AESTHETICIZATION OF THE SUBJECT-DEVELOPMENTAL EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATION INSTITUTION AS THE IMPORTANT CONDITION FOR DEVELOPING FUTURE PRESCHOOL EDUCATION INSTITUTION TEACHERS’ AESTHETIC COMPETENCE

Abstract

The article highlights the problem of aestheticization of the subject-developmental educational environment of a higher education institutions as the important condition for developing future preschool education institution teachers’ aesthetic competence. The aspects of research issue of forming and developing the future specialists’ professional competence, in particular of preschool teachers’ ones are defined. The author’s definition of the concept of “aesthetic competence of future preschool education institutions teachers” is presented; its components are defined. The pedagogical conditions for developing the aesthetic competence of intending preschool education institutions teachers in higher education institution were defined: 1) aestheticization of the subject-developmental educational environment of higher education institutions; 2) supplementing the content of academic disciplines with questions and tasks aimed at developing the aesthetic competence of future educators; 3) introduing selective discipline “Methods of developing the aesthetic competence of intending preschool education institutions teachers” into the educational process of higher education institutions; 4) applying multimedia, interactive, problem-based learning in developing the aesthetic competence of future educators of preschool education institutions; 5) enriching the practical component of training intending educators with tasks aimed at developing their aesthetic competence. The essence of the concepts "aestheticization", "educational environment", "subject-developmental educational environment of a higher education institution" is revealed. The recommendations for the administration, teachers and students to enrich the aesthetic component of the subject-development environment of a higher education institutions have been developed. The examples of the tasks for students that affect the developing their psychological and pedagogical, methodological knowledge and skills are given. The directions of further scientific researches are determined. The results of the scientific research can be used for the further improving the professional training of intending preschool education institutions teachers, in particular, developing their aesthetic competence. The main provisions and theoretical conclusions of the study suggest that introducing certain pedagogical condition within the designed process of the professional training of intending educators of preschool education contributes to the development of the aesthetic competence.