Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261208
Nelya Skrypnyk
The article explores one of the important aspects of the problem of forming the managerial competence of the head of an educational institution. The aim of the work was to update the professional and personal characteristics of one of the heads of a preschool education institution as an educator-methodologist.The author describes the basic requirements for professional competencies and specific personal qualities of an educator-methodologist. The specifics of professional competence of an educator-methodologist are substantiated as a dynamic combination of general and special personal-professional characteristics that reflect gnostic, correctional-gnostic, constructive, communicative, organizational, and research skills necessary for effective implementation of methodological tasks of preschool education in modern challenges. In addition, the author clarifies and characterizes the personal mobility of the educator-methodologist as one of the key professional characteristics and defines its criteria. An analysis of the personal qualities and abilities of the educator-methodologist, which are not purely professional, but are necessary for the successful management of the educational process in the preschool institution. The conclusions note that the combination of high professionalism and development of relevant personal qualities and abilities of the educator-methodologist, in general, represents a modern, dynamic, creative, and competitive manager of the new generation of educational process in preschool education. The presented study is incomplete. In the future, it is planned to develop modern forms, methods, and technologies for preparing the future manager to perform the duties and functions of an educator-methodologist in a preschool institution. Keywords: methodologist; preschool education; professional competence; conditions; tasks; innovations; reforms; mobility; modernization; functions of a preschool education methodologist.
{"title":"ACTUALIZATION OF THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES AND PERSONAL QUALITIES OF THE PRESCHOOL EDUCATIONAL INSTITUTION METHODOLOGIST","authors":"Nelya Skrypnyk","doi":"10.31499/2706-6258.1(7).2022.261208","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261208","url":null,"abstract":"The article explores one of the important aspects of the problem of forming the managerial competence of the head of an educational institution. The aim of the work was to update the professional and personal characteristics of one of the heads of a preschool education institution as an educator-methodologist.The author describes the basic requirements for professional competencies and specific personal qualities of an educator-methodologist. The specifics of professional competence of an educator-methodologist are substantiated as a dynamic combination of general and special personal-professional characteristics that reflect gnostic, correctional-gnostic, constructive, communicative, organizational, and research skills necessary for effective implementation of methodological tasks of preschool education in modern challenges. In addition, the author clarifies and characterizes the personal mobility of the educator-methodologist as one of the key professional characteristics and defines its criteria. An analysis of the personal qualities and abilities of the educator-methodologist, which are not purely professional, but are necessary for the successful management of the educational process in the preschool institution. The conclusions note that the combination of high professionalism and development of relevant personal qualities and abilities of the educator-methodologist, in general, represents a modern, dynamic, creative, and competitive manager of the new generation of educational process in preschool education. The presented study is incomplete. In the future, it is planned to develop modern forms, methods, and technologies for preparing the future manager to perform the duties and functions of an educator-methodologist in a preschool institution. \u0000Keywords: methodologist; preschool education; professional competence; conditions; tasks; innovations; reforms; mobility; modernization; functions of a preschool education methodologist.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126707901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261213
Anastasiia Kryvorotko
Until recently, intellectual disturbances were defined by terms such as oligophrenia, imbecility, debauchery, mental retardation, but due to the negative color of these terms and the orientation towards such universal values as respect for the dignity of each person, the protection of constitutional rights and freedoms, tolerance and humanism, they have been abandoned. Ukraine draws attention to the fact that all primarily people, as individuals, and then their disorders in development.In the article, we analyzed the understanding of “mental retardation” in the 21st century on the basis of the normative legal documents of Ukraine, namely, laws, regulations and orders regulating the education of people with special educational needs. Found that the concept of “mental retardation” has become widespread since 1988, and since 2015 began to change in such changes as intellectual disabilities, mental disorder (2016), intellectual disturbances (from 2017 to the present). Traced the vicariously understanding “mental retardation” by modern Ukrainian scholars. Illustrate by scholars on the history of the concept of “mental retardation”. Determined that theunderstood “mental retardation” was replaced by “intellectual disability”. Determined that the change in the term “mental retardation” in Ukraine was affected by the change in terminology in the Convention on the Rights of Persons with Disabilities. Changes in the names of degrees of mental retardation are highlighted.Prospects for further research are considered the consideration of the regulatory framework of Ukraine for the education of children with intellectual disabilities. Keywords: education; special education; legislation; humanism; people with special educational needs; intellectual disabilities; ICF; ICD-11.
