THE FORMATION OF THE PROFESSIONAL THINKING OF FUTURE MASTERS IS THE KEY TO THE SUCCESSFUL IMPLEMENTATION OF THE TASKS OF THE BASIC COMPONENT OF PRESCHOOL EDUCATION

Abstract

The article is devoted to the problem of the formation of professional thinking of future masters in preschool education in the process of their professional training. The relevance of the problem is determined by the modern needs to improve the quality of preschool education in general and, accordingly, the professional training of teachers. The purpose of the article is to clarify the specifics of the development of professional thinking of future masters of preschool education in the process of forming their readiness for subject-transformative activities with pupils in the context of the tasks of the Basic component of preschool education. The main guidelines for the formation of the professional thinking of future educators of preschool education institutions are highlighted, the corresponding tasks are outlined, namely: the organization of didactic and developmental space; explaining to children the opportunities for self-realization in terms of thematic filling of its centers (corners) with appropriate materials; explanation of information for each child to understand its content; strengthening of cognitive interest, stimulation of inquisitiveness, cleverness, desire to adopt original approaches to solving problems. The article specifies the peculiarities of solving each of the listed tasks during the professional training of future teachers. The algorithm of the teacher’s activity is presented, which reproduces to a certain extent the logic of scientific knowledge and thus models the activities of future masters in independent work with children, such as: clearly distinguishing an idea, its thorough explanation, since in total such ideas create a concept – the basic unit of logical thinking of a preschooler ; cognitive analytical and synthetic operations – analysis, comparison, comparison, generalization, systematization, etc. and precisely on the basis of such educational actions that have already been mastered or are still being mastered by the child under the guidance of the teacher; design of independent activity, its organization for the future, selection of relevant methods, programming of expected results.