Bilychenko H. Socio-Pedagogical Support for Developing Communicative Culture of Children of Primary School Age in Comprehensive Boarding Schools.

The object of research is the process of social and pedagogical support of the development of communicative culture of primary school children in boarding schools. The purpose of the study is to scientifically substantiate, implement and experimentally test the effectiveness of socio-pedagogical conditions for the development of communicative culture of primary school children in boarding schools in the process of socio-pedagogical support. The dissertation provides a theoretical generalization, justification and practical solution to the problem of socio-pedagogical support for the development of communicative culture of primary school children in boarding schools, which is reflected in the scientific justification and experimental verification of socio-pedagogical conditions that ensure the effectiveness of the research process. The essence of the concept of "communicative culture of personality" as a dynamic polystructural integrative formation of personality, which includes a set of interconnected components, is determined by external conditions (social situation of personality development) and internal factors (communicative abilities and personality qualities) and provides harmonious socialization of personality. real social environment and oneself. The basic components of the structure of communicative culture include: axiological, cognitive, emotional, behavioral, each of which determines the harmonious development of personality through interaction with the real social environment and oneself. Based on the analysis of the terms "development" and "communicative culture" in the semantic combination defined the concept of "development of communicative culture of personality" as a process and result of structural and level changes of its interconnected components under the influence of optimization of external conditions and internal factors. success, individual uniqueness of personal communication. The peculiarities of social and pedagogical support of the development of communicative culture of children of primary school age in the educational space of the boarding school, the main tasks and functions of the boarding school are characterized. Criteria with the corresponding indicators of development of communicative culture of children of primary school age (value-motivational, information-cognitive, emotional-volitional, speech-activity) and levels (low, average, high) are defined. The content of indicators of each criterion is covered, adequate diagnostic tools are selected, materials confirming the results of diagnostics are systematized. The socio-pedagogical conditions of development of communicative culture of junior schoolchildren of boarding schools in the process of social and pedagogical support are theoretically substantiated. The effectiveness of the introduction of socio-pedagogical conditions for the development of communicative culture of junior students of boarding schools in the process of social and pedagogical support has been experimentally tested and proved.