Abstract
The article examines the formation of dialogic communication in primary school children with emotional-volitional dysregulation as an important condition for their socialization, learning activity, and overall development. The relevance of the study is determined by the close relationship between dialogic speech, emotional stability, self-regulation, and the child’s ability to interact effectively with peers and adults. Methodology and Methods.The empirical study was conducted using the following diagnostic tools: “Diagnostics of Dialogic Speech in Primary School Children”, “Communicative Activity of Primary School Children”, and the “Protocol for Pedagogical Assessment of Children with ASD”. To analyze the distribution of communicative activity levels across Grades 1–3, Pearson’s χ² test was applied. Results. The results showed statistically significant differences in communicative activity levels among primary school children of different age groups. It was found that emotional-volitional dysregulation negatively affects the development of dialogic communication, behavioral regulation, and the child’s ability to maintain productive interaction. Scientific novelty. The study substantiates the relationship between emotional-volitional difficulties and the level of dialogic communication development in primary school children. Practical significance. The obtained results can be used in the development of corrective, pedagogical, and psychological support programs aimed at improving communicative competence in children with emotional-volitional dysregulation.