PURPOSEFULNESS OF A PRESCHOOL EDUCATION SPECIALIST: ESSENCE AND CONDITIONS OF FORMATION IN A PRESCHOOL EDUCATIONAL UNIVERSITY

Abstract

Introduction. The problem of developing purposefulness in future preschool education specialists as a fundamental strong-willed personality trait remains relevant due to the lack of research in this area in domestic science. Pedagogical practice requires modern information on diagnostic procedures and technologies for forming in students of higher education institutions the ability to make adequate prognostic and retrospective assessments, make strong-willed efforts to achieve the set goal, act purposefully and persistently, consciously relate to the chosen profession, realize their potential, and show self-reflection. The conceptual principles of the study are disclosed, the content of the leading category is determined, and the criteria for assessing the degree of formation of purposefulness in future preschool education specialists are formulated. The levels of development of the phenomenon studied in student youth are characterized, and pedagogical conditions and methods for forming adequate self-esteem and the ability to actively influence their own professional life are substantiated.
Methods: analysis and generalization of data from psychological and pedagogical scientific sources on the problem under study; theoretical modeling for the construction of diagnostic research methods; observations, individual interviews, organization of experimental situations.
Results. The author's work includes: development of conceptual foundations of the study, characterization of the content and structure of the category "purposefulness"; determination of criteria, indicators and components for assessing the degree and features of development of purposeful behavior in student youth; development of the author's version of the distribution of subjects at the level of development of the specified volitional quality (high, optimal, average and low); qualitative and quantitative processing of empirical data. It was established that representatives of the specified levels of purposefulness formation were distinguished by the ability to realize the goal and correctly predict the future result; motivation to achieve and resistance to obstacles; ability to plan their actions and make informed decisions; ability to achieve the final result and demonstrate self-reflection. Theoretically substantiated pedagogical conditions for optimizing the educational process in higher education institutions, which include: expanding knowledge about purposefulness as the ability to formulate, maintain and achieve the goal of activity; practicing the ability to plan effective methods of action and independently achieve the set goal; reducing purposefulness to the highest volitional virtues through pedagogical assessment; using innovative methods for developing adequate self-esteem and the ability to self-reflect.
Originality. For the first time: a concept for studying the problem of developing purposefulness in future preschool education specialists has been developed, based on the subject paradigm. The content and structure of the leading category have been determined; the assessment criteria and indicators of the degree of formation of the indicated volitional quality in students have been characterized. The author's version of the distribution of student youth at the level of development of the phenomenon under study has been described, it has been established that representatives of each were distinguished by the ability to realize the goal and predict the future result; motivation for achievement and resistance to obstacles; the ability to plan their actions and make balanced decisions; the ability to achieve success and a tendency to self-reflection. The pedagogical conditions for optimizing the educational process in higher education institutions have been substantiated, aimed at forming in the studied students purposeful behavior, the ability to act independently and persistently, not to be distracted by extraneous things, and to achieve the set goal.
Conclusion. In the course of studying the phenomenon of purposefulness, it was proven that it is a fundamental characteristic of the personality of future preschool education specialists. Conceptual principles were developed based on the attitude towards students as active subjects of professional life. The meaning of the concepts of “purposefulness”, “goal setting”, “achievement motivation”, “perseverance” was clarified. The criteria, indicators, and components by which the degree of development of purposefulness of the studied subjects was assessed were characterized. The author’s division of student youth into four levels of formation of the studied volitional quality – high, optimal, average and low – was described. Representatives of each level were distinguished by the development of the ability to act purposefully, to be focused on achieving the goal, not to be distracted by extraneous things, to achieve high results of activity, to objectively evaluate their achievements. The pedagogical conditions for optimizing the educational process in a higher education institution are substantiated, which include: expanding knowledge about purposefulness as the ability to formulate, maintain and achieve the goal of activity; practicing the ability to plan effective methods of action, regulate them and independently achieve the final result; reducing purposefulness to the highest volitional virtues through pedagogical assessment; using innovative methods for developing adequate self-esteem and the ability to self-reflect.