The study of peculiarities of modern teachers, communicative competence in preschool educational organizations

Problem and purpose. The article analyzes the problem of communicative competence of teachers in the conditions of existing standards of professional activity and modern standards of preschool education. The purpose of the research is to reveal the features of communicative competence of teachers of preschool educational organizations. The research methodology consists of analysis and generalization of normative and legal documents in the sphere of higher and preschool education, research works of foreign and domestic scientists recognized by the scientific community. The main methodological approach is the system approach. The research was conducted on the basis of pre-school educational organizations in Krasnoyarsk. 76 teachers of pre-school educational organizations took part in the research. To realize the goal and solve the research problems, the following methods were used: "Assessment of communicative abilities of teachers" (B.A. Fedorishin, V.V. Sinyavsky), the test of communicative skills by L. Mikhel,son (translation and adaptation by Yu.Z. Gil,bukh); the test "Assessment of the level of sociability" (V.F. Ryakhovsky), the methods "The teacher's ability to self-improvement and self-development" (V.I. Zvereva, N.V. Nemova). Results. On the basis of system, activity and competency- based approaches, the features of communicative competence of modern teachers of preschool educational organizations in the characteristics of its cognitive, emotional and activity components are revealed. It is noted that the cognitive, emotional and behavioral components of communicative competence of teachers are formed at a sufficient level. There is a correlation between the indicators of teachers’ communicative competence’s components (the level of development of communicative and organizational abilities) and the type of behavior (aggressive, competent, dependent); the indicators of teachers’ communicative competence,s components and the level of development of their communicability, as well as the components of communicative competence of teachers and the level of development of their ability to self-development. Conclusion. The article proposes the systematization of indicators and criteria for studying the communicative competence of teachers of preschool educational organizations, analyzes the data on the state of communicative competence of teachers of preschool educational organizations, and draws conclusions about the features of communicative competence.