THEORETICAL FRAMEWORK OF THE CONSTRUCTIVIST APPROACH TO DEVELOPING THE PROFESSIONAL-METHODOLOGICAL COMPETENCE OF PRESCHOOL EDUCATORS

Abstract

In the context of globalization and the ongoing transformation of education systems, the professional role of preschool educators has undergone significant changes. Today, educators are expected not only to transmit knowledge but also to support children's individual development, design effective methodological processes, and create a stimulating educational environment. This article examines the theoretical foundations of the constructivist approach to developing the professional-methodological competence of preschool educators. Particular attention is given to the “New Image of the Child” concept proposed by the Robert Bosch Foundation, as well as to the scientific contributions of Jean Piaget, Lev S. Vygotsky, Jerome Bruner, Joachim Bauer, Monika Granzow, Petra Volkel, and Susanne Gisbert. The study analyzes their pedagogical and psychological perspectives and substantiates their methodological significance for enhancing the professional-methodological competence of preschool educators under contemporary educational conditions.