DEVELOPMENT OF PROFESSIONAL AND PEDAGOGICAL WORLDVIEW OF FUTURE PRESCHOOL TEACHERS

Introduction. Professional and pedagogical worldview develops when a person enters the profession. The pedagogical reality for the student in conceptual terms is as incomprehensible as for the child who is mastering the world around him. The basics of professional and pedagogical worldview begin to develop while studying at a higher education institution, but only in the period of maturity does it develop as a stable system of connections that ensure the transfer of experience in the process of professional activity. Until now, accumulated scientific knowledge, professional experience, experience of relationships with people, mastered many social roles and social skills are acquired, professional experience emerges, which most emphasizes the need to pass on what has been acquired. Purpose. The purpose of the article is to determine the meaning of the concept of «professional and pedagogical worldview of preschool teacher»; to determine the specific functions of the professional and pedagogical worldview of preschool teachers; to characterize the components of the professional and pedagogical worldview of preschool teachers; to develop a method of diagnosing the levels of developing of professional and pedagogical worldview of preschool teachers; to develop and test the method of gradual developing of professional and pedagogical worldview of preschool teachers. Methods. Surveys, scaling, content analysis, testing, specially designed questionnaires, individual and complex conversations with students, educators, directors (heads) and methodologists of preschool institutions were used. Results. The meaning of the concept of «professional and pedagogical worldview of educators of preschool institutions» is determined. It is established that the professional and pedagogical worldview of preschool teacher performs specific functions: methodological, epistemological, axiological, prognostic, reflexive, cultural, organizational. The following components are identified in the structure of professional and pedagogical worldview of preschool teacher: motivational-value, gnostic, emotional-volitional and activity-practical. A method for diagnosing the levels of developing of the professional and pedagogical worldview of preschool teacher has been reviewed. A method of gradual development of professional and pedagogical worldview of preschool teacher has been developed and tested, which included a number of successive, interrelated stages: vocational guidance; theoretical; design and training; educational and practical; professional and practical. Originality. For the first time a method of gradual development of professional and pedagogical worldview of preschool teacher has been reviewed. Conclusion. Comparative analysis of data obtained at the beginning and end of the experimental work proved the effectiveness and efficiency of the shaping method of gradual development of professional and pedagogical worldview.