№3, 2017

https://doi.org/10.28925/2078-1687.2017.3


CONTENT

 

THEORY OF PEDAGOGICAL PROCESS

 

Hu Rongxi

STRUCTURAL-FUNCTIONAL MODEL OF THE PROCESS OF ADAPTATION OF FOREIGN STUDENTS TO EDUCATIONAL ENVIRONMENT UNIVERSITIES OF UKRAINE

Xing Zhefu

PEDAGOGICAL CONDITIONS OF ORGANIZING SUPPORT FOR FOREIGN STUDENTS IN THE PROCESS OF ADAPTATION TO TRAINING IN UNIVERSITY OF UKRAINE

Koshil Oksana

THE STRUCTURE OF READINESS OF FUTURE KINDERGARTEN TEACHER TO DESIGN THE EDUCATIONAL ENVIRONMENT OF PRESCHOOL EDUCATIONAL INSTITUTION: THE THEORETICAL ASPECT

 

EUROPEAN EDUCATIONAL SPACE: CURRENT VECTORS OF DEVELOPMENT

 

Hryshchuk Yuliia

PEDAGOGICAL CONSTITUTION OF EUROPE: ESSENCE AND VALUE FOR EUROINTEGRATION OF EDUCATION IN UKRAINE

Kozak Luydmila

FEATURES OF THE PEDAGOGICAL EDUCATION ORGANIZATION IN HIGHER SCHOOLS OF FRANCE

Krystopchuk Tatiana

RESEARCH OF PEDAGOGICAL EDUCATION DEVELOPMENT IN THE REPUBLIC OF POLAND: CONCEPT AND SCIENTIFIC THESARUUS

Zakrevska Svitlana

RECOGNITION OF NON-FORMAL EDUCATION IN BELGIUM: THEORETICAL AND PRACTICAL ASPECTS

Gordiichuk Svitlana

PROVIDING QUALITY OF EDUCATIONAL ACTIVITIES IN HIGHER MEDICAL SCHOOL (INSTITUTION) BASED ON A PROCESS APPROACH

 

PRACTICE OF ORGANIZATION OF PEDAGOGICAL PROCESS

 

Batechko Nina

MODERN APPROACHES TO SELECTING METHODS OF TEACHING FUTURE HIGHER SCHOOL TEACHERS IN THE CONDITIONS OF MAGISTRACY

Lozova Olga

LEADERSHIP PSYCHOSEMANTICS IN THE EVERYDAY CONSCIOUSNESS OF STUDENTS

Zueva Larisa

ORGANIZATIONAL AND METHODICAL PRINCIPLES OF THE TRAINING «PSYCHOLOGICAL AND PEDAGOGICAL TECHNIQUES FOR THE DEVELOPMENT OF SKILLS OF SELF-REGULATION AND PREVENTION OF EMOTIONAL BURNOUT IN THE PROFESSIONAL ACTIVITY OF JUDGES»

Synekop Oksana

LEARNER AND ACTIVITY CENTERED APPROACH IN ENGLISH DIFFERENTIATED INSTRUCTION OF FUTURE IT-SPECIALISTS

Vlasiuk Olena

EDUCATIONAL PROCESS OF TRAINING SPECIALISTS OF DECORATIVE-APPLIED ART: THEORETICAL ANALYSIS

Kifenko Anna

THE CRITERIA AND LEVELS OF BUILDING MUSIC AURAL ACTIVITY IN PROSPECTIVE MUSIC TEACHERS AT THE LESSONS OF A TRAINING CHOIR

Pshenichnaya Natalya

RATIONALE FOR NECESSITY OF STUDYING DISCIPLINE «CHEMISTRY» BY FUTURE TEACHERS OF TECHNOLOGIES

Komisaryk Mariia, Balaieva Kateryna

INCREASING COGNITIVE ACTIVITY OF STUDENTS BY PARTICIPATION TO THEIR ESTABLISHMENT OF EDUCATIONAL-METHODOLOGICAL HANDBOOK

Brushnevska Irina

THE RESEARCH IN THE DEVELOPMENT OF COGNITIVE PROCESSES OF FIVE YEARS OLD CHILDREN WITH GENERAL SPEECH IMPAIRMENT

 

COMPETENCE AND CULTUROLOGICAL BASES OF PEDAGOGICAL PROCESS

 

Tуtarenko Inna

THE PHENOMENON OF SOCIAL AND CULTURAL FACTORS IN THE EDUCATIONAL SYSTEM FUNCTIONING

Pishchik Elena

PROFESSIONAL AND COMMUNICATIVE CULTURE INTERCONNECTION IN HEADS OF VOCATIONAL INSTITUTIONS

Red’ko Serhiy

COMMUNICATIVE COMPETENCE AS A BASIS OF SUCCESSFUL MANAGEMENT ACTIVITIES OF THE HEAD OF THE GENERAL EDUCATIONAL INSTITUTION

Chuiko Serhii

FORMATION OF ECOLOGICAL COMPETENCE OF FUTURE SPECIALISTS OF MOTOR TRANSPORT

Chernykh Olena

TEENAGER’S SAFE ONLINE BEHAVIOR AND THE LEVEL OF KEY COMPETENCIES DEVELOPMENT

 

STUDENT STUDIES

 

Fingerman Orly

GAME AS A TOOL OF EDUCATIONAL PROCESS FOR MENTALLY BACKWARD CHILDREN

Hu R. STRUCTURAL-FUNCTIONAL MODEL OF THE PROCESS OF ADAPTATION OF FOREIGN STUDENTS TO EDUCATIONAL ENVIRONMENT UNIVERSITIES OF UKRAINE
Hu Rongxi, PhD, Senior Lecturer of the Department of Oriental Languages and Translation at the Institute of Philology, Borys Grinchenko Kyiv University, 13-b Tymoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.713

