The new paradigm of education of the 21th century is unthinkable without interpersonal communication, because education, professional development and self-realization depend on the ability to conduct dialogue, convince, express one’s own emotions and beliefs, communicate with others. That is why it is extremely important to form the skills and abilities to use language and speech as the main means of communication from an early age. The question of forming the actual communicative competence of an individual from birth and its improvement throughout life is acute. It is important to remember that the problem of forming communicative competence is multifaceted and involves taking into account two aspects: psychological and speech. Communicative competence is a difficult complex concept that is at the border of a number of disciplines. Actually, the complexity and multifaceted nature of this issue requires a paradigmatic analysis. Its importance at the first link of the educational process – preschool childhood – is indisputable. Such an innovative look at the speech communication of preschool children involves the identification of qualitatively new elements in the structure of communicative competence. In our opinion, a modern preschooler should know not only the level system of the language, master the rules of sentence formation, in accordance with grammatical norms; but must also operate with the ability to influence the interlocutor in accordance with the communication situation with the help of appropriately used verbal and non-verbal means of communication. So, we consider communicative competence as an individual dynamic category based on language-speech unity. Such a multifaceted interpretation of communicative competence necessitated the creation of an innovative paradigmatic model, which includes: phonological competence, lexical-grammatical competence, sociolinguistic competence, discursive competence, illocutionary competence, strategic competence, linguistic competence.