Railya Ilaeva

The relevance of this article is determined by the requirements of the federal state educational standard of primary general education, which focuses on the formation of soft skills in primary school students. Soft skills are important in the process of shaping a young student's personality, since they contribute to the development of critical perception of various sources of information, making non-standard decisions in a problematic situation, as well as the effective building of communication in teamwork. In the era of accelerated digitalization in education, the issue of the soft skills formation is of particular importance, since the need to build up social experience is increasing every year. As emphasized in the provisions of the federal state standard, soft skills are the basis for effective interaction with other people, which later ensures success in life. According to E.S. Ermakov, creativity and the ability to solve complex situational tasks are among the most significant competences for students in primary school. The purpose of this study is to diagnose and characterize the levels of formation of soft skills in primary school students. The article describes experimental and statistical data of the diagnosing stage of the pedagogical experiment, and also develops criteria, indicators and characteristics of the levels of soft skills formation in primary school students. The following methods were used in the course of the study: the original author's questionnaire "Is it necessary to develop soft skills?", the questionnaire to identify the most important meta-subject results of students by O.N. Krylova and E.G. Boitsova, the test "The level of cooperation in the children's collective" by D. B. Elkonin, cases for determining the level of personal development, as well as the statistical method of the Student's t-test. Thus, according to the results of diagnostics of the levels of formation of soft skills in primary school students, a predominantly low and medium level of soft skills formation was revealed. That is why the directions of educational work were put forward to increase the level of soft skills formation in primary school students. The article will be of interest to class tutors, subject teachers, teachers-psychologists working in primary secondary schools and to teachers of additional education who are engaged in organizing the process of forming soft skills in primary school students.