Професійна підготовка майбутнього вихователя дошкільного закладу
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Пошук нових підходів до організації навчального процесу й обґрунтування умов фахового навчання, а саме переосмислення змісту, критеріїв оцінювання ефективності освітньої діяльності, орієнтації педагога на визнання пріоритету виховання у формуванні особистості дитини дошкільного віку. На основі аналізу соціологічної, психологічної, педагогічної літератури встановлено, що в українському суспільстві на державному рівні сформована об’єктивна готовність до сприйняття принципово нового розуміння статусу, ролі й покликання дошкільної освіти. Засвідчено, що результати фахової підготовки вихователів розглядаються в сучасній освіті у категоріях компетенцій і компетентності.
Transmission of pre-school education to a personality-oriented model requires revising of the content, criteria of effectiveness of educational activity and teacher’s orientation for educational priorities in the process of a child’s personality formation. Based on the analysis of sociological, psychological, pedagogical literature it is found out that in the Ukrainian society at the state level there has been formed the objective readiness to accept a fundamentally new understanding of the status, roles and callings of preschool education. It is testified that the results of training of the teachers are addressed in modern education in the categories of competences and competence. The author concludes that the training of teachers, including teachers of preschool education in the first place must meet the requirements of modernity, because it is the first educational level, which determines the level of literacy and education of future generations. That’s why to this aspect should be paid attention during the consideration of the problem of improving the content of training of specialists of preschool education in terms of continuous education, as well as various aspects of professional development of a future teacher. The analysis of studies of the theorists of education, engaged in research on the specifics of training for preschool institutions in Ukrainian universities, the author came to the conclusion that a specialist trained to work in preschool institutions must: organize and carry out educational work with children of early and preschool age; facilitate meaningful independent activity of children (subject, games, motor, labor, art, and others); study the age and individual characteristics of the children and take them into account in the organization of work with children; promote the development of innate talents (musical, visual, musical motor, linguistic and so on); correct deficiencies in the physical and mental development of children (flat, posture, stuttering, sound pronunciation, and so on); be able to produce visual teaching AIDS for various types of activities; analyze the advanced pedagogical experience of preschool education and creatively to implement it in their work; generalize their own pedagogical experience; constantly explore the pedagogical, psychological and methodological literature and improve on the basis of their own experience (professional level); study the work of other teachers and provide them with methodological assistance.
Transmission of pre-school education to a personality-oriented model requires revising of the content, criteria of effectiveness of educational activity and teacher’s orientation for educational priorities in the process of a child’s personality formation. Based on the analysis of sociological, psychological, pedagogical literature it is found out that in the Ukrainian society at the state level there has been formed the objective readiness to accept a fundamentally new understanding of the status, roles and callings of preschool education. It is testified that the results of training of the teachers are addressed in modern education in the categories of competences and competence. The author concludes that the training of teachers, including teachers of preschool education in the first place must meet the requirements of modernity, because it is the first educational level, which determines the level of literacy and education of future generations. That’s why to this aspect should be paid attention during the consideration of the problem of improving the content of training of specialists of preschool education in terms of continuous education, as well as various aspects of professional development of a future teacher. The analysis of studies of the theorists of education, engaged in research on the specifics of training for preschool institutions in Ukrainian universities, the author came to the conclusion that a specialist trained to work in preschool institutions must: organize and carry out educational work with children of early and preschool age; facilitate meaningful independent activity of children (subject, games, motor, labor, art, and others); study the age and individual characteristics of the children and take them into account in the organization of work with children; promote the development of innate talents (musical, visual, musical motor, linguistic and so on); correct deficiencies in the physical and mental development of children (flat, posture, stuttering, sound pronunciation, and so on); be able to produce visual teaching AIDS for various types of activities; analyze the advanced pedagogical experience of preschool education and creatively to implement it in their work; generalize their own pedagogical experience; constantly explore the pedagogical, psychological and methodological literature and improve on the basis of their own experience (professional level); study the work of other teachers and provide them with methodological assistance.
Опис
Ключові слова
професійна підготовка, особистість дошкільника, фахове навчання, освітня діяльність, professional training, personality of a preschool child, professional education, educational activity
Бібліографічний опис
Левченко, Л. С. Професійна підготовка майбутнього вихователя дошкільного закладу [Текст] / Л. С. Левченко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 10 (44). – С. 38–49.