Thesaurus of the Problem of Training Future Educators to Organize Innovative Activities of Preschool Children

The article conducts a terminological analysis of the key concepts of the study ("innovation", "educational innovation", "innovative educational process", "innovative pedagogical activity") and forms a thesaurus of the problem of training future educators to organize innovative activities of preschool children. Two scientific approaches to the interpretation of the concept of "innovation" are considered – procedural-modification and result-methodological, their features and significance for education are highlighted. Attention is paid to the distinction between the concepts of "novation" and "innovation", which allows avoiding terminological confusion in pedagogical discourse. The approaches of domestic and foreign researchers to determining the essence of educational innovations are analyzed, their role as a factor in the modernization of the education system is emphasized. It is established that educational innovations act as a driver of the transformation of the education system in conditions of constant change, contributing to the formation of a new quality of teaching and upbringing that meets the needs of modern society. It is determined that the innovative educational process is a multi-level and integrated system that covers all aspects of educational activity – from the personal initiative of an individual teacher to large-scale reforms in the field of education – and is aimed at dynamically updating the content, forms and technologies of education in accordance with the requirements of modern society and the achievements of scientific and technological progress. At the same time, innovative pedagogical activity is interpreted as a purposeful, scientifically motivated and creative activity of a teacher, which involves the search, development, implementation and adaptation of the latest ideas, methods, pedagogical technologies and forms of organization of the educational process. It is noted that future educators’ readiness to organize innovative activities is an important component of their professional competence and implies acquiring the appropriate knowledge, skills and attitudes towards innovative activities.