Prokopchuk O. Professional training of early years educators in Great Britain.

Object of the study is the professional training of early years professionals in Great Britain; subject of the study is theoretical and practical experience in pre-school professional training at universities of Great Britain; purpose of the study is to analyze the holistic experience features of early years professionals training at universities of Great Britain and to identify opportunities to use positive ideas of the British experience in training of pre-school professionals in Ukraine; in accordance with the purpose, the following aims of the study are defined: to examine the study degree of the problem and to determine its completeness of literature review. to analyse retrospectively the process of forming the pre-school professionals training in the UK; academic novelty and theoretical significance of the study lies in the fact that the novel complex examination and despecification of the Great Britain experience of early years professional training was conducted; sociopolitical and economical background of the institutions of early years professional training formation and their legal and regulatory framework are defined; framework of the institutions of early years professional training, the Standards for the award of Early Years Professional Status in Great Britain, content, forms and methods of the pre-school professional training are substantiated; the system of professional development and retraining of early years professionals, institutional models of professional development and the features of life-long pedagogical education are distinguished; the peculiarities of early years professional training in Great Britain and Ukraine are analyzed; recommendations of using foreign experience for early years professional training improvement in Ukraine are offered; the content (course of lectures in a specialist field "Professional training of early years educators in Great Britain: history and current condition"), forms (lectures, seminars, individual work of students, workshops) and methods (modeling professional situations, dialogues, professional simulations, creative projects) are improved and they can be used in Ukraine; theoretical principles of professional pedagogical training of pre-school educators in Great Britain in the context of the single educational space are fatherly developed.