A model for the formation of the readiness of educators to create conditions for the successful adaptation of children of primary preschool age to kindergarten

Abstract

The article considers the problem of training kindergarten teachers to create conditions for the successful adaptation of children of primary preschool age. Readiness is considered as a stable multidimensional, multicomponent property of a teacher, which includes motivational, emotional, cognitive and activity components. The model proposed by the authors to increase the level of readiness of educators is based on competency-based, systemic and personal activity, communicative approaches. The model reflects the main organizational and pedagogical conditions for improving preparedness and considers methods and forms of their implementation.