Cognitive-Informative Conditions for the Development of Communicative Competence of Preschool Teachers

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 1, Pages: 314-318

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal weblink: ttp://www.jett.dormaj.com

Cognitive-Informative Conditions for the

Development of Communicative Competence of

Preschool Teachers

Victoria Sergeevna Vasilyeva , Elena Yurievna Nikitina , Lilia Aleksandrovna Druginina ,

Larisa Borisovna Osipova , Vorozheykina Anfisa Vyacheslavovna

Candidate of pedagogical sciences, Associate professor, Dean of the Faculty of Inclusive and Correctional Education, Associate Professor of the

Department of Special Pedagogy, Psychology and Subject Methods, South Ural State Humanitarian Pedagogical University, 69-Pr. Lenina,

Chelyabinsk, Russia, 454080

Doctor of Pedagogical Sciences, Professor of the Department of the Russian Language, Literature and Methods of Teaching the Russian Language and

Literature, South Ural State Humanitarian Pedagogical University, 69-Pr. Lenina, Chelyabinsk, Russia, 454080

Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Department of Special Pedagogy, Psychology and Subject

Methods, South Ural State Humanitarian Pedagogical University, 69-Pr. Lenina, Chelyabinsk, Russia, 454080

Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Department of Special Pedagogy, Psychology and Subject

Methods, South Ural State Humanitarian Pedagogical University, 69-Pr. Lenina, Chelyabinsk, Russia, 454080

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of Department of Pedagogy and Psychology, South Ural State

Humanitarian Pedagogical University, 69-Pr. Lenina, Chelyabinsk, Russia, 454080

Received: 01/08/2019

Accepted: 23/10/2019

Published: 20/02/2020

Abstract

The article discusses cognitive-substantive conditions, which, along with the process and technological ones, constitute a set of

organizational and pedagogical conditions necessary and sufficient to implement the concept of developing the communicative

competence of preschool teachers.

Keywords: Communicative competence, communicative competence of preschool teachers; Holistic methodological environment of

the preschool educational institution; Organizational and pedagogical conditions; Cognitive-substantive conditions; Process and

technological conditions

the implementation of the concept of developing the

Introduction

communicative competence of preschool teachers are

identified: the formation and development of the values of

tolerant and empathic communication among teachers of the

preschool educational institutions; development of the circular

structure of knowledge and understanding among educators of

the preschool teachers (hermeneutic circle); orientation of

teachers of early childhood education to awareness, acceptance

and observance of pedagogical correctness and linguistic tact;

enrichment of the media culture of the teacher at the preschool

The problems of developing professional competence in

general and communicative in particular, come to the fore in a

holistic system of advanced training for teachers of preschool

educational institutions (DOO). This is due to the introduction

of modern professional standards, the allocation of new labor

functions for teachers, the presentation of a new level and

quality requirements for the professional competencies of

preschool teachers.

The purpose of the article is to substantiate the author’s

concept of highlighting and developing the necessary and

enough cognitive-meaningful conditions for the development

of communicative competence of teachers of a preschool

educational organization.

educational institution (Kirillova, 2005; Lashkova

Rezanovich, 2011; Lopushnyan, 2010; Rotova, 2015;

Habermas, 1993). Substantive characteristics of cognitive-

substantive conditions are analyzed; the methodological

grounds for their inclusion in the concept being developed are

considered. The conclusion is made that the inclusion of the

presented cognitive- substantive conditions in the concept of

developing the communicative competence of preschool

teachers will contribute to solving issues not only improving

their professional competence, but also the quality of preschool

education in general.

As a result of a theoretical analysis of the scientific

literature, legal support for the organization of preschool

education and the requirements for the level of teachers’

professional competence, cognitive-substantive conditions for

Corresponding author: Victoria Sergeevna Vasilyeva,

Candidate of pedagogical sciences, Associate professor, Dean

of the Faculty of Inclusive and Correctional Education,

Associate Professor of the Department of Special Pedagogy,

Psychology and Subject Methods, South Ural State

Humanitarian Pedagogical University, 69-Pr. Lenina,

Chelyabinsk, Russia, 454080. E-mail: fortune18@mail.ru.

Materials and methods

The concept of the development of communicative

competence of preschool teachers is a complex, focused,

dynamic system of fundamental knowledge about the

314

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 1, Pages: 314-318

communication phenomenon of the teacher personality in the

preschool education system, fully and comprehensively

revealing its essence, content, features, as well as the

technology of its development in modern preschool education.

