Formation of communicative competence among younger schoolchildren by means of modern educational technologies within the framework of the implementation of the Federal State Educational Standard

Formation of communicative competence among younger schoolchildren by means of modern educational technologies within the framework of the implementation of the Federal State Educational Standard

The existence of humanity is unthinkable outside of communicative activity. Regardless of gender, age, education, social status, territorial and national affiliation, and many other data characterizing a human personality, we constantly request, transmit and store information, we actively engage in communication activities.

In other words, communication will be effective only if the people interacting with each other are competent in this situation.

Since our research is related to the formation of communicative competencies, it is necessary to clarify the vision of such basic concepts as competence and communicative competence.

Competence (from lat. Competentis – capable) is a cumulative characteristic of knowledge, skills and abilities formed in the learning process, and manifested as the ability and readiness of a person for independent selective and design actions in solving various behavioral and practical tasks.

Communicative competence, according to psychological and pedagogical research, includes the following components:

1) emotional (includes emotional responsiveness, empathy,

sensitivity to the other, the ability to empathize and compassion, attention to the actions of partners).

2) cognitive (related to the cognition of another person, includes

the ability to anticipate the behavior of another person, effectively solve various problems that arise between people).

3) behavioral (reflects the child's ability to cooperate, joint activities, initiative, adequacy in communication, organizational skills, etc.).

Under the communicative abilities of younger schoolchildren as a means of their social adaptation, they are distinguished:

A complex of individual psychological qualities of a younger student's personality of a social orientation (contact, empathy, benevolence).

The level of knowledge, skills and skills of social and communicative activity (knowledge of the laws of conflict-free communication with others,

Behavioral culture skills, the ability to quickly navigate in familiar and unfamiliar situations, etc.).

The desire and need to engage in social and communicative activities.

Ability to analyze and adequately assess social and communicative situations and monitor their condition in business and personal contacts with others.

Primary school age is the optimal period for the formation of communicative abilities, active learning of social behavior, the art of communication between children of different sexes, the assimilation of communicative, speech skills, ways of distinguishing social situations:

1. Upon entering school, a child discovers a new place in the social space of human relations.

2. Younger schoolchildren already have sufficiently developed reflexive abilities

3. The school imposes new requirements on the child regarding speech development

4. At primary school age, the child's relationship with people is being rebuilt.

5. The implementation of educational activities is possible only if the child learns to manage his mental processes and behavior in general.

6. Primary school-age children develop prerequisites for the formation of important social qualities

7. Children at this age have not lost interest in the game and, most importantly, they use the game as a training ground for practicing educational skills. Therefore, the c game can be successfully used to practice communication skills and social behavior.

Starting school allows a child to take a new life position and move on to socially significant educational activities. At the same time, most primary school-age children develop prerequisites for the formation of important social qualities that contribute to successful social adaptation. The formation of the communicative abilities of younger schoolchildren in educational activities largely determines the solution of social problems, which today is a very urgent task in the work of primary school teachers.

The ability to act arbitrarily is formed gradually, throughout primary school age.

A new behavior arises first in joint activity with an adult, who gives the child the means to organize such behavior, and only then becomes the child's own individual way of acting (L.S. Vygotsky).

What should teachers and parents know and understand to intelligently build the process of education, contributing to the development of the child as an independent person who can consciously control his behavior?

The specificity of primary school age is that the goals of activity are set to children mainly by adults. Teachers and parents determine what a child can and cannot do, our task to fulfill, our rules to obey, etc.

Essential conditions that allow an adult to form a child's ability to independently control his behavior, such conditions are:

1. The presence of a sufficiently strong and long-acting motive of behavior in the child.

2. Introduction of restrictive goals.

3. The division of the assimilated complex form of behavior into relatively independent and small actions.

4. The presence of external means that are a support for mastering behavior.

Communicative competence is the possession of skills of interaction with other people, the ability to work in a group, familiarity with various social roles, the ability of a person to communicate in speech", in the experimental part, such characteristics as the communicative abilities of younger schoolchildren will be tested, which will be determined by two aspects: understanding the specifics of the situation in which the interaction takes place and communication with peers. In other words, communication will be effective only when the people interacting with each other are competent in this situation.

1. The formation of communicative competence requires a well-thought-out system of work in the educational process of primary school. Extracurricular activities have a great influence on the formation of the communicative competence of younger schoolchildren, as the personality develops in communication, creativity, informal settings.

2. Communicative competence can rightfully be considered the leading and core one since it is the basis of all other competencies. Communicative competence today needs to be consistently formed and developed in close connection with educational and information skills. The development of communicative skills in oral and written speech should be considered not just as a goal, but as a means of successfully mastering any subject knowledge and skills.

3. Primary school age is the optimal period for the formation of communicative abilities, active learning of social behavior, the art of communication between children of different sexes, the assimilation of communicative, speech skills, ways of distinguishing social situations.

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/522550-formation-of-communicative-competence-among-y