{"title":"TRANSFORMATION PROCESSES IN THE EDUCATION OF UKRAINE: CHANGES IN THE LEGISLATION ON THE APPLICATION OF THE CONCEPT OF \"INFRINGEMENT OF INTELLECTUAL DEVELOPMENT\"","authors":"Anastasiia Kryvorotko","doi":"10.31499/2706-6258.1(7).2022.261213","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261213","url":null,"abstract":"Until recently, intellectual disturbances were defined by terms such as oligophrenia, imbecility, debauchery, mental retardation, but due to the negative color of these terms and the orientation towards such universal values as respect for the dignity of each person, the protection of constitutional rights and freedoms, tolerance and humanism, they have been abandoned. Ukraine draws attention to the fact that all primarily people, as individuals, and then their disorders in development.In the article, we analyzed the understanding of “mental retardation” in the 21st century on the basis of the normative legal documents of Ukraine, namely, laws, regulations and orders regulating the education of people with special educational needs. Found that the concept of “mental retardation” has become widespread since 1988, and since 2015 began to change in such changes as intellectual disabilities, mental disorder (2016), intellectual disturbances (from 2017 to the present). Traced the vicariously understanding “mental retardation” by modern Ukrainian scholars. Illustrate by scholars on the history of the concept of “mental retardation”. Determined that theunderstood “mental retardation” was replaced by “intellectual disability”. Determined that the change in the term “mental retardation” in Ukraine was affected by the change in terminology in the Convention on the Rights of Persons with Disabilities. Changes in the names of degrees of mental retardation are highlighted.Prospects for further research are considered the consideration of the regulatory framework of Ukraine for the education of children with intellectual disabilities. \u0000Keywords: education; special education; legislation; humanism; people with special educational needs; intellectual disabilities; ICF; ICD-11.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114995232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261221
O. Avramenko
The article reflects the state of the content of technological education in relation to directions of development, increasing the efficiency and safety of the functioning of technogenic society. It is shown that the training of the younger generation is carried out by various educational branches consisting of academic disciplines. The scope and content of these fields of knowledge and the structure of connections between them determine the level of education at this stage of society’s development. The higher the level of a person’s education, the more fully the surrounding world is reflected in his consciousness, the more deeply he is aware of his place in it, the greater the degree of his responsibility for maintaining harmony in this world, the easier is the integration of a person in society.It is shown that rapid technological development provides humanity with qualitatively new living conditions, increases human capabilities, and accelerates the processes of learning about the surrounding world. On the other hand, the development of technologies often has a detrimental effect on the biosphere and leads to irreversible consequences, forcing us to look for ways of safe interaction between the biosphere and the technosphere.An analysis of the concept of “technology” is presented. It was found that there are dozens of definitions of this concept, but the question of establishing the most significant one, which would correspond to this multi-meaning entity, remains open. It was determined that technology and engineering are not aimed at obtaining knowledge for its own sake, but involve their development and use for practical purposes, they are, first of all, practice based on knowledge.Furthermore, it is proven that the content of this educational field is intended to reflect the existing level of technical and technological culture of society, to show development trends and opportunities for self-determination and self-realization of the individual in the modern technological world. Keywords: technique; technology; “Technology” field of study; technogenic society; technosphere; biosphere; technological education; technological culture.
