Формування готовності у майбутніх вихователів до розвитку критичного мислення дошкільників

Abstract

The articles considers the theoretical and practical aspects of the formation of future teachers’ readiness to develop critical thinking of preschoolers. It is argued that in the system of preschool education, which is the first mandatory part of continuing vocational education, the educator, who must be a competent specialist, capable of competitiveness, plays the leading role. It is shown that the development of critical thinking of preschoolers is a priority of the system of Ukrainian pedagogical education, that is confirmed by legal documents. The author of the article determines the main components of a preschool teacher’s critical thinking: independence, readiness for planning, flexibility, persuasiveness of arguments/provability, ability to clearly formulate questions and identify the problem, persistence, search for compromise solutions. The readiness of future educators is substantiated as an integrative personal development, which is the result of purposeful professional training of students in a higher education institution. It is characterized by the formation of general and professional competencies, which reflect the ability of the specialist to identify and implement the tasks for the development of critical thinking of preschoolers. The structural components of the future teachers’ readiness to develop critical thinking of preschoolers are characterized as motivational (goals and motives for teachers’ professional development, their awareness of the need to improve the level of professional knowledge and skills); semantic (integrated system of professional, psychological, pedagogical and methodological knowledge); technological (ability to apply professional skills necessary for the effective professional activity) and reflexive (the ability and motivation for self-development, self-awareness, and self-control). The author of the article determines the criteria and indicators for assessing the level of the formed components of readiness with their thorough interpretation. The main issues of using the technology “reading and writing for the development of critical thinking” are analyzed. Keywords: critical thinking, readiness, future teachers, preschool children, preschool institution, higher education institution.