Assessing the professionalism of kindergarten teachers on the basis of the diagnostics of the development of early-age children
The article aims to carry out an analysis of the problem of the development of the professionalism of kindergarten teachers working with groups of early-age children in order to reveal how their work influences the development of new mental formations in early childhood. It presents the results of the analysis of the data of the diagnostics performed by using the method of observation of certain activities of the kindergarten teachers of two preschool institutions located in Surgut (Russia), which allows the researcher to identify the lowest levels of certain directions in the work with early-age children. These shortcomings are reflected in the indicators of the level of the development of the most important new mental formations in children - the level of speech development and the level of sensory development. The study confirms the existence of a link between the shortcomings in the activities of kindergarten teachers in certain areas and the shortcomings in the development of new mental formations in early childhood. The results of the research help to create a programme of counselling activities for kindergarten teachers working with groups of early-age children and their parents, which would overcome the shortcomings in the professionalism of this particular group of kindergarten teachers and ensure the compliance with development standards.