Theoretical and methodological aspects of formation of preschool teachers' professional competence

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Theoretical and methodological aspects of formation of preschool teachers' professional competence



Introduction

The modern globalization processes actualize the need for a significant modernization of the education system in Ukraine, which would correspond to socio-economic, and cultural transformations as well as global integration trends. Changing the worldview paradigm requires highly qualified, competitive teachers who are able to teach not only in Ukraine but also abroad. Accordingly, the current requirements for professional training of future educators of preschool institutions have been changed, which would ensure the harmonious development of preschoolers, creating a fundamental basis for their further education.

The Laws of Ukraine "On Education", "On Preschool Education", "On Higher Education", the National Doctrine of Education Development in Ukraine, the Concept of Pedagogical Education define the foundations of the national policy in the field of teacher training, including preschool professionals, aimed at increasing prestige of the profession and an appropriate social status, providing appropriate conditions for their professional and cultural growth.

The priority is given to the problem of formation of professionally competent educators of preschool educational institutions, their readiness and ability to work in this sphere, effectively and rationally organize the process of education, promote adaptation of the preschooler's personality to the modern challenges of extremely fast-paced and information-rich life. All this requires setting new goals and the implementation of the competency approach in training of preschool teachers.

The modern civilizational orientation in the development of successful nations singles out the global problem of human potential, which is based on the creative self-realization of generations and their cultural and intellectual reproduction.

The transformational processes in the modern world and in Ukrainian society in particular set the task of intensifying the process of personality development in childhood.

Achieving this goal is associated, in particular, with the formation of the need for creativity and independence of preschool children.

Formation of creative potential of the future citizens is one of the leading ideas of the Basic component of preschool education, the Laws of Ukraine "On Education", "On Preschool Education", "On Child Protection", the Concepts of Pedagogical Education, the National Doctrine of Education Development, the instructional letter of the Ministry of Education and Science of Ukraine "On the system of work with children not attending preschool educational institutions" and other legislative and program documents. At the same time, progressive achievements in the formation of the legal framework of preschool education do not fully ensure the implementation of the tasks of creative development of preschool children.

Now there are grounds to state the fact that the teachers are insufficiently aware of the necessary level of systemic formation of a competent specialist in the field of preschool education as opposed to the fragmentary development of their individual knowledge, skills and abilities. The theoretical and methodological principles of professional training of preschool teachers have not been completely developed; lack of a unified interpretation of scientifically sound approaches to effective psychological and pedagogical support for the formation of a true professional. teacher education preschooler creativity

Various aspects of the study of preschool children are reflected in a number of scientific studies. In particular, the psychological and pedagogical principles of personal development in preschool age were outlined by I. Bekh, L. Bozhovych, Elkonin, O. Zaporozhets, O. Kononko, V. Kotyrlo, O. Kocherha, V. Kuzmenko, S. Kulachkivska, S. Ladyvir, T. Pirozhenko, Y. Prykhodko; the issues of preschool age in pedagogical retrospect were studied by L. Artemova, Z. Borysova, I. Dychkivska, I. Ulyukaeva; the research of the physical sphere as the basis of personal development is present in the works of O. Bohinich, Vilchkovsky, N. Denysenko, O. Dubohai, L. Lokhvytska, L. Svarkovska; the peculiarities of the cognitive development of a preschool child were substantiated in the works of G. Belenka, A. Bogush, V. Havrysh, N. Lysenko, M. Mashovets, Z. Plokhiy, T. Ponimanska, and T. Stepanova; the issues of the sensory sphere and a creative formation of personality were dealt with by M. Bila, S. Nechay, O. Kulchytska, I. Onyschuk, T. Tanko, and A. Shevchuk.

The theoretical and methodological principles of professional training of preschool teachers are reflected in the philosophical works by V. Andrushchenko, G. Hershunsky, V. Kremen, the psychological works by I. Bekh, I. Isayev, V. Krutetsky, and the pedagogical publications by Dubaseniuk, N. Kuzmina, N. Nychkalo, O. Piekhota. The components of professional training and personality formation of preschool teachers are dealt with in the works of L. Artemova, O. Bohinich, A. Bohush, N. Havrysh, Y. Kosenko, N. Lysenko. The theoretical and practical foundations of the competence approach to the system of education were developed by Ukrainian (N. Bibik, L. Vashchenko, O. Pometun, O. Ovcharuk, O. Savchenko, S. Trubachova) and foreign (A. Bermus, I. Zimnya, J. Raven, R. White, A. Khutorsky, E. Short) scholars. The essence, structure and content of professional pedagogical competence have become the subject of research by G. Belenka, N. Gluzman, L. Karpova, M. Levkivsky, M. Mashovets, O. Moroz, and K. Shaparenko.

