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/ December 2023
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DOI: https://doi.org/10.34069/AI/2023.72.12.3
How to Cite:
Tsukanova, N., Kanosa, N., Hordiichuk, M., Popovych, O., & Kotelianets, N. (2023). The transformation of the training of
preschool educators in the digital age. Amazonia Investiga, 12(72), 31-44. https://doi.org/10.34069/AI/2023.72.12.3
The transformation of the training of preschool educators in the digital
age
Трансформація підготовки вихователів дошкільних закладів у цифрову епоху
Received: November 9, 2023 Accepted: December 27, 2023
Written by:
Nataliia Tsukanova1
https://orcid.org/0000-0002-6480-8717
Nataliia Kanosa2
https://orcid.org/0000-0002-3716-9112
Mariana Hordiichuk3
https://orcid.org/0000-0002-4263-8104
Oksana Popovych4
https://orcid.org/0000-0002-0321-048X
Natalka Kotelianets5
https://orcid.org/0000-0002-0575-5205
Abstract
Nowadays, the informatization of education, the
purpose of which is the use of new information
technologies in the global rationalization of
intellectual activity, is considered as a mandatory
and absolute condition for the creation of a new
information society. Therefore, we have singled
out the main ways of high-quality professional
training of future teachers of preschool education
institutions in the modern information society.
The professional training of future teachers of
preschool education institutions is considered as
a multifactorial structure in the modern
information society and its tasks and educational
components are distinguished. Four stages are
distinguished and two methods of integration of
professional training of future educators are
characterized (horizontal and vertical). The
application of the personally oriented,
competence-based, integrative, activity
approaches discussed in the article will provide,
by the requirements of employers, a high level of
1
Candidate of Pedagogical Sciences (Ph.D.), Associate Professor, Senior Lecturer of Preschool and Elementary Education,
Volodymyr Vynnychenko Central Ukrainian State University, Ukraine. WoS Researcher ID: GRR-8182-2022
2
Ph.D. in Psychology, Associate Professor, Associate Professor of the Department of Theory and Methodology of Preschool
Education, Kamianets-Podilskyi National Ivan Ohiienko University, Ukraine. WoS Researcher ID: IYJ-5601-2023
3
Ph.D. in Pedagogical, Associate Professor, Associate Professor of the Department of Theory and Methodology of Preschool
Education, Kamianets-Podilskyi National Ivan Ohiienko University, Ukraine. WoS Researcher ID: ABG-8052-2021
4
Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool and Special Education, Dean of the Faculty
of Pedagogy, Mukachevo State University, Ukraine. WoS Researcher ID: AAJ-9245-2021
5
Doctor of Pedagogical Sciences, Professor of the Pre-school and Primary School Education Department, Volodymyr Vynnychenko
Central Ukrainian State University, Ukraine. WoS Researcher ID: HPF-0616-2023
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training of a creative, competitive personality of
the future specialist. The main technologies and
factors that are effective in the modern
information society are highlighted for high-
quality professional training of future specialists.
The importance of distance education, cloud
technologies, and educational blogs is proven
and the advantages of using them for the
professional training of specialists are shown.
Keywords: professional training, future
professionals, preschool education institutions,
information society, informatization of
education.
Introduction
The constant dynamics of the development of
modern society, the increase of scientific and
professional information, the intellectualization
of work, the growth of the social role of the
individual, and the rapid change of technologies
and techniques require higher education
institutions to ensure a new high-quality level of
the educational process. The main modern
direction that will help fulfill such a task is the
effective and wide use of modern learning
technologies and information tools, particularly
information and communication. The 21st
century is an information society, which is
formed based on socio-economic factors, signs of
scientific and technological progress, and
information processes.
The processes of technologization and
informatization of society directly affect the
educational sphere, the modernization of which
requires high-quality training of competitive
specialists in the link of preschool education with
a high level of information and communication
culture. Future educators of preschool education
institutions should master innovative modern
information and communication technologies,
which will provide an opportunity to enrich their
professional experience, and their personal and
professional improvement to qualitatively realize
their potential in the education of the younger
generation.
Each institution of higher education faces a
multifactorial, complex task related to the
development and formation of a modern
informational educational environment that takes
into account the requirements of the social
perspective. The parameters of the informational
educational environment of the institution of
higher education are determined by the
requirements for the students who are preparing
for work in the conditions of fundamental
changes in society (Tymofieieva, 2017).
In modern society, the role of the teacher-
educator is growing, and education, from its first
level – preschool, is gaining a high status. This
poses the task of increasing the requirements for
the quality of the educational space, for
pedagogical activities, and for the training of
future specialists in preschool education. In
pedagogical activity, personal and professional
aspects go hand in hand. Therefore, one cannot
talk about a teacher's pedagogical competence
without connecting it with personality
development. Therefore, the main thing in the
professional training of future teachers of
preschool education institutions in the modern
information society is the formation of personal
qualities of future specialists, the development of
professional abilities, and mastering a set of
professional and general cultural competencies
(Anishchuk, 2020).
