Childhood Education Institutions Research Articles

Teachers' Opinions on the Problems Encountered in Internship Practices in Special Education Vocational Schools

Special education vocational bchools are educational institutions for children with special needs. Internship studies carried out in these schools include practices aimed at preparing students for the real work environment. The aim of this study is to reveal the difficulties encountered by students doing internship in special education vocational schools according to teachers' opinions and to make some suggestions on this issue. The research was handled with a descriptive design from case study methods. The study group of the research consists of teachers working in special education vocational schools. While collecting the research data, the opinions of teachers selected from different fields were utilized. The data were collected using a semi-structured interview form developed by the researchers. Content analysis is used to analyze the research data. The findings obtained from the research can be categorized under four headings. These are internal problems, problems related to the school, problems related to the practicum teachers and problems related to the practicum institution. The most important problems related to students are stated as adaptation and absenteeism. The most important problem arising from the school is the lack of workplaces where students will practice. Problems arising from the practicum teacher were stated as the application process and the follow-up of the students. The problems arising from the institution are concentrated in the options of excessive workload and the staff's approach to students. In order to eliminate these problems, it was suggested that students should be informed about internship, each student should be assigned to a workplace related to his/her field, students should not be made to do unnecessary work, and competent master trainers should be assigned. Some suggestions have been made to solve these problems.

Thoughts on Children's Education from the Perspective of Ibn Hajar Al-Haitami

According to Ibn Hajar al-Haitami, the purpose of children's education involves efforts to care, develop, and exploit the potential of students so that they are able to understand kitabulloh, have noble morals, and have the skills to lead an independent life. In order to achieve these educational goals, Ibn Hajar al-Haitami wrote a book that specifically discusses various aspects, including educational objectives, educational flow, educator competencies, children's educational techniques, education costs, and characteristics of children's educational institutions. All these components are analyzed and described in his work entitled Tahrīru al-Maqōl Fī Adābi Wa Ahkāmi Wa Fawā'idu Yahtāju Ilaihā Muˋaddibū al-Aṭfāl. The study focused on six aspects of education discussed in the book, using. Descriptive Content Analysis Method, Types of Literature Research, and Descriptive Qualitative Approach. The main data are obtained from Tahrīru al-Maqōl Fī Adābi Wa Ahkāmi Wa Fawā'idu Yahtāju Ilaihā Muˋaddibū al-Aṭfāl, while the secondary data comes from various books discussing the biography of Ibn Hajar al-Haitami. The research process involves three stages: data collection, data processing, and data reporting. The results showed that the focus of children's educational goals emphasizes the development of material and non-material potential of learners. A religious-conservative approach is used in the flow of children's education, with the dominant educational technique being takzir. The competence of educators that is prioritized includes personal and social dimensions, while education financing can be obtained through salaries, endowments, and grants. Ibn Hajar al-Haitami recommended educational institutions in the form of maktab and madrasa.

HYGIENE EDUCATION OF CHILDREN AND ADULTS IN GALICIA (END OF THE 19th – 30s OF THE 20th CENTURY) IN THE CONTEXT OF THE PRESENT

The article analyzes the leading trends in hygiene education for children and adults in Galicia from the end of the 19th to the 1930s. It identifies the potential use of this historical experience in contemporary conditions in Ukraine. Emphasizing that the driving force behind hygiene education during the studied period included medical and social activists, educators, students, conscious peasants, women's movement activists, united in the Ukrainian Hygienic Society, «Narodna Lichnytsia» («People's Hospital»), Ukrainian Medical Society, «MedychnaHromada» («Medical Community»), «Vidrodzhennia» («Revival»), Ukrainian Pedagogical Society «Ridna Shkola» («Native School»), «Prosvita», «Akademichna Hromada» («Academic Community»), Petro Mohyla Society, «Silskyi Hospodar» («Farmer»), «Soiuzukrainok» (Union of Ukrainian Women), and other Ukrainian civic institutions. They directed their efforts towards combating infectious diseases, developing advisory activities, preventing the spread of infections, providing hygiene education for Ukrainians, maternal medical care, fighting infectious diseases such as tuberculosis, and more. The conclusion is drawn that effective forms, original mechanisms, and means of mass hygiene education for children and adults were created during the researched period, significantly influencing public health. Similar initiatives were undertaken by Polish civic societies (sometimes Polish and Ukrainian societies collaborated in the fight against tuberculosis). In the context of the spread of the COVID-19 coronavirus and wartime conditions, the analysis of this pedagogical retro-experience is projected onto the development of a scientific concept of hygiene education. This involves substantiating theoretical approaches to studying this issue, creating a comprehensive state program aimed at preventing infectious diseases, restoring the gene pool of Ukrainians, formulating clear recommendations for adhering to hygiene norms and conditions, conducting educational preventive measures in educational institutions for children and parents, among the adult population, and providing information on the prevention and characteristics of the spread of infectious diseases in wartime conditions, and more.

