PROBLEMATIC ASPECTS OF HEALTH-PRESERVING COMPETENCE DEVELOPMENT IN PRESCHOOL TEACHERS
DOI:
https://doi.org/10.17770/sie2023vol2.7155Keywords:
activity-centered component, cognitive component, emotional and motivational component, health-preserving competence, preschool teachers, professional trainingAbstract
The article substantiates the problem of health-preserving competence development in teachers of preschool education: as an important task of the modern world, as a priority personal characteristic, as a component of professional training. The essence of the phenomenon of “health-preserving competence” is revealed, the following structural components are distinguished: emotional and motivational, cognitive and activity-centered. The goal of the research is to determine the conceptual foundations of the development of health-preserving competence in teachers of preschool education; data collection and processing of information to clarify problematic aspects of the phenomenon being under consideration. In the course of empirical research, the authors used the method of anonymous thematic survey (questionnaire) and its analysis. The research group consisted of: students of the 4th year of dual mode of study (who work on specialty) – 38 participants (group A); students of the 4th year of part-time mode of study who work on specialty (in preschool educational institutions) – 45 participants (group B) and students of advanced training courses – 53 participants (group C). The total number is 136 respondents. The conducted research proved that the respondents are aware of the main categories of health; are motivated and aware of the importance of health-preserving behavior, but are not sufficiently aware of modern health-preserving technologies. Therefore, the activity-centered component requires to be strengthened for the development of health-preserving competence in teachers of preschool educational institutions. Prospects for further scientific work will consist in the implementation to the system of higher education and advanced training courses for preschool teachers of the elective course “Formation of health-preserving competence in the subjects of the educational process” and determining the effectiveness of its implementation.Downloads
References
Andriushchenko, T. K. (2015). Theoretical and methodological framework for forming preschoolers’ health-preserving competency. Doctoral thesis. South Ukrainian National Pedagogical University, Odesa. Retrieved from: http://www.disslib.org/teoretyko-metodychni-zasady-formuvannja-zdorov-jazberezhuvalnoyi-kompetentnosti-v.html
Byrne, J., Rietdijk, W., & Pickett, K. (2018). Teachers as health promoters: Factors that influence early career teachers to engage with health and wellbeing education. Teaching and Teacher Education, 69, 289‒299. DOI: https://doi.org/10.1016/j.tate.2017.10.020
European Commission. (2018). Proposal for a Council Recommendation on Key Competences for LifeLong Learning. Commission Staff Working Document Accompanying the Document SWD/2018/014 final – 2018/08 (NLE). Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=SWD:2018:0014:FIN
Hofmans, J., Vantilborgh, T., & De Gieter, S. (2020). About competencies and situations: A trait-activation approach to the competency framework for peer review. Industrial and Organizational Psychology, 13(1), 64‒67. DOI: https://doi.org/10.1017/iop.2020.7
Hu, H., Wu, T., Fan, L., Zuo, K., Chen, L., Zhang, J., & Zhao, X. (2020). Knowledge of Child Health and Affecting Factors Among Preschool Teachers: A Cross-Sectional Study in Chongqing, China. Risk Management and Healthcare Policy, 13, 2515‒2524. DOI: https://doi.org/10.2147/RMHP.S280214
Kurowicka, E. (2019). Health education and health promotion among preschool children. Journal of Education, Health and Sport, 9(7), 497‒506. DOI: https://doi.org/10.5281/zenodo.3407784
Lamanauskas, V. (2018). Teacher health literacy: Why does it matter? Problems of Education in the 21st Century, 76(1), 4‒6. DOI: https://doi.org/10.33225/pec/18.76.04
Lamanauskas, V., & Augienė, D. (2019). Kindergarten teachers’ health literacy: Understanding, significance and improvement aspects. Review of Science, Mathematics & ICT Education, 13(2), 39-60.DOI: https://doi.org/10.26220/rev.3207
Lamanauskas, V., Daiva Malinauskienė, D., & Augienė, D. (2021). Health Education in Pre-school Institution: Integration, Effectiveness, Improvement. EURASIA Journal of Mathematics, Science and Technology Education, 17(12), em2046.
Llorent-Bedmar, V., & Cobano-Delgado, V. (2019). Health education training of university students of the early childhood education degree in Spain. Ciência & Saúde Coletiva, 24(8), 3067‒3078. DOI: https://doi.org/10.1590/1413-81232018248.28642017
Lokhvytska, L. V. (2020). Program for the basics of health and safety of life of preschool children “We must know about ourselves, care about ourselves”. Ternopil, Ukraine: Mandrivets.
Maksymchuk, B., Matviichuk, T., Solovyov, V., Davydenko, H., Soichuk, R., Khurtenko, O., … Maksymchuk, I. (2020). Developing Healthcare Competency in Future Teachers. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 24‒43. DOI: https://doi.org/10.18662/rrem/12.3/307
Mikkonen, K., Kuivila, H.-M., Sjögren, T., Korpi, H., Koskinen, C., Koskinen, M., … Kääriäinen, M. (2022). Social, health care and rehabilitation educators' competence in professional education – Empirical testing of a model. Health & Social Care in the Community, 30(1), e75–e85. DOI: https://doi.org/10.1111/hsc.13414
Noble, K., Fetherston, H., Jackson, J., & Craike, M. (2020). Effective integration of health promotion in early childhood education and care settings. Policy paper 2020-02. Australian Health Policy Collaboration, Mitchell Institute, Victoria University.
Pašinska, O. (2021). Peculiarities of healthcare specialists’ communicative competence in English as a foreign language. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. May 28th-29th 2021. Vol. V (pp. 599‒614). DOI: https://doi.org/10.17770/sie2021vol5.6318
Sivkovych, H., Slyvka, L., & Hamerska, I. (2020). Pre-service teachers training for efficient health promoting school activities performance. Advanced Education, 7(16), 88–97. DOI: https://doi.org/10.20535/2410-8286.216792
The Council of European Union. (2018). Recommendation of 22 May 2018 on Key Competences for LifeLong Learning. (Text with EEA relevance) (2018/C 189/01). Official Journal of the European Union. Retrieved from: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7
World Health Organization. (2020). Goals and objectives. Retrieved from https://www.who.int/healthpromotion/about/goals/en/