Literature review
In the conditions of Ukraine's entry into the
European space of higher education, the problem
of convergence of educational paradigms,
fundamental principles, methodological
approaches in the construction of content and
implementation of organizational forms,
innovative technologies to ensure the quality of
training of future specialists in preschool
education is important.
The relevance of the chosen topic is explained by
the fact that the activity of a modern preschool
education institution is impossible without
highly organized methodical work. The
Tsukanova, N., Kanosa, N., Hordiichuk, M., Popovych, O., Kotelianets, N. / Volume 12 - Issue 72: 31-44 / december, 2023
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organization of methodical work in preschool
education institutions involves taking into
account society's requirements for preschool
education, changes in the content and
technologies of development, education, and
upbringing of preschool children, parents'
requests, and children's needs. The study of the
problems of methodical work is based on the
study of historical origins, content, forms, and
methods of its development.
In the domestic theory and practice of
pedagogical education, a significant scientific
fund has been developed, which serves as a basis
for improving various aspects of professional
training of educators of preschool children.
Methodical advice was offered to O. Yemchyk
(2022) and the prospects for the introduction of
information technologies in preschool education
were considered: lecture materials and the
syllabus of the educational discipline were
developed, and tasks and creative works for
laboratory classes were presented. The
possibilities are characterized, the theoretical
foundations, means of using information, and
computer technologies in the educational process
of the preschool education institution are
presented, and the algorithm for creating didactic
materials using computer programs is shown.
The formation and development of various
aspects of preschool education, its content,
planning of the educational process, methods and
forms of working with children are revealed in
works N. Franchuk (2020), the peculiarities of
the use of a new specific tool for the child's
activity, the technical characteristics of the
computer in the professional training of future
teachers of preschool education institutions in the
modern information society, and the ways of
using educational software tools when working
with children (developmental programs, didactic
games, educational – game complexes, etc.); to
organize the educational process of professional
training of future teachers of preschool education
institutions, ways of forming awareness among
education seekers about the possibilities of
effective use of information technologies for the
use of educational tasks are shown.
Domestic scientists studied various aspects of the
training of future teachers of preschool education
institutions. The problems of the formation of
professional training of future educators are
highlighted in research by O. Lystopad, &
I. Mardarova (2022). They revealed the essence
of the concept of "readiness of educators to
implement distance education tools in
professional activity"; substantiated the
components of the readiness of future educators
of preschool education institutions to implement
distance education tools in their professional
activities; tested and developed a step-by-step
method of forming the readiness of future
teachers of preschool education institutions to
use distance education tools in their professional
activities.
The role of teachers in the development of the
preschool education system, which influenced
the organizational and content principles of
methodical work in preschool education
institutions, is revealed in research by O. Bida,
A. Chychuk, & O. Kuchai (2019). They
characterized in the works of domestic and
foreign scientists the state of research on the
problem of studying the development of
giftedness and intelligence in preschool children,
proving that the problem of teaching and raising
a gifted preschool child in different historical
periods was constantly studied by teachers and
psychologists, but certain aspects of this
multifaceted issue require a more detailed
understanding despite the considerable practical
and theoretical heritage, primarily at present,
given the relevance of the development of a
gifted child of preschool age; in the works of
domestic and foreign scientists, the study of the
problem of studying the development of
giftedness and intelligence in preschool children
has been clarified. O. Sulyma (2013) proved that
the formation of the readiness of future educators
of preschool education institutions to implement
distance education tools in their professional
activities is influenced by methodological
approaches: personally oriented, systemic,
sociocultural, and activity.
Many scientists have always paid due attention to
the research training of future preschool teachers.
The problem of the formation of its various
components is reflected in the works of scientists
O. Naboka, & M. Demchenko (2019). They
devoted their research to the professional training
of future preschool teachers using electronic
educational resources. T. Telychko (2022)
developed and tested a program for future
teachers of preschool education institutions for
their psychological and pedagogical training.
The main theoretical methods were used:
generalization of the obtained scientific data;
descriptive and analytical methods of processing
critical and theoretical resources and sources;
generalization and synthesis of own experience
of training future specialists. In the conditions of
the modernization of the education system, the
principles of working with the pedagogical staff
of preschool education were considered in the
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format of changing the priorities of the
implementation of professional training of
educators. A. Anishchuk (2020), in the
conditions of university education, the
peculiarities of professional training of future
preschool education specialists are shown.
Different approaches and aspects of the
development of professional and personal
qualities of future specialists of the preschool
education institution for professional training are
highlighted. The list of competencies of the
future specialist was presented, the analysis of
state documents was carried out, the components
of professional training were highlighted, and the
principles of organizing the process of
professional training of future teachers of
preschool education institutions in the modern
information society are substantiated.
