Training of future teachers for work with children under the conditions of preschool inclusive education

The objective of this study is to identify areas of training of teachers, as well as a set of skills needed to work in inclusive institutions, taking into account the criteria of readiness of teachers. The study involved generalization, abstraction, grouping, and survey methods. Grouping the components of readiness of future teachers for preschool inclusive education allowed to identify several basic components: motivational, cognitive, value-content and operational-activity. Also was identified conceptual criteria for the readiness of future teachers, to assess the importance of each of them through a survey. The results of the study have several limitations, in particular insufficiently covered practical component of training of preschool teachers, as well as the limited number of research methods used in this article.O objetivo deste estudo é identificar áreas de formação de professores, bem como um conjunto de competências necessárias para atuar em instituições inclusivas, tendo em conta os critérios de prontidão de professores. O estudo envolveu métodos de generalização, abstração, agrupamento e levantamento. O agrupamento dos componentes de prontidão dos futuros professores para a educação inclusiva pré-escolar permitiu identificar vários componentes básicos: motivacional, cognitivo, valor-conteúdo e operacional-atividade. Também foram identificados critérios conceituais para a prontidão dos futuros professores, para avaliar a importância de cada um deles por meio de uma pesquisa. Os resultados do estudo apresentam várias limitações, em particular a componente práticainsuficientemente coberta da formação de professores de pré-escola, bem como o número limitado de métodos de investigação utilizados neste artigo

Technology of forming media literacy of children of the senior preschool age of Ukraine

The article substantiates the technology of forming media literacy of senior preschool children in the establishments of preschool education of Ukraine.The features of preschool media education have been determined. Its relevance has been shown. The focus is on conducting the all-Ukrainian experiment on media education for 2017–2022.The problems in implementation of media education in preschool establishments have been identified and the prospects for their solution have been determined. The psychological factors of forming media literacy of children of the senior preschool age have been highlighted. It has been proved that preschool age is sensitive for the formation of critical thinking. The concept of “preschool media education” as part of the educational process has been characterized by the three-component structure.The peculiarities of conducting ascertaining and forming experiments in the establishments of preschool education of Ternopil, Khmelnytskyi have been shown. The expediency of media education for educators of the establishments of preschool education of Ukraine has been proved