TO THE PROBLEM OF THE ESSENCE OF MEANINGFUL PERSONALITY VALUES

Abstract

Readiness to innovation becomes especially important in preschool educational institutions. The
theoretical analysis of the essence of the concept of «readiness to innovative pedagogical activity» points to the
researchers' multidimensional approaches. These approaches relate to the identification of certain essential features
of such readiness, respectively, the wording formulation of the concepts is complementary. The readiness to
innovation, the focus on improving their own pedagogical activity and the activities of the entire teaching staff is
analyzed by researchers. The structural components of such readiness are motivational, cognitive, procedural,
reflexive. The tutor's preschool institutions сreativity is of great importance. Self-appraisal of readiness to innovative

pedagogical activity can be considered as the goal and result of the process of self-knowledge, the complex self-
analysis of the individual regarding the ability to create, implement and disseminate pedagogical innovations.

Self-appraisal of tutors of their readiness to innovative pedagogical activity was conducted. Almost one third
of the respondents rated their readiness within the range of 75-92 % of the maximum. The most problematic qualities
of innovation, which most of the respondents of preschool establishmets have noted are: the ambition for leadership;
independence of statements; the ability to abandon stereotypes in pedagogical activity; possession of methods of
pedagogical research; the ability to create an author's concept, technology of activity; the ability to organize a
pedagogical experiment, etc. Most tutors of preschool institutions are ready to introduce innovations of other tutors more than their creation.