The influence of ukrainian-language preschool education institutions on the development of foreign language communicative competence in middle preschool-age children located abroad

The article is devoted to the current issue of the role of Ukrainian-language preschool educational institutions in the development of foreign language communicative competence in middle preschool-age children who are abroad as a result of the ongoing military actions in Ukraine. It is noted that merely being in a foreign-language environment of a preschool educational institution abroad does not guarantee a child's quick and effective acquisition of a foreign language, which may result in further problems in school education. Existing scientific opinions on the factors influencing the acquisition of a foreign language by preschool-age children under the influence of a natural language environment are analyzed. Theoretical provisions regarding the interdependence between a child's languages, the influence of their individual characteristics on language acquisition success, and the general basic knowledge model are presented and analyzed. It is concluded that one of the important predictors of the successful formation of foreign language communicative competence in middle preschool-age children in immersion conditions is the development of their native language and overall cognitive development in accordance with their age. Under such conditions, it is concluded that Ukrainian-language preschool educational institutions can become a significant center for the development of children's native language, their general and cognitive development, during temporary residence abroad and attendance at foreign preschool educational institutions. An example of the implementation of this concept in the process of Ukrainian-speaking children's acquisition of a foreign language in Spain is provided through the creation of the Ukrainian-language children's development center Little Great Granada, whose purpose is to diagnose possible difficulties children face in forming foreign language communicative competence, correct and prevent factors that may contribute to these difficulties, and further overall and linguistic development of children in their native language.