Abstract

The article is devoted to the study of the main structural elements of the model of the process of adaptation of foreign students to the educational environment of higher educational institutions of Ukraine. The essence of the adaptation of foreign students to the educational environment of Ukrainian universities is defined, which is characterized as a complex process of active adaptation and development of the personality of the competitor of higher education in the educational space of the university of another state. The main positions of scientists on the presentation of the model of the process of adaptation of foreign students to the educational environment of universities of Ukraine are characterized in which the model is an artificially created object in the form of a schematic, symbolic forms or formulas that is very similar to the object or phenomena studied and reflects in a simpler and more general form Structure, properties, relationships and relationships between the elements of this object. As a basis in the modeling process, a structural-functional model was chosen that allows to display the composition, hierarchy of the components of the system of adaptation of foreign students and to reveal the relationship between the elements, to present the ways of functioning of this system. The essence and content of the structural and functional elements of the model of the process of adaptation of foreign students to the educational environment of higher educational institutions of Ukraine is analyzed and substantiated, namely: the conceptual-target block that characterizes the interaction of goals, objectives, methodological approaches (cultural, personal oriented, systemic), principles of adaptation Activities (systemic, humanizing, multicultural, dialogic, developmental and self-development); Content-activity block, which includes content, essence of adaptation activity, consists of information, value-communicative, technological components, the periods of the adaptation process (socio-interactive, socioeconomic and sociocompetent); Criterially-productive unit that, due to certain criteria (cognitive, motivational-value, emotional-volitional, organizational-activity), fixes the degree of approximation of the result of adaptation activity to the purpose of the model-the successful adaptation of foreign students.

Keywords: adaptation;  adaptation of foreign students;  educational environment;  model;  structural and functional model.

References
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Lebedeva, I. P. (2003). Strukturno-funkcional'noe modelirovanie v pedagogicheskom issledovanii [Structural-functional modeling in pedagogical research]. In Metodologija dissertacionnyh issledovanij problem obrazovanija v uslovijah ego modernizacii(pp. 55–59). Volgograd, Russian Federation (rus).
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Porokh, D. O. (2011). Sotsialno-pedahohichni umovy adaptatsii inozemnykh studentiv do navchannia u vyshchykh medychnykh navchalnykh zakladakh Ukrain [Socio-pedagogical conditions of adaptation of foreign students to study in higher educational institutions of Ukraine]. Candidate’s thesis. Luhansk, Ukraine (ukr).
Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. StudiesinHigherEducation, 1 (33), 63–75. doi: 10.1080/03075070701794833 (eng).

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Xing Zh. PEDAGOGICAL CONDITIONS OF ORGANIZING SUPPORT FOR FOREIGN STUDENTS IN THE PROCESS OF ADAPTATION TO TRAINING IN UNIVERSITY OF UKRAINE

Xing Zhefu, PhD, Senior Lecturer of the Department of Oriental Languages and Translation at the Institute of Philology, Borys Grinchenko Kyiv University,
13-b Tymoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.1417

Abstract

The essence and structure of adaptation of foreign students to study in higher educational institutions of Ukraine is defined in the article, which is characterized as a process of active adaptation of students to a new socio-cultural and educational environment. Characteristics of the pedagogical support of foreign students in the process of adaptation to the teaching in the universities of Ukraine are described, which is understood as a system of interaction between subjects of educational activity aimed at helping foreign students overcome a set of biological, psychological, pedagogical and social problems associated with interaction with a new socio-cultural and educational Environment to ensure a high level of adaptation. The model of pedagogical support of foreign students in the process of adaptation to training in universities of Ukraine as a system of scientifically grounded methods of influencing students is provided. It provides for a continuous increase in the adaptive capacity of foreign students on the basis of their inclusion in the process of professionally personal self-development, the consistent formation of qualities significant for mastering a new life situation. There is a model from the target, content-technological, monitoring and performance blocks, is based on a complex of methodological approaches: systemic, humanistic, synergetic, axiological, personal-oriented, environmental. The main positions of scientists on the pedagogical conditions of the successful implementation of the model of pedagogical support of foreign students in the process of adaptation to the teaching in the universities of Ukraine are presented. Pedagogical conditions of the effective organization of pedagogical support of foreign students in the process of adaptation to training in Ukrainian universities are analyzed, namely: the training of the pedagogical collective for work in the conditions of pedagogical support of foreign students; Creation of a multicultural social and pedagogical environment aimed at the organization of intercultural dialogue, the formation of tolerant relations.

Keywords:  adaptation;  аdaptation of foreign students;  model;  pedagogical conditions;  pedagogical support;  training.

References
Bekh, I. D. (1998). Osobystisno-zoriientovane vykhovannia [Personality-oriented education]. Kyiv, Ukraine: IZMN (ukr).
Lutai, V. S. (1996). Filosofiia suchasnoi osvity [The philosophy of modern education]. Kyiv, Ukraine (ukr).
Mikhailova, H. H., & Iusfin, S. M. (2002). Pedagogika podderzhki [Pedagogy of support]. Moscow, Russian Federation: MIROS (rus).
Mudrik, A. B. (2000). Sotsialnaia pedagogika [Social pedagogy]. Moscow, Russian Federation: Akademiia (rus).
Pavlovets, G. G. (2003). Sotsialno-psikhologicheskaia adaptatsiia vynuzhdennykh migrantov: Po materialam Severnogo Kavkaza [Socio-psychological adaptation of forced migrants: Based on materials from the North Caucasus]. Candidate’s thesis. Moscow, Russian Federation (rus).
Selivanov, B. C. (2000). Osnovy obshchei pedagogiki: teoriia i metodika vospitaniia [Fundamentals of General Pedagogy: Theory and Methods of Education]. Moscow, Russian Federation: Akademiia (rus).
Strelchenko, N. V. (1992). Formirovanie pozitivnogo otnosheniia k strane prebyvaniia u inostrannykh uchashchikhsia i uchebno-vospitatelnyi protsess [Formation of a positive attitude towards the host country among foreign students and the educational process]. Extended abstract of candidate’s thesis. Minsk, Russian Federation (rus).
Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. StudiesinHigherEducation, 1 (33), 63–75. doi: 10.1080/03075070701794833 (eng).


