READINESS OF FUTURE TEACHERS TO EDUCATE THEIR OWN DIGNITY IN CHILDREN OF OLDER PRESCHOOL AGE

Introduction. The problem of preparing preschool education specialists for activities related to the personality development of preschoolers in general, education of their self-esteem in particular, is relevant for several reasons: due to the lack of domestic research in this direction; given the high significance of the personal component for assessing the competence of a graduate of higher education; as a result of the lack of theoretical and experimental works devoted to the problem of formation and development of self-esteem as a basic personality quality.Purpose. The article aims to reveal the phenomenology of self-esteem, to characterize the types of its development in children of older preschool age and the level of readiness for activities of the specified direction. future teachers of vocational education and training; outline ways to optimize the process of training the latter in higher education institutions. Methods. The following methods were used: analysis and generalization of data from psychological and pedagogical scientific sources on the problem of dignity; theoretical modelling to build an experimental structural- functional model of educational process optimization; survey, creation of moral choice situations, creative tasks, business games, and project method. Results. The main results of the study include: 1) theoretical substantiation of the problem of readiness of future preschool education specialists for self-esteem development activities in 5-7-year-old children; categorization of self-esteem as an individual's inner confidence in his abilities and self-realization, which is evidenced by a set of skills: responsible self-determination, creative self-realization, the ability to self-develop and the ability to self-preservation; 2) development of criteria, indicators and determination of types of self-esteem development in older preschool children; 3) determining the levels of readiness of future preschool education specialists to educate preschoolers' self-esteem; 4) the set of psychological and pedagogical conditions for optimizing this process in higher education is substantiated; 5) creation of the author's model of optimization of the process of training future specialists of preschool education for activities on the development of the personality of preschoolers in general, self-esteem as a basic quality in particular; Originality For the first time: the phenomenology of self-esteem as a basic personality quality is revealed, the criteria for evaluating the types of development of the studied phenomenon in children of older preschool age are defined; the level of formation of future specialists of preschool education in readiness for activities on thedevelopment of self-esteem in children aged 5-7 years is characterized; the psychological and pedagogical conditions for the optimization of this process are substantiated; the author's model of increasing the efficiency of the process of preparing student youth for activities on the development of the personality of preschoolers in general, self-esteem as a basic quality in particular, was created. Conclusions. In the course of the study, a lack of domestic research on the problem of the development of dignity in early ontogenesis and in the process of training preschool education specialists in higher education institutions was recorded, an indicator of her maturity and is evidenced by her ability to responsibly self-actualize and creatively realize her capabilities, strive for self-development and create a safe living space for herself.