Keyword: «innovative speech technology»

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.