Future Preschool Educators Research Articles

PEDAGOGICAL CONDITIONS OF TRAINING OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS FOR IMPLEMENTATION OF INTERACTIVE TECHNOLOGIES IN INCLUSION

The article highlights the main principles and theoretical aspects of forming the readiness of future teachers of preschool education to implement interactive technologies in an inclusive educational environment. The topical problem of preschool education is revealed – ensuring equal rights and opportunities for children of early and preschool age who have disorders in psychophysical development in the system of modern preschool education. The article presents an analysis of scientific literature on the problem of research; emphasizes the need to create appropriate pedagogical conditions for the preparation of future preschool education teachers to implement interactive technologies in an inclusive educational environment; identifies a number of pedagogical conditions that ensure the formation of the readiness of future educators for the organization of inclusive education in the process of professional training. The indicators of formation of preschool educational teachers professional competence their work in educational institutions with children who have special needs are analyzed and determined.

A study on the effectiveness of introducing a model of the system for the development of communicative culture of future preschool education teachers under the conditions of master’s degree programs

A study on the effectiveness of introducing a model of the system for the development of communicative culture of future preschool education teachers under the conditions of master’s degree programs

Diagnostics of future preschool educators research skills development

The article deals with the process of diagnostics of future preschool educators’ research skills development. The need to develop a system of diagnostics of future preschool educators’ research skills development is justified by the need to develop students ’ components of research competence specified in the Federal State Educational Standard of Higher Education (FSES HE). The system of activity of the modern teacher of preschool education involves not only implementation of education and training of children, but also organization and conduct of research activities with pupils, elementary preparation of preschoolers for implementation of the analyzed activities in the future which justifies the need for diagnostics of future personnel educators’ research skills development in the process of their professional training in high school. The success of analyzed skills of future teachers’ development cannot be determined without diagnostic operations to identify the level of specialists’ research competence development. Thus, the purpose of this study is to solve the problem of criteria and indicators; determination the levels of research skills and their characteristics development. The aim of the research is realized by applying methods of pedagogical diagnostics, analysis and generalization. Practical and theoretical novelty of the study is justified by the fact that in its course, methods of selection and compilation of diagnostic tools, principles of implemented diagnostic operations and pedagogical conditions for their implementation are determined and a universal algorithm of actions for the use of diagnostic tools is developed. It allows determining the objective level of diagnostics of future preschool educators’ research skills development in order to imperfect it by adjusting and improving the whole methodological system. The results of the study allowed justifying the effectiveness of the developed system of pedagogical diagnostics which allows using it in future in determining diagnostics of future preschool educators’ research skills development.

THE ESSENCE AND STRUCTURE OF INTERACTIVE PEDAGOGICAL TECHNOLOGIES

The article deals with the theoretical aspects of the essence, structure of interactive pedagogical technologies and the basics of future teachers’ of preschool educational institutions formation readiness to use interactive pedagogical technologies in their professional activity. It appeared that there is no single educational structure for interactive pedagogical technologies. The author states that the use of interactive pedagogical technologies in the educational process of pre-school educational institutions is provided with the direct implementation in the educational pedagogical activity with children of preschool age of the structure of interactive pedagogical technologies offered to us, which acquires such properties and states that provide the possibility of an efficient education management. Provision of educational services for future preschool teachers is accompanied by a multifaceted component of this educational process. This is due to the fact that the effectiveness of obtaining a vocational education by future teachers of preschool education is mostly personal (increase of social status, development of cognitive competences, ability to self-realization, retraining and professional growth, relevant material status, etc.), which is useful for the development of society, in general. From future preschool educators’ point of view, the idea is gradually emerging that the use of interactive pedagogical technologies in professional activity creates the necessary relationships and conditions for the formation of educational and life competencies of preschool children, and the development and upbringing of personality with an appropriate value system. In this regard, it seems quite important to define the very concept of interactive pedagogical technologies, structures and essence of this group of methods, and their differences from others. The process of preparing students to the use of interactive pedagogical technologies in pre-school institutions should form a positive attitude towards innovative activity; to acquaint future teachers of pre-school educational institutions with innovative and interactive pedagogical technologies in preparing students for practical application of these technologies during the educational process with preschoolers.

