Pedagogy and Psychology

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The Role of Digital Didactics in the Development of the Linguistic Personality in Primary School
(Kazakh National Pedagogical University, 2026-07-01)
MAHABBAT BAIMENOVA
;
Beibitkul S. Karimova
;
G.S. Mailybayeva
;
Aigul Iskakova
The article considers the role of digital didactics in the formation of the language personality of primary school students. In the context of the digital transformation of education, scientific analysis of the possibilities of digital storytelling, gamification, interactive platforms, and multimodal learning resources for the development of students’ vocabulary, communicative activity, and basic language skills is relevant. Methodology and methods. The study was conducted in the format of a theoretical and analytical literature review. The Scopus, Web of Science, and Google Scholar databases were used to select scientific publications. The study used comparative analysis, descriptive analysis, and content systematization methods. Results. The analysis showed that the impact of digital didactics on the language development of primary school students is manifested in several areas: increasing motivation to read, expanding vocabulary, improving pronunciation, listening, reading, and writing, personalizing learning, and providing instant feedback. Scientific novelty. The scientific novelty of the study is the comprehensive systematization of the impact of digital didactics on the formation of the linguistic personality of primary school students in the unity of digital storytelling, gamification, and neurodidactic principles. The article substantiates the role of digital tools in language education not only as a technical resource, but also as a pedagogical system that supports communicative and cognitive development. Practical significance. The results of the study are an effective methodological guide for primary school teachers, methodologists, and developers of digital educational resources.
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Pedagogical Architecture of Dialogic Communication of Primary School Children with Emotional-Volitional Regulation: Experimental Verification
(Kazakh National Pedagogical University, 2026-07-01)
Нигматуллина Ирина Владимировна
;
Akerke Ishankhankyzy
;
Aliya Makhambetova
;
Shynar Ussenbayeva
The article examines the formation of dialogic communication in primary school children with emotional-volitional dysregulation as an important condition for their socialization, learning activity, and overall development. The relevance of the study is determined by the close relationship between dialogic speech, emotional stability, self-regulation, and the child’s ability to interact effectively with peers and adults. Methodology and Methods.The empirical study was conducted using the following diagnostic tools: “Diagnostics of Dialogic Speech in Primary School Children”, “Communicative Activity of Primary School Children”, and the “Protocol for Pedagogical Assessment of Children with ASD”. To analyze the distribution of communicative activity levels across Grades 1–3, Pearson’s χ² test was applied. Results. The results showed statistically significant differences in communicative activity levels among primary school children of different age groups. It was found that emotional-volitional dysregulation negatively affects the development of dialogic communication, behavioral regulation, and the child’s ability to maintain productive interaction. Scientific novelty. The study substantiates the relationship between emotional-volitional difficulties and the level of dialogic communication development in primary school children. Practical significance. The obtained results can be used in the development of corrective, pedagogical, and psychological support programs aimed at improving communicative competence in children with emotional-volitional dysregulation.

Pedagogy and Psychology

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