The article deals with theoretical and methodological aspects of preschool teacher's activity in overcoming social insecurity of preschool children in inclusive education. The modern scientific and methodological researches on creation of an inclusive environment in a preschool education institution in which priority is active interaction, personal growth of children of preschool age, including children with disabilities, which would allow to successfully adapt to society, to solve difficult questions of vital activity, to analyze life , the achievement of individual and public goals. The article contains the results and analysis of the responses of teachers of pre-school education institutions and elementary schools from different regions of Zhytomyr region (57 people), collected through an anonymous survey in July 2018 during the Summer School in the framework of the Italian-Ukrainian cooperation project "Preschools and Relations between family, society and educational institution for children with special needs from 0 to 6 years in Zhytomyr region – Ukraine" (2015-2017) and work of annual (from 2016 to present) Ukrainian-Ukrainian School (Founder: Professor of the University of Parma Dimitris Argyropoulos) in partnership with the University of Parma, Emilia Romagna, ISCOS Public Organization, Emilia Romagna Regional Office (Italy), Zhytomyr Ivan Franko State University. Based on the results of the study, an analysis of the needs of teachers and children of preschool age in communication, offers recommendations on how to work to overcome social insecurity in children, including children with disabilities.
THEORETICAL AND METHODOLOGICAL ASPECTS OF PRESCHOOL TEACHER'S ACTIVITY IN OVERCOMING SOCIAL INSECURITY OF CHILDREN IN INCLUSIVE EDUCATION / Argiropoulos, Dimitris. - In: VÌSNIK ZITOMIRSʹKOGO DERZAVNOGO UNIVERSITETU IMENI IVANA FRANKA. PEDAGOGICNÌ NAUKI. - ISSN 2664-0155. - 1 (100):(2020), pp. 33-42. [10.35433/pedagogy.1(100).2020.33-42]
THEORETICAL AND METHODOLOGICAL ASPECTS OF PRESCHOOL TEACHER'S ACTIVITY IN OVERCOMING SOCIAL INSECURITY OF CHILDREN IN INCLUSIVE EDUCATION
Dimitris Argiropoulos
2020-01-01
Abstract
The article deals with theoretical and methodological aspects of preschool teacher's activity in overcoming social insecurity of preschool children in inclusive education. The modern scientific and methodological researches on creation of an inclusive environment in a preschool education institution in which priority is active interaction, personal growth of children of preschool age, including children with disabilities, which would allow to successfully adapt to society, to solve difficult questions of vital activity, to analyze life , the achievement of individual and public goals. The article contains the results and analysis of the responses of teachers of pre-school education institutions and elementary schools from different regions of Zhytomyr region (57 people), collected through an anonymous survey in July 2018 during the Summer School in the framework of the Italian-Ukrainian cooperation project "Preschools and Relations between family, society and educational institution for children with special needs from 0 to 6 years in Zhytomyr region – Ukraine" (2015-2017) and work of annual (from 2016 to present) Ukrainian-Ukrainian School (Founder: Professor of the University of Parma Dimitris Argyropoulos) in partnership with the University of Parma, Emilia Romagna, ISCOS Public Organization, Emilia Romagna Regional Office (Italy), Zhytomyr Ivan Franko State University. Based on the results of the study, an analysis of the needs of teachers and children of preschool age in communication, offers recommendations on how to work to overcome social insecurity in children, including children with disabilities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
