Автор визначає вектори наукових досліджень у галузі дошкільної освіти: формування прогностичних знань і вмінь студентів педагогічних факультетів; психологічні засади підготовки керівників загальноосвітніх навчальних закладів до прогностичної діяльності; формування у майбутніх педагогів прогностичного компонента професійної діяльності; педагогічне прогнозування у системі неперервної педагогічної освіти: методологія, теорія, практика; прогнозування в галузі освіти як наукопедагогічна проблема.
Автор определяет векторы научных исследований в сфере дошкольного образования: формирование прогностических знаний и умений студентов педагогических факультетов; психологические основы подготовки руководителей общеобразовательных учебных заведений к прогностической деятельности; формирование у будущих педагогов прогностического компонента профессиональной деятельности; педагогическое прогнозирование в системе непрерывного педагогического образования: методология, теория, практика прогнозирования в области образования как научно-педагогическая проблема. Ключевые слова: дошкольное образование, проблематика исследований, подготовка специалистов дошкольного образования, готовность.
The methodological training basis of teacher of pre-school educational institution is: humanistic, personal, competence-based, systematic, activity-related, environmental, axiological, cultural, anthropological, synergistic and ethnic-pedagogical approaches. Professional training of future teachers is based on the person-centered education paradigm.
Person-centered model of pre-school education makes provisions for: learning by the teachers of age and individual characteristics of pre-school children development; creation of specific, individually-oriented system of training and education of preschool children.
Person-centered activities of future teachers of pre-school educational institution allows for: future teacher’s awareness of his/hers role in child's personality formation, ability to understand the child; performing of qualified professional pedagogical interactions of grown-up and child on the principles of collaboration and co-creation in the forms and activity types specific for the preschooler; ability to assess the level of development, politeness, proficiency and adaptability of child bringing-up and educational process to his/hers individual characteristics; designing of child’s personality and collective development, forecasting of activity efficiency, research approach to the child, which is aimed at the study of his/hers personalities and at the search for optimal development and self-development ways; amendment of educational process organization depending on the current conditions; creative approach to the activity (development and solving of problem-based situations, formulation of creative tasks).
Training of specialists in the higher school represents the process of professional competence formation that, along with domain knowledge, includes psychological and socio-psychological readiness of the personality to future activity.
Therefore, improvement of the higher pedagogical school requires relevant changes in the system of professional and pedagogical training of the future teacher of pre-school educational institution.
Area of scientific research is determined by the timely character of readiness of teachers to the work with children in pre-school educational institutions on aesthetic, speech, ecological and ethnography education issues. The work of scientists is aimed at the updating not only the content of staff training for pre-school education, but also at diversification of forms and methods of pedagogical subjects teaching in higher educational institutions.
