Preschool Special Education Research Articles

ФОРМУВАННЯ ЛІНГВІСТИЧНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ ПІД ЧАС ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ

The article is devoted to the current problem of formation of linguistic competence of future specialists in preschool education while learning English. The aim of the research is to substantiate linguistic foreign language competence, determine the features, principlesand methods of its formation; to develop and implement a set of exercises for the formation of grammatical component of future specialists in preschool education in the educational process while learning English. The formation of linguistic competence is one of the priorities of learning English, as it is impossible to learn a foreign language without knowledge of vocabulary, grammar, phonetics and spelling.  herefore, the problem of formation of linguistic foreign language competence is one of the most relevant one in higher education, in particular during the training of future specialists in preschool education. According to certain tasks, the goal and hypothesis testing a complex system of research methods was used: theoretical, empirical, statistical on the basis of personality-oriented and competence approaches. The scientific novelty of the study is the development and implementation a set of educational tasks in the educational process which have an effective influence on the level of linguistic competence of future specialists in preschool education. The article substantiates the theoretical foundations of the process of formation of linguistic competence while learning English by future specialists during reschooleducation. The components, principles and methods of formation of linguistic competence while learning English are determined. The obtained results confirmed the legality of assumptions of the research, and implementation of goals and objectives became the basis for the corresponding conclusions. The formed level of the grammatical component of future specialists in preschool education in the process of performing their educational tasks is a confirmation of the level of linguistic competence. In addition, the results of the study give rounds to note that the implementation of a set of tasks encourages students to be more active in the classroom, stimulates learning activities, helps to provide positive motivation and promotes better learning, critical thinking and skills of individual activity.

Family nurture in the social skills development of children with intellectual disabilities through daily activities

In the time of the COVID-19 pandemic, social restriction inhibits social skills. This research examines family nurturing in facilitating social skills development, parents' inclination in facilitating nurturing, and different intensities in nurturing the social skills development of children with intellectual disabilities (ID). This research subject included eight parents of 5–7-year-old children with mild ID who were pursuing preschool special education. It employed a qualitative approach. Data collection was performed through interviews guided with a close-ended questionnaire on 11 social skills categories. Reasons for the development of each social skills category were to be revealed through an open-ended questionnaire. Data analysis involved the categorization of social skills in relation to daily living activities in the family. It was found that the social skills that might be developed through daily living activities in the family were the social skills performed through activities with family. Parents' ability to stimulate the social skills of children with ID tended to be concrete in nature and dependent on other people as models and the intensity on the presence of others to support as media.

Civic and environmental education of future preschool education specialists

In connection with the rapid and catastrophic deepening of the ecological crisis, an urgent need arose to change the system of relations between humanity and nature. But the basis for this can only be a change in the consciousness of people, and it is advisable to start this process from preschool childhood. Such tasks in the upbringing of children place high demands on educators in their professional training, in particular, acquiring knowledge and developing skills. But the personal qualities of the teacher play an equally important role in this, and this is especially necessary for preparing for the environmental education of preschoolers. The example of the educator in nature conservation, his attitude to animals and plants, determines the behaviour of children in the future. So, the issue of professional training of future educators of preschool educational institutions for the ecological education of children becomes relevant.

Improving Referrals to Preschool Special Education in Pediatric Primary Care.

The American Academy of Pediatrics created evidence-based guidelines that encourage early identification and referral for children with developmental delays. Although pediatric primary care providers are poised to link 3-to-5-year-old children to school-based services, there are gaps in making referrals. Educational dissemination of streamlined referral packets was introduced. Knowledge and perceived confidence were measured following an educational presentation. Retrospective chart reviews compared referral rates to preschool special education services when developmental delays were identified. Mean pretest to posttest knowledge and perceived confidence to refer children to preschool special education increased following education. Referral rates for 3-5 years-old by pediatric primary care providers doubled during the initial 8-week implementation period and remained constant 9 months later. Educational dissemination of a streamlined referral process in pediatric primary care is a sustainable approach that ensures preschool-aged children with developmental delays receive timely referrals for further school-based evaluations and interventions.

