Kotyk T. Theory and practice of Ukrainian preschool linguo-didactic establishment and development.

The object of the research – is preschool linguistic didactics as a science. The aim the work were a) to study of features of becoming and development of the Ukrainian preschool linguo-didactics as a sciences; b) to disclose of achievements, traditions, tendencies, problems and ways of their decision on the based of the development Ukrainian preschool linguo-didactics; c) to define of perspectives further development one and using this information to construct the system of knowledge about Ukrainian preschool linguo-didactics as a science. Methods are theoretical and empirical. Theoretical results and novelty are submitted in the work in the following positions. For the first time were: а) the system, complete, scientifically proved description Ukrainian preschool linguo-didactics as sciences is created; b) it is described and submitted as system methodological reference points of development Ukrainian preschool linguo-didactics; c) theoretical representation about a modern condition Ukrainian preschool linguo-didactics as sciences is created; d) historical preconditions and internal factors of formation of structure linguo-didactics theories are investigated, the periods, stages and development one are allocated and characterized; e) developing and braking factors of formation linguo-didactics theories are determined; f) the system analysis of traditions, tendencies, and laws of development Ukrainian preschool linguo-didactics is carried out; g) It is specified also: - Essence of a phenomenon „ Ukrainian preschool linguo-didactics”, - Systems linguo-didactics concepts, - Structure of conceptual system Ukrainian preschool linguo-didactics; - Essence and purpose of methodical aspect of the theory Ukrainian preschool linguo-didactics. Practical results and novelty will be that the conceptual - methodological approach is developed for the definition of development problems Ukrainian preschool linguo-didactics. The subject and degree of introduction have made constructive development as algorithms, recommendations, curriculums, manuals and textbooks for a) students and teachers of pedagogical colleges and Universities, b) methodologists and cadets of post education institutes, c) theoretician who research the linguo-didactic problems and and practice which study problems of training of preschool children to the native language. The efficiency of introduction of these research results is high. The branch is in pedagogical sphere, namely a) in the supreme establishments of pedagogical education, also b) in institutes where graduates of the higher schools are trained.