Project-Based Activities to Enhance Communicative Development in Young Children: Findings of a Double-Blind Control Study

Full Text

Introduction In recent years, increasing academic attention has been devoted to evaluating the impact of project-based approach on children’s development. This approach has been linked to improved learning outcomes across multiple developmental domains. In particular, several studies have highlighted the positive impact of project-based activities on communicative development in early childhood (Başaran & Bay, 2023; Veraksa et al., 2023; Widayanti & Setiawati, 2019). Communicative development refers to the acquisition of verbal (e.g. phonological, lexical, syntactic, semantic, pragmatic skills) and non-verbal (e.g. the use of gestures, facial expressions) means of communication, as well as behavioral skills (e.g. cooperation skills, respect in interpersonal interactions), that enable individuals to convey and interpret messages in social interactions (Berglund et al., 2005). Effective verbal communication, therefore, requires an integrated development of language and social competencies (Lowenthal, 2013). Empirical evidence suggests that project-based activities, which encourage collaboration and dialogue, facilitate improvements in language skills, conversational abilities, and overall communicative competence. For example, Ismail and Subagyo (2023) explored the impact of project-based activities on preschoolers’ social skills. Their research reported significant improvements in the ability to respect each other, take responsibility for others, and empathize. Further supporting these findings, Başaran and Bay (2023) investigated how STEAM project-based learning in preschool settings contribute to children overall development. 57 children participated in the experiment that lasted for six weeks. Their findings revealed that STEAM group projects improved collaboration behavior and self-presentation skills. Recent systematic review showed that project-based activities contribute to group cooperation, research skills and cognitive development (Veraksa et al., 2023). Thus, studies reliably show the positive impact of project-based activities on various aspects of communicative development. Although there is a substantial body of research examining the effects of project-based activity on communicative development, the majority of these studies focus on evaluating developmental outcomes. However, the process-oriented dimension remains relatively underexplored. Specifically, there is limited understanding of how the internal dynamics of project-based activities contribute to the developmental changes. Thus, key components of project-based activity and their relationship with children’s development remain insufficiently explored. Social situation of development as an explanatory principle of child mental development From our perspective, the cultural-historical approach offers the most appropriate methodological framework for investigating these questions, as it conceptualizes development as a dynamic and multifaceted process involving qualitative transformations in the structure of human consciousness (Veresov, 2015; Vygotsky, & Rieber, 1997). Within this theoretical framework, the social environment is regarded as the primary source of psychological development (Vygotsky, 2019). Broadly defined, the social environment encompasses a range of objectively existing socio-cultural contexts - such as family, educational settings, and play situations - in which the child’s development unfolds. However, according to the cultural-historical theory, the environment becomes a genuine source of development only when the individual is actively engaged with it: “by acting, interacting, interpreting, understanding, recreating and redesigning social situations of development” (Veresov, 2019, p. 80). Through such active engagement, individuals construct diverse types of social situations of development via the process of perezhivanie, which can be described as an “intensely-emotional-lived-through-experience” (Ferholt, 2010). As Vygotsky (1994) emphasizes, perezhivanie serves as a mediating lens through which the child interprets and internalizes experiences: “Perezhivanie, arising from any situation or from any aspect of environment, determines what kind of influence this situation or this environment will have on the child. Therefore, it is not any of the factors in themselves (if taken without reference to the child) which determines how they will influence the future course of his development, but the same factors refracted through the prism of the child’s ... perezhivanie” (pp. 339- 340). Here, Vygotsky presents perezhivanie as a conceptual prism through which environmental influences are subjectively refracted. While the social environment plays a critical role, it is ultimately the individual who transforms and reconfigures this environment through creative