PECULIARITIES OF FUTURE PRESCHOOL TEACHERS TRAINING IN THE HIGHER EDUCATION INSTITUTIONS IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

Abstract

The specificities of the preparation of future pre-school teachers in higher education institutions in the United Kingdom and of Northern Ireland are analyzed for pre-school education in four areas (literacy, mathematics, understanding of the world, art and design). The workload of pre-service teacher training courses at different universities in the UK and Northern Ireland has been characterized and their similar features identified (pre-block blockchain construction; few or no exams, teaching methods, teaching methods for each course, crediting up to a total of 1 credit of approximately 10 hours, use of a virtual learning environment and different: in the number of credits per module (in Mi each module is divided into thirty credits, and at the universities of Swansea, Birmingham City and Nottingham Trent - 20 and 40 credits respectively; in the number of credits envisaged for study for 3 years (at the University of Nottingham Trent - 280 credits; 3600 credits for the entire period of study) in the assessment methods provided in the curriculum (at Swansea and Middlesex Universities, they are numerous, creative and extremely diverse; at the University of Birmingham City more attention is paid to the implementation of scientific work, and at the University of Nottingham Trent at each course the effectiveness of the study is determined by the scientific work). Comparing the curricula modules of pre-university bachelors' training for pre-school specialist training, we also identify the following common features (some modules represent early education curricula, as well as a key step in the first section of the British National Preschool Program; individual pre-service teacher modules education to the learning and development of children through play, others - in particular, with cognitive, social, physical, speech directions early education of preschool children; distinctive features (module introducing students to work in partnership at three universities is provided in one missing; modules whose names are similar and functions performed by students of different higher education institutions in the course of studying the content of the modules differ); distinctive features are also identified for individual universities (at Birmingham City University students can master international programs, at Swansea University well posed digital issues, at Middlesex one module provides a deep mastery of educational issues to change it for the better).