The Structured Preschool Participation Observation (SPO) for Children with ASD: Adaptation, Initial Psychometric Properties, and Children’s Participation

Aims: Due to the lack of tools evaluating participation of children with ASD in the educational setting, this study aimed to adapt the Structured Preschool Participation Observation (SPO), which assess the participation of preschool children attending mainstream-educational settings to children with ASD attending non-inclusive special education (content validity), to measure its initial psychometric properties (internal reliability, inter-rater reliability), and to describe children’s participation characteristics, creating an effective tool to fill this gap. Methods: Content validity was evaluated by 21 experts using questionnaires. Thirty-five children with ASD were observed in their educational setting using the adapted tool (SPO-ASD). Results: Content validity was satisfactory regarding the items and their classification into occupational areas. Moderate to excellent internal consistency (α = .73–.92) and inter-rater reliability (ICC = .61–.95, p<.05) were found for all scales and most areas. Children’s participation frequency was high in learning and activities of daily living (ADL), low in play and social participation. Performance level was low in social participation. Enjoyment level was low, and needed assistance in ADL was high. Conclusions: Based on our initial evaluation, the SPO-ASD may be suitable for assessing participation of children with ASD attending special education preschools. Additional studies are needed to more securely establish its psychometric properties.

Interaction of teachers and parents in the upbringing of children in a preschool educational organization in the context of modern requirements

The article presents an analysis of the pedagogical conditions of successful interaction between teachers and parents in the upbringing of children in a preschool educational organization. The features of social interaction of teachers, parents and other participants of the educational process are highlighted, the elements of social interaction in a preschool organization are identified. The ways and methods of using traditional and innovative forms of collaboration are shown. The article describes the traditional forms that are often used by teachers, and are effective in modern conditions of kindergarten work. Innovative forms of joint activity enable teachers and parents to use interactive means of communication, and as a result – to connect to the educational activities of children and become active participants in this activity. In the article, the author does not pretend to the completeness of the description of the forms, means and methods of interaction. Description and classification of innovative forms of joint interaction between teachers and parents is the task of the near future specialists of preschool education. For the successful implementation of the tasks set, it is necessary to take into account the material and social component, as well as a sufficient number of qualified teachers in the preschool organization. When describing the forms of interaction, special importance is given to the upbringing of the pedagogical culture of parents. The necessity of purposeful, systematic activity of teachers and parents of preschool organizations for the implementation of educational tasks is emphasized. The author gives a concrete example from the practice of preschool teachers.

Comparative study about inclusive education among working and trainee teachers

ABSTRACT Inclusive education is a challenge that requires appropriate attitudes in trainee and working teachers. If the influential factors for these attitudes are known, it is possible to enhance them to achieve a training programme focused on quality professional activity. In this sense, the current study revealed and corroborated the attitudinal characterisation around educative inclusion of two groups that are traditionally not researched jointly: working teachers and students about to graduate as Preschool Education or Primary Education teachers. The quantitative method was employed for this purpose, delivering a multiple transversal study: firstly, descriptive, and secondly, relational. The data were compiled through two standardised and validated scales for the research context, determined by the location of the three campuses of the University of Granada. Through the statistical analysis, the results generally demonstrated that the attitudes were significantly different in both groups, although an acceptable attitude was inferred (and indubitably improvable) in both; it was more favourable among female participants, as well as among those who were specialising or were already specialists in Preschool Education. Therefore, it is imperative to develop optimal attitudes among the implicated agents in inclusive education.

