PREPARATION OF FUTURE SPECIALISTS FOR THE FORMATION OF A CULTURE OF COMMUNICATION AMONG YOUNGER SCHOOLCHILDREN

Abstract

The article deals with the issues of training future specialists to form the culture of communication of junior schoolchildren. The main aspects of teaching methods and approaches aimed at the development of communicative skills in junior schoolchildren are discussed. In addition, since the significance of communication culture as an integral part of general education and upbringing is analyzed on the basis of the conditions of formation of interpersonal communication culture, the results of the scientific study of children's interaction in the process and as a result of this activity are given in the section of the experiment with the main indicators.

Development of communicative skills is the most important component of primary education, necessary for the holistic development of junior schoolchildren. This article examines the education and training of future professionals designed to foster a culture of communication in elementary education. Emphasizing the integration of pedagogical technology, psychological understanding, and practical techniques, the study highlights the need for a robust curriculum that equips educators with the skills to nurture effective communication among young students. Key elements include incorporating an interactive learning environment, utilizing modern educational technology, and encouraging social and emotional learning. Through an integrated approach, the study aims to emphasize the key role of well-trained educators in building children's communicative competence, which lays a solid foundation for their future interpersonal interactions and social participation. The findings suggest that targeted professional development programs and ongoing support for educators are critical to achieving these goals.

In addition, during the development of the article the study explored the formation of communication culture in younger schoolchildren, emphasizing the critical role of teacher preparation. Methods such as game-based learning, interactive lessons, communicative exercises, and creating a favorable emotional atmosphere were evaluated. A hypothetical survey among 10 educators and pedagogy students ranked game forms of teaching as the most effective (40%), followed by interactive classes (30%), communicative exercises (20%), and emotional atmosphere creation (10%).