Russian Federation
Russian Federation
377
372.881.1
The relevance of this article stems from the lack of research in communicative strategies of interaction with preschoolers. At the same time, the federal state educational standard of preschool education implies the need for interaction aimed at the development of the child's personality between children and adults, including teachers. In addition, there is currently an increased demand for teaching foreign languages at preschool age, but specialised training for this is not conducted in most universities. The purpose of the article is to consider in detail the features of interaction in the process of teaching a foreign language to preschool children and use them to identify the knowledge and skills necessary to work with this age group. As a result of the research literature analysis, the features of interaction with preschool students in a foreign language classroom were established, allowing for the proposal of a taxonomy of strategies, knowledge, and skills necessary for teaching a foreign language to preschoolers. An experimental use of the methodology of their development was carried out in two groups of students at the Faculty of Foreign Languages and Regional Studies of Lomonosov Moscow State University by means of a workshop. The results of the study demonstrate that, while the workshop had a positive effect on the future foreign language teachers’ skills of interaction with preschoolers in the classroom, one class was not enough to develop the necessary strategies, knowledge, and skills.
preschool education, teaching preschoolers, early years foreign language learning, interaction, foreign language teacher training, professional communicative competence
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