Shved H. Development of Post-Graduate Education of Pedagogical Staff of Preschool Education Institutions of Ukraine (50s – early 90s of the 20th century)

The dissertation presents the results of a comprehensive historical-and-pedagogical study of the development of post-graduate education of pedagogical staff in preschool education institutions of Ukraine (50s – early 90s of the 20th century). The modern state policy of human capital formation considers preschool education as an investment in a society of sustainable development. Compliance of the child’s formative development in preschool education institutions with the priorities of the development of the national education system, public demands, requirements of state standards is directly dependent on preschool teachers’ professional competence. In the context of the implementation of modern civilizational challenges, the system of postgraduate pedagogical education should be an environment where opportunities are created for preschool staff development in accordance with professional standards and individual professional requests. The object of the research is postgraduate education of pedagogical workers of preschool education institutions. The subject of the study is the development of the content and organization of postgraduate education of pedagogical staff of preschool education institutions of Ukraine in 50s – early 90s of the 20th century. The aim of the research is to carry out a comprehensive retrospective analysis of pedagogical theory and practice of the development of the content and organization of postgraduate education of pedagogical staff of preschool education institutions of Ukraine (50s – early 90s of the 20th century) and to outline promising directions for the actualization of historical-and-pedagogical experience in the modern system of adult education. The scientific novelty of the study lies in the fact that for the first time a comprehensive historical-pedagogical study of the development of post-graduate education of pedagogical staff of preschool education institutions of Ukraine in the period of the 50s – early 90s of the 20th century was carried out; the source base and the state of scientific development of the problem were analyzed; the author’s periodization of the development of postgraduate education of pedagogical staff of preschool education institutions of Ukraine was developed within certain chronological limits (the first period (1950 – 1961) is organizational (the first sub-period: 1950 – 1955, the second sub-period: 1956 – 1961); the second period (1962 – 1980) is unification (the first sub-period: 1962 – 1969, the second sub-period: 1970 – 1980); the third period (1981 – 1991) is reformation (the first sub-period: 1981 – 1985, the second sub-period: 1986 – 1991). On the basis of the analysis of the source base, the specific features of the development of postgraduate education of pedagogical staff of preschool education institutions of Ukraine in the researched period were identified, which can be traced in separate periods: the first period is organizational (formation of the basis for the organization of the institutional form of professional development, determination of requirements for the content of educators’ postgraduate pedagogical education); the second period is unification period (intensification of the search for ways to train and retrain teaching staff for preschool institutions, unification of the content of education); the third period is reformation (intensive changes in the organization of postgraduate education, active use of stimulation methods during teachers’ training, development of curricula and programs focused on in-depth study of children’s psychological readiness to study at school from the age of six). The dissertation outlines promising directions for the actualization of historical-and-pedagogical experience in the modern system of adult education, in particular the restoration of the regional methodical link in the postgraduate education system in all territorial communities, which ensures the unity of approaches and the integrity of the system of preschool teachers’ professional development and methodical support in accordance with the priorities of the state educational politics and regional characteristics; the development of organizational approaches to the annual improvement of the qualifications of pedagogical staff of preschool education institutions and the diversification of forms of postgraduate education at the local and regional levels, which complement each other and ensure the constant improvement of preschool teachers’ professional competence in accordance with the individual trajectory of professional development; improvement of the content of preschool teachers’ postgraduate education in accordance with modern challenges. The practical significance of the obtained results lies in the possibility of their use in the system of postgraduate education for the development of effective mechanisms for the professional development of pedagogical staff of preschool education institutions.