Keyword: «criterion-level system»

The relevance of the problem under study is due to the importance of a realistic and comprehensive analysis of the environmental education implementing practice in higher education, taking into account the principle of different disciplines interrelation. Today, the main attention is focused on the formation of universal competences among future teachers, including the ability to maintain a certain level of preparedness to ensure full range of professional and social activities, as well as create and maintain safe living conditions. Moreover, the practice of higher education shows that the integration of disciplines content, the ability to solve professional problems based on the knowledge of a complex of related scientific fields have not changed for the better. Many negative opinions are still being expressed, the reason for which may be insufficient study of the factors contributing to the formation of integrative professionally significant characteristics. One of these characteristics is the socio-ecological preparedness of the future teacher to improve the health of preschool children. The purpose of our study is to develop the main approaches to diagnosing the level of the future teachers’ social and ecological preparedness formation to improve the health of preschool children. The article reveals the author’s point of view on the criterion-level assessment system, and also shows the substantial characteristics of the studied type preparedness formation levels: adaptive-reproductive, interpretive-constructive and transformative. The practical significance of the work lies in the opportunity to demonstrate clearly the substantive side of the diagnostics process of future teachers’ social and ecological preparedness formation, specifying the component structure, relevant criteria and indicators of preparedness formation. The analysis of the diagnostic work within the framework of the stated goal allows us to reach the conclusion about the state of the issue under study in the practice of higher pedagogical educations, to identify the most problematic aspects for planning the appropriate work to increase the level of socio-ecological preparedness of the future teachers to improve the health of preschool children. The described form of work can become the basis for changes of the theory and practice of the future teachers’ social and ecological preparedness formation to improve children’s health in the conditions of the higher pedagogical school.