Keyword: «primary school students»

The study describes various approaches to the organization of project activities aimed at developing critical thinking, research skills and creativity in children. Examples of successful projects that contribute to the formation of sustainable natural science concepts are given, as well as the results of their implementation in the educational process are analyzed.

In accordance with the requirements of the Federal State Educational Standard, students need to be raised as successful, creative, independent people, ready to effectively interact with people around them when solving various problems and life situations [1]. Achieving this goal is complicated when we deal with younger students with disabilities. Statistics show that the number of children with disabilities is growing every year [3]. Our experience working in inclusive classes has allowed us to come to the conclusion that activity-based learning technologies contribute to the development of initiative, independence, and creativity in students with disabilities. Subject to a number of pedagogical conditions, activity-based learning technologies have made it possible to develop fourth-grade students' readiness for successful project-based research activities, as well as productive communication, interaction, and cooperation skills in a relatively short period of time (within a year).

This article is devoted to the study of articulatory and acoustic dysgraphy in younger schoolchildren. The relevance of the study is due to the fact that the number of children with writing disorders in the lower grades is increasing every year. Writing disorders affect the process of children mastering the basic educational program of primary general education. Also, the interest in the detection, prevention, and correction of dysgraphy in children is due to the fact that writing plays a major role in human life. Articulatory-acoustic dysgraphy consists in mixing, substitutions, omissions of letters that correspond to the same errors in oral speech. The work of specialists with this speech disorder is one of the important areas in the school education system. The conducted research on overcoming articulatory and acoustic dysgraphy in younger schoolchildren made it possible to identify the features of speech therapy work in secondary schools.

The article discusses the problem of social adaptation of primary school children with autism spectrum disorders (ASD) caused by impairments in communication and social interaction. The purpose of the study was to study the psychological and pedagogical aspects of the formation of communication skills in this category of children and to identify effective methods and techniques that contribute to the development of communication skills and social adaptation. The study was conducted on the basis of a comprehensive school with the participation of 20 primary school students with ASD aged 7-10 years. To assess the level of communication skills development, the methods «Diagnostics of the development of communication with peers» (Orlova, Kholmogorova) and «Study of communication skills» (Uruntayeva, Afonkina) were used. Effective methods and techniques include social stories, role-playing games, visual support, and positive reinforcement. It is concluded that targeted and systematic work is needed to develop communication skills among younger students with ASD for their successful social adaptation and integration into society.

The article discusses the features of the diagnosis of verbal vocabulary in younger schoolchildren with general speech underdevelopment (OND). The role of the verb in the formation of the lexical and grammatical structure is analyzed, the main difficulties of children with OCD in mastering verb forms are described, and methods and test tasks are proposed to identify the level of formation of the verbal component. The materials of the article can be useful to speech pathologists, speech therapists and teachers working on the correction of speech disorders in school-age children.