Формування готовності майбутніх вихователів до роботи з дітьми дошкільного віку в умовах інклюзії

Abstract

У дисертації досліджено стан розроблення проблеми в науково- педагогічній літературі та освітній практиці, конкретизовано сутність основних понять дослідження, охарактеризовано психолого-педагогічні та фізіологічні особливості дітей з особливими потребами. Розроблено діагностичну методику визначення рівнів готовності майбутніх вихователів до роботи з дітьми дошкільного віку в умовах інклюзії. Обґрунтовано модель та експериментально перевірено педагогічні умови формування готовності студентів до роботи з дітьми дошкільного віку в умовах інклюзії. За результатами дослідження впроваджено у практику закладів вищої освіти спецкурс «Організація навчально-виховної роботи з дітьми дошкільного віку з обмеженими психофізичними можливостями».

В диссертации исследовано состояние разработки проблемы в научно- педагогической литературе и образовательной практике, конкретизированы сущность основных понятий исследования, охарактеризованы психолого- педагогические и физиологические особенности детей с особыми потребностями. Разработана диагностическая методика определения уровней готовности будущих воспитателей к работе с детьми дошкольного возраста в условиях инклюзии. Обоснованы и экспериментально проверены модель и педагогические условия формирования готовности студентов к работе с детьми дошкольного возраста в условиях инклюзии. По результатам исследования внедрен в практику учреждений высшего образования спецкурс «Организация учебно-воспитательной работы с детьми дошкольного возраста с ограниченными психофизическими возможностями».

The thesis investigates the state of the problem development in scientific literature and educational practice, specifies the essence of the main concepts of the ’readiness for work with children of preschool age in conditions of inclusion’ study; ’competence of the future educator to the organization of inclusive education’,the psychological, pedagogical and physiological features of children with special needs are described. The criteria and indicators content for determining the levels of future educators readiness formation for work with children of preschool age in the conditions of inclusion is specified. The criteria of future educators readiness formation are: motivationally-valuable — the motives complex formation, adequate to the goals and objectives of inclusive education; content-informational — availability of knowledge and cognitive activity experience complex necessary for the inclusive education implementation; productive — the presence of methods for solving specific professional problems in the process of inclusive education; self- estimating — the ability to reflect in cognitive and quasi-professional activity in the context of preparation for the inclusive education implementation, as well as to the reflection in professional activity in the conditions of inclusion. Taking into account the distinguished criteria and their respective indicators, four levels of the readiness formation of future educators to the work with preschool children in the conditions of inclusion have been identified: zero, low, medium, high. On the basis of the scientific literature analysis and the empirical experience of psychological and pedagogical preparation, a model of future educators readiness formation for the investigated type of activity, which reflects the purpose, tasks, methodological approaches (personally-oriented, activity-oriented, competence) and principles (human priorities, situational and predictive adequacy, dynamic interdisciplinarity, diagnosis, structural integrity, emotional valency of communicative activity). The developed model of future educators readiness formation in the process of professional training has a prognostic character and is the deployment of key content (motivational, cognitive, reflective) and key operational competencies (diagnostic, prognostic, constructive, organizational, communicative, technological, corrective, research). A content component is one of the most important components in the model, and it is presented by a complex of knowledge and skills from the disciplines of the psychological and pedagogical cycle (the foundations of pedagogy, preschool education, the basis of speech therapy, the basis of defectology, speech psychology, etc.), and with the special course ’Organization of educational work with children of preschool age with limited psychophysical possibilities’. The operating component of the model contains the forms and methods of training that most adequately reflect the purpose of the model’s functioning. The model also contains a sequence of interdependent stages: informationally- oriented, quasi-professional and activity-oriented. The first informationally-oriented stage is aimed at forming a positive motivation for pedagogical activity in the conditions of inclusive education and at the ability to think pedagogically on the basis of knowledge necessary for the inclusive education implementation. The second quasi-professional stage is aimed at gaining practical experience in conditions that simulate future professional activity in the process of inclusive education and at the analysis of its own educational and quasi-professional activity. This stage is characterized by the formation of predominantly operational and reflective components of future educators readiness. The third activity-oriented stage is aimed at further development of future educators inclusive competence and at application of the formed key operational competencies in practice. As a result of experimental work, the effectiveness of pedagogical conditions that contribute to the successful formation of future educators readiness to the work with preschool children in the conditions of inclusion is checked: context approach realization in the formation of motivationally-valuable facilities for the organization of preschoolers inclusive education; synthesis of disciplines content of psychological and pedagogical cycle in the special course ’Organization of educational work with children of preschool age with limited psychophysical possibilities’; provision of stages continuity (informationally-oriented, quasi-professional, activity-oriented) as a combination of theoretical and practical training. According to the results of the research, the special course ’Organization of educational work with children of preschool age with limited psychophysical possibilities’ was implemented into the practice of higher education institutions.