and emotionally charged engagement, which leads to the development. Thus, a social situation can be conceptualized as a part of the social environment, presented as an event in which the child participates as an active agent (Veresov, 2016). The social situation of development emerges (or fails to emerge) within the social situation as a result of the child’s perezhivanie of particular elements of the situation - elements that are refracted through the child’s subjective, emotionally lived experience. It is only when the child actively engages with the social situation that it could become a source of development. In other words, the developmental potential of the environment is either realized or not, depending on whether the child becomes meaningfully involved in the social context. Consequently, in early childhood education, it is essential to create conditions that are the most conducive to the child’s engagement in the social situation - only then social situation can become a social situation of development. Key components of project-based activity Project-based activity is a form of interaction between adults (educators and parents) and children that emphasizes in supporting children’s initiative, engaging in in-depth exploration of topics relevant to their lives, and oriented toward the creation of a tangible product (Helm et al., 2023; Veraksa & Veraksa, 2008). This type of activity centers around a problem situation that is meaningful and relevant to the child. Problem situation is one that cannot be solved through direct, immediate action. As a result, the child requires collaboration with peers and adults. Together with the adult and other participants, the child explores a “space of possibilities”: analyzing potential solutions of the problem, selecting the most appropriate course of action based on developed criteria, and ultimately realizing their plan in the form of a final product - such as a craft item, theatrical performance, mini-museum, or book etc. An essential component of project-based activity is the social presentation of the final product, typically within the peer group (e.g., in a kindergarten setting), where it receives social evaluation and positive feedback. Two commonly recognized types of project-based activity in early childhood education are creative and research projects. Creative project-based activity focuses on producing an original creative product aligned with the ideas, needs, and transformative practices of children (Sidenko, 2008). It provides opportunities for children to express and realize their personal and social meanings, emotions, and ideas. In contrast, research project activity is oriented toward exploring questions that preschoolers have about observable phenomena and processes in everyday life, and understanding these from the perspective of scientific knowledge (Helm et al., 2023). Consequently, research projects primarily foster curiosity and exploratory learning behavior. Thus, the key components of project-based activity include: the creation of a problem situation, movement within a “space of possibilities”, and the social presentation of the final product. Project-based activity inherently involves active peer interaction among children participating in the project. However, we argue that three core components mentioned above serve as conditions for the emergence of a social situation of development. At the same time, the specific nature of each type of project-based activity may determine whether the developmental potential inherent in the social situation is actualized within the project context. Current study In this study, settings of project-based activities that provide conditions for communicative development were investigated. The following research question was put forward: What conditions provide communicative development in projectbased activities? To address this question double-blind control experiment was conducted to assess developmental effects of different social situations: creative project, research project and free play. According to the cultural-historical theory (Filipi et al., 2023; Vygotsky, 1994), the idea of the importance of a child’s activity and subjective refraction of the social environment as a condition for the child development, two hypotheses were formulated: 1) Active group interaction is an insufficient condition for the emergence of a social situation of development. Whereas the creation of a problem situation, movement within a “space of possibilities”, and the social presentation of the product of activity creates sufficient conditions for realizing the developmental potential of social situation; 2) Creative project-based activity provides more favorable conditions than research project-based activity for the realization of a social situation of development. This assumption is based on the idea that creative project is more closely tied to children’s personal experiences and