Preparing Future Teachers to Implement an Integrated Approach in the Educational Process for Preschoolers

Introduction. The necessity of integrated approach usage in preschool education, its importance for the formation of preschooler’s systematic ideas about the world are considered in this article. Despite the importance of an integrated approach, in practice, teachers have difficulties using it, when they design the educational process. The purpose of our research is to teach students to implement an integrated approach in the educational process in a kindergarten: to see the possibilities of integrating the content, types of children's activities, methods and techniques of teaching, upbringing and development of preschoolers and the possibility of combining other components. Methods: analysis of theoretical and methodological literature; questionnaires, a method of processing quantitative research data. Methodology. In the article, the author bases on the concept of integrated learning, presented by M. V. Lazareva in her doctoral dissertation. Integrated learning is implemented through integrated classes, for which different integration methods are offered: “bonding”, “symbiosis”, “subordination”, “relay coupling”, “withdrawal”. Some of them will be used in teaching with students at the practical stage of research. Results. The author developed a special course that allowed students to deepen their knowledge of integrated learning, teach them different types and methods of integration, which allowed future teachers to plan various integrated classes with preschoolers, and then implement them in teaching practice. Conclusion. The usage of an integrated approach in the educational process with preschoolers changes the educational process, it becomes integrated, contributes to the children’s holistic perception of the world objects, the personality development.