Inclusive educational environment as a factor in the development of dialogic competence of senior preschool and primary school children

Abstract

Purpose. To theoretically substantiate the role of an inclusive educational environment as a factor in the development of dialogic competence in senior preschool and primary school children and to determine the pedagogical conditions for the effective formation of dialogic speech in the context of inclusive education.

Methods. The study employed a комплекс of theoretical methods, including analysis, systematization, and generalization of scientific sources on the development of dialogic competence in senior preschool and primary school children, analysis of modern Ukrainian and foreign approaches to the organization of an inclusive educational environment, as well as comparison and interpretation of scientific provisions concerning the peculiarities of speech development in children with severe speech disorders.

Results. The article defines dialogic competence as an integrative construct encompassing speech, cognitive, socio-emotional, and activity-based components. It was established that the effectiveness of its formation largely depends on the quality of communicative interaction, pedagogical support for speech, organization of educational space, and the child’s emotional security within an inclusive environment. It is proved that an inclusive educational space contributes to the activation of communicative activity in preschoolers and primary school children through their involvement in natural communicative situations, the use of play-based and cooperative forms of interaction, dialogic reading, and partnership interaction with peers. It was determined that the issue of developing dialogic competence is particularly significant for children with severe speech disorders who experience difficulties in speech initiative, maintaining interaction, and using verbal and nonverbal means of communication. The facilitating role of the teacher in stimulating children’s speech activity and developing communicative independence is substantiated.

Conclusions. It was established that the inclusive educational environment is an important factor in the development of dialogic competence in preschool and primary school children, as it provides a speech-rich, psychologically safe, and communicatively active space for interaction. The effectiveness of dialogic competence formation is determined by the systematic involvement of children in communicative situations, support for communicative initiative, the use of dialogic technologies, and cooperation between teachers and families. Prospects for further research are associated with the development of effective methods and assessment tools for evaluating the dialogic potential of the inclusive educational environment in preschool education institutions.