Pengaruh Perkembangan Ragam Bahasa terhadap Perkembangan Kognitif Anak di Era 4.0

Several language variations have drawn support and criticism over time. Concerns about the effects on children, especially those related to cognitive and linguistic characteristics, have emerged with the proliferation of children's educational institutions using the Language Variety program. Those opposing these claims say that children will experience speech delay, but some research has produced contradictory findings. The purpose of this literature review is to explore how children participating in the Language Variety program in their school and everyday environment develop cognitively.

Учебно-методическое обеспечение кружковой деятельности детей подготовительных групп дошкольных образовательных учреждений и начальных классов школ кластера непрерывного казачьего образования

The article is devoted to the consideration of the educational and methodological support of the circle activities of children of preparatory groups of preschool educational institutions and primary schools of the cluster of continuous Cossack education in the framework of additional education. The additional education expands the possibilities for a child's personal development, awakens creativity and the ability to work on a specific topic in collaboration with a team of peers, with parents and with teachers. The authors emphasize the prospects of additional education at an early age, in kindergarten and in elementary school, which is important for the formation of a child's worldview. Additional education forms a variety of programs, orients children to different types of activities and different directions of search (practical, project, research), as well as various forms of associations, among which we have chosen one of the forms of additional education – a circle of interests related to the study of the history and culture of the Cossacks. The circle activity unites children, contributes to the solution of intellectual and educational as well as subject-practical tasks aimed at the formation of new knowledge and skills on a specific topic - the history and culture of the Cossacks, studied in educational organizations with an ethno-cultural Cossack component. For the successful implementation of educational and pedagogical processes in schools and pre-school children's educational institutions with an ethno-cultural Cossack component, at the request of parents and children, we have developed a Textbook for the alphabet for Little Cossacks and a Teaching manual for teachers on working with the Textbook. In the article we substantiate the possibility of effective use of the proposed methodology for conducting group work with children of preparatory groups of preschool educational institutions and primary school classes with an ethno-cultural Cossack component to form children's interest in the history and culture of the Cossacks, which will contribute to fostering a sense of patriotism, citizenship, respect for the heroes of our motherland as well as for the country's historical and cultural heritage. The authors of the study offer various forms of training within the framework of the circle activities: practical classes in the form of conversations, virtual and real excursions, contests, games.

Особливості організації еколого-психологічно безпечного інклюзивного освітнього середовища в закладах освіти

The article reveals the eco-psychological safety of an inclusive educational environment as a state of the environment free from external manifestations of psychological violence in interaction, which contributes to the satisfaction of basic needs in personal and trusting communication, creates the referential significance of the environment and ensures the mental health of the students of education. The purpose of the article is to substantiate modern scientific research on the organization of an eco-psychologically safe educational environment for children with special needs in the conditions of effective modern inclusive education. It is noted that the psychological safety of children in educational institutions is determined by the individual's own characteristics and largely depends on him, ensuring the mobility of responding to danger in the absence or delay of appropriate social assistance. A modern teacher must be a mentor, coordinator, manager, psychologist, and observer at the same time. That is why the teacher needs to focus on inclusive values, building a comfortable environment for every student. Among the research methods, the analysis and research of the content, principles, essence and features of the inclusive development of students in educational institutions are at the center of scientific research of many countries and international institutions, including the Organization for Economic Cooperation and Development (OECD), the United Nations Development Program (UNDP), European Commission, International Monetary Fund (IMF), World Economic Forum (WEF), World Bank, International Policy Center for Inclusive Growth, which contributed to the psychodiagnostic dimensions of the study. The conclusions reveal the components of professional competence regarding the organization of an eco-psychologically safe educational environment for children with special needs, including cognitive, organizational-activity, motivational-value, and reflective components. It is noted that the joint work of the teacher should be extended both to the parents of children with disabilities and to the parents of healthy children, during which a tolerant attitude towards children with special educational needs and environmental safety of the educational environment of educational institutions is formed.