meanings. Methods Participants. The study was conducted in 2024 and involved an initial sample of 80 children (50% boys), aged between 5 and 6 years (mean age = 70.6 months), attending state-funded kindergartens in Moscow. Fourteen participants were excluded from the final analysis due to missing post-test data (N = 3), attending fewer than half of the sessions (N = 7), or absence in the video recordings used for analysis (N = 4). The final sample consisted of 66 children, including 34 boys (51.5%) and 32 girls (48.5%). Despite the fact that some children dropped out of the experiment for the reasons indicated, the groups maintained their equivalence in terms of gender and age composition (see Table 1). Informed written consent was obtained from the parents of all participants for both participation and video recording. The study protocol was approved by the Ethics Committee of the Faculty of Psychology at Lomonosov Moscow State University. Table 1 Characteristics for Baseline and Final samples (sample size, gender distribution, mean age, age differences between groups) Study group Baseline sample Final sample N Percentage of boys Mean age (M±SD) N Percentage of boys Mean age (M±SD) Creative project group 20 50% 69.7±2.8 19 47 % 69.8±2.8 Research project group 20 50% 70.8±3.21 13 61% 69.6±3.55 Free play group 20 50% 72±1.73 15 53% 70.7±3.41 Control group 20 50% 70±3.42 19 38% 69.9±3.51 Gender distribution χ²(3) = 0, p = 1 χ²(3) = 4.65, p = 0.199 Age differences between groups (Kruskal - Wallis test) χ²(3) = 2.31, p = 0.68 χ²(3) = 0.873, p = 0.832 Procedure. The study employed a randomized experimental design with repeated measures. At the baseline stage, children’s communicative development was assessed using the MAIN and SCBE-30 instruments. Following the initial assessment, participants were randomly assigned to one of four groups: Creative Project, Research Project, Free Play, or a Control group. Each experimental condition (Creative Project, Research Project, Free Play) included 22 sessions, conducted in small groups of approximately 10 children. The sessions, lasting 20-30 minutes each, were held twice a week within the kindergartens. Different researchers were responsible for assessment and intervention, and the same experimenters remained with each experimental group throughout the intervention period. A post-test assessment, identical to the baseline measures, was conducted immediately after the intervention stage. Sessions 4-6 and 18-20 in all groups were video-recorded using a smartphone to enable qualitative assessment of changes in children’s behavior and speech expressions. These recordings were subsequently evaluated by an expert who was blind to the purpose of the study and had not been involved in either the assessment or the intervention. The expert used structured observational tools - the “Play Matrix” and its counterpart for project-based activity, the “Project Matrix” (Veraksa et al., 2022). These matrices function as observational maps encompassing behavioral, verbal, and emotional manifestations of children. They allow for the quantification of each type of manifestation within predefined categories. The Project Matrix included the following categories: impulsive actions, adult-prompted actions, self-initiated actions (within the context of project activity), extraordinary actions (in the context of project activity), emotional reactions, statements aimed at regulating others’ behavior, self-initiated statements related to the project, adultprompted statements. The Play Matrix included: impulsive actions, role actions (in the context of play), extraordinary role actions (in the context of play), emotional reactions, statements aimed at regulating others’ behavior, and statements related to the play activity (including role-specific statements). These categories were selected for observation and recording because they reflect the child’s engagement in the social situation and the level of their active participation in the activity. Measures. The assessment of communicative development included the evaluation of coherent speech and social competence. To assess the coherent speech development the “MAIN: Multilingual Assessment Instrument for Narratives” (Gagarina et al., 2019) was used. This tool evaluates both the macrostructure and microstructure of children’s narratives. The methodology has been developed and validated on a Russian sample of children aged 3 to 10 years (Akhutina et al., 2024; Gagarina et al., 2019). Additionally, macrostructural assessment was supplemented by criteria developed by T.V. Akhutina (Akhutina et al., 2019) to evaluate the semantic completeness and adequacy of speech, complementing the MAIN instrument (Akhutina et al., 2024). To minimize learning and memorization effects, children were presented with two equivalent picture sequences: “The Nest” at pre-test and “The Baby Goats” at posttest, following the recommendations of the