Keyword: «psychological»

The article considers individual features in the development of the child, providing psychological and pedagogical support for the family through the OED and improving the competence of parents, formulated as a task in the GEF preschool education. The issues of modern parenthood, the readiness of pedagogical staff for innovative solutions to implement this problem are raised.

The issues of the formation of social and household skills in children with severe and multiple developmental disabilities are considered, as well as the implementation of programs for children with severe and multiple disabilities through a special individual development program. It is indicated that the relevance of creating a special individual development program is due to: the structure of the violation, educational needs and potential opportunities of students. The possibilities of forming social and household skills in the lessons of home economics and the surrounding social world in children with severe and multiple developmental disorders are described. Definitions are provided – severe and multiple developmental disorders.

The article considers the problem of training teaching staff ready to carry out independent work in accordance with the requirements of the Federal State Educational Standard of higher education in the area of "Pedagogical education" and the professional standard "Teacher". Graduates of pedagogical universities face difficulties in solving professional problems that require the integrated application of competences developed in the course of studying pedagogy, psychology, methodology and target subject. The aim of this article is to define the essence of the concept of integration in higher pedagogical education and identify ways of integrating the pedagogical, psychological, methodological and subject components of the educational program for student teachers. The study used the methods of reviewing literature, its analysis, synthesis, comparison, systematization of publications by domestic and foreign authors over the past 15 years, as well as generalization of our own experience in training future foreign language teachers. The main results of the article include clarification of the concept of integration in higher pedagogical education and its importance in the process of training student teachers. The article presents ways of integrating professionally significant subjects at the levels of interdisciplinary connections, didactic synthesis and integrity. The main components of the integrative approach are identified: methodological, activity-based and content-based, and options for their implementation in the educational process of a pedagogical university are proposed. The article provides examples of integrated educational and professional tasks that can be used in classes on methodology and foreign language. The theoretical significance of the study lies in the systematization of the experience of applying the integrative approach in modern higher education; the practical value for teachers is the representation of the experience of integrating the subjects of the psychological-pedagogical and subject-methodological modules of the educational program "Foreign Language