Shalivska Y. Pedagogical conditions of the training of future elementary school teachers to pupils’ communicative-speech development

The methodological principles of the training of future elementary school teachers to communicative-speech development of pupils are presented; the content and peculiarities of communicative-speech development of elementary school students are substantiated; the content and specificity of the process of professional training of future primary school teachers to the communicative and speech development of students. The research work highlights the main trends and approaches to the interpretation of the essence of the concepts "the training of future primary school teachers to the communicative and speech development of students", "communicative and speech development of primary school students", "communicative and speech competence of primary school students", "professional training of future elementary school teachers"," the readiness of future primary school teachers to the communicative and speech development of students". The component structure, criteria and the level indicators of the formation of the readiness of future primary school teachers to communicative-speech development of students are characterized: motivational-cognitive (orientation of future elementary school teachers on the development of training to communicative-speech development of students); educational-cognitive (professional knowledge and skills of future elementary classes teachers in communicative-speech development of students); active-competent (the ability of future teachers to implement the communicative-speech development of junior pupils); productive-reflexive (awareness of future specialists' assessment of the level of their own preparation to communicative-speech development of students). Criteria and indicators of the training of future primary school teachers to the communicative and speech development of students are coordinated with the structure of the investigated phenomenon. According to the revealed criteria and their indicators, the levels of formation of the readiness of future primary school teachers to communicative and speech development of students (high, medium, low) are characterized.