Abstract
The article explores the theoretical, scientific, and methodological foundations for developing transversal skills in junior schoolchildren within small schools. It analyzes research by foreign, Russian, and domestic scholars on fostering these skills through teaching and productive learning. The study presents experimental results assessing the development level of transversal skills, identifying their structural, process, activity, and reflective components. These formed the basis for describing indicators and development levels. A comparative analysis using mathematical methods showed variability in skill levels at the beginning and end of the experiment. The findings highlight the importance of personalized approaches in small schools to effectively diagnose and foster transversal skills in young learners.