Emotional self-regulation of pedagogical workers’ behavior in the conditions of coordination of the activities of participants in educational relations of the system of integrated (inclusive) education

Modern socio-social, scientific-organizational and cultural-information relations strengthen the possibilities for the formation and development of an integrated system (inclusive) education. It ensures the quality and accessibility of education for all students, taking into account the diversity of special educational needs and individual opportunities, by supporting the emotional well-being of teachers, children and adolescents, finding forms of integration of the system of general, additional education and the sphere of cultural and leisure activities, choosing practical-oriented content of psychological and pedagogical support for the educational process, organizing rehabilitation and recreation of children. The study of factors, conditions and ways of emotional self-regulation of pedagogical workers' behavior in the conditions of coordination of the activities of participants in educational relations made it possible to determine the content of the discussion issues of organizing the process of designing situations and events developing the emotional and child's value sphere in the conditions of advanced training courses for pedagogical workers. The practice of designing an educational environment that supports a child's emotional well-being is presented. Moreover, it shows the formation of ways of emotional response to life events in the conditions of joint research where pedagogical workers ensure the process of psychological, pedagogical and methodological forming of the emotional life of learners, depending on the psychophysiological, educational and socio-cultural contexts of the practice of interpersonal relationships.