The dissertation research is devoted to the problem of preparation of educators for physical education of children in preschool institutions. The state of development of the problem of training future educators in psychological and pedagogical theory and practice was studied and analyzed; moreover, the foreign experience of such training was scrutinized. The essence of readiness for physical education of preschool children as a personality trait characterized by a set of knowledge, skills and abilities of traditional and modern types of physical culture and health activities with preschool children was revealed. The components, criteria, indicators and levels of quality in the research were identified. Pedagogical conditions were theoretically substantiated and experimentally tested (actualization of value-motivational attitude of students to the implementation of health technologies in preschool education; ensuring integration of the content of general and vocational training of future educators; use of problem-solving exercises during the time of pedagogical practice; activation of individualized self-educational activity of students), which have a positive effect on the formation of readiness of future educators for physical education of children in preschool institutions.
The developed structural and functional model of preparation of future educators for physical education of children in preschool institutions is a kind of combination of structural elements that allow to structure and specify the purpose, objectives, methodological approaches, principles, content of structural components, forms, methods, tools, stages, functions, pedagogical conditions, criteria, indicators, levels and results and are reflected in the target, methodological, substantive, procedural and evaluation blocks. The target block of the model reflects the social order, regulations and purpose. The methodological block combines methodological approaches that are implemented through a set of relevant principles of professional training of future educators for physical education of children in preschool institutions. The content-procedural block of the model reflects the content of the disciplines chosen for experimental research («Theory and methods of physical education and valeological education», «Methods of teaching social and health-preserving social sphere», «Methods of teaching physical education»), the content of educational activities of future educators in the set of interrelated activities (educational (teaching process, educational and research activities, pedagogical practice) and extracurricular), as well as pedagogical conditions, methods, forms and means of preparing future educators for physical education of children in preschool institutions. The result-evaluation block of the model is represented by three structural elements: components of readiness of future educators for physical education of children in preschool institutions; criteria for assessing the level of its formation and the accumulated reflection of the expected result.
Defined pedagogical conditions and structural-functional model were tested in two spheres of life of students: educational (educational process, research, teaching practice) and extracurricular. These two spheres are the substance of the educational process, which is the formation of readiness of future educators for physical education of children in preschool institutions. The content-procedural component of professional training of future educators for physical education of children in preschool institutions has been improved by strengthening the physical culture and health aspect of their training, determining the logic and content base of integration of physical culture and disciplines of professional and practical training.
