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The article deals with the issue of training future kindergarten teachers to implement purposeful pedagogical influence on forming speech competence of preschool children. It is determined that professional and pedagogical training of students majoring in Preschool Education to organize speech activities of preschoolers involves mastering the means, methods and techniques of forming speech competence of children. It is established that speech development of preschoolers is a complex and multifaceted process, to achieve high effectiveness of educational activities in this area, future kindergarten teachers must master the process of integrating all structural areas of the Basic component of preschool education to ensure holistic impact on preschoolers. While studying the scientific issue, it is determined that integrating "Child's Speech" and "Child in the Natural Environment" is efficient to ensure solving speech and mental tasks. The advantages of using experimental activities in the nature to develop speech of preschoolers are highlighted: expanding and activating vocabulary (due to the lexis that define the names of objects, actions, signs); training the culture of speech communication, an ability to communicate in specific social and domestic situations; combining movement and speech activities that effectively influence results of educational work. It is concluded that experimental activities in the nature are a process of productive activities by preschoolers that contributes to forming their ability to use the learned vocabulary in communication, in real life situations.Studying the subjects of "Preschool language didactics" and "Theory and methods of introducing children to the nature" contributes to form readiness of future preschool teachers to use experimental activities in the nature in order to develop speech of preschoolers.

The article shows that the cultivation of spirituality in preschoolers is closely related to their physical and neuropsychological development, as well as moral and aesthetic education. The article aims to determine the effectiveness of the implemented programme for harmonious upbringing of children in cultural and educational space of preschools by comparing levels of physical and neurophysiological components. Given the neurophysiological indicators inherent in this age, the control group (CG) included 178 children and the experimental group (EG) 180 children. The pedagogical experiment followed certain diagnostic methods, such as control tests on physical fitness and rhythmoplasty. Importantly, age-related neuropedagogical factors made it possible to use the following organizational forms of work based on rhythmoplasty: traditional (morning exercises, physical education classes, entertainment activities) and alternative (fairy-tale therapy, finger gymnastics, dance and movement therapy, health aerobics classes). All forms of work were previously tested for compliance with neuropsychological and neurophysiological parameters for the specified age. The programme aimed to form children’s positive attitude towards themselves and their bodies, introduce various forms of physical activity, general physical culture, and, most importantly, cultivate “self-concept” that maximally corresponds to preschoolers’ neuropsychological status. The obtained data prove that indicators of EG children are higher than in those of CG children due to the implementation of the proposed programme. The novelty of the article is as follows: for the first time, the above-mentioned indicators of children’s harmonious upbringing in cultural and educational space of Ukrainian preschools have been comprehensively formed and measured. Finally, the article closely correlates with the leading trends in scientific-educational discourse.