Сonceptual Foundations of Teacher Training for the Development of Social Skills and Skills of Preschoolers
Journal Title: Вісник Житомирського державного університету імені Івана Франка - Year 2018, Vol 92, Issue 1
Abstract
The article considers some parameters of the systemic approach – the methodological basis for the development of the pedagogical strategy for training the future preschool teacher for the development of senior preschool children’ social abilities and skills. Attention is focused on the interrelation, interdependence and interdetermination of the basic ideas of systemic nature with the dominants of synergetic, axiological, acmeological approaches with a view to comprehensively comprehending the specifics of the process of training the future preschool teacher for the development of the child as a subject of social action. In particular, in the context of the synergetic approach, we obtain the understanding of how, for example, "chaos" becomes the basis of the creative principle. According to the acmeological approach, we consider the position when the subject of the pedagogical activity, in this case, the teacher of a preschool educational institution, is guided by the possibility of achieving high results in the professional activity. Such a vector of resource reflection of the above mentioned approaches has allowed the author of the article to come to the conclusion that in developing the experimental strategy of training a preschool teacher who is capable of developing the child as a subject of social action, methodological guidelines for these strategies should be considered. It is also grounded that from the point of view of modern knowledge there is no universal approach to the study of pedagogical phenomena.
Authors and Affiliations
Tetyana Lesina
Keywords
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