CONDITIONS FOR THE SOCIALIZATION OF CHILDREN WITH DISABILITIES IN A PRESCHOOL EDUCATIONAL INSTITUTION

The article examines the conditions of socialization of children with disabilities in preschool educational institutions (hereinafter referred to as PEO), focusing on the critical period of 6 – 7 years for the development of social and communicative skills. Based on the concepts of «zone of proximal development» and «dynamic inclusion», the authors substantiate the need to create an adaptive inclusive environment. The study demonstrates the effectiveness of integrating innovative game methods and adaptive technologies into the educational process. The key role of the teacher as a mediator of social interactions, capable of modeling situations of success through group forms of activity, is emphasized. Particular attention is paid to the balance between individualization and standardization of the educational approach, with an emphasis on the structured formation of social experience in children with disabilities and the use of the scaffolding strategy. The authors argue that the synergy of family participation and the creation of «challenge situations» contributes to the transition from formal to genuine inclusion, where individual differences become a resource for enriching the collective experience of all participants in the educational process.

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