Формирование готовности старших дошкольников к обучению иностранному языку в начальной школе

Abstract

The relevance of studying the process of early foreign language education is determined by the significance of social and communicative development preschool children’s problem, carried out only in the conditions of communication and interaction of the child with peers and adults. Scientific interest in the problem of forming of older preschoolers’ readiness to further more conscious learning foreign language is relevant, first of all, in the aspect of implementing the principle of continuity in the content of preschool and primary general foreign language education. Aim: to conduct an analytical review of foreign and domestic scientific sources, to identify the structure and main conditions for the formation of senior preschoolers’ readiness to learn a foreign language in primary school. Research material were the domestic and foreign scientific sources of studying the process of early foreign language education, the peculiarities of the formation of the readiness of older preschoolers to learn a foreign language in primary school. Research methods: analysis and generalization of psychological and pedagogical, linguistic and educational literature on the topic of research, analysis and generalization of pedagogical experience. Results and discussion: the analysis of the problem of early foreign language education in linguistic, pedagogical and psychological studies, the analysis of the concept of “readiness for school” allowed us to identify the definition, structure and basic conditions for the formation of older preschoolers’ readiness to learn a foreign language in primary school. The planned results of the successful adaptation of the child to the study of a foreign language are defined as: the development of children's ways of performing actions that ensure communication in a foreign language (elementary norms of phonetics, vocabulary, grammar, the English alphabet, the construction of a foreign language dialogue/monologue); the expansion of linguistic horizons; overcoming psychological anxiety to the perception of a foreign language; the development of cognitive, speech, creative, physical, musical, sensory, etc. ability, thinking, imagination; development of personal qualities of the child: diligence, sociability, organization, independence, etc., mastering the types of children's activities in the areas of child development in accordance with the requirements of the Federal State Educational Standard for Children (integrative nature).