Keyword: «preschool educational institutions»

The article presents the work experience of a preschool institution for the integration of mathematics and choreography. The possibilities of choreography in the formation of elementary mathematical representations of children are shown. It is proved that the synthesis of mathematics and choreography contributes to the harmonious development of the child.

The article considers the conditions for the implementation of successful inclusive education. The key areas of development are outlined, and the main reasons causing difficulties for teachers of general development groups of preschool educational institutions are identified and ranked. The results obtained during the survey indicate that in order to implement inclusive education, it is necessary to carry out multifaceted work in the direction of training teachers. Optimize the workload, organize events to improve the qualifications of teachers in theoretical and practical aspects. Create environmental conditions in preschool educational institutions for comfortable work of teachers. The psychological service of educational organizations should actively work in the direction of burnout prevention and support for teachers. Educational activities should be carried out among the parents of normally developing children

The article is based on the experience of preschool educational institutions of the MAOU «Nizhnearemzyanskaya Secondary School», the priority of which is: the development of engineering thinking of preschoolers. The article is addressed to: heads, teachers of preschool educational organizations.

The article is devoted to the study of the level of musical development among preschool-age children with autism spectrum disorders (hereinafter – ASD) using the original diagnostic tools. The relevance of the study is determined by the demand for unified diagnostic tools for identifying the level of musical development in preschool-age children with ASD in accordance with the educational targets "Artistic and Aesthetic Development" enshrined in the federal state educational standard of preschool education and the federal adapted basic program. The aim of the study was to analyze and determine the effectiveness of methods for diagnosing the level of musical development in the context of implementing an individual educational program for a child with ASD in a preschool educational institution. The study used methods of theoretical analysis, generalization and systematization of scientific approaches to diagnosis, development of socialization and communication of children with ASD using musical means. The diagnostic tools for identifying the level of musical development of preschool-age children with ASD described in the article are based on modern, complementary diagnostic approaches – function-oriented and integrative (specialized). The theoretical significance of this study lies in the analysis of modern diagnostic approaches and methods for assessing the musical development of children with ASD. These methods have significant transformative potential in the implementation of individualized educational programs, creating the preconditions for establishing contact, dialogue, and collaborative activities. Testing this toolkit revealed a slow progression rate among children from one developmental level to another, which is explained by the developmental characteristics of children with ASD. The developed diagnostic tools have practical significance, as they serve as a foundation for assessing the musical development of children with ASD in special-education preschools, compensatory groups, and organizations practicing inclusion. It will assist professionals who work in the field of special education in developing individualized educational trajectories.