СТРУКТУРНО-КОМПОНЕНТНИЙ АНАЛІЗ ГОТОВНОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ ДО ДІЯЛЬНОСТІ У ПІЗНАВАЛЬНО-РОЗВИВАЛЬНОМУ СЕРЕДОВИЩІ ЗАКЛАДУ ДОШКІЛЬНОЇ ОСВІТИ
STRUCTURAL AND COMPONENT ANALYSIS OF THE READINESS OF FUTURE EDUCATORS FOR ACTIVITIES IN THE COGNITIVE AND DEVELOPMENTAL ENVIRONMENT OF THE PRESCHOOL EDUCATIONAL INSTITUTION

Summary/Abstract: The article identifies the structural components of the readiness of future educators of preschool education institutions to work in the cognitive and developmental environment, namely: motivational-target, meaningful, reflexive, communicative. The motivational-target component implies the professional motivation of the future specialist; the content component means the presence of the necessary professional competence of the future educator, in accordance with the requirements of the Professional Standard of the educator of the preschool education institution. It is determined that the development of the communicative component of the professional readiness of the educator, that is, the presence of a high level of development of professional communication affects all aspects of the specialist’s work, makes him more competitive in the labor market and allows him to respond and effectively perform production functions, in particular, to respond to conflict situations in the pedagogical sphere, to creatively use professional knowledge. It has been determined that forming the reflexive component of the professional readiness of the future educator of the preschool education institution to work in the cognitive and developmental environment, a sufficient level of his theoretical knowledge in the field of pedagogy, psychology and other scientific fields, alternative forms of education and selfeducation of a specialist are involved, bringing to automatism practical skills in creating and the ability to improve the cognitive and developmental environment of RES the ability to analyze professional actions and self-analysis; the ability to reflect on the results of the analysis, draw conclusions and project the trajectory of personal and professional development, as well as the trajectory of personal development of pupils. Particular attention is focused on the need to provide the educational process with scientific and methodological developments and the formation of the readiness of future educators to work in the cognitive and developmental environment, and the involvement of leading foreign experience in this problem.

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