The theoretical, methodological and conceptual bases of future specialists of preschool education information-communicative competence formation during their vocational training in higher education from the standpoint of system-activity, individually oriented, integrative, environmental and competency approaches are grounded and distinguished. The phenomenon of "information-communicative competence of future specialists of preschool education" are identified by the author in the investigation and is determined as an integrative quality of the individual that determines its ability to navigate in a dynamic information space, search, evaluation, storage and performing of various types of information, to develop communicative qualities and the usage of the communicative and informational-communicative technologies in preschool education establishments' conditions. Functions of future specialists of preschool education information-communicative competence formation are determined, they are as follows: cognitive, communicative, adaptive, evaluation (informative). The concepts of key notions of the investigation are clarified and distinguished by the other, such as: "informatization of education", "informational technology", "personal information culture", "informational competence of a child", "information and communication environment of the preschool establishment"; positive and negative features of the information technology impact on preschool children are distinguished. The criteria (cognitive and cognitive, social, communicative, gnostic, training, activity and technology) and levels of information-communicative competence of future specialists of preschool education are defined: low, satisfactory, sufficient and high. Pedagogical conditions of future specialists of preschool education information-communicative competence formation are distinguished out by the other: informational-communicative orientation of professional training of future specialists of preschool education; increasing of the positive motivation and the interest of future specialists of preschool education information-communicative competence formation of during the study in higher educational establishment; the providing of integrative relations information and communication and educational content constituents training of future specialists of preschool education; the interactive learning relationship, the independent and individual work of future specialists of preschool education. The structural and procedural model is developed and tested by the author, which consists of a set of interrelated units (methodological targeted, content-operational, effective) and is realized in informational-oriented, cognitive-developmental, activity-transformational, creative and artistic stages and experimental methods of forming information and communicative competence of preschool education experts, based on interoperability, active, individually oriented, integrative, environmental and competency approaches, targeted using traditional, information, communication and innovative forms, methods and techniques of education. At the informational-oriented stage pre-school education of future professionals were armed with theoretical knowledge, reflecting awareness of information and communication technologies and scientific and methodological foundations of their use in careers kindergarten. In cognitive-developmental stage of the intensive formation of knowledge and skills in searching, processing, transmission and storage of information, this is the information and communication basis for future professional activities in preschool education. At the action- transformational stage was active involvement of students in individual and collective training and research by computer programs. At the creative and artistic stage of information-communicative competence of specialist preschool education was tested the experience of the mentioned problems during teaching practice in preschool education establishment. The appropriate training and methodological support of the educational process of higher educational institutions on the issue of future specialists of preschool education information-communicative competence formation are improved and implemented within the investigation.