The selection, description and creation of pedagogical

conditions is the basis for the functioning and development of

any system. Considering the development of communicative

competence as a pedagogical process, it is important to talk

about the need to highlight special conditions necessary and

sufficient for the development, implementation and

improvement of the effectiveness of the process in question.

The fundamental research methods are: analysis of the

scientific literature on the problem of developing the

communicative competence of teachers of preschool

educational insitutions (DOO), highlighting the necessary

conditions and scientific and theoretical justification of their

content, analysis of the legal framework for the organization of

preschool education and the requirements for the level of

teachers’ professional competence [ 1, 7, 5, 15, 16, 17].

measures of the pedagogical process aimed at increasing its

effectiveness" (Nikitina, 2000).

Separate, randomly selected conditions cannot have a

sufficient impact on the effectiveness of a specifically

developed process and contribute to the achievement of the

goal, to ensure maximum efficiency of the developed

pedagogical phenomenon.

Based on this, it is important to consider a certain set of

organizational and pedagogical conditions that will fully ensure

the effectiveness of the pedagogical process, achievement of

goals, solution of tasks.

In the format of this study, a set of pedagogical conditions

is understood as a set of categories combined in it that obey the

unity of tasks, principles, laws, forms, methods and means of

achieving the goal of developing the communicative

competence of teachers of preschool educational institutions.

The initial components in the development of a set of

pedagogical conditions for the development of communicative

competence of preschool teachers is the social order of the

society and the requirements of the Federal State Standard for

Preschool Education in ensuring the quality of professional

training of preschool teachers; current requirements for

professional and pedagogical activity in the context of the

introduction of the professional standard “Teacher

(Pedagogical activity in preschool education) (Educator)”; new

approaches to the definition of the concept of “communicative

competence of teachers of the preschool educational

institution” (On the approval of the professional standard,

(

Vasilyeva & Nikitina, 2018; Zimnyaya, 2003; Vasilieva &

Nikitina, 2017; On the Concept of the Federal Target Program

for the Development of Education for 2016; On Education in

the Russian Federation, 2012; On approval of the regulation on

the certification of pedagogical and executive employees of

state and municipal educational institutions, 2000).

Results

Communicative competence is an important component of

2013).

the general professional competence of teachers, it reflects the

priority areas for improving the quality of continuing

professional education in an educational organization. Its

peculiarity lies in the possibility of constant updating of

relevant theoretical and practical knowledge of specialists,

analysis of emerging situations of interaction, solving issues of

interpersonal interaction that arise in a work collective.

Functioning and development of any system is possible

only under certain conditions. In the terminological field, the

definition of “condition” is considered as a philosophical

category, which is characterized as “expressing the relation of

an object to the phenomena surrounding it, without which it

cannot exist” (Frolova, 1981). Moreover, in the modern

scientific space, a single point of view on the definition of

A set of organizational and pedagogical conditions for the

development of the communicative competence of preschool

teachers, which in the research of A. Mayer it is considered as

“

a set of interconnected information systems (corresponding to

the prerequisites, conditions, requirements) that it is advisable

to create for the subject to ensure the management of activities

to achieve certain pedagogical goals” determines the

composition of cognitive- substantive and process-

technological conditions that are mutually defining and

mutually reinforcing (Mayer, 2007).

Cognitive-informative conditions are represented by a set

of value-semantic units ensuring the achievement of goals -

educational results (development of communicative

competence of prechool teachers) and educational effects

“

pedagogical conditions” is not presented (Table 1).

(

willingness to work in new conditions). Moreover, the

assimilation of educational material occurs consciously, and

not mechanically. Thanks to the implementation of the cyclic

process in the learning process: knowledge - information -

increasing the level of knowledge, teachers master the skills of

making effective decisions, performing every day,

Table 1: Modern definitions of "pedagogical conditions"

Authors Scientific position

Andreev The result of "targeted selection, design and

V.I.

application of content elements, methods

techniques), as well as organizational forms of

training to achieve ... goals" (Andreev, 2000).

Borytko An external circumstance that has a significant

(

professionally

significant

and

personality-oriented

communicative tasks.

The basis for distinguishing cognitive- substantive

conditions is an understanding of the need to consider the

stable characteristics of perception and memorization of

information by a specific teacher and whether he has a

preferred way to solve problems. In addition, the emphasis is

on enhancing the consciousness and activity of teachers, on the

formation of skills to apply the theoretical knowledge gained in

practice, not only in the process of developing communicative

competence, in the field of professional activity, but throughout

life as a whole.

