- Дем’янова, В. Ю. and Драч, І.І. (orcid.org/0000-0001-7501-4122) (2021) Features of teacher training preschool education: the US experience Педагогіка формування творчої особистості у вищій і загальноосвітній школах, 1 (79). pp. 96-105. ISSN 1992-5786
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ОСОБЛИВОСТІ ПІДГОТОВКИ ПЕДАГОГІВ ДОШКІЛЬНОЇ ОСВІТИ (ДОСВІД США).pdf Restricted to Registered users only until 18 December 2029. Download (309kB) | Request a copy |
Abstract
An important factor of success of preschool education reform in Ukraine is modernization of training preschool teachers system. The documents of UNESCO, the Organization for Economic Cooperation, the strategy of the World Association for Education of Children, the World Organization for Preschool Education, and the International Labor Organization emphasize the importance of training highly professional preschool teachers who can create necessary conditions for early childhood development. Taking into consideration that updating the content of preschool education involves, in particular, the analysis of best practices of the world's leading universities, it is worth analyzing the experience of US universities, which have been world leaders in higher education according to international rankings, including Academic Ranking of World Universities, The QS World University Rankings. The scientific works of both American researchers (M. Whitebook, RE Williams, C. Lim, Harriet AbleBoone, M. Hyson, RE Gomez, Sharon Lynn Kagan) and national scientists (Zdanevich, T. Kresan, N. Melnik, O. Borisova) are devoted to the problems of teacher training for preschool institutions in the United States. The peculiarities of training specialists in preschool education in the United States are studied by such national researchers as L. Zdanevich, T. Kresan, N. Melnyk, and O. Borisova. At the same time, national educational science still pays insufficient attention to analysis of peculiar features of educational programs in US universities to train teachers for preschool education. The article includes analysis of educational programs for training future preschool teachers of leading US universities according to the International Academic Ranking of World Universities (ARWU) in the field of “Education” – Michigan State University, University of Southern California, Vanderbilt University, National Louis University, Walden University, University of Minnesota, University of Florida, University of Pittsburg, The University of Arizona. Generalization of the experience of training future preschool teachers in US universities led to the conclusion that the requirements for such training were different in different states. At the same time, educational programs have common features. The main specific feature of Bachelor’s educational programs is their focus on the formation of the following: understanding the characteristics of intellectual, social, emotional and physical development of children; ability to develop programs and use teaching methods in educational environment of preschool education; ability to prepare children for interaction with the environment, life in conditions of cultural pluralism; readiness to work with children with special needs; awareness of the importance of cooperation with children’s families. Master's programs are aimed at students who aspire to be heads of preschool institutions, to engage in political or scientific activities in the field of preschool education. Peculiarities of Master’s educational programs are the following: emphasis on students mastering the methods of control and development of staff in preschool educational institutions; financial and legal mechanisms of management in preschool education, educational management; methods of conducting educational monitoring and assessing the quality of preschool education; as well as acquaintance with successful practices of cooperation with children's families and the community, creation of well-balanced and safe educational environment for the development, education and upbringing of children of early and preschool age; focus on the formation of innovative ways of learning, use of research methods and creative, unconventional approaches to solving problems in the field of preschool education; conducting research of Master’s level.
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