In the scientific literature on preschool pedagogy,
a significant amount has been accumulated
experience that can serve as a basis for solving
the research problem. O. Kovshar, N. Nedodatko,
M. Baditsa, K. Suyatynova, A. Inshakov,
I. Inshakova, K. Konovalova, &
M. Chuloshnikova (2020) highlighted the
scientific results of research into the theoretical
and methodological problems of training future
teachers of preschool education institutions in the
modern information society using innovative,
productive and interactive technologies. They
showed the contribution of preschool education
scientists-teachers to the development of
theoretical and methodological approaches to the
process of training preschool education
specialists and to the results of studying
childhood problems; and described ways of
acquiring professional competencies by future
educators. K. Shovsh, O. Bida, & A.
Margitych (2022) found out the relevant
professional training issues for future specialists
in preschool education; showed the need for
preschool education institutions for professional
training of pedagogical workers; proposed the
development of new approaches to the methods
and technologies of professional training of
future teachers of preschool education
institutions in the modern information society.
Based on the analysis of the works of many
scientists, we state that the state of scientific
development of modern problems of preparing
future teachers for the implementation of
movement mode in preschool educational
institutions cannot be considered satisfactory.
The effort to improve the professional training of
future specialists in preschool education, a
thorough study and analysis of the readiness of
future educators to implement the movement
regime in preschool educational institutions will
contribute to overcoming the shortcomings and
contradictions between:
− increasing the requirements for the
professional competencies of preschool
teachers provided by the basic standard and
the actual state of their professional training;
− the need to improve the quality of
professional training of future educators and
the insufficient amount of methodical
support for the educational process;
− professional training of future teachers of
preschool education for the formation of
media culture in older preschool children
and the need to develop a system of methods
and forms of the learning process.
The training of future specialists in preschool
education is considered as "a multifactorial
structure, the main task of which is the
acquisition by each student of a personal sense of
activity, the formation of professional skills, an
ever-growing interest in working with children
and their parents, as well as in the development
of success in activities." Ways of high-quality
teacher training for an innovative preschool
education institution are shown; intradisciplinary
and interdisciplinary integration is characterized;
implementation of systemic and personal-
activity approaches. The components of the
professional training of a future specialist in an
educational institution and the main principles of
training future educators of preschool education
institutions in the modern information society are
highlighted; the provisions of the following
approaches are defined: personally oriented;
interdisciplinary; axiological; humanistic;
technological; competence; activity.
Goal. To single out the main ways of high-
quality professional training of future teachers of
preschool education institutions in the modern
information society.
Methodology
An important methodological toolkit, the basis of
which is a set of initial, target attitudes,
conceptual ideas, psychological and
technological means, methodical and
psychodiagnostics, which provide a deep holistic
understanding, and knowledge of the child's
personality and, on its basis, harmonious
development in the conditions of the education
system.
To achieve the goal of the research, the following
general scientific methods were used: definitive
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analysis - with the aim of clarifying and revealing
the conceptual and terminological apparatus of
the research; theoretical - analysis, synthesis,
comparison, generalization - for the purpose of
systematization of methodological and scientific
achievements of foreign and domestic scientists,
regulatory and legislative documents;
interpretative-analytical - for the purpose of
analyzing documentary and literary sources;
empirical - for the analysis of scientific sources,
observation, identification of constructive
achievements of the educational field;
comparative-pedagogical analysis - for the
purpose of comparing, comparing, highlighting
distinctive and common features of the
development of professional training of future
teachers of preschool education institutions in the
modern information society; prognostic - in order
to theoretically generalize the possibilities of
using constructive ideas of experience in the
professional training of future teachers of
preschool education institutions in the modern
information society; retrospective analysis - to
study the development and formation of
professional training of future educators of
preschool education institutions and to identify
the specifics of its influence in the modern
information society on future specialists.
The experiment is characterized by the formation
of experimental and control groups. The number
of students in the control group is 39, the
experimental group is 87. Intuitive selection of
the research object and orientation to statistical
methods of description of the research object,
tools, and data analysis.
Comparative data on the composition of the
experimental and control groups allow us to
conclude that the homogeneous indicators in
these groups at the initial stage of the experiment
are quite close. This confirms the correctness of
the grouping and ensures the necessary purity of
the experiment, validity, reliability, scientific
rigor, and reliability of the obtained data.
The results of the experiment clearly indicate a
noticeable increase in the results in the
experimental groups compared to the control
level among students. Thus, in the experimental
groups, the rate of growth of the level of ensuring
quality training of future educators for the design
of computer exercises, didactic games for
working with preschoolers, the selection of the
main ways of professionalism of future educators
in the modern environment was on average 150%
per semester, and in the control group - 123%. In
the experimental groups, by the end of the 2nd
semester, the number of students whose
professionalism is at the reproductive and
reproductive levels decreased by an average of
41%, and in the control group - by only 16%. On
average, the number of students in the
experimental groups who have a partial research
level of professional development increased by
21% against 11% in the control group; the
number of students engaged in professional
activities at a creative level increased by 20%,
while the control group practically did not
change (increased by 4%).