N. M.

impact on the course of the pedagogical

process, to one degree or another consciously

achievement of a certain result (Borytko,

2001).

Nine A. The set of objective possibilities of content,

Ya.

forms, methods and material and spatial

environment aimed at solving the tasks” (Nain,

1995).

Savva

L.I.

The totality of external objects and internal

circumstances that determine the existence,

functioning and development, an effective

solution to the problem” (Savva, 2001).

Inclusion of cognitive- substantive conditions:



Allows you to engage teachers in an active process of

understanding the essence of the phenomena studied, while

creating the conditions for the implementation of their personal

orientations;

We adhere to the point of view of E. Yu. Nikitina. The

author considers the "pedagogical conditions" as "a set of

315

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 1, Pages: 314-318



The opportunity is provided for teachers to become

Considering the evolution of the views of leading scientists

on the problem of determining the “hermeneutic circle”, the

interpretation of this process and analyzing the views of A.

Beck, V. Dilthey, M. Heidegger, F. Schleiermacher [6, 9], the

following assumption can be formulated. An understanding of

a communicative situation by a teacher is possible provided

that he understands its main components: the age

characteristics of the interlocutor, the verbal and non-verbal

means of communication used by him, his communicative

experience, the ability to determine the emotional state of the

interlocutor, the presence (absence) of objective and subjective

factors that influence this communicative situation (Zakirova,

2000; Kotkavirta, 1999).

active participants in the learning process (development of

communicative competence), while considering their

individual interests and characteristics;



The learning process (the development of

communicative competence) begins to be not only personal,

but also socially determined, which allows teachers to get

involved in the process of mutual knowledge and

understanding of each other and cooperation during the training

period (development of communicative competence).

The following cognitive-substantive conditions of the

concept of communicative competence development of

preschool teachers are highlighted.

At the same time, taking into account the main

characteristics of the “hermeneutic circle”, it is important for

the teacher to understand what is “inside what he is” from the

very beginning of the interaction (personally his mood, psycho-

emotional state, the possibility or lack of control over his

reactions, etc.) And as the most rationally transform this

interaction situation.

“Understanding” from the point of view of H.-G. Gadamer

means, first of all, the ability to understand something, and

only then, secondly, the singled out “opinions of another

understanding implied by him” (Kotkavirta, 1999). In other

words, it is important for a teacher to be able to understand,

firstly, in matters of interpersonal communication in general,

and secondly, be able to understand, interpret, transform a

specific communicative experience (communicative situation)

based on an analysis of its specific constituent elements.

Orientation of preschool teachers for awareness,

acceptance and observance of pedagogical correctness and

linguistic tact.

.1 The formation and development of tolerant-empathic

communication values among the preschool educational

institution teachers

The creation and maintenance of a tolerant-empathic

environment of the educational process involves the adoption

by the teacher of the diversity ("otherness") of others as a

source of enrichment of communication and interaction

experience, expansion of ideas about the environment and the

realization of the opportunity to provide support and assistance,

as well as substantive and organizational variability of the

educational process.

Based on the main characteristics of “tolerance”,

“

empathy”, “communication” and “value” under the value of

tolerant-empathic communication, we will understand the inner

core of the teacher’s personality, which is manifested in the

ability to understand the state of another person and put oneself

in his place, tolerance in granting another one the right to live

in accordance with his own worldview. The formation of the

value of tolerant-empathic communication is determined by the

internal manifestation of the state of the teacher, his reactions,

thoughts and actions in the process of interaction with

participants in the educational process. However, we are not

talking about the rejection of their beliefs and tolerance for

social injustice. The main indicator of the formation of the

tolerant-empathic communication value and the manifestation

of its value can be considered such an interaction of the teacher

with the participants in the educational process, which

considers the individual psychological and age characteristics

of the subject of communication, understands his condition,

empathizes with his current emotional state, takes his world

outlook while maintaining reliability of their own positions.

Acceptance and conscious observance of pedagogical

correctness and linguistic tact is an important condition for the

development of communicative competence of the preschool

educational institution teachers.

