INCLUSIVE EDUCATIONAL ENVIRONMENT IN PRESCHOOL EDUCATION INSTITUTIONS

Abstract

The article highlights the main principles and theoretical aspects of forming the readiness of future teachers of preschool education to implement interactive technologies in an inclusive educational environment. The topical problem of preschool education is revealed - ensuring equal rights and opportunities for children of early and preschool age who have disorders in psychophysical development in the system of modern preschool education. The article presents an analysis of scientific literature on the problem of research; emphasizes the need to create appropriate pedagogical conditions for the preparation of future preschool education teachers to implement interactive technologies in an inclusive educational environment; identifies a number of pedagogical conditions that ensure the formation of the readiness of future educators for the organization of inclusive education in the process of professional training. The indicators of formation of preschool educational teachers professional competence their work in educational institutions with children who have special needs are analyzed and determined. It was found that the use of interactive technologies in combination with information and communication technologies provide an opportunity to expand, systematize, and generalize the competencies of teachers of preschool education institutions regarding the peculiarities of working with children in the conditions of an inclusive educational environment of preschool education institutions in an accessible form. Skills that optimize the socio- pedagogical activity of a preschool teacher provide more opportunities to take into account various problems of pupils with special educational needs, thereby ensuring their inclusion in the social environment, creating conditions for the comfortable development of pupils, and in the future, the self-development of their full-fledged socialization. Considering the importance of forming the readiness of teachers of preschool education institutions to work with children in the conditions of an inclusive educational environment of preschool education institutions and the fact that in Ukraine this concept is underused and insufficiently researched, there is a prospect of further deeper and more detailed studies of the essence of this socio-psychological and pedagogical phenomenon, practical ways of its formation.