SYSTEM OF TEXT-BASED EXERCISES FOR THE FORMATION OF DISCURSIVE SPEECH OF FUTURE PRESCHOOL EDUCATION SPECIALISTS DURING THE STUDY OF THE DISCIPLINE “PRESCHOOL LINGUODIDACTICS”

The article discovers the issue of forming discursive speech of future preschool education specialists. The scientific substantiation of the concepts “discourse”, “discursive speech” is given. The author emphasizes the importance of communicative competence as an integral part of the general professional training of preschool teachers. The purpose of the article is to highlight the specifics of the application of a properly constructed system of exercises (analytical, constructive, and creative), and its relationship with the methods, techniques of teaching discursive speech of future educators while studying the discipline “Preschool Linguodidactics”.Based on the analysis of psychological and pedagogical, linguistic and linguodidactic literature, the author found that the achievements of modern preschool linguodidactics, which actively develops an approach to teaching connected speech from the standpoint of categorical features of the text, theory of communicative activity and functional-semantic types of speech (description, story, reflection). The future educators of preschool education should know these features, and should be guided by them, in the process of developing technologies for teaching children their native language. Linguistic scientists emphasize that exercises are an integral part of language learning, and note that people can get the right result from the development of connected speech, if they use a system of exercises (analytical, constructive, creative) as a necessary condition for producing description, speech, reflection.In the system of exercises developed by the author for the formation of discursive speech of future educators, the educational goal was chosen. The system of exercises for the formation of discursive speech proposed by the author takes into account the following criteria: the purpose of exercises, types of exercises, indicative types of tasks.The author sees the prospect of research in the use of the proposed system of exercises, as well as its further enrichment in content and supplementation by types of exercises, which will ensure the development of communication skills of preschool education specialists in working with discursive speech, will be a prerequisite for successful learning and professional growth.&#x0D; Keywords: discourse, discursive speech, types of exercises, preschool education specialists, discipline “Preschool Linguodidactics”, communicative competence, communication skills, speech development, functional-semantic types of speech.

THE PRINCIPLE OF INTEGRATION IN THE FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS

The article presents the possibilities of using the disciplines: “Speech Culture and Expressive Reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional purposes”, and “Preschool language didactic” in the process of forming communicative competence of future preschool teachers on the basis of integration.It is determined that the important component of professional competence of an educator is communicative competence because a graduate of a higher education institution must be fluent in the native language, be able to communicate, interact with children and adults, and be ready to develop the ability of children to speak Ukrainian in various communication situations.It is emphasized that the formation of communicative competence of the future educator of preschool education should be aimed at mastering basic and interdisciplinary knowledge, psychological and pedagogical, professional and methodological, special and creative skills, education of value orientations, motives of pedagogical activity, communicative culture of personality, ability to develop own creative potential in the field of language education of preschool children.In the process of professional training the task of forming communicative competence in future preschool education specialists is realized in the process of studying all disciplines, although the priorities, in our opinion, are the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional direction”, “Preschool language didactics”. Among the tasks that solve these disciplines, there are those that relate to the motivational, cognitive, activity, and reflective components of the communicative competence of the educator.The peculiarities of the formation of communicative competence in future specialists of preschool education during lectures and practical classes in the above disciplines on the basis of the principle of integration are revealed. A list of tasks of independent work in the disciplines “Ukrainian language for professional purposes” and “Preschool language didactics”, which provide integration of students' knowledge in the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop” in order to form communicative competence.The use of the principle of integration in the study of the above disciplines contributes to a comprehensive, high-quality and effective formation of communicative competence in future educators of preschool education institutions.&#x0D; Keywords: competence, competence of the teacher, professional training of the future educator, communicative competence, communicative competence of the educator, integration, speech of the educator, language education of children.

Preschool teachers' selection of social communication interventions for children with autism: An application of the theory of planned behavior.

Preschool special educators' are more likely to choose an educational practice to teach a young child with autism a social communication skill if they have positive beliefs about it. We asked preschool special educators to read a description of an autistic student and their social communication goal and imagine they were the student's teacher. We then asked them to pick one of five practices to teach the student. We also asked them questions to understand their attitudes about, confidence in their ability to use, and their perception of their coworkers' support of each practice. There are many research-based practices that a teacher could use to help children learn, and preschool teachers often make these decisions for their students. Teachers' beliefs varied in how supportive they were of each practice, and research shows people are more likely to do something that their beliefs support. In this study, they had more supportive beliefs and were more likely to use some practices, like naturalistic intervention, than other practices, like discrete trial teaching. By knowing this, researchers can help teachers use practices that their beliefs support and help change teachers' beliefs to be supportive of a practice they may need to use.

