THE PRE-SCHOOL CHILDREN’S SOFT SKILLS FORMATION - PARTICIPANTS IN INCLUSIVE EDUCATION
The presence of soft skills (generic competencies) in pre-school education programs is now not elective but a compulsory. Moreover, it is imposing in the context of the dynamic development of the labor market and the search for effective approaches to their early childhood development. Unlike knowledge and specific professional skills, portable skills can never be "out of use." On the contrary, every social situation benefits from them and enriches them. They are the "common language" between employers and educational institutions because they contain the factors that create the good rating of educational services. The formation of these important personal skills should start from an early age and important factors are the family, community, social and especially educational institutions with which the child interacts. In the process of inclusive education of children with special educational needs, there are various concerns for all participants in the process, which put barriers and reduce the chances of success in bringing the child into the kindergarten. Overcoming these concerns can be accomplished by motivating all participants in inclusive education. There are many researches, strategies and techniques for motivating adults (pedagogues, parents, etc.) in this process. But there are not enough studies and models to motivate children with special educational needs. Therefore, the purpose of this research is to find out the possibilities of forming this transferable skills in pre-school children participating in inclusive education as an activity that meets one of the objectives set out in the Pre-school and School Education Act, namely - competences to understand and apply the principles, rules, responsibilities and rights that result from membership in the European Union.