Підготовка майбутніх вихователів до формування художньо-конструктивної діяльності дітей дошкільного віку

Abstract

Охарактеризовано особливості та структуру художньо-конструктивної діяльності дітей дошкільного віку в умовах закладу дошкільної освіти. Визначено напрями вдосконалення професійної підготовки майбутніх вихователів закладів дошкільної освіти до формування художньо-конструктивної діяльності дітей дошкільного віку. Обґрунтовано систему професійної підготовки майбутніх вихователів до формування художньо-конструктивної діяльності дітей дошкільного віку, яка охоплює особистісно-мотиваційний, освітньо-інтегративний, діяльнісний, рефлексивно-оцінювальний компоненти. Розроблено структурно-функціональну модель системи професійної підготовки, розкрито педагогічні умови, форми, методи і прийоми, засоби навчання, які сприяють ефективному впровадженню системи професійної підготовки майбутніх вихователів до формування художньо-конструктивної діяльності дітей дошкільного віку в умовах закладу дошкільної освіти.

In the dissertation, based on the analysis of psychological-pedagogical and methodical literature, a theoretical-methodological substantiation, development, and experimental verification of the effectiveness of the system of training future teachers of preschool education institutions for the formation of artistic and constructive activities of preschool children were carried out. In the research process, the essence and peculiarities of preschool children's artistic and constructive activity were clarified, and its structure was characterized. On the basis of the scientific and pedagogical analysis of the investigated problem, it was established that preschool children's artistic and constructive activity is characterized by permanent progress, begins in the conditions of family upbringing, and is formed and improved in a preschool educational institution. A comprehensive analysis of scientific and methodological sources made it possible to identify the following components of the artistic and constructive activity of preschoolers: analytical-cognitive, constructive-transformative, artistic-creative, and personal. It was found that the preparation of future educators for the formation of artistic and constructive activities of preschool children should be organized in different directions: 1) artistic and constructive activities of preschool children which include the following types of work: conducting classes with children, excursions, organizing exhibitions of children's works, organization of children's independent artistic and constructive activities, work with parents; 2) the teacher's own artistic and constructive activity: production of various didactic materials for classes, children's games, attributes for holidays; design activity (aesthetic decoration of the residence of the child care center, playground, area of the preschool education institution). The theoretical and methodological basis of the dissertation research was made up of systematic, personally oriented, activity, competence, axiological, and cultural approaches, which allowed: to substantiate the tasks and directions of the research; determine the program and methodical structure, research stages; find out the essence of basic concepts; characterize the conceptual and categorical apparatus of research; to develop a concept, a pedagogical model, to substantiate the pedagogical conditions for the training of future educators for the formation of artistic and constructive activities of preschool children and directions for improving the system of professional training of future specialists of the preschool profile in the specified direction; analyze empirical data and formulate conclusions. The research concept is based on methodological, theoretical and technological concepts, according to the provisions of which a model of the training system of future educators for the formation of the artistic and constructive activity of preschool children in the conditions of special education is designed, which reflects: the interaction of personal-motivational, educational-integrative, activity-based, reflective-assessment components of training. Taking into account the general didactic and specific principles and criteria, the content of the artistic and constructive training of future preschool teachers was structured by means of the purposeful filling of educational courses («Fundamentals of fine art with methods of guiding children's visual activity», «Modern artistic techniques for children of early and preschool age», «Decorative art», «Artwork and the basics of design») with appropriate psychological-pedagogical, artistic-aesthetic and special artistic-constructive knowledge, which is necessary for students to properly organize and guide the creative development of children. Pedagogical conditions for the preparation of future educators for the formation of artistic and constructive activities of preschool children have been determined. Innovative and traditional forms, methods, and teaching tools were selected, and criteria, indicators, and levels of readiness of future educators for the formation of artistic and constructive activities of preschool children were identified: motivational (diagnosis of the level of formation of motivational readiness of the individual), cognitive (selection of relevant knowledge that is necessary for proper training of future educators in the specified aspect), conative-educational (proper level of formation of relevant skills) reflexive-corrective (formation of personal and professional qualities, presence of creative potential in the specified type of activity). Experimental verification of the effectiveness of the training system for future educators for the formation of artistic and constructive activities of preschool children was carried out. Research and experimental work confirmed the position of the research concept and proved the effectiveness of the proposed training system for future teachers for the formation of artistic and constructive activities of preschool children.