Preschool Teacher Education Research Articles

Education of preschool and elementary teachers on the use of adaptive gamification in science education

Education of preschool and elementary teachers on the use of adaptive gamification in science education

Advanced training of teachers of preschool education based on an adaptive model of professional development

Advanced training of teachers of preschool education based on an adaptive model of professional development

Principles and Tools for Designing a Competency-Based Model for Training Teachers of Preschool Education as an Open Educational System

Principles and Tools for Designing a Competency-Based Model for Training Teachers of Preschool Education as an Open Educational System

Priorities of practice-oriented training of future teachers of preschool education for the organization of games

Priorities of practice-oriented training of future teachers of preschool education for the organization of games

ANALYSIS OF THE PROBLEM OF FORMATION OF INCLUSIVE COMPETENCES IN FUTURE TEACHERS OF PRE-SCHOOL EDUCATION INSTITUTIONS

The article is devoted to the topical problem of the peculiarities of the development of inclusive competencies in future educators to work with children with special educational needs in the context of inclusive preschool education. In particular, it emphasizes the importance of professional training of educators in working with children with special educational needs; the relationship between the success of the implementation of inclusive education and the quality of training of future teachers to work in inclusive groups; the analysis of the literature sources and normativelegal documents concerning the posed problem is carried out; the important role of educators in the team of psychological and pedagogical support of a child with special educational needs is determined. The essence of training of higher education student is described, specifically: familiarization with psychophysical features of children with special educational needs and taking them into account in the process of education; understanding the impact of psychophysical disorders and clinical diagnosis on behavior, communication; awareness of special methods, techniques, available technical and didactic teaching aids; proficiency at the peculiarities of evaluation criteria; expertise in the content and methods of implementing an individual approach to children with special educational needs; ability to implement corrective goals in the educational process; competence in working with members of the multidisciplinary team of the institution, as well as with families of children with both typical development and special educational needs. The main types of professional training of future teachers of preschool education in the conditions of inclusion are considered; the importance of psychological training in applicants for higher education Specialty 012 Preschool education to work with children with special educational needs is emphasized; the structure of readiness for work in the conditions of inclusive education is indicated and analyzed, and the stages of development of inclusive competence in future specialists are determined; the requirements for the development of such professional competencies in the educator are considered. According to the outcomes of the work, the results are conducted, conclusions are drawn, perspective directions of research are determined.

To the issue of training future teachers of preschool education for the organization of multi-age communities

The article is devoted to the actual problem of rethinking the process of professional training of future preschool teachers, its conceptual foundations, taking into account the ideas of cooperation, project and cooperative organization of the educational process at the university, the formation of respectful attitude and a sense of belonging to various types of multi-age communities (student, family, community of students and children). From the standpoint of facilitative and synergistic approaches, the ways of forming the readiness of future preschool teachers to develop the social and emotional intelligence of children, their communication and interaction with adults and peers are revealed.

СПЕЦИФИКА ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ СТУДЕНТОВ К ПЕДАГОГИЧЕСКОМУ РЕГУЛИРОВАНИЮ СОВМЕСТНОЙ ИЗОБРАЗИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ ДЕТЕЙ

The article discusses the features of the professional training of a preschool teacher to regulate the interaction of children with their peers. The basic theoretical idea is presented when developing a model of training students in the field of pedagogical regulation of joint pictorial activity of preschool children, which is a competence-based approach. The specifics of the training of teachers of preschool education are determined, based on two positions: the characteristics of modern childhood and the requirements of the professional standard of a teacher at different educational levels. The key principles of the development of a modern preschool child are highlighted. At the same time, emphasis is placed on changes in the modern space, the system of relations, changes in the child himself. The complexity of the pedagogical participation of the teacher is to preserve the children's individuality, while regulating the communication of children and their joint activities, carrying out pedagogical interaction with the child. The article presents an analysis of approaches to understanding the terms «interaction», «pedagogical interaction», «social interaction» in the scientific literature. The article highlights the main patterns underlying professional work with a child in a children's group. At the same time, the distinctive features of children's interaction with peers, the stages of development of children's communication, the features of children's joint visual activity, the typology of the teacher's participation in this process are considered. Considering the interaction of children in a group of peers, the article presents the author's understanding of the terms «joint productive activity», «interaction of children in conditions of productive activity».