{"title":"CONTENT OF LABOR EDUCATION AND TECHNOLOGY TEACHER’S TRAINING AS A REFLECTION OF HUMAN PRODUCTIVE ACTIVITY EXPERIENCE","authors":"O. Avramenko","doi":"10.31499/2706-6258.1(7).2022.261221","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261221","url":null,"abstract":"The article reflects the state of the content of technological education in relation to directions of development, increasing the efficiency and safety of the functioning of technogenic society. It is shown that the training of the younger generation is carried out by various educational branches consisting of academic disciplines. The scope and content of these fields of knowledge and the structure of connections between them determine the level of education at this stage of society’s development. The higher the level of a person’s education, the more fully the surrounding world is reflected in his consciousness, the more deeply he is aware of his place in it, the greater the degree of his responsibility for maintaining harmony in this world, the easier is the integration of a person in society.It is shown that rapid technological development provides humanity with qualitatively new living conditions, increases human capabilities, and accelerates the processes of learning about the surrounding world. On the other hand, the development of technologies often has a detrimental effect on the biosphere and leads to irreversible consequences, forcing us to look for ways of safe interaction between the biosphere and the technosphere.An analysis of the concept of “technology” is presented. It was found that there are dozens of definitions of this concept, but the question of establishing the most significant one, which would correspond to this multi-meaning entity, remains open. It was determined that technology and engineering are not aimed at obtaining knowledge for its own sake, but involve their development and use for practical purposes, they are, first of all, practice based on knowledge.Furthermore, it is proven that the content of this educational field is intended to reflect the existing level of technical and technological culture of society, to show development trends and opportunities for self-determination and self-realization of the individual in the modern technological world. \u0000Keywords: technique; technology; “Technology” field of study; technogenic society; technosphere; biosphere; technological education; technological culture.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123126753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261081
Iryna Kucherenko
The article describes the methods of motivation and goal setting, which are important components of modern linguodidactic tools for learning the Ukrainian language, and the necessary components for achieving the effectiveness of the learning process of students. Linguodidactic tools are the activity basis of the educational process, which is a clearly defined and methodically perfectly constructed system of forms, methods, techniques, and teaching aids. The purpose of the article is to characterize the essence and features of the methods of motivation and goal setting of the Ukrainian language lesson and to design ways to implement them in modern learning conditions. Methods of motivation, goal setting, and reflection are common in all types of training sessions. Methods of acquiring knowledge, developing skills, and gaining experience are specific because they are determined by the didactic purpose of the lesson, the appropriate type, so in this regard are divided into theoretical and practical methods of forming speech, language, and communicative competencies. Motive causes and stimulates the desire of the individual for a specific goal. Learning motives motivate the student to do his own active cognitive activity. It depends on the motives of learning, what and how he comprehends, assimilates, masters; productivity and quality of competence. Methods of motivation as the initial ways of interpersonal interaction between teacher and student ensure the success of the learning process, stimulate and encourage all participants in the learning process to be active. Objectives as perfectly predictable results of language learning provide direction and regulation of the activities of teachers and students, are the basis for determining the content of the lesson, the choice of forms, methods, techniques, and teaching aids. The goal is what the individual wants to achieve, and the goal is what he is trying to achieve. Methods of goal setting involve a conscious choice of learning goals and the creation of a taxonomy of personal goals. Keywords: linguodidactic tools; teaching methods; motive; motivation; motivation methods; goal; goal setting; goal setting methods.
{"title":"METODS OF MOTIVATION AND GOAL SETTING AS IMPORTANT COMPONENTS SUCCESSFUL LEARNING PROCESS","authors":"Iryna Kucherenko","doi":"10.31499/2706-6258.1(7).2022.261081","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261081","url":null,"abstract":"The article describes the methods of motivation and goal setting, which are important components of modern linguodidactic tools for learning the Ukrainian language, and the necessary components for achieving the effectiveness of the learning process of students. Linguodidactic tools are the activity basis of the educational process, which is a clearly defined and methodically perfectly constructed system of forms, methods, techniques, and teaching aids. The purpose of the article is to characterize the essence and features of the methods of motivation and goal setting of the Ukrainian language lesson and to design ways to implement them in modern learning conditions. Methods of motivation, goal setting, and reflection are common in all types of training sessions. Methods of acquiring knowledge, developing skills, and gaining experience are specific because they are determined by the didactic purpose of the lesson, the appropriate type, so in this regard are divided into theoretical and practical methods of forming speech, language, and communicative competencies. Motive causes and stimulates the desire of the individual for a specific goal. Learning motives motivate the student to do his own active cognitive activity. It depends on the motives of learning, what and how he comprehends, assimilates, masters; productivity and quality of competence. Methods of motivation as the initial ways of interpersonal interaction between teacher and student ensure the success of the learning process, stimulate and encourage all participants in the learning process to be active. Objectives as perfectly predictable results of language learning provide direction and regulation of the activities of teachers and students, are the basis for determining the content of the lesson, the choice of forms, methods, techniques, and teaching aids. The goal is what the individual wants to achieve, and the goal is what he is trying to achieve. Methods of goal setting involve a conscious choice of learning goals and the creation of a taxonomy of personal goals. \u0000Keywords: linguodidactic tools; teaching methods; motive; motivation; motivation methods; goal; goal setting; goal setting methods.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124901802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261220
