Підготовка майбутніх вихователів до емоційного розвитку дітей дошкільного віку

Abstract

У дисертації досліджено проблему підготовки майбутніх вихователів до емоційного розвитку дітей дошкільного віку. Визначено сутність феномену «готовність майбутнього вихователя до емоційного розвитку дітей», у структурі якого виділено когнітивний, мотиваційний, діяльнісний компоненти. Уточнено поняття «емоційний розвиток дітей дошкільного віку», «емоційне неблагополуччя дітей», «підготовка майбутнього вихователя до розвитку емоційної сфери дітей». Визначено критерії (організаційно-інформаційний, ціннісно-орієнтаційний, операційно-результативний), показники та схарактеризовано рівні (достатній, задовільний, низький) готовності майбутніх вихователів до емоційного розвитку дітей дошкільного віку. The dissertation examines the problem of preparing future educators for the emotional development of preschool children. The essence of phenomena is «emotional development of preschool children» is viewed as a complex, continuous process that shapes the emotional sphere of children at the pre-school stage and is manifested in an emotional attitude towards the world around us, «emotional distress of children» indicates its negative emotional state, which is expressed in the form of acute and persistent negative emotional experiences that arise when the child is not satisfied with the attitude of her adults and peers, «preparation of the future educator for the emotional development of children of preschool age» is considered as a focused process in the framework of general vocational and pedagogical training of these specialists in higher education institutions, aimed at forming the theoretical and methodological knowledge and skills necessary for the future specialist for effective interaction with children. preschool age in order to develop their emotional sphere and prevent emotional distress «readiness of the future educator for the emotional development of children» is viewed as a difficult professional-personal formation characterized by the presence of the necessary psychological and pedagogical knowledge, skills and skills aimed at the development of the emotional sphere of children of preschool age and overcoming and correction of their negative emotional states; «pedagogical conditions of training future educators for the emotional development of preschoolers». and its structure, in which cognitive, motivational, activity components, criteria: (organizational-information with indicators: awareness of types of emotions and non-verbal means of their expression; awareness of the peculiarities of social and emotional development and the specifics of emotional manifestations in children; knowledge of the specifics of the organization of the pedagogical process, taking into account the emotional sphere of children of preschool age; value-orientation with indicators: positive motivation to take into account the emotional states of preschool age children in interaction with them; the desire to work and establish emotional contact with children of preschool age and their parents; awareness of the need to use pedagogical technologies to prevent the emotional distress of pre-school children; operative-productive with indicators: ability to create emotional contact with children; ability to plan individual work with preschool children in order to correct emotional development; creative approach to teaching children of preschool age socially accepted ways of expressing emotions), the levels (sufficient, satisfactory, low) of the investigated construct are characterized.