Select your language

authors: Mordous I., Karpachova M.


Urgency of the research. Today social and cultural fields are dependent on many factors but the fact of the dominant position of language is indisputable. And not only because it is a guide for information, but mostly because it takes the position of a binding component in the relation of polylingual society. The objectivity of these conditions simulates informatory filling of education and in the first place of preschool education. The scientific validity of the positive influence of learning basis of foreign language in the preschool period becoming a cause of intensified attention to the development of variety and optimization of the mentioned process.

Target setting. Usage of integrating approach during the organization of different kinds of children`s activity has proved its effectiveness in a global meaning of development, education, and guidance of preschool age children. Some scientists studied this question by teaching their foreign language. But it is worth to mention that these issues are presented more in a context of integration of foreign language in different educative lanes, what develops the process but do not optimize it. Because the activity of children is multifaceted and includes both scheduled studies and day-to-day acting.

Actual scientific researches and issues analysis. The question about the implementation of integrating approach in teaching a foreign language to preschool age children was mentioned in works of such scientists as: N. Voloshchenko, I. Kosarieva, I. Mordous, O. Pylyche-va, O. Protasova, N. Rodina, I. Fedosieieva, O. Shlykova, O. Yankovenko, and others.

The research objective. Usage of out-of-school time to work with children on foreign language is a quite complicated and interesting process which under the condition of the methodical and competent organization will let to improve considerably functional facilities of formation of foreign language competence.

The statement of basic materials.It is impossible to overestimate the importance of keeping to order of the day for development and teaching preschool age child because a good state of health and results of vital activity are depended on this thing. That`s why in some measure the integration of foreign language has symbiotic character: its` inclusion varies any process or any activity and increases the motivation of perception, and from another side, the expansion of possibilities for activation of foreign knowledge and its` enrichment is happening.

Conclusion. It is worth to mention that the potential of components of child`s order of the day in the preschool establishment is extremely high in a contest of integration of foreign language. Their emotional ground is more vivid as compared with purposely organized classes. The naturalness of the atmosphere makes the psychological climate of informational perceiving better. Variety of day-to-day life by including games in a foreign language and unusual tasks, unusual situations increase the coefficient of memorization.

Keywords: preschool age children, education of foreign language, integration of foreign language, out-of-school time, walk

 

References:

  1. Bielienka, HV., 2013. ‘Vzaiemodiia pedahoha i ditei pry vyvchenni inozemnoi movy (Іnteraction of the teacher and children during the study of a foreign language), Imidzh suchasnoho pedahoha, №4, S.12-14
  2. Byelyenʹka, HV., Mordous, IO., 2003. ‘Intehrovane navchannya : navchalʹno-metodychnyy posibnyk dlya aspirantiv ta mahistriv spetsialʹnosti «Doshkilʹne vykhovannya» (Integrated learning: a manual for postgraduate students and masters of the specialty «Preschool education»)’, Navchalʹno-metodychnyy posibnyk, Kyyiv : Vydavnytstvo «Lohos», 116 s.
  3. Protasova, YEYU., Rodina, NM., 2012. ‘Metodika obucheniya doshkol'nikov inostrannomu yazyku : uchebnoye posobiye (Methods of Teaching Preschool Children to a Foreign Language : A Manual)’, Akademiya, Moskva, 462 s.
  4. Shkvarina, TM., 2010. ‘Sim zakoniv efektyvnoho navchannya inozemnoyi movy (Seven Laws of Effective Teaching of a Foreign Language)’, Doshkilʹne vykhovannya, №4, S. 14-15.
  5. Aksʹonova, OP., Anishchuk, AM., 2014. ‘YA u sviti : prohrama rozvytku dytyny doshkilʹnoho viku (nova redaktsiya) (I’m in the World : A Program for the Development of a Child of Preschool Age (New Edition))’, Ch. II. Vid trʹokh do shesty (semy) rokiv : TOV "MTSEF-Ukrayina", 452 s.
  6. ‘Inozemna mova v dytyachomu sadku (Foreign Language in Kindergarten)’. Dostupno : <http://zhuravlyk.uz.ua/organizaciya-zhittyediyalnosti-ditej-v-dnz/gurtkova-robota/anglijska-mova/inozemna-mova-v-2/?print=print> [Data zvernennya 11 Kvitnya 2019].
  7. ‘Metodychni rekomendatsiyi shchodo provedennya prohulyanky v DNZ (Methodical Recommendations for a Walk in the PEI)’. Dostupno : <https://abetkaland.in.ua/rekomendatsiyi-shhodo-provedennya-progulyanky-v-dnz/> [Data zvernennya 17 Kvitnya 2019].
  8. Topolʹsʹkyy, VO., 2015. ‘Do pytannya pro deyaki suchasni metody navchannya ditey doshkilʹnoho viku inshomovnoho spilkuvannya (On the Issue of Some Modern Methods of Teaching Children of Preschool Age in Foreign Language Communication)’. Dostupno : < http://stud.wiki/languages/3c0b65625a3bd79a5c53a88421216d37_0.html > [Data zvernennya 5 Kvitnya 2019].