The driving force of the need to eliminate the contradictions of modern pedagogical theory and practice, in particular: inconsistency with the social requirements of the modern society for the high-quality training of preschool teachers; an insufficient level of the professional competence of university graduates; the vague character of the content of professional competence; a huge gap between the scientific knowledge acquired by students and the ways of their practical implementation, etc.

The purpose of the study is to develop a concept of the system of training of preschool teachers in pedagogical universities, its theoretical justification, in order to create and experimentally verify such a system.

Everyone goes through a period of early and preschool age in their life. Due to the pedagogical activity of the educator the intellectual and spiritual potential of the nation is created, the development of science, technology and culture takes place. The formation of the national education system highlights the need to train a new generation of teachers for all levels of the education system, including the preschool education. Innovative educational areas in the system of preschool education require the formation of a new type of specialist and make stronger demands on his professional competence.

In the works of N. Denisenko, N. Lysenko, 3. Plokhiy, G. Pidkurhanna and others various components of training of preschool teachers in higher pedagogical institutions are studied. The works of L. Artemova, G. Belenka, O. Boginich, Y. Kosenko, M. Mashovets and other researchers considered the problems of structure and content of psychological, pedagogical and professional training of preschool teachers, which led to creation of necessary technologies for professional competence. The issue of formation of professional competence of preschool teachers remains topical.



Presenting main material

Competence is a word, which comes from the Latin "competentio", "compete", which means: achieve, conform, approach. The dictionary defines this concept as awareness, knowledge, authority. The explanatory dictionary interprets the word “competent” as knowledgeable in a certain field; the one who, according to his knowledge or authority, has the right to do, to decide something.

In S. Ozhegov's explanatory dictionary competence is considered as deep knowledge of the person in a certain range of questions; and as the scope of authority granted in accordance with this awareness. The concept of "competent" is characterized by the following qualities - knowledgeable, authoritative in a particular field [1].

O. Zablocka believes that competence is an integrated personal activity category, which is formed during learning as a result of a combination of initial personal experience, knowledge, methods of activity, skills, personal values and the ability to apply them in productive activities in relation to subjects and processes of a particular branch of human activity. Analysis of the category "competence" in terms of philosophical and psychological and pedagogical sources allows us to identify the following elements:

- initial personal experience (provides experience of cognitive activity; experience of implementation of known methods of activity; experience of creative activity; experience of emotional and value relations, etc.);

- knowledge (verified by socio-historical practice and certified by logic the result of the process of cognition of reality, its adequate reflection in the human mind);

- skills (mastering the techniques of applying the acquired knowledge and methods of activity in practice; knowledge of man in action);

- attainments (ability to solve problems brought to automatism); ways of activity (actions); personal values (interest in the activity, without which its implementation is impossible);

- aptitude (quality of personality, which determines its ability to successfully perform a certain type of activity) [3].

All components of this category are equal, they are interconnected and integrated into each other. At the heart of the formation of competencies are the initial human experience, knowledge, personal values and abilities. From them skills, abilities and ways of activity are formed. The unity of all these components is an integrated personal-activity category - competence [2].

Interpretation of the terms "competence" and "competency". Competent is an adjective borrowed into German in the 18th century from the Latin competens (-entis), the adjective I (present tense) of the verb competere "to meet to seek, to legally demand, to belong, to approach", the prefix derivative of the verb »And the prefix sop-; At first, this adjective meant / zustandig - worthy, proper-appropriate, appropriate, authoritative.

Earlier - in the 16th century - a certified (in German) abstract noun "competence", which originally meant "a title to income", the / proper / "right for one's incomes". As an abstract adjective (an adjective with an abstract, derived meaning: "competent-knowing- able") - began to function only in the 19th century.

Competence was borrowed from Latin through Polish mediation; Latin competentia - "conformity, consistency" is associated with competere "to seek, converge, meet, agree", consisting of the prefix com - "with-" and the verb petere - "seek".

Quote: peta (cognate with impetus praepes) 1) try, strive, seek, seek; 2) to ask, demand (petition); 3) jurid. mother-to-claim; 4) to get, receive, draw (from the Greeks wisdom ...).

Verb: compete 1) to achieve together, to strive for something; 2) converge, happen, coincide; 5) to answer for something, to be suitable for something, to agree with something; 6) to be capable, capable, worthy of something / for something; Seneca: scientia., Quae sola philosophiae competit «science / about good and evil /, which is the only subject of philosophy worthy / able / able / has the right to be»; 7) legally: legally, according to the law to demand.

