THE USE OF INTERACTIVE TECHNOLOGIES IN THE SENIOR PRESCHOOLERS’ COMMUNICATIVE COMPETENCE FORMATION IN THE PROCESS OF SOCIAL ENVIRONMENT familiarization

Abstract

Introduction. Communication in its various manifestations is a very important part of child’s life. It is a necessary condition for a child's personal development, it provides his/her needs satisfaction to be included in the world of adults, to receive social experience, to express him/herself. Today there are serious challenges to ensure normal communication of the child with others. These are a forced quarantine, difficult war life circumstances, the adults’ immersion in the virtual world, which reduces the duration of their "live" communication with the child. Ensuring content-rich and age-appropriate communication for the child has become an important problem in modern pedagogical science.

The purpose of the article is to analyze the peculiarities of interactive technologies of older preschoolers’ communicative competence formation while classes of social environment familiarization.

The following methods were used: theoretical (content analysis, systematization and generalization of the results of psychological-pedagogical and methodical works on the relevant issue) and empirical (pedagogical observation, description, analysis and summarization of the experience of implementing innovative pedagogical technologies).

Results. It was shown that interactive pedagogical technologies are based on the nature, mechanisms, factors of social interaction and communication, particularly in pedagogical process aimed to prepare preschoolers for social life and activities. Interactive technologies allow shaping a child's personality qualities such as partnership, the ability to communicate with others, think critically, and make well-thought-out decisions. It was examined the pedagogical experience of such interactive methods as story role-playing game, group work, pair work, collective work while classes of social environment familiarization.

Originality. The justification of the expediency of interactive technologies using while classes of social environment familiarization.

Conclusion. The use of interactive technologies makes it possible to familiarize older preschoolers with the main components of the social environment ("I am in society, my family and people around me, my home and the Motherland, the rules of social coexistence"). At the same time, assimilating educational material in communication and interaction with peers, the older preschooler also improves his communicative competence.