PEDAGOGICAL SUPPORT FOR CHILDREN'S WORD DISCOVERY IN CONDITIONS OF TOTAL BILINGUALISM OF UKRAINIAN SOCIETY

Abstract

The article is devoted to highlighting the theoretical and practical aspects of the pedagogical problem of word discovery in preschool children in the conditions of chronic and total bilingualism of Ukrainian society. The relevance of the issue of activating children's vocabulary is substantiated and the significant role of Ukrainian speech in the conditions of the revival of the nation and the strengthening of identification by each citizen against the background of the war of aggression and the destruction of national markers is clarified. The essence of the definitions of "Ukrainian bilingualism", "children's vocabulary", "children's word discovery" and "pedagogical support" is clarified. A theoretical analysis of scientific and methodological sources regarding the tasks and professional means of activating the dictionary in children of different age categories is presented. Means that will contribute to the enrichment of children's vocabulary, cultivation and stimulation of word discovery are outlined and the pedagogical conditions under which the specified methods and techniques are implemented in an effective manner are characterized. The features of pedagogical support for children's word discovery are considered, namely: interest, responsibility and a high level of national consciousness and speech culture of the teachers themselves; formation of ideas, professional skills and abilities; ensuring psychosocial well-being in preschool children, which is a priority for preschool educational institutions during the war. The prospects for pedagogical support for children's word discovery are indicated: active use by educators of innovative technologies in the field of game, speech, literary, artistic and creative activities; ensuring consistency and continuity.