The ways of increasing the efficiency of educational provision for the creative competence's development in the educational process

This article presents the development of creative competence of the preschool education teacher, research and development proposals of scientists in this regard. Methods of developing creativity, as well as examples of training on the development of creativity are considered.

Improving the pedagogical skills of preschool education teachers in integrative direction

This article discusses the content of an integrative approach to improving the pedagogical skills of preschool educators.Educators working in preschool educational institutions should be well aware of the optimal organization of forms of education, the theory of the formation of a harmoniously developed personality, the enrichment of it with a variety of new ideas. The fact that the educator model has its own skills in the society not only enhances the effectiveness of the upbringing, but also enhances its prestige in the society, and the students gain respect for it.

Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education

This research was conducted in order to determine the problems that preschool teachers experience in the inclusive education process and to determine the educational practices of teachers for students who benefit from inclusive education. The study was designed in a qualitative design and purposeful sampling method was used. In the study, semi-structured interviews were conducted with 20 preschool teachers working with disadvantaged children in different provinces of Turkey. In forming the questions in the semi-structured interview form, the relevant literature was scanned and the opinions of field experts were consulted. The research data were analyzed by content analysis technique. As a result of the study, it was determined that pre-school teachers do not feel professionally competent in inclusive education and do not receive enough practical training in undergraduate education. It has been observed that teachers have some problems with children, families, administrators and legislation in the learning and teaching process regarding inclusive education. In addition, it has been observed that teachers make various practices for children, families and the educational environment in order to create an inclusive education environment. It is thought that teachers should be supported in terms of knowledge and practice in inclusive education through in-service trainings, and prospective teachers should be offered opportunities to work with children from different disadvantaged groups during undergraduate education.

THEORETICAL FUNDAMENTALS OF PREPARATION OF MASTER’S STUDENTS FOR TEACHING PROFESSIONAL METHODS OF PRESCHOOL EDUCATION

The article highlights the theoretical principles of training master’s students majoring in 012 “Preschool Education” on teaching professional methods; legislative and normative documents on the peculiarities of training specialists in higher education institutions are considered. The purpose of the article is to characterize the content component of the preparation of master’s students for teaching in the field of preschool education, in particular professional methods. It is emphasized that the quality of professional activity of all categories of specialists working in the system of preschool education depends on the system of training future teachers in the field of preschool education. The study provides a thorough analysis of the initial discipline “Technologies for teaching professional methods of preschool education”. The working program of the discipline is analysed and the list of topics of lectures is given. The article reveals the content, methods, technologies and forms of work with master’s students at lectures, seminars and practical classes. The concept of “professional competence”, “methodological competence” is defined. In the course of the research, some difficulties encountered by master’s students during the performance of practical tasks are presented; means of increase of methodical competence and levels of its formation at students are defined. It is noted that the effectiveness of training future teachers of preschool education depends on a number of factors, including the use of innovative forms of the educational process, the introduction of modern training technologies, educational programs, research, improvement of practical skills by modelling professional situations, self-education and self-development student. Teaching the discipline “Technologies of teaching professional methods of preschool education” is aimed at forming the readiness of graduate students to teach in higher education.
 Keywords: professional competence; methodical competence; master’s students; modern information technologies; teaching activity; professional methods; work program; preschool education.

