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This article is dedicated to theoretical and practical aspects of ensuring the readiness of future teachers of preschool education for professional activities. The aim of the research is to study the preparation of teachers of preschool education at a modern university; to determine the significance of the formation of professionally important qualities of future specialists; to determine the level of their psychological readiness for professional activities; and, based on the results obtained, to shape the stages of further research necessary for the subsequent development of programs for introducing the latest forms and methods in the studying process at universities. To implement the set tasks, we used a complex of interrelated research methods. The analysis of the criteria allowed us to estimate the level of the students' readiness for future professional activities. The analysis of the results of the research showed that the most effective formation of students' readiness is formed based on the personality criterion. The formation of the researched criterion of readiness based on the content-related and regulation-related parameters is also quite effective. The formation of students' readiness for future professional activities requires the development of new forms and methods of teaching both within the university and in course of practical training. It has been determined that shaping professional competencies and professional preparedness of future preschool teachers require further research, including that which is done through the development and implementation of comprehensive programs for the professional and psychological preparation of students, which include the latest forms and methods of teaching at modern universities. [ABSTRACT FROM AUTHOR]

The aim of this study is to analyze the integration of innovative pedagogical technologies into early childhood education training programs, focusing on play-based learning, project-based learning, augmented reality and virtual reality, and AI-powered tools. The comparative analysis aims to unveil the unique strengths, challenges, and opportunities associated with each approach. The study utilizes a systematic approach, drawing from diverse scientific literature, including articles, conference papers, and books. Through content analysis, the paper identifies key themes, theoretical frameworks, and implementation strategies, followed by a critical analysis of strengths and limitations. The results reveal distinctive strengths: play-based learning excels in holistic development, project-based learning in real-world skills, AR/VR in immersive experiences, and AIpowered tools in personalized learning. Challenges include guidance dependency in play-based learning, varying engagement levels in project-based learning, resource intensiveness in AR/VR, and ethical considerations in AI-powered tools. Opportunities arise in fostering creativity through playbased learning, encouraging critical thinking in project-based learning, providing realistic simulations with AR/VR, and offering adaptive learning experiences with AI-powered tools. In conclusion, the study underscores the immense potential of integrating technologies into training programs. It advocates for the establishment of national standards, comprehensive teacher training, resource facilitation, and international collaboration. [ABSTRACT FROM AUTHOR]

The article reveals the essence of the phenomenon “professional culture of future educators of preschool educational institutions” viewed as a complex integral formation within a holistic structure of a personality. It is characterized by a positive attitude to the subjects and objects of pedagogical activity (axiological component), deep and systematized professional knowledge, skills and competencies (cognitive component), as well as personal and professional qualities that reflect the level of mastery of a special area of knowledge (personal component) and find their manifestation in pedagogical activity (reflexive component). Criteria (specified by indicators) that characterize levels of professional culture development of future preschool educators have been determined, including: informational, motivational, behavioral and appraisal-creative. Pedagogical conditions for the formation of professional culture of future preschool educators in the process of their professional training have been substantiated. The above-mentioned pedagogical conditions presuppose: activation of educational activities of future preschool educators in the cultural and educational environment of a higher pedagogical institution; provision of interactive technological support for the educational process of future preschool educators; integration of the content of normative professional disciplines. The technique of forming the professional culture of future educators of preschool educational institutions is presented. [ABSTRACT FROM AUTHOR]