Thus, in the experimental group, the number of
students who are at a reproducible level of
professionalism decreased by 65%, and in the
control group - by only 35%. Before the end of
the experiment, the creative level of professional
training was characteristic of 47%, while only
12% of the control group. In the experimental
group, the rate of increase in the level of
professionalism on average per semester was
180% against 136% in the control group.
The construct validity of the study was
established based on a comparison with the
results. We standardized it based on a sample of
the number of students.
The organization of the experiment determined
the use of appropriate diagnostic tools. When
choosing methods, their adequacy to the task and
compliance with the criteria of validity and
reliability were taken into account. Part of the
methods was subject to modification, expansion
of methods of processing, and interpretation of
the received diagnostic material.
When creating control and experimental groups,
we used varieties of the sampling method, which
is a device for randomizing the elements of the
experiment, it is this, taking into account
unaccounted factors, that is important in ensuring
the random order of research implementation.
The introduction of such groups makes it
possible to reduce the list of "threats" to external
and internal validity and to conduct realistic
measurements with the help of data collection
and analysis tools over a long period of time in a
natural environment (longitudinal experiments).
Qualitative and quantitative processing of the
systematized collected information with the help
of data collection and analysis tools was carried
out using the methods of mathematical statistics.
The results of the pedagogical experiment testify
to the effectiveness of the pedagogical conditions
and program of the experiment developed by us,
which is confirmed by the positive results of the
main quality indicators formed at the beginning
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and at the end of the experimental work.
Therefore, the positive dynamics revealed during
the research give reason to believe that the set
goal has been achieved.
Results and discussion
Nowadays, the informatization of education, the
purpose of which is the use of new information
technologies in the global rationalization of
intellectual activity, is considered as a mandatory
and absolute condition for the creation of a new
information society. Informatization of education
is a factor that contributes to the implementation
of professional training, in particular of future
teachers of preschool education institutions, and
state policy in the field of higher education.
Information technologies have brought the
impetus of innovations to the system of higher
education and can be considered the main means
of its innovative development (Shykula, 2013).
Considering the professional education of future
teachers of preschool education institutions in the
modern information society, we will highlight the
application and development of information and
communication technologies, and the organization
of information processes, which include the
following processes: organization, preservation,
transfer, accumulation of data, automation, and
formalization of knowledge (Bohinich, 2008).
The information space for a person's existence
requires his competence in terms of formats and
standards for the implementation of information
programs, the information community, skills, and
abilities to use information resources. In the
process of this, pedagogical content and
educational and developmental possibilities of
semantic processing and assimilation of
information are clearly revealed. However, the
state of the software and technical means of higher
education institutions do not always correspond to
the level that satisfies the solution of the tasks
facing future teachers of preschool education
institutions in the modern information society
(Kremen, 2003; 2005).
The implementation of information and
communication technologies in the field of
education is a necessary innovative process, if it
allows to creation of additional opportunities and
organizational and technical resources for future
teachers of preschool education institutions. This
means supporting active learning methods; access
of future specialists to a visual form of
presentation of material, a significant amount of
information; support of information and
communication technologies with appropriate
instrumental software; the modular principle of
construction, which allows replication of
individual components of information and
communication technologies (Tymofieieva,
2017).
The application of integrative, competence-based,
activity-oriented, and person-oriented approaches
will ensure, by the requirements of employers, a
high level of preparation for the creative,
competitive personality of the future specialist
(Anishchuk, 2020).
Today, distance education is gaining great
popularity due to the transparency of the
educational process, saving time, and simplifying
access to educational and methodological
materials (Hurevych, 2014). Distance education is
a system of open educational services provided to
all segments of the population in a certain country
and abroad with the help of an informational
educational specialized environment based on
network, TV technologies, multimedia,
telecommunication technologies, etc., that is, on
distance learning technologies and is pedagogical.
To implement distance learning in practice,
specialized information systems, learning
management systems, LMS, or software-
pedagogical systems are used. Such information
systems use sets of modules that provide full-
distance learning (Polishchuk et al., 2022).
The preparation of future teachers of preschool
education institutions in the modern information
society for the introduction of distance education
tools in their professional activities should be
based on the principles. Let's highlight the main
ones that contribute to the quality training of
specialists (Kravchenko et al., 2022): the principle
of systematicity; the principle of joint activity; the
principle of relying on subjective experience; the
principle of independent learning; the principle of
individualization of education (Lystopad &
Mardarova, 2022).
We emphasize the necessity and importance of
introducing cloud technologies into the
professional training of future teachers of
preschool education institutions in the modern
information society, which provides control and
monitoring of the educational achievements of
education seekers, the implementation of many
types of educational activities, the openness of the
educational environment, online testing, saving
the funds of the higher education institutions.
