CURRENT TRENDS IN THE PROFESSIONAL TRAINING OF PSYCHOLOGISTS-PRESCHOOLERS: ANALYSIS AND VECTORS OF IMPROVEMENT

Abstract

Objective. The article is aimed at the analysis of the current state of the professional training of psychologists-preschoolers. The research is based on the review of Ukrainian and foreign scientific sources. It outlines the features of the professional training of psychologists-preschoolers during the practice in preschool educational institutions. Research methods. Theoretical methods (analysis, synthesis, systematization, generalization, and specification; empirical (survey by individual filling of the author’s questionnaire “My readiness to be a psychologist-preschooler” by undergraduate students of specialty 012 Preschool Education); mathematical statistics (used in calculating data of average values and percentages). Results. The survey was conducted among the 4th year students of the first level of higher education – bachelor’s degree, studying under the educational and professional program (EPP) of specialty 012 Preschool Education (specialization “Preschool and Pedagogical Psychology”). According to the data of the conducted experimental study of the professional training of psychologists-preschoolers during the practice in preschool educational institutions, the real state of the problem is determined by three components: content (theoretical or cognitive), personal and active (behavioural or practical). It has been found out that undergraduate students of specialty 012 Preschool Education have a high level of formation of the substantive and personal component of professional readiness in comparison with the active component, which had a lower level that is why a further development must be done. Conclusions. On the basis of the respondents’ answers we highlighted the types of difficulties that they had during the practice in preschool educational institutions. The above proves the need to revise the system of education and improve the training of future preschool psychologists by increasing the formation of practical actions in the course of studying professionally oriented educational components and strengthening practice under the guidance of practical psychologists. Prospects for further scientific work will be to technologize the process of professional training of future preschool psychologists in the context of forming their professional competencies to increase their professional competitiveness in the labor market.

