Рефлексивно-Проєктний Компонент Готовності Майбутніх Вихователів Дітей Раннього Віку До Роботи В Сенсорно Збагаченому Середовищі (За Результатами Констатувального Експерименту)

Abstract

The article has raised the problem of the readiness of future educators of preschool children to work in a sensory enriched environment.The article has highlighted the imperatives of reflective thinking and reflective decision-making ability in complex pedagogical situations by educators of pre-school children. It has been proved that the existing level of professional skills, which allows to assess the level of formation and determine the prospects for improvement, can be considered as a reflective ability of future educators of young children.It has been substantiated that the reflexive design of a sensory enriched environment for young children in preschool educational institutions involves the introduction of new content and pedagogical technologies, methods of reflexive design; techniques that reflect alternative possibilities.The main tasks of preparing future educators of preschool educational institutions for the reflective design of a sensory enriched environment for young children have been outlined.The reflexive and project component of the readiness of future educators of young children has been assessed, based on the observation of higher education applicants during their internships, using a diagnostic complex that reveals flexibility, complexity of reflective skills, originality and independence in designing a sensory enriched environment.