Keyword: «innovative speech technologies»

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.