Keyword: «personal culture»

Radical changes taking place in the domestic education in the conditions of digitalization and standardization make theorists and practitioners scrutinize the scientific and theoretical foundations and value-oriented guidelines for the formation of personal culture in pre-school educational organizations, since there is a change in the general paradigm of pre-school students education by means of modern technologies use. This determines the purpose of the study: to identify modern approaches, key values (goals, components, criteria, mechanisms, technologies) for the formation of personal culture and features of the organization of work in this direction with children of preschool age. The research is based on the analysis, generalization and systematization of modern achievements of pedagogical theory and practice of preschool education on the issues of formation of the main components of personal culture from the positions of axiological, complex system and cultural approaches. The author presents the main components of the general personal culture (the culture of activity, communication, speech, speaking on the telephone, behavior in public places, table manners, life, leisure, gender behavior, health, information, environmental and legal culture), justifies a variable component that takes into account the temporary and non-temporary priorities of work in this direction, and also describes the purpose and key criteria for their formation of each component, taking into account the specifics of preschool childhood, requirements of the Federal State Educational Standard and priorities for the development of the information society. The article presents in detail the key mechanisms of personal culture formation in preschool children (identification; imitation; interiorization-exteriorization of ethical concepts, formation of cultural congruence and normative disposition), as well as justifies the importance of activity-type technologies for successful work in this direction, taking into account the requirements of the FSES and the prospects of digitalization (technology of guest days organization, cultural practices for the child, gaming and interactive pedagogical technologies, «Portfolio» technology, etc.).

The article is devoted to analyzing the socio-cultural potential of school foreign language education. The authors identify the components of foreign language educational content that can contribute to shaping student personal culture. This culture is based on their experiences that they acquire while learning the subject. It embraces related knowledge of the language and specific culture; abilities to effectively perform both intellectual and communicative activities, as well as relative values that underlie student performance.

The relevance of the article is basically determined by the need to create a flexible and continuous system of vocational pedagogical education, the overdue changes in the professional work of pre-school and primary education teachers and the importance of developing their creative potential and transforming training, taking into account the requirements of time and individual personal characteristics. The purpose of the study is to substantiate the key priorities for the development of personal and creative potential as an important component of professional and pedagogical culture among modern teachers of preschool institutions and primary schools. To achieve this goal, pedagogical experience, modern normative legal documents and scientific achievements, as well as research results on the creative potential and professional and personal qualities of modern teachers working in the system of pre-school and primary education, were studied from the position of competence, cultural, axiological and other approaches. The authors present the historiography of this issue study, describe the main priority goals, principles, conditions for the formation of professionally conditioned and demanded components of personal and creative potential among modern teachers of pre-school institutions and primary schools. The theoretical significance consists in generalizing the experience and scientific and pedagogical knowledge, in determining the main components of personal and creative potential as criteria for the successful activity of teachers in pre-school institutions and primary schools. Special attention is paid to substantiating the importance of an active pedagogical position, information and media culture and readiness for self-development and self-education as a fundamental basis for successful professionalization and personal and creative formation of teachers. Axiological, motivational, operational activity-oriented, evaluative-reflective, emotional-volitional and other components are described as professionally conditioned elements of the personal-creative component. An individual component is based on the individual typological characteristics of each teacher. The practical significance lies in the possibility of developing effective educational and methodological support for the process of improving one of the significant components of professional and pedagogical culture, taking into account the identified axiological aspects.