PECULIARITIES OF IMPROVING THE MECHANISMS FOR DEVELOPING COMMUNICATIVE-PRAGMATIC COMPETENCE OF FUTURE EDUCATORS

This article examines the specific characteristics and mechanisms involved in developing the communicative-pragmatic competence of future educators in preschool institutions. The study analyzes existing theoretical frameworks, identifies key pedagogical approaches, and proposes an enhanced model for competence development grounded in modern linguistic and educational psychology research. The indings suggest that an integrated, practice-oriented approach combining reflective activities, situational role-play, and digital communication tools yields significantly improved results in professional preparation of prospective teachers. The article concludes with recommendations for curriculum reform in higher pedagogical institutions.