INTERNATIONAL EXPERIENCE IN THE PRESCHOOL CHILDREN’S FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE FORMATION

Abstract

The purpose of the article is to provide a comprehensive analysis of the international experience in the preschool children’s foreign language communicative competence formation, to identify effective approaches, methods, and pedagogical conditions for its development, and to substantiate the possibilities of adapting the best foreign practices to the preschool education system of Ukraine.

Methodology. The methodological basis of the study is a system of interconnected approaches: competence-based, communicative-activity, learner-centered, sociocultural, systemic, and comparative-pedagogical, which ensure a holistic consideration of the process of the foreign language communicative competence formation.

To achieve the goal, theoretical research methods were used: analysis, synthesis, and generalization of scientific sources, comparative analysis of international experience (CLIL, immersion, bilingual education), as well as systematization and classification of pedagogical conditions and approaches.

Scientific novelty. For the first time, a comprehensive comparative-pedagogical analysis of international experience in the preschool children’s foreign language communicative competence formation (Europe, Asia, the USA, Canada) has been conducted. Furthermore, a set of effective pedagogical conditions for its development has been substantiated (early start of learning, creation of a natural language environment, use of communicative-activity and interactive methods, individu­alization of learning, and training of educators for work in a multilingual environment), while determining the possibilities for their adaptation to the Ukrainian preschool education system.

Conclusions. The study establishes that the preschool children’s foreign language communicative competence formation is an integrative process encompassing linguistic, cognitive, sociocultural, and motivational aspects of development. It is proven that the preschool age is a favorable period for foreign language acquisition, provided that an appropriate language environment is created and communicative-oriented approaches are applied.

A comparative analysis of the international experience has demonstrated the effectiveness of approaches such as CLIL, immersion and bilingual models, interactive and game-based methods, and the use of digital technologies. Common trends include an early start of learning, the integration of language into various types of activities, individualization of the educational process, and active involvement of the social environment.

It has been determined that the effectiveness of the competence formation is ensured by creating a positive emotional environment, employing interactive methods, considering the age characteristics of children, and ensuring proper teacher training.

The expediency of adapting the international experience to the Ukrainian preschool education system has been substantiated, particularly through the implementation of CLIL, the development of bilingual programs, and the use of modern educational technologies.

Thus, the foreign language communicative competence formation in preschool age is a vital factor in personality development and readiness for intercultural interaction.