Future Teachers Of Preschool Education Research Articles

Program for forming psychological readiness for professional communication in future pre-school education teachers during the process of studying at university

Introduction. The article deals with the problem of preparing specialists of the preschool education system for future professional activity in the process of studying at higher school. The authors present the basic concept for the creation and implementation of the main stages of the program for the formation of psychological readiness among students of preschool education for professional communication with all subjects of the educational process. The modular principle of designing a program based on the main components of the structure of psychological readiness is discussed, and the need to increase the practical training of future teachers of preschool education is noted. Materials and Methods. The research used: theoretical methods: analysis of scientific publications, psychological and pedagogical literature; synthesis and interpretation, method of generalization and systematization of information, modeling of the process of formation of psychological readiness for professional communication; empirical research methods: psychological and pedagogical experiment, testing, direct and indirect observation, proximetric techniques; data analysis methods: methods of mathematical statistics, quantitative and qualitative analysis of the results. Results. The authors substantiate and concretize the scientific and theoretical foundations, approaches and principles, organizational, psychodidactic and psychological-pedagogical conditions, present a detailed approbation of the program, assess the dynamics of the formation of psychological readiness for professional communication among future teachers of preschool education. The program allows undergraduate students to consistently master general cultural and general psychological communicative competencies; skills, abilities, actions of planning, designing, building, accumulating individual experience of interpersonal and professional communication with different subjects of the educational process; building personalized communication models with different target groups and subjects of education; to form the initial style of professional communication of the future teacher, his value-semantic, a substantial and structural-organizationaloutline. Discussion and Conclusions. The performed research has shown the need and possibility of systematic and systematic formation of psychological readiness for professional communication among students of preschool education in the process of studying at a university. The psychological readiness of students of preschool education has its own characteristics and correlates with the requirements for the professional competencies of a future teacher of preschool education.

Individual and creative approach to studying the problem of developing leadership potential among future teachers of preschool education

Relevance. This study addresses the training of future preschool education teachers and explores approaches for enhancing their leadership potential. It emphasizes the importance of developing leadership skills at both personal and professional levels for specialists working with preschool children. Purpose. The purpose of the study is to provide a theoretical foundation and develop methodological guidelines for using modern approaches to cultivate leadership skills among preschool education specialists in universities. Methodology. The study employed analysis and modeling methods, starting with a historical and pedagogical approach to understand the development of preschool teacher training. It involved analyzing scientific and methodological literature, legislative and regulatory documents, and applying theoretical and empirical research methods. Results. The study identified key issues in developing leadership potential among future preschool education teachers. It also outlined principles for selecting content and using information and communication technologies in teaching preschool children. Conclusions. The research provides theoretical insights and practical guidelines for higher education institutions in Kazakhstan. These findings support the development of conditions, methods, and training opportunities that focus on enhancing leadership skills among future preschool teachers. Keywords: leadership skills; training of specialists; pre-schooler; teacher

Pedagogical conditions for training future teachers of preschool organizations to use information and communication technologies

Relevance. The relevance of the research of the article is due to the problem of introducing information and communication technologies into the educational process, which allow expanding the level of educational services in the field of their practical application in preschool education. Purpose. The purpose of the article is to develop a model for the implementation of the pedagogical application of information and communication technologies with older preschool children at the level of the professional personality of the teacher. Methodology. The leading methods for the study of this problem were the testing developed by A. Mehrabyan, N. Epstein "Emotional Response Scale" to determine the level of responsiveness and sensitivity of future teachers of preschool education based on their personal qualities. Results. The article presents a model of the use of information and communication technologies in the framework of pedagogical work with older preschool children based on methodological parameters that consider their successful development in a friendly atmosphere against the background of the development of their cognitive interest, which includes periodic modification of the use of these opportunities in the form of creating a zone of natural video installation with the corresponding natural sound, cognitive and gaming activities with displaying on the screen against the background of collective solving logical tasks, viewing master classes and educational children's programs, creating literary hours, during which children will listen to reading books with a pleasant visual component or accompanied by a symphony orchestra. Conclusions. The formed model of the use of information and communication technologies will harmonize the psycho-emotional sphere of children, create favorable conditions for their cultural and cognitive development and upbringing in the conditions of their stay in a preschool institution, which is of practical importance for the education system and the well-being of society.

The Concept of Forming the Foundations of the Future Teacher's Professional Culture in the Context of Higher Education in Ukraine

The article reveals the conceptual foundations of the formation of the professional culture of future teachers of preschool education (PEE) in the context of the challenges of modern education in Ukraine. The author reveals of future teachers of secondary schools", defines the key methodical approaches and principles of formation of professional culture of future educators, characterizes the internal (individual-psychological, subject) and external (social-psychological). , educational) factors of their formation according to criteria (spiritual-creative, motivational-value, reflective-perceptive, cognitive-instrumental). The acmeological approach is presented, the blocks of acmeological tasks (educational, professionally oriented, creative, tasks of interactive interaction) of higher educational institutions to form the basis of the professional culture of future educators are defined and characterized. The professional standard "Preschool teacher" was analyzed. As a result of the conducted research, it is possible to determine the main goals and stages of professional activity: pre-competence, formation, goal setting, competence, creativity. The necessity of forming the psychological readiness of a modern young person to master a profession is noted both in the process of obtaining higher education and at the stage of career guidance.