A Prepubertal Girl with Delusions of Pregnancy.

A Prepubertal Girl with Delusions of Pregnancy.

APPLICATION OF DIGITAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF FUTURE PRESCHOOL EDUCATION SPECIALISTS

The article describes the process of formation of digital competence in future specialists of preschool education, special skills and abilities of orientation in information flows, application of necessary digital information, its adequate perception and critical thinking. Examples of practical application of digital technologies in preschool education are given: analysis of pedagogical phenomena that take place when using Power Point, social media, networks, blogs and websites to teach students. The concept of “digital competence” is revealed. The article clarifies that with the help of digital technologies can be implemented educational, didactic, organizational and creative functions: stimulation and development of cognitive processes; ensuring democratization, openness, individualization, interactivity, flexibility and accessibility of learning, creative self-realization, and personal self-development. It is determined that the use of digital technologies expands the operational capabilities of pedagogical reality, deepens its virtual characteristics, which include: travel to the world of mathematical, natural, philological, artistic, anthropological concepts; spiritualization of categories, phenomena, characters and communication with them; moving along the axis of time and imaginary stay in distant epochs, communication with people who lived in different historical periods; transfer to parallel realities (book, television, Internet); safe experimentation with concepts, phenomena, arbitrary choice of actions that do not lead, as in real life, to irreparable consequences; correction of events that occurred; recurrence of events in order to change their consequences; creative development of educational and cognitive reality from the local to the global level.&#x0D; Keywords: digital competence, digital technologies, functions of digital competence, preschool education specialists, information and communication technologies.

Implementing co‐teaching with paraprofessionals to provide pre‐Kindergarten students with special rights access to dual language

The purpose of this study was to examine how paraprofessionals and other service providers participate in co‐teaching with a certified special education pre‐Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern US. The district enlisted paraprofessionals as lead Spanish instructors when the lead teacher was not bilingual in Spanish and English to implement the DL programme effectively. Participants were one special education teacher, two paraprofessionals and one teaching artist, who participated in a year‐long professional development programme to employ drama strategies to develop children's Spanish and English literacy skills and promote inclusion. Findings indicated that the participants utilised multiple co‐teaching models to collaborate and meet the needs of their students during English and Spanish instruction. Through co‐teaching, all educators had opportunities to take lead and supporting roles in instruction.

On the Formation of Digital Competence of Preschool Teachers at the Present Stage

The article presents an analysis of studies devoted to the formation of digital competence of preschool teachers at the present stage. The article substantiates the importance of the formation of digital competencies among preschool education specialists as the key and modern tools of a teacher in solving a wide range of professional tasks: the implementation of the main educational program of preschool education in a distance format, the implementation of additional educational programs, the use of digital tools in working with parents (legal representatives), as well as in the process of solving operational, everyday tasks of specialists. Applied research methods are: theoretical-analysis of pedagogical and educational literature, articles of teachers-practitioners and researchers in the field of education. The author presents his own structure of digital competence of preschool education specialists, which can be used by teachers, methodologists and managers of the preschool education system in order to determine personal deficits in the formation of digital competencies. The article presents the most accessible ways to form the digital competence of teachers and specialists of preschool education – in the format of self-education, as well as in the framework of the development of additional professional education programs. According to the results of the study, the conclusion is formulated that the formation of digital competence of a modern preschool teacher is one of the key aspects of the success of his professional activity in educational organizations and a really important component in the complex process of becoming a professional teacher who effectively uses digital tools in building a modern and effective educational process becoming a professional teacher who effectively applies digital tools in building a modern and effective educational process. Keywords: digitalization, digital competence of the teacher, digital educational resources, cloud tools of the teacher

Initial Evaluation Practices: A Survey of Early Childhood Personnel

We surveyed early childhood personnel in the U.S. state of Colorado to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use of a family-guided and team-based approach. Reported challenges included not having enough time to collect information, struggles to arrange the evaluation, difficulties determining eligibility, and systems issues regarding working conditions, training, and collaboration across agencies. Translation and interpretation were the most commonly utilized culturally responsive practices; challenges working with translators and interpreters were noted along with the need to improve other culturally and linguistically responsive practices. Implications for practice are discussed, including ways to improve the initial evaluation process for all families to assure early identification and timely access to services.

Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners

Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (a) relationships and interactions, (b) home language and cultural context, and (c) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not.

Developmental Screening and Monitoring are Associated with Increased Preschool Special Education Receipt

To appropriately route children with developmental disabilities to appropriate early interventions, those children must first be identified via developmental screening and/or developmental monitoring. Most early identification research emphasizes the relationship between developmental screening and Part C early intervention (EI) receipt for children birth to two. The relationship between developmental monitoring and service receipt is understudied, particularly for 3 to 5-year-old children are routed to Part B (619) early childhood special education services. Thus, this study used data from the National Surveys of Children’s Health (2007, 2012) to investigate the relationship between community-based health care providers (HCP) developmental screening and/or monitoring and the odds of early childhood special education receipt for preschool aged children (3 to 5). Across years, children whose HCP provided both developmental screening and monitoring, or developmental monitoring alone, had substantially greater odds of receiving special education compared to those who did not receive screening or monitoring. Receipt of developmental screening alone was associated with special education receipt in 2012, but not 2007. Developmental monitoring is understudied compared to developmental screening. Data presented here indicate that monitoring is associated with Part B 619 special education receipt and warrants further investigation to better understand how, with developmental screening, developmental monitoring might improve the identification of young children in need of 619 services. In particular, longitudinal analyses capturing data across systems, from screening and monitoring to assessment and service receipt, is needed to understand the effectiveness of monitoring for early identification and appropriate routing of children to relevant care systems.

Программа подготовки специалистов дошкольного образования.

the article presents a program for training preschool education specialists in multilingual groups to work with children in kindergarten in three languages and a program of psychodiagnostic work to identify the features and level of actual development of mental cognitive processes in children, reflecting the particularities of mastering trilingualism, in order to determine the ways developmental work. The article presents the methods of psychodiagnostics of cognitive processes: attention, memory, thinking, imagination and speech. The training program for preschool education specialists in multilingual groups is a comprehensive course that includes classes in Russian, Kazakh and English and includes a plan for the educational work of a teacher-educator in Russian. The plan includes the topics and goals of each day for a full calendar year of educational work in a preschool institution. The proposed system of work on teaching the language of preschoolers can be effectively used in the practical activities of kindergartens, regardless of the profile of their activities and focus.

