FUTURE TEACHER’S READINESS TO DEVELOPMENT OF PRESCHOOLER’S CREATIVE POTENTIAL: THE NATURE AND STRUCTURE

The article brought the sensory of preschool age period as a phase of "primary creativity" to the formation of a creative personality. The author has paid attention to the interpretation of the creative potential of preschool as child's combination of his/her opportunities. Its structure is considered in a broad and narrow sense. The essence of the phenomenon of the future teacher's readiness to development of the preschooler's creative potential has been disclosed. We can see here the structure containing the motivational value, cognitive-activity and operational components. This motivational value component contains motives of the choice of teaching profession and the satisfaction by it, strong interest to professional activities; valuable attitude to the child, focus on his/her creative development; the installation for preschooler's productive creativity formation characterized by stability; intentionality on child, dynamism; high emotional and volitional tone, desire and ability to overcome the difficulties that arise in the formation process preschoolers' creativity, their divergent thinking; complex ideas about himself as a professional (professional I - concept); the concept of the child as a significant other, based on the position and along with the child. The cognitive component of the readiness to development of the preschooler's creative potential includes a set of knowledge and ideas about the specifics of the educational process in preschool system, preschooler's psychological and pedagogical features, preschooler's age features of creative development, including his creativity, organization, coordination and correction of group interaction among kids. Operational readiness and activity component to form the preschooler's creative potential, component contains an ordered set of pedagogical abilities and skills that are necessary for the formation preschooler's productive creativity, which according to N.Kuzmina's classification are gnostic (adequately diagnose and assess the children's creativity, himself as a future professional reflect its complications and children's difficulties), project-design (to plan, design, predict and anticipate the results children's creative activity as for realize their creative potential), organizational (to coordinate their professional actions with students, their parents and the colleagues' actions on the formation children's creative potential), communication (chat with children in the form of participation, co-creation of children and adults in the child's life organization with a priority of dialogue between child and adult) abilities and skills.