Zoya Sirota, V. Sirota
The article considers the empirical experience of artistic and creative development of the individual in domestic and foreign systems of art education. The best pedagogical experience of art schools of the past is generalized. It is proved that the empirical experience of creative development in art is associated with different types of artistic activity: image-creative, choreographic, speech-creative, and plastic-subject. Methodical approaches to the formation of artistic and creative development of the individual in the fine and musical arts in domestic and foreign systems are determined. Forms of improving the process of artistic and creative development of the individual are revealed. The priority direction of integration approaches to the artistic and creative development of schoolchildren in art education is represented. The historical aspect of practical artistic and creative self-realization of students in the process of their active and emotionally colored activities, the impact on the creative development of the leading sciences such as pedagogy, psychology, physiology, ethics, aesthetics, and art history.The article focuses on the psychological mechanisms of the artistic image, the study of the language of different arts as a semantic space in which the real world is reflected in all the complex sensory and semantic diversity.The process of artistic interaction of arts, inter-artistic associations that combine elements of the artistic language of different arts (intonation of words and music, melody and line in painting, color palette and timbre, similarity of rhythmic formulas in architecture, music, dance).The educational value of the child’s creativity, technologies of creative development of schoolchildren by means of art, and methods of teaching subjects of the aesthetic cycle in domestic and foreign systems of art education are represented.Keywords: empirical experience; artistic and creative development; systems of art education; integration approaches; eurythmy; pedagogical experience; creative activity; creative skills; synthesis of arts; national traditions.
{"title":"EMPIRICAL EXPERIENCE OF ARTISTIC AND CREATIVE DEVELOPMENT OF PERSONALITY IN DOMESTIC AND FOREIGN SYSTEMS OF ART EDUCATION","authors":"Zoya Sirota, V. Sirota","doi":"10.31499/2706-6258.1(7).2022.261220","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261220","url":null,"abstract":"The article considers the empirical experience of artistic and creative development of the individual in domestic and foreign systems of art education. The best pedagogical experience of art schools of the past is generalized. It is proved that the empirical experience of creative development in art is associated with different types of artistic activity: image-creative, choreographic, speech-creative, and plastic-subject. Methodical approaches to the formation of artistic and creative development of the individual in the fine and musical arts in domestic and foreign systems are determined. Forms of improving the process of artistic and creative development of the individual are revealed. The priority direction of integration approaches to the artistic and creative development of schoolchildren in art education is represented. The historical aspect of practical artistic and creative self-realization of students in the process of their active and emotionally colored activities, the impact on the creative development of the leading sciences such as pedagogy, psychology, physiology, ethics, aesthetics, and art history.The article focuses on the psychological mechanisms of the artistic image, the study of the language of different arts as a semantic space in which the real world is reflected in all the complex sensory and semantic diversity.The process of artistic interaction of arts, inter-artistic associations that combine elements of the artistic language of different arts (intonation of words and music, melody and line in painting, color palette and timbre, similarity of rhythmic formulas in architecture, music, dance).The educational value of the child’s creativity, technologies of creative development of schoolchildren by means of art, and methods of teaching subjects of the aesthetic cycle in domestic and foreign systems of art education are represented.Keywords: empirical experience; artistic and creative development; systems of art education; integration approaches; eurythmy; pedagogical experience; creative activity; creative skills; synthesis of arts; national traditions.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121224846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261211
P. Diachuk, Lyudmila Perfileva
The article promotes the understanding of students of the faculties of preschool and primary education, in the study of the subject “Ecology”, what sources of air pollution are, and how to reduce the use of natural resources.The main tendencies of ecology and protection of the atmospheric environment, methodological principles of ecological safety of Ukraine are considered in the article; the critical state of climate change and the ecological system of different countries of the world is revealed, the priority directions of the state policy on neutralization of threats to ecological safety of mankind are analyzed. For this purpose, there is an official data of the Ministry of Environmental Protection reviews of the effectiveness of environmental conservation activities of governmental and non-governmental organizations of Ukraine, scientific works of leading experts in environmental education of the EU, USA, problems of environmental safety. Methodological principles of ecological safety of the atmosphere, its origin, essence, and tools are analyzed.It is important to note that climate change mitigation involves actions taken to reduce or remove greenhouse gases from the atmosphere. We can reduce greenhouse gas emissions by reducing the use of fossil fuels for energy production and turning to alternative energy sources such as solar, wind and water.Each of us, no matter where we live, can help tackle climate change by reducing carbon emissions in our daily lives. For example, we can recycle waste, walk or ride a bike instead of using a car, unplug unused appliances, and that’s only a small part of what can be done. Keywords: preschool; primary school; higher education; ecology; nature protection; air pollution; greenhouse effect; greenhouse gases; fluorinated greenhouse gases; greenhouse gas trade; quota; Ukraine; EU countries; USA.
