Keyword: «social and communicative development»

The key period in the development of a child is preschool age. The aim of the study was to identify the influence of the game on the social and communicative development of preschool children in the article, the authors describe in detail the social and communicative development in this period. The authors were able to identify the relationship between the child's play activity and his social and communicative development using the method of Dyachenko O. M. "Game room". The relevance of the study is the need to develop social and communication skills through play, so that the preschooler is successful in the future.

this article contains general information about the features of anxiety in preschool children. The article deals with the characteristics of the concept and the main tasks of social and communicative development of preschool children. Special attention is paid to the main goal of social and communicative development and reveals the main characteristics of the development of interaction between preschoolers and adults. An attempt is made to study the features of the means of communication of preschool children and to study the level of social and communicative development of preschool children in the conditions of diagnostic work.

The relevance of the study is determined by the contradiction between the need for the formation and development of social and communicative skills in preschoolers and the lack of methodological recommendations for the effective organization of this process. A theoretical analysis of the psychological and pedagogical characteristics of preschool children has been carried out. The methodological experience of teachers in the social and communicative development of kindergarten students is summarized. An arsenal of tools has been identified that can improve the efficiency of this process. A set of exercises and dramatization games that contribute to the formation and development of social and communicative skills in preschoolers is presented. The practical significance of the study is supported by methodological recommendations.

The article discusses the features of raising patriotic feelings in children aged 5-6. It describes the possibilities of using the thematic exhibition "My Homeland - Russia" in patriotic education of children. The content of the article includes a theoretical justification for patriotic education of senior preschool children as one of the priority tasks of the country's educational system and the results of the proposed educational work in the process of creating the exhibition.

This study aims to investigate the development of social and communicative skills in preschool children with autism spectrum disorders (ASD) and other mental disabilities (OMD). The study's relevance stems from the need to promptly identify social interaction and communication difficulties in children with these conditions, as well as to improve diagnostic methods and organize personalized psychological and pedagogical support in preschool educational institutions. The aim of the study is to form social and communicative development in preschool children with ASD and mental retardation through diagnosis and subsequent socialization at the diagnostic, formative and control stages of the experiment. The study utilizes a systems approach that allows for the perception of social and communicative development as a multicomponent structure, an individualized approach that takes into account the specific psychophysical development of each student, and a person–centered approach that transforms the child from a passive object of pedagogical influence into an actively participating subject of the educational process. The assessment was conducted in fifty preschool children with ASD and mental disabilities (OMD) at the preschool educational institution during the 2025–2026 academic year. Analysis of results across all stages of the assessment indicates positive changes in the social and communicative skills of the majority of children. This is supported by the use of comprehensive diagnostic tools and individual educational plans to improve social interaction and communicative activity. The theoretical significance of the work lies in understanding Russian and global views on the socio-communicative development of children with ASD and OMD, as well as the importance of early diagnosis and correctional work for their successful socialization. The practical significance of the study lies in the diagnostic methodology, which is capable of recording not only the overall level of development of social and communicative competences but also qualitative changes within each stage, which is critical for working with preschool children with ASD and mental disabilities (OMD).