Communicative activity of younger schoolchildren in the reading process: theoretical aspects and potential of case technology in the development of oral interaction skills.

Abstract

The article highlights the theoretical aspects of communicative activity of primary school pupils in the process of reading and outlines the potential of case technology as an effective means of developing oral interaction skills. It reveals the essence of basic concepts related to the development of oral speech, interpersonal communication, and educational interaction in primary school students, and clarifies the content of key characteristics that determine children's readiness for oral communication. The psychological and pedagogical prerequisites for the formation of communicative competence in younger schoolchildren are analyzed, in particular the influence of age characteristics, motivational factors, and the emotional and value environment on the ability to express oneself orally, engage in dialogical interaction, and cooperate productively. It is shown that reading lessons create unique opportunities for the development of speech activity, as they combine work with text, artistic images, plot information, and moral and ethical meanings, which contributes to emotional involvement and stimulates students' desire to express their own thoughts.

Particular attention is paid to the methodological potential of case technology, which ensures problem-solving, practical orientation, and collective discussion of educational situations. It has been proven that the use of cases in primary school contributes to the formation of skills of reasoned expression, the ability to listen to the interlocutor, build productive dialogue, agree on positions, and jointly find solutions to educational or life problems. The feasibility of introducing case technology in reading lessons as a tool for stimulating cognitive activity, developing critical thinking, and creating favorable pedagogical conditions for improving the oral communication skills of younger students has been substantiated. The theoretical provisions presented define the conceptual basis for further practical research, the development of methodologies, and the systematic improvement of communicative training for students in primary school. The author's cases for grades 1–4 are proposed with methodological recommendations for teachers regarding their implementation.