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G. A. Uruntaeva, E. N. Gosheva, PROFESSIONAL-PEDAGOGICAL ACTIVITY OF A PRESCHOOL TEACHER: CONCEPTUAL BASES OF COGNITION OF A PRESCHOOL CHILD

Журнал » Journal_eng » Journal 34 : G. A. Uruntaeva, E. N. Gosheva, PROFESSIONAL-PEDAGOGICAL ACTIVITY OF A PRESCHOOL TEACHER: CONCEPTUAL BASES OF COGNITION OF A PRESCHOOL CHILD
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UDC 159.9

DOI 10.25688/2223-6872.2020.34.2.06

 

PROFESSIONAL-PEDAGOGICAL ACTIVITY OF A PRESCHOOL TEACHER: CONCEPTUAL BASES OF COGNITION OF A PRESCHOOL CHILD

 

G. A. Uruntaeva,

ISCFE RAO, Moscow,

lotsman52@mail.ru,

E. N. Gosheva,

IED, Murmansk,

GoshevaEN@yandex.ru

 

The article presents the conceptual bases of activity on cognition of a preschool child by a preschool teacher. Since the originality of preschool teacher's professionally-pedagogical activity lies in its system structure, and preschool teacher's co-operating with a child is an integral component of this activity, the substantial fac­tor of its successful realization there is cognition of a preschool child by a preschool teacher in the conditions of educational activity in preschool educational organization.

The preschool teacher's professional activity has a research (gnostic and diagnostic) character, and its most important aspect is the cognition of a child. It is carried out in the form of activities having a structural-level organization. This means that, the activity of cognition includes, by analogy with the general psychological structure of activity, value-semantic, technological and cross-cutting, control and evaluation components.

The activity of cognition is realized by a preschool teacher as a scientific, in particular diagnostic, research, in the sequence of design, organizational, analytical and prognostic stages. The activity of cognition proceeds at two interconnected levels: first, understanding, when a preschool teacher cognizes a child in the process of direct co-operating with him, leaning on gnostic competencies, that helps him to form the child's character in his mind. Secondly, at the level of purposeful study of a child as a specially organized research, leaning on diagnostic competencies, that results to the compilation of its integral age-psychological "portrait".

The conceptual provisions proposed in the article allow determining ways of overcoming the preschool teacher's professional deficits in the process of implementing a research professional function and in implemen­ting the strategy of individualizing educational activities with preschool children in accordance with the requi­rements of the Federal State Educational Standard for Preschool Education.

 

Keywords: system and anthropological approaches; preschool teacher; gnostic and diagnostic competencies; preschooler; conceptual bases of preschool teacher's activities of cognition of the child; preschool teacher's professional and pedagogical activity; levels of cognition of a child by a preschool teacher.

For citation: Uruntaeva G. A., Gosheva E. N. Professional-pedagogical activity of a preschool teacher: conceptual bases of cognition of a preschool child // Systems Psychology and Sociology. 2020. № 2 (34). P. 69-81. DOI: 10.25688/2223-6872.2020.34.2.06

 

Uruntaeva Galina Anatolyevna, Doctor of Psychological Sciences, Professor, 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: https://orcid.org/0000-0003-3515-4889

 

Gosheva Ekaterina Nikolayevna, PhD in Pedagogy, Associate Professor, Associate Professor at the Early Childhood Department of the Institute of Education Development, Murmunsk, Russia. E-mail: GoshevaEN@yandex.ru; ORCID: https://orcid.org/ 0000-0001-8405-4230

 

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