METHODOLOGICAL OFFICE OF A PRESCHOOL EDUCATION INSTITUTION AS A CENTRE OF PROFESSIONAL DEVELOPMENT OF A TEACHER: TASKS AND PRINCIPLES
DOI:
https://doi.org/10.54662/veresen.3.2025.08Keywords:
preschool education, tasks, methodical cabinet, directions of methodical activity, educator-methodologist, principles of activityAbstract
The methodological article highlights the issue of forming a centre for the professional growth of pedagogical staff in preschool education institutions. Scientific sources are analysed in order to formulate the tasks of the methodological office, the activities of which are organised and directed by an educator-methodologist. Emphasis is placed on providing systematic support to pedagogical staff to enhance their professional competence; developing and updating the educational and methodological support of the educational process; creating an innovative learning space; providing pedagogical support to parents regarding the development, upbringing, and education of their children; and conducting systematic, targeted studies and evaluations of the quality of education and educational activities. The areas of activity of the educator-methodologist, taking into account each task that requires the greatest attention, are investigated, and the difficulties they face in their implementation are identified. It is shown that, in order to perform the tasks effectively, a specialist should possess skills in analysis, planning, organisation, coordination, and evaluation of both individual and collective teaching activities. The principles of methodological work are presented and characterised, namely: democracy; openness and collegiality, including corporate cooperation and advisory support; systematic methodological support of educational activities; scientific validity, flexibility, and prognosticity; and academic freedom. The ideas of A. M. Bogush on the facilitative role of the educator-methodologist in organising the educational process, O. M. Dobosh on the creation of an innovative space in the institution, and T. Y. Shynkar on the introduction of partnerships with parents into the system of methodological work are analysed.
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