PREPARING FUTURE PRESCHOOL EDUCATORS TO ORGANIZE ARTISTIC AND VERBAL ACTIVITIES OF PRESCHOOL-AGED CHILDREN

Abstract

Introduction. The article substantiates the relevance of preparing future preschool educators for the organization of artistic and speech activities of children in preschool age within the context of modernization of the educational sector. The study addresses the challenges of ensuring methodological competence among students of the "Preschool Education" program, highlighting inconsistencies in the content of educational components across different higher education institutions and their insufficient alignment with the current requirements of the State Standard of Preschool Education in Ukraine. Theoretical foundations of artistic and speech activity are examined as an integrated phenomenon that combines verbal, artistic, theatrical, and creative-improvisational activity of the child. The structural components of such activity are defined, and its significance for the development of speech-communicative and artistic competencies of preschool children is justified.
Purpose. The study aims to analyze the content of professional training for future preschool educators, identify gaps in literary and methodological preparation, and substantiate approaches for integrating classical and contemporary children’s literature into educational practice. Special attention is given to the formation of students’ ability to conduct semantic, compositional, figurative, and linguistic analysis of literary works, select pedagogically appropriate methods and forms of work, and consider the age-specific characteristics of children in the educational process.
Methods. The research employed a combination of theoretical analysis, literature review, and empirical survey methods. The content of educational components and methodological practices in higher education institutions were analyzed, and data were collected through student surveys to assess their knowledge of classical and contemporary children’s literature and their preparedness to organize artistic and speech activities in preschool settings.
Results. The findings reveal that students demonstrate sufficient awareness of classical children’s literature but possess limited knowledge regarding contemporary Ukrainian literary processes, indicating a need for enhancement of literary and methodological training. The study emphasizes the importance of systematic renewal of professional training content through sequential study of literary works in chronological and thematic contexts, as well as the implementation of innovative approaches to text analysis and multilayered interpretation. The research identifies prospective directions for future studies, including empirical evaluation of the effectiveness of preparing future preschool educators and the development of innovative forms for organizing artistic and speech activities in preschool institutions.
Originality. The scientific novelty of the research lies in the integration of theoretical and empirical approaches to the preparation of future educators, highlighting the role of artistic and speech activities in developing children’s communicative and creative competencies. The study provides a framework for combining classical and modern literature, innovative pedagogical strategies, and age-specific adaptation of educational content to optimize the professional readiness of future preschool educators.
Conclusion. The study concludes that effective preparation of future preschool educators requires a comprehensive, systematic approach integrating classical and contemporary literature, innovative methodological techniques, and an emphasis on developing both students’ analytical skills and practical abilities in organizing artistic and speech activities. Recommendations include enhancing students’ literary knowledge, improving methodological training, and implementing interactive, creative approaches to foster the professional competence and creative potential of future educators.