becomes the performer. The use of a paired form of control allows not only to ensure control over the process of assimilation and mastery of all the information necessary for the error-free completion of the proposed tasks, but also to solve another important problem: students, by controlling each other, gradually learn to control themselves and become more attentive. This is explained by the fact that attention, being internal control, is formed on the basis of external control. Because of this, performing the functions of a controller in relation to another student is at the same time a stage in the formation of internal control of oneself.

The textbooks offer tasks to be completed in pairs and groups, which allows students to use the acquired knowledge in practice. The textbooks use game situations, by studying which children learn the rules of communication. The heroes of textbooks not only conduct dialogues on the pages of textbooks and serve as role models, but also allow students to participate in dialogues.

The workbooks contain many tasks that formulate a multi-level communicative task: talk with family members, with a friend, with classmates. We can give examples from many manuals that will also allow the teacher to form communicative learning tools in the educational process:

- joint reading of the dialogue, which allows you to form an orientation toward your partner and teaches emotional attitude to the heroes of the work.

- formation of a culture of speech (correct stress and phrase construction), which allows the child to form ideas about the process of communication, forms and methods of communication.

The textbooks “The World around us” lead children to form ideas about the world around them as the world of man, nature, and culture.

- the child understands in what ways he can learn about the world. The task of mastering the topic in the context of the formation of communicative UUD is the formation of ways of interacting with the outside world (I see, hear, speak...). We remind you that the teacher, being a role model for the student, shows him how to talk constructively with others. At the same time, the formation of communicative learning activities occurs when the teacher asks questions like: “What do you see?”, “What did you hear?”, “What did you want to say?” and so on.

When teaching first-graders I use problem-dialogical teaching technology. This technology meets all the requirements of the second generation standard. In the very definition of “problematic-dialogical”, the first part means that in a lesson of studying new material two parts should be worked out: posing an educational problem and finding its solution. Two types of dialogue are used: encouraging and leading.

The stimulating dialogue consists of individual stimulating remarks, with the help of which the skills to creatively and unconventionally solve educational problems are formed, and positive motivation for cognitive activity and active work arises. The teacher creates a problematic situation, then pronounces special remarks that lead students to recognize the contradiction and formulate the problem. While searching for a solution, the teacher encourages students to put forward and test hypotheses and ensures discovery through trial and error. Techniques such as: open questions, reflexive tasks, provocations, risk situations, traps.

The presence of an unexpected obstacle causes surprise in children and contributes to the emergence of a question. A question appears - thinking begins to work. No surprise - no dialogue.

An important role in organizing stimulating dialogue is played by the creation various situations at the lesson:

1. Creating a “situation of success.” As a result, children achieve emotional satisfaction with their knowledge.

2. The situation of “intellectual gap”. The result is an emotional experience of universal failure (no one can).

3. Formulation educational task together with the teacher. Students formulate the question themselves and look for an answer. The dialogue develops from the questions that concern the child.

The setting of an educational task occurs in the form of a stimulating dialogue, and its solution - in the form of a leading dialogue.

Leading dialogue is a system of questions and tasks that step by step lead students to formulate a topic. At the stage of finding a solution, the teacher builds a logical chain to new knowledge.

Forms of introductory dialogue:

1. Analyzing collective observation. Two-sided material is offered for comparison (two columns or two lines) of words or numerical expressions. A general question is asked: “What did you notice? What do you want to say? By listening to the children's answers, the teacher “seizes on more interesting lines and develops them. In collective observation, it is very important to select didactic material and think through a system of questions and tasks. Choose effective techniques to detect signs of a new concept, think over a system for recording (on the board, in a notebook) what will be jointly discovered. The analyzing observation ends with a generalization in the form of a diagram - support, plan, verbal formulation and reading the conclusion in the textbook.

2. A frontal discussion is as follows: children speak out, put forward versions that are recorded on the board. Next, there is a discussion of the put forward versions, their coordination and arriving at the correct answer. Mandatory justification for the proposed version.

Frontal discussion is facilitated by work in groups, where children argue, defend their opinions and come to a consensus, record it on a sheet, then there is a discussion of the versions put forward by the groups. Consistently moving from one operation to another, pronouncing the content and result of the operation being performed, almost all students

without additional help, they successfully complete the task. The main thing here is the student’s verbal pronunciation of the action. Such pronunciation makes it possible to ensure the implementation of all parts of the control action and to understand its content. Verbal pronunciation is a means of the student’s transition from performing an action based on a rule presented on a card in the form of text, to independently performing control, first slowly and then quickly, focusing on the internal algorithm of verification methods.

