Pedagogy and Psychology

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Innovative Play-Based Methodologies for Development of Communication Skills of Preschoolers
(Kazakh National Pedagogical University, 2025-06-01)
Bainazarova Tursynay
;
Aisulu Shayakhmetova
;
NAZGUL TILEUBAYEVA
;
Gulmira Myshbayeva
;
Manshuk B. Kurmanbekova
The study examines the challenges of fostering communicative competencies among preschool-aged children through play-based pedagogical approaches, addressing the need for systematic approaches to developing communication skills in early childhood education. Methodology and Methods. The research employs comprehensive theoretical analysis of fundamental characteristics underlying communicative skills, drawing upon seminal contributions from distinguished scholars including L.S. Vygotsky, A.V. Zaporozhets, M.I. Lisina, T.A. Repina, E.V. Subbotsky, S.G. Yakobson, and other prominent figures in developmental psychology and educational theory. A systematic taxonomy approach was utilized to categorize communicative competencies. Results. The investigation provides conceptual clarification of communication skills and presents a systematic taxonomy encompassing three primary dimensions: informational-communicative, regulatory-communicative, and affective-communicative competencies. Contemporary gaming methodologies demonstrating significant potential for advancing communicative skill acquisition were delineated. Evaluative criteria encompassing cognitive, motivational, and behavioral dimensions were established, with three developmental proficiency levels identified: emergent, developing, and advanced. A comprehensive diagnostic protocol for assessing communicative skill development in preschool populations was developed. Scientific novelty. The research elucidates scientific and theoretical frameworks underlying communicative skill development in preschool children, conceptualizing play-based activities as efficacious pedagogical instruments that facilitate acquisition of effective interpersonal interaction strategies and enhance comprehensive language development. Practical significance. Evidence-based methodological guidelines for educators were formulated to enhance communicative competency levels of young learners, providing practical tools for implementing play-based approaches in preschool educational settings.
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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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