The thesis focuses on preparation of future educators of preschool educational institutions (PEI) for the introduction of active forms of pedagogical interaction in the conditions of inclusive training. The state of the problem of scientific research in modern psychological and pedagogical studies is revealed in the research, the domestic and foreign experience of the organization of training and education of children of different nosological groups has been analyzed, as well the use of active forms of interaction with children with special educational needs (SEN) in the structure of professional training of future PEI educators has been outlined. Therefore, based on the essence of the concepts «pedagogical readiness», «professional readiness», «professional and pedagogical readiness», «children with special educational needs», «active forms of education», «interactive model of education», «preparation of future PEI educators for introduction of active forms of pedagogical interaction in the conditions of inclusive education» has been defined, as well as the structure of their preparation for realization of tasks of training preschoolers with SEN is presented.
It has been proved that the professional training of future PEI educators for the introduction of active forms of pedagogical interaction is a systematic organizational and pedagogical process, aimed at training of future professionals to act in a specific pedagogical situation, using appropriate to the circumstances means, methods and techniques of teaching children, in particular, with special educational needs. It has been determined that the readiness of future PEI educators to implement active forms of pedagogical interaction in the conditions of inclusive education is a personal formation, consisting of motivational-value, cognitive-operational, communicative, creative and operational-activity components, formed during training in higher education institutions (HEI) and are aimed at getting awareness of ethical knowledge, personal moral values and orientations, moral culture and behavior. Accordingly, the content of each of them has been determined: motivational-value, cognitive-operational, creative, communicative and operational-activity; criteria and indicators of each component (motivational-value (social guidelines, motives, inclinations, interests, needs, values and psychological characteristics of future teachers, which determine their personal desire to apply the acquired knowledge and skills in organizing the interaction of inclusive education); cognitive-operational (the amount and quality of psychological, pedagogical and inclusive knowledge and special skills necessary for the successful solution of pedagogical tasks and situations due to the establishment of professional interaction in an inclusive form of education); communicative (knowledge, understanding, use of verbal and nonverbal means of personal interaction, technical means of communication in the process of transmitting information from one participant to another in the educational process; expressive qualities of emotional expression of personality that help attract and keep attention of children with SEN); creative (development of teachers’ creative activity and personal qualities ensuring the creation of new material and spiritual values, as well as contributing to the development of resource capabilities of children with SEN); operational-activity (a set of skills and abilities of students of pedagogical educational institutions, necessary for mastering didactic methods, techniques and means of introduction of active forms of pedagogical interaction into the educational process). Levels (high, sufficient, basic) of formation of readiness of future PEI educators for introduction of active forms of pedagogical interaction in the conditions of inclusive training are differentiated.
Based on the results of the analysis of scientific literature and data of the ascertaining stage of the experimental part of the research of the process of preparation of future PEI educators for introduction of active forms of pedagogical interaction in the conditions of inclusive education, a number of pedagogical conditions has been distinguished. They are: ensuring positive motivation of students to pedagogical activity in the conditions of inclusive education; creation of a creative educational environment by modeling professional pedagogical situations; use of interactive teaching technologies and the developed author's special course «Fundamentals of forming the readiness of future PEI educators to implement active forms of pedagogical interaction in inclusive education».
