Підготовка майбутніх вихователів до організації конструктивної діяльності дітей дошкільного віку

Abstract

У дисертації з’ясовано значення та особливості конструктивної діяльності, її функції в загальному розвитку особистості; обґрунтовано комплекс педагогічних умов підготовки майбутніх вихователів до організації конструктивної діяльності дітей дошкільного віку: формування в студентів мотиваційних установок на організацію конструктивної діяльності як засобу інтелектуального розвитку дитини-дошкільника; реалізація мисленнєво- діяльнісного підходу до організації навчально-пізнавальної діяльності з формування компетентностей здійснення конструктивної діяльності; забезпечення розвитку вмінь проектувати та організовувати конструктивно- освітнє середовище як засіб формування конструктивної діяльності дошкільника. Уточнено структуру, функції, форми, етапи конструктивної діяльності. Змодельовано процес реалізації педагогічних умов підготовки майбутніх вихователів до організації конструктивної діяльності дітей дошкільного віку.

В диссертации установлени значение и особенности конструктивной деятельности, ее функции в общем развитии личности; обоснован комплекс педагогических условий подготовки будущих воспитателей к организации конструктивной деятельности детей дошкольного возраста: формирование мотивационных установок на организацию конструктивной деятельности как средства интеллектуального развития ребенка-дошкольника; реализация мыслительно-деятельностного подхода к организации учебно-познавательной деятельности по формированию компетентностей осуществления конструктивной деятельности; обеспечение развития умений проектировать и организовывать конструктивно-образовательную среду как средство формирования конструктивной деятельности дошкольника. Уточнены структура, функции, формы, этапы конструктивной деятельности. Смоделирован процесс реализации педагогических условий подготовки будущих воспитателей к организации конструктивной деятельности детей дошкольного возраста.

The development of modern child as a person provides maximum realization of its own activity, independence, initiative, desire to choose its own ways and means to achieve goals, intentions, to realize its own needs and interests. However, the study of pedagogical facts indicating that tough conditionality of preschool education and educational influences leads to simply formation of constructive skills. A common fact in preschool practice is a "constructive formation of skills." This creates to execute adult regulations and causes to the formation of uniform forms of consciousness and behavior of preschoolers. To encourage the child to constructive activities its necessary to trust its natural inclination discretion, to synthesize its own life experiences to rely on its own experience. This inclusion of individual experience of preschoolers in the process of knowledge makes its own developmental favorable for disclosure of internal potential. The meaning and features of constructive activity, its function in the overall development of personalityhas been clarified in the thesis; thecomplex of pedagogical conditions offuture educators preparation to the constructive activity of preschool children, in particular, the formation of their motivational systems for the constructive activity organization as a means of intellectual development of preschool child; implementation of mental-activity approach to teaching and learning of competencies to build constructive implementation activities; providing the development of skills to design and organize constructive and educational environment as a form of constructive activity of preschooler have been grounded. Constructive engagement activities as emotional and motivational, cognitive and semantic and action-converting components as an integral component ofprofessional training and professional competence of the educator has been considered, because it is aimed at model formationof teaching and learning activities, which is based on the idea of a systematic and holistic approaches to the organization of educational process as a process of solving systems of various educational problems.Working on tasks that require theoretical and methodological analysis, diagnostics, goal-setting, forecasting, planning and reflection forms a constructive skills of future teacher educator. The expediency of using criteria and its performance has been theoretically grounded,such criteria as: value and trust, involving respondents understanding the goals and objectives of educational activities, the importance of pedagogical knowledge, presence of psychological installation on vocational and educational improvement towards the formation of constructive skills, experience of organization the constructive activity of preschool children; cognitive, providing constructive possession of skills, to build and to propel logically complete educational system (integrated planning educational objectives, content justified the selection of the educational process, the optimal choice of methods, forms and means of its organization); to transform the objective content of the learning process in teaching specific task; reflexive-adjustment requiring a high level of teacher respondents reflection, and in particular of skills introspection of constructive activity to fix the results and its subsequent revaluation. Thestructure of constructive activityas the unity of motivational, operational and dynamic and effective components, functions (cognitive, productive); forms (constructing the model, model specific conditions, frame by simple drawings and visual schemes plan, a specific topic, "free" design); stages of constructive activities (development the tree of objectives, development the programs of implemention the objectives, tactics and general purposes, according to the model and thetree of objectives) has been clarified in the study. The process of implementing pedagogical conditions of preparation of future educators to the constructive activity of preschool children as a synthesis target, informational and procedural components has been simulated. The model reflects the relationship components: specific principles, contents (discipline psychological and pedagogical cycle, special seminars, process maps, instructional designers sessions, innovative projects), methods (solution of pedagogical situations, formation the tree of objectives, studying incidents, original stories of teaching practice, game-staging methods of incident, case-audience, construct and controversy, forms and methods of training (micro teaching, creating material carriers constructive and projective activities, presentation, materials for the design and modeling of verbal and text cards, varieties of construct) and as criteria (value-target, cognitive, reflexive and remedial) and indicators to determine the level of future educators for organization of constructive activity of preschool children. Experimentally proved the theoretical position that developed in the thesis pedagogical conditions promoting formation of students' readiness for organizationof constructive activity of preschool children.