METHODOLOGICAL SUPPORT OF PRE-SCHOOL TEACHERS ON THE ISSUES OF READINESS TO FOSTER INTEREST IN READING IN OLDER PRESCHOOL CHILDREN
The article deals with the organization of work with teachers in the current direction in preschool education, the education of reader interest in children of older preschool age. This direction is fundamental in the work of teachers, since all activities, including the educational process, are based on fiction, which helps the child to systematize their ideas, expand their experience and enrich speech with new words and expressions. The paper considers the basic concepts of the research problem, such as "reader competence", "reader interest", and presents a model of its formation. The analysis of psychological and pedagogical literature allowed us to identify sensitive periods in the development of reader interest, as well as to identify effective conditions for its formation during preschool childhood. The paper reveals the peculiarities of teachers ' readiness to form the reader's interest, identifies the levels of formation of pedagogical readiness, motivational-value component, cognitive component and operational-activity component. The article outlines and problems that were identified by the teachers on the stage of an experiment in shaping the reader's interest in preschool children, let only some, not the possession of technologies activating cognitive activity of the child and his interest in literary work, not understanding the concept of "reader's interest" and its components, not the possession of the mechanisms of formation of the reader's interest in preschool childhood, not the grip of scientific knowledge in this area. All this served as the need to study the features of the organization of methodological support for teachers in this issue, the tasks and forms of work of the senior teacher with teachers in this thematic area, the content of the subject - spatial environment and the topic of self-education of teachers were analyzed, the question of studying and methods of activating the activities of teachers was not unimportant.