Determinants of Parents' Decision to Choose Private Junior School

Every parent prepares their children's future by providing a good education. Parents often choose private junior high schools over public ones because they are thought to provide a better education. It is driven by various factors ranging from teachers, the quality of school services, learning facilities, and the parents' social environment. This research aims to analyze the factors driving parents' decisions to choose private junior high schools. This type of research is quantitative. This research used 100 samples obtained through the purposive sampling technique. The research sample was parents who entrusted private junior high schools as their children's educational institutions. The data collection method uses a questionnaire. The data collection instrument uses a questionnaire sheet. The technique used to analyze data is inferential statistics. Research data was analyzed using multiple linear regression. The research results show that teacher quality significantly influences parents' decisions in choosing private junior high schools. This research also proves that there is a significant influence of service quality on parents' decisions to choose private junior high schools. Learning facilities have been proven to significantly influence parents' decisions to choose private junior high schools. Furthermore, this research also proves that the social environment influences parents to choose private junior high schools.

PERLINDUNGAN HUKUM TERHADAP ANAK KORBAN TINDAKAN KEKERASAN DI SEKOLAH

The issue of violence against children in educational institutions is a grave concern, with detrimental impacts on both the physical and psychological health of children, as well as their fundamental rights. This research explores the legal aspects related to child protection in the school environment, with a focus on legal measures that can be used to prevent, address, and punish perpetrators of violence based on Law No. 35 of 2014 about Child Protection, including potential obstacles that may arise in its implementation. The research employs a juridical analysis approach Through the gathering of information from diverse outlets, including legal texts and literature, relevant government policies, and data from real cases related to child protection in schools. The research findings indicate that despite the existence of a substantial policy framework to protect children from violence in schools, there are still various challenges in its implementation. Further efforts are needed to increase awareness, reporting, and law enforcement related to cases of violence against children in schools by the government, including the establishment of more specific guidelines for child protection against violence in the school context and enhancing facilities and supervision through the improvement of teaching staff and special guidelines for all In Indonesia, concerning the procedures that schools should follow, the community, and parents in addressing violence that occurs in the school environment.

The Roles of Family Strenghthening Children's Religious Characters

This study aims to explore the roles of family in strengthening children's religious characters, particularly in Islamic perspective. A qualitative approach with descriptive analysis was used as the main methodology. The research was conducted by interviewing ten families of the students at Daarul Qur'an Boarding School, Tangerang, Indonesia. The results showed that family has a significant role in children's characters. The findings of this study revealed several factors stated by the parents, including their inability to guide, time constraints, and socio-economic status. The development or strengthening of the character of students in school will work well if the family or parents can play an active role in support. The end result desired through the active role of the family in character education for children, as expressed by the Ministry of National Education, is to become a human being who is faithful, pious, noble, tough, independent, creative, innovative, work ethic, loyal friends, and care about the environment can be accomplished well. Based on the interview sessions, all parents in this study agreed that they should have an active role in their family. In this case, parents have a very important role in the development and fostering of good character in their children. Among the roles of the family as expressed by the parents are as an educational institution for children, a source of love, motivation, and role models. Consequently, this study implies that the role of family in strengthening children’s characters should be in line with Islamic teaching as shown by the Prophet SAW through his good characters (akhlaq al-karimah).

E-LEARNING ENVIRONMENT FOR CHILDREN IN REMOTE REGIONS

A The solution for us Mongolians to preserve our nomadic heritage and support children's education is distance e-learning using information and communication technologies. The COVID- 19 pandemic has not only changed the learning and teaching style of many children, parents and teachers around the world, but also the need to reflect on and explore learning environments, programs and methods (Nasanbayar, 2020). UNESCO reported that 91.3 percent of students were unable to participate in classroom learning. In an online environment, even if the educator does not meet the child in person, training can be organized to assess and support the development of the child. Mellow (1996) creative environment in the development of creativity in young children in educational institutions; creative programs; It is noted that the teaching method of a creative teacher is of great importance. Children often express their subconsciousness, desires, feelings and ideas about the world around them in their works, so we chose the visual and creative activity of the kindergarten. In our study, we sought to explore the impact of the environment on children's creativity through classroom visual arts and e-learning. The experiment involved 108 children from 5 preparatory groups of kindergartens in the suburbs of Ulaanbaatar. Analysis of children's work by organizing classes on the topic "Autumn Season" in the classroom and online, taking questionnaires from parents, conducting focus group interviews with teachers, quantitative and qualitative calculation of the results. As a result of the study, it was concluded that during the classroom, the teacher played with the children in the open field, blowing the leaves, which created a real feeling, and in e-learning, the teacher showed his method through video, but it was not possible to create a sense of imagination in children. In the survey, 79.03% of parents from remote areas noted that the Internet speed is insufficient and that they lack digital tools. Thereafter, analyzing the strengths and weaknesses of in classrooms and e-learning resulted in the need for blended and hybrid learning and a need to create e-content that is relevant to course objectives and to have a learning resource base.