Their use in the educational process makes it
possible to ensure equal access for teachers and
students of education to quality educational
resources in classes and outside classroom time
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(Hurevych, 2014). "Cloud technologies" are
considered to be a system of Internet resources
that make it possible to use online educational
libraries, media libraries, e-mail, and educational
video conferences to obtain educational services;
have access to educational data and materials
without installing special applications on devices
(Borova et al., 2021).
Let's dwell on the functions performed by the blog
and which are the main ones for the professional
training of future teachers of preschool education
institutions in the modern information society
(Shchyrbul et al., 2022).
According to S. Labudko (2013), these are the
following functions: general cultural (intellectual),
scientific and methodical, psychological, didactic,
informational and communicative, social, and
methodical. An educational blog is "a website that
has a certain structure (pages) on which theoretical
and practical information (articles, photo, and
video materials, hyperlinks to other educational
resources, presentations, surveys, assignments,
etc.) are placed for teachers, students, teachers of
educational institutions. The most common
characteristics by which educational blogs are
classified are frequency, authorship, presence of
multimedia, content features, technical basis, and
device type".
The advantages of using educational blogs for
professional training are manifested in the
following provisions:
− obtaining information does not depend on
place and time – in any place where the
Internet is available, the student has the
opportunity to familiarize himself with the
information;
− more opportunities to involve students in
active interaction, which can continue during
the period of study and after its completion;
− by expressing one's own opinions in writing,
activating students' activities, substantiating
and arguing, and defending a personal
position on any problem (topic);
− involvement of teachers of preschool
education institutions in the discussion of
important and relevant problems (Naboka &
Demchenko, 2019).
Let's highlight the main features of the key
professional competencies of future educators of
preschool education institutions in the modern
information society. They are:
− multifunctionality: solving various problems
in various spheres of social and personal life;
− multidimensionality: covering mental and
intellectual processes, knowledge, creative
discoveries, educational and practical skills,
technologies, strategies, emotions,
procedures, evaluations, etc.;
− interdisciplinarity and interdisciplinary: used
in kindergarten, social sphere, family, etc.;
− sphere of personality development:
development of creative, logical, critical
thinking of students, self-determination, self-
knowledge, self-education, and self-
evaluation (Sulyma, 2013).
We conducted an experimental study to check the
pedagogical conditions for training future
educators to design computer exercises, and
didactic games for working with preschool
children, and to identify the main ways of high-
quality professional training of future educators of
preschool education institutions in the modern
information society.
To achieve the goal of the research, the following
general scientific methods were used: definitive
analysis; theoretical; interpretative and analytical;
empirical; comparative-pedagogical analysis;
prognostic; and retrospective analysis.
Quantitative research. it is characterized by the
formation of experimental and control groups, the
intuitive choice of the object of research, and the
orientation towards statistical methods of
describing the object of research, tools, and data
analysis. The introduction of such control groups
makes it possible to reduce the list of "threats" to
external and internal validity and to conduct
realistic measurements using data collection and
analysis tools over a long period of time in a
natural environment (longitudinal experiments).
When creating control and experimental groups,
we used varieties of the sampling method, which
is a device for randomizing the elements of the
experiment, it is this, taking into account
unaccounted factors, that is important in ensuring
the random order of research implementation.
Qualitative and quantitative processing of the
systematized collected information with the help
of data collection and analysis tools was carried
out using the methods of mathematical statistics.
As a result of research and experimental work, in
particular, processing the results of the study, we
specified the significance of directions for
increasing the effectiveness of training future
educators for the design of computer exercises,
didactic games for working with preschool
children, highlighting the main ways of quality
professional training of future educators of
preschool education institutions in modern
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information society. The use of a complex
methodology for researching the quality of
training of future educators made it possible to
obtain verbal data from the participants of the
experimental work, to carry out their verification
using other research methods.
When conducting procedures for checking the
quality of professional training of future teachers
of preschool education institutions in the modern
information society, the problem of obtaining a
system of generalized indicators that clearly
characterize the sample arises.
The indicator as a component, a constituent part of
the criterion serves as a typical and specific
identification of the essence of the qualities of the
phenomenon or process under investigation. At
the same time, those indicators that characterize
the manifestation of a certain quality are
dominant.
We expressed the criterion as a general
characteristic of a pedagogical phenomenon or
object by the formula P = f (a, b, c, d, e..), where P
is an objective quantitative measure of some
phenomenon A or B; a, b, c, d, e.... - a selected
number of indicators. We presented the criterion
itself in the form: P(AB)= P(A)+P(B).
When developing the criteria, we took into
account such factors as the purpose and scope of
the criteria (the criteria should be developed taking
into account the specific goals and tasks for which
they are intended), semantic certainty (each
criterion should be clearly defined and
unambiguously understood by all experts who will
use his) and constructiveness (the features that
describe the criteria must be constructively
described.
