Higher social pressures are required for the development of value orientations. Their implementation occurs in a variety of social and socioeconomic contexts. They are essential components of consciousness created under certain socio-psychological circumstances and events that influence human behavior. As a result, value orientations are an essential part of a person’s personality since they affect how someone interacts with others and how they respond. Tolerance, patience, and understanding are essential personal characteristics for me.
Resentment, rage, sadness, feelings of loss of control over one’s life, and various other negative emotions and moods are all relieved by understanding. Tolerance is a type of knowledge and perspective that allows us to be at peace with ourselves and the people around, even if something about them appears ridiculous and undesirable. Patience is an excellent characteristic that contributes to achieving the finest mental state possible, helping us accept others and life’s problems with patience and humility, and making the best and most informed judgments possible. Understanding is the ability to perceive, comprehend and realize the motives of another’s behavior, the ability to explain their actions and deeds. It is also the skill of passing through the mind and heart the state, mood, intentions, and way of thinking of another person. Precisely, based on the above reasons, these values can be considered necessary for people working in the field of Early Childhood Education and Human Services.
As an example, we can cite absolutely different cases from life that occur with each of the people. Tolerance helps me to interact with many people at work. This is necessary because all people are different and have different values. Conflicts of interest constantly occur, so you need to have the courage and responsibility to understand strangers. In addition, patience is what helps me go through many difficulties. It is impossible to find someone who has not had trouble. I also went through a lot of life’s obstacles. This was often due to misunderstanding on the part of other people, as well as uncertainty with the life path. Patience helps you overcome yourself in order to become better eventually.
The professional qualities of a modern teacher-educator are the necessary conditions for the successful acquisition of professional knowledge, skills, and abilities. Pedagogical tact is the ability to calmly, with dignity, behave in communication with children and their parents or guardians, determine the measure of influence on pupils, find an approach to each of them. The main distinguishing feature of the tactful head of the creative team, as a teacher, is high demands and sincere respect for the educated. The concept of “tact” includes many components, but all are somehow connected to taking care of the child with an attentive and sensitive attitude. The three main professional values that need to be highlighted are pedagogical tact, creativity, and optimism. Pedagogical tact presupposes the flexibility of the teacher’s behavior – tactics, which is due to the diverse roles of the teacher’s pedagogical activity. It is clarity, correctness, and rigor in the classroom if the pupils are not ready for the lesson. Outside of school hours – ease, intimacy, which are especially necessary for an individual conversation, hiking, excursions.
Creativity is also an essential aspect since preschoolers quickly get bored without zest in classes or games. At the start of a career, the educator relies on other people’s methods and techniques that help make games and classes exciting for children. However, over time, the teacher develops creativity and begins to come up with something of their own. In my opinion, Pedagogical optimism is definitely the most crucial quality. Not all children pass the program quickly and successfully, and not all are equally intelligent, physically developed, talented. Pedagogical optimism is when you not only accept children as they are but also sincerely believe in them, support, help them develop their abilities, even if a preschooler spends more time and effort on different tasks than peers.
The purpose of the activity of a teacher-educator is to create an environment for the realization of the child’s development prospects. In this case, the result of the activity of the teacher-educator will be the realization of this goal, which is diagnosed by correlating the qualities of the child’s personality at the beginning of the pedagogical impact and its completion. The organization of interaction of the teacher-educator with the pupils, aimed at the assimilation of social experience, is the subject of pedagogical activity.