MOTIVATIONAL COMPONENT OF READINESS OF FUTURE PRESCHOOL TEACHERS TO THE CREATION A HEALTH PRESERVING ENVIRONMENT IN PRESCHOOL INSTITUTIONS

Abstract

The article describes the motivational component of the readiness of future preschool teachers to create a health preserving environment in preschool institutions, which is interpreted as an integrative education, formed in the process of professional education, self-education, contains a set of personal qualities of students that accumulate knowledge about man and his health a healthy lifestyle, motives for healthy behavior in relation to themselves and the world around them. The semantic part of the motivational component is determined, which provides: the formation of health-oriented value orientation of future educators and the formation of professional orientation of the individual – as a set of conscious, stable motives and aspirations to health-preserving pedagogical activity. The value-orientation criterion is singled out. It is noted that the indicators of this criterion are: activation of the motivational-needs sphere of future educators, the presence of value orientations for health, the formation of a professional focus on the implementation of health-preserving pedagogical activities. Diagnostic tools were selected to study the motivational component and the results were analyzed. Based on the results of research work, a system of methods and techniques for forming the motivational component of professional readiness of future educators in a higher education institution has been developed. Emphasis is placed on interactive methods in the learning process that encourage students to active mental and practical activities. The need to use the potential of pedagogical practice as an important construct of professional training of future educators, in particular at the stage of formation of the motivational component of readiness to create a healthy environment in preschool institutions, is emphasized.