Meaning and Structure of Information and Communication Competence as a Subject Competence in Teaching Informatics in Primary School

Abstract

The article analyzes the research of scientists and State regulatory documents on the concept of key information and communication competence. According to the conducted analysis, the information and communication competence of a primary school student involves mastering the basics of digital literacy; the ability to safely and ethically use information and communication technologies in education and life.
 Information and communication competence belongs to the list of key competences. It is formed in an integrated educational process during the study of all educational branches. In the case of learning the computer science field, this competence is also subjective, because children learn the basics of information and computer literacy in studying.
 The article presents the structure of information and communication competence as a subjective for primary school students. Components of information and communication competence are methodological competence, research competence, model competence, algorithmic competence, and technological competence.
 The author found that there is a communicative component, which is provided in the learning outcomes of primary school students, but is not taken into the structure of information and communication competence. This component is communicative competence. Information and communication competence of a primary school student will acquire a complete structure when the sixth component - communicative competence - is included in its composition. This competence is interdisciplinary and closely intertwined with all components of information and communication competence.
 During the study of informatics, digital communicative competence is most formed during the study of the content line «Information. Actions with information». It also constantly develops integratively during the study of all other content lines of the informatics educational field.
 The author specified the structure of subject information and communication competence of primary school students and developed a model. This model contains the learning outcomes distribution of the informatics educational field according to the State Standard of Primary Education. It is graphically presented in the article.