Tolerant Interaction in Preschool Education Institutions’ Inclusive Groups as a Psychological and Pedagogical Problem

Abstract

The article examines the psychological and pedagogical aspects of the problem of tolerant interaction in preschool education institutions’ inclusive groups. The scientific works of researchers, which reveal the issues of organizing a favorable environment for education and development of children with special educational needs in preschool education institutions’ inclusive groups, as well as the formation of tolerance of future specialists who work in an inclusive environment have been analyzed. It has been highlighted the conceptual and terminological aspects of tolerant interaction. The essence of the concepts «tolerance», «formation of tolerance», «interaction» has been clarified. It has been established that the competence of educators is one of the most important conditions for tolerant interaction in preschool education institutions’ inclusive groups, which, in turn, contributes to the creation of adequate conditions for socialization and inclusion of children with special educational needs in society. It has been proved that the main components of tolerant interaction in preschool education institutions’ inclusive groups are: achieving mutual understanding and rational interaction of all group members; disclosure of positive qualities and attributes of group members through cooperation and dialogue; freedom of interlocutors, their equality and depth of personal contact through mutual understanding, empathy, etc.