The object of the study is the training of future preschool teachers for the development of sociocultural competence in older preschool children.
The aim of the research is to identify, through theoretical analysis of the subject area, the pedagogical conditions for preparing future preschool teachers to foster sociocultural competence in older preschoolers, and to provide a scholarly description and experimental investigation of these conditions.
The practical significance of the dissertation lies in the development and piloting of a model, diagnostic tools, and experimental methodology, as well as the design of three elective courses: "Social and Communicative Activities of Preschool Children", "Multicultural Education in Contemporary Preschool Pedagogy", and "Developing Sociocultural Competence in Older Preschoolers", along with a webinar titled "Sociocultural Competence of Older Preschool Children: Essence, Significance, and Ways of Formation."
The scientific novelty of the research consists in the fact that, for the first time, the dissertation conceptualizes the phenomena of Ukrainian-language sociocultural competence in older preschool children and the training of future preschool teachers to develop such competence. This is achieved through a combination of definitional analysis, study of scholarly literature and regulatory frameworks. A comprehensive analysis and factor-based formulation of pedagogical conditions for training future educators were carried out, namely: (1) implementation of a practice-oriented educational content; (2) ensuring sustained motivation during professional training; (3) creation of a developmental multicultural educational environment. A model was developed and presented for forming the corresponding readiness in future educators. Based on clearly defined criteria, an experimental methodology was constructed involving staged (informational-preparatory, motivational, cognitive, practice-evaluative) development of relevant theoretical knowledge, practical skills, firm motivational foundations, and professional convictions necessary for fostering sociocultural competence.
The results of the experimental study confirm that the theoretical propositions and practical outcomes of the dissertation are of significant value for the advancement of preschool education.