Thus, the morphologically primary verb form - here the German Kluge is right - the adjective T with the base -ent- - competent «suitable, worthy - as a tracing of German zustandig and Andean becoming: in the sense of 1) from which - in the meaning of 5) and 6) - "appropriate, suitable, capable". These are the basic meanings of the adjective, which - in other languages - has become a common adjective: "competent", French competent (first used in 1240 in the legal statute), German kompetent. .. But: in fact, other languages did not borrow it from Latin (it would be: competentia) but from French: (competent).

Thus, since the adjective came into English (14-th century) and German (16-th century) from French, and in it competent - even as an adjective - had the legal meaning "lawful, / right / able, / legally / capable, authoritative", so this was the primary meaning of the attribute "competent" (in the Ukrainian language, this adjective also has the meaning of authoritative, which refers to competency, not competence).

It was from this adjective that the French formed in the 15-th century (first attested in 1458) the abstract noun competence, which was borrowed into English as competence (synonymous with jurisdiction), and in the 16th century - into German - as the mentioned abstract noun Kompetenz. So, it is a loan translation from the French competent. But, then, where did the parallel noun "competency" come from?

The Latin noun competentia is formed in the same way - from the mentioned adjective competens (genitive case competentis, base - competent-i- + ending -a- feminine, as cadence, potency , conference). This is enough to realize that if the Latin competentia means "competency", another word - "competency" - must have a different origin, i.e. the French substantivised noun competence, formed from the adjective competent. In other words, we are dealing with two similar words - Latin and Old French, which differ mainly in phonomorphology and spelling: Latin competentia is a competence in French spelling, both of these nouns are products of classical Latin and Old French, unless the meaning of the French work is more modern, more modernized (let's compare the 1st century AD and the 13 th century AD - between the time of use of these words - a whole millennium). These two words are the same, but different-sounding (multilingual: Latin, Old French) formations from the base of the adjective competent-: therefore, both Ukrainian terms, therefore, correspond to a single French, English and German word: competence> competence, Kompetenz.

Given a certain shift in French competence compared to its Latin original competentia (as in the stylistic re-coloring of the verb compete!, A Frenchized form of the Latin verb competere), the simpler, less complex and older meaning of the first word to the Ukrainian term "competence" should be left. "Authority"), and the second - the Ukrainian term "competence" ("knowledge and skills"). Neither has the plural.

BUT: in modern English texts competences are used - plural. Although in dictionaries it is an innumerable noun. Hence our "competencies". Obviously - some details of general competence: skills, abilities, techniques, methods, industry knowledge, experience, etc.

To establish the difference between the two words, it is necessary to take into account their fate in related languages - Polish and Russian, which, of course, influenced the semantics of Ukrainian equivalents. In Polish, there are also both terms - kompetencja i kompetentnosc. Obviously, everyone should see the legal term "responsibility, knowledge of the law, authoritative decision" and specifically professional "knowledge-skills of a particular subject, professionalism in general." Thus, the term "competence" is best suited for operating in the field of education, although its meaning - though-not-though, because broadcasters are not entirely philologically savvy - is often overlapped by the semantic field of its synonym "competence": therefore the term "competence" should be considered complex, which has an allusive - legal - semantics of the synonym "competence", but which is dominated, in fact, the meaning of "professional knowledge and skills, competence in a particular activity (education, translation, medical field, etc.", and not purely in jurisprudence, although any competence, of course, is part of the latter as the basis of socioprofessional activity.

In English (in dictionaries) there is a clear distinction between the two meanings.

French borrowing - English competence, is a substantivized (acting) adjective that combines the primary verb meaning - "ability, ability, knowledge, competence (sufficient to perform some kind of activity)." Its synonyms - ability "ability, ability", talent "talent", so that - logically - later from this meaning developed - in the primary semantics - the meaning of "legal capacity": in the dictionary it is the last, 7th, meaning of the verb competo : legally "to demand according to the law", because - has the right (Kluge, das Abstraktum Kompetenz (16. Jh.), "/ legal / right to income"). Therefore, this verb combines competence-awareness, skills and the right to professional activity.

Now it becomes clearer to interpret both of these words in the Dictionary of the Ukrainian language: Competent, a, e. 1. Who has sufficient knowledge in any field, is well acquainted with something, intelligent. // which is based on knowledge, qualified (in 2 meanings). 2. Who has certain powers, full-fledged.

Competence. Property to value is competent.

Competence. 1. Good awareness of something. 2. The scope of authority of any organization or person.

As you can see, there is a lack of clarity and criteria for distinguishing between competence and competence (given the time of compiling the dictionary, this is not surprising).

