Organizational and pedagogical conditions for the formation of communicative skills among 4–5-year-old children attending inclusive groups at preschool educational organizations

Statement of the problem. The article presents the organizational and pedagogical conditions for the formation of communicative skills among preschool children in inclusive groups of preschool educational organizations. Updating the process of formation of communicative skills in preschoolers attending inclusive groups is necessary in order to create conditions contributing to the interaction of all participants in educational relations. The purpose of this article is to substantiate the developing potential of the developed organizational and pedagogical conditions for the formation of communication skills in 4–5-year-old children attending inclusive groups. The research methodology is based on activity-based, communicative and personality-oriented approaches. The main research methods are the analysis, synthesis and generalization of scientific research works by Russian and foreign scientists and teachers, revealing the process of formation of communicative skills in preschool children in inclusive groups; discussion of the experience of using the developed organizational and pedagogical conditions that contribute to the renewal and enrichment of this process. Research results. The essence of the category ‘organizational and pedagogical conditions’ is considered. The necessity of using updated organizational and pedagogical conditions for the formation of communicative skills in preschoolers attending inclusive groups is substantiated. Examples of the authors’ support for the implementation of organizational and pedagogical conditions for the formation of communicative skills in preschoolers attending inclusive groups are presented. Conclusion. The implementation of the developed organizational and pedagogical conditions in the educational process of a preschool educational organization contributes to the renewal of the process of formation of communicative skills among preschoolers attending inclusive groups and to increase its effectiveness of this process as a whole. The proposed organizational and pedagogical conditions allow: to actualize the need for the formation of communicative skills among all participants in educational relations (students and their parents, teachers of an educational organization); to modify the process of formation of communicative skills among 4–5-year-old children attending inclusive groups by updating educational areas, the program being implemented, the authors’ methods and tactics; to organize the interaction of all participants in educational relations using non-traditional forms of interaction. And collectively, the identified, substantiated and experimentally proven organizational and pedagogical conditions contribute to an increase in the level of formation of communication skills among 4–5-year-old children in inclusive groups of preschool educational organizations. The presented organizational and pedagogical conditions for the formation of communication skills in preschoolers can be implemented both in inclusive groups of preschool educational organizations, and when working with neurotypical children.