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Koshil O. THE STRUCTURE OF READINESS OF FUTURE KINDERGARTEN TEACHER TO DESIGN THE EDUCATIONAL ENVIRONMENT OF PRESCHOOL EDUCATIONAL INSTITUTION: THE THEORETICAL ASPECT

Koshil Oksana, Postgraduate of Department of Theory and History of Education, Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., 04053 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.1822

Abstract
The relevance of the research topic is determined by a wide range of scientific researches on the preparation of future kindergarten teachers of preschool educational institutions in the context of reforming the national education system.
Analysis of the source base has led to the conclusion that the development of scientific thought is increasingly demonstrating interest in project culture as the basis of a new educational paradigm, and the notion of pedagogical design is multidimensional, reflected in different theoretical models, determined by a variety of definitions and interpretations.
Scientific analysis of the provisions on the essence of pedagogical design showed that the design of the educational industry is the creation of large-scale projects aimed at solving urgent problems in the field of education and projects for the modernization of the educational process of a particular institution.
Therefore, in the study we consider pedagogical design in a preschool educational institution as an effective educational activity aimed at solving the problems of development of a child of preschool age.
In the article the main structural components of readiness of future kindergarten teacher to design the educational environment of preschool educational institution: value-motivational, informational-cognitive, operational-active, personal-creative, professional-reflexive have been proved.
Possible ways of informative and technological support for forming the readiness of future kindergarten teacher to design the educational environment of preschool educational institution have been described. The value of the project activity in educational process of preschool educational institution has been analyzed.
Keywords:  design;  educational environment of preschool educational institution;  preparation of the future kindergarten teacher;  project activity.
 
References
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Tsymbalaru, A. (2009) Semantyka poniatiinoho aparatu problemy pedahohichnoho proektuvannia [Semantics of the conceptual apparatus of the problem of pedagogical designing]. Nova pedahohichna dumka, 3, 30–35 (ukr).


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Hryshchuk Y. PEDAGOGICAL CONSTITUTIONOF EUROPE: ESSENCE AND VALUE FOR EUROINTEGRATION OF EDUCATION IN UKRAINE 

Hryshchuk Yuliia, Research Worker of Scientific-Research Laboratory of Educology, Borys Grinchenko Kyiv University, 13-b Tymoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.2327

Abstract

The article is devoted to the modern tendencies of the higher school development – the signing of the Pedagogical Constitution of Europe that will serve to be included of Ukrainian youth in European scientific, humanitarian and cultural space. The article focuses on the main provisions of the Pedagogical Constitution of Europe regarding the education teacher training programs; practices in professionaltraining ofteacher; main competencies that should have a teacher XXI century; academic mobility of teachers.

The adoption of the Pedagogical Constitution of Europe is fundamental importance for intensify educational reforms in Ukraine according to the challenges of European integration processes. By agreement of members of the Association of Rectors of pedagogical universities of Europe are envisaged next actions: general program development from the basic articles of the master training future teachers (history, philosophy, human rights, foundations of democracy) aimed at forming mental unity student - important features of the new teacher for a united Europe; training manuals («books to read» for students-teachers); creation of the Continental pedagogical university on territory of one of the countries of the European educational space.

Keywords:  Pedagogical Constitution of Europe;  professional training of teacher;  teacher.

References
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Kozak L. FEATURES OF THE PEDAGOGICAL EDUCATION ORGANIZATION IN HIGHER SCHOOLS OF FRANCE

Kozak Luydmila, EdD, Docent, Professor of the Department of Preschool Education Senior, Borys Grinchenko Kyiv University, 18/2 I. Shamo b., 02154 Kyiv, Ukraine, l.kozak @kubg.edu.ua

https://doi.org/10.28925/2078-1687.2017.3.2733

Abstract

The article shows the features of the organization of the French system of higher pedagogical education. In 2013 was finished the reorganization of universities, which structure is included The Higher Schools of preparation of pedagogical staff (fr. Les Écoles supérieures du professorat et de l’éducation (ESPE)).The article describes the stages of preparation pedagogical staff in newly created schools: the stage of general university preparation, during which future teachers acquire general scientific knowledges; the stage of professional preparation, which combines theoretical classes with pedagogical practice and should prepare the students for a competition for vacant teacher’s positions; the stage of professional pedagogical preparation, which includes didactic preparation and pedagogical internship in school; the stage of continuing education, which gives the opportunities to certification training and self-improvement. Revealed the features of professional pedagogical preparation of teachers: gaining pedagogical education on the base of a licensee diploma and competitive entrance examinations; passing state exams to define professional qualification, holding of which ensures the selection of worthy candidates for the position of school teachers; pedagogical internship, which has a purpose to simplify passing to practical activity and to develop scientific research skills of students.
Keywords: higher school of preparation of pedagogical staff;  master of studying, education and professional preparation;  pedagogical education;  reform of higher pedagogical education.

