DISCIPLINE «METHODS OF THE DEVELOPMENT OF AESTHETIC COMPETENCE OF FUTURE PRESCHOOL TEACHERS» AS AN INTEGRATED COMPONENT OF DEVELOPMENT FUTURE PRESCHOOL TEACHERS’ AESTHETIC COMPETENCE

Introduction. The development of future teachers' aesthetic competence is one of the urgent problems of preschool education. For this purpose, the discipline «Methods of the Development of Aesthetic Competence of Future Preschool Teachers» was created. It performs an integrative function and in combination with other professional disciplines aims to develop aesthetic competence of future preschool teachers. Also, it is designed to develop all components of aesthetic competence: motivational, personal, cognitive, activity and reflexive. Purpose. The purpose of the article is to present the content and methods of teaching author's discipline «Methods of the Development of Aesthetic Competence of Future Preschool Teachers», which plays the role of an integrated component of the future preschool teachers' aesthetic competence development. Methods. The scientific and methodological analyses of the literature as well as analysis of the basic scientific views are used in the research article. Results. The results of scientific research can be used in higher education institutions for further improvement of future preschool teachers' professional training, in particular for the development of their aesthetic competence. The main provisions and theoretical conclusions of the study prove that the author's discipline «Methods of the Development of Aesthetic Competence of Future Preschool Teachers» is an integrated component of the development of aesthetic competence of future preschool teachers. Originality. The author's discipline «Methods of the Development of Aesthetic Competence of Future Preschool Teachers» is developed and the methods of its teaching are proposed. Conclusion. The discipline «Methods of the Development of Aesthetic Competence of Future Preschool Teachers» plays the role of an integrated component of the future preschool teachers' training, in particular, ensures the development of their aesthetic competence, as it is based on knowledge of a number of professional disciplines, and the quality of its content largely depends on the appropriate and integrated use of problem-based, interactive and multimedia learning technologies.