Professional deficits among teachers raising young children: Status and compensation in non-formal education
- DOI
- 10.5922/vestnikpsy-2026-2-9
- Pages
- 98-112
Abstract
The article demonstrates the possibilities and necessity of organizing training and consolidating resources for the professional preparation of early childhood educators within a learning community corresponding to their field of activity. The results of an empirical study aimed at identifying and compensating for professional deficits of educators in this category under conditions of organized non-formal education are presented. Based on questionnaire data and focused group interviews obtained through teachers’ self-assessment and expert evaluation, typical professional difficulties of educators were identified, in which the following deficits are manifested: insufficiently developed skills in early communication, insufficient understanding of the needs of non-verbal children, limited variability and situational inadequacy of the behavioral repertoire implemented by educators, incomplete support of various types of activity and learning, underdeveloped skills in organizing the adaptation period, creating a ‘soft’ developmental environment, establishing trusting contact with parents, etc. The research results made it possible to structure, design, and implement in practice a special non-formal education program for early childhood educators. Examples of cases from real non-formal education practice are provided, reflecting the process of compensating for specific professional difficulties of educators.