The article deals with the problem of the main aspects of the readiness of education professionals for social partnership for the development of inclusive processes. The authors aimed at substantiating and exploring the main aspects of the social partnership of family and educational institution for the development of inclusion and revealing the features of the formation of readiness of teachers and parents for this process. It is established that the organization of systematic and scientifically-based and practice-oriented work, which is aimed at forming parents' ideas and skills in the field of family education, is important for improving parental competence. The principal features of the partnership are highlighted: the long-term nature of the interaction and mutual responsibility. It is determined that social partnership is an educational interaction between teachers and parents, which is characterized by a common attitude and coordination of actions aimed at the development of children and taking into account their individual characteristics and capabilities. The goal of the social partnership is to improve the quality of education for children with special needs in an inclusive space, which will be effective if all participants are coordinated, pool their resources and personal interests in developing competencies needed to make decisions about child development. It is proved that the implementation by teachers and parents of children with special needs of individual educational trajectories on the basis of partnership ensures the transition of participants in the educational process to a higher level of competence development in a favorable inclusive environment.
Modern development of science, technology and information technology expands the goals of child development, determines new needs and demands to the institutions of education and upbringing, in particular, preschool education. The need for innovation, transformation for improvement in the field of educational services requires clear theoretical justifications for the formation of new approaches, selection of methods and techniques of pedagogical influence, ways of their practical implementation. The factors that contribute to the spread and determine the need for the functioning of child development centers, among them, are: the emergence of new educational needs and the formation of alternative approaches to learning and education; mobility to transformations in the labor market; Deepening the understanding of the psychological features of childhood, sensitive periods, tumors, features of the cognitive and emotional spheres in a certain period. Such types of alternative education as home schooling, alternative schools, distance education, children's development centers are characterized.The advantages and disadvantages of each of them are revealed. The principles of activity of child development centers are analyzed as follows: personality-oriented approach in working with children and families, relying on the data of sociopedagogical diagnostics; principle of development; the principle of an open system, possibilities of regulation and choice in the process of pedagogical activity; the principle of interaction with the family and individual approach to the needs of the family; the principle of professional interaction (joint work with psychologists, teachers, speech pathologists, doctors). Keywords: preschool education, educational environment, centers of personal development of children, preschool children.
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