{"title":"FROM PRESCHOOL TO HIGHER EDUCATIONAL INSTITUTIONS: ENVIRONMENTAL EDUCATION AS AN IMPORTANT COMPONENT OF ENVIRONMENTAL CONSERVATION ACTIVITIES IN UKRAINE AND ABROAD","authors":"P. Diachuk, Lyudmila Perfileva","doi":"10.31499/2706-6258.1(7).2022.261211","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261211","url":null,"abstract":"The article promotes the understanding of students of the faculties of preschool and primary education, in the study of the subject “Ecology”, what sources of air pollution are, and how to reduce the use of natural resources.The main tendencies of ecology and protection of the atmospheric environment, methodological principles of ecological safety of Ukraine are considered in the article; the critical state of climate change and the ecological system of different countries of the world is revealed, the priority directions of the state policy on neutralization of threats to ecological safety of mankind are analyzed. For this purpose, there is an official data of the Ministry of Environmental Protection reviews of the effectiveness of environmental conservation activities of governmental and non-governmental organizations of Ukraine, scientific works of leading experts in environmental education of the EU, USA, problems of environmental safety. Methodological principles of ecological safety of the atmosphere, its origin, essence, and tools are analyzed.It is important to note that climate change mitigation involves actions taken to reduce or remove greenhouse gases from the atmosphere. We can reduce greenhouse gas emissions by reducing the use of fossil fuels for energy production and turning to alternative energy sources such as solar, wind and water.Each of us, no matter where we live, can help tackle climate change by reducing carbon emissions in our daily lives. For example, we can recycle waste, walk or ride a bike instead of using a car, unplug unused appliances, and that’s only a small part of what can be done. \u0000Keywords: preschool; primary school; higher education; ecology; nature protection; air pollution; greenhouse effect; greenhouse gases; fluorinated greenhouse gases; greenhouse gas trade; quota; Ukraine; EU countries; USA.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128466345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261083
V. Bazylchuk
The article analyzes the modern view of the organization of extracurricular physical culture and health and sports activities in the educational environment of the university. It is stated that physical education in higher education is an integral part of professional training of future professionals, the formation of their health competence, maintaining and promoting health, cultivating a healthy lifestyle, and improving the physical and functional capabilities of young people. Extracurricular forms of physical education classes which students can do in their spare time in higher education institutions are described. Extracurricular forms of physical education classes which students can do in their leisure time in higher education institutions include physical exercises during the school day (morning hygienic gymnastics, gymnastic exercises during the day); independent physical exercises, sports, tourism; independent physical exercises in the places of residence of students; optional sectional classes in the relevant sport; physical culture and health and sports activities; psychophysical recreation in the test-examination period. Emphasis is placed on the fact that research and teaching staff who teach the discipline “Physical Education”, it is necessary to direct the efforts of higher education students to participate in physical culture and various sporting events, their desire to participate in sports competitions between groups and faculties. The opportunity to further select students in groups to improve sportsmanship and promote their performance at competitions at the All-Ukrainian and international level, glorifying their institution of higher education. Keywords: physical activity; students; extracurricular time; physical culture and health-improving activities; sports events; physical education; extracurricular time; educational environment; university.
