METHODOLOGICAL FOUNDATIONS FOR PREPARING FUTURE EDUCATORS TO DEVELOP THE SOCIOCULTURAL COMPETENCE OF SENIOR PRESCHOOL CHILDREN

Abstract

This article explores the methodological foundations of professional training for future educators in fostering the sociocultural competence of senior preschool children. The study is part of a broader scientific investigation dedicated to identifying and validating pedagogical conditions for enhancing the effectiveness of educator preparation. The research outlines that one of the pressing challenges in modern professional training for future educators is their ability to shape preschool children’s personalities as nationally conscious citizens of their country. This includes familiarizing them with the finest examples of Ukrainian culture, traditions, customs, and folklore, as well as with the country’s history. Additionally, it involves ensuring that children acquire proficiency in the Ukrainian language at an age-appropriate level, both as the state language and as a means of interethnic communication in Ukraine. At the same time, they should be prepared for effective interaction with representatives of other nations and ethnic groups based on mutual respect, tolerance, empathy, reflection, and adherence to speech and general etiquette norms. To achieve this goal, we propose considering the training of educators from two perspectives: content-processual perspective – which establishes the knowledge and practical foundation of educators through psychological-pedagogical and professional training disciplines, including both mandatory and elective components of the educational program, as well as various types of practical training. Personal perspective – which focuses on the development of professionally significant personal qualities of educators. The study highlights the specifics of educator training in both directions, emphasizing its subject-subject nature, the necessity of interdisciplinary connections, and the systematic application of information and communication technologies. Furthermore, key methodological approaches that should underpin the training of future educators in this field are identified and substantiated. These include the competency-based, personality-oriented, activity-based, systemic, and integrative approaches. Their combination enables the creation of a high-quality hierarchical model of professional educator training and facilitates its effective implementation in the educational process.