INNOVATIVE PRE-SCHOOL EDUCATION TEACHERS’ TRAININGON THE BASES OF ANTHROPOLOGICAL APPROACH

Abstract

In the context of modernization of the Russian education pre-school teachers’ training varies considerably.
Modern pre-school education needs a teacher, able to creatively solve traditional and innovative pedagogical tasks,
oriented to activity innovation in pre-school organization.

The purpose of this paper is to prove the importance of the anthropological approach to the process of pre-school teachers’
professional training in the conditions of pre-school education modernization, to suggest specific ways of its realization.

Pedagogical sources and the author’s many years’ experience in working with students. The main methods are systematic approach, the analysis of scientific literature, comparative-contrastive analysis, inductive and deductive methods.

The anthropological approach the position of which are more and more getting stronger, contributes to widening and deepening the idea of the process of pre-schooling teachers’ training. In scientific works the essence of the anthropological approach is seen as an ideological, epistemological, theoretical and practical focus on the person as the main purpose and value. The principles of the anthropological approach have a significant influence on the selection of educational content, forms and methods of educational, the nature of the interaction between the subjects of the educational process.

The originality of the anthropological approach conditions the necessity the construction of pre-school teachers’ training process based on the holistic understanding of the human, the implementation of human learning technologies that ensure the formation of students subjectivation experience.

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