The Relationship Between Childhood Experiences and Pre-School Education Teacher’s Choice of Profession

Abstract

Nowadays teachers preparation context is actual, when government nationwide develops a system of external motivation to choose the profession of pre-school education teacher (paid scholarships, raised salaries, the status of pre-school teachers is equated to the status of a general education teacher). It becomes important to recognize and understand the internal value motives of choosing a pre-school pedagogue’s profession. So that after choosing such studies, they would not doubt their choice, and after graduating, they would join the educational community.In the article is used the collective memory-work method and it is a way to discover the relationship between past events and the present. Past events influence the current experiences of individuals. The profession of pre-school educator often is chosen by those whose learning process has been related to interacting with adults through play. The childhood experiences of teachers allow educational management professionals to learn more about a teacher’s strengths, evaluate them, and utilize them to achieve the goals of the educational organization. During the collective memory-work sessions, the relationship between childhood games and current pedagogical activities became apparent. Teachers tend to realize their childhood games and creative experiences in the current pre-school educational activities. Childhood experiences directly influence the pre-school educator’s choice of educational methods, transfer of values, and the creation of an educational environment.