Development of Social Competencies of Primary School Children in Schools with Different Ways of Organizing Educational Interactions

The article focuses on the results of the study on the development of social competencies in primary school students studying in schools with different ways of organizing educational interactions. Two types of schools are analyzed: a school that implements a system of developmental learning (the method of D.B. Elkonin — V.V. Davydov), and a school based on traditional teaching methods. The research is based on the principle of activity theory, according to which the development of social competencies in the learning activity is mediated by the ways of organizing learning interactions and forms of communication between children and adults, aimed at a joint search for a common way to solve a certain class of problems. The study involved fourth graders from Moscow schools (258 students). The author's method "The conflict" was used. It allows to study the students' search for a way to solve the visual-logical problem of identifying a system of features and multiplying them. The article discusses statistically significant differences in the results demonstrated by fourth graders from different types of schools. It is shown that the school of developmental learning creates favorable conditions for students to master productive forms of group interaction, which increases the effectiveness of joint problem solving, and ultimately contributes to the development of social competencies in primary school children. In students, studying in traditional schools, the phenomenon of "loss of content" in communicative competencies was revealed: children united in a group to solve a problem lost their focus on analyzing the content of the problem, replacing the process of finding a joint solution by demonstrating the learned rules of interaction