METHODOLOGY FOR DEVELOPING THE PSYCHOLOGICAL AND PEDAGOGICAL READINESS OF FUTURE SPECIALISTS TO WORK IN INCLUSIVE PRESCHOOL EDUCATION INSTITUTIONS

Abstract

The article reveals the theoretical and methodological foundations for developing the psychological and pedagogical readiness of future specialists to work in inclusive preschool education institutions and presents a methodology for its formation. The methodological basis of the study included a theoretical analysis of scientific sources, pedagogical experiments, and comprehensive diagnostics of students’ readiness. The study employed surveys, social intelligence tests, observation, and analysis of practical task performance; key readiness criteria were identified: the development of social intelligence, awareness of inclusive educational practices, possession of professionally significant knowledge and skills, and the development of emotional-volitional qualities. A comprehensive one-year methodology for developing psychological and pedagogical readiness was designed, combining lectures, practical training, role-playing games, case- method teaching, seminars, and active student participation in the work of inclusive preschool institutions. Emotional- volitional qualities were developed through exercises in self-regulation, stress management, relaxation techniques, and emotional resilience practices. The study substantiated a system of criteria and levels of readiness, allowing for differentiated assessment of professional competencies and emotional-volitional resources of future educators. The results demonstrated that after implementing the developed methodology, the experimental group showed a significant increase in the level of psychological and pedagogical readiness for work in inclusive preschool education, with a higher proportion of students achieving a high level of readiness, whereas no significant changes occurred in the control group. The findings confirm the effectiveness of the methodology and its practical significance for preparing future specialists to work in inclusive preschool settings. They can be applied in educational programs to enhance the professional competencies of future educators.