The analysis of perceptions and views on the
criteria required the ranking, arrangement, and
systematization of indicators that have a name,
meaning, and designation. Therefore, qualitative
(value–verbal, non-quantitative description of the
degree of manifestation of a certain quality) and
quantitative (value–numerical value) indicators
were taken into account.
The probability of the results of the conducted
experimental work and the reliability of the
experimental data are determined using the non-
parametric Pearson χ2 test, which allows you to
find differences between two distributions and
assess their reliability, as well as obtain the
reliability of the results at 95% probability.
We suggested using cluster analysis and random
sampling methods to form a sample population of
research objects. Taking into account the
representative sample, the random sampling
method allowed us to conduct quantitative
measurements of various phenomena, and
pedagogical content, which are important for
future teachers of preschool education institutions.
This is primarily because the random sampling
method allows for the selection of homogeneous
groups, among which the problem under study
should be investigated. The object of such
conducted statistical substantiation is a set of
elements characterized by uniformity, reliability,
massiveness, integrity, the presence of variation
(variability), and interdependence of the states of
individual elements. One of the objects of study of
the problem of statistical order is the contingent of
graduates of institutions of higher education,
namely, future teachers of preschool education
institutions. The contingent of acquirers is the
general population in terms of statistical analysis.
We took into account the fact that the general
population differs in a significant amount, so we
considered that it was inappropriate to consider the
entire population and limited ourselves to the
study of only part of it, but extended to the entire
general population the obtained results regarding
the pedagogical phenomenon of future teachers of
preschool education institutions. We consider the
obtained experimental data on a limited contingent
of future teachers of preschool education
institutions who participated in the proposed study
to be a sample of the general population formed
randomly since any future teacher of preschool
education institutions can participate in the
experiment at their own request.
The method of random selection of elements of the
general population is an important method of
mathematical statistics that guarantees the
adequacy of a representative sample. Therefore,
the representativeness of the samples is ensured by
the nature of their acquisition.
In the sampling method, determining the size of
the sample is the initial task, since any sample has
a given size. With random sampling, there is a rule
according to which each unit of the general
population can fall into the sample with a certain
probability. If this rule is followed, the main
advantage of random sampling is realized: the
elements of the general population are represented
in the sample with probabilities that approach the
distribution in the general population. The smaller
the sign of dispersion in the general population
and the larger the volume of the sample
population, the smaller the error of
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representativeness. Such a result is a manifestation
of the law of large numbers, which allows you to
calculate the required volume of the sample
population based on fixed characteristics, having
determined in advance the permissible error of
representativeness.
The sample population was formed by the method
of quota sampling, which is based on some
properties of the general population (age of future
teachers of preschool education institutions, their
education, availability of practical work
experience, and initial level of training).
Determination of the number of applicants in the
experimental and control groups was carried out
by the well-known provision that the more
statistically homogeneous the general population
is, the smaller the sample size can be. The
percentage distribution based on the results of
calculations, which includes at least 18
respondents, turned out to be statistically reliable
and valid. Thus, the share of the sample population
is 5% of the general population of future teachers
of preschool education institutions.
Comparative data on the composition of the
experimental and control groups allow us to
conclude that the homogeneous indicators in these
groups at the initial stage of the experiment are
quite close. This confirms the correctness of the
grouping and ensures the necessary purity of the
experiment, validity, reliability, scientific rigor,
and reliability of the obtained data.
Research and results ( < (0.05) ) made it possible
to accept the hypothesis that the level of
readiness of future specialists for professional
activities of the control and experimental groups
does not differ.
The selective method allows you to transfer the
results of selective processing to the entire general
population. There is some error in this; the
effectiveness of the sampling method in what
allows it to be evaluated. The errors that arise
when using sample data show how well the
characteristics of the sample represent the
corresponding characteristics of the general
population and are therefore called errors of
representativeness.
The magnitude of the sampling error is the
difference between the population and the sample
population. Sampling errors are different for each
specific sample and can be generally characterized
using the arithmetic average of all individual
errors. In mathematical statistics, formulas have
been obtained that allow you to approximately
calculate the arithmetic mean of a sample, based
on the data of only the available sample.
As a result of the study, we selected four stages
and two methods of integration of professional
training of future educators are characterized
(horizontal and vertical). The application of the
personally oriented, competence-based,
integrative, activity approaches discussed in the
article provides, by the requirements of
employers, a high level of preparation for the
creative, competitive personality of the future
specialist. During the research, with the aim of
quality professional training of future specialists,
the main technologies and factors that are effective
in the modern information society were
highlighted. The importance of distance
education, cloud technologies, and educational
blogs is proven and the advantages of using them
for professional training of specialists are shown.
