WAYS OF DEVELOPING COMMUNICATIVE COMPETENCE IN SENIOR PRESCHOOL CHILDREN
Abstract. This article provides a comprehensive analysis of the ways to develop communicative competence in senior preschool children (aged 5–6) based on multi-component, psychological-pedagogical, and activity-oriented theoretical approaches. Communicative competence is understood as the integrated development of a child’s speech abilities, socio-emotional growth, intersubjective communication experience, cognitive activity, and interaction with the cultural and linguistic environment. The study draws upon the fundamental theoretical perspectives of both Western psychology (D. Hymes, U. Bronfenbrenner, M. Tomasello) and the Russian scientific school (L. Vygotsky, A. Leontiev, M. Lisina, A. Zaporozhets, D. Elkonin, A. Luria) to explain the mechanisms underlying the development of communicative skills. Particular attention is paid to the social and activity-based nature of communicative competence, which is substantiated through L. S. Vygotsky’s cultural-historical theory, M. I. Lisina’s concept of communicative needs, A. N. Leontiev’s activity theory, as well as the play theories developed by A. V. Zaporozhets and D. B. Elkonin. The article extensively examines the main directions of communicative development in preschool children, including the enrichment of the speech environment, role-playing and situational games, interactive teaching technologies, social-emotional learning, cooperation between families and preschool institutions, dialogue structures embedded in activity, and pedagogical innovations.
Keywords: preschool age, speech development, communicative competence, play activity, social communication, activity theory, pedagogical technologies.
