| Annotation |
The article attempts to identify the young age groups’ future teacher’s professional competencies, to define the ways to solve the problem of teachers’ training for professional activities with young children. The urgency of the designated problem is justified by the special attention of the state to ensuring the quality of the early development of children under three years of age, which is recorded in regulatory documents. The methodological basis of the research is the activity approach in accordance with the position of A. A. Margolis, highlighting the natural and cultural levels in professional activities. The young age groups’ teacher’s professional competences are determined by describing specific features of the development of children of this age stage, studying psychological and pedagogical literature and educational programs for young children, analyzing the FSES of HE and the teacher’s professional standard. The forms of preschool education organizations implementing programs for the development of children under three years of age are discussed, and the examples of federal and regional projects focused on the early development of children are given in the article. According to the authors, it is important to standardize the requirements for young age groups’ teacher’s professional competence. One of the main ways to solve the problem of the young age groups’ future teacher’s professional competencies formation is the interaction of the university and pre-school educational organizations.
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| References |
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