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ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
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Халықаралық пед. оқу. жинагы 10-11.04 2024 (1)
| ҮЗДІКСІЗ ПЕДАГОГИКАЛЫҚ БІЛІМ БЕРУ: ӨЗЕКТІ ПРОБЛЕМАЛАРЫ
ЖӘНЕ ПЕРСПЕКТИВАЛАРЫ НЕПРЕРЫВНОЕ ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ 104 educational equipment, materials, furniture, etc. specific to each Program of the Organization (group), in combination with certain principles of dividing the space of the Organization (group)."[5] The subject-spatial developing environment in a preschool organization creates opportunities for expanding the experience of emotional and practical interaction of a preschooler with adults and peers in the most important areas of life for a child, promotes the inclusion in active cognitive activity of all children of the group at the same time (normally developing and children with special educational needs). In it, children can realize their abilities. The environment stimulates the development of independence, initiative, helps to establish a sense of self- confidence. This creates a balance in the children's team. [4] When creating a special educational subject-spatial environment in an inclusive group, both general developmental disabilities and psychophysical characteristics peculiar only to a certain category of children with special educational needs, as well as the individual needs of the child, are taken into account. [2] The subject-spatial educational environment in a preschool institution assumes saturation, accessibility, multifunctionality, safety, variability of health-saving technologies in terms of content and necessarily implements correctional and developmental tasks. Features of the subject-spatial environment for children with special educational needs in the conditions of the state mandatory standard. The requirements for the general education program, the conditions for its implementation and the results are outlined in the state mandatory standards of preschool education. One of the conditions for the implementation of the general education program in the organization is the formation of a developing subject-spatial environment and the performance of its following functions: the implementation of various educational programs taking into account the application of inclusive education, as well as national cultural, climatic and other conditions; the organization of the educational potential of the preschool organization space and materials, equipment and inventory for the development of preschool children, protecting and strengthening their health, taking into account the individual characteristics of children and correcting their development; realization of children's motor activity, opportunities for communication and joint activities of children and adults, as well as opportunities for privacy. [5] A well-organized subject- spatial environment contributes to the comprehensive and effective development of a child with special educational needs surrounded by normally developing children. With the help of a properly organized educational zone, children easily adapt, assimilate program material, and also become involved in independence. The subject-spatial development environment for children with special educational needs should correspond to the functions: educational, developing, educating, stimulating, communicative. The subject-spatial environment in the inclusive preschool group must comply with the educational standard, provide personality-oriented and differentiated approaches, as well as general pedagogical requirements. [2] In order to organize a special educational environment in an inclusive group in a preschool institution, it is necessary to rely on the basics of correctional pedagogy and include: жүктеу/скачать 9,68 Mb. Достарыңызбен бөлісу:
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