| Article |
|---|
| Article name |
The Problem of Integrating Various Types of Children’s Activities in Teaching Foreign Languages to Preschool Children |
| Authors |
Vronskaya I. . Candidate of Pedagogy, Associate Professor, iravron@mail.ru |
| Bibliographic description |
Vronskaya I. V. The Problem of Integrating Various Types of Children’s Activities in Teaching Foreign Languages to Preschool Children // Scholarly Notes of Transbaikal State University. 2026. Vol. 21, no. 1. P. 61–70. DOI: 10.21209/2658-7114-2026-21-1-61-70 |
| Section |
THEORY AND METHODS OF PRESCHOOL AND SCHOOL EDUCATION |
| UDK |
373.2 |
| DOI |
10.21209/2658-7114-2026-21-1-61-70 |
| Article type |
Original article |
| Annotation |
A high level of foreign language proficiency has long been recognized not only as a sign of a high-quality education but also as a crucial prerequisite for professional development in many professional areas. Therefore, early foreign language instruction, particularly effective in preschool, has become firmly established in children educational institutions over the past decades. However, the lack of regulatory provisions in the Federal State Educational Standards and unified scientific approaches to teaching methods for young children requires careful search for solutions. The purpose of this article is to develop a model for effective foreign language teaching to preschool children based on the integration of various types of children’s activity that ensure the development of foreign language speech skills. To achieve this goal, the following research methods are used: theoretical analysis and interpretation of the scientific literature on the problem of the interconnection of the activity and the development of higher mental functions, investigation of the relationship between subject-based practical and speech activities, and modeling of the educational process based on the concept of a situational-activity block. The activity approach concerns the interdependence of subject-practical and new speech activity developed in a foreign language. Mental processes (including speech) are considered in direct connection with the development of material-transforming human activity, as generated at a specific stage of its development. Thus it’s necessary to determine the logic and stages of using these activities in the educational process, the conditions for their effective usage, and to formulate requirements for the preschool educational institutions.
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| Key words |
material-transforming activity, practical activity, speech activity, speech skills and abilities, preschool children, situational-activity block
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| Article information |
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| References |
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