The fulfillment of this condition is because the awareness

of life, surrounding reality, constantly changing space is the

foundation of human consciousness. Based on this, awareness

is an invaluable vision of what is happening in the external and

internal world. When the teacher is aware of the knowledge, he

has the opportunity to transfer this knowledge to others. For

example, in different communication situations, especially

during the period of conflict brewing, it is not recommended to

raise your voice, as this can lead to negative consequences. At

the same time, in a certain situation, the teacher can

automatically start screaming. Awareness allows you to direct

attention to what is really important. Consequently, verbal

actions, feelings will be focused on the prevention and possible

resolution of the conflict. The inclusion of this condition allows

us to form an understanding of the postulate of preschool

teachers "reality operates in accordance with its laws, and not

in accordance with expectations".

The logical extension of awareness is acceptance.

Acceptance is a complete internal agreement with what is,

allowing something to be what it is. To accept events,

situations, cases, means to agree that there are things in this

world that do not always correspond to our vision and

perception. Even if the current situation does not meet the

expectations of the teacher, even if such manifestations as

irritation, ignorance, and insult are characteristic, it is

important to learn how to accept it and, having pedagogical

correctness and language tolerance, to find the most rational

ways to solve it.

.2 The development of the circular structure of knowledge

and understanding among educators of the preschool

educational institution teachers (hermeneutic circle)

Under the circular structure of knowledge and

understanding, we consider a cyclic system that reveals the

basic interpretations of the understanding the “hermeneutic

circle”. This is the principle of understanding and

interpretation, based on the relationship of understanding of the

part and the whole, the need for constant movement "in a

circle", from the whole to the part, from part to the whole.

Despite many years of research in this area, the definition

“

hermeneutic circle” is regarded as a metaphor, as a feature of

the understanding process associated with the cyclical nature.

Various approaches to the justification and definition of the

concept of “hermeneutic circle” are associated with the

awareness of the interdependence of explanation and

interpretation. The solution to the problem of the hermeneutic

circle can be described in approximately this way: you can

understand something only when what you are trying to

understand is already understood in advance.

Consider the concept of "pedagogical correctness" in

relation to the process of developing the communicative

competence of preschool teachers. An analysis of modern

316

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 1, Pages: 314-318

research has allowed us to formulate this definition as a

complex, moral, ethical and professionally significant

personality trait, which is a simultaneous manifestation of

honor, responsibility, commitment, integrity, tact and courtesy

in communication (in words and deeds), and a manifestation of

accuracy, correctness, clarity of evidence in written or oral text.

Linguistic tact is considered as a professionally significant

personality trait, characterized by the presence of

professionally significant value of communication with other

people in the educational institutions in accordance with

generally accepted cultural rules: the absence of indecent and

rude expressions, degrading and insulting irony, focusing

attention on the individual characteristics of the interlocutor

Russian language, 2019). Therefore, under the enrichment of

the media culture of teachers of the preschool educational

institution, it is important to understand the expansion of the

stock of knowledge, skills in improving the quality of

reception, storage and processing of information necessary to

ensure the adequacy of the interaction between participants in

the educational process, mediated by language and explicating

the general and specific at the level of subject – object and

subject –s subjective relations.

Considering the specifics of the manifestation and the

enrichment of the media culture of the preschool teacher, we

can talk about the presence and necessity of forming a certain

way of dialogue interaction with the information space,

through the formation of the cultural, social, moral, intellectual

values and interests of the teacher, which includes value,

technological and personal-creative components.

(

mental and physical state health, race, appearance), which is

an educated ability, has grown into a habit have to comply with

the measure in communication, avoiding actions and words

that can be unpleasant companion, in the absence of language,

the language units, which hurt the feelings and dignity of

others.

Discussion

Summing up, it should be noted that the developed

Consequently, the development of the communicative

competence of the preschool teachers should be based on the

use of such methodological material, the cognitive- substantive

side of which fully contributes to the orientation of the teachers

of early childhood education in awareness, acceptance and

observance of pedagogical correctness and linguistic tact. The

next important cognitive-substantive condition for the

development of the communicative competence of preschool

teachers is enrichment of the media culture of the preschool

teacher. Considering the need to enrich the media culture of

preschool teachers as an important cognitive-substantive

condition for the development of their communicative

competence, it is important to determine the concept of "media

culture". Adhering to the scientific position of T. A.

Boronenko, under media culture we will consider “a

combination of information and communication tools, material

and intellectual values developed by mankind in the process of

cultural and historical development, contributing to the

formation of public consciousness and socialization of the

individual. Media culture includes a culture of information

transfer and a culture of its perception” (Boronenko et al.,

cognitive-substantive conditions along with the process-

technological make up a complex of organizational and

pedagogical conditions necessary and sufficient for the

implementation of the concept of communicative competence

development of preschool teachers.