Therefore, we should return to the European understanding of the two basic meanings of this word. According to Romano- Germanic dictionaries, there are two meanings: legal and psychological, which in Slavic-speaking societies, in particular, Ukrainian, split into as many as three: legal, psychological, business and social, and, in fact, this is one of its concretizations and narrowings of meaning. - educational.

In Romano-Germanic dictionaries, the meaning of an abstract noun is divided into two main ones, which in non-Romano-Germanic languages, in particular in Slavic (Ukrainian, Russian, Polish and others) figures as "competence / competence": competence 1) competence, management 2) competence, awareness, which, of course, reflects the two main ancient meanings - legal (late) and general social (primary). Given the difference in law in France (Roman-ancient heritage) and England (national precedent), it should be assumed that it is from English education that the term competence has acquired - compared to French - divergence meaning "professionalism, acquisition of special knowledge and skills", which now - in modern Ukrainian translation - sounds like "competence".

Example: preschool education is within his competence as a graduate of the Faculty of Social Sciences and Humanities, however, he lacks the appropriate competency in choosing the methods of its implementation.

The plural form of "competence" can be used, although - to avoid miracles with understanding - it is better to replace it with partialisms such as "elements / professional components / different types of competence".

After all, Webster's American Dictionary is simple: competence and competency are used interchangeably.

The broad generalizing concept of "professional competence" in the psychological and pedagogical literature is considered as professional training and the ability of the subject to perform tasks and responsibilities of daily activities [4].

Significant requirements for the educator, especially for his psycho-physiological sphere, in particular the possession of a high level of empathy, spontaneity, emotional balance, creative imagination, a high level of spirituality, involve awareness of responsibility for the fate of the child. The peculiarity of the work of a preschool teacher is incredibly high efficiency, patience, balance [2, p. 15].

The content of academic disciplines for students majoring in "Preschool Education" determines the content of their professional competence.

The curriculum for bachelor's degree in preschool education provides for three cycles: the cycle of humanitarian and socioeconomic training, the cycle of natural science training and the cycle of professionally-oriented (professional and practical) training. Each of the cycles has a normative and variable part. The content of basic and variable disciplines is determined by the curricula developed by scientists and teachers of higher education institutions.

Problems of structure and content of psychological- pedagogical and professional training of pedagogical staff of preschool profile were considered by L. Artemov, A. Alekseeva, G. Belenka, O. Bohinich, Y. Kosenko, M. Mashovets and others [5].

According to researchers, professional competence is the professional training and ability of the subject of labor to perform tasks and responsibilities of daily activities. It provides cognitive and activity components of specialist training, is the main criterion for determining its compliance with labor requirements. Professional pedagogical competence includes:

1) system of psychological, general didactic and special professional knowledge;

2) a system of professional skills;

3) professional abilities and professionally significant personality traits.

Criteria for successful formation of professional competence:

- formation of worldview and personality orientation, which allows students to acquire knowledge and skills;

- development of professional abilities and professionally significant personality traits in the process of mastering pedagogical experience;

- individually-differentiated approach to students in the process of education.

The essence of the formation of professional competence of preschool specialists on the principle of obtaining a qualification level, remains to this day insufficiently studied.

G. Belenka considers the main stages of formation of professional competence of a student in a higher education institution:

1) adaptation to learning conditions (awareness and understanding of the choice of activities, correction of life priorities, the formation of basic worldviews and principles);

2) individualization (development, on the basis of knowledge, professionally significant qualities and abilities, professional skills);

3) integration into the pedagogical and social society (selfrealization).

The content of educational activities and effective methods and techniques of teaching determines the effectiveness of the process of formation of professional competence of students in the learning process. Levels of competence can be characterized by the degree of positive influence of the individual on the surrounding reality. The higher the level of professional competence of a teacher, the more significant influence he has on the surrounding reality by direct and indirect influence (through students, their parents, others). This is due to the increase of knowledge, experience, expansion of professional functions, and to increase the authority of the individual [2, p. 27].

Each educational and qualification level of training will correspond to its level of competence of the specialist. According to G. Belenka, the professional competence of an educator consists of three main components: theoretical knowledge, practical skills in their application and professionally significant qualities that allow to act freely, confidently and tolerantly depending on life needs. Stable and continuous development of all three components on the basis of positive worldviews of the teacher and is the competence of the specialist. Knowledge and skills should be formed in the context of personal acquisition of empirical and professional pedagogical experience [2, p. 30].

