FORMATION OF AN INCLUSIVE PRESCHOOL ENVIRONMENT BASED ON A PERSON-CENTERED APPROACHFORMATION OF AN INCLUSIVE PRESCHOOL ENVIRONMENT BASED ON A PERSON-CENTERED APPROACH

G.U. Oralymbetova; M.P. Ospanbayeva

doi:10.55956/GDOX7363

Authors

G.U. Oralymbetova M.Kh. Dulaty Taraz University
M.P. Ospanbayeva M.Kh. Dulaty Taraz University, Taraz, Republic of Kazakhstan

DOI:

https://doi.org/10.55956/GDOX7363

Keywords:

Inclusive education; preschool environment; person-centered approach; psychological safety; social adaptation; family partnership

Abstract

This paper explores the development of an inclusive society in Kazakhstan, emphasizing the role of preschool education as a key mechanism for implementing inclusive policy in practice. Drawing on national policy reforms and humanistic psychological theories, particularly the works of L.S. Vygotsky, K. Rogers, and A. Maslow, the study proposes a model for creating an inclusive preschool environment based on a person-centered approach (TBT). The model prioritizes emotional safety, respect for individual differences, flexibility in learning pathways, and active participation of each child in group life. The research highlights the importance of teacher competence, structured environmental design, and family partnership as mediating factors that strengthen inclusive practice. Diagnostic indicators and assessment tools are suggested to measure inclusivity, psychological well-being, and social competence among preschool children. Overall, the study offers a systematic framework for enhancing inclusive practices in early childhood education within the Kazakhstani context.

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FORMATION OF AN INCLUSIVE PRESCHOOL ENVIRONMENT BASED ON A PERSON-CENTERED APPROACHFORMATION OF AN INCLUSIVE PRESCHOOL ENVIRONMENT BASED ON A PERSON-CENTERED APPROACH