Conclusions

Inclusion of the presented cognitive-substantive conditions

for the implementation of the concept of developing the

communicative competence of preschool teachers: the

formation and development of tolerant empathy values among

preschool teachers; the development of the circular structure of

knowledge and understanding among educators of the

preschool educational institution teachers (hermeneutic circle);

orientation of preschool teachers to awareness, acceptance and

observance of pedagogical correctness and linguistic tact; the

enrichment of the media culture of a teacher at a preschool

educational institution, will fully contribute to resolving issues

not only of increasing their professional competence, but also

the quality of preschool education in general.

018).

Despite the fact that the issues of increasing the role of

References

“O Koncepcii Federal'noj celevoj programmy razvitiya

obrazovaniya na 2016 – 2020 gody”: rasporyazhenie Pravitel'stva

RF ot 29.12.2014 №2765-r. [“On the Concept of the Federal

Target Program for the Development of Education for 2016 -

2020”: Decree of the Government of the Russian Federation of

December 29, 2014 No. 2765p.] [Electronic resource]. URL:

medical culture in the professional activities of teachers are the

subject of study by culturologists, psychologists, philosophers,

sociologists, specialists in the field of media technologies,

economists, etc., the field of enrichment of the media culture of

preschool educational institutions teachers, due to subjective

factors, has not received due analysis in modern scientific

research. The attention to the teacher’s media culture in the

framework of the concept of the development of

communicative competence is determined by the role of the

teacher in this process. He is the first socially significant adult

in the life of a child, one of the first specialists with

professional competencies in the field of upbringing, education

and development of preschool children, who can educate

parents about the upbringing, education and development of

the child. It is the teacher of the preschool education institution

that is the carrier, interpreter and translator of socially

significant and personally valuable information in the field of

pedagogy and psychology of preschool childhood, issues of

parent-child relationships, expanding the information space

about the world, etc. Using the data of the modern explanatory

dictionary, it is important to note that the definition of

http://www.consultant.ru/document/ cons_doc_LAW_173677

06/29/2019).

“Ob utverzhdenii

(

polozheniya

poryadke attestacii

pedagogicheskih i rukovodyashchih rabotnikov gosudarstvennyh i

municipal'nyh obrazovatel'nyh uchrezhdenij”: Prikaz

Minobrazovaniya RF ot 26.06.2000 n 1908: [“On approval of the

regulation on the certification of pedagogical and executive

employees of state and municipal educational institutions”: Order

of the Ministry of Education of the Russian Federation of

06.06.2000

1908:]

[Electronic

resource].

URL:

https://zakonbase.RU/CONTENT/PART/226281. (06/29/2019).

“Ob utverzhdenii professional'nogo standarta «Pedagog

(pedagogicheskaya deyatel'nost' v sfere doshkol'nogo, nachal'nogo

obshchego, osnovnogo obshchego, srednego obshchego

obrazovaniya) (vospitatel', uchitel')”: prikaz Mintruda Rossii ot

8.10.2013 N 544n: [“On the approval of the professional

standard“ Teacher (pedagogical activity in the field of preschool,

primary general, basic general, secondary general education)

(educator, teacher)”: Order of the Ministry of Labor of Russia

“

enrichment” can be considered both in the direct (multiply

dated 18.10.2013

544n:] [Electronic resource]. URL:

valuable acquisitions, make more significant in composition or

content), and figurative meaning (make more developed,

increase experience, stock of knowledge) (Dictionary of the

http://www.consultant.ru/law/hotdocs/30085. Html (06/29/2019).

«Ob obrazovanii v Rossijskoj Federacii»: federal'nyj zakon ot

9.12.2012

№ 273-FZ: [“On Education in the Russian

317

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 1, Pages: 314-318

Federation”: Federal Law of December 29, 2012 No. 273-FZ:]

22. Zakirova, A. F. Vvedenie v pedagogicheskuyu germenevtiku

[Introduction to pedagogical hermeneutics] [Text]. Yekaterinburg,

2000:65.

[Electronic resource]. URL: http: //www.sudact.ru (06/29/2019).

Andreev, V. I. Pedagogika: uchebnyj kurs dlya tvorcheskogo

samorazvitiya [Pedagogy: a training course for creative self-

development] [Text]. Kazan: Center for Innovative Technologies,

3. Zimnyaya, I.A. Klyuchevye kompetencii – novaya paradigma

rezul'tata obrazovaniya [Key competencies - a new paradigm of

the result of education] [Text]. Higher education today.

