ХАРАКТЕРИСТИКА КРИТЕРІЇВ ТА ПОКАЗНИКІВ ГОТОВНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПЕДАГОГІВ ДО СТАТЕВО-РОЛЬОВОЇ СОЦІАЛІЗАЦІЇ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

The problem of preparedness of university students of social pedagogy departments to work with children in the process of gender-role socialization is considered. The notion «readiness» is analyzed and definition of notion «readiness of future social pedagogues to gender-role socialization of preschool children» is presented. The structure of readiness of future social pedagogues to gender-role socialization of preschool children is proposed in which cognitive-operational, person-motivational and constructive and activity criteria are emphasized. The cognitive-operational criterion of readiness of future social pedagogues provides an appropriate level of students’ knowledge in the sphere of age peculiarities of preschool children and process of gender-role socialization and also acquirement of theoretical and application-specific knowledge of essence of notions «gender», «socialization», «gender-role socialization». The personal-motivation criterion of social pedagogues’ readiness to gender-role socialization of preschool children contains abilities and needs as sources of personal activity in professional self-development and special motives of development of professional competence and choice of directional activity. The constructive and activity criterion of social pedagogues readiness supplies an availability of creative potential and students’ skill to make an adequate choice of behavior pattern in different pedagogical situations as well as acquirement of technology of social and pedagogical support of children socialization with taking into account their gender assignment and ability to foresee and to estimate the results of own professional activity. Taking into account the specifics of professional readiness, it should be emphasized that the future social pedagogue should possess deep theoretical knowledge, abilities and skills, the characteristics of which can be attributed psychological qualities, teaching abilities and a number of personal qualities, in particular flexibility, emotionality, self-control, self-improvement, creativity, and the like. In accordance with proposed criteria the factors of readiness of future social pedagogues to gender-role socialization of preschool children were formulated. Such criteria and factors can be used in case of diagnostic of theoretical and practical professional readiness of future social pedagogues at institutions of higher education that defines the perspectives of our future investigations.