MAIN developers. Each sequence consists of six pictures grouped into three episodes. The sequences were printed and arranged as a fold-out picture book. Children were invited to look through the booklet and received the following instruction: “Now I’m going to show you some comics. Do you like comics? Look. What happened here? Tell me the story so it sounds like a real one. Try to tell it in as much detail as possible.” Children’s narratives were recorded using an audio recorder. After transcription, the number of words in the child’s story was recorded, and both macro- and microstructure were evaluated. The macrostructure (maximum score: 10 points) consists of two subscales, each rated from 1 to 10, with the final score calculated as their arithmetic mean: (1) narrative structuring, which included semantic completeness, internal coherence, and adherence to the narrative framework (goal-action-outcome), and (2) semantic adequacy, reflecting the correspondence of the story to the pictures and understanding of causal relationships. The microstructure (maximum score: 10 points) also consisted of two subscales, each rated from 1 to 10 and averaged: (1) lexical formulation, assessing lexical accuracy and morphological variety, and (2) grammatical and syntactic formulation, evaluating grammatical correctness, syntactic structure, and overall complexity. To assess social competence, an adapted Russian version of the short form of the “Social Competence and Behavior Evaluation” (SCBE-30) questionnaire for educators was used (Butovskaya & Demianovitsch, 2002). It includes three scales: Social Anxiety-Withdrawal, Anger-Aggression, and Social Competence. Each scale consists of 10 items describing children’s emotional and behavioral characteristics (total - 30 items). Educators were asked to rate each item on a 6-point scale, ranging from 1 (the behavior is never observed) to 6 (the behavior is consistently observed). Intervention. In this study, four groups were formed: two experimental groups (Creative Project and Research Project) and two control groups (Free Play and Control group). In the Creative Project group, children completed two group projects: a spacethemed craft and a self-authored performance. During the sessions, the experimenter created a problem situation, which the children were encouraged to solve. The solution to the problem became the final product of the project (the craft and the performance). Children proposed their own ideas, sketches, models, or a draft of the play script. One of the proposals was then selected through voting. The experimenter stimulated discussions and supported children’s ideas. The group then moved on to planning and implementing the project based on the collaboratively developed plan. During implementation, the experimenter acted as a meeting organizer and assistant, helping with technical aspects of the work (e.g., finding necessary materials, cutting out complex shapes). The experimenter also guided the children’s reflection on their ideas and the meanings they embedded in the project, for example by asking, “How will the audience know from your costume that your character is kind?” or “Why did you choose to make X this color?”. Upon completion, the children presented their collective project at the kindergarten. Kindergarten staff (e.g., psychologists, cooks, security personnel) and children from other groups were invited to the presentation. In the Research Project group, two group projects were also carried out-one about space and one about electricity. As in the Creative Project group, the experimenter introduced a problem situation that the children were encouraged to solve. However, in this case, the solution was framed as an answer to a research question, which was presented in the form of a project product. For example, children might formulate questions such as: “How can we build a dollhouse with working lights?” or “What do you need to know about space to go on a space journey?” The experimenter then helped the children create a plan for finding the answers, gather and record information, design a final product, and present their findings to peers and adults. As in the Creative Project group, the experimenter served as a meeting organizer and assistant, helping children reflect on the usefulness and significance of their findings - for instance, by asking, “Who could benefit from this inform ation?” or “What do you think is the most important part?”