ENSURING AN INDIVIDUALISED AND DIFFERENTIATED APPROACH IN THE CONDITIONS OF A MULTI-AGE GROUP OF PRESCHOOL EDUCATION INSTITUTION

Abstract

Abstract. The implementation of a differentiated approach in the conditions of a multi-age group of a preschool educational institution promotes the individualisation of learning and allows to adapt the content of the educational material to the needs of each child. The article deals with the essence of the terms "individualisation" and "differentiation". The problem of the emergence and study of the category "individualised and differentiated approach" is considered, the individualised and differentiated approach in the views of modern scientists is revealed. The advantages of a differentiated approach in the conditions of a multi-age group of a preschool educational institution are revealed, technologies and tasks used in the context of differentiated learning are highlighted. The main positions defining the essence of the individual-differentiated approach as a means of improving the quality of the educational process of the preschool educational institution are highlighted. The means of improving the efficiency of formation of educational knowledge and complex development of children are suggested. The technology of differentiated learning is a set of organisational decisions, means and methods of differentiated learning, covering a certain part of the educational process. In the context of simultaneous education of children in a multi-age group, the problem of optimal organisation of their cognitive activity, age and learning abilities arises. The solution of this problem is facilitated by the implementation of differentiated learning within the group, the prerequisite for which is the creation of multilevel groups. Taking into account the level of children's cognitive abilities, various methods of organising learning activities are used: by the degree of complexity, by the degree of independence, by the volume. It has been proved that the application of a differentiated approach to the teaching and education of preschool children requires the development of an algorithm of the educator's actions, which maximises the educational process and takes into account the individual educational needs of preschool children.