FUTURE PRESCHOOL TEACHERS’ PROFESSIONAL COMPETENCE"ABILITY TO WORK WITH CHILDREN WITH SPEECH ANDLANGUAGE DISORDERS" AND THE CRITERIA AND LEVELS OF ITSFORMATION

The article is devoted to the study of future preschool teachers’ professional competence “ability to work with children with speech and language disorders” and the criteria and levels of its formation. It has been analysed the views of scientists on the problem of future preschoolteachers’ professional competence and the author's interpretation of the concept of ‘professional competence “ability to work with children with speech and language disorders” has been represented. The essence of the specified competence has been described and its characteristicssuch as multicomponent nature and dynamism have been revealed. It has been defined motivational-personal, cognitive, operational-activity, communicative-deontological and reflective-evaluative criteria and their indicators for assessing the levels of formed futurepreschool teachers’ professional competence “ability to work with children with speech and language disorders”. It has been determined that the level of its formation can be assessed on a four-level scale, covering high, sufficient, intermediate and low levels.