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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273


License: CC BY-NC 4.0

Published since 1996

Published 6 times a year

Free of fees
Open Access Journal


The Influence of Ways of Organizing Learning Interactions on the Development of Communicative and Reflexive Abilities of Children 6—10 Years Old 391


Rubtsov V.V.
Doctor of Psychology, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE), Moscow, Russia

Ulanovskaya I.M.
PhD in Psychology, Leading researcher at the Laboratory of psychological groundings of new educational technologies, Psychological Institute of the Russian Academy of Education and the Laboratory, Moscow, Russia

The features of the development of communicative and reflexive abilities of children aged 6—10 years, depending on the ways of organizing educational interactions, are discussed. Basic social competencies defined by the requirements of the current Federal State Educational Standard of Primary General Education are considered as indicators of the development of abilities in the learning environment. Based on the selected indicators, a variant of the “Puzzle” diagnostic method has been developed, which allows to study the relationship between the development of social competencies in younger schoolchildren, and the joint way they perform while solving experimental problems. A comparative analysis of students' social competencies allows to prove the influence of ways of organizing educational interactions on the development of communicative and reflexive abilities of primary school children.

Keywords: communicative and reflexive abilities, social competencies, joint activity, ways of organizing educational interactions, primary school students, diagnostics

Column: Educational Psychology


Funding. The work was carried out with the financial support of the Moscow State University of Psychology and Education within the framework of the topic “Development of communicative and reflexive abilities in children 6—10 years old, depending on the ways of organizing educational interactions”.

Received: 10.11.2021

Accepted: 25.11.2021

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