Рубрики: Педагогіка

Анотація: (English) This article examines the role of preschool teachers in creating an inclusive learning environment for children with special educational needs. The analysis covers the theoretical foundations of inclusive preschool education, practical experience working with children on the autism spectrum, methods for developing individualized educational pathways, and strategies for adapting teaching methods. The empirical basis consists of materials from pedagogical observations conducted between November 2021 and January 2022 involving 28 children of early preschool age (3–4 years), as well as the author’s 18 years of teaching experience. The results suggest positive trends across most key indicators. The proportion of children experiencing adaptation difficulties decreased from 25-30% to 5-7%. Adult intervention in conflict situations decreased from 80% to 35% of cases, while children's independent conflict resolution increased from 40% to 90%. Active participation in the morning circle increased from 35% to 75%. The article argues that within early preschool settings, the quality of inclusive education appears to be shaped primarily by the teacher's pedagogical competence and values, rather than merely by the administrative expansion of the network of inclusive groups.

Анотація: (English) This article argues that emotional literacy sits at the intersection of cognitive and affective development in bilingual children, a relationship that has grown harder to ignore as linguistic diversity becomes an everyday classroom reality and frameworks like the Whole Child approach push education toward more holistic goals. Neuroscience and cognitive linguistics both point in the same direction: bilingualism does more than expand vocabulary. It engages the executive functions of the prefrontal cortex; the mechanisms children rely on to recognize and regulate what they feel. Building on this, the article draws on emotional granularity and Theory of Mind as analytical tools, and reconsiders the "third space" as a context where hybrid identity can genuinely take root. Empirical data from the USA grounds the argument: where SEL interventions have been sustained, their relationship with the academic performance of bilingual students is statistically significant, with real implications for how inclusive learning environments are built. The author describes and verifies the efficacy of specific pedagogical modalities ranging from translanguaging pedagogy to body-oriented practices, emphasizing the role of the teacher and familial context in fostering the child`s “emotional immunity”. A case study involving 5 states is utilized and contemporary methods for cultivating emotional literacy in bilingual environments across 12 U.S. cities are examined. The article concludes with the substantiation that an additive approach to bilingualism transforms it from a factor of acculturative stress into a strategic cognitive resource.

Анотація: (English) This article explores the use of hand puppets and theatrical play techniques in educational and corrective–developmental work with children with autism spectrum disorders. The study analyses the psychoemotional and communicative characteristics of this group of children, as well as the limitations of traditional pedagogical approaches. A theatrical play–based approach is substantiated, in which the puppet character functions as a mediating tool that enables indirect pedagogical interaction. The paper outlines the methodological principles for organizing a theatrical play environment and describes the key stages of working with hand puppets. Observed outcomes of the practical application of the approach and the conditions supporting the sustainability of its effects in educational practice are also presented.

Анотація: (English) Contemporary secondary education increasingly emphasises the development of students' capacity for meaningful learning, critical information analysis, and independent knowledge construction. This article examines project-based learning (PBL) as a pedagogical approach with significant potential for fostering learner autonomy, analytical thinking, and metacognitive skills within humanities subjects at the secondary school level. Drawing on a review of research in project-based and problem-oriented learning, as well as reflective analysis of pedagogical practice, the paper describes a staged model for organising project work within classroom time. Particular attention is given to the teacher's role as facilitator and to the significance of formative assessment and structured reflection throughout the learning process. The findings indicate that PBL, when implemented as a sequential, supported, and reflective process, promotes the formation of durable learning strategies, the development of student independence, and deeper engagement with humanities content. The practical contribution of the article lies in a step-by-step pedagogical model grounded in teacher reflection and adaptable to standard school curricula.