MOTIVATION OF PROFESSIONAL ACTIVITY PRESCHOOL AND PRIMARY EDUCATION TEACHERS

The relevance of the problem and task of modern society is to increase the motivation of teachers. Thus, the motivation of teachers' professional activity needs research. The purpose of the article is to study and compare the motivation of teachers' professional activity of preschool and primary education depending on the educational institution, its location, as well as the pedagogical experience of the respondents. Methods of the research: theoretical - in order to highlight the state of study and features of motivation of professional activity of teachers in preschool and primary education, formulation of conclusions of the study, etc. (comparison, generalization, etc.); empirical − to identify indicators of motivation (electronic survey, pedagogical observation); mathematical - to process the results using the computer program IBM SPSS Statistics 23. Results of the research: the attention of scientists (during 1970-2021, according to the Web of Science) is more focused on studying students' motivation than teachers' motivation. We conducted an online survey of 151 respondents (2019-2021). The Cronbach Alpha reliability coefficient is equal to 0,830 (for the entire questionnaire). Most teachers of preschool (about 63%) and primary (about 77%) education have optimal motivational complexes, namely: internal motivation or external positive motivation prevails, or their values are the same, but greater than external negative motivation. The internal motivation of teachers prevails among other motivational complexes in the studied variants of comparison, namely depending on: the type of educational institutions of the respondents (preschool and primary education); from the pedagogical experience of the respondents, the location of educational institutions. We confirmed the formation of such (mostly optimal) motivational complexes for professional activities of teachers of preschool and primary education using the c2-criterion; did not find statistically significant differences in the studied indicators of motivation depending on the teaching experience, location of the educational institution.

Readiness of future teachers for sociocultural education of children in modern conditions of society development

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

RESEARCH COMPONENT IN THE EDUCATIONAL PROGRAMS OF THE DIRECTION OF PRESCHOOL EDUCATION AND TRAINING

A qualitatively new level of training of teachers of preschool education will ensure the implementation of educational programs based on a research approach. The purpose of this study is to study the current state of research training in Kazakh universities in the direction "6В012 – Pedagogy of preschool education and training" and to outline ways to modify the research component in educational programs. Within the framework of the study, a meaningful analysis of twelve educational programs of Kazakhstani universities was carried out for the representation and relevance of the research component. The results obtained showed that in the content of all educational programs, the research component is represented by an elective course, which is an alternative in a number of universities. There is also a problem of determining the content of research courses, in particular, the logical sequence of the presentation of the material is violated, the content that does not correspond to the name of the course is proposed, outdated literature is recommended, etc. The problem of correctness and updating of course names requires special attention. The lack of research practice is also a serious omission in terms of the integrity of research training. The conclusions resulting from the results obtained show the need to modify the research training of students of preschool education.

Strategies to Facilitate the Transition of Preschoolers from Kindergarten to School

The purpose of this study was to establish the main strategies that teachers could apply during preschool education in order to facilitate the transition from kindergarten to school. Data were collected using an online questionnaire designed by us. 238 preschool education teachers have filled in the questionnaire. The main strategies used in order to facilitate the preschoolers’ adaptation to the school demands are visits to other educational institutions from their hometown, organizing workshops, in collaboration with primary school teachers, organizing meetings with pupils and primary school teachers, organizing didactic activities or educational workshops for parents and preschoolers, as a context for parents to present various school experiences or reading stories about school and the pupils’ life. We have also discovered that in the opinion of most of the teachers, school adaption is an easy process for most preschoolers. For some of the preschoolers, this process could be difficult, and the actions of parents, teachers, and school counselors could be very helpful. The results of this study are useful for primary school teachers, teachers for preschool education, or researchers in the educational field interested in optimizing the transition of children from kindergarten to school.

PRESCHOOL EDUCATION TEACHERS’ EVALUATIONS ABOUT THE PROBLEMS EXPERIENCED IN THE EDUCATION PROCESS AND THEIR SOURCES

The aim of this research is to reveal the evaluations of preschool teachers’ about the problems experienced in the education process and the sources of the problems. The study was carried out based on the basic qualitative research design. The research participants consist of 19 preschool teachers working in public and private schools providing preschool education in Eskişehir city center. The primary data of the research were obtained through semi-structured interviews with teachers. In addition, the parent demographic information collection forms and the researcher diaries were used. Descriptive analysis and content analysis were used in the analysis of the data. According to the main findings obtained within the scope of the research, the most frequent and common problems experienced by students in the education process are related to attention and maintaining attention, and exhibiting behaviors in accordance with the rules in the classroom. In addition, the problems experienced are observed much more intensely in male students compared to female students. When teachers compare their students from past years with their current students, they are of the opinion that there is a significant increase in the problems experienced in the education process compared to years. Problems experienced in the preschool education process occur more frequently and are more common in public schools compared to private preschool education institutions. The most important sources of problems behind the troubles that arise in the education process; students’ parents, common technology usage habits of students, quality of teachers, quality of educational environments, preschool education program, student characteristics and changing daily life habits of students.