000:113-124.

Boronenko, T. A., Kaysina A. V., Fedotova V. S. Ocenka

mediakul'tury uchitelya kak komponenta ego kvalifikacionnogo

portreta [Evaluation of the media culture of a teacher as a

component of his qualification portrait] [Text]. Education and

science. 2018;20(4):34–63. DOI: 10.17853 / 1994-5639-2018-4-

003;5:34–42.

4-63.

Borytko, N. M. V prostranstve vospitatel'noj deyatel'nosti [In the

space of educational activities] [Text]. Volgograd: Change,

001:96.

Dictionary of the Russian language: [Electronic resource]. URL:

https://www.vedu.ru/expdic/78600/. Html (Date of treatment:

6/29/2019).

Frolova, I.T. (Ed). Philosophical Dictionary [Text]. M., 1981:380-

81.

0. Habermas, Yu. Teoriya kommunikativnogo dejstviya [Theory of

communicative action] [Text]: Bulletin of Moscow University.

Series 7: Philosophy. 1993;4:43-63.

1. Kirillova, N. B. Mediakul'tura: ot moderna k postmodernu [Media

culture: from modern to postmodern] [Text]. Moscow: Academic

project, 2005:260.

2. Kotkavirta, Yu. Philosophical hermeneutics H.-G. Gadamer

(Translated by Markov T.B.). [Text]. Hermeneutics and

deconstruction. Ed. Stegmeier V., Franck H., Markov B.V. - St.

Petersburg. 1999:47.

3. Lashkova, L. L., Rezanovich I. V. Razvitie kommunikativnogo

potenciala

u budushchego pedagoga v vuze: monografiya

[Development of the communicative potential of a future teacher

at a university: monography] [Text]. M.: Humanitarian Publishing

Center VLADOS, 2011: 339.

4. Lopushnyan, G. A. Model' tolerantnosti pedagoga v svete

koncepcii individual'nosti [Teacher tolerance model in the light of

the concept of individuality] [Text]. Bulletin of the Chelyabinsk

State Pedagogical University. 2010;1:128-134.

5. Mayer, A. A. Model' professional'noj kompetentnosti pedagoga

doshkol'nogo obrazovaniya [The model of professional

competence of

a teacher of preschool education] [Text].

Management of Preschool Educational Institution. 2007;1.

6. Nain, A. Ya. O metodologicheskom apparate dissertacionnyh

issledovanij [About the methodological apparatus of dissertation

research] [Text]. Pedagogy. 1995;5:44-50.

7. Nikitina, E. Yu. Teoretiko-metodologicheskie podhody

probleme podgotovki budushchego uchitelya v oblasti upravleniya

differenciaciej obrazovaniya [Theoretical and methodological

approaches to the problem of preparing a future teacher in the field

of education differentiation management] [Text]. Chelyabinsk:

Publishing House of chspu, 2000:109.

8. Rotova, N. A. Razvitie kommunikativnoj kompetencii pedagoga

nachal'nogo obshchego obrazovaniya

v sisteme povysheniya

kvalifikacii [Development of the communicative competence of an

elementary education teacher in a continuing education system]:

dis. ... Cand. Ped sciences [Text]. Surgut. 2015: 201.

9. Savva, L. I. Mezhlichnostnoe poznanie uchitelya v sisteme ego

professional'noj podgotovki [Interpersonal knowledge of a teacher

in the system of his professional training] [Text]. Magnitogorsk:

MAU, 2001:246.

0. Vasilieva, V. S. Nikitina E.Yu. Teoretiko-metodologicheskie

osnovy razvitiya kommunikativnoj kompetencii pedagogov

doshkol'nyh obrazovatel'nyh organizacij: monografiya [Theoretical

and methodological foundations of the development of

communicative competence of teachers of preschool educational

organizations: monograph] [Text]. M.: Publishing House “Pero”.

017:275.

1. Vasilyeva, V. S. Nikitina E.Yu. Case of Teachers’ Communicative

Competence Development Within the System of Methodological

Work in the Context of Preschool Educational Establishments

[

Electronic

Technology.

source].

International

2108;

Jornalof Engineering

7(4):619-627.

https://www.sciencepubco.com/index.php/ijet/article/view/24634.

DOI: 10.14419 / ijet.v7i4.38.24634.

–

318