Abstract:

According to the Federal State Educational Standard of the Russian Federation (for Preschool Education) one of the main objectives of a preschool educational institution is children’s social-communicative development: the importance of preparing children since their early days for a life in a fast-changing cosmopolitan social medium. Since that it is necessary to find organizational forms and conditions ensuring such a development aimed at the adoption of norms, values and moral standards accepted in the community, at encouraging a preschooler to interrelate with adults and peers, at advancing children’s independence, self-control and goal orientation, at forming positive motivation to different kinds of labour, study and creative work, at learning the foundations of safe behavior in a household, society and nature. A significant component of the social-communicative sphere is a command of the native tongue, a native speaker competence with the enriched vocabulary, grammatically correct speech, and phonemic awareness. Within this frame teaching a foreign language to 6 year old children will only push forward their social-communicative development.

In the process of the research foreign and domestic experience of the organization of the social-communicative development in the system of preschool education was analyzed and theoretical analysis of the problem was implemented. The following pedagogical conditions contributing to preschoolers’ socialization and communicative development have been determined and realized in the environment of a preschool educational institution: relying on the principles of the activity approach as the methodological basis; using interactive methods and involving children into interactive cooperation; providing case study and problem-based learning; stimulating preschoolers’ independence through competition and praise.

Keywords:

Social-communicative development, preschool education, preschool educational institution, pedagogical conditions, foreign language teaching.