THE PECULIARITIES OF PROFESSIONAL TRAINING OF FUTUREEDUCATORS FOR THE EMOTIONAL DEVELOPMENT OFPRESCHOOLERS
DOI:
https://doi.org/10.58246/6xyz8b65Keywords:
future educators of preschool educational institutions, professional training, children of preschool age, emotions, emotional development, emotional development of children of preschool ageAbstract
The author of the article has provided a theoretical substantiation of the peculiarities of professional training of future educators for the emotional development of preschool children. It has been noted that the problem of emotional development of children and its peculiarities in the period of preschool childhood is relevant both in theoretical and purely applied aspects. The author has also characterized the concepts of «emotions» and «emotional development» and, on their basis, defined the essence of the phenomenon of «emotional development of preschool children». The emotional development of preschool children has been interpreted by the author as a purposeful pedagogical process closely related to the personal development of children, the process of their socialization and creative self-realization, introduction to the world of interpersonal relations, assimilation of cultural values, etc. The author has substantiated the
understanding of the professional training of future educators by national scientists. The author has identified and characterized the pedagogical conditions for training future educators for the emotional development of preschool children (awareness of the necessity of emotional development of preschool children by future educators; integration of the content of
professional disciplines aimed at developing the emotional sphere of preschool children; availability of skills of future educators to overcome negative emotional states of preschool children), and has identified the peculiarities of this training in higher educational institutions.