TECHNOLOGIES FOR DEVELOPING PROFESSIONALISM OF EARLY CHILDHOOD EDUCATORS IN THE CONTEXT OF NON-FORMAL EDUCATION

Abstract

The relevance of the research is determined by contradiction between the extensive growth in the number of early age groups and the insufficient level of professionalism of teaching staff, which the traditional system of formal education and institutionalized professional development is not able to resolve. The purpose of the study is to present a technological complex for the development of professionalism of early childhood teachers in non – formal education, including a procedural activity model and a system of specialized etudes and exercises. The results of the study confirm the effectiveness of the proposed technologies in the formation of professionally significant personal qualities – pedagogical gentleness, pedagogical tactility and pedagogical sensitivity – and the development of professional skills that ensure successful interaction with infants and young children. The procedural-activity model is substantiated, reflecting the nonlinear dynamics of qualitative transformation of the personality and activity of a specialist in a multi-subject environment. The classification of organizational forms of learning according to the dominant mechanism of interiorization of experience is presented, as well as the content of non-formal education, structured as a system of communicative, interactive and perceptual studies and exercises.