PEDAGOGICAL CONDITIONS CONTRIBUTING TO THE DEVELOPMENT OF SCIENTIFIC COMMUNICATION SKILLS OF FUTURE PRESCHOOL TEACHERS

Abstract

The study aimed to identify course-related patterns in the scientific communication skills of future preschool teachers and to substantiate pedagogical conditions that may support their development. A cross-sectional descriptive-comparative design was used. An author-developed online questionnaire was completed by 173 students enrolled in the 6B01203 Preschool Education programme at Abai Kazakh National Pedagogical University. Responses were grouped by year of study and analysed using frequencies and percentages. The proportion of students reporting full comprehension of scientific texts was 27.8% in the first year and 81.8% in the fourth year. However, difficulty in writing a scientific article was reported by 55.6% of first-year and 75.0% of fourth-year students, while 69.2% of third-year students reported difficulties in preparing reports and presentations. The findings indicate a gap between awareness of scientific concepts and their practical use in written and oral scientific communication. The scientific contribution of the study lies in describing the uneven course-related profile of scientific communication skills among preschool education students and linking the identified needs to a system of goal-oriented, content-related, organisational, psychological-pedagogical, methodological, information-technological, and staffing conditions. The proposed conditions are theoretically and diagnostically grounded; their effectiveness was not tested experimentally.