. Upon completion, the children presented their collective projects at the kindergarten. As an active control group, a Free Play group intervention was included to assess whether active group interaction among children could be sufficient to create a social situation of development. In this group, the experimenter helped children start a role play by facilitating a discussion about the play theme and assigning roles. After that, the experimenter did not intervene. Free play sessions took place in an enriched environment with non-play-specific materials such as sticks, cones, boxes, leaves, pencils, jars, and ribbons. These materials were included to diversify play themes and stimulate peer interaction. No specific activities were organized in the Сontrol group. Data analyses. All statistical analyses were conducted using Jamovi version 2.5.7. Prior to the main analyses, descriptive statistics and preliminary checks for group equivalence were performed. The Kruskal - Wallis test (one-way ANOVA on ranks) was used to verify the absence of significant differences between the experimental groups at the pre-test stage for all measures. To assess the effectiveness of the interventions, gain score analyses were conducted by comparing the differences between pre- and post-test scores across the four groups. The Kruskal - Wallis test was used to identify overall group differences, followed by pairwise comparisons using the Dwass - Steel - Critchlow - Fligner (DSCF) procedure when appropriate. For the analysis of social situations of development based on observational data, both between-group and withingroup comparisons were conducted. Between-group differences at the beginning and end of sessions were analyzed using the Kruskal - Wallis test. Changes within groups over time were evaluated using the Wilcoxon signed-rank test for paired samples. Effect sizes were calculated using epsilon-squared (ε²) for between-group comparisons and r for within-group comparisons. All significance levels were set at p < 0.05. Results Preliminary analysis and descriptive statistics At the pre-test stage, the study groups (final sample only) did not differ significantly on any measured indicators, according to the results of a one-way ANOVA on ranks (the Kruskal - Wallis test, p > 0.05 for each indicator). Table 2 presents descriptive statistics, including mean scores and standard deviations for each measured indicator of communicative development at both pre- and post-test stages across the four study groups, as well as the results of the Kruskal - Wallis test assessing group differences. The groups had an equal gender distribution (χ²(3) = 4.65, p = 0.199). No significant gender-based differences were found in the baseline assessment (Kruskal - Wallis test, p > 0.05 for all indicators). Therefore, subsequent analyses of group differences were conducted without controlling for gender. Table 3 presents the descriptive statistics for the categories of the Project Matrix and the Play Matrix, based on the results of categorical observation of video-recorded sessions as well as the results of the Wilcoxon signed-rank test assessing within group differences. Table 2 Descriptive Statistics and results of the Kruskal - Wallis test for indicators of communicative development in different study groups Pre-test, Kruskal - Wallis Post-test, Kruskal - Wallis Indicators / Groups M±SD test, p M±SD test, p Word count in the narrative Creative project group 42.1 ± 17.9 0.798 64.9 ± 24.3 0.100 Research project group 38.8 ± 17 33 ± 16.7 Free play group 42.2 ± 11.1 53.2 ± 12 Control group 43.6± 15.9 48.4 ± 24.5 Macrostructure of the narrative Creative project group 4.79 ± 1.62 0.742 5.87± 1.32 0.002 Research project group 4.62 ± 1.12 4.92 ± 1.4 Free play group 4.93 ± 0.884 5.43 ± 0.98 Control group 4.53 ± 1.39 4.18 ± 1.19 Microstructure of the narrative Creative project group 5.26 ± 1.19 0.177 5.79 ± 1.54 0.05 Research project group 4.92 ± 1.19 4.85 ± 1.11 Free play group 4.4 ± 0.986 5.33 ± 0.957 Control group 5 ± 1.2 4.63 ± 1.95 Anxiety-Withdrawal Creative project group 18.3 ± 7.56 0.482 15.6 ± 5.14 < 0.001 Research project group 15.7 ± 5.17 14.4 ± 3.45 Free play group 20.3 ± 7.83 22.6 ± 8.13 Control group 19.9 ± 10.2 24.4 ± 8.67 Anger-Agression Creative project group 22.2 ± 9.34 0.078 21.7 ± 10.8 0.556 Research project group 18.8 ± 6.8 17.4 ± 7.31 Free play group 19.2 ± 8.77 21.2 ± 9.86 Control group 15.1 ± 4.6 19 ± 7.89 Social Competence Creative project group 40.1 ± 10.4 0.652 39.8 ± 8.57 0.468 Research project group 39.9 ± 9.6 40.2 ± 10.9 Free play group 39.7 ± 12.2 42.9 ± 13.4 Control group 35.1 ± 11.4 36.4 ± 10.1 Table 3 Descriptive Statistics and within group comparison for categories of the Project Matrix and the Play Matrix in different study groups Сategories of the Project Matrix / Play Matrix 4-6 sessions 18-20 sessions Wilcoxon test M±SD M±SD Impulsive actions/ Impulsive actions Creative project group 6.47 ± 5.48 7.32 ± 9.21 W = 70, p = 0.512 Research project group 7.42 ± 7.87 8.23 ± 6.18 W = 29, p = 0.475 Free play group 6.87 ± 4.14 6.1 ± 4.34 W = 22.5, p = 0.168 Adult-prompted actions / - Creative project group 2.05 ± 2.88 0.42± 0.84 *W = 60.5, p = 0.016, r = -0.833 Research project group 0.08 ± 0.289 0.31 ± 0.63 W = 29, p = 0.475 Free play group - - - Self-initiated actions (within the context of project activity)/ role actions (in the context of play) Creative project group 4.95 ± 5.66 