METHODOLOGICAL FOUNDATIONS FOR PREPARING FUTURE PRESCHOOL EDUCATORS TO ORGANIZE CORRECTIONAL AND DEVELOPMENTAL WORK ON THE FORMATION OF SOCIAL INTELLIGENCE IN PUPILS WITH SPECIAL EDUCATIONAL NEEDS

The article examines the methodological foundations for preparing future preschool educators to organize correctional and developmental work aimed at forming social intelligence in pupils with special educational needs. The relevance of the topic is determined by the growing need for inclusive preschool education, where the teacher must not only provide care and instruction, but also create conditions for communication, emotional responsiveness, cooperation, empathy and socially appropriate behavior. The study emphasizes that social intelligence in preschool children with special educational needs develops most effectively when pedagogical, psychological, diagnostic and correctional methods are integrated into a unified educational process. Special attention is paid to the professional readiness of future preschool educators, including their theoretical knowledge, practical skills, reflective position, ability to design individual developmental routes and competence in interaction with families and specialists. The article substantiates the importance of practice-oriented training, inclusive pedagogical technologies, observation, play-based methods, social modeling, emotional dialogue, and collaborative activities. The results show that systematic preparation of students in pedagogical universities increases their ability to plan correctional and developmental work, adapt educational tasks to children’s individual needs, and support the social development of each child in an inclusive group.