Thus, cooperation develops. We are walking along the same path together. As a result, children discover and master new knowledge. Thanks to problematic dialogue, there are no passive people in the lesson, everyone thinks and expresses their thoughts. Dialogue promotes intensive speech development. Solving the same problem by different groups of children allows them to compare and critically evaluate their work and creates mutual interest in each other’s work.

Dialogue today is not just a pedagogical method and form, but is also becoming a priority principle of the educational process. After all, with the help of problematic dialogue, UUDs are formed.

Regulatory – ability to solve problems;

Communicative – conduct a dialogue;

Cognitive – extract information, draw logical conclusions, etc.;

Personal – if the problem of moral assessment of the situation, civil choice was raised.

I often include in the lessonstory games . These games are aimed at liberating the student; students perform certain roles, play out a certain scenario, dialogue. For example, dialogue on behalf of animals and plants. Such dialogues can be easily found in the books of V. Bianchi, E. Charushin. The plot game does not take much time, children watch and participate in it with interest and attention. The form of the game can be mass. For example, when studying the topic “Minerals”, students act as geologists who travel around their native land and discover various minerals. It is necessary to name their properties, application, symbol, and show the deposit of this mineral on the map.

Can be usedenvironmental games , when children act as ecologists, directors of enterprises solving environmental problems. Such games help deepen and consolidate educational material, and allow you to establish relationships in nature. The activation of students is achieved by an interesting plot of the game and the personal participation of children.

In science class I enterbusiness game . An example of such games are travel games. They, like story-based games, help deepen and consolidate educational material and allow you to establish relationships in nature. The activation of students is also achieved by an interesting plot of the game, the personal participation of children, their oral messages, and experiences. For example, when studying and getting to know the large rivers of Russia, students can be offered the following situations: one of you is the captain, the other is the navigator. You need to choose a route for sailing along the Volga, set the goal of the expedition, and talk about the nature of the places you visited.

A business game develops imagination in children, but real fantasy, based on acquired knowledge, teaches them to reason, compare, prove, and tell stories.

For all these forms of work to be successful, you need to follow some rules:

Didactic games should be based on games familiar to children. For this purpose, it is important to observe children, identify their favorite games, analyze which games children like more and which ones less.

Every game should contain an element of novelty.

You cannot force a game on children that seems useful; the game is voluntary. Children should be able to refuse a game if they don't like it and choose another game.

The game is not a lesson. This does not mean; that there is no need to play in class. A gaming technique involving children in new topic, an element of competition, a riddle, a journey into a fairy tale and much more. This is not only the methodological wealth of the teacher, but also the overall work of children in the lesson, rich in impressions.

The emotional state of the teacher must correspond to the activity in which he participates. Unlike all other methodological means, the game requires a special state from the one who conducts it. It is necessary not only to be able to play the game, but also to play with the children.

The game is a diagnostic tool. The child reveals himself in the game in all his best and not best qualities. Under no circumstances should disciplinary measures be taken against children who violate the rules of the game or the game atmosphere. This can only be a reason for a friendly conversation, an explanation, or even better, when, having gathered together, the children analyze, figure out who showed themselves in the game and how the conflict should have been avoided.

The ability to collaborate is most fully manifested and successfully developed in activities, and activities that have a research orientation. The inclusion of younger schoolchildren in educational and research activities is carried out through the creation of a research situation through educational and research tasks and assignments and recognition of the value of shared experience.

1. Communicative UUDs are formed when:

The student learns to answer questions;

The student learns to ask questions;

The student learns to conduct a dialogue;

The student learns to retell the plot;

Students are taught to listen; before this, the teacher usually says: “We listen carefully.”

2. Technology

Communicative learning activities include the conscious orientation of students to the positions of other people (primarily a partner in communication or activity), the ability to listen and engage in dialogue, participate in a collective discussion of problems, integrate into a peer group and build productive interaction and cooperation with peers and adults and thereby ensure general social competence. The technology will work if:

Goals have been defined. In order for a student to enter into communication with a teacher, textbook, peer or parent, he must understand why this is needed, what he wants to get in the end?

The motivation for this is some difficulty, a contradiction between the personal state and the desired.

A communication partner has been selected. When forming pairs/groups/teams, the teacher should consider the following:

Relationships between children in a pair/group should be positive or neutral. You will have to work separately with a child who is not accepted by children, to think about how to involve him in work;

The composition of pairs/groups should change;

The most effective pairs/groups are different, but close in level of communication (high and medium, medium and low);

The effectiveness of group work directly depends on the ability of partners to exchange opinions and discuss. You will have to teach children to regulate noise levels.

