PEDAGOGICAL CONDITIONS FOR DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN THROUGH CONSTRUCTIVE METHODS

This thesis investigates the systematic configuration of pedagogical conditions required for the effective development of socio-communicative competencies in preschool children utilizing constructive methodologies. The relevance of the research is underpinned by the modern socio-pedagogical crisis characterized by "hypocommunication" (digital isolation) among early childhood learners, which necessitates a shift from traditional educator-centric monologues to subject-subject dialogue models. The thesis comprehensively delineates the theoretical foundations of constructive interactionism, structural components of verbal and non-verbal skills, and interactive field methodologies implemented in preschool ecosystems. The results section presents a non-numerical qualitative transformation model mapping the real behavioral adaptations, spatial socialization, and emotional intelligence metrics observed during the empirical validation phase. Ultimately, the thesis articulates evidence-based recommendations designed to optimize communicative environments within preschool educational organizations (PEOs) through multi-stakeholder integration.