METHODOLOGICAL APPROACHES IN THE STUDY OF THE DEVELOPMENT OF COGNITIVE INITIATIVE OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Introduction. The current stage of society's development in the context of the transition to global digitalisation of all spheres of economic and sociallife is characterised not only by the introduction of such knowledge-intensive technologies as automation and artificial intelligence, but also by the interdisciplinary integration of various sciences. Purpose.The aim of the article is to analyse methodological approaches to the study of the development of cognitive initiative of future preschool teachers using information and communication technologies.Methods. Theoretical research methods used: analysis and synthesis of philosophical, psychological, pedagogical literature: systematisation and generalisation of scientific achievements in the system of higher education and in the field of preschool education; interpretation of the results of the analysis of modern methodological concepts–to clarify the state of the problem and determine the conceptual provisions of the study, the formation of the conceptual and terminological apparatus of the problem of development of cognitive initiative of future teachers of preschool education institutions by means of information and communication technologies.Results. The study notes that the student-centred orientation of the educational process not only contributes to the development of cognitive initiative of future teachers of preschool education institutions, but also forms comprehensively developed and independent personalities ready for continuous learning and professional growth. It has been established that cognitive initiative is the ability and desire of a student to actively seek knowledge, ask questions, explore new ideas and solve problems independently.Originality. The development of cognitive initiative of future teachers of preschool education institutions by means of information and communication technologies is considered as a complex pedagogical phenomenon that should be considered from the standpoint of a set of methodological approaches (systemic, integrative, competence, activity), these methodological approaches provide for obtaining various characteristics of the phenomenon under study. The correctness of this provision is due to the organic connection of scientific approaches with each other, which follows from the internal interconnection of the categories that constitute the semantic core of each of the proposed setof approaches.Conclusion.The integrated use of methodological approaches (systemic, integrative, competence, activity) allows for more effective research and development of cognitive initiative of future teachers of preschool education institutions. Each approach contributes to the understanding of the processes and mechanisms of development of this important quality, which contributes to the formation of highly qualified preschool teachers. It is established that each methodological approach (systemic, integrative, competence, activity) allows to effectively research and develop the cognitive initiative of future preschool teachers is correlated with a certain levelof scientific methodology.