Methodological support aimed at the formation of the speech and creative competence of the future preschool educators

The problem substantiating the need for methodological support of the process aimed at developing the future preschool educators' speech and creative competence is raised in the article. The purpose of the article is to define the essence of the concept “methodological support”; to identify and characterize the priority features in the professional development of the future educators; to present the stages of the methodological support and its structure (methodological, informational, informational and technical, psychological and pedagogical support) throughout the entire period of professional speech training at the university. The basic principles that were fundamental in the development of the methodological support of the future educators' professional speech activities are defined, we mean the formation of their professionally significant competence. The basic principles of the methodological support are determined: the principle of communicative orientation, the principle of variability, the principle of co-creation of the pedagogical process participants, the principle of stimulating creative growth, the principle of synergy. The implementation stages of the methodological support intended for the future educators were these ones: propaedeutic and organizational stages, the stages of realization, generalization and implementation. The prospect of further scientific research is seen in the informative description of each component of the methodological support facilitating the formation of the future educators' speech and creative competence.