ПОЛІКУЛЬТУРНІСТЬ СПІЛЬНОТИ ДОШКІЛЬНЯТ СУЧАСНОГО ЗДО: ДЕЯКІ ОСОБЛИВОСТІ І СТРАТЕГІЇ СТВОРЕННЯ ІНКЛЮЗИВНОГО ОСВІТНЬОГО ПРОСТОРУ
MULTICULTURALISM OF THE COMMUNITY OF PRESCHOOLERS IN THE MODERN KINDERGARTEN: SOME FEATURES AND STRATEGIES FOR CREATING INCLUSIVE EDUCATIONAL SPACE

Summary/Abstract: The article is devoted to topical issues of preschool education, namely, to the analysis of features and strategies for creating an inclusive educational space in the conditions of multicultural groups of preschoolers in the preschool educational institution. One of the fundamental aspects of the existence of an inclusive educational environment in kindergarten is the creation and support of the concept of diversity. The article analyses general principles and approaches to the implementation of this concept; considers forms of its implementation in the activities of the IPE, including visual and graphic, inclusive and developmental, intellectual, speech and cognitive forms. The prospects and possibilities of implementing the diversity strategy are assessed using specific examples. One of the most important components of the sustainability of this concept is the creation of a multilingual environment in kindergarten. This approach will be an excellent way to emphasise linguistic diversity and help support the language development of each individual child. For the southern districts of Odesa Oblast, the most popular may be combined Ukrainian-Bulgarian-Romanian language groups, although other sets of main language groups are possible, depending on the specifics of a particular locality (Ukrainian-Albanian-Romanian or UkrainianRomanian-Gagauz language groups). A number of specific forms of organising a multicultural language environment are proposed, including: "Language Corners", "Language Weeks", "Songs of my friends and neighbours". One of the important elements of introducing the concept of diversity in preschool education is the development of experimental local partial educational programmes that will help support the multiculturalism of the preschool community and increase the level of national and patriotic education in modern preschools. The forms of its direct organisation are examined and analysed on the example of the Cultural Exchange Programmes project. The transition to new strategies for creating an inclusive educational space in the IPE based on cultural diversity and multiethnicity is impossible without sufficient competence, training and awareness of teachers, IPE staff and parents. For successful integration of the concept of cultural diversity, it is necessary to use a holistic approach, combining the efforts of science, professional experience of teachers, and authoritative judgements of the parental community.

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