METHODOLOGICAL FOUNDATIONS OF EARLY CAREER GUIDANCEFOR PRIMARY SCHOOL STUDENTS IN THE CONTEXT OF GENERALPRIMARY EDUCATION: FROM FRAGMENTED PRACTICE TOSYSTEMATIC PROPAEDEUTICS

Abstract

The article presents the results of a theoretical and methodological study aimed at identifying and systematizing the methodological foundations of early career guidance for primary school children. The relevance of the topic is determined by the need to foster stable interests in the world of work and professions among children of primary school age in the context of sociocultural transformations and the digitalization of education. The scientific and practical significance of primary school as a space for the propaedeutics of professional self-determination is substantiated. The systematic, activity-based, sociocultural, anthropological, and person-oriented approaches are examined as methodological guidelines, on the basis of which an integrative model of methodological support for career guidance has been developed. The presented model has been tested in school practice and can be used in the design of educational programs, modules, teacher professional development courses, as well as in the field of supplementary education. The concept of "propaedeutic readiness" is identified as a target orientation of primary career guidance preparation. The article contains methodological recommendations and reveals the potential of the model for further research and implementation.