Functions and roles are distributed. As the teacher uses group forms, it will become clear which children take on the role of leaders in cognitive content, which ones know how to maintain cooperation and reconcile differences, who can clearly and logically present the overall result, who introduces conflicts, etc. All these aspects are worth discussing at the end of the work. Nevertheless, it is advisable to change the roles/functions of group members - it is useful for a leader to be a performer, for a conflict person to try on the role of a mediator.

Pupils know how to act and interact. In order to teach children to communicate and interact, it is necessary to introduce rules or norms for working in pairs/groups. Each teacher has in his arsenal such rules, developed by previous experience. Looking at them from a new perspective, we can especially highlight the following:

Listen carefully to your communication partner;

Ask again and clarify to be sure that you understood him correctly;

Celebrate the positive first;

Respect other people's mistakes, politely explain your opinion;

Try to work well;

If you have difficulties, ask your partner for help and provide this help yourself if the other asks for it;

The result of the work of the pair/group is your common opinion;

Remember, together you can do much more than each of you can do individually;

Thank your partner for their work.

All these rules should be introduced gradually, derived directly from the experience of children, and collected in the form of a reminder.

The teacher is an example of partner communication for children. He daily broadcasts examples of respect for the interlocutor, correct discussion and support of the partner, which the children will learn.

Informational resources:

1. How to design universal educational activities in elementary school: from action to thought: a manual for teachers / [A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya and others]; edited by A.G. Asmolov. - M.: Education, 2008.

2. Federal state educational standard for primary general education - M.: Prosveshchenie, 2010.

3. Yakimov N.A. Design and research activities of junior schoolchildren // Research schoolchildren. – 2003. No. 1. – P. 48-51.

4. Kapustin N.K. Pedagogical technologies of adaptive school. – M., Academy, 2001.

Today, the Russian education system is undergoing reform aimed at developing pedagogical models that are adequate to the social order of society. There is increasing scientific interest in the communicative essence of education as one of the main ideas of the second generation Standards. The search for optimal ways and means of introducing communication technologies into pedagogical science and the field of education is carried out by both scientists and practice-oriented specialists.

In the context of the concept of universal learning activities (UAL), communication is considered as a semantic aspect of communication and social interaction, the basic components of which include:

• the child’s need to communicate with adults and peers;
• mastery of certain verbal and non-verbal means of communication;
• positive attitude towards the collaboration process;
• communication partner orientation;
• the ability to listen to your interlocutor.

Communicative actions can be divided into three groups:

• communication as interaction (communicative actions aimed at taking into account the position of the interlocutor or partner in the activity);
• communication as cooperation (the content core is the coordination of efforts to achieve a common goal);
• communicative speech actions that serve as a means of transmitting information to other people and developing reflection.

Junior school age is favorable for the formation of the communicative component of educational learning. At the initial stage of education, the child’s individual successes acquire social meaning for the first time, therefore one of the main tasks of primary education is the creation of optimal conditions for the formation of communicative competencies, achievement motivation, initiative, and student independence.

According to a number of researchers, from 15% to 60% of primary school students in general education schools experience difficulties in learning, in particular, difficulties of a communicative nature (A.F. Anufriev, V.S. Kazanskaya, E.V. Korotaeva, S.N. Kostromina, O.A. Yashnova, etc.).

Indeed, observations of preschoolers and first-graders show that the level of development of real communicative competence in many of them is far from the desired level.

The theoretical prerequisites for the multidimensional nature of communication are studies related to the modern understanding of communicative needs, abilities, properties and skills, communicative competence of the individual (M.M. Bakhtin, A.A. Bodalev, Yu.N. Emelyanov, I.A. Zimnyaya, A. N. Leontyev, V. A. Kan-Kalik, A. V. Mudrik, etc.).

The educational and communicative difficulties faced by primary schoolchildren are discussed in the works of G.V. Burmenskaya, I.V. Dubrovina, A.N. Korneva, G.F. Kumarina, R.V. Ovcharova, I.N. Sadovnikova and others.

Among the ways to overcome various learning difficulties, researchers name a special organization of communication among younger schoolchildren. This problem was dealt with by Sh.A. Amonashvili, A.G. Asmolov, Ya.L. Kolominsky, A.V. Mudrik, G.A. Zuckerman, D.B. Elkonin et al.

The problem of successful communicative activity has been sufficiently developed by educational psychology. Pedagogical publications often discuss the educational process from the point of view of revealing and realizing its potential.

However, the teacher’s methodological tools still do not have clear criteria and a practical system for developing children’s communicative success (with the possible exception of the developmental education system of D. B. Elkonin - V. V. Davydov).