ФОРМУВАННЯ ЕМОЦІЙНОЇ СПРЯМОВАНОСТІ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ ЗАСОБАМИ ТВОРЧОЇ ДІЯЛЬНОСТІ

The article is devoted to the urgent problem of humanization of educational activities. It indicates the interdependence of preschool and higher pedagogical education as important links of the national educational system. The article discusses the theoretical foundations of the education of the educational system, which integrates the efforts of the subjects of the educational process in preschool and higher pedagogical educational institutions. The ways of educational activity that allow to activate and form the emotional orientation of the future specialist in the field of preschool education by means of creative activity are also considered. Modern educational processes are characterized as dynamic and controlled systems in which the teacher is the coordinator of education and the student is a complex object. The student audience is considered as a target audience with their dreams, desires, needs, interests, experiences and values, therefore, one of the important tasks in working with them is the need to consider all possible communication channels, planning an educational and communicative strategy for the emotional involvement of future preschool educational process in a higher school. The article sounded the expediency of connecting the professional training of future educators of preschool children with the corresponding emotional orientation of the educational process and an attempt was made to prove the expediency of forming a positive emotional mood of future educators in their professional development, since the psychological structure is inherent in pedagogical activity: motive, goal, object, means, result. The creative activity of future preschool education specialists is considered as an important component of the educational process in the conditions of higher educational institutions, taking into account the mutual emotional influences of future preschool education specialists. The article also outlines the importance of considering the emotional and motivational aspect of the formation of the personality of future preschool education specialists as such that increases the attraction to pedagogical activity, in particular, creative activity with the presence of a healthy psychological response. Considered pedagogical conditions as important components of the structure of pedagogical activity. The first pedagogical condition for the formation of the emotional orientation of future preschool education specialists by means of creative activity is the development of which provides for involvement in the collective search for a solution to the pedagogical situation. The second pedagogical condition of the indicated process was recognized as the relationship of target pedagogical orientations and versatile and creative work to achieve them. According to the result of a qualitative analysis of the consistency and expediency of professional training of future workers of preschool institution of their emotional orientation.Key words: emotional feedback, professional activity, professional development, creative potential, cognitive and sensory experience, pedagogical conditions. Стаття присвячена актуальній проблемі гуманізації освітньої діяльності. У ній окреслено взаємозу-мовленість дошкільної та вищої педагогічної освіти як важливих ланок вітчизняної освітньої системи. У статті розглядаються теоретичні основи створення виховної системи, що інтегрує зусилля суб’єк-тів освітнього процесу в дошкільних та вищих педагогічних навчальних закладах. Також розгляда-ються шляхи освітньої діяльності, які дозволяють активізувати й формувати емоційну спрямованість майбутнього спеціаліста у царині дошкільної освіти засобами творчої діяльності. Сучасні навчальні та виховні процеси охарактеризовано як динамічні та керовані системи, в яких викладач є координа-тором освіти, а студент є складним об’єктом. Студентська аудиторія розглядається як цільова зі своїми мріями, бажаннями, потребами, інтересами, переживаннями й цінностями, тому одним із важливих завдань у роботі з ними визнано необхідність розглянути всі можливі канали комунікації, планування навчально-комунікативної стратегії емоційного включення майбутніх фахівців дошкільної освіти до освітнього процесу в умовах ВНЗ. У статті озвучено доцільність пов’язувати професійну підготов-ку майбутніх вихователів дітей дошкільного віку з відповідною емоційною спрямованістю освітнього процесу та зроблено спробу довести доцільність формування позитивної емоційної налаштованості майбутніх вихователів у їхньому професійному самовдосконаленні, оскільки педагогічній діяльності притаманна психологічна структура: мотив, мета, предмет, засоби, результат. Розглянуто творчу діяль-ність майбутніх фахівців дошкільної освіти як важливу складову частину освітнього процесу в умовах ВНЗ з урахуванням взаємних емоційних впливів майбутніх фахівців дошкільної освіти. У статті також зазначено важливість розглядати емоційно-мотиваційний аспект формування особистості майбутніх фахівців дошкільної освіти як такий, що употужнює потяг до педагогічної діяльності, зокрема творчої, з наявним здоровим психологічним відгуком.Розглянуто педагогічні умови як важливі складники структури педагогічної діяльності. Першою педа-гогічною умовою формування емоційної спрямованості майбутніх фахівців дошкільної освіти засобами творчої діяльності визнано розробку завдань, виконання яких передбачає включення до колективного пошуку рішення педагогічних ситуацій. Другою педагогічною умовою зазначеного процесу визнано вза-ємозв’язок цільових педагогічних орієнтацій та різносторонню й творчу роботу для їх досягнення.За результатами якісного аналізу дослідження у статті визнано логічність та доцільність професій-ної підготовки майбутніх працівників закладів дошкільної освіти з паралельним формуванням їхньої емоційної спрямованості.Ключові слова: емоційний відгук, професійна діяльність, професійне вдосконалення, творчий потенціал, пізнавальний та чуттєвий досвід, педагогічні умови.

Features of the development of sociocultural competence of future specialists in preschool education while learning English

Features of the development of sociocultural competence of future specialists in preschool education while learning English