PEDAGOGICAL OPPORTUNITIES OF THE ACMEOLOGICAL APPROACH IN DESIGNING THE EDUCATIONAL PROCESS IN PRESCHOOL EDUCATION

Abstract

This thesis examines the pedagogical opportunities of the acmeological approach in designing the educational process in preschool education. In the context of rapid modernization of preschool education, the professional role of the educator is no longer limited to organizing routine teaching and upbringing activities; it increasingly requires the ability to consciously design developmental environments, predict educational outcomes, and ensure the holistic growth of the child. From this perspective, the acmeological approach is interpreted as a methodological foundation aimed at achieving the highest levels of personal and professional development. The study analyzes the essence of the acmeological approach, its connection with the design of the educational process, and its pedagogical potential in the preparation and practical activity of preschool educators. Particular attention is paid to such categories as professional self-development, reflection, pedagogical creativity, value orientation, and competence-based design. The findings show that the acmeological approach expands the methodological, motivational, and reflexive possibilities of designing the educational process in preschool education and contributes to the formation of a child-centered, development-oriented, and pedagogically meaningful educational environment.