Abstract
The article reveals the state of research of the problem of formation of communicative competence in children of senior preschoolage in the modern theory and practice of Ukrainian preschool and special education. The State Standard and current educationalprograms that determine the purpose, objectives and content of educational work with children and preparation for school in preschoolinstitutions are analyzed.The main disadvantages and advantages of modern programs of education and upbringing of older preschool children are highlighted.The article finds that the problem of formation of communicative competence of preschool children is proposed by most existingeducational programs to be considered in the context of the development of coherent speech. The authors characterize the modernauthor’s programs for the development and teaching of children their native language and speech, which clearly correspond to modernrequirements for reforming preschool education in Ukraine. An objective analysis of the plans of scientific and pedagogical specialistsfor teaching and educational work with children of the senior preschool group of preschool institutions is carried out. It is establishedthat the task of speech development was planned mainly in the direction of formation of phonetically correct speech, enrichment ofvocabulary, ability to answer questions, development of speech etiquette.The article highlights the existing differences between modern requirements for communication and speech activities and the conditionsfor ensuring and implementing this process in general and special educational institutions, which currently create obstacles to effectivecorrectional and developmental work in the direction of the formation of communicative competence in older preschool children withspeech disorders. The expediency of studying the problem of formation of communicative competence of older preschool childrenwith motor alleles, which is an important component of the process of organizing the educational process in a special and inclusivespace, is substantiated. The necessity of defining and taking into account specialized psychological and pedagogical conditions for theformation of communicative competence, which is an indicator of cognitive development and a prerequisite for the success of the furthereducational process, has been proved.
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