Углекислый газ: проблемы нормирования, контроля и профилактики неблагоприятного воздействия в образовательных организациях

This article is a review of data published in Russian and foreign studies that reflect current problems concerning content of carbon dioxide in spaces of residential and public buildings, including children's educational organizations. We consider: mechanisms of action of high concentrations of carbon dioxide on the human body, which manifests as acute and delayed disruptions of metabolic processes in circulatory, central and respiratory systems; existing carbon dioxide content measurement methods used for indoor spaces; principles of setting microclimate and air quality standards for temporarily and constantly occupied indoor spaces and the respective parameter control principles. This analytical review revealed the need for standard-setting efforts, development and approval of a methodology enabling measurement of the actual carbon dioxide concentration in children's educational institutions, since routine measures adopted for the purpose lack in effectiveness or realization, which prevents normalization and stabilization of all qualitative and quantitative air parameters at the levels making the environment of a classroom safe and optimal for education-related activities given high occupancy of the space.

Prevention of School Bullying Among Adolescents of Individual Educational Organizations for Students with Disabilities: a Model of Antibulling Competence and Evaluation of its Efficiency

The scale of bullying among teenagers is becoming global. Students with intellectual disabilities are subjected to emotional, physical and mental pressure in educational institutions for children with disabilities, which ensures the need to develop and implement an anti-bullying competence model of prevention. The study involved 26 teenagers from Kursk Boarding School No. 3 at the age of 14-16. Data collection was carried out through observation and conversation using standardized methods for diagnosing the socio-psychological determinants of bullying. The implementation of the ascertaining and control stages of the formative experiment included diagnosing the risk of bullying, sociometric status and the prevalence of bullying in the educational environment, as well as evaluating the results using statistical methods of mathematical analysis (“Statistica 11.0”). Developed in accordance with the competency-based model of preventing school bullying among adolescents, the program is aimed at reducing the level of bullying through the optimization of their intragroup relationships. Evaluation of the results of its implementation testified to changes in the prevalence of bullying and a change in the status-role structure of the experimental group in comparison with the control group and with the results of primary diagnostics, and hence its effectiveness. The class team showed a high degree of cohesion, discipline and organization. Measures were successfully carried out to raise awareness of all participants in the educational process, to create a favorable socio-psychological climate in the school community for the comprehensive development of the personality of adolescents with intellectual disabilities. Adolescents demonstrated high activity not only during school hours, but also outside school hours.

“Don’t Give Up”: Persevering for a better life through community college among students with foster care experience

Community college is the predominant pathway foster youth take to postsecondary education, but little is known about young people’s experiences. To address this gap, 24 community college students in or formerly in foster care in Illinois were interviewed by phone using in-depth, semi-structured interviews. An inductive analytical approach searched for themes in the data and identified thematic groupings. The findings suggest that (1) high school was a struggle, which prompted young people to look forward and not back; (2) transitions to community college were motivated by funds for college and a desire to have a stable adult life; and (3) strategies for success in college focused on perseverance. The discussion offers recommendations for child welfare systems and educational institutions to cultivate stronger bridges across institutions aimed at alleviating the burdens faced by foster youth in their pursuit of successful lives after foster care.

TEACHER’S STRATEGY IN PREVENTING ACTS OF VIOLENCE THROUGH THE CHILD-FRIENDLY SCHOOL PROGRAM

Although regulations regarding child-friendly school policies have been made by the government since 2014. However, the reality is that we often find cases of violence against children in educational institutions covered by social media. Cases of violence that often occur in educational institutions include physical violence, sexual violence, and psychological violence. In this study, researchers were very interested and wanted to research teacher strategies for preventing acts of violence through child-friendly school programs. This aims to map teacher strategies from the results of research on child-friendly schools that have been conducted by several previous researchers. This study uses a qualitative approach with the method of a literature review or literature study. It is hoped that the results of this strategy mapping can be put to good use in the future by educational institutions in Indonesia to implement a child-friendly school program. The results of the study show that educational institutions that have implemented a child-friendly school program have tried to follow the rules by the six standard indicators set by the government. Teachers are required to carry out fun learning, invite students to actively participate, also provide more educational punishments if students make mistakes. Several educational institutions are also innovating by creating literacy activities, clean Fridays, strengthening character education, creating educational content for children through social media, and providing counseling services that students and parents can access.

