Psychological readiness of educators for a partner position in creating a developing educational environment in a preschool institution

Shibayeva Lyudmila Vasilyevna, Sobakinskikh Oksana Vladimirovna

The purpose of the research presented in the publication was to characterize the readiness of kindergarten teachers to implement a partner position when they jointly plan activities for the development of age-related neoplasms of preschool children. Diagnostic methods for identifying psychological difficulties of educators in solving planning tasks in productive interaction are described, and errors in the implementation of value-target and operational-technical levels of interaction organization are characterized when creating plans for the implementation of educational programs for preschoolers within a week. The results of content analysis of the array of weekly plans of kindergarten teachers are presented, and indicators of the representation of difficulties and errors at each of the levels are given. The diagnostic results allow us to substantiate the model of organizational and psychological conditions that contribute to the dynamics of psychological readiness of teachers to create a developing educational environment that meets the requirements of Federal state educational standard.

Keywords:kindergarten teachers, psychological readiness, developing educational environment, partnership, operational and technical, value-target component of joint activity, content analysis method, organizational and psychological conditions for changes in psychological readiness.