МЕТОДОЛОГІЧНІ ПІДХОДИ ДО РОЗВИТКУ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ В УМОВАХ МАГІСТРАТУРИ

На основі аналізу науково-педагогічної та спеціальної літератури у статті обґрунтовано сутність поняття «комунікативна культура майбутнього вихователя закладу дошкільної освіти».
 Зосереджено увагу на тому, що для розвитку комунікативної культури майбутніх вихователів закладів дошкільної освіти в умовах магістратури доцільно використовувати наступні методологічні підходи, а саме: дитиноцентристський, системний, андрагогічний, діяльнісний, лінгводидактичний, культурологічний. Доведено, що врахування зазначених підходів сприятиме розвитку комунікативної культури майбутніх вихователів закладів дошкільної освіти в умовах магістратури, а також розвитку у них відповідних компетентностей, набуття необхідних знань, особистісних комунікативних якостей і вмінь із метою формування висококваліфікованого та конкурентоздатного фахівця на міжнародному ринку праці.

Обґрунтування програми професійної підготовки майбутніх вихователів закладів дошкільної освіти до взаємодії з родинами учасників бойових дій

Обґрунтування програми професійної підготовки майбутніх вихователів закладів дошкільної освіти до взаємодії з родинами учасників бойових дій

ПІДГОТОВКА МАЙБУТНІХ ВИХОВАТЕЛІВ ДОШКІЛЬНИХ ЗАКЛАДІВ ТА ЛОГОПЕДІВ ДО ВИЯВЛЕННЯ І РОЗВИТКУ ОБДАРОВАНИХ ДІТЕЙ

Анотація. У статті розглядається проблема підготовки майбутніх педагогів (вихователів закладів дошкільної освіти та логопедів) до роботи з обдарованими дітьми, обґрунтовуються ефективні форми та методи роботи зі студентами у процесі викладання навчальної дисципліни «Виховання обдарованих дітей». Особлива увага звертається на проблему пошуку обдарованих дітей серед таких категорій дітей, які інколи називають особливими: дітей з вадами сенсорного чи фізичного розвитку, з затримками мовленнєвого розвитку тощо. Автор доводить, що готовність вихователя чи логопеда працювати з обдарованими дітьми визначається наявністю у нього теоретичних знань і практичного досвіду, які формують особливу особистісну позицію дорослого у ставленні до обдарованої дитини. Педагог, який працює з інтелектуально обдарованими дітьми, повинен мати професійні та особистісні якості, такі як позитивна Я-концепція, впевненість у собі, зрілість та емоційна стійкість, розвинутий інтелект та широкі інтереси, нетрадиційна особиста ідеологія тощо. Автор стверджує, що основною педагогічною умовою підготовки майбутніх вихователів та логопедів до роботи з обдарованими дошкільниками є використання інтерактивних методів навчання у закладі вищої освіти. Описано приклади використання інтерактивних методів під час лекцій та практичних занять. Також у статті аналізуються деякі концепції обдарованості, з якими варто ознайомитися майбутнім вихователям.

Інтерпретація та імпровізація як прояви творчого виконавського мислення майбутніх вихователів

The author highlights the aesthetic aspect of interpretation and improvisation as components of musical creativity; the factors of effective influence on the formation of students’ creative personality of higher education institutions have been revealed. Interpretation means description, specification, explanation, translation into a clearer language. Three basic types of interpretation such as scientific, every day and artistic have been substantiated in the article. The variability of interpretation is explained by the indispensable presence of improvisation in performer’s creative thinking. Improvisation is considered as one of the most important components of musical thinking, musical form and specificity of creative performance. Creative processes of performing are based on intrinsic improvisationalism, a performer’s ability to vary widely the content links of the form, to create each time seemingly new integrity. Solving this problem requires a further in-depth study of a great many of its aspects, including the problem of training future preschool educators in music-creative pedagogical activity. Creativity in professional pedagogical activity is a prerequisite and guarantor of achieving the highest efficiency of the teacher’s work, the most complete realization of its opportunities. Despite various studies in the field of future teacher professional training, there is a need to identify its new promising paths, a new education system, as well as to provide conditions for the fullest disclosure of personality’s abilities alongside with his / her professional qualities. It has been established that by using the creative potential of art, in particular music, it is possible to really enrich the inner world of the individual and assist in reforming his / her spiritual orientations. The analysis of the aesthetic aspect of improvisation and interpretation as components of musical and artistic creativity requires attention to research in the field of aesthetics, history and theory of music, psychology of creativity, as well as musical education of preschool children. Keywords: performing activity, creative processes, art, musical hermeneutics, future specialist.

