FEATURES OF THE PROFESSIONAL TRAINING OF FUTURE EDUCATORS FOR THE ORGANIZATION OF CHILDREN’S PLAY ACTIVITIES

Abstract

The formation of the organizational competence of the future teacher of a preschool education institution as the ability to organize play (leading) and other types of children’s activities and to support the types of activities initiated by the child is an urgent pedagogical problem. In the article, the professional training of future educators is defined as a purposeful systemic process focused on the formation of pedagogical competence and the readiness of education seekers to organize children’s play activities in the environment of a preschool education institution.The purpose of the article is to identify and analyze the specifics of professional training of students of specialty012 Preschool education to the organization of play activities of children of early and preschool age in the communal institution of higher education «Lutsk Pedagogical College» of the Volyn Regional Council. In order to achieve the set goal, the following tasks were solved: 1) the concept of professional training of students of specialty 012 Preschool education was specified; 2) the role and place of organizational competence in the system of professional competences of a modern educator is determined; 3) the specifics of forming the readiness of future educators to organize game activities in the «Lutsk Pedagogical College» KZVO of the VOR were investigated. The research used methods: analysis, synthesis, generalization, systematization. The organization of leisure activities of preschool children is defined as a two-way process, which involves the active self-activity of the child under the mediated pedagogical influence of the teacher, which actually ensures the activityof the child and is manifested in his choice of types and forms of play, role performance, compliance with the rulesof the game, etc. Features of professional training of students of specialty 012 Preschool education to the organization of play activities are: systematicity, purposefulness, complementarity in the study of educational components, unity of theory and practice. Further scientific research is needed to substantiate the organizational and pedagogical conditions for the formation of the readiness of future educators to implement the leisure activities of preschool children in the conditions of a modern preschool education institution.