Development of communication skills in primary school students
DOI:
https://doi.org/10.33910/2686-9527-2025-7-3-327-337Keywords:
communication skills, primary school children, sensory games, social adaptation of children, communication skills development programAbstract
Introduction. The development of social skills in children is an important field of psychology, which has been studied by authors such as L. Vygotsky, A. Zaporozhets, D. Elkonin, T. Vlasova (Endovitskaya et al. 1964; Vlasova, Pevzner 1973; Vygotsky 1956), and others. This article examines how communication influences personal and social development in children, reviews psychological approaches to understanding communication skills, and describes methods for assessing and fostering these skills. The study presents the author’s program for developing communication skills in primary school children through sensory games and evaluates its effectiveness.
Materials and Methods. The study employed several methods to assess psychological development in primary school children: Mittens (G. Zuckerman), What is Missing in These Pictures? (R. Nemov), Road to Home (a modified version of the Architect-Builder method), and the Methodology of Communication Skills (R. Ovcharova). The assessments were administered before and after implementation of the author’s program.
Results. The findings indicate that the program enhanced primary school children’s communication skills (as measured by the Mittens method) and improved their communicative and speech actions (as measured by the What is Missing in These Pictures? method and the Methodology of Communication Skills). These results demonstrate the effectiveness of the proposed program for developing communication skills in primary school children.
Conclusion. The author’s program fosters social adaptation, develops cognitive and emotional skills of interaction with other people, enhances communication skills, and improves the ability to interact with both peers and older individuals.
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