PEDAGOGICAL CONDITIONS FOR PRIMARY SCHOOL CHILDREN’S SOCIAL COMPETENCE FORMATION

Abstract

The article defines the essence of the category “social competence”, and characterizes its structural components. Thus, the structure of social competence includes motivational, cognitive, activity, and reflective components. Various approaches to defining the social competence of children of primary school age are represented. The peculiarities of primary school children’s social competence formation are analyzed, and its place in the system of key competencies of a modern personality is determined. Primary school children’s social competence formation is considered in the context not only of social education but also of socialization itself, as its final result.
 It has been proven that the primary school age is a sensitive period for social competence formation and active development, in particular through the implementation of socially significant activities. The role of primary school children’s socially significant activities in the development of their social competence is revealed, in particular, it is confirmed that joint collective activity and interpersonal relationships in the team significantly affect the level of social competence formation of the personality of the primary school children; therefore it is important to form a positive experience of cooperation.
 Pedagogical conditions for primary school children’s social competence formation in the conditions of the new Ukrainian school are outlined. Thus, one of the key conditions for primary school children’s social competence formation is the clear structuring of the teacher’s activities content, which will make it possible to develop a complete system of pedagogical actions and influences to increase the effectiveness of all components of social competence formation. A significant condition is also an open, integral, emotionally comfortable, subject-oriented, and ergonomic educational space. An equally important role in this process is played by the involvement of primary school children in public life and joint project activities.
 Based on the results of the research, a characteristic of a primary school child with a high level of social competence development, which is ensured by alternating different types of social activities, has been developed. The future direction of further research is defined in the implementation of the ideas of partner pedagogy during primary school children’s social competence formation.