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Krystopchuk T. RESEARCH OF PEDAGOGICAL EDUCATION DEVELOPMENT IN THE REPUBLIC OF POLAND: CONCEPT AND SCIENTIFIC THESARUUS

Krystopchuk Tatiana, EdD, Associate Professor, Professor of Social Sciences Department, National University of Water and Environmental Engineering, 11 Soborna Str., 33000 Rivne, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.3438

Abstract 

The article substantiates the concept and scientific thesaurus of research on the development of pedagogical education in Poland. The concept of the study of the chosen problem, which is based on the priority of the monographic research and on the comparative, systemic, holistic, synergetic, and cultural approaches, is presented.
The author classifies the basic concepts of the research into three groups: concepts that reveal the theoretical foundations of the study of the development of pedagogical education; concepts that cover the structure of educational systems; concepts that define the structure and content of pedagogical education in the EU countries, in particular, in the Republic of Poland. A comparative analysis of the basic concepts of research used in European and national scientific discourse is carried out. It is shown that the content of the concept «education» in the domestic scientific space has been transformed and is now considered as a system of various educational institutions and establishments; pedagogical education is interpreted by native scholars as a specialized subsystem of the educational sphere, which envisages the training of pedagogical workers and thus provides an efficient educational sector.
It is noted that the concept «development trends» is considered as a priority trend in which the development of pedagogical education takes place in the context of educational, scientific, social and cultural changes in a rapidly changing society. It has been determined that in Polish researches, the most closely related to the content of «pedagogical education» in the domestic space is the concept of the totality of all higher education programs, after graduation of which graduates have the right to work as teachers.
Keywords:  content of education;  curriculum;  education;  educational levels;  pedagogical education;  postgraduate pedagogical education.

References
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Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (eng).
Stopińska-Pająk, A. (2006). Edukacja dorosłych. Doradca zawodowy. Rynek pracy. Warszawa, Polska: WSiP (pol).


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Zakrevska S. RECOGNITION OF NON-FORMAL EDUCATION IN BELGIUM: THEORETICAL AND PRACTICAL ASPECTS

Zakrevska Svitlana, PhD Researcher, Board Chair, Ukrainian Network for Education of Adults and Development of Innovation, 3/7 Dmytrievska Str., office 25, 01054 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.  

https://doi.org/10.28925/2078-1687.2017.3.3943

 Abstract 
The article analyzes the problematic and essential characteristics of the category «recognition of adult non-formal education», which is studied as a part of adult education development. The theoretical aspects of this problem and its realization in the process of conducting international comparative projects in the field of non-formal adult education are considered. The article mainly focuses on the experience of Belgium, where the issue of recognition of the results of adult non-formal education in the early years of 21st century occupies a special place within the overall education system of this country. As European experience shows, recognition of non-formal education can play a significant role in the employment and career growth of an adult person, who is in the process of social transformation or seeks professional development.
The first step in the process of recognition is to provide a registar of qualifications that can be obtained trough non-formal education. The credibility of an adult’s qualifications with recognition ofnon-formal learning outcomes can be strengthened by simplifying certain aspects of the recognition process. The recognition process itself must demonstrate credible, transparent and consistent results. The goal of «recognition of adult non-formal education» is, first of all, to ensure the employment of a person, increase his/her qualifications, release from a certain part or all program of formal education and harmonize the acquired competence and qualifications with national standards of education. Social recognition of the qualifications required requires significant work on standards development.
Thus, the idea of «recognition» is always associated with the fact that this process is long, analytical, and the procedure itself, is significantly veries in different countries. Accordingly, the results of the acquired competency become objectively understandable, regardless of how the adults received their knowledge, skills and competencies.
Keywords:  Belgian experience in non-formal education;  development of adult education;  recognition of non-formal education;  recognition of non-formal education;  trends in the adult education development.

References
Fuchila, O. M., & Balatskaya L. P. (2014). Features of non-formal adult education in modern Flanders (Belgium) [Osoblyvosti neformal’noyi osvity doroslykh u suchasniy Flandriyi (Bel’hiya)]. Pedagogy and Psychology of Vocational Education, 1, 192–198 (ukr).
Teresevičienė, М. (2008). Assessment and recognition of achievements of non-formal and informal learning-function in context of lifelong learning, achievemnets and challenges. Socialiniai tyrimai (Social Research), 67-73. Retrieved from http://journals.indexcopernicus.com/masterlist.php;SocINDEX:http://ww.ebscohost.com/titleLists/sn-coverage.htm (eng).
Dilnawaz, A. S. (1993). Comparative adult education research: methods and materials. International Journal of Lifelong Education, 12:2, 139-146. doi: 10.1080/0260137930120206 (eng).
Kleef, V. (2006). Building PLAR Through Theory: the Case for Implementing Prior Learning Assessment and Recognition in Adult Education Practice Settings. Unpublished master’s thesis. St. Francis Xavier University. Antigonish, Nova Scotia, Canadа (eng).
Doyle, J. (Ed.). (2005). OECD. Standards and Quality Assurance in Qualifications with Special Reference to the Recognition of Non-formal and Informal Learning. Report prepared for the OECD activity on the Role of National Qualifications Systems in Promoting Lifelong Learning. Retrieved from http://www. oecd.org/dataoecd/57/27/34376318 (eng).
Teresevičienė, M., Zuzevičiūtė, V., & Hyde, J. (2007). The Need of Validation and Recognition of Learning Outcomes Acquired Non-formally and Informally: Comparative Study. Validation and Recognition of Experiential Learning. The Final Book of The REACTION project. Kaunas, VDU, 7–23 (eng).
Werquin, P. (2009). Recognition of Non-Formal and Informal Learning: Country Practices. OECD, 68 (eng).
Werquin, P. (2011). Recognition of Non-formal and Informal Learning Outcomes: Theory and Evidence. National RPL Conference, SAQA, Johannesburg, 27 (eng).

