УДК 378.147:39-053.4 The essence and structure of readiness of future educators to form the basis of ethnoculture in senior preschool children

Abstract

The current stage of the development of higher education system of Ukraine is accompanied by the creation of a new paradigm of education. Along with the assimilation of universal cultural values and professional knowledge, the goals of student pedagogical preparation change in the direction of orientation to deep study and preservation of national, spiritual treasury, traditions, customs, creative heritage of ethnopedagogy and national system of education.
In order to analyze the pedagogical problem of the readiness of future educators to form the basis of ethnoculture in senior preschool children, theoretical methods were used: analysis, synthesis, comparison, generalization of scientific sources on research problems. The essence of the concept of “readiness of future educators to form the foundations of ethnoculture in senior preschool children” is defined as a stable characteristic of the personality of a teacher, which is a complex personality-professional formation, which is embodied in his ethnoculture at the personal level, and at the professional level in the child- centrism of the etnopedagogical activities, directed on the formation of ethnoculture basics in the senior preschoolers. Readiness to form the foundations of ethnoculture in senior preschool children is considered as the result of professional-pedagogical training of future educators in the pedagogical college, which consists of cognitive, value-motivational, activity components of readiness. Each of the defined criteria for future educators' readiness, as well as the indicators that respond them are substantiated. Key positions have been established on the basis of which the preparation of future educators for the implementation of ethno-cultural activity should be based.