THE COMMUNICATIVE COMPETENCE OF THE PRESCHOOL TEACHER
DOI:
https://doi.org/10.24919/2313-2094.4/36.98634Keywords:
communicative competence of the preschool teacher, components of the communicative competence, communication skills and abilities, communication traits, preschool childrenAbstract
The article deals with features of formation of communicative competence of the preschool teacher, that provides the formation of his communicative and important personal traits, a strong humanistic tendency to communicate with pupils, readiness for establishing subject-subject interaction, possession of integrated professional and language skills as well as communication skills. It was revealed that its components are: a system of communication of knowledge (including the psychology of communication, general didactic, professional, methodical); communication skills and abilities (the ability to speak, listen, to establish contact with someone, understand his inner state, control interaction, apply constructive behavior in conflict situations; expressive skills etc.); communication skills (traits and significant features of personality) likewise moral beliefs (ideology, ethical view, value orientation and motives of activity). The indicators of the high level of speech competence are: sapidity, consistency, accuracy, clarity, brevity, simplicity, emotional and phonetic expressiveness, brightness, imagery, colorful, proper literary pronunciation, free, spontaneous operation of word, intonation diversity, clear diction, proper use of logical stress and psychological pauses correlation between content and tone, between words, gestures and facial expressions, voice setting. It was proved that the communicative competence of preschool teacher is found in its ability to use appropriate language accurately and effectively as a means of broadcasting preschoolers. And here, of course, language teacher competence is important – the knowledge of the norms of the literary language, the ability to formalize utterance grammatically right concerning a speech plan, to treat own speech and speech of others demandingly. It was analyzed the components of the communicative competence of the teacher of preschool age: language, speech, linguistic, literary, folkloric, cultural, rhetorical, methodological competence. It is possible, in further studies, the analyze of content and technology training of future professionals to the organization of communicative speech of preschool children.References
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