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Gordiichuk S. PROVIDING QUALITY OF EDUCATIONAL ACTIVITIES IN HIGHER MEDICAL SCHOOL (INSTITUTION) BASED ON A PROCESS APPROACH

Gordiichuk Svitlana, PhD, Associate Professor of Natural Sciences and Humanities Chair, Vice Rector for Academic Affairs, Communal Higher Educational Institution «Zhytomyr Nursing Institute», 46/15 Velyka Berdychivska Str., 10002 Zhytomyr, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.4452

Abstract 

The article scientifically proved effectiveness the quality management of educational activities in higher medical schools based on a process approach, which allows the latter to be competitive in a single educational space and to train highly qualified medical staff capable of progressive development. It is emphasized that the process management of an educational institution should be based on principles: improvement of the organizational structure of HMEI, constant improvement professional skill of scientific and pedagogical staff, informatization of the educational process, systematization of document circulation in the field of management and organization of the educational process, involving students and employers in the process of ensuring the quality of education, periodic updating and improvement of curricula and educational programs, evaluating the effectiveness of teachers and student, improving teaching and learning processes, planning and controlling the activities of the HMEI. Deals with the structure and activities of the scheme process quality management system institution that trains medical professionals (specialists). Investigated the formation of relationships between the level of existing knowledge at education institutions and the level of acquired knowledge and skills from the disciplines of natural, social, humanitarian and professional training (clinical) disciplines in students of medical college.

It is proved that the level of professional competences acquired by students depends on the level formation of general and special competencies.

Keywords:  level formation of professional competence;  management;  medical education;  process approach;  quality of educational activities.

References
Gordiichuk, S. V. (2017). Diialnist tsentru ekspertyzy ta monitorynhu yakosti osvity yak skladovoi vnutrishnoi systemy zabezpechennia yakosti osvitnoi diialnosti u medychnomu navchalnomu zakladi [The activities centre for expertise and monitoring the quality of education as a part of an internal quality assurance system of educational activity in medical institution]. Scientific official gazette NUBIP of Ukraine. Series «Pedagogy, Psychology, Philosophy», 259, 58-67 (ukr).
Gordiichuk, S. V. (2016, a). Litsenziinyi intehrovanyi testovyi ispyt «Krok M» yak zasib diahnostyky yakosti osvitnoi diialnosti pidhotovky fakhivtsiv u medychnomu koledzhi [Integrated licensing test «Krok M» as a diagnostic means of educational activities which training specialists in the medical college]. Europeanhumanitiesstudies: educationandtraining, (І), 190-203 (ukr).
Gordiichuk, S. V. (2016, b). Yakist yak priorytetnyi napriam osvitnoi diialnosti medychnoho navchalnoho zakladu. [Quality as priority direction of educational activity of medical educational institution]. The official gazette of the Luhansk national university of T. Shevchenko (pedagogical sciences), 6(303), 100-107 (ukr).
Franchuk, N. P. (2014). Metodyka navchannia kompiutaryzovanoho perehliadu fakhovykh tekstiv maibutnikh uchyteliv informatyky. [Methodology for computerized translation professional texts future teachers of computer science].Extended abstract of candidate’s thesis. Kyiv, Ukraine(ukr).
Hvatova, O. O., & Gordiychuk, S. V. (2017). Protsesnyi pidkhid v systemi upravlinnia yakistiu osvitnoi diialnosti vyshchoho medychnoho navchalnoho zakladu. [Process approach in the system of quality management educational activity of higher medical educational institution]. Proceedings of the International Сongress (ukr).
Gordiichuk, S. (2017). Principles of Implementing an Electronic Progress Log at Zhytomyr Nursing Institute KVNZ. Recent Advances in Systems, Control and Information Technology. Proceedings of International Conference SCIT 2016. doi: 10.1007/978-3-319-48923-0 (eng).


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Batechko N. MODERN APPROACHES TO SELECTING METHODS OF TEACHING FUTURE HIGHER SCHOOL TEACHERS IN THE CONDITIONS OF MAGISTRACY

Batechko Nina, EdD, Head of Scientific-Research Laboratory of Educology, Borys Grinchenko Kyiv University, 13-b Tymoshenko Str., 04212 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.5359

Abstract 

The article substantiates modern approaches to selecting the methods of teaching future teachers in the magistracy. As a methodological basis of the research, an acme-synergetic approach has been chosen. The interconnection between the periods of training of future teachers in the magistracy (professional self-knowledge, professional self-education, professional self-education, professional self-improvement) with the selection of teaching methods is shown from the acme-synergetic positions.
The study allows us to state that the organization of the training of teachers of higher school in the conditions of a magistracy on an acme-synergetic basis can occur with the use of reproductive (explanatory, illustrative, reproductive), productive (problematic presentation of knowledge, partially exploratory, exploratory, research) methods and methods of stimulating the creative activity of undergraduates (discovery, developing games, simulations, training in cooperation, projects, training training).
It is proved that the combination of different methods of teaching future teachers of higher school in the magistracy makes it possible to solve the task in a complex with educational, educational and scientific work and accompanies the formation of readiness of future specialists for professional self-organization during the whole professional and pedagogical activity.
Keywords:  acme-synergetic approach;  master’s degree;  teacher of higher school;  teaching method.