ФОРМУВАННЯ МІЖЕТНІЧНОЇ ТОЛЕРАНТНОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ ДОШКІЛЬНОЇ ОСВІТИ У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

The article reveals the concept of “tolerance” as a complex integrative quality of the individual, psychological and social aspects of comprehension and understanding of the phenomenon of tolerance.The concept of “interethnic tolerance” is characterized as theability of a person to establish positive relationships with others and the world at large, to form their own positive image. The vision of the concept of “interethnic tolerance” is justified as the perception of others as the yare, along with the willingness to interact with them.as t It is proved that the successful formation of interethnic tolerance among students – future educators of preschool children depends on the creation of certain pedagogical conditions, namely: providing cooperation with various socio-cultural institutes of the region; specification (concretization) of informative component of professional training of future preschool educator taking into consideration specificity of activity in multicultural environment through establishmentof transdisciplinary, competent (competencial) and situational approaches.(development of special courses of multicultural direction); creation of a single tolerant space for higher education institutions; formation of a tolerance setting (establishing, directing), which implies the readiness and ability of the heads of higher education institutions, teachers and students to engage in equal dialogue through synergistic interaction; variative use of teaching and training( educating) methods thatactivate the development of student tolerance; developing the skills of communicative tolerance of all participants of the educational process; implementation of programs to increase the psychological and pedagogical competence of doctors; providing personal-oriented interaction of teachers and students in the training and educational process and in extracurricular activity, through which the skills of communicative tolerance are realized, prerequisites for the successful development of tolerant qualities come up. Key words: tolerance, intolerance, interethnic tolerance, multicultural education, sociocultural tolerance, ethnos, future preschool educators.

МОДЕЛЬ ФОРМУВАННЯ ПРОФЕСІЙНО-КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

The article reveals the relevance of professional and communicative culture formation of future preschool educators, presents and describes the dynamic model of professional and communicative culture formation of future preschool educators, outlines the provisions that were the basis for its development. Methodological approaches (systemic, synergistic, acmeological and competent) with corresponding principles, pedagogical conditions are defined according to the structural components of the model (conceptual, substantive-procedural and resultant blocks). The stages of the content-procedural block realization are outlined, forms and methods of work are presented. The content as the core category of constructing a model of professional-communicative culture formation of future preschool educators based on the G. P. Guilford approach (regarding aspects of intellectual functioning), the stage of its realization (motivational, content-transformative and interpersonal stages) and the interdependence of these stages on the basis of vitagen learning are substantiated. Modern pedagogical technologies of teaching are briefly characterized: cognitive-oriented (cognitive technological model “Criterion-oriented learning”, team training), game interaction in the educational profession of higher education institution (reflexive technologies of removing stereotypes, business and role-playing games) and personality-oriented (“sociodrama”, tutoring). Keywords: model, modeling, approaches, teaching technologies, pedagogical conditions, formation of professional and communicative culture of future preschool teachers.

Стан сформованості методичної компетентності майбутніх вихователів закладів дошкільної освіти

The improvement of the quality of preschool education is an important task for the modern stage demonstrating the development of the Ukrainian society, the implementation of which, above all, requires the efforts of higher education institutions to train a methodologically competent specialist, who is able to master and create innovative methods, techniques and technologies for organizing the educational process of a pre-school education institution. This task fully meets the requirements of the State Standard for Preschool Education in Ukraine, the documents regulating the functioning and modern guidelines for the development of pre-school and higher education of Ukraine in the 21st century. Under these conditions, the formation of methodological competence of the future pre-school educators is of paramount importance. The purpose of the article is to cover and analyse the results of the diagnostics determining the proficiency markers of the future pre-school educators’ methodological competence at the ascertaining stage of the experiment. We consider the methodological competence of future pre-school educators as an integrative personal composition characterized by these features: the presence of the ability to reflect, the desire to carry out methodological activities, the understanding of its value, theoretical knowledge and practical skills, which provide the ability to consciously and methodologically use methods and techniques and technologies of preschool children’s education, upbringing and development. The structure of the future preschool educators’ methodological competence is made up of the cognitive, motivation- and value-centred, activity-oriented and evaluative-reflexive components and their indicators, according to which the manual of diagnostic methods is created and selected. During the ascertaining stage of the experiment, a sufficient level of methodological competence was demonstrated by 16.6%, a basic level – by 61.7%, a low level – by 21.7% of the future educators. Keywords: future educators of pre-school education establishments, methodological competence, diagnostics, components, indicators, the ascertaining stage.

