Становлення полікультурної компетентності вихователя в умовах професійної діяльності в закладі дошкільної освіти

Abstract

У статті обґрунтовано функції (мотиваційну, когнітивну, комунікативну, регуляційну), принципи (пріоритету самоосвіти й саморозвитку; опори на власний досвід; індивідуалізації педагогічної діяльності; системності самоосвіти та саморозвитку; контекстності саморозвитку і професійної діяльності; актуалізації результатів саморозвитку; елективності самоосвіти; усвідомленості самоосвіти), що сприятимуть становленню полікультурної компетентності вихователя в умовах професійної діяльності в закладі дошкільної освіти. Схарактеризовано структурні компоненти полікультурної компетентності вихователя закладу дошкільної освіти: мотиваційно-особистісний, когнітивний, діяльнісний, рефлексивний.

The article reveals the essence of the main functions of a polycultural competence of a preschool teacher, taking into account the specifics of his activities, diversity in communication, opportunities for creative self-realization: motivational, cognitive, communicative and regulatory. The principles that act as basic, guiding provisions, regulatory requirements for the organization and conduct of the educational process, during which formation of a polycultural competence of the educator in terms of professional activity in preschool education institution are defined: the priority of self-education and self-development; reliance on one’s own experience; individualization of pedagogical activity; systematic self-education and selfdevelopment; context of self-development and professional activity; updating the results of selfdevelopment; elective self-education; awareness of self-education), which will contribute to the formation of a polycultural competence of the educator in terms of professional activity in the preschool institution. The structural components of a polycultural competence of a preschool teacher are characterized: motivational-personal, cognitive, activity, reflexive. It is established that the motivational and personal component of a multicultural competence determines the attitude of the educator to his own activities in a multinational group of preschool children, the central of which is the unconditional acceptance of a child of any nationality and implements motivational and regulatory functions. It is found out that cognitive component of a polycultural competence provides the teacher of a preschool education institution with his own values: life, professional and multicultural, which occurs through self-knowledge, self-assessment and selfdetermination and implements cognitive, regulatory and communicative functions, systematizing information on a single conceptual basis. It is determined that the activity component of a polycultural competence of a preschool teacher ensures creation of new pedagogical technologies, design of culturally appropriate teaching aids, non-standard, creative and innovative methods for preschool children, solving theoretical and practical problems arising in a multicultural group and promotes regulatory and communicative functions and independent forecasting and adjustment of further development of own polycultural competence.