Introduction. Problems of communicative competence develop- ment come to the fore in the integral system of teachers of pre-school educational organizations’ professional competence improvement. This is due to the modern professional standards introduction, the grant of new authorities for teachers, and the presentation of a new level and quality requirements for teachers of preschool educational organizations’ professional competencies.

The purpose of the article is to prove the author's concept study of teachers’ communicative competence development in the integral methodological system of preschool educational organizations.

Materials and methods. The fundamental research methods are the analysis of the scientific literature upon the problem of teachers’ communicative competence development in the integral methodological system of preschool educational organizations, the analysis of pre-school educational organizations regulatory and legal framework and the teachers level of professional competences requirements’ analysis, as well as diagnostic methods, including observation, conversation, questioning, description, and methods of statistical procedure.

Results. The conceptual foundations of teachers’ communicative competence development in the integral methodological system of preschool educational organizations are highlighted; the organizational and pedagogical conditions of this process are considered; the perspective -target, organizational-activity related, subject-substantive and technological components substantiation is carried out; the analytical and communicative components content is formulated.

Discussion. The rationale is given that teachers’ communicative competence development in the integral methodological system of pres- chool educational organizations is the quality improvement of teachers’ professional competence in general.

Conclusion. It is concluded that the teachers’ communicative competence development in the integral methodological system of pres-

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