Interdisciplinary integration in the process of preparation of specialists of pre-school education

The author of the article has conducted a retrospective analysis of the practice of using interdisciplinary connections, has clarified the sence of the concept of "interdisciplinary integration". In the context of the study, this definition is considered as a system of relations between knowledge, skills that are formed as a result of the consistent reflection in the means, methods and content of the disciplines of those objective ties that exist in the real world. The analysis of literature on the research problem has showed that interdisciplinary integration in didactics is considered in two aspects: as a goal of learning, which involves creating a coherent imagination of the world around us and as a learning tool aimed at converging subject knowledge, establishing interrelationships between them. It has been revealed the peculiarities of interdisciplinary integration of educational subjects "Fundamentals of Natural Science" and "Formation of elementary mathematical notions in preschool children" in the humanitarian and pedagogical college in the process of professional training of future teachers of pre-school education establishments. The authors have stated that in the content of the educational material of the aforementioned disciplines, fragmentary intersubject connections are singled out. As for the operational-activity component, future specialists will implement them with children of preschool age during conducting experiments, their fixation, and interpretation of data. As practice shows, they are also observed in the conduct of phenological observations (in the development of plants, animals, in the weather) at the establishments of preschool education. Interdisciplinary integration is a necessary component and didactic condition that promotes the scientific and accessibility of the educational process, enhances cognitive activity of students, effectively affects the formation of their key competencies.