METHODICAL MODEL FOR FORMING THE READINESS OF FUTURE PRESCHOOL TEACHERS FOR THE MATHEMATICAL DEVELOPMENT OF CHILDREN
Problem and purpose.The article analyzes the problem of forming the readiness of future preschool teachers for the mathematical development of children in the university. The purpose of the article is to describe the methodological model of forming the readiness of future preschool teachers for the mathematical development of children, the principles of the organization of the formation process and the conditions for their implementation. The research methodologyconsists of analysis and generalization of normative and legal documents in the sphere of higher education, research work of Russian scientists and the experience of forming the readiness of future preschool teachers in various universities in Russia. Results. On the basis of a system, competence-based, personality-oriented and contextual approaches, a methodical model of forming the readiness of future preschool teachers for the mathematical development of children was developed. The principles of the organization of the formation process and the conditions for their realization are described; the stages identified in the process under research are characterized. The criteria for determining the levels of preparedness of future preschool teachers for the mathematical development of children are presented, on the basis of which three levels are described. Conclusion. The article presents a model for the formation of readiness of future preschool teachers for the mathematical development of children, describes the principles of the organization of the formation process and the conditions for their implementation. The blocks identified in the process under research are characterized, as well as the criteria for determining the levels of the formedness of the competence in question, on the basis of which three levels are described.