Key words: upbringing, inclusive, education, teacher, training
Summary
The study examines the theoretical foundations of forming preschool teachers’ readiness for inclusive practice based on scientific-pedagogical regularities and principles. It is substantiated that the training process is systematic, purposeful, and dynamic, relying on the integration of pedagogical, psychological, and social factors. A comparative analysis of European, Russian, and American models reveals the multidisciplinary nature of inclusive teacher preparation. Identified regularities determine the comprehensive development of teachers’ knowledge, skills, attitudes, and values. General and specific principles ensure the purposeful formation of professional competencies. The findings provide a scientific and methodological basis for preparing teachers capable of effective work in inclusive educational environments.
