CHARACTERISTICS OF THE PROCESS OF FORMING THE READINESS OF FUTURE EDUCATORS FOR THE DEVELOPMENT OF PRESCHOOLERS' VERBAL CREATIVITY

Abstract

For the active and successful participation of preschoolers in verbal creativity, special training of educators to carry out this type of activity is very important. The aim of the article is to analyze the psychological and pedagogical literature on the problem of research and justification of pedagogical conditions for the formation of readiness of future educators for the development of preschoolers' verbal creativity. The authors of the article analyzed the current pedagogical researches on the training of specialists, revealed the structure of the process of forming the readiness of future educators for the development of preschoolers' verbal creativity. We substantiated the pedagogical conditions of effective formation of readiness of future educators for the development of preschoolers' verbal creativity. Applied research methods: theoretical analysis of the literature on psychology, pedagogy, linguistics, comparison and classification of materials on the research problem; method of theoretical constructions. It was established that the process of formation of readiness of future educators for the development of preschoolers' verbal creativity is guided and regulated, the effectiveness and success of which depends on pedagogical conditions, including: orientation of applicants to their own creativity and development of verbal creativity of preschool children; systematization, enrichment and integration of knowledge and development of skills necessary for the development of verbal creativity of preschoolers; inclusion of applicants in research, practical and reflective activities for the development of verbal creativity of preschoolers. Thus, the process of forming the readiness of future educators for the development of verbal creativity of preschool children is guided and regulated, the effectiveness and success of which depends on the pedagogical conditions.