Methodological support of a teacher in the design of educational situations to develop interest in St. Petersburg among older children

The paper discusses the problem of organizing methodological support of educators in the projecting the educational situations to develop interest in St. Petersburg among older children. An explanation of the concepts of “interest”, “pedagogical projecting”, “projecting skills of a preschool teacher”, "educational situation" in relation to a preschool organization is given. The matrix of projecting skills of a preschool teacher is presented. As a way of studying the professional readiness of a teacher, “case-situations”, in which the activity of a teacher to develop children’s interest in St. Petersburg is modeled, are proposed and substantiated. The study also identifies groups of teachers depending on the characteristics of projecting skills. Also, groups of teachers are identified depending on the assessment of their own readiness to projecting educational situations to develop interest in St. Petersburg for older children. Individual and group difficulties of teachers in the projecting of educational situations to develop interest in St. Petersburg in older children were identified. The content of the technology of projecting an educational situation for the development of interest in St. Petersburg among children of senior preschool age is described. The relationship between the use of the developed technology and an increase in professional readiness for the projecting of educational situations for the development of interest in St. Petersburg in older children is considered.