Theoretical studies of the formation of communicative success of primary school students are most holistically presented in the concept of Grishanova I.A. The author's contribution is the development and theoretical justification of the parameters, criteria, and levels of communicative success of junior schoolchildren. In our opinion, they have practical application in the educational environment.

The parameters are:

• cognitive – the ability to identify one’s own communication problems;
• behavioral – the ability to control behavior;
• emotive – the ability to control emotions.

Cognitive parameter: ability to show interest in communication; help and support classmates, listen to their advice; be critical of the results of communication, correctly evaluate the comments of classmates; navigate the communication situation; ability for self-expression, self-actualization through different kinds creativity in educational activities.

Behavioral: the ability to win over classmates, the ability to joke, smile in communication, make decisions independently, strive for success, the ability to express your attitude to what is happening with speech, facial expressions or gestures, be aware of your behavior in a team, follow adequate forms of behavior.

Emotive: the ability to remain calm and confident, manage one’s emotional state, regulate the strength of one’s voice and rate of speech adequately to the communication situation, and restrain oneself in a situation of conflict.

The identified criteria served as the basis for assessing the levels of development of communication skills (high, average, below average, low levels).

Quite relevant, in our opinion, are the publications of O.N. Mostova and I.N. Agafonova. The results of their research showed that according to their communication style, primary schoolchildren are divided into three types:

• egocentric type (18% of the total number of schoolchildren);
• friendly type (50%);
• insecure type (32%).

Unfortunately, the publications of these authors known to us do not indicate how they differentiated children.

In the conditions of our Progymnasium, an expert assessment by teachers revealed somewhat different results: 25% of children were of the egocentric type, 37.5% each of both friendly and insecure types of first-graders.

Thus, the study of scientific and pedagogical publications on this topic made it possible to identify the following contradictions:

a) between the high level of importance of communicative activities for successful schooling and the insufficient level of development of communicative skills of younger schoolchildren;

b) between the need for school practice in new forms, methods, means, techniques for developing communication skills and their insufficient development;

c) between the increasing school requirements for the communicative competence of primary school teachers and difficulties in organizing the communication process in the “student-student”, “student-teacher” system.

An analysis of the practical educational environment shows that to solve the problem under discussion in primary school, group forms of organizing educational communication are used: group work on problematic situation(in pairs, micro groups); communicative tasks (educational dialogue); group work using modern teaching equipment (LEGO, Spectra, Pertra); peer review of assignments; gaming technologies; choral singing; collective drawings, applications, crafts from various materials; team competitions in physical education lessons, etc.

However, the formation of communication skills is carried out rather unsystematically; the consistency in children’s mastery of communicative actions is not taken into account. Teachers experience difficulties in organizing work in this area:

• the teacher loses the desired rhythm of the lesson (and time to practice the same lessons) in an attempt to stimulate effective interaction and cooperation of children;
• recognition of the student as a subject of learning is often only declared, and the democratic style of communication, cooperation, and student-centered approach have not yet become everyday practice in our educational institutions;
• In the conditions of strict requirements of the governing bodies of education for students' learning, the teacher's anxiety increases, which negatively affects his professional creativity and his own communication skills.

The New Generation Standard, in the context of modernization, emphasizes the importance of mastering and using diagnostic techniques by the teacher aimed at studying the level of existing educational systems and the dynamics of their formation. At the same time, an analysis of modern research has shown that the problem of developing diagnostic methods for assessing the communication skills of primary schoolchildren is quite acute.

The proposed methods called “standard tasks” edited by leading domestic scientists A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya in our opinion:

• seem somewhat unfinished, they are essentially a modification of well-known gaming techniques (for example, the task they proposed “The Road to Home” is a modification of the game “Architect-Builder”);
• the criteria for assessing communicative learning activities are rather artificially related to the content of the tests (in particular, the task “Left and Right Sides” by J. Piaget is aimed, according to the authors, at identifying the level of formation of actions that take into account the position of the interlocutor);
• When interpreting and processing the proposed methods, a rather subjective criteria-evaluative approach prevails.

School psychologists and educators would like to have a more standardized and valid diagnostic tool in their hands. Although it should be noted that the “Mittens” task (G.A. Tsukerman) can fully serve as a diagnostic technique. Children, agreeing among themselves, come up with the same pattern in the silhouettes of mittens, which gives an idea of ​​​​the productivity of joint activities in pair work for the entire class of students at the same time. (The process of children performing work is presented in Appendix 1, the result of their execution in Appendix 2).

