Innovative Methodological Systems in the Training of Future Teachers to Work with Preschool Children in the Conditions of Post-War Reconstruction

The article explores the theoretical and practical aspects of implementing innovative methodological systems in the process of professional training of future teachers of preschool educational institutions in the context of the challenges of post-war reconstruction of Ukraine. The author emphasizes the need for a transformation of the educational paradigm, which is due to the need for psychological rehabilitation of children, overcoming the consequences of traumatic experience and forming a safe educational environment. Based on a comprehensive analysis of the essence of the categories "innovation" and "innovative system", an original interpretation of the content of the concept of "innovative methodological system" is proposed. Within the framework of this approach, this concept is considered as a holistic, dynamic structure that integrates updated goals, principles, methods and digital training tools aimed at forming the professional readiness of future teachers to work in the conditions of specific challenges of the post-war period. Within the framework of the scientific search, the key components of modern methodological systems were analyzed, which are determined by the specific challenges of the crisis and post-war periods and are aimed at maintaining the resilience (stability) of the education system, in particular, a trauma-informed approach and crisis pedagogy, project-oriented learning, digital pedagogy and gamification with elements of safety, a reflexive-supervisory system of practice. For an objective analysis of the transformation of education in the conditions of modern challenges, a comprehensive empirical study was conducted with the participation of scientific and pedagogical workers of Bohdan Khmelnytskyi Cherkasy National University, undergraduate and graduate students, and practicing educators. The study was aimed at identifying current educational needs, assessing the readiness of specialists to work in conditions of martial law and post-war recovery, as well as verifying the effectiveness of the innovative components of the methodological system proposed by the author. The effectiveness of the proposed innovative components in increasing the level of readiness of future educators for professional activity in conditions of post-war recovery has been proven. The materials of the article have practical value for curriculum developers and specialists who ensure the sustainability and modernization of the preschool education system in modern deterministic conditions.