Training Preschool Teachers for the Formation of Spatial and Temporal Orientations in Children of Early and Preschool Age

The article reveals the psychological and pedagogical peculiarities of perceiving space and time by children of early and preschool age, emphasizing the importance of timely and purposeful pedagogical influence on the development of these concepts. It substantiates the leading role of the preschool teacher as a key figure in shaping spatial and temporal orientations, taking into account the critical significance of these representations for the comprehensive development of personality, cognitive processes, and future academic success. The authors present the results of an experimental study that aimed to assess the readiness of students (future preschool teachers) to implement tasks related to the formation of spatial and temporal representations in the educational space of preschool institutions. The study identifies and describes a system of criteria (motivational, cognitive, operational-activity-based, evaluative-reflective), indicators, and levels (low, medium, high) of such readiness. A detailed structure of readiness is offered, comprising motivational (interest in the profession and awareness of the importance of the task), content-based (knowledge of theoretical foundations), activity-based (practical skills of working with children), result-based (ability to ensure the formation of basic representations), and evaluation-based (ability to reflect and adjust pedagogical activity) components. The paper highlights pedagogical conditions necessary for effective professional training, including the integration of theoretical and practical modules, the use of developmental technologies, and interactive learning methods that simulate reallife pedagogical situations. The research findings can be useful for improving educational programs, developing methodological support, and enhancing the quality of preschool pedagogical education as a whole