ON THE METHODOLOGICAL PRINCIPLES OF TRAINING FUTURE PRESCHOOL TEACHERS FOR THE DEVELOPMENT OF PRESCHOOL CHILDREN’S SOCIAL ABILITIES AND SKILLS

Introduction. In the context of the concept of a new Ukrainian school, attention is increasingly given to preschool childhood in general and to preschool education in particular. The basic competencies of a 5-7 year old child include social competence, which increases the importance of the formation of a senior preschool child's social abilities and skills, actualizing the readiness of the teacher of the preschool educational institution for the above-mentioned sphere of the professional activity. Purpose. To substantiate the basic value of the activity approach in conjunction with some other approaches that make up theoretical and methodological principles for deepening scientific representations about the preparation of students who acquire the specialty «Preschool education» in higher education, to constructively develop social skills and skills of senior preschool children. Results. As the analysis of scientific literature suggests, such a perspective on the training of the future teacher-educator has not yet been the subject of comprehensive theoretical and methodological thinking. This circumstance predetermined the purpose of the article proposed by the author. As a result of the analysis of the carried out research in which directly or indirectly the problem issues related to the enrichment of the teaching resource of the higher school and its implementation in the practical-oriented plan were justified, the need to develop such a pedagogical strategy based on methodologically verified research approaches is substantiated. Self-reflexion of the existing experience of higher education in the above-mentioned plane convincingly testifies to the need for a scientifically sound approach that would allow the university educational process to be understood as a pedagogical system. In an effort to maximally take into account the foregoing with the aim of expanding scientific knowledge about the concept of training a future preschool teacher for the development of a senior preschool child as a subject of social action, close attention is paid to those parameters that make it possible to see the potential of constructively in the generally recognized research approaches in pedagogy. Conclusion. We have taken as a basis the methodologically valuable statement of psychologists that «personality is the internal moment of activity»; it is precisely «the subject that acts as a subject of social action». Such a vector of comprehension of the resources of the activity, competence and personal approaches allowed the author of the article to come to the conclusion that in developing the experimental strategy of training a preschool teacher who is capable of developing a child as a subject of social action, one should see the methodological guidelines for this strategy.