The structure of the concept of professional competence of the preschool teacher. The requirements of modern society for the training of specialists in the field of education are extremely high today, because the prospects of progress in all spheres of spiritual and material life of any country depend on the quality of pedagogical staff. In Ukraine, as a result of socio-political and socio-economic transformations, the educational paradigm is being transformed from a technocratic to a humanistic one. This, in turn, implies a change in priorities in vocational teacher education. Training for preschool education institutions involves not only the acquisition by future teachers of a certain amount of knowledge and skills necessary for the needs of education, but also the formation of a free and self-sufficient personality of a potential educator of preschool education with a sufficient level of general culture. and skillfully combining civic responsibility with professional competence [2].

The problem of professional competence in the modern psychological and pedagogical literature does not presuppose a single formed opinion neither on the definition of the essence of this concept, neither in its structure, nor in the content.

Let us dwell in more detail on the definition of the linguistic interpretation of competence. In various dictionaries "competence" (from the Latin competens - proper, capable) is interpreted as "authority, fullness", "awareness, competence", as a general evaluative term that denotes the ability to work with knowledge of the case [3].

In the literature, the term "competence" is usually used to cover issues of education and training of the younger generation, training for preschool institutions, i.e. it is used for people of mainly one profession - teacher [1].

Based on the data of analysis of both scientific and methodological research, it can be argued that despite the fact that in the last decade the study of professional competence has been actively engaged in domestic scientists, in modern literature there is no unity in defining the essence of this concept.

In various works under the professional competence of the teacher means:

- "mental state that allows you to act independently and responsibly" (A.K. Markov);

- "the form of performance by the subject of pedagogical activity, which is due to deep knowledge of the properties of the transformed objects of labor, free possession of tools, compliance with the nature of work performed professionally important qualities of the educator" (E.M. Pavlyutenkov);

- "the level of actual professional education" (BS Gershunsky);

- "qualitative characteristics of the degree of mastery of professional activity by a teacher" (N.V. Matyash) and others. [2].

Different approaches to the interpretation of the essence of professional competence are explained, apparently, by the fact that the definition of this concept is dynamic, multifaceted. Its significance is transformed in accordance with the changes taking place in society, education and is viewed from different aspects.

The content of the concept of "professional competence of a teacher" also varies, as it depends on many factors: the development of pedagogy and related sciences, the state of culture in society and so on.

In the interpretation of some authors the concept of "professional competence of a teacher" correlates with the concepts of "readiness for professional activity" (N.M. Lobanova, O.I. Panarin, VO Slastenin) and "pedagogical professionalism" (V.V. Kosarev, O.I. Piskunov). These concepts, although close, are not identical. In the hierarchical structure of these terms of professional - pedagogical competence occupies a middle position [3 Ovcharuk O.].

Competence - a qualitative characteristic of the subject, acquired by him in the process of professional training. As a result of independent work, it is gradually transformed into professionalism, which is a high skill, characterizes the deep mastery of the profession, is expressed in the ability to creatively use the information learned in the learning process. Readiness for activity in the psychological and pedagogical literature is considered as a pre-start state. This is the presence of an image of a certain action and a constant focus on its implementation [2].

The variety of existing opinions about the essence and content of the concept of "professional competence of the future educator" causes differences in the definition of its structure. Many authors understand this concept as a certain amount of professionally necessary knowledge, skills, abilities, deep awareness of education and training as a mandatory element of professional competence of a teacher [1].

The structure of professional competence of the teacher provides the following set of competencies:

- general pedagogical - possession of basic invariant psychological and pedagogical knowledge and skills, possession of a set of universal personality qualities necessary for successful professional pedagogical activity;

- special - mastering specific to this profession knowledge, skills and abilities;

- technological (activity) - mastering of professional and pedagogical skills, which provides a way to perform professional and pedagogical actions, which is provided by a set of acquired knowledge in the field of professional and pedagogical activities; creativity;

- communicative - the establishment of reasonable relationships with students, which would contribute to the most effective solution of educational problems; mastering the techniques of professional communication with colleagues and students;

-reflexive - the driving force of personal achievements of the teacher, the motivator of professional growth, improvement of pedagogical skills, manifested in the ability to self-knowledge (selfobservation, self-analysis, critical self-assessment), self-expression (self-criticism, self-stimulation, self-coercion, etc.), self-realization, self-organization activities of education itself) [2].

Thus, the professional competence of the teacher - a characteristic of theoretical and practical readiness of the specialist to carry out pedagogical activities, which provides a set of general pedagogical, special, technological, communicative and reflective competencies that allow independently, responsibly, effectively perform certain job functions.

Levels of pedagogical competence of a teacher. In various explanatory dictionaries interpretation of the term "competent" though differs somewhat in content, but involve two general aspects. Competent is: 1) one who has sufficient knowledge in any field, who is well acquainted with something, intelligent; which is based on knowledge, qualifications; 2) who has certain powers, full-fledged, full-fledged.

