Objectives:

The papers focuses on devising a model of kindergarten teachers’ education for training them in preventing children’s language and communication disorders. This model promotes individualized practice in kindergarten teachers’ professional performance.

Methods:

The authors rely on theoretical methods such as analysis and synthesis, induction and deduction, critical evaluation of bibliographic sources, as wells as on interviewing, surveying and observation.

Results:

The main finding is a framework of foundations, principles and premises describing the theoretical core of the afore mentioned model.

Conclusions:

The study contributed a pedagogical model devised to give a new meaning to kindergarten teachers’ education to ensure the prevention of language disorders in pre-school children.

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