{"title":"MODERN VIEW OF THE ORGANIZATION OF PHYSICAL AND HEALTH AND SPORTS EVENTS IN THE EXTRACURRICULAR TIME IN THE UNIVERSITY EDUCATIONAL ENVIRONMENT","authors":"V. Bazylchuk","doi":"10.31499/2706-6258.1(7).2022.261083","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261083","url":null,"abstract":"The article analyzes the modern view of the organization of extracurricular physical culture and health and sports activities in the educational environment of the university. It is stated that physical education in higher education is an integral part of professional training of future professionals, the formation of their health competence, maintaining and promoting health, cultivating a healthy lifestyle, and improving the physical and functional capabilities of young people. Extracurricular forms of physical education classes which students can do in their spare time in higher education institutions are described. Extracurricular forms of physical education classes which students can do in their leisure time in higher education institutions include physical exercises during the school day (morning hygienic gymnastics, gymnastic exercises during the day); independent physical exercises, sports, tourism; independent physical exercises in the places of residence of students; optional sectional classes in the relevant sport; physical culture and health and sports activities; psychophysical recreation in the test-examination period. Emphasis is placed on the fact that research and teaching staff who teach the discipline “Physical Education”, it is necessary to direct the efforts of higher education students to participate in physical culture and various sporting events, their desire to participate in sports competitions between groups and faculties. The opportunity to further select students in groups to improve sportsmanship and promote their performance at competitions at the All-Ukrainian and international level, glorifying their institution of higher education. \u0000Keywords: physical activity; students; extracurricular time; physical culture and health-improving activities; sports events; physical education; extracurricular time; educational environment; university.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128029558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261088
S. Havryliuk
The article reveals the meaning of such concepts as “leadership qualities” and “creativity”, and defines the relationship between them in preschool-age children. Modern theoretical approaches to the problem of creativity development are presented, the connection between leadership qualities and creativity development of preschool-age children is analyzed. Factors influencing the development of leadership qualities of preschoolers such as family upbringing, age, and individual development, as well as features of children’s relationships in the immediate social environment (family, preschool, socio-cultural environment, etc.) are identified. The author emphasizes the importance of forming leadership qualities of the preschooler, namely such as responsibility; activeness; energy; persistence; demandingness; independence in performing the assigned task; communicativeness; organization; confidence; observation; initiative, creative approach to work. Emphasis is placed on the active support of leadership manifestations of preschool-age children in various types of creative activities: artistic, game, and creative.Thus, the author emphasizes that while communicating with children it is necessary to psychologically support them, i.e. to show optimism, encourage any manifestations of imagination, cultivate independence from an early age, stimulate children’s creativity, decision-making, and responsibility, rely on strong aspects of the character of a learner, create a situation of success, always take into account the opinion of the child, and show interest to the learner’s problems.The socio-pedagogical conditions necessary for the formation of leadership qualities of each learner are determined: taking into account the individual characteristics of the development of preschoolers and the level of formation of their creative and leadership qualities; purposeful formation of leadership qualities of preschool-age children in various types of creative activities (game, theatric, art and aesthetic); creating a favorable developmental environment by the means of enriching the educational space with a variety of cognitive information for the formation of children’s perception; development of communicative abilities, creative thinking, imagination, worldview, emotional and value sphere of preschool children; creating a situation for the child to succeed in various creative manifestations; formation of individual style of activity, high self-esteem of children, which stimulates them to actively take a part in creative activity. Keywords: childhood; preschool age; creativity; leader; leadership qualities; leadership role; creative potential; creative thinking; game activity; pedagogical support of the development of leadership qualities of learners.
