Кондратець, Інна Вікторівна and Науменко, Марина Сергіївна (2024) Psychological and pedagogical support of future educators in planning and organization of literary projects with preschool children Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина») (3 (37)). pp. 329-342. ISSN 2786-4952
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Abstract
The article highlights the relevance of the problem, namely, the need to train a specialist who is able to rationally combine theoretical knowledge with its practical application to solve specific life problems of our time in joint activities with different categories of participants; outlines the project method as an effective form of interaction with preschool children in the educational environment of preschool education; indicates the main tasks that project activities solve, which are consistent with the list of skills of the future (soft skills); emphasizes that the modern understanding of an educational project has two directions: the result of activity - the product obtained (productive aspect); an innovative form of organizing joint interaction aimed at achieving a certain result (activity aspect); analyzes the research positions of scientists on the use of the project method in preschool education, in particular, literary projects. The following difficulties that arise in planning and organizing projects are outlined: the presence of stereotypical thinking, a focus on projects on the Internet, an unformed system of knowledge about the psychological characteristics of preschool children and modern forms of interaction with participants in the educational process; lack of habit to rely on educational programs in planning any form of interaction with children and parents. The article highlights a number of approaches that ensure the effectiveness of psychological and pedagogical support of future educators in planning and organizing literary projects with preschool children: text-centered, axiological and empathic, personality-oriented and reflective. Seven principles for the effective implementation of literary projects are identified and substantiated (phasing; personal involvement of the teacher; determining the meanings of the work of art; unity of the developmental space and environment; "echo"; communicative dialogue/polylogue; reflective attitude to the literary text). Attention is focused on the classification of literary projects: monoliterary, multiliterary thematic, multiliterary personalized; the stages of preparation, features of the project's "passport" and algorithm of its implementation are described; key markers are outlined (profile name and specific "literary" product of the project; determining the meanings of the work of art; focusing on modern forms of interaction with children and parents; taking into account the percentage of dominant and integrated tasks in the literary project).
Item Type: | Article |
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Uncontrolled Keywords: | psychological and pedagogical support; higher education; future educators; literary project; text-centered approach; personality-oriented approach; axiological and empathic reflection approach; principles of effective project implementation; preschool children |
Subjects: | Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН) |
Divisions: | Факультет педагогічної освіти > Кафедра дошкільної освіти |
Depositing User: | Марина Сергіївна Науменко |
Date Deposited: | 29 Mar 2024 10:59 |
Last Modified: | 29 Mar 2024 10:59 |
URI: | https://elibrary.kubg.edu.ua/id/eprint/48461 |
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