DEVELOPMENT OF EDUCATORS’ PROFESSIONAL SKILLS IN PRESCHOOL EDUCATION INSTITUTIONS: GENESIS OF GAME-BASED PEDAGOGY IN POSTGRADUATE EDUCATION

Abstract

The article is devoted to the coverage of historical and modern aspects of the professional development of teachers of preschool education institutions of Ukraine on the issue of implementing game-based methods of child development. The main aspects of the historical experience and the current state of training of preschool teachers for the implementation of game-based approaches in the conditions of postgraduate education have been analyzed. The genesis of the game-based pedagogy in the conditions of postgraduate education as a component of the professional development of educators of preschool education institutions has been characterised. The fact of unification of the training and upgrading of the qualifications of preschool teachers of the Ukrainian SSR and the levelling of the role of game as a natural mechanism in the formation and development of the personality of a preschool child have been established. The emphasis is placed on the emergence of new guidelines of the preschool education system in the early 90s of the 20th century, which proved the importance of games in the educational process of preschool education institutions. The main forms of development of teachers’ professional skills regarding the application of game-based pedagogy in preschool education institutions through the prism of history and present have been identified. They include advanced training courses, theoretical and practical seminars, methodical associations, schools of advanced pedagogical experience and self-educational activities of teachers. The article describes the characteristics of special courses and modules on the introduction of game and activity-based teaching methods, which are included in the educational programmes of advanced training of postgraduate pedagogical education institutions, such as «Play Pedagogy in Preschool Education Institutions», «Well-being of Children and Teachers: Effective Tools and Practices of Psychosocial Support», «The programme of socio-emotional development and learning of children «Peppy Pals» («Cheerful Friends»). It is concluded that the activity of modern postgraduate education institutions is aimed at forming a valuable attitude of teachers towards the possibilities of game in acquiring the skills and knowledge necessary for children. It is also characterized by a significant increase in the number of hours provided for studying the theory and practice of facilitating game as a natural environment for development, education and support of preschool children based on numerous research and monitoring studies. The prospects for further study of the stated problem in the development of a system for monitoring the quality of training of teachers regarding the use of the educational potential of the game.