Психолого-педагогічний супровід майбутніх вихователів у створенні літературоцентрованого середовища для дітей раннього віку

This article focuses on the problem of psychological and pedagogical support for future educators, namely, in creating a literature-centered environment for early childhood children. The importance of laying the foundations of reading interest in children, starting from an early age, and the obstacles and difficulties associated with this are outlined - the low level of general and reading culture of adults themselves, the priority of material aspects, the competition of books with computer games, cartoons, outdoor games and other types of activities; the lack of a tradition of family readings, the integrative approach of teachers in using literary texts for various types of activities with preschool children. Many scientific investigations and publications have been analyzed in the context of the following four vectors:  1) developing early childhood children’s interest in books and artistic writing;  2) priority should be given to the sensory discovery of literature as a form of art;  3) the problem of creating a literature-centered environment for early childhood children;  4) providing future educators with psychological and pedagogical support in the specified direction.  The conditions for implementing psychological and pedagogical support of future educators in creating a literary-centered environment for early childhood education are characterized: the love of higher education students themselves for books and the reading process; planning reading as a ritual; systematic use of the artistic word in interaction with early childhood education; adherence to the consonance of spaces: objects in the book/environment; literary environment in a preschool educational institution / at home; emotional contact: adult-child-work-book. Constructive means (forms, methods, and techniques) that have been tested and are effective for future educators in creating a literary-centered environment for early childhood education are identified, in particular, a reading diary, “continued reading”, role-playing sketches, workshops, etc.