Підготовка майбутніх вихователів до організації комунікативно-мовленнєвої діяльності дітей старшого дошкільного віку

Abstract

У статті розкрито специфіку професійної діяльності вихователя дошкільного навчального закладу, визначено сутність і структуру поняття «підготовленість до організації комунікативно-мовленнєвої діяльності дітей старшого дошкільного віку». Розкрито поняття «комунікативно-мовленнєва діяльність дітей дошкільного віку». Автором описано структуру особистісно-розвивального професійно-мовленнєвого спілкування вихователя з дітьми, його функції, спеціальні принципи організації; класифіковано види професійно-мовленнєвих умінь. Представлено модель та експериментальну методику підготовки майбутніх вихователів до організації комунікативно-мовленнєвої діяльності дітей старшого дошкільного віку.

The article discloses specifics of professional activities of a nursery school teacher. The structure of a teacher’s personality developing, professional and speech communication with children as a communicative factor in communicative and speech development of children is described. The concept of communicative and speech activities of preschool children is clarified. The concept of readiness to organize communicative and speech activities of preschool children is defined. Functions and special principles of organization are also defined. The structure of a personal development of a professional speech communication between a teacher and children is based as the unity of the spatial, emotional, verbal and interactive communication. Functions objectives that define the strategic directions of its implementation were represented as the formation, development and satisfaction of the children’s needs in speech communication; the communicative function as a factor of speech development and organization of communicative activities; communicative and speech participation, assistance in communicating with children; teaching the language and the development of communicative and speech activity of children; the psychological support in communicating with children; entertainment etc. Spheres of their implementation are: the everyday communication between teacher and children (communicative dialogue); the intimate and personal communication (intimate and personal dialogue); the organization of speech activity training (educational dialogue); the business cooperation (business dialogue); the children's entertainment. Types of professional and speech skills are classified. The model and experimental methods of future nursery school teachers’ preparation to organize communicative and speech activities of preschool children are presented. According to our research it was found that communicative and speech activities of preschool children are motivated, arbitrary, productive, creative, independent and interactive, as well as children's activities are actually generated by the needs and demands of childhood and aimed at establishing and maintaining contacts, establishing cooperation with adults and yearlings, in which children solve communicative and speech tasks facing them in specific situations of communication