The Effectiveness of Integrating Inclusive Education in Ukrainian Preschools for the Development of Children’s Social Skills

Abstract

The relevance of the study is due to the growing need to ensure the effective implementation of inclusive education in Ukrainian preschool institutions as a key factor in the development of children’s social skills in the context of educational transformations. The purpose of the article is to consider the theoretical and methodological foundations and determine the effectiveness of the implementation of inclusive education in preschool institutions for the development of children’s social competencies. The following methods were used in the work: analysis of scientific literature – to study the current state of knowledge of the issue; generalization and systematization – to present the results of the study. Results. The study considers the conceptual foundations of inclusive education, its evolution in pedagogical science and the features of its implementation in the regulatory and institutional context of Ukraine, with special attention paid to the development of social skills in preschool age. The effectiveness of inclusive education is analyzed through the prism of the formation of communicative abilities, emotional intelligence, cooperation and social interaction among children in an inclusive environment. It has been established that inclusive educational environments create favorable conditions for enriching the social experience of children, contributing to the development of empathy, tolerance and adaptive behavior. It is noted that the use of differentiated pedagogical practices, collaborative learning and individualized support significantly improves the socialization process, although their effectiveness depends on the level of professional competence of educators and the availability of institutional resources. It is established that the implementation of inclusive education requires not only formal organizational changes, but also the transformation of pedagogical approaches and the educational environment to ensure the full participation of all children. It is noted that the effectiveness of inclusion is determined by the consistency of methodological support, pedagogical interaction and interdisciplinary cooperation in preschool institutions. Conclusions. It is noted that inclusive education has a positive impact on the development of children’s social skills, provided that it is systematically and professionally implemented. It is established that further improvement of inclusive practices requires strengthening the training of teachers, the development of unified assessment tools and strengthening cooperation between educators, specialists and families.