The article deals with the results of the experimental research of the formation professional-communicative competence of future kindergartner. The essence and structure of the notion ‘professional-communicative competence’ and its components (language competence, speech competence, ethnographic competence) are described in the article. The point of the scientists’ views and results of researches in our branch of interest are analyzed by the author. The essence of the notion ‘professional-communicative readiness to teaching children native language’ and pedagogical facilities of the affective formation of professional-communicative competence is defined.