READINESS OF FUTURE EDUCATORS FOR THE FORMATION OF ENVIRONMENTALLY FRIENDLY BEHAVIOR IN CHILDREN OF PRESCHOOL AGE AS A RESULT OF PROFESSIONAL UNDERSTANDING

Abstract

The parameters of the effectiveness (efficiency) of professional training of future educators of preschool education institutions are presented in different dimensions. The article identifies the phenomenology of ecological-professional and ecological-pedagogical competence. The ecological dominant in the professional training of future educators of preschool education institutions is analyzed.

A new approach to the training of preschool education specialists is defined – leadership activities of teachers in environmental education of preschoolers, which represents a holistic model that includes motivational-value, emotional-volitional, content and activity substructures and criteria for them.

The key attributes and ecological dominants in the professional training of the future specialist of preschool education for the implementation of ecological and pedagogical activities are outlined.

Emphasis is placed on such concepts as ecological culture, socio-ecological competence, ecological and pedagogical competence of future educators, ecological and pedagogical readiness, professionalism of preschool educators in the formation of ecologically appropriate behavior of preschoolers, the readiness of future educators to form sustainable development.

The author presents his own understanding of the concept of “readiness for the formation of ecologically appropriate behavior of preschool children” as a professional-personal, holistic, integrative new formation, characterized by the presence of formed (assigned) motivational-value dispositions, cognitive-intellectual characteristics, behavioral patterns that are revealed in the ability of the subject of professional activities to the effective formation of a certain segment of the life of preschoolers.