Criteria, levels, and indicators of future educators' willingness to develop a sense of admiration in preschool children

the article examines the issues of students' readiness to work with preschool children in order to form their emotional sphere, in particular, to develop a sense of admiration. It is in preschool age that the child's emotional sphere intensively develops, which allows the educator to teach him in practice to express and control his feelings and emotions. The article examines the problem of developing future educators' readiness to develop a sense of admiration in preschool children as an important component of their emotional development and cognitive activity. The developed criteria for assessing this readiness are presented, including cognitive-emotional (knowledge of the nature of admiration), emotional-value (understanding of significance) and communicative-activity (stimulation skills). Three levels of readiness are distinguished: high, medium and low. For each level, specific indicators are proposed that characterize the educator's knowledge of ways to develop admiration, motivation for this activity and practical skills in creating an inspiring educational environment. The presented criteria, levels and indicators can serve as a tool for assessing the effectiveness of training teaching staff and contribute to the development of professional competencies of educators in the field of emotional development of preschool children.

criteria, indicators, levels, sense of admiration, preschool age, readiness, emotions, feelings, emotional development, pedagogical conditions