During the experiment, the following basic
pedagogical conditions for training future
educators to design computer exercises and
didactic games for working with preschool
children were checked:
1) formation of positive motivation among
students of higher education to use
information technologies in their future
professional activities;
2) relying on one's own life experience, skills,
and knowledge acquired during methodical
and technological training at a higher
education institution;
3) development of methodical and information
support for professional training of specialists
for the ability to design exercises for children
and computer didactic games.
To process the received data: non-parametric
mathematical and statistical methods were used.
The confirmatory experiment was conducted at
the initial stage of the research. As a result of its
implementation, data were collected on the level
of development of independence, motivation, self-
organization, content-operational knowledge,
abilities, and skills in the informatization of
education. Further, the analysis of the obtained
data made it possible to determine the ways of
forming positive motivation among students of
higher education for the use of information
technologies in future professional activities; use
of one's own life experience, and acquired
knowledge during training in professional
activities; design exercises for children and use
computer didactic games when working with
children.
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The formative experiment was comparative.
Pedagogical conditions were evaluated:
− at the beginning of the pedagogical
experiment (diagnostic section);
− during experimental work (intermediate
section);
− upon completion of the research stage (final
cut).
The formative experiment took place in two stages
in the natural conditions of the educational process
according to the variable type, which is
characterized by purposeful variation in different
groups with equalized initial conditions of
individual parameters that are subject to
experimental research, and comparison of the final
learning results.
During the first stage of the formative experiment,
the effectiveness of the influence of each of the
pedagogical conditions of use selected by us was
checked. According to the tasks of the first stage,
experimental and control groups were formed.
The identification of the main: individual and
small group (based on differentiation) forms of
cognitive activity of students, with auxiliary
collective and frontal forms, was studied in group
E1. In the E2 group, students were involved in
performing creative tasks built based on
increasing complexity. In the E3 group, there was
a consistent increase in the proportion of students'
independence. In the control group С1, students
were taught within the framework of traditional
education.
In the second stage of the formative experiment,
we checked the validity of the selected conditions
in the complex. To implement the tasks, the
following experimental group (E4) was formed, in
which the check was carried out: the set of
conditions we selected, and one control group
(С2), in which the students were trained within the
framework of traditional methods.
The similarity of the groups at the initial stage of
work was ensured by the close frequency of
variation and the average indicator of the student's
independence levels, the same technical
conditions. The quality control of increasing
independence in the control groups was carried out
using the same means as in the experimental ones.
This made it possible to ensure the objectivity of
control and exclude the possibility of an error in
the measurement of indicators: due to the use of
different assessment tools. The number of students
in the control groups – was 39 people, and in the
experimental – 87 people.
The results of the experimental work allow us to
assess the correctness of the assumptions made
based on the theoretical analysis of the problem
that is interesting to us and ensure the verification
of pedagogical conditions regarding their
expediency in the training of specialists.
The analysis of the results confirms the
assumption that the level of professionalism in
training future educators to design computer
exercises, and didactic games for working with
preschool children, identifying the main ways of
qualitative professional training of future
educators in preschool education institutions in the
modern information society closely depends on
motivational, meaningful – operational and self-
organizing factors. A directly proportional
dependence is observed in this, i.e.: a low level of
professional training corresponds to low values of
motivation, self-organization, and content-
operational values, and vice versa, a high level of
professional training corresponds to high values of
motivation, self-organization, content-operational
values.
During the formative experiment, we evaluated
the following parameters:
− level of professional training of each student
of the group;
− relative indicator of the share of students of a
given level of professional training in the
group;
− the average indicator of the level of
professional training of the group;
− growth rates – a relative indicator
characterizing the dynamics of change.
The above indicators of the evaluation of the
results of the formative experiment allow us to
judge the effectiveness of the process of formation
of positive motivation among students of higher
education for the use of information technologies
in their future professional activities; use one's
own life experience and acquired knowledge
during training in professional activities; design
exercises for children and use computer didactic
games when working with children only if there is
a fairly pronounced ratio of quantitative
(percentage) transition of students from one level
of activity to another.
The results of the first stage of the formative
experiment clearly show a noticeable increase in
the results in the experimental groups compared to
the control level among students. Thus, in the
experimental groups, the rate of increase in the
level of ensuring quality training of future
educators for designing computer exercises, and
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didactic games for working with preschool
children, highlighting the main ways of
professionalism of future educators of preschool
education institutions in the modern information
society averaged 150% per semester, at 123% in
the control group. In the experimental groups, by
the end of the 2nd semester, the number of
students whose professionalism is at the
reproductive and reproductive levels decreased by
an average of 41%, while in the control group, it
changed by only 16%. On average, the number of
students in the experimental groups who have a
partial research level of professional development
increased by 21%, compared to 11% in the control
group; by 20% increased the number of students
who carry out professional activities at the creative
level, while in the control group, it practically did
not change (increased by 4%).
