Methodological System for Using Educational Games in Enhancing the Professional Competence of Future Preschool Teachers

Abstract

The preparation of highly competent preschool teachers is a priority in contemporary higher education systems, as early childhood education plays a crucial role in shaping lifelong learning abilities. This article explores the methodological system of using educational games as an innovative pedagogical tool for enhancing the professional competence of future preschool teachers. The study is based on theoretical analysis, pedagogical synthesis, and methodological interpretation of game-based learning approaches. It examines how educational games contribute to cognitive, communicative, operational, and reflective competencies of pre-service teachers. The article also proposes a structured methodological model consisting of goal-oriented, content-based, organizational, methodological, and assessment components. The findings suggest that educational games significantly increase students’ pedagogical creativity, decision-making ability, and readiness for real classroom practice. Moreover, the study identifies key challenges in implementation and offers recommendations for improving teacher education curricula.