The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries

Abstract

The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

Psycholinguistic Preconditions of Speech Formation of Children with General Speech Retardation

“…The psycholinguistic approach considers speech activity as an integrated unity of linguistic and communication components, and, therefore, enables the most holistic and comprehensive diagnosis of speech disorders and related speech interventions. The specific nature of the development of speech activity in preschoolers has been described by numerous scholars (Behas et al, 2019;Kalmykova, 2009;Leontyev, 1990;Melnyk et al, 2019;Melnyk et al, 2021;Sheremet et al, 2019;Sobotovych, 1997;Vyhotsky, 1983;Zhynkin, 1958;Zimnyaya et al, 1977 and others) who highlight its complex function, polystructuralism, mobility and the relationship between speech activity and all other mental functions. Meanwhile, both Ukrainian (Akhutina et al, 2017;Kalmykova, 2009) and international (Mandak & Light, 2018;Mathisen et al, 2016;Rao, 2011;Wakita, 1976) academics are predominantly guided by linguo-didactic views, which tend to overlook psycholinguistic motivation for the development of speech units that arises from the child's need to communicate.…”

Audit of Digital Civic Space in the Modern School: from Teacher to Creative Leader

“…Over the last decade, research has been actively conducted to determine the didactic potential of ICT for transformation of national educational systems, forming the framework of IC competence of teachers and National policies and standards (Bykov, 2008). As a result, all participants in the educational process acquire increasingly complex skills that are necessary not only for professional, but also for socio-cultural and economic development (Komogorova et al, 2021;Melnyk et al, 2021;Onishchuk, 2020).…”

Psychophysiological Mechanisms of Grammatical Structuring in the Speech Activity of a Preschool Child

“…Scientists such as Vygotsky (1956), Leontiev (1969, pp. 106-144), Melnyk et al (2021), Melnyk et al (2019), Sheremet et al (2019), Behas et al (2019) and others proved that the word (its generalizing meaning) is a unit of speech abstract thinking. Vygotsky (1956) and others bring the fact of the development of the meaning of the word with the fact of the development of consciousness: if the meaning of the word changes with the development of the child, the relationship of those connections that reflect the features of his consciousness changes (Leontiev, 1969).…”