Didactic conditions of pedagogical support for interpersonal interaction of 3rd–4th grade students in project-based learning

Abstract

Purpose. The purpose of the article is to provide a theoretical justification and practical identification of organizational and didactic conditions for the pedagogical support of interpersonal interaction among 3rd–4th grade students in the context of project-based learning, which is considered an effective tool for developing social competence and fostering the personal growth of children in primary school. Methods. To achieve this purpose, a set of scientific methods was applied, including a comparative-historical method to identify the evolution of approaches to pedagogical support; structural-functional analysis to determine the role of organizational and didactic conditions as systemic factors ensuring productive interaction; content analysis to generalize contemporary scientific perspectives on project-based learning in primary education; as well as pedagogical observation and synthesis of practical experience to outline effective forms and methods for organizing a supportive learning environment. Results. The article specifies the content of organizational and didactic conditions that constitute the foundation for successful interpersonal interaction among young learners during project-based activities. Their significance for the development of communication culture, cooperation skills, responsible decision-making, and achieving collective outcomes is substantiated. The integrative potential of various educational domains is revealed, demonstrating the multidimensional nature of project-based learning: language and literature (creation of stories, media products, and theatrical performances to foster communicative competence); mathematics (modelling, measurement, and data analysis to develop logical and mathematical thinking); natural sciences (experimental activities, observation, and classification as components of cognitive development); social and humanitarian studies (exploration of cultural traditions and implementation of community-based research tasks); arts (visual, musical, and theatrical creative work); technology (design and construction of simple technical models); physical education (participation in team games and sport-based projects that enhance teamwork and health-oriented competence). It is established that consideration of age-related and psychological characteristics, along with the creation of a socially safe and motivational educational environment, is essential for forming positive patterns of interaction. Conclusions. The findings confirm that scientifically grounded organizational and didactic conditions significantly increase the effectiveness of project-based learning and promote the development of social, communicative, and emotional-value competencies in 3rd–4th grade students. Ensuring systematic pedagogical support enables the formation of a culture of partnership interaction, fosters initiative and creativity, and creates conditions for the development of a harmonious personality within the contemporary primary school environment.