Natalya Belinova

The modern educational process is based primarily on the principles of standardization and the search for optimal technological solutions to ensure the quality of education. In the framework of the implementation of the federal state educational standard for preschool education in this regard, testing of the use of innovative technologies for the speech development of preschool children seems quite justified. In accordance with Standard (2014), five educational areas are implemented in educational activities of a preschool educational organization, including the area of “Speech Development”. In the framework of this study, two aspects of this area implementation are updated – the characterization of innovative technologies for the speech development of preschool children and the professional training of a teacher at a university for using these technologies directly in working with children. We carried out the selection of innovative speech development technologies beforehand based on the analysis of leading educational trends (digitalization and computerization, ecologization, visualization, health saving, comprehensiveness and integrity, etc.). This series included information and communication technologies, modeling, mnemonics, smart cards, cinquain, body-oriented technologies, and Su-Jok therapy (hand-foot acupuncture). The organizational conditions for the introduction and use of these technologies, as well as the study of the willingness of teachers to work with them, were described by us in previous studies. The purpose of this article is to describe the model of teacher training at a university (graduate level) for the introduction of innovative technologies for the speech development of preschool children. The study describes the target, motivational, informative, methodological and productive components of the proposed model. The linear implementation of the model is carried out over several stages: indicative, cognitively effective, modeling and reflective. The implementation of the model is aimed at the formation of the socio-pedagogical competence of the teacher — readiness for the introduction of innovative technologies for verbal education of children in educational process. This competence is professional one, its inclusion in the educational process at a pedagogical university corresponds to the ideology of higher education, since higher education standards regulate the selection and formulation of professional competences by an educational organization, taking into account the socio-cultural, regional context, and also based on the achievements of scientific and methodological schools. A research seminar is the leading format in teacher training.

The use of innovative technologies, forms, methods and means in preschool education has updated the issues of timely and high-quality training of teachers. Accordingly, the purpose of this study is to select innovative and effective technologies from a number of related sciences, areas of scientific and practical knowledge and techniques based on a transdisciplinary approach and to study the readiness of teachers to implement them within the framework of the objectives of the educational field “Speech Development” in accordance with the Federal State Educational preschool education standard. The selection of technologies was carried out on the basis of fundamental domestic research in the field of child development psychology and modern trends in the modernization of education (informatization and digitalization). Information and communication technologies, modeling and schematization, mnemonics, cinquain, smart cards, su-jock therapy and body-oriented technologies that provide complex visual and motor activity of preschool children in the process main educational activities seem to be the most effective and promising for further development in the field of preschool education. The introduction of related sciences technologies into practice requires the provision of organizational conditions, one of which is the study of the teacher’s readiness to use the proposed technologies. Thus, we conducted a study based on testing and questionnaire methods, in order to identify the general competence level of teachers and the degree of updated technologies use in the process of speech development of preschool children. The results of the study indicate that modern teachers employ information and communication technologies and they are ready to master new software products in the field of education. Modeling and schematization technologies, mnemonics are also widely represented in practice. However, cinquain, smart cards, su-jock therapy, and body-oriented technologies have not been widely used in preschool education. Diagnostic results allow us to conclude that it is necessary to create a format for training teachers to use innovative technologies. This study precedes the development and testing a teachers’ training model for the introduction of innovative speech technologies in the discourse of non-formal and informal education.

Opportunities for the development of social competence of the head of a preschool educational organization through pedagogical design seem to be a pressing issue in the context of modern sociocultural transformations. This is due not only to humanistic principles, focused on value-moral and active understanding of professional activity, but also taking into account national-cultural characteristics and regional aspects of pre-school education system in a single educational discourse. One of the problematic components in the light of the proposed research seems to be an insufficient level of reflection of social competence as a component of the professiogram of the head of an educational organization. The main research methods of the proposed problem are the analysis and typology of existing approaches in domestic and foreign scientific research to the definition of formal-functional signs of social competence, as well as the questionnaire method, which allows us to determine the degree of the professional community awareness and interest in this aspect. The decomposition of this phenomenon in the light of modern research allowed us to identify a number of components, such as information-cognitive, motivational and value, communicative, social and personal ones. As the observations show, heads show much concern for the information-cognitive and communicative components, while the motivational, axiological and socio-personal components remain outside the zone of attention in professional activities. The research allows us to put forward pedagogical design as an optimal method in social and professional activities, influencing the development of social competence, improving the quality of professional functions in cooperation with the social partners of an educational organization. It is necessary to conduct further research that will allow us, to develop methods for incorporating into the process of pedagogical personnel training the formation of social competence in the context of all its components census.