COMMUNICATIVE AND SPEECH DEVELOPMENT OF OLDER PRESCHOOLERS BY MEANS OF CARTOON: TECHNOLOGICAL APPROACH

Abstract

The article deals with an important issue of modern preschool education – communicative and speech development of older preschoolers. This age is important in shaping personality as a whole and preparing a child for school. Substantial changes occur in the ontogeny of communication of an older preschooler – other motives and forms of communication, complex speech constructions for communication, interest in the social environment, the world of human problems, the formation of emotional intelligence, etc. The author clarifies the essence of the concept “communicative and speech development of older preschoolers”.Cartoons have been identified as an important means of communication for older preschoolers; the psychological and pedagogical potential of the cartoons (didactic, educational, developmental, psychotherapeutic, cultural and historical, multicultural, etc.) has been revealed; their conditional classification (didactic, cognitive, interactive, educational social-communicative, entertaining, informative, problematic, etc.) has been presented.The author considers interpersonal communication in the form of models of communicative-speech interaction, offers to use modeling in the cognition of preschoolers of different communication situations in the system “a person – a person”, namely: a child-an adult; an adult –children; a child-a child; peer children and toddlers. At the same time, the author shows the fullness of modern cartoons with the social and communicative content by various models of communication and speech interaction, which should be introduced to older preschoolers.The technological principles of the use of cartoons in communicative and speech development of older preschoolers are described. The author presents the conceptual foundations of the program “Cartoon_Com_Mod” and didactic means of its implementation in the practice of the institution of preschool education: pedagogical conditions (enrichment of the content of the educational process by cartoons; an integrated approach to the organization of perception of models; maximum creative and play character of work; parental education on communicative and speech development) forms, methods and techniques. Integrated lessons or integrated days were passed in stages – propaedeutical, revisionary and reflexive (according to N. Havrysh, K. Krutii), each of which had a specific purpose and appropriate didactic means of achieving it.