Спрямованість освітнього процесу на набуття компетентностей у дітей дошкільного віку

Abstract

Компетенція визначається як нормативна вимога до якостей особистості, до її знань і досвіду в певній сфері і потенційної здатності до успішного виконання діяльності, а компетентність – як володіння компетенцією, особистісна якість, у якій інтегруються знання, уміння, навички, досвід і властивості, які проявляються в ефективній діяльності. Комунікативна компетентність – це знання і вміння, які забезпечують ефективність спілкування в будь-яких формах. Соціокультурна компетентність – наявність здатності й готовності до міжкультурного спілкування з носіями інших мов і культур.

The article considers scientific approaches to the interpretation of the concepts of competency, competence, socio-cultural competence, communicative competence of preschoolers and notes the lack of a single point of view on their essence. Competence, as a scientific category, is associated with such essential features as knowledge, ideas, skills, in combination with motives, values; seen as the ability to act; integrated personal characteristics; as the possession of competence, personal quality, which integrates knowledge, skills, abilities, experience and properties, which is manifested in effective activities. The systems-practical functions of the concept of "competence" and its integration role in education are pointed out, which brings this category to the general didactic and methodological level. The contradiction between the recognition of the importance of communicative and socio-cultural competencies in the education of the child as a subject of social and communicative activities and the lack of methodological tools for the development of these competencies in accordance with the state standard of preschool education. Competence is defined as a normative requirement for the qualities of the individual, for his knowledge and experience in a particular field and the potential ability to successfully perform activities. Competence is not limited to knowledge or skills. Competence can be considered as a certain norm, the achievement of which creates an opportunity for the correct solution of a specific task, and competence acts as an assessment of the degree of achievement of this norm. At the heart of competence, as a personal quality, are knowledge, awareness, experience of socio-professional activities of man, which indicates its integrative nature. Indicates the active activity and value aspects of the concepts of "competence" and "competence". Communicative competence is the knowledge and skills that ensure the effectiveness of communication in any form. The communicative competence of a preschool child is the ability to build communication through language and includes practical knowledge of phonetics, vocabulary, grammar of language, the ability to form and formulate thoughts through words, speech interaction with a partner. Socio-cultural competence – the ability and willingness to intercultural communication with speakers of other languages and cultures. The basis of socio-cultural competence is a set of acquired knowledge in the cultural and social spheres of life, value orientations.