FORMING FUTURE EDUCATORS' READINESS FOR PEDAGOGICAL SUPPORT OF PRESCHOOLERS' ART EDUCATION ACQUISITION

The modern development of society and the growing role of art in shaping a holistic personality underscore the critical importance of quality art education for preschool children. It is precisely in early childhood that the foundations of artistic culture are laid, an emotional and value-based attitude towards art is formed, and imagination and creativity develop. The effectiveness of this process largely depends on the professional competence of educators and their readiness to provide pedagogical support for children's artistic activities. This article examines the essence of pedagogical support as a process of creating conditions for a child's personal development and self-realization through art, which includes fostering artistic and aesthetic taste and emotional sensitivity. It analyzes the specifics of organizing artistic activities for preschool children and focuses on developing educators' professional competence. It is emphasized that a preschooler's artistic and creative competence is formed based on an emotionally-oriented model, where dialogue and collaborative activity between adults and children are key. Art, as a source of emotions, contributes to an emotionally rich attitude towards events and images. To effectively prepare future educators for providing pedagogical support in preschool children's acquisition of art education, an integrated program for art-oriented disciplines has been developed at the Faculty of Preschool Education of H. S. Skovoroda Kharkiv National Pedagogical University. This program features a harmonized content of music, visual arts, theatrical, and choreographic disciplines, along with block-thematic planning, all aimed at forming a cohesive system of knowledge about the interconnectedness of the arts. The training process incorporates various innovative technologies, including: facilitated discussion, verbalization of artistic content, artistic and musical illustration methods, project technologies, interactive learning, pedagogical training, educational-pedagogical game technologies, art integration, productive-creative activity, learning without a model, and art-therapeutic technologies. Furthermore, special attention is paid to STREAM education, which integrates art education with science, technology, engineering, and mathematics. This approach allows future educators to perceive art not as an isolated field but as an integral part of a child's comprehensive understanding of the world. Such integration fosters the development of logical thinking, design skills, experimentation, and critical analysis through artistic engagement. The use of digital educational resources and artificial intelligence further enriches these learning experiences. The article also highlights the importance of developing future educators' speech culture, as the teacher's voice is a crucial instrument for conveying artistic ideas and creating an emotional backdrop. The preparation is implemented by introducing diverse types of children's creative activities and enriching the educational environment with practical, real-life situations, which contributes to forming a motivational basis for creativity and the holistic development of children's personalities.