ТHE MODEL OF FORMING THE READINESS OF FUTURE PRESCHOOL TEACHERS FOR CREATING A HEALTH PRESERVING ENVIRONMENT IN PRESCHOOL INSTITUTIONS

Abstract

The article presents the materials of scientific research about development an experimental model of forming the readiness of future preschool teachers for creating a health preserving environment in preschool institutions, which includes some blocks: target, theoretical and methodological, content and technological, diagnostical. The target block (goal setting) accumulates the presence of a specific goal – to form the readiness of future preschool teachers for creating a health preserving environment in preschool institutions. Substantiation of the theoretical and methodological block of the model of the studied process outlines methodological approaches (personality-oriented, personality-activity, axiological, competence, synergetic, systemic) and principles the relationship of which provides an effective organization of training future preschool teachers. The content-technological block is based on the organization of the process of forming the readiness of future preschool teachers for creating a health preserving environment in preschool institutions (theoretical and practical parts), the technological aspect of its provision under the influence of all components of the holistic educational process (content, forms, methods, teaching aids). The diagnostic-effective block of the model accumulates its structural components (criteria, indicators, levels), which allow to comprehensively investigate the effectiveness of the process of forming the readiness of future preschool teachers for creating a health preserving environment in preschool institutions and its diagnostic tools. The effectiveness of the proposed experimental model of forming the readiness of future preschool teachers for creating a health preserving environment in preschool institutions requires the provision of appropriate conditions: actualization of stimulating-positive influence on the emotional-value-motivational sphere of preschool teachers (personal-motivational component); didactic and methodological support for the preparation of future educators to create a healthy environment in the preschool institution (cognitive component); activation of reflexive, communicative and organizational skills and health skills of future preschool teachers through the introduction of interactive interaction in the format of “teacherstudent- preschooler” (procedural-activity component).