6.47 ± 4.02 *W = 1.5, p < 0.001, r = 0.982 Research project group 0.583± 0.996 1.54 ± 1.51 *W = 2, p = 0.006, r = 0.939 Free play group 6.07 ± 4.59 6.42 ± 5.02 W = 37.5 p = 0.355 Extraordinary actions / Extraordinary actions Creative project group 0.05 ± 0.229 0 ± 0 W = 1, p = 1 Research project group 0 ± 0 0.23 ±0.60 W = 1, p = 1 Free play group 0.133 ± 0.352 0.17 ± 0.58 W = 1, p = 1 Emotional reactions / Emotional reactions Creative project group 6.63 ± 5.55 9.58 ± 5.19 *W = 26.5, p = 0.011, r = 0.69 Research project group 5.58 ± 8.5 8 ± 6.56 *W = 14.5, p = 0.026, r = 0.579 Free play group 2.33 ± 2.16 3.25 ± 1.6 *W = 2, p = 0.029, r = 0.889 Statements aimed at regulating others’ behavior / Statements aimed at regulating others’ behavior Creative project group 0.579 ± 0.607 1.37 ± 1.57 *W = 82.5, p = 0.058, r = 0.571 Research project group 0.25 ± 0.622 0.31 ± 0.48 W = 2.5, p = 0.424 Free play group 0.33 ± 0.724 0.25 ± 0.62 W = 1.5, p = 1 Self-initiated statements related to the project activity / Statements related to the play activity (including role statements) Creative project group 8.9 ± 4.195 17.82 ± 5.36 *W = 0, p < 0.001, r = 0.999 Research project group 6 ± 3.745 15.65 ± 4.66 *W = 2.5, p = 0.008, r = 0.924 Free play group 5.27 ± 3.29 5.59 ± 2.51 W = 14.5, p = 0.108 Adult-prompted statements / - Creative project group 1.74 ± 1.76 0.89 ± 0.99 W = 90.5, p = 0.084 Research project group 2.17 ± 2.25 1.23 ± 1.74 W = 25, p = 0.073 Free play group - - - Note: * indicates statistically significant within group changes Comparative Analysis of Communicative Development Effectiveness A one-way ANOVA on ranks was conducted to examine group differences in score changes from pre-test to post-test (gain score analysis). For narrative macrostructure, significant differences between groups were identified (Kruskal - Wallis test, χ²(3) = 10.62, p = 0.014, ε² = 0.16). Children in the Creative Project group exhibited a significantly greater improvement in this indicator compared to the Control group (DSCF, W = 4.47, p = 0.009). Significant group differences were also found for narrative microstructure scores (Kruskal - Wallis test, χ²(3) = 8.76, p = 0.033, ε² = 0.13). Pairwise comparisons did not identify specific differences. It was revealed that the groups differed in the changes of anxiety-withdrawal scores (Kruskal - Wallis test, χ²(3) = 11.44, p = 0.01, ε² = 0.17). Children in the Creative Project group showed a greater reduction in anxiety compared to the Control group (DSCF, W = -3.64, p = 0.049). Significant group differences were also found for anger-aggression (Kruskal - Wallis test, χ²(3) = 14.62, p = 0.02, ε² = 0.22). Preschoolers in the Creative (DSCF, W = -4.123, p = 0.019) and Research Project groups (DSCF, W = -4.56, p = 0.007) demonstrated stable scores on this indicator, while the level of aggression increased significantly in the Control group. No significant group differences were found for the remaining indicators. Analysis of Social Situations of Development in study groups A one-way ANOVA on ranks was conducted to assess differences in children’s engagement in activities between the two project groups at the beginning of the sessions, as well as to evaluate changes from the start to the end of the sessions based on categorized observational data collected using the Project Matrix and the Play Matrix. The results indicated that already during the initial sessions, the project groups differed in the number of children’s self-initiated actions (Kruskal - Wallis test, χ²(1) = 13.98, p < 0.001, ε² = 0.466) and the number of utterances aimed at regulating the behavior of other participants (Kruskal - Wallis test, χ²(1) = 4.76, p = 0.029, ε² = 0.159). In both cases, higher values were observed in the Creative Project group. At the same time, significant group differences were found for the change in the number of adult-prompted actions (Kruskal - Wallis test, χ²(1) = 6.32, p = 0.012, ε² = 0.211). A significantly greater decrease in this type of behavior was observed in the Creative Project group compared to the Research Project group. To assess the dynamics of the social situation of development within the groups, the Wilcoxon signed-rank test was applied. In the Creative Project group, a significant increases were observed in the number of self-initiated actions (Wilcoxon test, W = 1.5, p < 0.001, r = 0.982), self-initiated statements (Wilcoxon test, W = 0, p < 0.001, r = 0.999), utterances aimed at regulating others’ behavior (Wilcoxon test, W = 82.5, p = 0.058, r = 0.571), and expressive emotional reactions (Wilcoxon test, W = 26.5, p = 0.011, r = 0.69). A significant decrease was found in the number of adult-prompted actions (Wilcoxon test, W = 60.5, p = 0.016, r = - 0.833). In the Research Project group, significant growth was noted in the number of self-initiated actions (Wilcoxon test, W = 2, p = 0.006, r = 0.939), self-initiated statements (Wilcoxon test, W = 