BASIC APPROACHES TO THE PROCESS OF PREPARING STUDENTS TO THE IMPLEMENTATION OF MOTOR MODE IN PRESCHOOLS

• Олексій Іванович Юрчук

  РДГУ

The article deals with the peculiarities of the future pre-school teachers’ preparation process for the implementation of the motor mode in the pre-schools. The views of domestic and foreign scholars on various theoretical pedagogical approaches are analyzed: systemic, competence and activity. The importance of modern methodological approaches as decisive for the scientific substantiation of future pre-school teachers’ effective vocational training and the formation of professional knowledge regarding the implementation of the motor mode in the pre-schools is revealed. Methodological approaches are substantiated and their possibilities in organizing the process of the future pre-school teachers’ preparing for the implementation of the motor mode in the pre-schools are revealed.

It is found that the use of a systemic approach makes it possible to ensure the integrity of the process of forming the future pre-school teachers’ professional competence through the activity of the teacher, subjective freedom in the choice of activities and its components, to analyze the places and functions of all its constituents and to build its theoretical model.

Within the competence approach, the status of competences as a result of education is traced, covering all aspects of activity - knowledge, operational-technological, value-motivational, etc.

The effectiveness of the activity approach to the process of the future pre-school teachers’ professional formation in the conditions close to the professional ones is determined. Attention is drawn to the fact that the organization of cognitive activity based on this approach makes it possible to review the traditional ideas about the educational process, ensuring the transformation of the future pre-school teachers from the object of influence of the teacher into an active subject of educational activity.

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