Foreign language teaching of preschoolers in the nature-activity context

One of the urgent tasks of modern education is the modeling of pedagogical systems and subsystems. In this article the author considers the construction of the process of foreign language teaching of preschoolers on the basis of modeling. The theoretical basis for the development of the nature-aligned foreign language teaching for children of preschoolers is nature-activity, system-structural and functional approaches. Genetic and structure-functional aspects define the boundaries of the simulated system. The model as a system tool of nature-aligned teaching provides information about the possibilities and conditions of its construction, operation and further development. The formation of the nature-activity competence of a preschooler is a system object, reflecting the content of training and suggests an integrative result. As an operational goal of the structure-functional model of nature-aligned teaching, we turn our attention to the development of foreign language oral and speech skills of preschoolers in the nature-activity context. The nature-aligned teaching of preschoolers to a foreign language is a factor in effective learning for subsequent educational levels throughout all the life. The perspective of a foreign language teaching in the nature-activity context is revealed on the basis of the developed nature-activity approach through the maximum reflection of the specifics needs of older preschool children in various types of play and practice-oriented activities, spiritual values and the energetic component constituting the nature of the human body, as well as the specifics of the region and culture of students in the content, forms, methods of training for the development of foreign language oral-speech abilities of preschoolers. A foreign language teaching in the nature-activity context is caused by the need for human education and development in accordance with objective laws in nature, namely the development of holistic thinking originally implied in man by the nature through creative activity and a genetically determined way of thinking. On the basis of practical, educational and developmental tasks of a foreign language are determine components (cognitive, commu-nicative-axiological, valeological) of the nature-activity competence, that reflects the integrity of nature-aligned pedagogical process. The organizational - didactic teaching aids are developed: a multifunctional educational -methodological complex, which is an element of a foreign language developing subject-spatial environment of a preschooler and the textbook "Creative English" that reflects the specifics of a foreign language teaching in the nature-activity context. The author emphasizes the importance of implementation of educational-methodical complex in the process of foreign language teaching. The interrelation and sequence of implementation of blocks of a structure-functional model contributes to the successful achievement of the goal, which consists in the development of oral- speech abilities in the nature-activity context.

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