"It was a really hard time and suddenly it was wonderful" – Experiences of mothers in relocation regarding their children's educational institutions

This study examined the experiences of mothers on professional relocation through their spouses work regarding their children's schooling. We interviewed 29 Israeli mothers at least two years into their relocation or having returned to Israel no more than five years previously. Qualitative content analysis revealed three themes of coping: control and organization in the school context; language and communication with the educational staff; the social and emotional state of the mothers and children in the school context. In each of the challenges, the mothers referred to 3 points in time: before the move, the initial period, and after one school year. While the fathers were described as involved in the processes of organization and communication vis-à-vis the children’s schooling in the period prior to the move, the responsibility passed to the mothers exclusively upon arrival. Regarding the social and emotional challenges concerning school surroundings, the mothers mentioned no involvement of the fathers in the coping processes. A dual retrospective view of the mothers emerged, indicating both the advantages of relocation and their sacrifice for the good of the family.The study clarifies that while relocations are important for global economic development, they are accompanied by significant challenges for the mothers who escort the knowledge-migrant and bear the responsibility for organizing the home and supporting the children during their entry into their educational setting. The findings also indicate the importance that the professional and educational institutions support the mothers in their parental and personal struggles, especially during the first year of relocation.

Analisis Kemampuan Mendidik Guru dalam Perkembangan Psikologi Anak di MIN 2 Palembang

The way teachers educate children in educational institutions is of utmost importance as it involves the psychological development of children. Teachers also have the responsibility to meet the needs of students, including their spiritual, intellectual, moral, ethical, and physical needs. This research examines how teachers educate children in their psychological development, conducted at MIN 2 Palembang. This study is field research with a qualitative descriptive approach. Data collection methods used were through interviews and observations. The data analysis technique includes data reduction, data presentation, and verification of research data results. The research results show that the way teachers educate children is crucial for the psychological development of students because a teacher's role is not only to impart knowledge but also to instill good morals in students. This way, students will hopefully be good both physically and mentally. The teaching methods of teachers in the psychological development of children at MIN 2 Palembang have been implemented. The teacher's approach to child development is crucial in helping children grow and develop optimally. Here are some steps and principles that can help teachers in dealing with the psychological development of children, including understanding the stages of child development, creating a safe and supportive learning environment, understanding the diversity of students, implementing active learning approaches, and involving all stakeholders, and fostering collaboration between parents, students, and educational institutions

DESIGN FOR PREMISES OF PROTECTIVE STRUCTURES IN PRESCHOOL EDUCATION INSTITUTIONS

Problem statement. The article highlights one of the most urgent problems in today's protection of children in educational institutions. The authors examined the main requirements of the current legislative and regulatory documentation regarding the protection of children in preschool education institutions during hostilities, the recommendations of the State Emergency Service, the main provisions of the concept of safety of educational institutions, as well as norms. The purpose of this study is to develop proposals for the design of protected spaces in children's preschool institutions that will ensure the maximum possible safety, physical and psychological comfort of staying in a protected space. The main aspects regarding the design of premises in children's preschool institutions are considered in detail. One of the most important tasks of arranging a shelter in a children's preschool is to ensure visual comfort, taking into account factors that can reduce stress and feelings of anxiety in children. The main room of the shelter should have a rest area with children's beds, a play area with a carpet filled with toys, and an area for classes with tables and chairs. The comfort of staying in a protected space should be provided by means of interior design, through the use of appropriate colors, soft lighting, and appropriate decor. In our opinion, one of the main elements of shelter design should be wall painting, which should encourage and divert attention from a stressful situation. Proposals for designing protected spaces in children's preschool institutions have been made. These proposals will make sure that children are as safe, comfortable, and as safe as they can be. Recommendations regarding the equipment and options for wall painting in the main rooms of the shelter in children's preschool institutions are offered. In particular, murals with an unpainted part for multiple uses as coloring with colored chalk or markers, and a mural as a walled playground. Research results can be used in practice when setting up a shelter in children's preschool institutions.

