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The Problem of the Formation of Value-Sense Orientations of Future Preschool Educators in Pedagogical Theory and Practice

The article is devoted to the study of the problem of the formation of value-sense orientations of future kindergarten educators in pedagogical theory and practice. The essence of the leading values, which should be inherent in future teachers in general and future kindergarten educators, in particular, within the framework of various approaches, namely: historical and cultural, competence-based, integrated, has been determined. It was determined that from the point of view of the historical and cultural approach, classical teachers attributed a number of general cultural values to the most important values of the educator (Person, goodness, beauty, love, tenderness, sincerity, justice, truth, etc.). Representatives of the competence-based approach to the leading values of the educator include those that characterize him as a professional educator (love for children, justice, tolerance, responsibility, flexibility, creativity, self-development, self-education). Within the framework of the integrated approach, which the author adheres to, the personality of the future educator is considered holistically, and the values that should be inherent in him are interpreted as a complex of universal, professional and individual life values.