THE INFLUENCE OF MASS MEDIA ON THE FORMATION OF COMMUNICATIVE COMPETENCE IN PRESCHOOLERS

Abstract

The purpose of the article is to theoretically substantiate the influence of mass media on the formation of communicative competence in preschoolers. The relevance of the study is determined by the rapid development of information and communication technologies, the deepening use of media as a factor in the formation of competencies in preschoolers in accordance with all educational areas of the Basic Component of Preschool Education.One of the priority tasks of preschool education is the formation of communicative competence in preschoolers. It is communicative competence that ensures the child’s ability to effectively interact with the environment, express their own thoughts, perceive and understand the position of others, and participate in dialogue, group discussions, and collectivegames.The research methodology is based on a combination of theoretical methods such as analysis, synthesis and generalization. The article is theoretical in nature and does not provide its own empirical research, however, it offers a generalized model of using mass media as a tool for the purposeful formation of communicative competence in preschoolers.The scientific novelty of the work lies in the systematization of known approaches to the interaction of mass media and the development of speech in preschoolers and in the identification of connections between the type of media content and the development of individual components of communicative competence.The article reveals the essence and structure of the communicative competence of preschoolers, which includes speech, cognitive, social-behavioral and emotional-evaluative components. Modern types of mass media that have a certain influence on each of the above components are characterized: television (educational and cognitive programs, cartoons), digital books, audio stories, interactive games, children’s media platforms. The positive possibilities of media content are emphasized – enriching vocabulary, forming dialogic speech skills, developing imagination, empathy, emotional expressiveness, as well as the risks of excessive or uncontrolled use of media.Theoretically analyzed are approaches to the integration of mass media into the educational process, presented in Ukrainian and foreign studies (A. Bogush, N. Gavrish, K. Krutiy, D. Buckingham, J. Marsh, E. Vartella, etc.), which indicate the importance of pedagogical support and selection of high-quality, age-appropriate content.The psychological and pedagogical conditions for the effective use of mass media in the process of forming communicative competence are substantiated: purposeful selection of content, active involvement of children in discussing and retelling what they have seen, combining online and offline forms of activity, systematic work with media materials, and creating a safe and friendly information environment.Conclusions. The mass media as a modern educational resource have significant potential for the formation of communicative competence in preschoolers. The practical significance lies in the possibility of using the theoretical provisions set out in the article to create media education programs in a preschool educational institution, preparation of methodological recommendations for teachers and parents, development of classes using various types of media in order to activate speech interaction.