THE EDUCATOR OF THE FUTURE AND THE DEVELOPMENT OF SPEECH AND LANGUAGE SKILLS IN PRESCHOOL CHILDREN: A THEORETICAL-PEDAGOGICAL ANALYSIS
Keywords:
preschool educator, speech and language development, professional competences, educator of the future, reflective practice, early interventionAbstract
Speech and language development in early childhood represents one of the most significant prerequisites for a child's cognitive, emotional and social development, as well as for later academic achievement. In the context of contemporary preschool curricula, including the Serbian national framework „Years of Ascent“, the role of the educator shifts from a transmitter of knowledge to a facilitator of learning, a researcher of one's own practice and a partner of the family in co-constructing developmental experiences. This paper offers a theoretical-pedagogical analysis of the role of the educator in the development of speech and language skills of preschool children, anchored in the foundational theoretical frameworks of Vygotsky, Piaget and Chomsky, and viewed through the prism of the contemporary concept of the “educator of the future”. The paper systematises the developmental phases of speech (prelinguistic and linguistic), identifies the key competence profile of the contemporary educator (linguistic-communicative, didactic-methodological, diagnostic-observational, collaborative and digital competences), and discusses pedagogical strategies for stimulating speech development (dialogue, storytelling, play, music and movement, drama and role-play). Particular attention is given to the role of the educator in the early identification and prevention of speech and language disorders, as well as to interdisciplinary cooperation with families, speech therapists and other professionals. The analysis suggests that the educator of the future is no longer a passive observer of speech development but an active mediator who, through reflective practice, continuous professional development and digital literacy, creates a language-rich environment that respects the individual developmental trajectory of each child. The implications of these findings for initial education and continuous professional development of preschool educators are discussed.
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