У дисертації презентовано цілісну концепцію розвитку основ професійної культури майбутніх вихователів закладів дошкільної освіти на засадах акме-аксіологічного підходу. Розглянуто сутність понять «культура», «професійна культура», «професійна культура майбутніх фахівців», «професійна культура майбутніх вихователів закладів дошкільної освіти». Обґрунтовано структуру досліджуваного феномена та виокремлено психологічні особливості його розвитку.
Визначено принципи, соціально-психологічні умови, чинники та етапи розвитку основ професійної культури майбутніх вихователів закладів дошкільної освіти у процесі професійної підготовки. На основі методу моделювання розроблено й апробовано на практиці концептуальну модель розвитку основ професійної культури майбутніх вихователів закладів дошкільної освіти.
Експериментально перевірено ефективність комплексної психолого-педагогічної програми розвитку основ професійної культури майбутніх вихователів закладів дошкільної освіти. Розроблено методичні рекомендації щодо формування досліджуваного феномена.
The author's definition of the main concepts is presented in the study: "professional culture of future educators of preschool education institutions" is a complex, integrative, socially-psychological formation in the individual structure of the future educator. It appears and gradually develops in the process of obtaining a higher pedagogical education in the system of personal attitudes towards himself, other people, future pupils, nature and society in general. This includes the intellectual and spiritual-creative potential of the person seeking education, determines his worldview, value orientations, and the general concept of life on humanistic principles and transcendental values. “Development of the foundations of the professional culture of future educators of preschool education institutions" is a process of quantitative and qualitative changes in the ability of future specialists to achieve the heights of personal and professional development within the limits of the possibilities of youth and as a result of purposeful professional training, self-improvement and personal growth.
On the basis of theoretical analysis, spiritual and value orientations, professional competence, and life-creating potential are attributed to the foundations of the professional culture of future educators of preschool education institutions. The stages of their development are determined - pre-competence, adaptation, goal-setting, competence, creativity.
The study highlights and substantiates a new acme-axiological approach, the essence of which is to axiologize the development of the creative individuality of the future educator of a preschool education institution, his achievement of the peaks of synergy of professional and creative abilities and transcendental values (the "heart" of professional activity - unconditional love for children, responsibility, conscientiousness, assertiveness, tolerance, sincerity in relationships, etc). This prevents the formalization and stereotyping of consciousness and triggers the spiritual resources of the future specialist. The research methodology includes the principles of development of the studied phenomenon, namely: active creativity, subjectivity, and transcendence.
The following components were assigned to the structure of the professional culture of future preschool teachers: emotional-cognitive, reflexive-perceptive, professional-valued, spiritual-creative, conative-instrumental. The socio-psychological conditions (spiritual-acmeological, content-instrumental, organizational-production) and factors (internal - individual-psychological, subjective, and external - educational, social, socio-cultural) of the development of the phenomenon were determined in the study. The criteria for the professional culture of future preschool teachers are: cognitive activity, social perception, professional orientation, spiritual creativity, and professional self-efficacy.
The conceptual model of the development of the foundations of the professional culture of future teachers of early childhood education has a progressive character that includes: socio-psychological conditions and means of their implementation, internal and external factors, structural components and their constructs, stage, as well as the foundations of the professional culture of future educators of early childhood education.
The experiment revealed the psychological features of the development of the foundations of the professional culture of future educators of preschool education institutions. Referring to the prolonged character of the development of transcendental values from: contemplation, abstraction to transcendence, reflexive assimilation of the basics of professional culture with a weak manifestation of empathy in interactions, and permanent manifestation of cognitive activity and initiative in creating creative projects and effective coping strategies.
The obtained results of the ascertained experiment actualized the need to organize psychological support for the development of the basics of professional culture of future teachers of preschool education institutions.
A comprehensive psychological and pedagogical program for the development of the foundations of the professional culture of future teachers of early childhood education was developed and implemented. The program was aimed at actualizing social and psychological conditions and activating factors and developing structural components. It included three blocks: 1. development of the foundations of professional culture of future educators of early childhood education in the process of cultural and educational activities, 2. development of the foundations of the professional culture of future teachers of early childhood education in the educational process, 3. development of the foundations of the professional culture of future teachers of early childhood education in the process of practice and scientific work.
The specificity of the development of the professional culture of the future educator of a preschool education institution in extreme conditions is for the creation of such conditions under which each student will be able to develop and implement his own model of coping behavior, which will serve as a reliable protection against stress factors in the process of further pedagogical activity.
The effectiveness of the implemented Program was proven and methodical recommendations were developed for teachers regarding the development of the foundations of the professional culture of future teachers of preschool education institutions.
