THE ROLE OF THE TEACHER - TUTOR IN THE FORMATION OF THE SUBJECTIVE EXPERIENCE OF A PRESCHOOLER
The purpose of the article is to determine the role of the teacher-tutor in the formation of the subjective experience of preschool children. Methods used: competence-based approach to the professional functions of a preschool teacher, which allows to study the pedagogical reality in the context of the modern development of preschool education. Subject-activity paradigm, which allows to characterize the mechanisms of reflection, self-determination, cultural practices of a preschool child as the basis for structuring his subjective experience. Results: based on the analysis of psychological and pedagogical studies of child development in preschool childhood, the current state of educational practice, the standard of professional activity of the teacher, the conclusions confirming the need and feasibility of mastering the competence of preschool teachers tutor, providing the implementation of the function of support for the formation of subjective experience of preschool. Scientific novelty: the article for the first time on the basis of competence and subject-activity approaches substantiates the role of the teacher-tutor in the formation of the subjective experience of a preschool child. Practical significance: the findings obtained in the article can be used in teaching practice to highlight in the structure of professional activity of the teacher of preschool tutor competence, providing support for the process of formation of the subjective experience of the child.