TRAINING FUTURE PRESCHOOL TEACHERS TO FORM SOCIAL AND COMMUNICATIVE COMPETENCE IN PRESCHOOL-AGED CHILDREN

Introduction. Modern society puts rather high demands on formation of the components of social and communicative competence. The success of its development depends on the level of professional competence of future preschool teachers and necessitates improving the quality of their training, content renovation, implementing effective training and educational technologies. Purpose. A ground of maintenance and methodical principles of preparation of future educators of preschool educational establishments is to forming of social-communicative competence of children of preschool age. Results. In this regard, it is relevant to justify the content and methodical bases of future preschool teachers' training to form social and communicative competence in preschool-aged children which has been provided by teaching the optional academic discipline «Technology of forming the social and communicative competence in preschoolers». In the course of studying, students are introduced to various ways of forming constructive behaviors and experiences of communication, social and communication skills, ability to interact with peers in different social situations, to build partnerships, resolve difficult situations in communication and others. This training course provides getting knowledge on various forms and methods of work (games: role games, psychodrama, social ones), neurogymnastics, scene studies, exercises of self-regulation and relaxation, art techniques, elements of fairy tale therapy, music therapy, sand play therapy), and peculiarities of their use. Lectures and practical classes primarily provide a focus on the development of practical and professional skills of students. Due to this fact, it is useful to change the information and accumulation model onto the development of independent creative activity, leadership, forming one`s own position. Task presence and polemical character of lectures encourages students to state their own opinions, discuss different points of view and search ways of solving problems on their own. In our opinion, it makes sense to use various technologies of interactive learning in the classroom. Thus, successful training of future preschool teachers to form social and communicative competence in preschoolers becomes possible through the implementation of the above-described forms, methods and means of education. Mastering the course content by students will increase the level of professional training and provide the formation of the system of knowledge and skills meeting the present and allowing to apply them effectively in future practical work in the kindergarten. Conclusion. Thus, successful preparation of future educators to forming of social-communicative competence of children of preschool age is possible due to realization of the described forms, methods and facilities of studies. Mastering of maintenance of course students will assist the increase of level of professional and forming of the system of knowledge, abilities, skills that answer the requirements and will allow effectively to realize them in future practical activity of educator of preschool educational establishment.