Keyword: «коммуникация»

The article examines the features of socio-emotional development of preschool children with autism spectrum disorders in the context of inclusive-oriented behavioral support. The study presents the results of practice-based work conducted with children aged 3–6 with various developmental characteristics. Particular attention is paid to the role of behavioral approaches in the development of communication skills, emotional regulation, and engagement in joint activities. The findings demonstrate that the development of functional communication contributes to reducing maladaptive behavior and supports the child’s personal development.

The article examines the problem of forming social competence of primary school students in a culture-appropriate educational environment. The concept of «social competence» is defined in relation to the age of 7–10 years. Key pedagogical conditions contributing to the successful socialization of students through the integration of cultural values into the educational process are identified. The role of the teacher and family in creating an environment based on traditions, norms and mutual respect is analyzed. The necessity of a systematic approach to developing communication and cooperation skills in primary school children is substantiated in accordance with the requirements of federal state educational standards.

The article discusses the problem of developing a mechanism for regulating social communication and behavior in children with autism spectrum disorders (ASD). Children with special needs are exposed to various risks in their communication with peers and adults, as well as in assessing dangerous situations and their consequences, and in planning their own actions. This highlights the need for implementing technologies that focus on developing the social and communication skills of children in this category, which is the objective of this study. The theoretical and methodological foundation of this work is based on the works of domestic and foreign authors who are specialists in the field of special education and correctional pedagogy. The following research methods are used in this work: theoretical methods based on psychological and pedagogical literature, which involve summarizing and systematizing the information obtained, as well as empirical methods. The study was conducted on the basis of the Center for Psychological, Pedagogical, Social, and Medical Assistance, the Department of Therapeutic Pedagogy and Rehabilitation, and the Tula Kindergarten for Children with Special Needs in Tula. The study involved 20 older preschool children with ASD. The diagnostic program included the comprehensive methodology of A.V. Khaustov, and the results showed that: it is difficult for preschoolers to express their requests and ask for help from an adult, and they experience significant difficulties in describing objects. Their social behavior is extremely limited: they do not know how to share and do not initiate joint play. The novelty of the research lies in the development of a set of social stories aimed at improving social communication skills in public places and managing one's own behavior and emotions, as well as the conditions for their implementation. The theoretical significance of the work lies in the study and evaluation of the effectiveness of methods aimed at developing the social and communicative skills of children in the studied category through the development and testing of social storytelling technology. The practical significance is that the results of the study can be used as a basis for pedagogical guidance in supporting children with developmental disorders in their socio–communicative development.

The article presents the modern mathematics lesson as a space of communication, choice, and collaborative problem-solving. It summarizes the methodological foundations of the approach and the main interactive practices used to develop subject and universal learning outcomes. Special attention is paid to the changing role of the teacher and to formative assessment as a tool for supporting students’ progress. The article shows that communication, choice, and cooperation strengthen students’ independence, critical thinking, and responsibility for learning. The conclusion emphasizes the developmental potential of interactive mathematics lessons.