DIAGNOSIS OF THE LEVELS OF READINESS OF FUTURE EDUCATORS TO DEVELOP A SENSE OF ADMIRATION IN PRESCHOOL CHILDREN

Belenkaya Elena Viktorovna

Introduction. The article analyzes the problem of the readiness of future preschool educators to develop a sense of admiration in preschool children. The relevance of the topic is due to the increasing role of emotional development in early childhood, which requires teachers not only to have professional knowledge, but also to have developed personal and communicative competencies. As part of the study, a ascertaining experiment was conducted, the purpose of which was to diagnose the levels of readiness of students – future teachers – for the formation and development of a sense of admiration among preschoolers. Materials and Methods. During the experiment, various methods of pedagogical diagnostics were used, including self-analysis, observation and expert assessment, which made it possible to objectively determine the level of formation of the cognitive, emotional-value and communicative-activity components of students' readiness. Results of the study. Three groups of students were identified: with high, medium and low levels of readiness. Students with a high level demonstrated a conscious attitude to the importance of feelings of admiration in the development of the child, the ability to apply methods of emotional stimulation and developed communication skills. The average level was characterized by partial understanding and unstable practical skills, while the low level was characterized by insufficient motivation and a limited arsenal of pedagogical tools. Based on the analysis of the experimental results, recommendations for professional educational organizations aimed at improving the training of future educators are proposed. In particular, the need for integration into educational programs of special courses on the development of emotional intelligence, communication skills and practical skills of organizing an emotionally saturated environment for preschool children is emphasized. Conclusion. Thus, the results of the diagnosis indicate the need for targeted improvement of the professional training of future educators to develop a sense of admiration in preschool children. The introduction of special courses and practice-oriented tasks into the educational process contributes to the formation of stable cognitive, value-semantic, and communicative-activity competencies among students. This, in turn, ensures the creation of a favorable educational environment conducive to the harmonious development of the child's personality and the unfolding of his emotional potential.

Keywords:future teachers, preschool age, feeling of admiration, levels and criteria of readiness, diagnostics