Проблеми змісту підготовки майбутніх вихователів закладів дошкільної освіти до роботи в умовах інклюзії

Abstract

На основі аналізу наукової літератури з’ясовано специфіку діяльності вихователя закладу дошкільної освіти, визначено основні теоретичні підходи до структурування змісту його підготовки. Охарактеризовано основні категорії дітей з особливими потребами. Обґрунтовано підсистему теоретико-методологічних і дидактико-технологічних знань та вмінь, які забезпечують підготовку майбутніх вихователів до роботи з дітьми з особливими потребами в умовах інклюзії.

На основе анализа научной литературы выяснена специфика деятельности воспитателя заведения дошкольного образования, определены главные теоретические подходы к структурированию содержания его подготовки. Охарактеризованы основные категории детей с особыми потребностями. Обоснована подсистема теоретико-методологических и дидактико-технологических знаний и умений, обеспечивающих подготовку будущих воспитателей к работе с детьми с особыми потребностями в условиях инклюзии.

Analysis of scientific literature and specifics of kindergartens’ activity, were determined, the main theoretical approaches to the structuring of the content of its preparation were determined. The main categories of children with special needs are described. The subsystem of theoretical-methodological and didactic-technological knowledge and skills that provide the training of future kindergartens’ for work with children with special needs in the conditions of inclusion is substantiated. The introduction of these courses in the content of the training of bachelors in the specialty “Preschool education” has a positive effect on pedagogical practice, but at the methodological level, future educators are not sufficiently trained to work in conditions of inclusion. They do not have the ability to manage simultaneously the educational process of children with different special needs (as the versatility of their training applies only to the age of children within the same group), there is no experience of professional cooperation with diverse professionals in the conditions of inclusion. Consequently, several inclusive disciplines can not provide the systematic training of a future educator to work with children with special educational needs under conditions of inclusion. The results of the systematic analysis of the curricula of the disciplines of the future teacher training and the study practice allowed to determine the complex of theoretical and methodological and didactic-technological knowledge and skills and as a basis for the activity of the future educator in the work with the children of preschool age under the conditions of inclusion. Nevertheless, it is necessary to create for the practical realization of these provisions, a system of knowledge and skills in the course of which assimilation of conceptual knowledge was perceived as a reflection of the practice of the educational process, and the instructor was able to actively influence the practice and quality of education. Consequently, the training of a future educator in work with children with special needs should provide him with thorough theoretical, methodological, and didactictechnological knowledge and skills, which are the guideline for determining the content of this training and have developed in the process of studying the disciplines of the psychopedagogical cycle and steel the basis for self-education of future specialists.