Analysis of the problem of forming communicative competence in younger schoolchildren in contemporary psychological and pedagogical discourse

Abstract

The article presents a comprehensive analysis of the problem of developing communicative competence in primary school pupils in the context of contemporary psychological and pedagogical discourse. The relevance of the topic is determined by the transformational processes in Ukrainian education, in particular the implementation of the Concept of the New Ukrainian School, which provides for a shift in educational priorities from the acquisition of knowledge to the development of key competencies, among which communicative competence occupies a leading place. Communicative competence is considered not only as a linguistic ability, but as an integrated characteristic of personality, covering cognitive, emotional, social, and ethical aspects of interaction, involving conscious, ethical, and socially acceptable communication in various contexts.
The study identifies the key theoretical foundations for the formation of this competence and analyzes the approaches of domestic and foreign scientists to structuring its components, in particular grammatical, sociolinguistic, discursive, and strategic. Particular attention is paid to the psychological and pedagogical conditions for the development of communication skills in primary school children, as well as to the analysis of factors that complicate or, conversely, contribute to the effective acquisition of communication experience.
The article highlights a number of effective educational practices, including: meaningful reading of literary texts, speech-oriented interdisciplinary teaching, the use of digital technologies, project activities, and interactive forms of group interaction. The leading role of the teacher as a facilitator of speech development, a partner in communicative interaction, and a bearer of sociocultural values is emphasized.
Conclusions are formulated regarding the need for a systematic update of speech education methods, professional training of primary school teachers, and the development of effective mechanisms for diagnosing communicative competence. Prospects for further research are related to the development of integrated models for the formation of this competence, the adaptation of educational technologies to modern social challenges and the needs of the child as an active subject of communication and socialization.