Effective strategies for training future preschool education specialists in crises

Abstract

Under the conditions of martial law in Ukraine, the organization of work in preschool educational institutions has undergone significant changes, particularly in the processes of professional development and the informational and methodological support provided to pedagogical staff. This study aims to assess the key features of professional and personal training for future preschool education specialists during crises, identify effective forms of such training, and analyze perspectives from both future specialists and their educators on critical practical aspects. The research employed methods of analysis, synthesis, generalization, and bibliographic review. Findings reveal that the training of preschool education specialists requires substantial improvement to adapt to the evolving challenges of modern realities. Ensuring high-quality preschool education in wartime conditions demands additional professional knowledge and skills. This necessitates collaborative efforts among practicing teachers, researchers, methodological services, and educational stakeholders to develop and implement enhanced training programs. The study concludes with recommendations to strengthen professional development frameworks for preschool education specialists, focusing on the integration of practical and theoretical expertise tailored to crisis contexts.

Keywords: Crisis; preschool education; specialists; training