ANALYSIS OF THE EFFECTIVENESS OF THE IMPLEMENTATION OF AN EXPERIMENTAL MODEL OF TRAINING FUTURE EDUCATORS OF PRESCHOOL EDUCATION INSTITUTIONS TO INTERACT WITH FAMILIES OF COMBATANTS

Abstract

The article is devoted to substantiating the effectiveness of the implementation of an experimental model of training future educators of preschool education institutions to interact with families of combatants. According to the results of the formative experiment, the implementation of the model developed by us for training future teachers of preschool education institutions to interact with the families of combatants makes it possible to significantly improve their readiness for such interaction. In the experimental group, where the content and procedural procedures provided for in the model were implemented, we recorded significant quantitative and qualitative changes in the distributions according to the levels of formation of both individual components and the general readiness of future educators to interact with the families of combatants. It was determined that today in the process of professional training of future teachers of preschool education institutions in the subject content of their educational and professional activities, ways of formation and development of their readiness to interact with families of combatants are not sufficiently updated. We found that the introduction of the approaches developed and tested by us allows to significantly increase the level of development and formation of personal determinants of future educators in their readiness to interact with the families of combatants, which is confirmed by the results of the conducted formative experiment. It was established that ways of increasing the effectiveness of the formation of future educators in the ability to choose pedagogically appropriate, adequate to the specifics and peculiarities of the functioning of the families of combatants, methods and techniques of actualizing the sensory experience of family members require additional research; personal determinants that provide the possibility of self-change, self-improvement, and self-development; their ability to quickly adapt to the conditions that arise in the process of the educator’s interaction with the families of combatants; the ability to develop and implement professional strategies in interaction with families of combatants.