Lecture-visualization as the form of the psychological and pedagogical supply of formation of professional and methodic integrity of future learners of preschool education institutions

The article is devoted to the problem of the use of lecture-visualization in the psychological and pedagogical support of the formation of professional and methodological orientation of future teachers of preschool education institutions. The purpose of the article is to define the essence of the concept «lecture-visualization»; to substantiate the psychological and pedagogical, methodological, linguodidactic potential of the lecture-visualization, the need for its use in vocational education of future educators; to identify the main stages of preparation of a higher school teacher for a lecture-visualization, to describe the main structural elements of a lecture-visualization. The article focuses on the advantages of the lecture-visualization (the possibility of visual perception of theoretical material; increasing the motivation to learn the educational material; interactive communication in the student-teacher system, the development of skills for creative understanding of visual information and the subsequent use of their professional activities;). Lecture-visualization is defined in the study as a form of education in higher education, one of the components of themethodological support for the formation of professional and methodological orientation of future teachers of preschool education institutions, which contributes to: increasing the motivation for speech education / self-education; development of skills of visual perception, processing, analysis synthesis of the information obtained; subject-subject interaction of a higher education teacher and students; development of creative activity and cognitive independence of students; the formation of special, subject-specific competences, namely the professional-vocational competence offuture educators of pre-school education institutions. The prospect of further scientific developments of this problematic is assumed in the description of the content of lectures-visualizations of such courses as: «Speech culture and expressive reading», «Methods of organizing artistic and speech activity of children in pre-school educational institutions», «Preschool linguodidactics», «Methods of teaching Ukrainian language of children preschool age», «Methods of familiarizing children with Ukrainian folk studies in preschool education institutions».