Our practice of psychological support allows us to note pronounced trends in the results of a comprehensive examination (cognitive, regulatory and emotional-personal spheres) of children. Empirical data from longitudinal studies have identified the following groups of children with communication difficulties:

1. Students with emotional and personal disorders: they are more withdrawn, less team-oriented, and their energy resources are reduced. In more than half of these children, negative emotions dominate, and increased anxiety is noted (Lüscher test, modified by K. Shiposh, Temml-Dorki-Amen anxiety test).
2. There is a growing trend in children with verbalism. When diagnosing readiness for school, preschoolers are already identified with a sharp predominance of the verbal sphere (oral speech, verbal memory) over other aspects of mental development (which is later confirmed by the results of the classical battery of subtests by D. Wechsler). These children are often assessed by others as “prodigies.” However, in the process of schooling, insufficient development of their thinking, volition, and cognitive motives is revealed. Ultimately, this often leads to academic failure and conflicts between the child (and often his parents) and the social environment.
3. A special group consists of students with pronounced characteristics of perception and processing of information (extreme “visuals” and “kinesthetics”, according to R. Bandler and J. Grinder). Their verbal substructures are not developed, but are masked by talkativeness.
4. Students with individual typological properties: low sociability, shyness, introversion (genetic background and family characteristics).

It can be noted that due to the presence of heterogeneous groups of children (according to their origin and types of difficulties in communication), the work on developing communication skills (and, accordingly, communicative learning skills) is quite complex. Consequently, in addition to the targeted efforts of the teacher to develop communication skills, it is also necessary to implement a set of psycho-corrective and developmental measures for younger schoolchildren. And here school psychologists can come to the rescue.

In the system of practical activities of a teacher-psychologist in primary school, the most effective forms of correction and development of communication skills that we offer for consideration can be used.

1. Carrying out group training sessions for first-graders experiencing communication difficulties identified during the period of primary adaptation.

The main goal of these classes is to reduce psycho-emotional stress, develop communication skills, and correct personal characteristics. Groups are composed of 6 people based on diagnostic results. (The complex diagnostic “Methodology for determining readiness for school” by L. A. Yasyukova is used).

The classes include elements of psycho-gymnastics, auto-training, puppet therapy, art therapy, animal therapy, and sand therapy. Body-oriented techniques and audio programs are used.

2. Introduction course "Psychology of Communication" within the framework of additional education (extracurricular activities). Such developmental activities are aimed at creating socio-psychological conditions for self-knowledge and knowledge of other people, at increasing self-confidence and one’s communicative competence, which is necessary for a full-fledged school life and the success of the child in the future. The principles of conducting classes are based on the humanistic psychological paradigm.

Types of methodological tools used:

• role-playing games;
• psychogymnastic studies;
• emotional-symbolic methods;
• discussion games;
• relaxation techniques;
• drawing methods;
• cognitive methods;
• guided imagination method.

(For a summary of the lesson “About Friendship and Friends,” see Appendix 3, Appendix 4.)

3. Collective project activities. A successful positive experience is the organization of collective projects: “Rainbow”; "Group collage"; "Fair" etc.

4. Using the experience of foreign colleagues: morning gathering practice- one of the personality-oriented methods used by teachers and psychologists in primary school. During this Gathering, students in the class come together once a week to greet each other, listen to their classmates' thoughts on a particular topic, ask questions, and make polite comments. Then follows collaboration in the group and News of the day.

Most importantly, Morning Assembly helps create a community of students, establishing a responsible and caring attitude among students towards each other.

5. Implementation psychotherapeutic programs to correct pronounced communicative and emotional-personal problems of children (can be carried out in a small group, individually or together with parents). The structure of the classes includes technology for working with magical colors, performing joint tasks between parents and children, using the resources of philosophical fairy tales in free reading and discussion mode, etc. (For example, the “Immersion in a Fairy Tale” program.)

6. Organization of game interaction ( Game library) during breaks and dynamic pauses: games of a mimic and pantomimic nature, for the expression of individual character traits and emotions, for uniting the children's team, for psycho-muscular relaxation, for a positive attitude, role-playing games.

7. Carrying out "Great psychological games", psychological actions in the school Commonwealth - a special genre of psychological work. Each game is a “small life”, a complete fragment of life creativity, allowing its participants to master a significant experience of joint activity, communication, self-knowledge (the “Orange Day” campaign, “Rainbow Games”, “Simply Together”, etc.), business games for teachers (“Training communication skills”).

Thus, resolving the issue of developing communicative competencies

for students in primary school should be comprehensive and be the result of joint efforts of teachers and practical psychologists.

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