DEVELOPING THE READINESS OF PRESCHOOL EDUCATORS TO FOSTER NATIONAL AND CIVIC IDENTITY IN CHILDREN
DOI:
https://doi.org/10.54662/veresen.3.2026.07Keywords:
civic identity, preschool education institution, methodological support, continuity across educational levels, national identity, New Ukrainian School, primary educationAbstract
This research article substantiates the need to modernise the professional development system for preschool educators within contemporary sociocultural environments and updated educational standards. It demonstrates that fostering a child's national and civic identity is a holistic, integrated process, relying directly on the principles of continuity between preschool and primary education. The essence of an educator's professional readiness is characterised as a complex, integrative construct structured around four interconnected components: value-motivational, cognitive, activity-technological, and reflective. The study's scientific novelty lies in substantiating the mechanisms of the holistic development of a child’s identity across educational stages. This approach ensures a transition from an emotional perception of native culture in preschool age to a conscious civic stance in primary school through three integrated vectors: spatial-social, sociocultural-state-building, and civic-activity-based. Additionally, the study introduces innovative, practice-oriented forms of methodological support, such as professional workshops on team-based design, practical sessions on collegial modelling, and the analysis of problematic sociocultural situations, aimed at overcoming reproductive academicism in postgraduate education. The consolidation of efforts by preschool educators and primary school teachers to create a unified educational space minimises the adjustment barrier for children and ensures the continuous development of civic competence. Finally, the methodological conditions for successful interaction with primary schools are outlined, alongside parental involvement approaches based on partnership pedagogy.
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