Kasyanenko O. Formation of readiness of future educators for work with children of preschool age in conditions of inclusio

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; selfestimating — 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. The model also contains a sequence of interdependent stages: informationallyoriented, 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. Key words: inclusive education, children of preschool age, future educator, formation of readiness, pedagogical conditions of formation of readiness.