To make preschool inclusion successful and to have children gain the expected benefits, teachers need to be provided with functional teacher training programs that foster positive attitudes and provide them with a meaningful experience. The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. In the process of integration into the European community, Ukraine has focused on educational reforms, in particular, the creation of conditions for the introduction of inclusive education in educational institutions. The parameters of the research are taken into account, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. A structured questionnaire of preschool teachers attempts to reveal their attitudes towards inclusive education in general and to assess the conditions that promote or hinder the emergence of willingness and willingness to work in an inclusive group. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). Educators name a number of barriers that prevent them from being positive about inclusive education, and underestimate their readiness for such work.

The relevance of the study is due to the fact that to ensure a high-quality educational process in a preschool institution, it is necessary to prepare educators to work in inclusive groups, that is, to equip them with knowledge and skills to teach and educate children with special educational needs. The purpose of the study is to analyse modern approaches to improving the qualifications of teachers of preschool education institutions on the problem of inclusive education of children and find effective ways of professional development of teachers on this issue in the conditions of the Institute of postgraduate education. The methodological basis of the study was the papers of Ukrainian and foreign specialists in the field of inclusive education. General theoretical methods are used to solve these problems: analysis, induction, deduction, comparison, generalisation of information from theoretical sources, and the typological method. The necessity of implementing a system of approaches to the professional development of preschool education teachers on inclusive education issues is substantiated. The results of a survey of teachers of preschool education institutions in Kyiv, according to which, it was established that the vast majority of participants need special training on the problems of inclusive education and consider the institute of postgraduate education as a place for such training. Effective approaches to improving the skills of educators are identified, in particular, the use of active methods in teaching and the inclusion of practical classes in the educational process based on inclusive institutions. Among the most popular subjects for professional development are the following: organisation of the educational process, cooperation with an assistant, development of didactic equipment, cooperation with parents, psychological support for the teacher. The practical importance of the research consists in informing teaching teams of postgraduate education about the specific features of the needs of preschool teachers in the field of advanced training on inclusive education. This problem is of interest to students, who receive a pedagogical speciality

The author introduces a number of archival documents and analyzes the statements of the participants of the events as well as filmmakers and writers. It is argued that the vast majority of participants agreed that for the film-makers «it's not necessary» to follow historic facts, the main criteria for judging a film being its correspondence to «the party spirit». What explains this unanimity is the position advocated by Stalin. * Статья подготовлена при финансовой поддержке Российского фонда фундаментальных исследований (РФФИ). Проект № 17-84-01005 а (ц).

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In times of fast-changing information, in order to keep teachers’ knowledge and skills up to date and to comply with one of the tenets of sustainable development – lifelong learning – specialists in the sector should develop professionally. This will not only meet professional needs for new information, knowledge and skills, help teachers to perform their professional duties effectively in a rapidly changing environment, but will also help them to be competitive in the labour market. The purpose of this study was to investigate the advantages of applying distance learning for the professional development of preschool teachers, to identify the challenges that specialists of this industry face in the process of distance learning, and to determine the prospects for the development and improvement of this form of education. In the course of the study the authors used a set of general scientific theoretical and empirical research methods, such as analysis, statistical data processing, synthesis, surveying and generalisation. The key advantages of distance learning are highlighted, including individuality, flexibility, asynchrony, openness and self-organisation. It has been revealed that the remote format of education today is characterised by a number of problematic aspects in the implementation process, in particular the insufficient level of technical equipment, the lack of an adequate competence component in the professional training of teachers and the disruption of communication between the subjects of the educational process. It has been found that the majority of postgraduate institutes have courses designed for the professional development of preschool teachers and use both full-time and distance learning. The likelihood of technological, organisational and pedagogical difficulties for the trainees of the upgrade training courses has been determined. The study revealed that most teachers are generally satisfied with this form of training, but not all are ready to implement it in their work. The practical value of the study consists in summarising the characteristic features of distance education on the basis of theoretical analysis and questionnaires