2.5, p = 0.008, r = 0.924), and expressive emotional reactions (Wilcoxon test, W = 14.5, p = 0.026, r = 0.579). In the Free Play group, there was a significant increase in the number of expressive emotional reactions (Wilcoxon test, W = 2, p = 0.029, r = 0.889). No significant changes were identified for the other matrix categories in any of the groups. Discussion The present study aimed to investigate the conditions that contribute to the emergence of a social situation of development. Specifically, the study compared the impact of different types of activities - creative project, research project, and free group play - on communicative development in preschool children. In addition, the internal processes unfolding within these types of activities were analyzed to clarify how children engage in different formats of interaction. The results demonstrated that participation in the creative project was associated with significant improvements in the macrostructure of speech, a reduction in social anxiety, and a stabilization of anger and aggression indicators. The research project was found to be effective only in stabilization of anger and aggression indicators. Free group play did not show significant changes in communicative development. These findings are supported by video analysis, which showed that children in the creative project were most actively engaged in the activity and demonstrated high levels of initiative, thereby increasing the likelihood of realizing a developmental potential of social situation. In the Creative Project group, children exhibited a higher number of selfinitiated actions and regulatory utterances from the very beginning of the sessions, suggesting that the creative format more effectively engaged children in autonomous and socially oriented behaviors. Over time, this group also showed a marked decrease in adult-prompted actions, along with an increase in the number of self-initiated actions, self-initiated statements, and utterances aimed at regulating the behavior of others. These dynamics indicate a growing internalization of initiative and the voluntary nature of higher mental functions - core features of a maturing social situation of development (Klopotova & Yaglovskaya, 2024; Vygotsky, 2019). From the perspective of cultural-historical approach, not all changes in activity and interaction are considered developmental. The changes in the social situation that create conditions for development may take several forms: (1) a contradiction or “small drama” (Veresov, 2015, p. 59); (2) a child’s transition to a qualitatively new level of functioning (e.g., from unmediated to mediated actions); (3) the shift from using external signs to employing them as internal means of organizing behavior and activity; or (4) a child’s movement within the zone of proximal development, where the level of potential development becomes the level of actual development (Veresov, 2024). In the study, within the Creative Project group, children transitioned from relying on external means of behavior regulation (through adult questioning, prompting, and directives) to internal regulation of their own and others’ behavior. This shift may indicate qualitative changes in development, suggesting that the developmental potential of the social situation of development was realized. What specific conditions contributed to the realization of the social situation of development in the project-based activity? The present study demonstrates that the mere organization of joint group activities is not sufficient for achieving a developmental effect. Rather, certain conditions appear to be essential for the emergence and realization of a social situation of development. In our view, the creation of a problem situation, movement within a “space of possibilities,” the social presentation of a final product, and personal reflection on the meaning embedded in that product are the key components contributing to the realization of such a situation. These aspects generate dramatic moments or challenges that are refracted through the child’s perezhivanie (Veraksa et al., 2023). This refracted experience leads to qualitative changes in the child’s mental functions and transforms the way the child becomes aware of, interprets, and relates to their sociocultural environment. For instance, a child may begin to perceive the social situation as interesting and supportive, which, in turn, fosters initiative and active participation. This reorganization of perception transforms the broader social situation of development, for instance decreasing the degree of adult control and supporting the child’s agency. In the Creative Project, such conditions were intentionally designed: dramatic or challenging moments were embedded in the activities and offered opportunities for transformation through perezhivanie. These experiences functioned as “turning points” in the child’s individual developmental