Вестник ТГПУ им Л.Н. Толстого №3 2005

№ 3, 2005 ВЕСТНИК ТГПУ им. J1. Н. Толстого integrate these children. Also, the fundamental thing is not quite clear: Whether to work on multicultural principles of integration (i.e., respecting and tolerating children’s cultural and social diversity) or work on intercultural principles (i.e., accepting their diversity and discover a natural congruence and quality in the possibility of coexistence as opposed to difference). This dichotomy of the current specialized and social tendencies and inclination to one of the two in terms of educational suitability are the point of interest among kindergarten teachers. The teachers are and will be at the beginning of the process of creating the foundations for accepting these children and their families as our future fellow citizens. Some scholars claim (such as Fontana 1997) that children below three years of age lack a sense of nationality and socialize spontaneously. Children between 4 and 7 years of age are increasingly conscious of differences, as regards appearance in particular, and begin to adopt preconceived notions expressed in the family and the society. In the USA, schools have focused on children below 6 years of age and their families. This vast multicultural environment has revealed that families of different national backgrounds are most compatible when having little children. It is possible to explain this on the basis of the natural charm and spontaneity of all little children indiscriminately exerting positive influence on their environment. Removing preconception in the coexistence of different cultures should come to focus during preschool age (to provide for children’s traits as well as sensitivity and altruistic features in families of preschool children). Various support programs to help to integrate children from minority groups are established for this purpose in countries with high national diversity, providing opportunities for children to build their own identities based on positive experience frommixed groups. Inclusive education Inclusive education is a trend where education takes the form of natural reaction to impulses from the child. The child is the leader and we react and develop its potential in natural interaction. Every child is unique and an individual difference is a natural aspect of life. The notion of inclusive education allows us to understand optimum approaches and methods to include every individual in making use of the spectrum of his or her abilities and makes space for positive influence on all interpersonal relational components. The inclusive education based on these principles suits both children with specific needs, probable learning disability or social disadvantagement and every child with deep interests and knowledge or uneven development in some areas. Kindergartens provide space for natural reception of differences being a beneficial trait of human life. Therefore, teachers should develop their capacity to accept all children and their families without bias. They should accompany and support the behavior of children in terms of group cohesion and realize the associated pleasant feelings. On the other hand, they should also create individual programs to'satisfy children’s needs and implement the programs in the optimal situations. If the inclusive method of approach and education is successful, it is more important than specific information and knowledge of the cognitive forms of the development of an individual. Information will keep reaching children through all available information channels, but quality surveys of the peer group and the society on the broad scale and acquisition of relevant social skills should take place from the very beginning of a child’s development. It is difficult and costly for the society to correct inadequate attitudes, stereotypes and bias. Knowledge of creating child competencies At present, the formulation of child competencies has undergone some development. However, the teachers’ knowledge of which activities to apply to achieve specific competencies is still vague. Similarly, the knowledge of which competencies children acquire in the educational process at kindergartens is at its very' start in educational practice. There are different divisions in addition to the classification of competencies according to the FEP PE. For example, competencies can be divided as follows: