COMMUNICATION COMPETENCES DEVELOPMENT IN PRESCHOOL THROUGH LANGUAGE EDUCATION ACTIVITIES

<doi>10.24250/jpe/1/2021/HT/TBP

Abstract

The competence to communicate in both the mother tongue and a foreign language is one of the key competences approved by the Council of the European Union. Communication competence sums up linguistic competence with socio-cultural, generic and encyclopedic competence, in the sense of using it in the appropriate social framework. This competence has the following components: linguistic, grammatical, socio-linguistic, pragmatic, discursive and strategic. Communication competence refers to the ability to receive and send a message in different contexts using the correct language standards and the appropriate choice of communication situation. Language education activities offer, through the multitude of means of achievement, a very wide variety of situations through which children have the opportunity to form or develop their communication skills. Modern education emphasizes interdisciplinarity and interactive methods, and this contributes to the fulfillment of the original goal, that of forming an active and creative personality capable of successfully integrating into society and meeting its requirements. Language education can be done in various forms and using various methods. At preschool level, based on the experience of the group, we consider that the most suitable are the interactive methods (brainstorming, the "Thinking Hats" method, the stellar explosion, the quintet, the Venn diagram, the "Change pair" method, RAI and many others), which can be used successfully in language education activities for the purpose of training and developing communication skills. In the present article, there are presented the theoretical frames of communication development competencies, and also some practical models in which these can be developed at preschool level.