Methodology of using interactive methods in developing communicative speech of primary school students using media technologies

Abstract

The article analyzes the psychological foundations of the effective use of interactive methods in developing communicative competencies of primary school students using media technologies. The article is based on the theory of socio-cultural development of L.S. Vygotsky and the concept of the "zone of proximal development" (ZPD), J. Piaget's teachings on the stages of cognitive development, A. Bandura's social-cognitive theory and the achievements of modern neuroscience. As Vygotsky noted, students actively acquire knowledge through social interaction, and in this process the teacher and media technologies play the role of "more knowledgeable others" (MO). According to Piaget's theory, children's cognitive abilities in primary school are formed in the process of logical thinking and categorization. Bandura's theory shows the importance of consolidating knowledge through observation, imitation and motivation. Neurobiological research, particularly in the field of neuroplasticity and executive function development, scientifically substantiates the effectiveness of interactive methods. This set of theoretical provisions serves as an important scientific basis for the development of a comprehensive methodology aimed at developing communicative speech in primary school students.