THE PROBLEM DEALING WITH THE TRAINING TARGETED TO THE FUTURE KINDERGARTEN EDUCATORS IN INTELLECTUAL EDUCATION OF PRE-SCHOOLERS

Complication of the tasks and content of children's and youth's education stipulates increasing requirements to pedagogical staff. Hence, there arises the necessity to a far deeper comprehension of the professional training targeted to the would-be pedagogues, including the pedagogues working in the sphere of pre-school education. The aim of the article is to give a theoretical ground and provide for experimental verification of the methods which facilitate the training of the future kindergarten educators in intellectual education of pre-schoolers. The essence of the notions “professional pedagogical training”, “readiness of the would-be educators for intellectual education of pre-schoolers” is analysed. It is stated that today the problem regarding the training of the future kindergarten educators in intellectual education of pre-schoolers is not fully revealed. The stages of the experimental research (stating, forming, controlling) aimed at studying the future educators' readiness for intellectual education of pre-schoolers as well as elaborating the methods which could facilitate the efficiency of the designated training are described. The criteria and indicators of the future educators' readiness for intellectual education of pre-schoolers are determined (the cognitive criterion with the indicators: over-all awareness, the ability to cognate, knowledge of the peculiarities of pre-schoolers' intellectual development; operational criteria with these indicators: the development of speech, memory and attention, abstract-logical verbal thinking, visual memory, constructive thinking, the ability to elaborate conspectuses of games and classes; motivational criterion with these indicators: interest in the educator's professional activities, the desire for self-development, the desire to establish and maintain relationships with preschoolers). The levels of preparedness (proficiency levels) of the future educators for the mental education of preschool children (High, Medium, Low) are characterized. A diagnostic technique for determining the degree of manifestation of the indicators is proposed and a system for their evaluation is developed. The results of the ascertaining experiment are presented. In order to increase the future educators' proficiency level (their preparedness) for the intellectual education of preschool children, the pedagogical conditions were introduced to the students of the experimental group at the forming stage: the use of the problem-developing technology while teaching pedagogical disciplines to the students; orientation of the educational process on the training of the future educators in intellectual education of preschoolers; involvement of the students into research activities. To check the effectiveness of the developed forming methodology, the controlling stage of the experiment was conducted with students of both the experimental and control groups. At this stage of the study, the same diagnostic technique was used as at the stating stage. The results of the control experiment that prove the effectiveness of the proposed forming technique are presented. The prospect of further study relating this problem is seen in the development of new interactive methods for intellectual development of the future educators.