Scientific and Methodic Basis for Monitoring of Professional Readiness of the Future Teachers to Communicative Language Development of Preschool Children in a Dialogue of Cultures

Abstract

The urgency of the problem under investigation is due to the need to develop innovative technologies and approaches to the professional development of students and their optimal willingness to solve the goals and objectives of bilingual education of preschool children in a dialogue of cultures and multilingualism. In this case there is a particularly acute problem of scientific and methodic support for monitoring of their readiness for communicative and language development of bilingual preschool children. The article aims at disclosing the content and theoretical basis for monitoring of professional readiness of students to communicative language development of bilingual children in the profile "Pre-school education" in the Chuvash Republic. The major approaches to the study of the problem are systematical, personal, activity, polysubject (dialogic), culturological, ethnopedagogical. Overall the results suggest the viability of the proposed scientific and methodic support for monitoring of professional readiness of students in the profile "Pre-school education." The article’s materials may be useful in identifying the professional readiness of the future teachers of pre-school education to the communicative and language development of preschool children in the educational system of higher education.

DOI: 10.5901/mjss.2015.v6n2s3p50