In the Ukrainian sopecial literature, the concept of "competence" mainly implies a certain set of knowledge, skill level and some experience in their use. In English dictionaries, the category of "ability to act" comes to the fore as the ability to use knowledge in practice, as certain strategies for realizing the creative potential of the individual.

The concept of "competence" integrates cognitive, motivational, ethical, social and behavioral components. "To be competent" means to be able to mobilize the acquired knowledge and experience in a certain situation. Competence cannot be isolated from the specific conditions of its implementation. It organically connects the simultaneous mobilization of knowledge, skills and behaviors aimed at the conditions of a particular activity. In the psychological and pedagogical literature, the concept of "competence" has spread relatively recently. Since the late 80's in domestic science there is a special direction - a competency-based approach to education.

The introduction of the concept of "professional competence" is due to the breadth of its content, integrative characteristics, which combines such concepts as "professionalism", "qualification", "professional abilities" etc.

The content of pedagogical education as a whole can be considered as the unity of knowledge and skills, experience of creative activity and experience of emotional and value attitude to pedagogical reality. Conditionally separating professional competence from other personal formations, we mean that the acquisition of knowledge (accumulation of information fund) is not an end in itself, but a necessary condition for the development of "knowledge in action", i.e. skills - the main criterion of professional readiness.

To date, in pedagogical deontology there are several approaches to the classification of pedagogical skills. They can be reduced to three large groups: by pedagogical functions (N. Kuzmina, A. Shcherbakov, O. Abdull and others); by setting and solving different classes of pedagogical tasks (I. Gorodnikov, L. Spirin and others); by stages of management of pedagogical process (V. Slastyonin, L. Mishchenko and others).

The limited combination of different approaches to substantiating the composition of pedagogical skills dictates the logic of building a model of professional competence of an educator from the most general to private skills. Such the most common skills are the ability to think pedagogically and act, most closely related to the ability to subject facts and phenomena to theoretical analysis.

The concept of "educational competence" covers the cognitive, operational and technological, motivational, ethical, social and behavioral components [7 Strategy]. The cognitive component involves one's own knowledge, mastery of the procedures for their extraction and conducting intellectual operations with them. Operational-technological - the ability to apply the acquired knowledge in practice in solving specific problems.

Personal, meaningful attitude to the pedagogical activity of the teacher as a carrier of all its attributes - is a motivational component. If the last three components are combined into one - communicative-axiological, you can get not six-, but a four- component structure of pedagogical competence. In other words, the system of values (cultural, spiritual, material) of the teacher's personality, his ability to live and develop in interaction with the people around him, and will form a communicative-axiological component of pedagogical competence. However, each of these components has its own field of meaning and its characteristic categorical apparatus, and its content depends on the degree of formation (level) of competence of the teacher.

In our opinion, it is expedient to distinguish three levels of pedagogical competence: phenomenological, methodological and creative. At the first level the principle of informatization of education is realized, at the second - fundamentalization and humanization, at the third - the principle of humanization. The content of the key components of competence at each of these levels is revealed as follows. The cognitive component at the phenomenological level involves the development of existing empirical and theoretical knowledge; on the methodological - updating the knowledge system; on the creative - generating new knowledge. Operational and technological component at three levels is, respectively, the application of knowledge in standard situations by algorithms; creative application of knowledge in nonstandard situations; search for areas of application and methods of using new knowledge. The motivational component at the first level manifests itself as the success of pedagogical activities; on the second - as a means of self-development; on the third - as the realization of abilities or talent. The communicative-axiological component at different levels determines the value of a person as a professional, individual and part of the universe.

The theoretical basis for determining the levels of pedagogical competence of the future educator were the following provisions of pedagogy and psychology. The existence of a sequence of methods that reflect the "movement of the student" from the receptive- reflective position to the constructive-activity: information- receptive (explanatory-illustrative) and reproductive methods, the method of problem statement, heuristic (partial search) and research "[3], the separation of four levels (degrees) of abstraction -phenomenology, qualitative theory, quantitative theory, axiomatic theory [Bespalko V.P.], the presence of such types of thinking as: on the form - visually effective, visually figurative, abstract- logical, according to the degree of novelty and originality - reproductive (reproductive) and productive (creative) [4].

Methodological aspects of formation of professional competence of preschool teachers. Updating the content of training for students majoring in "Preschool Education" in the modern system of higher pedagogical education involves the widespread involvement of pedagogical innovations in solving creative problems. As a result, the teaching tools are changing, the use of which is focused on the formation of professional competence of the educator, not only subject or social, but also artistic.

The definition of "professional competence of a preschool teacher" is characterized by the presence of deep professional knowledge and pedagogical skills, the combination of which is focused on the practical implementation of masterful professional activity.

