The three most important skills for preschool educators

          The skills of the educator are divided into three axes that it is advisable for the educator to possess in order to help him reach his goal in performing his duties to the fullest.

1- Gain skills / 2- Mentoring skills / 3- Building skills

1- Gain Skills:

The earning skill has five qualities:

First, attractiveness:

          One of the skills of an effective educator is that he is creative and innovative in finding new ways and creative exits to reach the goal, hence his attractiveness comes from being positive and inspiring to others far away from complaining and complaining, as the attractive educator is always enthusiastic about his work, observing the politeness of speech and dealing with others, regardless of their different personalities and temperaments. He does not need to be invited to listen to his words and act on them, because his charisma and lack of pretense did the job, making him a person capable of attracting others to him through his good skill in being a sincere practical role model and a magnet for the hearts of others away from using violence and exploiting influence in binding influence.

Second, role modeling:

          It means that the educator represents what he believes and says, not to represent it, that is, his words become in line with his actions, as cooperation and joint work between the educator and children, or between him and educational frameworks, is more effective in influencing them than abstract directives and advice, as they do not remember what they heard from him as much as they remember what they saw, Role modeling is not directives issued by the educator to instill them in others, but principles that he starts from and is well aware that following his example is imperative, so he must be the best example by word and deed.

Third is more effective communication:

          It is the process of communicating a specific message, whether it is information, emotions or ideas, with a goal and purpose, in a smooth and simple manner, so the communication process takes place based on mutual participation between the parties where they can absorb and accept all the actions or words issued by the other party to achieve the goal for which this communication came, and one of the characteristics of the educator with the skill of effective communication is that his communication is comfortable and rewarding, and it takes place in an atmosphere of understanding and harmony, and he does what he can to make it successful and move towards its intended goals smoothly.

Fourth, good dialog:

          The skill of dialogue is one of the most important skills that help the educator reach his goals through discussion until reaching a solution or congruence in views and ideas, and among its most important goals, we find that it brings perspectives closer to the truth, works to communicate ideas in a convincing and understandable way, it builds values and guides behavior when it is accompanied by rules and etiquette that increase its effectiveness.

Fifth, coexistence and humor:

          Coexistence is a directed relationship between the educator and the child, based on direct contact and strong communication that aims to guide children's thoughts and behavior according to the educational curriculum, so the educator must be a playful coexistence that does not complicate matters, quickly overcome his crises, enjoy his times with children and live with them the most beautiful moments with the spirit of a child who loves humor and fun, preserves the feelings of others, and always tends to simplify things and events.

2-  Mentoring skills:

There are four qualities that must be practiced:

First, evaluation:

          Performance evaluation is one of the most important components of the educational process, as it is a planning and control method at the same time. The successful educator is the one who masters the comprehensive evaluation of the child and extends to his mental, motor and emotional development aspects, not to mention the evaluation of the curriculum, activation methods and educational means, quantitatively and qualitatively. The seriousness of the evaluation lies in being the ground on which all future educational plans are built with the child, thus, the education process cannot be separated from the evaluation process, and the higher the educator's skills in evaluation the more accurate he is in determining the child's personality and what exactly he needs to reach the desired goals.

Secondly, persuasion:

          The secret of any educator's success lies in the ability to persuade rather than coerce. As we often see many educators who have the skill of listening and dialogue, but unfortunately they lack this important skill, which is how to persuade their opinions and the ability to influence the recipient, and therefore they are unable to modify the behavior of children, under the fact that their dialogue and listening did not achieve the desired effect, so it is necessary to have a dialogical style enhanced by the skill of persuasion.

Thirdly, motivation:

          One of the skills of an effective educator is to always try to make the child believe in him, because the example of the educator who could not convey the belief in the goal is like the leader of the locomotive who wants to push it forward but without fuel, the mobilization of motivation is like a new birth process for the child, in which he comes out of his own world to enter a new life from the worlds of others, their ideas, issues and what they believe in and when the educator succeeds in this, he succeeds in igniting the convictions of children on the ground.

Fourth, the ability to solve problems:

          The effective educator is the one who takes the initiative in facing all the different educational situations with children, and even improves behavior in them and seeks to make appropriate decisions, and not only that, but also thinks of solutions to them, and tries to find ways to solve the issues that meet him, whether between children with each other or that he finds during his dealings with them or with those around him in his work space.

3- Building skills :

They also have four qualities that must be acquired:

First, taking responsibility:

          There is no doubt that this is one of the most important skills for a successful educator to assume his responsibility towards children, and responsibility is a social, psychological, moral and religious responsibility, as well as an educational responsibility based on teaching the principles of sound education, its arts, and its requirements.

Second, social competence:

          When we talk about social competence, the skill of communication, adaptation, harmony and social interaction comes to mind, which is represented in familiarity with the reality of society, its living, customs and all its components, so the social competence of the educator makes him a successful founder of a balanced future society, polite, aware of the arts of dealing with those around him and accepting himself and others despite the difference.

Thirdly, developing initiative:

          The skill of developing initiative in children is the most appropriate way to promote a hardworking, creative and proactive generation in putting forward ideas and suggestions. A skillful educator is the one who instills the spirit of initiative in his children and monitors the fruits of this instillation with patience, patience, giving opportunities and even creating them, not looking for perfection in children's interventions, scrutinizing them and then praising them to encourage them to permanent and continuous initiative.

Fourth, Stabilizing the psyche:

          You cannot provide children with good knowledge and behaviors without making sure that they are psychologically stable and free from sharp and sudden abnormalities and complex psychological twists. Developing the child's confidence in himself and the educator is a very important factor in achieving a stable and balanced psychology, without falling into issuing directives that make him feel negatively distinguished from the rest of his peers.