Criteria, indicators and readiness levels of educators for the development of musical abilities in children aged 4-7 years

Abstract

The article is devoted to the topical issue of preparation of the educators in preschool institutions for the development of musical abilities in children aged 4-7 years. A systematic approach to the research problem indicates that criteria, indicators, levels of readiness of educators for the development of musical abilities of children 4-7 years can not be considered as isolated, self-sufficient elements of training. The author proves that the transition from one level of the educator’s formed readiness to another is characterized by creation of a new system of relations between the elements. The system of component criteria and their qualitative indicators of readiness formation in educators of preschool institutions, for development of musical abilities of children of 4-7 years, according to structure of this phenomenon, reflecting author's model representations about its maintenance and features, was developed.
Based on the definition of the essence of "readiness of educators of preschool institutions for the development of musical abilities in children 4-7 years old" concept, its components were characterized. The value-motivational component is assessed using the motivational-axiological criterion, cognitive component – by operational-semantic criterion, activity component – by activity-reflective criterion. The defined criteria are characterized by indicators: motivational-axiological criterion – by value attitude to the future pedagogical activity, interest in mastering the forms, methods and techniques of the development of musical abilities in children aged 4-7 years; the need to succeed in professional activities; operational and semantic criterion – by consistency, efficiency; activity-reflection criterion – by the formation of skills and abilities to develop musical abilities in children aged 4-7 years; educator's self-assessment of the formed readiness for this type of activity.
The author differentiated the readiness levels of educators for the development of musical abilities in children aged 4-7 years, on the basis of the traditional three-level gradation (high, medium, low). Based on the analysis, the author revealed the content essence of the readiness of educators of preschool institutions for the development of musical abilities in children aged 4-7 years, the components of readiness were determined, and the criteria, indicators and levels of formation of the denoted readiness were substantiated.