Professional сompetence of teachers who implement inclusive practice in the system of preschool education as a condition for the socialization of children with health impact assessment Currently, the development of inclusive education is among the priority tasks of Russian society. The inclusion process is being introduced into modern preschool education. In this regard, the problem is ripe for the formation of specialists professional competence for the system of inclusive preschool education. A competency-based approach that focuses on the result of education, which is considered the ability of a person to act independently in various problem situations, applying knowledge and generating new ones, allows solving this problem. From the position of the competency-based approach, mastery of key competencies within the framework of inclusive preschool education helps the specialist to navigate new situations in their professional activity and achieve their goals in working with children with health impact assessment. The authors of the article substantiated the use of the competency-based approach to the implementation of the educational process of preschool institutions engaged in inclusive practice. The content of the components distinguished in the structure of professional competence (cognitive, operationalactivity, personality) is identified and experimentally confirmed. The structure of the experiment provides for the study of the socialization process of children with health impact assessment in an inclusive preschool educational institution. The main essence of the experimental study is to identify the key components features of teachers' professional competence of inclusive kindergartens, providing not only the effectiveness of psychological and pedagogical support for preschool children with health impact assessment but also acting as a condition for their socialization. The results obtained indicate the need to implement the competency-based approach for the implementation of the pedagogical process in preschool educational institutions that are in inclusion. It will also ensure the harmonization of relations between subjects of inclusive education, which in many respects guarantees the successful integration of children with health impact assessment in society.
An important condition ensuring the adaptability of educational environment, hence, socialization of physically challenged children under inclusive conditions, is the competence of specialists implemented under new professional circumstances. Special attention should be paid to professional competence of specialists under inclusion in the system of preschool education. The theoretical analysis of the issue of professional competence of pedagogues in the practice of inclusive preschool education is reflected in the Russian and foreign researches, which testifies to the topicality of the issue. The research objectives are: to describe the conceptual basis of professional competence of the pedagogues of the system of inclusive preschool education (by the example of combined groups), which consists of cognitive, operational-functional and personality components; to prove the influence of professional competence of the pedagogues under inclusion on socialization of preschool physically challenged children. The practical part of the research was carried out by the following methods: analysis of scientific psychological-pedagogical sources, dissertations on the topic; summarization of theoretical conceptions; comparative analysis of the practices of inclusive education; questioning; interviews with various categories of specialists; analysis of the process and products of activities; mathematical processing of the results. The research results allowed identifying the key features of professional competence of the pedagogues of inclusive preschool educational establishments, which not only provide the efficient psychological-pedagogical support of physically challenged children, but also serve as the condition for socialization of these preschool children.
Выдвигается предположение о взаимосвязи коммуникативной компетентности приемных родителей и со-циализации детей в замещающих (приемных) семьях. Сопоставительный анализ показателей коммуникатив-ной компетентности приемных родителей и социализации детей дошкольного возраста позволил определить их прямую зависимость.Выявленный у приемных родителей высокий уровень проявления общения в различных сферах (быт, по-знание, социальный мир, внутренний мир ребенка) соответствует высокому уровню социализации детей до-школьного возраста, поступивших в семью. Результаты диагностики приемных родителей, демонстрирующие ограничение общения по темам социальной направленности либо его отсутствие по каким-либо шкалам, соот-ветствуют результатам, характеризующим низкий уровень сформированности структурных компонентов со-циализации у детей. Приемные родители, у которых ограничено содержание общения по темам социальной направленности, не смогут сформировать у детей полные, конкретные знания, умения и навыки социальной направленности. Проведенное диагностическое исследование подтверждает факт решающего значения для со-циализации детей в приемной семье коммуникативной компетентности родителей.Ключевые слова: коммуникативная компетентность, социализация детей-сирот, приемные родители, приемные дети, замещающая семья.
Introduction. Social competence, which is also a key characteristic at all stages of individual growing-up, is a priority for a socially active person. Its specificity in preschool age is argued by the intensity of the mental development process, in which the foundations of an active and cognitive attitude to reality are determined. The process of formation of social competence in senior preschoolers with severe speech disorders is accompanied by both a decrease in cognitive motivation, emotional manifestations and communication and speech difficulties. Materials and methods. The experimental study involved eighty senior preschoolers with severe speech disorders. The diagnostic study was based on the works of T.N. Zakharova, E.O. Smirnova adapted to the experimental conditions. The criteria for assessing social competence in senior preschoolers with severe speech disorders were as follows: individual profile of social development, self-assessment, assessment of ideas about the world around, social experience, communication and speech capabilities (they were also components of social competence). The assessment of the formation of social competence in the study group of children was carried out on a five-point scale. Results. Processing of experimental data of social competence indicators by the method of mathematical statistics using Student's t-test made it possible to identify differences in indicators of the studied parameter at the control and ascertaining stages of the study in the experimental group. The average values of social competence indicators in this sample are considered to be significantly different from each other: on the scales “Individual profile of social development” (t = 3.386; p = 0.001), “Self-assessment” (t = 5.117; p = 0.000), “Assessment of ideas about the world around” (t = 2.731; p = 0.008). Conclusion. The developed system of experimental influence on senior preschoolers with severe speech disorders, aimed at correcting communication and speech skills, ensures the process of successful formation of their social competence.
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