Ivanova V. Theoretical and methodical framework of preschool education professionals` training at universities of the United Kingdom of Great Britain and Northern Ireland

The dissertation analyzes the level of prior studies of the problem in the scientific literature; it identifies methodological approaches to preschool education professionals` training in the United Kingdom of Great Britain and Northern Ireland outlining its conceptual provisions. The paper describes methodological scientific approaches facilitating the improvement of preschool education professionals` training in the continuing education system and encouraging teachers to personal and professional growth. The research outlines conceptions contributing to preschool education upgrading in the UK. The study reveals that the preschool education system in the United Kingdom of Great Britain and Northern Ireland is formed based on theoretical-psychological, pedagogical and philosophical conceptions with a clear practical focus. The thesis proposes the preschool education development periodization; it describes the preschool education system in the United Kingdom of Great Britain and Northern Ireland from the national and European perspective analyzing the preschool education system regulatory support in the studied country. The study monitors preschool education at the regional level (England, Wales, Scotland and Northern Ireland) establishing their common and distinctive features in terms of content and structure. The dissertation analyzes the preschool education professionals` training system in the United Kingdom of Great Britain and Northern Ireland describing the principles, forms and methods of future preschool education specialists` preparation for professional activity and providing the content analysis of the United Kingdom of Great Britain and Northern Ireland`s leading universities` curricula.