Preparation of future preschool teachers for interaction with children in a natural environment
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.02.13Keywords:
Competence, professional training, empathy, reflexivity, cognitive potential, education standard.Abstract
The purpose of the study was to determine the level of formation of professional competencies and components of the readiness of future preschool teachers for interaction with children of early and preschool age in a natural environment. The methods used in the research are: Identifying the teacher's abilities for self-development (I. Nikishyna), the technique for diagnosing reflexivity (A. Karpov, V. Ponomareva), Research of the level of empathic tendencies (I. Yusupov), Methods of assessing cognitive potential in education (М. Shevardin). For statistical processing of the results, descriptive analysis, dispersion analysis, and correlation analysis were used. It was found that future preschool teachers have a high level of readiness for interaction with children of early and preschool age in a natural environment. They have developed empathy, self-development abilities, cognitive potentials, and reflexivity. Professional competencies are also developed at a high level. A positive correlation was established between the components of readiness for interaction with children in a natural environment and professional competencies. The obtained research results support the expansion of educational programs for future preschool teachers by including the development of such qualities as empathy, reflexivity, a desire for self-development, and cognitive potential in the list of necessary competencies.
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Copyright (c) 2024 Oksana Popovych, Vita Yakovenko, Zhanna Mylian, Olha Hrab, Lydmila Yushchik
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