M. MONTESSORI’S IDEAS ABOUT THE ROLE AND FUNCTIONS OF THE TEACHER OF PRESCHOOL EDUCATION INSTITUTION AND THEIR USE IN THE CONDITIONS OF REFORMING THE DOMESTIC PRESCHOOL EDUCATION

Abstract

Today, the unconditional value and uniqueness of Montessori’s ideas is recognized. Preschool teachers are recommended to build the educational process focusing on humanistic philosophy and pedagogy. That is why it becomes important to study and comprehend the potential of pedagogical systems and methods of personality-oriented nature, which have taken leading positions in the world educational space and proved their importance and effectiveness. One of the brightest representatives of humanistic pedagogy is the Italian pedagogue, psychologist, author of the pedagogical system that bears her name ‒ M. Montessori. The article mentions the names of teachers who studied the pedagogical heritage of the Italian teacher. The article considers the requirements of personal and professional nature to the modern educator in the context of reforming preschool education in Ukraine. On the basis of the theoretical analysis the basic pedagogical ideas of the outstanding Italian pedagogue-humanist M. Montessori concerning the role and functions of the teacher in educational process are revealed. The relevance of their application to the professional development of a teacher in a traditional preschool institution is substantiated. The author noticed the main functions of the Montessori teacher,which were first specified by M. Sorokova in the textbook for students “M. Montessori system: theory and practice”. It is determined that further research is needed to create a structured program of professional and personal self-development of the teacher, which will help to adapt freely to non-standard situations of life in general and professional activity in particular.
 Keywords: child, M. Montessori pedagogical system, Montessori teacher, personality-oriented concept, humanism, preschool age, preschool education, functions of the teacher.