Keyword: «communication skills»

The leading motive of a child's communication is a personal motive when accepting an adult as an integral person with knowledge, skills and socio-moral norms, who can be a strict and kind older friend. Communication with adults and peers contributes to the familiarization of preschool children with the moral and moral values of society; the formation of motivational, intellectual and communicative readiness for school education».

A pressing problem of modern psychology and pedagogy is communication skills, which are a universal condition for the development of an individual during school childhood. The formation, development and retention of the acquired communication skills among children of primary school age is one of the main problems in the development of children. Its relevance is due to the priority areas of the Federal State Educational Standard of the Primary General Education, which task is to modernize school education, improve and update the content, forms, methods and pedagogical technologies in upbringing and education of children. The changes that are taking place in society at the present stage of its development give rise to new requirements for the education system of the younger generation. Determining the conditions for the development of children's personality, it is necessary to look for and find ways to stay comfortably in a team for each child. In this regard, we see the need to find ways to create conditions for the formation of communication skills and competences among children of primary school age. Taking into account this age schoolchildren characteristics and the realities of the modern world, it is reasonable to use computer gaming technologies for the development of communication skills. The purpose of the article is to characterize the types of computer gaming technologies used in the educational process, to substantiate the appropriateness of using ready-made computer games and the creation of author's interactive games for the formation of communicative skills among primary school children, their use as a means of motivation and expansion of didactic opportunities in the educational process. In our study, the leading method of experimental work on the formation of children's communication skills by means of computer gaming technologies was an experiment consisting of diagnostic, forming and control stages. It showed that the use of computer gaming technologies as a didactic tool in working with children gives teachers the opportunity to form better communication skills among primary school students. This article has theoretical and practical significance, which is manifested in substantiating the effectiveness of the use of computer gaming technologies in the educational process for the formation of children's communication skills, which can serve as a methodological basis for further study of similar theoretical and practical issues. The model we have developed for the formation of children's communication skills is based on the principles of integrativity and interactivity, taking into account traditional and innovative forms of work with children. It can be used in primary school, in the development of educational documentation and methodological literature.

In this article, the authors consider the possibilities of developing the communicative abilities of preschoolers in a story-role-playing game. The study revealed the level of formation of communicative abilities of preschoolers. Practical recommendations are given to teachers (subjects) of preschool educational implementation for the successful implementation of a set of classes aimed at developing the communicative abilities of preschoolers.

Preschool education is assigned a task not only to form ideas in children and develop their skills and abilities, but also to ensure the ability and readiness to live in modern society, achieve socially significant goals, interact effectively and solve life problems. The purpose of the study was to identify the organizational and pedagogical conditions for the development of communicative abilities of children aged 6–7 years in the process of using a Lego set. The leading research methods were: analysis, synthesis, comparison and generalization of psychological and pedagogical research works and methodological literature on the research problem, pedagogical experiment, method of mathematical statistics – G-criterion of signs. As a result of the study, the structure of communicative abilities was revealed, which includes three key components – cognitive, behavioral and emotional, in accordance with which the criteria and indicators for the development of communicative abilities of older preschoolers are determined, and the levels of their development (initial, normative and advanced) are characterized taking into account the peculiarities of communicative abilities development among children of senior preschool age. The development of communication skills can be considered as an accompanying task of any additional education program, including technical one. Thus, two areas are combined in the course of the implementation of the additional general educational (general developmental) program "Lego-city" within the framework of the study: teaching the basics of constructing using a Lego set and developing communication skills. The theoretical significance lies in the definition and characterization of the component structure of the communicative abilities of older preschool children. The practical significance lies in the selection and experimental testing of diagnostic tools, presented in two series (for children and educators), to identify the level of communicative abilities development among older preschool children; working out and testing the program for the development of communicative abilities of older preschool age children in the process of "Lego-city" construction with the use of a Lego set. The study may be relevant for the teachers of preschool and additional education, as well as for students of pedagogical areas of training.

The article focuses on the concept of «emotional intelligence» and describes the mechanisms of its development. It also offers some examples of tasks that contribute to the development of emotional intelligence and can be used in the course of teaching activities in the framework of foreign language education of students of higher education institutions.