A MODEL FOR THE DEVELOPMENT OF COGNITIVE INITIATIVE OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Introduction. It has been established that the cognitive initiative of future preschool teachers refers to their ability and desire to actively engage in the educational process, show interest in academic subjects, and independently deepen their knowledge. It includes such traits as self-organisation, dedication, creativity and desire to learn new things. Future teachers of preschool education institutions with high cognitive initiative can set their own learning goals, actively seek additional information, participate in group discussions, and apply the knowledge gained in various practical situations, ready to take more responsibility for their professional training. Purpose. The aim of the article is to develop a model for the development of cognitive initiative of future preschool teachers by means of information and communication technologies.Methods. To verify the initial assumptions and achieve the goal of the article, empirical and theoretical methods were used at different stages of the study: analysis of regulatory documents and psychological and pedagogical literature, interviews with managers and teachers of higher education institutions based on pedagogical experience, interpretation, abstraction, modelling, comparison, observation, generalisation, structuring.Results. The study analyses the essence of the concepts of «model» and «modelling». A model of development of cognitive initiative of future preschool teachers by means of information and communication technologies has been developed. The model of development of cognitive initiative of future preschool teachers by means of information and communication technologies includes target, structural and procedural, content and methodological and effective blocks. The study found that this model performs the following functions: it reflects the project of the process of developing the cognitive initiative of future preschool teachers by means of information and communication technologies; is a means of a more thorough study of individual elements of this process; reflects the logic of professional training of students - future teachers of preschool education institutions; clearly demonstrates the main positions of the process of development of cognitive initiative of future preschool teachers by means of information and communication technologies; orientates teachers to continuous modernisation of methods and forms of theoretical and practical training of future preschool teachers.Originality. It has been established that the development of cognitive initiative of future preschool teachers can be successful if appropriate pedagogical conditions are created: enrichment of students' cognitive activity with content educational components that activate the ability to independently search for and present non-standard ideas (innovations) in the process of improvisation outside a given pedagogical situation; encouraging the manifestation of volitional activity in the process of cognition in order to express their own thoughts on the development of specific proposals for solving educational or professional problems; use of information and communication technologies in ensuring the quality of professional training of future teachers of preschool education institutions. Conclusion. The presented model of development of cognitive initiative of future preschool teachers by means of information and communication technologies is considered as an open-type subsystem built into the context of the pedagogical system of professional training of future preschool teachers. The designed model is characterised by integrity, since all these components are interconnected, carry a certain semantic load and work for the final result.