A modern student majoring in "Preschool Education" is called to play the role of a subject of creative and cognitive activity, so the system of vocational education should provide continuous improvement of professional skills of future educators of preschool education by creating a stimulating environment for his creative abilities and interests.

The formation of a socially perfect pedagogical system, fulfillment of tasks and requirements of professional education, which always works for the future, depends on the process of the level of training of future preschool teachers. It is quite obvious that a solid foundation of quality professional training should be the awareness of the future specialist of the importance of their own competitiveness, the level of professional competence and knowledge of the didactic principles of the education process.

The professional competence of a preschool teacher is closely related to his socio-pedagogical activities, because each preschool teacher fills the socio-cultural experience of previous generations, gives him a new creative character and multicultural impetus. Therefore, it is important in the process of training future preschool teachers to consider the concept of "pedagogical competence" through the prism of creativity and pedagogy of art, forming and developing students' necessary artistic knowledge, skills and abilities.

O. Boginich, emphasizing the awakening of activity and individuality of the student in order to transform the preschool teacher into a carrier of "cultural potential of the system of formed values", emphasizes the need to introduce into the pedagogical process of culturological principle [2, p. 243].

The figure of the future educator of preschool education, his professional competence, competitiveness, authority and popularity acquire their value only in the context of perfect mastery of pedagogical skills, creative innovation and techniques of theater pedagogy.

In our opinion, the essential characteristics of pedagogical competence of future preschool teachers are as follows:

- perfect mastery of theoretical knowledge in order to increase the level of educational state standards;

- pedagogical skills and creative, research activities;

- self-improvement and creative work of the teacher on himself;

- knowledge of sciences related to preschool pedagogy, in particular, the basics of theater pedagogy;

- possession of cultural, ethno-spiritual potential;

- perception of pedagogical activity through the prism of art;

- application in practice of innovative technologies of education of preschool children.

Competence and competency: a comparative analysis of the concepts. Dictionaries' interpretation of the concept of "competence" reflects mainly the social side of the subject's activity, and fixes the range of externally set goals and methods of activity. Knowledge, range of issues, experience are presented as generalized concepts that do not apply to a particular person, which is not his personal property. In particular, in professional activity the competence of the subject is determined by job responsibilities and job description, and in the education system - the goals of educational activities of the subject of education and the curriculum. The term “competent” refers to a person who has competence and is an evaluative category for the effective performance of his or her powers or functions. Competence acts in the Ukrainian and Russian languages as a quality that allows it (or even gives the right) to solve certain problems, make decisions, judgments in a particular field. The basis of this quality is knowledge, awareness, experience of socioprofessional activities.

The concept of "competence" and "competency":

- competence as an integrative integrity of knowledge, skills and abilities that provide professional activity, the ability to exercise in practice their competence [5, 26].

- competence as an objective category, socially recognized level of knowledge, skills, attitudes, etc. in a certain area of human activity as an abstract carrier [8, 92], N.M. Bibik interprets competence as a socially fixed educational result. That is, competencies can be derived as real requirements for students to learn a set of knowledge, methods of activity, experience of attitudes in a particular field of knowledge, personality traits that operate in society. The researcher conveys the concept of "competence" through the established concepts: "readiness for ...", "ability to ..." [8, 49].

- competence as a general ability based on knowledge, experience, values, abilities acquired through learning [2, 38]. The same opinion is shared by Russian researchers S.E. Shishov and V.A. Kalney [20]. J. Raven also pointed out that competencies are motivated abilities.

The psychological culture of the preschool teacher. The psychology of the educator of the preschool institution is revealed, formed and changed in the process of his pedagogical activity [10].

Psychology of pedagogical activity can be defined as a branch of psychological knowledge that studies the psychological patterns of the educator and how the educator perceives, transforms and implements the social order through the institutions of education goals and system of pedagogical activities, how he realizes the relevance of tasks, forms and methods specific conditions [1].

The content and psychology of pedagogical activity are determined primarily by social factors: the place and functions of the kindergarten teacher in society, society's requirements for the educator, as well as socio-psychological factors: social expectations of educators surrounding his personality and activities, his own expectations and attitudes, the sphere of his pedagogical activity [1].

The humanization of the education system, which characterizes the current stage of its development, makes high demands on the general and professional training of teachers, to the manifestation of their creative individuality [3].

Individual style of activity is one of the important characteristics of the process of individualization of professional activity. The presence of his style in a professional indicates, on the one hand, his adaptation to the objectively given structure of professional activity, and on the other - the maximum possible disclosure of their individuality [3].