Nauczyciele wychowania przedszkolnego i klas I–III wobec edukacji matematycznej z wykorzystaniem nowych technologii

In this article, we present partial results of research aimed at identifying how pre-school education and primary school (grades I–III) teachers use new technologies resources in mathematics education. 110 teachers participated in the study. The basic research method was an internet questionnaire. Our research has shown that many pre-school education and primary school (grades I–III) teachers, especially those with 10 years of work experience and more, show a high pedagogical awareness. When conducting mathematics education classes, they use both conventional teaching aids and new technologies resources, and try to maintain the right proportions. However, in the times of the COVID-19 pandemic, conducting remote math education for a significant proportion of the teachers surveyed turned out to be a big challenge. The typical difficulties to teaching mathematics were combined with difficulties related to distance education and difficulties resulting from the attitude (reluctance) of parents, and sometimes children, to mathematics or learning this subject.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF LEADERSHIP QUALITIES OF FUTURE HEADS OF PRESCHOOL EDUCATION INSTITUTIONS

The urgency of the studied problem is because in conditions of significant socio-economic changes, the system of human resource management technologies becomes significant, especially relevant is the use of the potential of leadership influence. In this regard, this article is aimed at revealing the problem of developing leadership qualities of heads of preschool education institutions. The article highlights current issues of leadership development of future heads of preschool education. The leading method of the research of this problem is the analysis of the researched problem in pedagogical theory and practice and experimental check of pedagogical conditions of formation of leadership qualities of future heads of preschool educational institutions that allows to reveal and characterize features of formation of leading qualities of future heads of preschool educational institutions. The article identifies the components, criteria, indicators and describes the levels of leadership development of future leaders of preschool education. The basic concepts of the problem are defined: leader, leadership, professional qualities of the leader, leadership qualities of future heads of preschool educational institutions, pedagogical conditions of formation of leadership qualities of future heads of preschool educational institutions. Relevant requirements to the personal and professional qualities of a leader are revealed. The structural components of leadership qualities of future heads of preschool education institutions are characterized, namely: motivational-value, integrative-activity, directional-activity, emotional-reflexive. The pedagogical conditions of the formation of leadership qualities of future heads of preschool education institutions are substantiated. The offered materials of the article represent practical value for heads of preschool education institutions, educators-methodologists, and future teachers of preschool education.

An exploratory study on normative cohesiveness of high-quality preschool teacher education in urban north-western China

ABSTRACT The normative cohesiveness idea in education, which constitutes a norm in thinking and practice that is inherently shared across the stakeholders, was adopted in order to understand and reflect on the existing issues of preschool teacher education programmes (PTEPs) in north-western China. The State, teacher trainers and preschool teachers’ perceptions regarding the latest government policies that regulate preschool education, and the practices of teacher trainers on quality preschool education were studied. Using the macro–meso–micro-level model as the basic analysis framework, results showed that: (1) all three ‘stakeholder communities’ had a minimal consensus on preschool education, thus undermining the normative cohesiveness of views in this context; (2) the dual role of PTEPs in this part of China had not been fully implemented, thus requiring a custom-made improvement; (3) disparities between the PTEPs and classroom practices could be attributed to the specific contextual features and ecological factors of classroom teaching. This article argues that while the government is expected to assume more responsibility to guide preschool education in China, the national Guideline alone is insufficient and various means of professional development could be adopted by the teacher trainers and in-service preschool teachers, in order to meet the challenges for change.

Formation of Aesthetic Direction of the Teacher of Preschool Education

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.