Становлення полікультурної компетентності вихователя в умовах професійної діяльності в закладі дошкільної освіти
Вантажиться...
Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
ФОП Цьома С. П.
Анотація
У статті обґрунтовано функції (мотиваційну, когнітивну, комунікативну, регуляційну), принципи (пріоритету самоосвіти і 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 self-development; context of self-development and professional activity; updating the results of self-development; 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 self-determination 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.
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 self-development; context of self-development and professional activity; updating the results of self-development; 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 self-determination 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.
Опис
Ключові слова
полікультурна компетентність, вихователь, функції, принципи, структурні компоненти полікультурної компетентності вихователя закладу дошкільної освіти, polycultural competence, educator, functions, principles, structural components of a polycultural competence of the teacher of preschool education institution
Бібліографічний опис
Кондратюк С. Становлення полікультурної компетентності вихователя в умовах професійної діяльності в закладі дошкільної [Текст] / С. Кондратюк, В. Бутенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2021. – № 4 (108). – С. 413–427. – DOI 10.24139/2312-5993/2021.04/342-352.