Communication is an important system of educational relationships that contribute to the effectiveness of education and training. In pedagogical activity communication acquires a functional and professionally significant character. It acts in it as a tool of influence, and the usual conditions and functions of communication receive an additional load here, as from the aspects of universal grow into professional creative components.

The relationship between education and culture is emphasized by many scientists (LS Vygotsky, AN Leontiev, K. Rogers, A. Maslow, etc.). The image of culture is projected into modern types of educational process, and its reproduction is carried out in education. In this regard, the definition of the concept of "psychological culture of man" and the analysis of its content as the most important component of the general culture of man [2], [9] become relevant and timely.

The main components of psychological culture:

1) humanism, enthusiasm, uselessness;

2) exceptional diligence and attention to facts;

3) understanding the relativity of scientific evidence and conclusions;

4) high level of personal reflection, ability to irony and selfirony;

5) broad cultural interests, developed aesthetic taste;

6) linguistic expressiveness, fullness of emotional life;

7) optimism and altruism [4].

Psychological culture as part of general culture in the process of its development gradually penetrates into various layers and spheres of life. In the wake of democratization, the humanistic paradigm of modern philosophy of education resonated with the general public. The surge of interest in psychology has become widespread, both among professional teachers and among parents. To study ways to optimize the development of mental functions (sensation, perception, attention, memory, imagination, thinking, speech), communication processes in order to achieve a certain status in society added interest in the child's personality as a subject of their own life.

Education determines the level, breadth and depth of this process. From the principled position and style of pedagogical leadership, from the psychological culture of the personality of the educator largely depends on the direction and effectiveness of personal growth of the child. It is important to emphasize that within an authoritarian system it is difficult for a child to acquire qualities that objectively make a person stronger, independent, free, able to make decisions independently, taking into account the interests and needs of others, when a sense of duty is organically combined with their own aspirations and desires.

By searching for the sources of personality activity by fixing the emerging contradictions in the process of the child's activity, directing them in the direction of his general development, the adult thus stimulates the personal growth of the pupil. Thus, it becomes possible to predict the main lines of self-education and provide him with support in the ascent to his individuality. In the course of the child's resolution of the discrepancy between "want" and "need", the teacher focuses on the choice process [11].

At voluntary choice not stimuli, and reactive formations, the whole system of installations struggle. At concrete collision of two stimuli there can be a "battle of installations" (L.S. Vygotsky, A.N. Leontiev, etc.). That is why the simple translation of knowledge without children's active awareness of their subjective significance, as a rule, leaves the individual at a formal, reproductive level. Therefore, mentioning the pedagogical support for the formation of volitional qualities of the child, should focus not so much on incentives as a means, but on the creation of attitudes as goals [2], [9].

This leads to the need to clarify the concept of pedagogical support, which can be explained as a counter-activity of an adult (understanding, acceptance, providing the necessary assistance) in response to the child's need for interaction. The peculiarity of this concept is that it emphasizes the primary and leading activity of the child, which the teacher supports. He creates the conditions for directing it in a certain direction. It should be noted that for the provision of such assistance, professional and pedagogical skills alone are not enough, it is necessary that the educator stand on the positions of humanistic pedagogy, have a psychological culture.

The child is full of all opportunities, it has a variety of potentials: from noble to ugly. The external environment brings to life some of them, some others. But when a child encounters a true understanding and acceptance of his condition, he overcomes his internal conflicts, psychological discomfort, and neurotic states and becomes capable of personal growth and development.

In this regard, the question arises about the consideration of the principles, models of pedagogical communication and preparation of adults for pedagogical support of personal growth of the child, the procedural guidance of educational activities.

The authors also point out that a special study requires the concept of "individual style of communication", which includes individual-typological features that are manifested in the interaction of teacher and pupil, a set of repetitive sustainable techniques of communication, personality traits, life experience, impact on relationships between peers.

Pedagogical communication should be a well-thought-out educator in terms of purpose and purpose, for example: communication can be organized by a teacher in order to engage in post-play activities. At the same time, the orientation of pedagogical communication only on their own goals can not lead to results. The model of communication can not be rigid; it must be focused on a particular child or group of children, be a flexible dynamic system that provides an impact on the child, taking into account its age and individual characteristics.

In our opinion, this model of pedagogical communication fully corresponds to the peculiarities of psychological culture in its communicative component. It provides a differentiated-individual nature of communication with the child depending on: the child's condition; the dominance of the motives and needs of the child at the moment; the form of communication in which she is now; level of activity development; the conditions under which this communication takes place.

Communicative skills of a preschool specialist ensure the establishment of pedagogically appropriate relationships with individual children and the whole group, with the parents of students, with colleagues, the administration.

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