EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PRESCHOOL SPECIALISTS FOR PEDAGOGICAL INTERACTION WITH INTERNALLY DISPLACED FAMILIES

Abstract

The article demonstrates an experimental verification of the effectiveness of preparing future preschool teachers for pedagogical interaction with the families of children of internally displaced persons. The levels of maturity of motivational-value, activity and cognitive components of the readiness of future preschool teachers for pedagogical interaction with the families of children of internally displaced persons have been analyzed. The author has specified criteria of the motivational-value component, as follows: a motivational orientation of future specialists within the professional activity, the availability of the formed readiness for using modern pedagogical technologies, a drive towards self-development and self-perfection in terms of the educational activity. An activity component of the readiness of future preschool specialists has been rendered through self-analysis of four groups of skills: projecting, organizational-pedagogical, activity-technical and reflexive-evaluative. The experiment control stage has aimed to prove the efficiency of the author’s system of the formation of readiness of future preschool teachers by comparing and analyzing the data demonstrated by an experimental group (EG) and a control group (CG). The author has revealed the outcome of maturity of the motivational-value, cognitive and activity criteria at ascertaining and control stages of the study.