FEATURES OF FORMING PROFESSIONAL COMPETENCE IN STUDENTS MAJORING IN A2 PRESCHOOL EDUCATION

Abstract

The educational process in preschool institutions of Ukraine has undergone significant transformations under the conditions of war. Educators have faced new challenges primarily related to preserving children’s psycho-emotional well-being, ensuring safety, and maintaining the continuity of personality formation and development of preschool-aged children in complex social circumstances. This has brought to the forefront the issue of professional training of future educators, which now requires not only the acquisition of new knowledge and skills, but also professional calling, love for children, and readiness to support their harmonious development amid constantly changing educational environments – in other words, the formation of their professional competence. The purpose of this article is to identify and analyze certain features of the formation of professional competence in students majoring in A2 Preschool Education (based on the experience of the Municipal Higher Education Institution «Lutsk Pedagogical College» of the Volyn Regional Council). The research methods include analysis, synthesis, generalization, and systematization. The article examines the functions of the modern preschool educator and their role in creating a safe and developmentally supportive environment in preschool institutions; it also presents a model of professional competence of a preschool educator. Special attention is given to the specific character of the educational-professional program in Preschool Education, which combines the experience and traditions of professional training in the college with the application of innovative preschool education methodologies based on partnerships with higher education institutions and preschools. The following features of forming professional competence in students majoring in A2 Preschool Education are highlighted: content-methodological continuity and complementarity in studying educational components that shape general and professional competences; a diverse range of elective educational components; practice-oriented learning involving experienced preschool educators; the application of innovative forms and methods of organizing the educational process; and the integration of education and upbringing in developing the professional competence of future educators. Further research is required to develop tools for diagnosing the level of students’ readiness for professional activity.