Professional Competence of teachers who implement inclusive practice in the system of preschool education as a condition for the socialization of children with health impact assessment

Abstract

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, operational-activity, 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.