{"title":"CREATIVITY DEVELOPMENT IN CHILDREN OF PRESCHOOL AGE AS A FACTOR FOR THE ACTIVIZATION OF THEIR LEADERSHIP QUALITIES","authors":"S. Havryliuk","doi":"10.31499/2706-6258.1(7).2022.261088","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261088","url":null,"abstract":"The article reveals the meaning of such concepts as “leadership qualities” and “creativity”, and defines the relationship between them in preschool-age children. Modern theoretical approaches to the problem of creativity development are presented, the connection between leadership qualities and creativity development of preschool-age children is analyzed. Factors influencing the development of leadership qualities of preschoolers such as family upbringing, age, and individual development, as well as features of children’s relationships in the immediate social environment (family, preschool, socio-cultural environment, etc.) are identified. The author emphasizes the importance of forming leadership qualities of the preschooler, namely such as responsibility; activeness; energy; persistence; demandingness; independence in performing the assigned task; communicativeness; organization; confidence; observation; initiative, creative approach to work. Emphasis is placed on the active support of leadership manifestations of preschool-age children in various types of creative activities: artistic, game, and creative.Thus, the author emphasizes that while communicating with children it is necessary to psychologically support them, i.e. to show optimism, encourage any manifestations of imagination, cultivate independence from an early age, stimulate children’s creativity, decision-making, and responsibility, rely on strong aspects of the character of a learner, create a situation of success, always take into account the opinion of the child, and show interest to the learner’s problems.The socio-pedagogical conditions necessary for the formation of leadership qualities of each learner are determined: taking into account the individual characteristics of the development of preschoolers and the level of formation of their creative and leadership qualities; purposeful formation of leadership qualities of preschool-age children in various types of creative activities (game, theatric, art and aesthetic); creating a favorable developmental environment by the means of enriching the educational space with a variety of cognitive information for the formation of children’s perception; development of communicative abilities, creative thinking, imagination, worldview, emotional and value sphere of preschool children; creating a situation for the child to succeed in various creative manifestations; formation of individual style of activity, high self-esteem of children, which stimulates them to actively take a part in creative activity. \u0000Keywords: childhood; preschool age; creativity; leader; leadership qualities; leadership role; creative potential; creative thinking; game activity; pedagogical support of the development of leadership qualities of learners.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"294 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114129740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261218
I. Kholod
The article is devoted to the development of intercultural competence as one of the main competencies of language training of higher education students at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The author considers the theoretical foundations of intercultural competence in the educational environment, which are outlined in the basic document in the field of language education “Common European Framework of Reference for Languages: Learning, Teaching, Assessment”. The article considers the model of formation of intercultural competence and its components: knowledge, skills, attitudes, and education. Based on this model, the educational conditions for the formation of intercultural competence at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University, where foreign citizens from Turkmenistan study, are analyzed. As part of the study, a survey of 4th year students of the Faculty of Foreign Languages was conducted, in which both foreign citizens of Turkmenistan and Ukrainians became respondents. It was found that none of them had any previous knowledge of each other’s country, except for general information about the country from geography and world history lessons at school. The article finds that by teaching English as a language of intercultural communication, the conditions for students are created, regardless of nationality, to realize themselves as representatives of culture; involvement of students in cultural events of different levels dedicated to folk traditions, national holidays, and anniversaries promotes an effective dialogue of cultures, critical analysis of cultural similarities and differences, and acceptance of the culture of another country; awareness of current globalization trends shows that the importance of establishing ties with all countries of the world is growing, as all countries unite for a common future. Keywords: culture; communication; intercultural competence; learning English; language of international communication; intercultural bias; model of intercultural competence; educational conditions; prerequisites for effective intercultural competence.
