EDUCATIONAL CONDITIONS FOR THE DEVELOPMENT OF PROFESSIONAL COMPETENCE AMONG STUDENTS OF THE ‘PRE-SCHOOL EDUCATION’ PROGRAMME AT HIGHER EDUCATION INSTITUTIONS

Abstract

In the course of their research, the authors analysed the definitions of the concepts of ‘professional competence’ and ‘competence’, and summarised contemporary academic approaches to the development of a competence-based model for specialists in the field of early years education. Particular attention is paid to the interpretation of professional competence as an integrative characteristic of the individual, combining knowledge, skills, abilities, value orientations, practical experience and the capacity for self-development. It is noted that one of the defining features of the development of professional competence among students of the A2 specialism ‘Early Years Education’ is ensuring the continuity, systematic nature and complementarity of educational components aimed at developing both general and specialised (professional) competences. The relevance of the study stems from the need to modernise the training of future early years education specialists in the context of the transformation of the educational landscape, the implementation of a competence-based approach, the digitalisation of education, and rising demands on the quality of teaching practice. Contemporary challenges, in particular social changes and wartime conditions, highlight the need to develop flexible, mobile, innovation-oriented educators capable of working effectively in diverse educational settings. The aim of the article is to provide a theoretical justification and define effective pedagogical conditions for the development of professional competence among students of the ‘Early Childhood Education’ programme in higher education institutions.
The research methodology is based on the use of a set of complementary methods: analysis and synthesis of scientific and pedagogical literature, systematisation of theoretical approaches, and comparative analysis. This has enabled the identification of the pedagogical conditions for its development.
As a result, it was established that the effectiveness of the development of professional competence among future educators is ensured under the following pedagogical conditions: the creation of an innovative educational environment in higher education institutions; integration of theoretical and practical training; use of digital technologies and cloud-based resources; implementation of active and interactive teaching methods; ensuring a person-centred approach; development of reflective skills and motivation for professional self-improvement.