Pedagogical Mentoring as a Condition for the Quality of Practical Training of Undergraduate Students of Preschool Profile in a University

The article discusses the problematic aspects caused by the increased requirements for the level of practical training of future teachers of preschool education in a university. Currently, one of the key directions in the development of education is mentoring, which is a process of accompanying and supporting a student in personal and professional development. In the professional development of a future teacher, mentoring is determined by an effective tool for increasing motivation, developing self-regulation skills, social responsibility and career prospects. Practical training of pedagogical university students through pedagogical mentoring is an important stage in the process of preparing future teachers for the profession and provides them with the opportunity to acquire the necessary experience and knowledge for successful work. This article presents a theoretical analysis of the current state of the implementation of pedagogical mentoring as an indicator of the quality of training of preschool bachelor students in the conditions of the Republic of North Ossetia-Alania. The main attention in the article is paid to the problem of the implementation of pedagogical mentoring in the developed model “high school teacher-university student-teacher-mentor of a preschool educational institution (head of practice); disclosed its stages in the content of the methodological practice of university students. The conclusions state that this model will improve the quality of practical training of future teachers of preschool education in a university environment, ready to work with preschoolers, as well as improve the professional level of pedagogical skills of university teachers and preschool teachers. The implementation of the main idea of the project of pedagogical mentoring will make it possible to determine promising opportunities for the further professional development of future preschool teachers.

ІНКЛЮЗИВНЕ ОСВІТНЄ СЕРЕДОВИЩЕ В ЗАКЛАДАХ ДОШКІЛЬНОЇ ОСВІТИ

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. It was found that the use of interactive technologies in combination with information and communication technologies provide an opportunity to expand, systematize, and generalize the competencies of teachers of preschool education institutions regarding the peculiarities of working with children in the conditions of an inclusive educational environment of preschool education institutions in an accessible form. Skills that optimize the socio- pedagogical activity of a preschool teacher provide more opportunities to take into account various problems of pupils with special educational needs, thereby ensuring their inclusion in the social environment, creating conditions for the comfortable development of pupils, and in the future, the self-development of their full-fledged socialization. Considering the importance of forming the readiness of teachers of preschool education institutions to work with children in the conditions of an inclusive educational environment of preschool education institutions and the fact that in Ukraine this concept is underused and insufficiently researched, there is a prospect of further deeper and more detailed studies of the essence of this socio-psychological and pedagogical phenomenon, practical ways of its formation.

ON THE PROBLEM OF PREPARING STUDENTS FOR THE IMPLEMENTATION OF HEALTH-SAVING TECHNOLOGIES IN A PRESCHOOL EDUCATIONAL ORGANIZATION

The work is devoted to the consideration of the main starting positions for the development of a model of preparing students for the implementation of health-saving technologies in a preschool educational organization. This article presents an analysis of the current state of vocational education from the perspective of a humanistic approach and a health-saving paradigm in education, which are reflected in the competence-based approach implemented in preparing students for professional activity in preschool education, with reference to regulatory documents regulating the training of future teachers of preschool education. It is shown that the preparation of students for the implementation of health-saving activities is the interaction of subjects of the educational process through a set of joint actions based on health-saving principles of life with the use of health-saving technologies in their work, which contributes to the development, assimilation and appropriation by students of knowledge, skills, skills and methods of health-saving activities. The essence of health-saving pedagogical technologies developed on the basis of theoretical prerequisites presented in pedagogical concepts: Socrates' "search for truth", A.Maslow's self-actualization, N.Hartman's generalized concept of genetic morality is revealed. The article presents the goals of implementing health-saving and health-forming technologies in modern professional education of future teachers of preschool education and highlights the main psychological and pedagogical conditions for preparing students of a pedagogical university for health-saving activities, which in the future we will take into account when developing a model of preparing students for the implementation of health-saving technologies in a preschool educational organization.

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.

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.

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.

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.

DEVELOPING SELF-MANAGEMENT BASIC SKILLS OF FUTURE PRESCHOOL TEACHERS

The article raises the issue of determining the problems of forming the basic self-management of future teachers of preschool education. Scientific works on the problems of the organization of self-development were analyzed and the opinions of scientists who worked on the organization of effective secret management as a direction of self-management were singled out. The urgency of personal problems of students' self-development and the introduction of learning models, which is based on the use of personal skills and intrinsic motivation, were substantiated. The essence of self-management as a component of personality development and the main problems of formation of basic self-management in future specialists of preschool education were determined. The directions of self-management and their content were covered. The analysis of scientific achievements on the studied topic is offered. A comparative description of the content of the concepts of self-management in scientific sources were formed. Effective forms and methods of organization of activity and ways of effective planning of working hours were specified. Testing of future specialists of preschool education was carried out in order to determine the priority of life orientations as components in the process of personal self-development. The results of the study of semantic life orientations according to the method of D. Leontiev, which allowed not only to identify the general level of awareness of life, but also to diagnose a number of additional scales: goals, process, result. The results of five subscales were analyzed. The levels of commitment of future teachers of preschool education, specificities of perception of life and its meaning, vision of effectiveness of life and ability to set long-term goals, locus of control-ME and locus of control of life were clarified. The program of actions on the basis of results of testing which provide both classroom work and extracurricular work of applicants of higher professional education were outlined. The program of development of bases of self-management is revealed. Prospects for further research on certain issues are identified.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