References
Andryeyev, V. Y. (1996). Pedahohyka tvorcheskoho samorazvytyya [Pedagogy of creative self-development]. Kazan’, Russian Federetion: Yz-vo Kazanskoho un-ta (rus).
Batechko, N. H. (2014). Pidhotovka vykladachiv vyshchoyi shkoly v umovakh mahistratury: teoretyko-metodolohichni zasady [Training of teachers of higher school in the conditions of magistracy: theoretical and methodological foundations]. Kyiv, Ukraine: TOV «Vydavnyche pidpryyemstvo «EDEL’VEYS» (ukr).
Hura, O. I. (2008). Teoretyko-metodolohichni osnovy formuvannya psykho-pedahohichnoyi kompetentnosti vykladacha vyshchoho navchal’noho zakladu v umovakh mahistratury [Theoretical and methodological foundations of formation of psycho-pedagogical competence of a teacher of a higher educational institution in the conditions of a magistracy]. Extended abstract of Doctor’s thesis. Kyiv, Ukraine (ukr).
Luzan, P. H. (2003). Metody i formy orhanizatsiy i navchannya u vyshchiy ahrarniy shkoli [Methods and forms of organization of training inthehigher agrarian school]. Kyiv, Ukraine: Ahrarna osvita (ukr).
Machyns’ka, N. I. (2016). Mizhdystsyplinarnyy dyskurs pidhotovky maybutn’oho vykladacha v umovakh mahistratury [Interdisciplinary discourse on the training of a future teacher in a master’s degree]. Neperervnaprofesiynaosvita: teoriya i praktyka, 3(4). 35–38 (ukr).
Machyns’ka, N. I. (2013). Pedahohichna osvita mahistrantiv vyshchykh navchal’nykh zakladiv nepedahohichnoho profilyu [Pedagogical education of masters of higher educational institutions of non-pedagogical profile]. L’viv, Ukraine: L’vDUVS (ukr).
Nazola, O. V. (2013). Do problem poyednannya tradytsiynykh i suchasnykh metodiv navchannya inozemnykh mov [To the problem of combining traditional and modern methods of teaching foreign languages]. Perspektyvna profesiyna osvita: teoriya i praktyka, 1(2), 98–103 (ukr).
Shyshko, A. V. (2008). Formuvannya pedahohichnoyi kompetentnosti maybutn’oho vykladacha inozemnoyi movy u protsesi mahisters’koyi pidhotovky [Formation of pedagogical competence of the future teacher of a foreign language in the process of master’s training]. Extended abstract of candidate’s thesis. Kirovohrad, Ukraine (ukr).
Sysoyeva, S. O. (2011). Interaktyvni tekhnolohiyi navchannya doroslykh [Interactive adult learning technologies:]. Kyiv, Ukraine: VD «EKMO» (ukr).
Becker, W. E., & Watts, M. (1996). Chalk and talk: a national survey on teaching undergraduate economics. The American Econmic Review, Vol. 86 (2), 448–453 (eng).
Ognevyuk, V., & Sysoieva, S. (2015). Training of educational experts in Ukraine: experimental interdisciplinary program. Theadvancedsciencejournal, 6, 98–103. doi: 10.15550 / ASJ. 2015.06.098 (eng).


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Lozova O. LEADERSHIP PSYCHOSEMANTICS IN THE EVERYDAY CONSCIOUSNESS OF STUDENTS

Lozova Olga, EdD, Professor, Head of the Department of Practical Psychology, Borys Grinchenko Kyiv University, 18/2 I. Shamo bulv, 02154 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.6065

 Abstract 

The article explores the psychosemantical content of the leadership in the everyday consciousness of students. The legitimacy of studies of consciousness in adolescence (when young students are in need of peers opinions) was proved on the basis of up-to-date scientific sources. The theoretical, methodological and experimental bases of psycho-semantic studies of consciousness in adolescence are analyzed. A new approach in research of consciousnessof students was proposed basing on psychosemantical methods. It is shown that psychosemantical methods are specifically valid for an in-depth research of leadership semantics. The methods of free association experiment and semantic differential are used, along with the procedure of semantic-semiotic analysis through the semantic nests identification. The associational linkages and factor structures were analyzed. The gathered data proves validity of the «power» and «activity» factors in the attribution of the object’s leadership traits. The symbolism of leadership in the semantic field of the concept of the students’ Self is experimentaly analysed. The following indicators in the semantics of the notion of the «Self» are detected: courage, energy, freedom, nobility, strength, honesty, power, sophistication, kindness, openness. Indicators of leadership are found in the structure of the factors of semantization of the «Self». Despite this, the semantics of leadership does not constitute a separate factor in the minds of students. It is concluded that the actual students’ «Self» is realized in the socio-active ontological layer of life. Additionally, it affects mainly hedonistic, not leadership-related components of the students’ consciousness. All results of the original empirical research convincingly prove the importance of leadership-related components in the students’ consciousness.
Keywords:  everyday consciousness;  leadership;  psycho-semantics;  «Self»;  students.
 
