Sсientific and Methodological Guiding of Organization of Developing-Speech Environment in the Institution of Preschool Education

Abstract

The article deals with the notion "preschool teacher's readiness for the formation of senior pre-schoolers' ecological and valeological behaviour". The author considers the preparation for profession to be the process of formation of readiness for it, orientation to the fulfilment of certain tasks; and readiness for work is the result of professional training. Future teacher's practical readiness to the professional activity is manifested through the appropriate skills: to diagnose the level of children's development, to set the educational purpose and tasks, to predict the results of pedagogical influence, to select the forms and methods rationally, to make schemes of different forms of work, to equip the pedagogical process, to organize the children's collective. These skills are specific for teachers of different specialties. The content of preschool teacher's general readiness for work with children of preschool age and readiness for implementation of ecological education is analysed. On this basis, the skills and features necessary for successful formation of ecological and valeological behaviour of senior pre-schoolers are determined. Methodological, social and psychological components of readiness for work with children of preschool age are determined. Preschool teachers' readiness for the formation of children's ecological and valeological behaviour is a component of more thorough characteristic of pedagogical professionalism-readiness for pedagogical activity, which is considered as a functional state and stable personality's characteristic. It includes ecological orientation, positive motivation, professionally necessary features of personality, natural science knowledge, skills and abilities, reflection of the results of own work, providing high results of ecological and pedagogical activities. The structure of ecological-pedagogical readiness is determined; it consists of theoretical, practical and motivational components. Based on the personality-activity approach and on the analysis of ecological-pedagogical readiness of preschool teachers, the criteria and indicators for determining the level of readiness were identified. Preschool teacher's ecological-pedagogical readiness is defined as a component of general professional readiness in the area of ecological education, development of ecologically cultural personality of pre-schooler and providing the pedagogical support of a child in the process of harmonization with the environment.