Pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities in inclusive education

We substantiate the need to develop pedagogical cooperation as a condition for the cognitive development of preschoolers with disabilities (on the example of children with mental retardation) in inclusive education. Domestic preschool education is based on new educational standards and equal educational opportunities for students. Our position is that the development of the cognitive sphere of preschoolers with mental retardation in inclusive education is most successful in the process of cooperation of children with teachers (teacher-defectologist and educators). The results of an experimental study carried out on the basis of the “Kindergarten no. 5 “Zvonochek” of the city of Tambov are presented. 20 preschoolers with mental retardation took part in the experimental work. The study of cognitive mental processes was carried out with the help of diagnostic methods: “Correction test”; “10 words”; “Elimination of extra”. The developed program of pedagogical cooperation as a condition for the cognitive development of preschoolers with mental retardation in inclusive education includes two blocks: the first block – classes on “Familiarization with the outside world”; the second block – classes on “Development of elementary mathematical concepts” in the process of joint activities of children, a teacher-defectologist and educators in a preschool educational organization. The relationship between the identified blocks of the program is analyzed, the main factors for pedagogical cooperation are determined. A comparative analysis of the level of development of cognitive processes in preschoolers with mental retardation (experimental and control groups) at the control stage is presented, proving the effectiveness of the tested program.

pedagogical cooperation, cognitive development, preschoolers with disabilities, mental retardation, inclusive education