The specifics of the elementary mathematical representations formation among preschool children in the context of inclusive groups

Abstract

The development of inclusion in the conditions of preschool educational institutions necessitated the study of the elementary mathematical representations formation among preschool children in order to increase the effectiveness of classes. The assumption of a certain specificity presence of internal and external interaction in an inclusive group led to the organization of the study. The theoretical study using analysis and synthesis, generalization, systematization, classification, forecasting made it possible to determine the specific features of the formation of elementary mathematical representations among children with health impact assessment and disabilities and children with normal development in the context of joint education in inclusive groups. The directions of the teacher's work are presented, the conditions for increasing the effectiveness of activities are described taking into account the specifics of the inclusive group, age indicators and individual and personality characteristics of a child with health impact assessment and disabilities; the use of inductive and deductive methods; practical orientation of classes, games, use of didactic, natural and disposable materials. The results obtained made it possible to actualize the need to consider the characteristics of interaction in the formation of elementary mathematical representations in the conditions of inclusive groups of children. The prospect of the study is to further research the specifics of the interaction of children with health impact assessment and disabilities, children with normal development, teachers in various classes and free activities in the context of inclusion.