Yuliia Zhurat PEDAGOGICAL MASTERY IN PRESCHOOL EDUCATION: KEY FACTORS AND CONDITIONS

Abstract

Abstract. Pedagogical mastery of preschool educators is a key factor in effective professional activity and ensuring high-quality early childhood education. A high level of mastery contributes not only to the effective organization of the educational process but also to creating a favorable psychological environment for children. A professional educator must possess knowledge of pedagogy and psychology, be able to plan and conduct activities considering children’s individual characteristics, and demonstrate emotional resilience and reflective skills.

The article analyzes recent research on the formation of pedagogical mastery, including studies by I. Ziazyun, O. Lavrinenko, N. Tarasevich, and V. Semichenko. Key factors influencing professional development are highlighted: professional training at higher education institutions, practical experience, continuous self-improvement, independent teaching practice, qualification advancement, and experience exchange with colleagues.

The importance of personal qualities such as empathy, patience, responsibility, and pedagogical techniques, including verbal and nonverbal communication and self-regulation skills, is emphasized. The professional environment, peer support, personal and life experience, as well as burnout prevention and emotional resilience, also play a significant role in developing pedagogical mastery.

In conclusion, the formation of pedagogical mastery is a complex and multifaceted process requiring systematic improvement, continuous professional development, and personal growth to ensure high-quality preschool education.