Analyzing the results of the second stage of the
experiment, it should be noted that positive
changes in the level of professionalism of students
occurred both in the experimental and control
groups. This means that even within the
framework of the traditional system of
independent work of students, the development of
professional training is taking place through the
introduction of pedagogical conditions as they
accumulate professional knowledge and
experience in the organization of ways of forming
positive motivation for students of higher
education to use information technologies in their
future professional activities; use one's own life
experience and acquired knowledge during
training in professional activities; design exercises
for children and use computer didactic games
when working with children.
However, this process proceeds less intensively in
the control than in the experimental groups, where
special conditions have been introduced that
contribute to the formation of positive motivation
among students for the use of information
technologies in their future professional activities;
use one's own life experience and acquired
knowledge during training in professional
activities; design exercises for children and use
computer didactic games when working with
children. Thus, in the experimental group, the
number of students who are at a reproducible level
of professionalism decreased by 65%, while in the
control group, it decreased by only 35%. Before
the end of the experiment, the creative level of
professional training was typical for 47%, while in
the control group only 12%. In the experimental
group, the rate of increase in the level of
professionalism averaged 180% per semester,
against 136% in the control group.
Their analysis of the results shows a difference in
the levels of professionalism between the students
of the experimental and control groups.
So, the experimental verification of pedagogical
conditions in the system of professional training of
students made it possible to draw the following
conclusions.
1. The research methodology included
ascertaining and formative experiments.
2. As a result of conducting a confirmatory
experimental study, the existence of a close
relationship between the level of
professionalism of students and the values of
motivational, content-operational, and self-
organizational indicators was established.
The formative experiment confirmed the opinion
that for the effective formation of higher education
students have positive motivation to use
information technologies in their future
professional activities; use one's own life
experience and acquired knowledge during
training in professional activities; design exercises
for children and use computer didactic games
when working with children in the system of
professional training of students requires
consideration of the listed pedagogical conditions.
As the experiment showed, the conditions work to
increase the level of professionalism of students,
but a statistically significant effect is achieved
only when the entire complex of selected
conditions is implemented. Therefore, we
recommend the proposed pedagogical conditions
for use in institutions of higher education when
training future educators.
Conclusions
Nowadays, the informatization of education, the
purpose of which is the use of new information
technologies in the global rationalization of
intellectual activity, is considered as a mandatory
and absolute condition for the creation of a new
information society. Therefore, we have singled
out the main ways of high-quality professional
training of future teachers of preschool education
institutions in the modern information society.
The professional training of future teachers of
preschool education institutions is considered as
a multifactorial structure in the modern
information society and its tasks and educational
components are distinguished. Four stages are
distinguished and two methods of integration of
professional training of future educators are
characterized (horizontal and vertical).
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The application of personally oriented,
competence-based, integrative, activity
approaches, which are considered in the article,
will ensure, by the requirements of employers, a
high level of training of a creative, competitive
personality of the future specialist.
The main technologies and factors that are
effective in the modern information society are
highlighted for high-quality professional training
of future specialists.
The importance of distance education has been
proven. The preparation of future teachers of
preschool education institutions in the modern
information society for the introduction of
distance education tools in their professional
activities should be based on the principles
disclosed in the article.
Necessary and important in the professional
training of future teachers of preschool education
institutions in the modern information society are
cloud technologies that provide control and
monitoring of the educational achievements of
education seekers, the implementation of many
types of educational activities, the openness of
the educational environment, online testing, and
the saving of funds of higher educational
institutions.
The advantages of using blogs in education
compared to other electronic resources are
shown. The key professional competencies of
future educators of preschool education
institutions in the modern information society are
identified by their main characteristics.
The basic pedagogical conditions for training
future educators to design computer exercises
and didactic games for working with preschool
children are outlined.
An experimental study was conducted to check
the pedagogical conditions for training future
educators to design computer exercises, and
didactic games for working with preschool
children, identifying the main ways of qualitative
professional training of future educators of
preschool education institutions in the modern
information society made it possible to propose
recommendations based on the results of the
obtained in the conducted research.
For high-quality training of future educators to
design computer exercises, and didactic games
for working with preschool children, it is
necessary:
1. formation of positive motivation among
students to apply information technologies
in their future professional activities;
2. relying on one's own life experience, skills,
and knowledge acquired during methodical
and technological training at a higher
education institution;
3. development of methodical and information
support for professional training of
specialists for the ability to design exercises
for children and computer didactic games.
The results of the pedagogical experiment testify
to the effectiveness of the pedagogical conditions
and program of the experiment developed by us,
which is confirmed by the positive results of the
main quality indicators formed at the beginning
and at the end of the experimental work.
Therefore, the positive dynamics revealed during
the research give reason to believe that the set
goal has been achieved.
Research and experimental work showed that to
improve the professional training of future
teachers of preschool education institutions,
several tasks must be solved and many problems
must be investigated, such as improving the
qualification culture of specialists in this field.
Further research will be aimed at the possibilities
of using cloud technologies, which ensure the
quality and openness of the educational
environment.
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