PRACTICE-ORIENTED APPROACH TO THE PROCESS OF PREPARING SPECIALISTS FOR PRESCHOOL EDUCATIONAL INSTITUTIONS

Currently, practice-oriented training is developing in line with the needs of the state and society, as the modern labor market requires specialists who are capable of engaging in professional activities from the very first days of work and can respond quickly to constantly changing conditions. The social and practical significance of practice-oriented training of future specialists in institutions of higher education has generated interest in this issue. An analysis of the literature has shown that various authors have addressed different aspects of implementing a practice-oriented approach in higher education institutions. However, the issue of implementing a practice-oriented approach to training future preschool teachers through cooperation between universities and preschool institutions remains one of the least explored. The purpose of this article is to discuss the results of a study aimed at identifying the possibilities of using a university department branch based in a preschool institution for practice-oriented training of specialists at the higher education level. Research methods such as analysis of government documents, pedagogical literature, and a pedagogical experiment made it possible to identify and test directions and forms of organizing the work of the branch of the Department of Preschool Education Methodology. As a result of the study, directions of the department branch’s work aimed at implementing practice-oriented training for preschool education specialists were developed and tested; forms of work organization aimed at enhancing the professionalism and personal growth of university faculty members and the teaching staff of the preschool institution were defined and implemented; and monitoring of requirements for the professional competencies of specialists in the field of preschool education was organized.