The challenge of non-sexist education in initial teacher training: preschool teachers' practices in chilean public schools

The issue of sexism in education moved to the forefront of the student movements, in 2018. While it has been identified at every educational level, its presence in early childhood education is of particular concern, since that is where early socialization occurs, and meanings of the social world are internalized. Thus, this study explores possible gender biases in teaching practices at this level and analyzes typologies on gender biases and stereotypes in the teaching practice of preschool educators. The study includes a descriptive analysis of the dimensions and subdimensions, according to the information gleamed from the guided viewing questions applied to videos from the annual teacher evaluation. The main results indicate there is significant naturalization of sexist practices by educators of all grades and ages, which generates an urgent need to incorporate, emphasize and prioritize a gender focus in training future preschool educators.

Pedagogical interaction as a basis for quality training of future preschool education teachers

Pedagogical interaction as a basis for quality training of future preschool education teachers

Formation of the future preschool educators’ information culture

The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.

Методичний супровід формування мовленнєво-творчої компетентності майбутніх вихователів закладів дошкільної освіти

Методичний супровід формування мовленнєво-творчої компетентності майбутніх вихователів закладів дошкільної освіти

POTENTIAL, EXPRESSION AND DEVELOPMENT OF FUTURE PRESCHOOL AND PRE-PRIMARY EDUCATION TEACHERS’ CREATIVITY IN STUDY PROCESS

The article deals with the problems of the development of future preschool and pre-primary education teachers’ creativity in study process, actualizes the importance of the development of a future professional’s creativity as one of the soft skills in the context of the challenges of modern transformations of the society, change in education, reforms in teacher training, presents theoretical interpretations of the concept of creativity, analyses the results of the research on the potential, expression and development of future childhood pedagogues’ creativity in study process, substantiating existing general problems and the importance of necessary changes in developing learners’ creativity in closely related cycles of high school and university education. The article emphasizes the need for enhancing responsibility, motivation for study quality and development of skills necessary for professional activity not only in teachers but also in students themselves.

Управление самостоятельной деятельностью будущих педагогов дошкольного образования

Управление самостоятельной деятельностью будущих педагогов дошкольного образования

Preschool study as preparation of future preschool educators to cooperate with parents

Preschool study as preparation of future preschool educators to cooperate with parents

The Competences of Educative Mentor, Fostering Change in the Early Childhood Education

Modern pre-school education together with the whole educational system face the period of constant changes, in which new needs of novices, universities and educational institutions arise. It is extremely important to train such pre-school teachers who can successfully get involved into children educational system and to contribute to faster changes of pre-school educational practice. Purpose of Study - to construct and empirically ground the competences of educative mentor, fostering change in the early childhood education. Methods. The survey of pre-school teacher mentors. Factorial analysis of mentor competences structural factors. Participants. 459 of early childhood education and pre-school teacher mentors working under the conditions of regular reforms and changes for more than a decade and monitoring the future pre-school education teachers have been surveyed. Mentoring is one of the most effective strategies of teacher training, which helps to achieve these aims. The article emphasises and describes the concept of traditional mentoring based on behaviouristic theories, educative mentoring based on constructivist theories and reform-based change fostering mentoring. Having done the factorial analysis of mentor competence structural factors in the mentor competence model consisting of 8 competences, the following essential mentor competences have arisen: personal, communicative; expert assessment and reflection, student practice and reflection.

Model of professional competence formation of preschool education specialists at teacher training colleges

The article deals with the problem of professional competence formation of future preschool education specialists. The main requirements which are put to the modeling of this process are defined. The sense of the “modeling“ and model” is defined, the structure and the model components are characterized, the matter of each component is disclosed, as well as the necessary conditions of each component implementation, criteria and levels of professional competence formation of preschool education specialists are described. The graphic scheme of the model is presented