Підготовка майбутніх фахівців у галузі дошкільної освіти до здійснення особистісно зорієнтованої взаємодії з дітьми

Abstract

У статті здійснено аналіз сутності спілкування, педагогічного спілкування, особистісно зорієнтованої взаємодії педагога з дітьми, окреслено напрями підготовки майбутніх фахівців у галузі дошкільної освіти до її реалізації в умовах дошкільного навчального закладу. The issue of preparing future preschool teachers for implementing person-centered interaction with children at pre-school educational institutions is examined. Such kind of training can be carried out in terms of intercourse humanizing between a teacher and students, collaboration, honorable teacher’s attitude towards students, considering them as indi-viduals, self-conscious and responsible subjects of their own development; as well as in terms of creating maximally favorable conditions for the development and self-development of students’ personality by means of revealing and us-ing their individual personal features as a subject of educational interaction. The carried out review of psychological and pedagogical theoretical sources allowed to reveal the essence of the phenomena of “intercourse”, “pedagogical in-tercourse”, and “interaction”. Pedagogical interaction is considered as a process of mutual influence of a teacher and students on one another. Its character is determined by the type of relations between a teacher and students. The results of the conducted questioning of future preschool teachers are presented; the criteria of determining pedagogical inter-course style (democratic, liberal, authoritarian) are described. It has been revealed that first-year students consider per-sonal qualities of a teacher to be the most important ones, while graduates think that professional qualities are of most significance. It has been also revealed that the following directions of preparing future preschool teachers for imple-menting person-centered interaction with children are the most essential ones: mastering humanistic technologies, de-veloping intellectual and spiritual requirements and demands of children, conditioning the development of their capabil-ities, obtaining humanity values, children’s adaptation in society, providing efficient organization of active and purpose-ful activity of preschoolers.