“SPEECH COMPETENCE OF AN EDUCATOR” DURING PREPARATION FOR PRESCHOOLERS’ RESEARCH ACTIVITIES

Abstract

The purpose of this article is a comprehensive theoretical analysis of the phenomenon of an educator’s speech competence, its role in fostering preschoolers’ research activities, and identifying the main reasons for the insufficient development of this competence among educators. Special emphasis is placed on the importance of enriching the educator’s vocabulary with specialized terminology necessary for effectively organizing and supporting children’s experimental and exploratory activities, which is an integral part of the educational areas “Child in Sensory-Cognitive Space” and “Child in Natural Environment” of the Basic Component of Preschool Education. The authors aimed to highlight the problem, define it, and provide practical recommendations. The methodology of the study is based on a systematic approach to examining the professional competencies of educators and an analysis of regulatory documents, including the Professional Standard “Preschool Educator” and the Laws of Ukraine “On Ensuring the Functioning of the Ukrainian Language as a State Language” and “On Education”. A thorough theoretical analysis of scientific works by Ukrainian researchers, who examine the concept of an educator’s speech competence from various angles was conducted. This allowed for the formulation of an original, refined definition of an educator’s speech competence that maximally reflects the realities of the educational process in preschool institutions. Practical experience and observations of educators’ activities during the organization of research activities served as the empirical basis for identifying problematic aspects.The scientific novelty of the research lies in its comprehensive approach to analyzing an educator’s speech competence specifically in the context of preparing for and conducting preschoolers’ research activities, which is a less explored aspect compared to general speech competence. For the first time, a clear interrelationship between the educator’s proficiency in specialized terminology, rarely used in everyday communication, and the effectiveness of developing children’s research competence is articulated. Three key reasons for the insufficient development of this competence have been identified and systematized: the influence of a bilingual environment on daily speech, insufficient attention to research activities themselves within the preschool educational process, and a low level of self-reflection and awareness among educators regarding the importance of their own speech experience. The conclusions of the study confirm that an educator’s speech competence is not merely a requirement of professional standards but a vitally important condition for successful socialization and quality preparation of preschoolers for school. It serves as a bridge to forming key competencies in children, particularly speech and communication skills. The identified reasons for the insufficient development of this competence indicate the need for targeted work with educators, which should include not only improving their language proficiency but also psychological support in overcoming language barriers and fostering the ability for lifelong learning.The article’s findings provide a foundation for further development of methodological recommendations and practical programs aimed at enhancing the speech competence of preschool educators.