VOLUME-PLANNING SOLUTIONS OF PRE-SCHOOL EDUCATION INSTITUTIONS WITH PLACEMENT OF SHELTERS

The article highlights one of the most pressing problems of today ‒ the protection of children in educational institutions. The author analyzes the main requirements of the current legislative and regulatory documentation on the protection of children in preschool education institutions during military operations; recommendations of the State Emergency Service; the main provisions of the concept of security of educational institutions. The purpose of this study is to develop proposals for the placement of protected premises in preschool institutions, which will ensure the maximum possible safety, physical and psychological comfort of staying in a protected space in these conditions. Proposals have been developed to change approaches to the space-planning solutions of preschool buildings with the arrangement of protected rooms in the middle span of the building, which will ensure the maximum possible safety, physical and psychological comfort of staying in a protected space. The possibility of using the bedrooms of a kindergarten as a shelter is substantiated. A comparative analysis of regulatory requirements for insolation and energy saving in preschool educational institutions is carried out. It is emphasized that there is a mismatch between the requirements of these requirements and the safety of existing premises of preschool institutions. Proposals for new building codes for the protection of children in educational institutions, including the area of the premises per child, recommendations for the use of these premises in peacetime, and the composition of furniture and equipment, are analyzed. If these proposals are adopted, which include the use of bedrooms as permanent premises in the protected part of the building, as well as ensuring the optimal ratio of energy saving and insolation requirements, architects will have to completely revise their approach to the space-planning solutions for kindergartens. The new space-planning solutions will make preschool buildings more compact, which will provide energy savings, and most importantly, there will be rooms in the middle part of the building that will be enclosed by at least two main walls and, with appropriate structural strength, can be used as shelters. The results of the research can be used in practice in the construction of shelters in preschools.

Statistical analysis of social networks as a means of communication for children in educational institutions in Riohacha, La Guajira, Colombia

Technological advancements have impacted human life in various magnitudes, influencing the social, cultural, and educational aspects, particularly among children. The study aimed to examine the influence and impact of social networks concerning issues such as cyberbullying, sexting, grooming, and vamping, among others. Furthermore, different indicators of social network incidence in the school population were explored. According to the conclusions drawn, it was found that the use of social networks negatively affects the academic performance of children in Riohacha, generating social isolation, fear, and both visual and mental fatigue. It was also observed that most children in Riohacha spend between 3 to 4 hours a day on social networks and generally do not use them to carry out inappropriate behaviors. In most cases, they also do not exchange messages or videos not suitable for their age; when this occurs, those involved are removed from their contact lists.

SOCIAL AND PEDAGOGICAL SUPPORT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN DAY CARE CENTERS

The article highlights the problem of ensuring the full development of children with disabilities in day care centers. Despite the fact that today children with disabilities can be included in the education system of regular educational institutions, the full integration of such children into the unified educational space of Ukraine is currently under considerable doubt. This is due to the need for great changes: development of a model for working with such children; improvement of activities of support services for children in educational institutions; significant difference in the level of development of children with special educational needs compared to their healthy peers. Among the tasks of the day care center there are the following ones: promotion of the development of abilities in accordance with the interests and needs of persons with disabilities; organization of their leisure time; formation of knowledge, abilities and skills regarding self-care; mastering the norms of behavior in society, etc. The main role in implementing the tasks of such institutions is played by socio-pedagogical work with children, which involves the unity of socio-pedagogical focus on the development of children with disabilities. The essence of socio-pedagogical work with children with special educational needs in such centers on the basis of support was analyzed. Definitions of "social support", "pedagogical support" and "social-pedagogical support" were provided. The features of socio-pedagogical support for children with special educational needs were identified, including: purposeful step-by-step activities (diagnostics of the child's real state and level of development; planning and forecasting the child's development process; counseling; direct implementation of socio-pedagogical activities; remedial work; monitoring of intermediate and final results of social and pedagogical work with such children); provision of a safe educational and developmental environment; creating a "success situation"; person-oriented, individual and differentiated approaches; interdisciplinary approach; multidisciplinary nature; specially oriented methods and ways of influencing children with special educational needs. Kindergartens should create conditions for comprehensive development of children, improve their well-being, and specialists who work with such children should be highly qualified and constantly self-educated in order to find effective ways to help each child.