trajectory, leading to observable qualitative shifts in behavior and communication. However, the developmental potential of a social situation may remain unrealized, as was observed in the Free Play group. Although role play is considered to be the leading activity in preschool age (Elkonin, 2005; Ryabkova & Sheina, 2023), our study did not find significant changes in communicative development within this experimental condition. In role play, perezhivanie typically unfolds through maintaining the balance between the real and the imaginary levels of the play, a phenomenon known as “double subjectivity” (Kravtsov & Kravtsova, 2010). Children simultaneously experience themselves as characters within the play and as children above the play who direct and shape its course. Through this dual perspective - both living and reflecting upon social roles - they gradually come to a conscious understanding of the social world (Elkonin, 2005). The imaginary situation is a necessary condition for the emergence of a social situation of development in play (Veraksa et al., 2023; Vygotsky, 2016). However, our observations revealed that children in the Free Play group often fell out of the imaginary situation. They became distracted by objects or impulsive actions; for example, children frequently addressed each other by real names rather than by character names or assigned roles. The observed increase in emotional expressions throughout the play sessions may reflect the rise in non-role behaviors, such as rough-and-tumble play. This finding underscores the role of spontaneous play in emotional expression (Hewes, 2014), but also highlights its limitations in promoting structured communicative development. The study has several limitations. Although the sample size was sufficient for detecting significant effects, it nonetheless limits the generalizability of the findings to broader populations. Future research should explore longitudinal effects and examine individual differences in responsiveness to various conditions. Additionally, qualitative analyses of children’s dialogues may shed further light on the mechanisms driving the observed developmental changes. Conclusion This study provides evidence that the realization of a social situation of development in preschool children is not merely a consequence of group participation, but rather depends on specific pedagogical conditions embedded within the activity and emotionally charged engagement of children. Among the three formats examined, the creative project demonstrated the greatest developmental potential, particularly in fostering communicative development. These effects were supported by observed increases in self-initiated actions and regulatory utterances, indicating a shift toward more autonomous and socially meaningful behavior. The research project showed a more limited effect, while free group play, despite its well-established role in early development, did not lead to measurable communicative gains within the current context. The findings highlight the importance of structuring activity around meaningful challenges, social collaboration, and opportunities for personal reflection - conditions that can trigger developmental transformations through the mechanism of perezhivanie. When such conditions are present, the social situation becomes a powerful context for the development of higher mental functions. These findings support the cultural-historical understanding of development as rooted in the quality of a child’s active participation in socially meaningful activity. The results have practical implications for the design of educational interventions aimed at supporting children’s communicative development.

About the authors

Valeriya A. Plotnikova

Lomonosov Moscow State University; Federal Scientific Center of Psychological and Multidisciplinary Research

Author for correspondence.
Email: ler.shinelis@yandex.ru
ORCID iD: 0000-0002-7187-6080

Junior Researcher, Laboratory of Psychology of Childhood and Digital Socialization, Federal Scientific Center of Psychological and Multidisciplinary Research; PhD student, the Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University

11 bldg. 9 Mokhovaya St, Moscow, 125009, Russian Federation; 9 bldg. 4 Mokhovaya St, Moscow, 125009, Russian Federation

Aleksander N. Veraksa

Lomonosov Moscow State University; Federal Scientific Center of Psychological and Multidisciplinary Research

Email: veraksa@yandex.ru
ORCID iD: 0000-0003-1092-3290

Doc. in Psychology, Professor, Full Member of the Russian Academy of Education, Head of the Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University; Head of the Laboratory of Psychology of Childhood and Digital Socialization, Federal Scientific Center of Psychological and Multidisciplinary Research

11 bldg. 9 Mokhovaya St, Moscow, 125009, Russian Federation; 9 bldg. 4 Mokhovaya St, Moscow, 125009, Russian Federation

References

Supplementary files