Pedagogical conditions preparation of educators for professional activity with children of preschool age in inclusive education

The article presents the peculiarities of formation pedagogical conditions for the training of future educators for professional activity with preschool-age children in inclusive education. The author analyzes the definitions of the concept “pedagogical conditions” in the scientific and pedagogical literature. A review of the pedagogical conditions in the work of domestic and foreign researchers on the issue of vocational training, in particular the training of specialists in inclusive education, is presented. According to the results of the study this topic, four interrelated and complementary pedagogical conditions are formed that are necessary in the process of preparing educators for professional activity with preschoolers within the framework of inclusive education: creation of optimal conditions for increasing the motivation of students’ educational activities (interest in the content of inclusive education: information and activity; recognition of the student as an active partner in educational interaction; vocational and practical direction of professional training); providing a holistic system of professional training on the basis of interconnected communication goals, contents, forms, methods of teaching in conditions of inclusive education; the formation of students’ theoretical and methodological knowledge and skills should be used in the process of work in inclusive education; the development and implementation a series of special exercises and tasks in the educational process, that take into account the specifics of future professional activities and provide students with independent search for arguments for the optimal choice of content and forms of organization of work with preschool children in inclusive groups