References
Lozova, O. M. (2011). Etnichnyi heshtalt-kontekst yak sposib svitospryimannia etnosu [Ethnic Gestalt Context as a Way of Perception of the Ethnic]. Current problems of psychology: Ethnic psychology. Historical psychology. Psycholinguistics, 13 (4), 215–222 (ukr).
Lozova, O. M. (2011). Metodolohiia psykhosemantychnykh doslidzhen etnosu [Methodology of psychosemantic ethnos research]. Kyiv, Ukraine: Slovo (ukr).
Lozova, O. M. (2007). Semantyka etnichnykh avtostereotypiv ukraintsiv [Semantics of ethnic autostereotypes of Ukrainians]. Scientific journal of the National Pedagogical University named after M. P. Dragomanov. Series 12. Psychological sciences, 16 (40), 18–23 (ukr).
Lozova, O. M. (Ed.)., Yaremchuk, O. V., Dukhnich, O. Y., & Yablonska, T. M. (2014.) Etnopsykholohichnyi vymir Ukrainy: semiozys, mifotvorchist, identychnist [Ethno-psychological dimension of Ukraine: semiozis, myth-making, identity]. Kyiv, Ukraine: Interservice (ukr).
Petrenko, V. F., Gladkih, N. J., & Mitina, O. V. (2016). Psihosemanticheskij analiz vosprijatija politicheskih liderov (na materiale vyborki studentov iz Juzhnoj Korei) [Psychosemantic analysis of the perception of political leaders (based on the sample of students from South Korea)]. Bulletin of the Moscow University. Series 14. Psychology, 2, 64-87 (rus).
Tepliakov, M. M. (2002). Spryiniattia politychnykh lideriv v semantychnomu prostori studentiv-psykholohiv (peredvyborchi tekhnolohii) [Perceptions of political leaders in the semantic space of students-psychologists (election technology)]. Science and education, 1, 51-58 (ukr).
Shmeljov, A. G. (2000). Mnogoslojnost’ sub"ektivnoj semantiki i trudnosti ee «rassloenija» [The multilayeredness of subjective semantics and the difficulties of its «stratification»]. InD. A. Leontіev (Ed.), Psychology of subjective semantics in fundamental and applied research. Moscow, Russian Federation: Smysl (rus).
Alimbekova, A., Asylbekova, M., & Karimova, R. (2016). Development of Leadership Potential in Students within an Education Space of a Pedagogical University. International Journal of Environmental and Science Education, 11 (11), 4610-4616 (eng).
Fodor, J. A. (1989). Psychosemantics: the Problem of Meaning in the Philosophy of Mind. Cambridge, United Kingdom: MIT Press. doi: 10,2307 / 2215623 (eng).
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Polston-Murdoch, L. (2013). An Investigation of Path-Goal Theory, Relationship of Leadership Style Supervisor-Related Commitment, and Gender. Emerging Leadership Journeys, 6 (1), 13-44 (eng).
Sobkin, V. S., & Mnatsakanyan, М. А. (2015). Perception of Political Leaders in Modern School Students (A Psychosemantic Research). Social Psychology and Society, 6 (4), 41–59. doi: 10.17759/sps.2015060404 (eng).
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Zueva L. ORGANIZATIONAL AND METHODICAL PRINCIPLES OF THE TRAINING «PSYCHOLOGICAL AND PEDAGOGICAL TECHNIQUES FOR THE DEVELOPMENT OF SKILLS OF SELF-REGULATION AND PREVENTION OF EMOTIONAL BURNOUT IN THE PROFESSIONAL ACTIVITY OF JUDGES»

Zueva Larisa, PhD, Associate Professor of the Department of Political Science, Odessa National Polytechnic University; Lecturer of the National School of Judges of Ukraine, Judge Odessa Administrative Court of Appeal, 19 Sofiivska Str., 65089 Odessa, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.6671

  Abstract 
The article reveals the essence and methods of application of psychological and pedagogical techniques of professional skills of self-control and prevention of deformation in the activity of judges. The features of realization of didactic triad models: professional adaptation; self-improvement; professional skills as theoretical and methodological bases of vocational training of judges. The profession of judge is one of the most complex and socially responsible in the world. In order to successfully solve the potential problems that constantly arise in the work of the judge, there is an urgent need for training judges to use psycho-pedagogical techniques for the development of self-regulation skills and the prevention of emotional burnout in professional activities as a special task for a judge-teacher.
In any system of justice, judicial training has only one purpose: to make a candidate for a judge or professional position a competent, independent and impartial judge; such qualities as are known, set out in the European Charter on the Statute of Judges. It is interesting that the document also states that the judge must constantly strive to improve general human qualities, as well as outlining the competence of the judge, the structure of competence, and therefore the main content of judicial training. In the current conditions of the moral crisis, most of the clearly formulated truths and landmarks of the past are ignored, and most often neglected. Respect for the rights of the individual, dignity, freedom, benevolence and other moral qualities cannot be brought into society only from the outside. Publications of scientists, public figures, journalists, representatives of the judiciary corps indicate the importance of the issues raised in assessing the integrity of judges.
Keywords:  emotional burnout;  pedagogical mastery;  psycho-pedagogical technology;  self-improvement of the judge;  self-regulation;  system of judicial education.

References
Zuieva, L. Ye. (2017). Doslidzhennia teoretychnykh zasad psykholoho-pedahohichnoi pidhotovky profesiinykh suddiv u systemi suddivskoi osvity [Research of theoretical foundations of psychological and pedagogical training of professional judges in the system of judicial education]. ScienceRise: Pedagogical Education, 33–36 (ukr).
Ziaziun, I. A. (2000). Pedahohika dobra: idealy i realii [Pedagogy of good: ideals and realities]. Kyiv, Ukraine: MAUP (ukr).
Kozak, L. V. (2006). Osobystisno oriientovane navchannia pryrodoznavstva maibutnikh vykhovateliv doshkilnykh navchalnykh zakladiv u pedahohichnomu koledzhi [Personally oriented study of natural sciences of future teachers of pre-school educational institutions at the pedagogical college]. Candidate’s thesis. Kyiv, Ukraine (ukr).
Leonova, I. V. (2003). Osobennosti social’no-pedagogicheskoj raboty s viktimnymi det’mi [Features of social and pedagogical work with victim children]. Candidate’s thesis, Vladimir, Russian Federation (ukr).
Potapova, I. Yu. (2008). Moralne vykhovannia starshoklasnykiv u protsesi vyvchennia predmetiv pryrodnycho-matematychnoho tsyklu [Moral upbringing of senior pupils in the process of studying subjects of the natural-mathematical cycle]. Candidate’s thesis. Odesa, Ukraine (ukr).
Rubinshtejn, S. L. (2000). Osnovy obshhej psihologii [Fundamentals of General Psychology]. Saint Petersburg, Russian Federation: Piter (rus).
Semenova, A. V. (2009). Teoretychni i metodychni zasady zastosuvannia paradyhmalnoho modeliuvannia u profesiinii pidhotovtsi maibutnikh uchyteliv [Theoretical and methodical principles of application of paradigm modeling in the training of future teachers]. Doctor’s thesis. Ternopil, Ukraine (ukr).
Sharapa, H. (2012). Osnovni skladovi psykholoho-pedahohichnoi pidhotovky vchytelia do vykonannia kompensatsiinoi funktsii shchodo nepovnotsinnosti osobystosti [The main components of psychological and pedagogical preparation of teacher to perform a compensatory function in relation to inferiority of personality]. Molod i rynok, 6 (89), 131−136 (ukr).
Yahupov, V. V. (2002). Pedahohika [Pedagogy]. Kyiv, Ukraine: Lybid (ukr).
European Charter on the Statute for Judges, DAJ/DOC (98) 23, adopted on 8-10 July 1998 by the Council of Europe, article 1.1. Retrieved from http://www.coe.int/ t/dghl/monitoring/greco/evaluations/round4/European-Charter-on-Statute-of-Judges_EN.pdf (eng).

