Abstract
The purpose of the paper is to reveal the peculiarities of the introduction of innovative education technologies in the process of training future pre-school teachers in the field of the socialization of preschoolers, and to verify their effectiveness by experimental means. During the research, the methods of analysis and synthesis of philosophical, psychological and pedagogical sources in the field of professional training of the future teacher were used: modeling and designing, to determine the theoretical and methodological foundations of the research and development of innovative technology for the training of future teachers to familiarize preschoolers with social environments; studying and generalizing the current state of the professional training of future teachers of pre-school institutions to familiarize preschoolers with social reality; comparison and classification to determine the essential characteristics, criteria and levels of readiness of future pre-school teachers for the socialization of preschoolers; pedagogical experiment with qualitative and quantitative analysis of results, in particular, the statistical criterion of K. Pearson (x2). The results of the diagnosis led to the need to implement innovative educational technologies into the process of the professional training of future teachers of pre-school educational institutions in three stages: diagnostic and propaedeutic, motivational, activity–creative.
Highlights
Modern democratic processes of reformation and modernization that are currently taking place in the higher education system are objectively aimed at its further progressive development, as well as providing for the needs of the highly qualified specialists
We consider the formation of the future teachers’ professional readiness in the context of acquainting preschoolers with the social environment to be a very complex system; we have identified the criteria that reflect a certain state of its development as a systematic factor in the procedural aspect of the professional preparation, that is, in the process of studying at the university, with one clear result—teach students to perform the independent professional activities related to the development of the preschoolers’ socialization
The creative level of readiness to familiarize preschoolers with the social environment is common for students who are motivated for pedagogical activities
Summary
Modern democratic processes of reformation and modernization that are currently taking place in the higher education system are objectively aimed at its further progressive development, as well as providing for the needs of the highly qualified specialists. This implies corresponding changes in the professional and pedagogical training of teachers who are to work with preschool children of different age-groups. The child’s introduction into the environment ensures the natural development of their character in the process of perceiving reality, and brings the content of education closer to the natural, subjective, and social. The problem of developing the child’s interest in social reality and the phenomena of social life at this favorable stage of its childhood is becoming more urgent
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