FORMING OF BASIC MATHEMATICAL СONCEPTS IN PRESCHOOL CHILDREN THROUGH ETHNOLOGY MEANS IN AN INCLUSIVE EDUCATIONAL SPACE

Abstract

The article reveals the theoretical and methodological aspects of using ethnology in the forming of basic mathematical concepts of children in the Institutions of Preschool Education (IPE). The importance of oral folk art as an effective didactic mean for developing mathematical skills of children with normotypical development and their peers with special educational needs in an inclusive educational space is substantiated. It is emphasized that when working with children of preschool educational institutions in groups with an inclusive form of education, in order to form basic mathematical concepts, it is advisable to use such small folklore forms as: counters, proverbs, fairy tales. Their usage during special classes on the forming of basic mathematical concepts and the organizing of children's play activities significantly activates cognitive activity and allows to create optimally favorable conditions for the personal development of preschoolers.