{"title":"EDUCATIONAL CONDITIONS FOR THE FORMATION OF INTERCULTURAL COMPETENCE OF STUDENTS AT THE FACULTY OF FOREIGN LANGUAGES","authors":"I. Kholod","doi":"10.31499/2706-6258.1(7).2022.261218","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261218","url":null,"abstract":"The article is devoted to the development of intercultural competence as one of the main competencies of language training of higher education students at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The author considers the theoretical foundations of intercultural competence in the educational environment, which are outlined in the basic document in the field of language education “Common European Framework of Reference for Languages: Learning, Teaching, Assessment”. The article considers the model of formation of intercultural competence and its components: knowledge, skills, attitudes, and education. Based on this model, the educational conditions for the formation of intercultural competence at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University, where foreign citizens from Turkmenistan study, are analyzed. As part of the study, a survey of 4th year students of the Faculty of Foreign Languages was conducted, in which both foreign citizens of Turkmenistan and Ukrainians became respondents. It was found that none of them had any previous knowledge of each other’s country, except for general information about the country from geography and world history lessons at school. The article finds that by teaching English as a language of intercultural communication, the conditions for students are created, regardless of nationality, to realize themselves as representatives of culture; involvement of students in cultural events of different levels dedicated to folk traditions, national holidays, and anniversaries promotes an effective dialogue of cultures, critical analysis of cultural similarities and differences, and acceptance of the culture of another country; awareness of current globalization trends shows that the importance of establishing ties with all countries of the world is growing, as all countries unite for a common future. \u0000Keywords: culture; communication; intercultural competence; learning English; language of international communication; intercultural bias; model of intercultural competence; educational conditions; prerequisites for effective intercultural competence.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125087086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.31499/2706-6258.1(7).2022.261217
Svitlana Shumaieva
The article analyzes two university training programs for future teachers in New Jersey in accordance with the conditions of obtaining a diploma from the State Department of Education. As a result of the study, it was founded that the respondents’ understanding of the essence of working with students with special needs changed during the experiment. The university teacher’s training program General Program 101 (Gen Ed 101) does not provide adequate training, in contrast to the double degree program, which provides in-depth training, culminating in the defense of the diploma and teaching practice at school. Students in the double degree program had the opportunity to gain knowledge from two programs, compare them, and modify them to the specific cases they encounter during the internship under the guidance of teacher mentors. According to New Jersey Professional Standards for Teachers and School Leaders (2004), they felt ready to work with children with special educational needs only after employment and in the process of working together with teachers-mentors. And those students who did not have SEN students in their classes did not receive practical skills for such work at all. Thus, mentoring is a powerful tool to help future teachers develop skills in inclusive classrooms, only a double degree program can prepare future foreign language teachers to work adequately with children with special needs, only personal experience and understanding between a foreign language teacher and a special teacher can become a guarantee of the most comfortable and fruitful atmosphere for children with special educational needs in the classroom. Keywords: special educational needs; inclusive environment; inclusion; SEN student; inclusive education; foreign language teachers; state standards; general training program.
本文根据获得州教育部文凭的条件，分析了新泽西州两所大学对未来教师的培训方案。研究结果发现，在实验过程中，被调查者对特殊需要学生工作本质的理解发生了变化。与双学位课程相比，大学教师培训课程General program 101 (Gen Ed 101)没有提供足够的培训，双学位课程提供深入的培训，最终在学校为文凭辩护和教学实践。双学位项目的学生有机会从两个项目中获得知识，并在导师的指导下进行比较，并将其修改为实习过程中遇到的具体案例。根据新泽西州教师和学校领导专业标准(2004年)，他们只有在就业后和与教师-导师一起工作的过程中，才感到准备好与有特殊教育需要的儿童一起工作。而那些班级里没有特殊教育学生的学生，根本就没有获得这些工作的实用技能。因此，辅导是帮助未来的教师在包容性课堂中发展技能的有力工具，只有双学位课程才能使未来的外语教师能够充分地与特殊需要的儿童一起工作，只有外语教师和特殊教师之间的个人经验和理解才能保证为特殊教育需要的儿童提供最舒适和富有成效的课堂氛围。关键词:特殊教育需求;包容的环境;夹杂物;森的学生;包容性的教育;外语教师;国家标准;一般培训计划。
{"title":"FOREIGN LANGUAGE TEACHERS’ PREPARATION TO WORK WITH SEN CHILDREN IN NEW JERSEY","authors":"Svitlana Shumaieva","doi":"10.31499/2706-6258.1(7).2022.261217","DOIUrl":"https://doi.org/10.31499/2706-6258.1(7).2022.261217","url":null,"abstract":"The article analyzes two university training programs for future teachers in New Jersey in accordance with the conditions of obtaining a diploma from the State Department of Education. As a result of the study, it was founded that the respondents’ understanding of the essence of working with students with special needs changed during the experiment. The university teacher’s training program General Program 101 (Gen Ed 101) does not provide adequate training, in contrast to the double degree program, which provides in-depth training, culminating in the defense of the diploma and teaching practice at school. Students in the double degree program had the opportunity to gain knowledge from two programs, compare them, and modify them to the specific cases they encounter during the internship under the guidance of teacher mentors. According to New Jersey Professional Standards for Teachers and School Leaders (2004), they felt ready to work with children with special educational needs only after employment and in the process of working together with teachers-mentors. And those students who did not have SEN students in their classes did not receive practical skills for such work at all. Thus, mentoring is a powerful tool to help future teachers develop skills in inclusive classrooms, only a double degree program can prepare future foreign language teachers to work adequately with children with special needs, only personal experience and understanding between a foreign language teacher and a special teacher can become a guarantee of the most comfortable and fruitful atmosphere for children with special educational needs in the classroom. \u0000Keywords: special educational needs; inclusive environment; inclusion; SEN student; inclusive education; foreign language teachers; state standards; general training program.","PeriodicalId":146718,"journal":{"name":"Psychological and Pedagogical Problems of Modern School","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126097615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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