Tutorship in a pre-school educational organization

Abstract

This paper examines the legislative framework for tutoring support for children with disabilities and disabilities in pre-school settings: the Federal State Educational Standard for Preschool Education, the Unified Qualification Handbook of Positions, the Order of the Ministry of Health and Social Development of the Russian Federation "On the Approval of Professional Skills Qualifications for Education Workers", Professional Tutor Standard. The foundations of the formation and development of tutor support in the context of inclusive-oriented pre-school educational organizations are defined: the formation and development of equal treatment for all students and the creation of special conditions for the educational environment. The categories of students are indicated, in respect of which tutoring support is provided. The technology of conducting the parental meeting during the period of introduction of the child into an inclusive group is disclosed. The specificity of tutoring activity is determined depending on the stage (adaptive, contact, self-determination) of the child's socialization in the inclusive group of preschool educational institutions. The results of questioning among parents in children's educational organizations are given with the definition of the categories of children who need tutor services. A conclusion is drawn on the development of tutoring and its relevance on the part of parents and educators in pre-school educational organizations.