Use of Innovative Technologies in Professional Training of Future Educators Regarding the Emotional Development of Children

The article highlights the problem of preparing future educators for the use of innovative technologies in the educational process of preschool institutions. The necessity of using innovative technologies in the education of future educators is considered, which increases the level of their professional qualities and professional competence in relation to the emotional development of preschool children. The definition of «innovation», «innovative pedagogical technologies» is given. The importance of using innovative pedagogical technologies is revealed and the possibilities of their introduction into the educational process of higher pedagogical institutions are analyzed, because one of the most important strategic tasks at the current stage of modernization of higher education in Ukraine is to ensure quality training at international standards. The main methodological requirements to be met by pedagogical technology are revealed, as well as the main groups of innovative pedagogical technologies are analyzed. The system of work on preparation of future educators for application of innovative technologies in educational process of establishments to school education is offered. It is proved that the developed system of work on preparation of future educators for the application of innovative technologies in the educational process of preschool institutions is effective. Theoretical analysis of philosophical, pedagogical, psychological literature has shown that the use of innovative technologies in education has deep historical roots. Innovation as a socio-philosophical category reflects the dynamics of modern life in all its diversity, permeates all spheres of society, helps to reveal the logic of its development, promotes the selection and synthesis of worldviews and methodological points, is an integral part of human understanding of life experience and, consequently, acquires ontological significance. A creative educator has ample opportunities and unlimited field for innovation, because in practice he can experiment and see the effectiveness of teaching methods. Innovative technologies are gradually becoming the usual means of learning, the use of which makes classes dynamic, bright and much more effective, because the study of phraseology is necessary for the implementation of the tasks of all educational fields. The teacher as a creative person must improve their professional skills: create new or use readymade, taking into account the characteristics of each child or group. Thus, each child individually learns useful information and finds something new, justifies, thinks and on this basis forms their vital competencies, forms himself as a person as a whole, which in turn contributes to the development of innovative personality culture.

The paper deals with the possibility of using a screening method for the assessment of intellectual giftedness at preschool age by two groups of persons – nursery teachers and parents. It presents The Characteristics of Giftedness Scale (CGS) for preschool children from Linda Silverman and its Czech translation that was verified from the aspect of parallel validity with a standardized IQ test. The CGS was filled in by experienced nursery teachers and by parents of preschool children and their assessments were analysed from the aspect of similarity and diversity. The results show that teacher assessment is closer to the IQ test results compared with parents who tend to overestimate their children. Eight items with low agreement between the two groups of respondents were identified and their expected sources discussed.

Mobile devices bring new solutions and opportunities as well as challenges for family relationships. We examined the association between parents’ attitudes towards preschool children’s mobile device usage habits (PAT) and parent–child relationship (PCRI) and tested whether this association is dependent on parent characteristics. The results showed that there is no correlation between the total scores of PAT and PCRI. On the other hand, PCRI was moderately correlated with three subscales of PAT (the subscales of Distraction, Control, and Information). Further, we found out the potential influence of parent sex on parental attitude and parental educational level on the parent-child relationship.