LAPBOOK AS AN INNOVATIVE PEDAGOGICAL TECHNOLOGY FOR THE FORMATION OF VALEOLOGICAL CONCEPTS IN PRESCHOOL CHILDREN WITHIN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The article substantiates the expediency of using lapbook as an innovative pedagogical technology of an integrative type that ensures the organization of various kinds of preschool children’s activities and can be applied not only at the level of an individual lesson but also within the framework of a holistic educational process. It is proved that lapbook, as a pedagogical technology, combines instructional, educational, developmental, and socialization potential and is aimed at the formation of valeological concepts in preschool children. The classification profile of lapbook technology has been determined: according to target orientation, it is personality-oriented; according to the nature of interaction, it is partnership-based; according to the mode of activity organization, it is interactive, game-based, activity-centered, and project-oriented; according to the level of application, it is local, modular, and narrowly didactic; according to content, it is integrative, which confirms its multifunctionality and the possibility of variable application in preschool education. It has been established that the lapbook partially or fully corresponds to the main criteria of technologicality, including systematicity, algorithmicity, diagnostic, reproducibility, predictability, manageability, and effectiveness. It is noted that its algorithmicity, diagnostic, and standardized reproducibility depend on the professional competence of the teacher, the conditions of the educational environment, the age of children, and the thematic content, which substantiates its interpretation as a flexible integrative pedagogical technology open to adaptation. In the context of forming valeological concepts in preschool children, the applied possibilities of lapbook technology are characterized through the organization of thematic blocks, pockets, cards, mini-books, games, exercises, algorithms, and situational tasks aimed at acquiring knowledge about the human body, hygiene, healthy nutrition, emotions, safe behavior, and well-being. The functional orientation of lapbook technology has been identified, consisting in the organization of educational material, integration of educational content, application in different types of children’s activities, use at various stages of learning, variability of educational interaction, flexibility of content, and adaptability to the educational needs of preschool children. Examples of implementing lapbook functions in the formation of personal competence and valeological concepts in accordance with the State Standard of Preschool Education are presented. The inclusive potential of the lapbook has been clarified, demonstrating that it can be adapted for children with speech impairments, autism spectrum disorders, intellectual disabilities, visual impairments, and sensory difficulties, ensuring their participation in joint activities alongside all children. Prospects for further research are associated with the experimental verification of the effectiveness of lapbook use in the formation of preschool children’s valeological concepts in inclusive preschool education groups.