Children’s experimentation in the system of professional training of future preschool teachers

Abstract

The article examines the theoretical and practical aspects of professional training of future preschool teachers for organizing children’s experimentation in preschool education institutions. The relevance of the issue is substantiated in the context of implementing the competency-based approach, the requirements of the Basic Component of Preschool Education, and current trends in the development of preschool education. The essence of the concept of “children’s experimentation” is analyzed, and its role in ensuring the cognitive, speech, intellectual, creative, and socio-emotional development of preschool children is identified. Particular attention is paid to experimental and research activities as an effective means of developing natural science competence, research skills, critical thinking, independence, initiative, and positive motivation to explore the surrounding world. The specific features of professional training of higher education students majoring in 012 Preschool Education for organizing children’s experimentation are revealed. The content of the academic discipline “Children’s Experimentation in Educational Institutions,” aimed at developing future preschool teachers’ professional readiness to plan, organize, and provide methodological support for children’s experimental and research activities, is characterized. Practice-oriented forms of training are presented, including designing a developmental subject-spatial environment, creating children’s experimentation centers, developing original didactic materials and thematic research kits, modeling pedagogical situations, organizing workshops, promoting children’s experimentation among parents, and conducting experiments integrated with various educational areas of the Basic Component of Preschool Education. It is substantiated that a system of competency-oriented practical tasks ensures the integration of theoretical knowledge and practical skills, contributes to the development of professional competencies, creative potential, methodological expertise, and professional readiness of future preschool teachers to implement children’s experimentation in the educational process of preschool education institutions. It is emphasized that high-quality teacher training is an important prerequisite for creating a developmental subject-spatial environment and ensuring the effective organization of research activities for preschool children.