1. Bulakh, I., Voloshyna, V., & Lokhvytska, L. (2019). Suchasni osvitni psykhotekhnolohii profesiinoi pidhotovky maibutnikh psykholohiv [Modern Educational Psychotechnologies for Professional Training of Future Psychologists]. Psykholohiia ta psykhosotsialni interventsii – Psychology and Psychosocial Interventions 2, 20–29. https://doi.org/10.18523/2617-2348.2019.2.20-29 [in Ukrainian].
2. Voloshyna, V.V. (2014). Aksiopsykholohiia profesiinoi pidhotovky maibutnoho psykholoha u vyshchykh pedahohichnykh zakladakh osvity [Axiopsychology of professional training of the future psychologist in higher pedagogical educational institutions]. Vinnytsia : Nilan-LTD. Ukraina [in Ukrainian].
3. Honcharovska, H.F. (2019). Pidhotovka psykholohiv do roboty z batkamy ditei doshkilnoho viku, skhylnykh do proiaviv ahresyvnoi povedinky [Preparation of psychologists to working with parents of pre-school children, tending to show aggressive behavior]. Teoriia i praktyka suchasnoi psykholohii – Theory and Practice of Modern Psychology, 6(2), 32–37. https://doi.org/10.32840/2663-6026.2019.6-2.6 [in Ukrainian].
4. Kokun, O.M. (2012). Psykholohiia profesiinoho stanovlennia suchasnoho fakhivtsia [Psychology of professional development of a modern specialist]. Kyiv : DP «Inform.-analit. Ahentstvo». Ukraina [in Ukrainian].
5. Kuzmenko, V., & Galchenko, V. (2020). Aktyvizatsiia tvorchoho potentsialu studentiv u protsesi profesiinoi pidhotovky [Activation of students’ creative potential in the professional training process]. Naukovyi chasopys NPU imeni M. P. Drahomanova. Seriia 12. Psykholohichni nauky – Scientific Journal of the M. P. Drahomanov National Pedagogical University. Series 12. Psychological Sciences, 9(54), 98–106. https://doi.org/10.31392/NPU-nc.series12.2020.9(54).09 [in Ukrainian].
6. Matvienko, O.V., & Zatvorniuk, O.M. (2014). Profesiina pidhotovka maibutnikh psykholohiv yak psykholoho-pedahohichna problema [Professional training of future psychologists as a psychological and pedagogical problem]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu – Scientific Bulletin of Kherson State University, 1(1), 215–220 [in Ukrainian].
7. Panok, V. (2013). Profesiine stanovlennia praktychnykh psykholohiv: dosvid i perspektyvy [Professional Formation of Practical Psychologists: Experience and Prospects]. Psykholohiia i suspilstvo – Psychology and Society, 3, 135–141 [in Ukrainian].
8. Prykhodko, Yu. O. (2017). Osobystisni yakosti psykholoha yak chynnyk yoho profesiinosti [Personal qualities of a psychologist as a factor of his professionalism]. Zbirnyk naukovykh statei z aktualnykh problem filosofii, kulturolohii, psykholohii, pedahohiky ta istorii. Materialy V Mizhnarodnoi naukovo-praktychnoi konferentsii «Naukovi poshuky: aktualni problemy teorii i praktyky» – A collection of scientific articles on current problems of philosophy, cultural studies, psychology, pedagogy and history. Materials of the 5th International Scientific and Practical Conference «Scientific Searches: Actual Problems of Theory and Practice» (April 28, 2017), (рр. 122‒125). Retrieved from http://enpuir.npu.edu.ua/bitstream/123456789/31074/1/Prykhodko_122-125.pdf [in Ukrainian].
9. Profesiinyi standart «Psykholoh zakladu osvity» [Professional standard «Psychologist of an Educational Institution»] (2020). Nakaz Ministerstva ekonomiky Ukrainy vid 24.11.2020 № 2425 – Order of the Ministry of Economy dated November 24, 2020 No.2425. Retrieved from https://mon.gov.ua/storage/app/media/rizne/2020/12/
   Standart_Praktychnyy_psykholoh.pdf [in Ukrainian].
10. Tkach, T., & Lucyna, W. (2022). Psykholohichna pidhotovka molodshykh bakalavriv doshkilnoi osvity u zakladakh fakhovoi peredvyshchoi osvity [Psychological Training of Junior Bachelors of Preschool Education in Institutions of Vocational Pre-higher Education]. Preschool Education : Global Trends, 2, 189–208. https://doi.org/10.31470/2786-703X-2022-2-189-208 [in Ukrainian].
11. Fedan, O.V. (2015). Osoblyvosti avtentychnosti praktychnoho psykholoha: teoretychnyi analiz [Features of the authenticity of a practical psychologist: theoretical analysis]. Teoretychni i prykladni problemy psykholohii – Theoretical and Applied Problems of Psychology, 3(38), 493–500 [in Ukrainian].
12. Khanetska, T., & Fedorenko, A. (2021). Vminnia formuliuvaty profesiini vyslovliuvannia yak skladova komunikatyvno-movlennievoi kompetentnosti maibutnoho psykholoha [Ability to formulate professional utterance as a component of communicative-speech competence of a future psychologist]. Naukovyi chasopys NPU imeni M. P. Drahomanova. Seriia 12. Psykholohichni nauky – Scientific Journal of the M.P. Drahomanov National Pedagogical University. Series 12. Psychological Sciences, 15(60), 99–110 https://doi.org/10.31392/NPU-nc.series12.2021.15(60).10 [in Ukrainian].
13. Chepelieva, N.V. (2000). Osobystisna pidhotovka psykholoha-praktyka [Personal training of a practicing psychologist]. Personal – Personnel, 5, 17–19. [in Ukrainian].
14. Albritton, K., Mathews, R.E., & Boyle, S.G. (2019). Is the role of the school psychologist in early childhood truly expanding? A national survey examining school psychologists’ practices and training experiences. Journal of Applied School Psychology, 35(1), 1–19. https://doi.org/10.1080/15377903.2018.1462280
15. Barnett, D.W. (1986). School psychology in preschool settings: A review of training and practice issues. Professional Psychology : Research and Practice, 17(1), 58–64. https://doi.org/10.1037/0735-7028.17.1.58
16. Bischoff, R.J. (1997). Themes in therapist development during the first three months of clinical experience. Contemporary Family Therapy, 19, 563–580. https://doi.org/10.1023/A:1026139206638
17. Fogaca, J.L., Watson, J.C., & Zizzi, S.J. (2019). The journey of service delivery competence in applied sport psychology: The arc of development for new professionals. Journal of Clinical Sport Psychology, 14(2), 109–126. https://doi.org/10.1123/jcsp.2019-0010
18. Heinonen, , & Nissen-Lie, H.A. (2020). The professional and personal characteristics of effective psychotherapists: A systematic review. Psychotherapy Research, 30(4), 417–432. https://doi.org/10.1080/10503307.2019.1620366
19. Hudson, A., & King, N. (2007). Professional training of child psychologists. Australian Psychologist, 19(3), 303–310. https://doi.org/10.1080/00050068408255436
20. McEwan, H.E., & Tod, D. (2023). Trainee clinical, and sport and exercise psychologists’ experiences of professional development: A longitudinal study. Psychology of Sport and Exercise, 64, 102343, 1–8. https://doi.org/10.1016/j.psychsport.2022.102343
21. McMahon, A., & Hevey, D. (2017). «It has taken me a long time to get to this point of quiet confidence»: What contributes to therapeutic confidence for clinical psychologists? Clinical psychologist, 21(3), 195–205. https://doi.org/10.1111/cp.12077
22. Rønnestad, M.H., & Skovholt, T.M. (2013). The developing practitioner: Growth and stagnation of therapists and counselors.
23. Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015). Brussels, Belgium. Режим доступу: https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
24. Tod, D., & Bond, K. (2010). A longitudinal examination of a British neophyte sport psychologist’s development. The Sport Psychologist, 24(1), 35–51. https://doi.org/10.1123/tsp.24.1.35
25. Widerstrom, A.H., Mowder, B.A., & Willis, W.G. (1989). The School Psychologist’s Role in the Early Childhood Special Education Program. Journal of Early Intervention, 13(3), 239–248. https://doi.org/10.1177/105381518901300305
26. Woodcock, C.L. (2005). Counsellor development in the school setting: A narrative study. Doctor’s thesis. Retrieved from https://harvest.usask.ca/bitstream/handle/10388/etd-05042005-141934/THESISFINAL.pdf?sequence=1&isAllowed=y