FUTURE PRESCHOOL TEACHERS’ TRAINING IN PHYSICAL EDUCATION OF PRESCHOOLERS IN STUDYING PRESCHOOL PEDAGOGY

Introduction. The unsatisfactory state of health of the population of Ukraine, СOVID-19, the martial law in Ukraine highlights the problem of quality physical education for the younger generation. Physical education at preschool educational institutions involves maintaining and strengthening the children's health, promoting their full physical development, enhancing well-timed development of motor skills, mastering the health care lifestyle, and inculcating the interest in physical activity. Consequently, future teachers' training for building health-preserving and motor competencies of preschoolers is of special importance nowadays. Studying the discipline «Preschool Pedagogy» has an important place in this process. Purpose. The aim of the article is to highlight the potential of the discipline «Preschool Pedagogy» in the system of future teachers' training for building health-preserving and motor competencies of preschoolers as a result of quality physical education. Methods. It has been used the following theoretical methods and cognitive techniques for achieving the purpose, such as analysis and generalization of scientific literature, comparison, synthesis, systematization and generalization of information. Results. Ukrainian scientists T. Andriushchenko, O. Bohinich, H. Barsukovska, E. Vilchkovskyi, L. Harashchenko, N. Denysenko, M. Yefymenko, O. Kurok, N. Levinets, N. Lisnevska, L. Lokhvytska, M. Mashovets, V. Pakhalchuk, S. Titarenko, T. Shynkar, O. Shovkoplias, etc. have devoted their researches to the study of various aspects of the issue of physical education for preschool children and future preschool teachers' training. The mentioned scientists have developed a methodology of physical education for preschool children and identified its tools, forms, methods, and conditions for effective implementation in current realities. The models, pedagogical technologies, pedagogical and organizational conditions for future preschool teachers' training in physical education of preschool children have been investigated. Teaching experience suggests that the aim of the preschool pedagogy teacher is not to form the knowledge, skills and abilities in the field of physical education of preschoolers in the future preschool teachers, but to build physical education and health care competence as the ability to implement the content of physical education, taking into account the requirements of the Basic component of preschool education, concrete preschoolers, the conditions of the preschool educational institution and the parents' expectations. Originality. Teaching the discipline «Preschool Pedagogy» using multimedia and interactive learning technologies shows its considerable potential in the implementation of tasks, which are aimed at building physical and health care competence of future bachelors. Conclusion. The discipline «Preschool Pedagogy», taught with the use of multimedia and interactive technologies, has significant potential for building the physical culture and health care competence of future preschool teachers.