The article reveals the features of professional training future specialists in preschool education in university education. Different approaches to professional training of future teachers of preschool education, aspects of their development of professional and personal qualities are highlighted. The analysis of state documents is carried out, the purpose, tasks and the maintenance of professional training are defined, the list of competences of the graduate of higher educational institution is given. The purpose of professional training is defined as the acquisition of systematized knowledge, skills, abilities, personal professional qualities necessary for future professional activity. The key concepts of "professional training", "professional competence" are described, the components of professional training are highlighted. Vocational training is a system of organizational and pedagogical measures that ensure the formation of a person’s professional orientation, system of knowledge, skills, abilities and professional readiness. Professional competence is the teacher’s ability to solveprofessional problems on the basis of professional knowledge and skills that integrate with the development of personal professionally significant qualities.The basic principles of organization of the process of professional preparation of future specialists of preschool education are theoretically substantiated. The principle of integrativeness, which provides quality teacher preparation and is the basis for improving the content of education, is revealed in detail. The stages of professional pre parathion future specialists are singled out: formation of basic general competencies; professionally specialized competencies; specializedprofessional and pedagogical competencies; practice-oriented and research competencies. The essence of the competency approach is revealed, which guarantees a high level of preparation of a competitive specialist. Educational technologies in training of the future specialist in preschool education are allocated.

СИСТЕМА НАВЧАЛЬНИХ ЗАНЯТЬ, СПРЯМОВАНИХ НА РОЗВИТОК У СТУДЕНТІВ ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ В РІЗНИХ ФОРМАХ ЗАСВОЄННЯ МАТЕМАТИЧНИХ УЯВЛЕНЬ ДІТЬМИ

The article considers the problem of organizing independent work of students in the direction of training "Pedagogical education". Independent work is presented as a means of forming the professional competence of future teachers of preschool education and increasing their motivation for continuing education. Emphasis is placed on group forms of work that allow for varied ways of completing the task and maximize student activity. It is determined that in the process of studying this discipline students master the content and methods of development of mathematical concepts taking into account age and individual characteristics of children, learn analysis and evaluation of conditions and pedagogical technologies used in the formation of mathematical concepts in preschool children. It is highlighted that independent work provides the maximum degree of independence of students. It is represented by the following types of independent work: reading educational and methodical and scientific literature with subsequent report in the form of individual messages, preparation of abstracts, independent selection of problem situations on the research topic, compiling an annotated list of articles from professional journals, preparation of article reviews, manual presentations on separate sections and subjects. It is outlined that the use of a system of educational activities aimed at the development of students' cognitive activity in various forms of assimilation of mathematical concepts by children is carried out in two common forms: classroom and extracurricular. It is concluded that one of the conditions for the effectiveness of work is the methodological support of the educational process. Methodical recommendations for performing various types of independent work allow students to identify important and necessary elements of theoretical knowledge, step by step to perform practical tasks, learn to think independently. Methodical recommendations for performing various types of independent work allow students to identify important and necessary elements of theoretical knowledge, step by step to perform practical tasks, learn to think independently.

Problems of the Formation of Readiness of Future Preschool Teachers for Professional Activities

This article is dedicated to theoretical and practical aspects of ensuring the readiness of future teachers of preschool education for professional activities. The aim of the research is to study the preparation of teachers of preschool education at a modern university; to determine the significance of the formation of professionally important qualities of future specialists; to determine the level of their psychological readiness for professional activities; and, based on the results obtained, to shape the stages of further research necessary for the subsequent development of programs for introducing the latest forms and methods in the studying process at universities. To implement the set tasks, we used a complex of interrelated research methods. The analysis of the criteria allowed us to estimate the level of the students’ readiness for future professional activities. The analysis of the results of the research showed that the most effective formation of students' readiness is formed based on the personality criterion. The formation of the researched criterion of readiness based on the content-related and regulation-related parameters is also quite effective. The formation of students' readiness for future professional activities requires the development of new forms and methods of teaching both within the university and in course of practical training. It has been determined that shaping professional competencies and professional preparedness of future preschool teachers require further research, including that which is done through the development and implementation of comprehensive programs for the professional and psychological preparation of students, which include the latest forms and methods of teaching at modern universities.

Educating social values among future teachers of preschool education: criteria and indicators

Educating social values among future teachers of preschool education: criteria and indicators

The importance of pedagogical internships for promoting social values among future teachers of preschool education

The importance of pedagogical internships for promoting social values among future teachers of preschool education

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.