Liubov Lokhvytska
https://orcid.org/0000-0001-6852-5477
Svitlana Demianenko
https://orcid.org/0000-0002-0161-7024
FUTURE PRESCHOOL TEACHERS’ PREPARATION FOR ORGANISING PLAY-BASED ACTIVITIES OF PRESCHOOL CHILDREN
Full text (pdf)
Language: Ukrainian
Abstract. The article outlines the need to ensure effective professional training of future preschool teachers for organising play-based activities with children. Attention is drawn to the implementation of the fundamental principles of modern preschool education in accordance with the transformational processes taking place in the Ukrainian state. The aim of the study is to determine the readiness of future preschool teachers to perform professional functions by assessing their ability to apply the competencies developed in the educational component “Play in preschool education institutions: a holistic view, a systematic approach” according to the national curriculum of the first (bachelor’s) level of speciality A2 “Preschool Education”. The following methods of the study were used: theoretical – analysis and synthesis, systematisation and concretisation, and generalisation in the processing of the sources of Ukrainian and foreign researchers on the issues of organising play-based activities for preschool children and professional training of specialists in the higher education system; empirical – a survey of applicants based on the author’s questionnaire “Self-assessment of the future teachers’ readiness to organise play-based activities for preschoolers”, as well as quantitative and qualitative interpretation of the obtained results. The results of the survey revealed that bachelor’s degree candidates majoring in A2 (former speciality code 012) “Preschool Education” demonstrated a predominantly sufficient level of professional competence in terms of mastering the educational component, which confirms their high-quality preparation for future professional activity. The difficulties mentioned by respondents can be overcome by conducting practical classes directly in preschool education institutions, which will stimulate the development of skills and abilities to organise play activities with preschool children. In order to improve the professional training of future preschool teachers in the implementation of play-based activities in the educational process with preschoolers, it is necessary to consider current trends and the latest achievements in the field of play in both Ukrainian and global preschool education, which will develop the basis for further scientific research.
Keywords: professional training, higher education, preschool teachers, preschool children, preschool education institution, play, educational process.
https://doi.org/10.32987/2617-8532-2025-4-113-127
Keywords: professional training, higher education, preschool teachers, preschool children, preschool education institution, play, educational process.
https://doi.org/10.32987/2617-8532-2025-4-113-127
References:
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3. Ministry of Education and Science of Ukraine. (2019). On approval of the higher education standard for specialty 012 “Preschool Education” for the first (bachelor’s) level of higher education (Order No. 1465, November 21). Retrieved from https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2021/07/28/012-Doshk.osvita-bakalavr.28.07.pdf [in Ukrainian].
4. Tepetaş, M., Ünsal, A., & Tepetaş Cengiz, G. S. (2024). Evaluation of problematic technology use in preschool children. European Psychiatry, 67(S1), 194. DOI: https://doi.org/10.1192/j.eurpsy.2024.421.
5. Eliasson, S., Peterson, L., & Lantz-Andersson, A. (2023). A systematic literature review of empirical research on technology education in early childhood education. International Journal of Technology and Design Education, 33, 793-818. DOI: https://doi.org/10.1007/s10798-022-09764-z.
6. Bubin, A. O., Durmanenko, E. A., & Tsypliuk, A. M. (2024). Features of the professional training of future educators for the organization of children’s play activities. Academic Studies. Series: Pedagogy, 2, 51-58. DOI: https://doi.org/10.52726/as.pedagogy/2024.2.8 [in Ukrainian].
7. Dovbnya, S., & Shulygina, R. (2023). Preparation of future educators for the formation of game competence in preschool children based on the material of the discipline “Practical course on game activities of preschool children”. Bulletin of Science and Education, 7(13), 475-486. DOI: https://doi.org/10.52058/2786-6165-2023-7(13)-475-486 [in Ukrainian].
8. Cakan, A., & Acer, D. (2024). Analysis of preschool children’s outdoor play behaviours. Journal of Outdoor and Environmental Education. DOI: https://doi.org/10.1007/s42322-024-00174-4.
9. Li, L. (2022). Developing a pedagogy of play: Toddlers’ conceptual learning in a PlayWorld. Early Years, 42(3), 278-292. DOI: https://doi.org/10.1080/09575146.2020.1739002.
10. Palamar, S., & Naumenko, M. (2020). Preparation of future tutors of preschool children in the context of modern educational paradigms. Educological discourse, 2(29), 105-120. DOI: https://doi.org/10.28925/2312-5829.2020.2.9 [in Ukrainian].
11. Krasovska, O. O. (Ed.). (2021). Theory and practice of professional training of future teachers of preschool education institutions and primary schools in the conditions of graduate studies. Rivne: O. Zen. Retrieved from https://files.znu.edu.ua/files/Bibliobooks/Inshi78/0057605.pdf [in Ukrainian].
12. Telychko, T. (2022). Professional training of future preschool teachers: psychological and pedagogical aspect. Scientific Bulletin of Uzhhorod University. Series: Pedagogy. Social work, 2(51), 171-174. DOI: https://doi.org/10.24144/2524-0609.2022.51.171-174.
13. Kozak, L. (2021). Formation of readiness of future teachers of preschool education to innovative activity on the principles of project-based learning. Pedagogical Education: Theory and Practice. Psychology. Pedagogy, 35(1), 71-77. DOI: https://doi.org/10.28925/2311-2409.2021.3510 [in Ukrainian].
14. Bartkiv, О., & Durmanenko, E. (2022). Preparing future educators for integrated teaching of children in preschools. Pedagogy of creative personality formation in higher and secondary schools, 81, 129-133. DOI: https://doi.org/10.32840/1992-5786.2022.81.23 [in Ukrainian].
15. Zubalii, A., & Kotelianets, N. (2023). Preparation of future teachers of preschool educational institutions for the formation of creative abilities of children of senior preschool age. Grail of Science, 27, 470-475. DOI: https://doi.org/10.36074/grail-of-science.12.05.2023.076 [in Ukrainian].
16. Harashchenko, L., Litichenko, O., & Shynkar T. (2023). Training of future educators for pedagogical support of play activitiesof early age children. Pedagogical Education: Theory and Practice. Psychology. Pedagogy, 40(2), 52-58. DOI: https://doi.org/10.28925/2311-2409.2023.408 [in Ukrainian].
17. Kanyosa, N. G., & Komarnitska, L. M. (2023). Psychological aspects of organization of play activities of preschool children. Habitus, 48, 71-75. DOI: https://doi.org/10.32782/2663-5208.2023.48.12 [in Ukrainian].
18. Nedovic, S., Fleer, M., & Rai, P. (2025). Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play. Learning, Culture and Social Interaction, 51, 100894. DOI: https://doi.org/10.1016/j.lcsi.2025.100894.
19. Roma, O. Yu., Malevych, G. V., Piskova, I. Yu., Shvarova, G. V., & Shulyak, O. M. (2022). Comprehensive child development programme for ages 2 to 6 and methodological recommendations “Creators of the Future”. Kyiv: The LEGO Foundation. Retrieved from https://uied.org.ua/wp-content/uploads/2023/02/parczialna_proograma_tvorczi_majbutnogo.pdf [in Ukrainian].