Abstract:

Relevance of research. Communication skills are closely interconnected and characterized by progressive and dynamic development. The level of development is, in turn, shaped by communication and speech environment in which the child is placed. The relevance of the issue is directly stemmed from micro-social conditions affecting communication skills of tender age children with deficient language acquisition, which allows us to define special aspects related to these skills acquisition.

Purpose and object of research. There is a need to discover special aspects of communication skills of tender age children with deficient language acquisition in various micro-social conditions. The object of the research is to define some research methods and techniques and apply them for identifying special aspects of developing communication skills in various micro-social conditions.

We have discovered that developing communication skills in tender age children with deficient language acquisition stemmed from micro-social conditions is uneven. The pre-school educational environment complements the family. Children not attending pre-school establishments show a lower level of well-formed communication skills than those placed in the system of education. Various micro-social conditions show similar problems in developing certain skills (if to compare by difficulty level), but are different in time and nature of acquisition.

Thus, all tender age children deficient language acquisition need a wider social environment for communication. That will enhance the effectiveness of developing initial communication skills, as well as the use of verbal or/and non-verbal means in various communicative situations, and the higher motivation to develop communication with different partners in various micro-social conditions in general.

Keywords:

Tender age children, deficient language acquisition, communication skills genesis, tender age children communication, micro-social conditions.