THEORETICAL AND METHODOLOGICAL SUBSTANTIATION OF THE AUTHOR'S PROGRAM FOR THE ADVANCED TRAINING OF EDUCATORS AND ASSISTANT EDUCATORS TO INCREASE THE EFFECTIVENESS OF THEIR ACTIVITIES IN A PRESCHOOL EDUCATIONAL INSTITUTION

Abstract

The European integration vector of the movement of Ukraine covers ensuring accessibility to education for all children, including those with special educational needs and disabilities. The urgent issue is the development of a Program for advanced training with interactive learning technologies for educators, assistant educators (hereinafter referred to as the Program), who organize inclusive education with preschool children in inclusive groups of preschool educational institutions. The problem lies in the insufficient level of preparedness of pedagogical workers in preschool educational institutions. Insufficient level of formation of skills, practical skills of educators, assistant educators to create an inclusive group space, implement an individual educational trajectory of a child with SEN, and organize inclusive education. This requires the need to improve the skills of pedagogical workers of a preschool educational institution (teacher, teacher's assistant), organize educational activities and methodological influences on the organizational and methodological conditions and effectiveness of the activities of these workers. Purpose: to substantiate the author's Advanced Training Program with technologies for interactive training of educators, assistant educators. Research methods: analysis of scientific and pedagogical literature, regulatory documents, educational programs, documents to study the state and theoretical justification of the problem under study, generalization of requirements, principles, methodological justification of the Program, modeling, conclusions. Conclusions: The need, theory and methodology of the author's Program, which allows algorithmizing and improving the educational process to increase the professional growth of educators, assistant educators of preschool educational institutions, are substantiated. The methodological foundations of assessing the level of knowledge based on the educational activities provided for by the Program, content and thematic modules are outlined. The methodological impact on the organizational and methodological conditions of the activities of educators, assistant educators regarding the effectiveness of their resource potential is determined.