SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

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UDC 159.9

DOI 10.25688/2223-6872.2020.35.3.5

CONCEPTUAL BASIS OF PROFESSIONAL PRESCHOOL TEACHER TRAINING FOR THE PRESCHOOLER COGNITION

G. A. Uruntaeva,

ISCFE RAO, Moscow,

lotsman52@mail.ru,

E. N. Gosheva,

IED, Murmansk,

GoshevaEN@yandex.ru

The article presents the conceptual foundations of the preschool teacher’s professional training for preschool child cognition activities. The provisions are designed to achieve the goal of psychological training of students — the development of their professional competencies in applying theoretical psychological knowledge about a preschool child in pedagogical activity, and to overcome the contradiction in pedagogical education, consisting in discrepancy between the requirement to fulfill the research professional and pedagogical function by future preschool teachers and the real level of its proficiency by students.

A general conceptual position is the idea of the system structure of the activities for cognizing a preschooler and preparing for it, and the identity of their structures. Preparation as a system includes components, integral among which is the interaction of a preschool teacher and a child, built on a deep cognition of the pupil. Particular provisions made ideas: the first, training is aimed at forming components of the child’s cognitive activity (value-semantic, technological and end-to-end — monitoring and evaluation, moreover, the technological component unfolds according to the logic of scientific / diagnostic research); secondly, preparation is aimed at developing the structure of Gnostic and diagnostic competencies that ensure the preschooler’s cognition at two levels of cognition — empirical understanding and targeted study; third, training is carried out through the use of practical forms of training of a productive type (psychological tasks / cases, psychological practice, psychological and diagnostic practice), which model both individual components of cognitive activity and this activity as a whole, as well as cross-cutting form (interactive psychological theater), creating conditions for combining the lines of professional and personal development of teachers and various aspects of cognition. The choice of teaching methods and forms is carried out in accordance with the goals and objectives of the preparation stages (initial, basic and final), the principle of the integrity of the organization of preschool child’s cognition and the principles of the intermodal approach in the use of expressive skills as a means of developing a teacher.

The proposed conceptual foundations of the teacher’s professional training for preschooler’s cognition are practice-oriented in nature and can be used in the system of further training of teachers.

Keywords: systematic approach; preschool teacher; professional training of a preschool teacher for the cognition of a preschooler; interactive theatre; psychological tasks / cases; psychological workshop; psychological and diagnostic practice.

For citation: Uruntaeva G. A., Gosheva E. N. Conceptual basis of professional preschool teacher training for the preschooler cognition // Systems Psychology and Sociology. 2020. № 3 (35). P. 61–74. DOI: 10.25688/2223-6872.2020.35.3.5

Uruntaeva Galina Anatolyevna, Doctor of Psychological Sciences, Professor, honored worker of higher education of the Russian Federation. Chief Scientific Associate at the Institute of Study of Childhood, Family and Education of the Russian Academy of Education, Moscow, Russia.

E-mail: lotsman52@mail.ru ORCID: 0000-0003-3515-4889

Gosheva Ekaterina Nikolayevna, PhD in Pedagogical Sciences, Associate Professor. Associate Professor at the Early Childhood Department of the Institute of Education Development, Murmansk, Russia.

E-mail: GoshevaEN@yandex.ru ORCID: 0000-0001-8405-4230

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