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Togushchakova I.V., Kuryanovich A.V. Structural and substantive aspects of the development of communicative skills of primary school students. Pedagogical Review. 2026. Issue 4 (68). P. 39-49

The article presents a theoretical, methodological, and empirical analysis of the development of communicative skills in primary school students within the framework of Russian language instruction. The relevance of the study is determined by the need for a comprehensive understanding of communicative skills as a key activity-based component of communicative competence in primary school learners and as a significant outcome of contemporary language education. The paper clarifies the content of the concept of “communicative skills” from the perspectives of pedagogy, linguodidactics, and neuropsychology, and substantiates a structural-content model comprising linguistic, cognitive, interactive, and regulatory components. Particular attention is paid to the neuropsychological foundations of communicative skill formation. It is demonstrated that their development is associated with the functional maturation of brain systems responsible for information processing, programming, and control of speech activity. The study argues that the uneven formation of these components in primary school age is due to age-related dynamics in the development of mechanisms of voluntary regulation. The empirical part of the research was conducted in a general education school and involved 42 students in grades 34. A comprehensive set of diagnostic methods (observation, analysis of oral monologic and dialogic utterances, written tasks, and expert assessment) was used to determine the initial level of development of the structural components of communicative skills. The findings revealed a predominance of the intermediate level of development, along with a pronounced imbalance between components: the relative prominence of the interactive component was combined with insufficient development of the regulatory-cognitive block, manifested in difficulties related to planning, argumentation, and logical organization of speech. The scientific novelty of the study lies in the integration of linguodidactic and neuropsychological approaches to the analysis of communicative skills in primary school students and in the empirical confirmation of their structural heterogeneity. The theoretical significance of the research consists in refining a staged model of communicative skill development in primary education. The practical significance is determined by the possibility of using the obtained results in the design of a methodological system for the development of monologue speech, speech planning and self-regulation mechanisms in the process of teaching the Russian language as technologies for the development of communicative skills.

Keywords: communicative skills, primary school students, Russian language teaching methodology, neuropsychology, speech development, regulatory mechanisms, primary general education