On modeling social interaction of senior preschoolers in inclusive education
The article analyzes the development of the concept of inclusive education in preschool institutions. It emphasizes the small number of studies on the specificity of emotional-personal development and the formation of socio-communicative competences of typical children and those with disorders of psychological development in an inclusive environment. The authors review methodological and methods problems of existing educational programs of inclusive education and note the insufficient development of technology for modeling various social situations in which children with disorders of psychological development could improve social behavior skills simultaneously and together with typical peers. As a solution, an authored technology of modeling social interaction of senior preschoolers in an inclusive educational environment based on play activities, solving research problems, overcoming problematic situations, training social and communicative skills, etc. is suggested for consideration. With this approach to any joint activity of preschoolers, specialists have an increased opportunity to improve the quality of monitoring the dynamics of the formation of social competences in all participants of interaction in an inclusive group. The suggested approach to modeling the social interaction of senior preschoolers in an inclusive environment can be considered as a promising area for the formation of social and communicative skills, regardless of the level of psychological development of each child.