FORMATION OF FUTURE NURSERY TEACHERS’ PROFESSIONAL COMPETENCE BY MEANS OF INFORMATION AND COMMUNICATIONS TECHNOLOGIES

The article deals with the stages of future nursery teachers' professional competence formation by means of infor- mation and communications technologies. Future nursery teachers' readiness to use information and communica- tions technologies in their work is an integrated indicator which is manifested in stable associative bonds b etween professional competencies and models of their realization with the use of information and communications tech- nologies; in acquiring information and communication technologies which are essential for effective fulfillment of basic functional operations in the information environment of a modern preschool educational institution; in the ability to interpret all tasks of educational and commutative processes of a preschool institution through available functional components of external and internal information environments. The following stages of future nursery teachers' professional competence formation by means of information and communications technologies have been distinguished: cognitive and enriching, productive and active, creative and informational. The formation of future nursery teachers' professional competence based on the application of information and communications technologies together with the use of microteaching methodology for the formation of associative connections can be assessed ac- cording to the following criteria: cognitive-informational, activity-informational, managerial-informational.