Tavstukha O.G., Shavshaeva L.Yu., Andreeva E.I.
FORMATION OF INCLUSIVE READINESS OF FUTURE TEACHERS FUTURE KINDERGARTEN TEACHERS ^{[№ 5 ' 2020]}
The key idea of modern education is its individualization. The professional standard of a preschool teacher requires the ability to work with different categories of students, including children with special needs. Taking into account the needs, characteristics and possibilities is the main means of achieving the accessibility and quality of education for every child. The teacher’s ability to properly organize the educational process in various conditions, including in conditions of inclusion, determines the success of children in mastering the educational program, their emotional and personal well-being, and the safety of the kindergarten environment. The purpose of our research was to identify the structure and specificity of students’ readiness to implement inclusive preschool education. Diagnostics of the state of the main components of the professional readiness of the future teacher in the implementation of inclusive practice, made it possible to determine the main directions of our further work to improve the content of the work programs of academic disciplines, teaching methods at the university. Our capabilities have been significantly expanded by significant experience in the system of advanced training for kindergarten teacher. As a result, we identified the state of readiness of future preschool teachers to implement an inclusive approach by components, described the main mechanisms for further work to expand and deepen it. Further adherence to the proposed recommendations will allow building an integral system of training future kindergarten specialists who successfully carry out inclusive education.

Matvievskaya E.G., Shavshaeva L.Yu.
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PROFESSIONAL DEVELOPMENT OF TEACHERS ON THE PROBLEM OF FORMING THE EMOTIONAL INTELLIGENCE OF SENIOR PRESCHOOLERS ^{[№ 3 ' 2018]}
Modern socio-cultural conditions, the requirements of normative documents actualize the need for continuous professional development of teachers of preschool education. The implementation of federal state educational standards for preschool education presupposes the solution of one of the most significant problems of social and communicative development: the formation of the emotional intelligence of preschool children. Inadequate readiness of teachers to form emotional intelligence of children of senior preschool age determines the need for the realization of psychological and pedagogical support for the professional development of the teacher on the indicated problem. Based on the analysis of the research, the content of the investigated concept is presented. The need to implement a personalized model of professional development is indicated. The directions of psychological and pedagogical support of the professional development of teachers on the problem of forming the emotional intelligence of senior preschoolers are examined: research and formative. Based on the results of implementation of the research area, the difficulties of teachers of preschool education are revealed in the formation of emotional intelligence: the definition of the content of the concept of “emotional intelligence”, the identification of age-specific features of the phenomenon, designation and implementation of technologies for the formation of the phenomenon under investigation. The insufficient orientation of the listeners of the courses of raising the qualification for the formation of the emotional intelligence of children of the senior preschool age is noted. Special difficulties were revealed in the organization of interaction with the parents of older preschoolers. The realization of the forming direction is presented. The implementation of the formative direction took place in accordance with the highlighted difficulties of teachers of preschool education within the framework of the stages “I Know”, “I Wish”, “I Act”. In the work with teachers at the stage “I Know” methods of interactive lecture and discussions were used; receptions of emotional feedback, emotional associations; technology: interactive. In the work with teachers at the stage “I wish” methods were used: discussion, role play, analysis of emotional experience; technology: interactive. At the stage of “Acting”, interaction with parents of children of senior preschool age is planned and implemented. The need to study the effectiveness of the activity in providing psychological and pedagogical support for the professional development of teachers by studying the formation of the emotional intelligence of older preschool children and, in general, the professional competence of pedagogical workers in the framework of the problem under consideration.

Kiselyova Zh.I., Shavshayeva L.Yu., Shlyapnikova W.W.
METHODOLOGY SELF-STUDY OF STUDENTS OF UNIVERSITIES WITH FITBALL ^{[№ 1 ' 2016]}
Actualized the problem of formation of healthy lifestyle of student youth by means of independent physical training with balance balls. Research in this area has not previously been conducted. Systematic, in accordance with gender, age, health, lifestyle, biological rhythms independent study physical education is an essential element of a healthy lifestyle. The purpose of independent work (physical maintenance at a certain level, the increase achieved level or manifestation of the significant achievements) determines the mode of practice. For independent practice students recommended exercises on the fitball. The benefits of using the fitball: the capability of students with health disorders; a positive effect on all functional systems of the organism; the development of physical skills; the ability to form correct posture; development of stress tolerance. Rational organization of self-study students with the fitball will contribute to the positive dynamics of all body systems, achieving optimal health, improve physical abilities and overall health maintenance.