DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN CHILDREN OF OLDER PRESCHOOL AGE WITH MOTOR ALIA AS A PREREQUISITE FOR SUCCESSFUL LEADERSHIP IN THE EDUCATIONAL SPACE

Abstract

The article presents a detailed analysis of the state of studying the problem of the formation of communicative competence in older preschool children with severe speech disorders, in particular, motor alalia. A comparison and systematization of modern literary sources in the field of special education and psychology was carried out in the direction of the formation of communicative competence in older preschool children as a prerequisite for successful leadership in the educational space. The purpose of the article is to determine the directions and psychological-pedagogical conditions for the successful organization of the process of forming communicative skills in older preschool children with motor alalia as a prerequisite for the development of leadership qualities in children. To achieve the goal, the following research methods were used, in particular: analysis, comparison and systematization of modern scientific and methodological, domestic and foreign literary sources in the field of special education and psychology. The problem of leadership in the educational space is highlighted in the article as an interdisciplinary one, as it requires taking into account the psychological characteristics and personal potential of children for effective comprehensive psychological and pedagogical assistance. The directions for the successful organization of the process of formation of communicative skills in older preschool children with motor alalia are determined, which are designed to ensure the maximum effectiveness of the corrective and developmental process. The expediency of implementing organizational-pedagogical, general didactic and pedagogical-technological conditions in the process of forming communicative competence in older preschool children with motor alalia is justified. Special-methodical conditions have been defined that will contribute to effective psychological and pedagogical activities, in particular: cognitive, neurolinguistic, communicative and interactive.

The effectiveness of teamwork should direct the psychological and pedagogical support of this category of children to a reorientation from the process to the result in the activity dimension, shift the emphasis from the accumulation of normatively defined knowledge, abilities and skills to the formation and development of children's ability to act practically in any communicative situation, establish contacts with others, to initiate a conversation, to be able to communicate on various topics, to be a leader.