 

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Synekop O. LEARNER AND ACTIVITY CENTERED APPROACH INENGLISH DIFFERENTIATED INSTRUCTION OF FUTURE IT-SPECIALISTS 

Synekop Oksana, PhD, Assistant Professor of Department of English for Engineering, Faculty of Linguistics, National Technical University of Ukraine «Igor Sikorsky Kyiv Polytechnic Institute», 37 Peremohy Ave., 03056 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.7177

 Abstract 

Formation of the integrated personality of the future specialist in the field of information technologies and the special organization of English teaching-learning process based on the professional realities are the basis of the learner and activity approach in differentiated instruction of non-linguistic higher educational institution. The author analyzes the individual psychological features of the student, which are strengthened by a certain learning style (sensory modality, type of thinking, psychotype, the way of decision making, the way of managing ideas, the approach to the organization of learning activity), the language proficiency level, the autonomy level. Thinking, memory, perception, attention and interests of the future specialists in the field of information technologies are characterized. Foreign-language activity, which is built on professional(project, technological, organizational and managerical, research) one, is characterized.Such an activity creates minimum conditions for reflecting  professional reality and possibility for foreign language communication of the future specialist in the field of information technologies. Foreign-language activity is considered as a two-way and interconnected process of learning, based on the student’s mastery of English for specific purposes in accordance with a certain level of command of a foreign language and study, which, on the other hand, is carried out by a teacher. One of the components of foreign language activity is reflection. It combines analysis-assessment, comprehension of difficulties and rethinking-correction. According to this research the individual and group reflection has been outlined.
Keywords:  English teaching;  differentiated instruction;  future specialists in the field of information technologies;  learner and activity centered approach;  reflection.

References
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Zadorozhna, I. P. (2012). Teoretyko-metodychni zasady orghanizaciji samostijnoji roboty majbutnikh uchyteliv z ovolodinnja anghlomovnoju komunikatyvnoju kompetencijeju [Theoretical and methodical principles of organization of independent work of future teachers on mastering English-language communicative competence]. Doctor’s thesis. Kyiv, Ukraine (ukr).
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Vlasiuk O. EDUCATIONAL PROCESS OF TRAINING SPECIALISTS OF DECORATIVE-APPLIED ART: THEORETICAL ANALYSIS 

Vlasiuk Olena, PhD, Associate Professor of Art and Decorative and Applied Art Department, Rivne State University for the Humanities, 12 Stepan Bandera Str., 33000 Rivne, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.7883

Abstract 

ThepresentsocialandpoliticalsituationinUkrainedemandsthenecessityinhighlyqualifiedcompetitivespecialist, capableofperformingvariousjobs, ready for creative search and innovations. Due to this fact, Ukrainian educational policy, which is presented in the laws «About Education», «About Higher Education», «The Concepts of Professional Art Education» and «National Doctrine of the Ukrainian Education Development in the XXI-th Century», is generally directed at the modernization of the strategy and innovation of the content of professional Art education and in particular providing it with methods. 
Similarly, intheconditionsofspiritualrevivalofthecountrytheproblemofculturalidentificationoftheUkrainianyouthisgaininggreatimportance, whichisbeingdonebymeansofacquiringtheculturalinheritance of the Ukrainian people. These tasks are especially actual for the professional training of the future Decorative and Applied Art artists, which is aimed at providing students’ acquisition both with traditional and modern technologies of producing Art items, understanding the values of the ancient Folk Art traditions.
At present in Ukraine two various tendencies are being observed. One vector is leading to the degradation of culture, loss of values orientation with many people – on the other hand, the struggle for the national self-identification of all Ukrainian people and revival of the national culture are going from strength to strength. Transformation of ideas, uncertainty in the future, premonition of close historical and social transformations fill the souls of people with anxiety, but encourage creative intellectuals to search new ideals in life and creative work.
Studying the theoretical sources on the problem of professional training of the future Decorative and Applied Art specialists has made it possible to analyze modern understanding of the problem in the scientific and theoretical sources and to define the essence of the phenomenon «professional training of Decorative and Applied Art specialists».
Keywords:  analysis;  Decorative and Applied Art;  formation of a specialist;  grounding;  literature;  professional training;  studying;  specialists of Decorative and Applied Art;  synthesis;  theoretical works.

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Kifenko A. THE CRITERIA AND LEVELS OF BUILDING MUSIC AURAL ACTIVITY IN PROSPECTIVE MUSIC TEACHERS AT THE LESSONS OF A TRAINING CHOIR 

Kifenko Anna, Lecturer of University College, Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudryavska Str., 04053 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.8488

Abstract  

The article shows the research results of the criteria and levels of building music aural activity in prospective music teachers at the lessons of a training choir. The author accepts the general structure of music aural activity, encompassing interconnection and interaction of motivation and value, acoustic and physiological as well as creative and performing components. The methods of estimating the given indicators have been substantiated. We have studied the motives, underlying choristers’ views, preferences and their music and aesthetic tastes. All of them determine the substance of their professional and social competence, the main pivot and the core of a personality, thus forming the contents of motivation and value sphere of participants in a training choir as one of the basic criteria of its music performing competence. There have been described the techniques of estimating all indicators of building music and aural activity.
The high level of mature MAA points to the chorister’s ability to perform the correct and conscious self-analysis and clarifies itself by the skill to name precisely his/her music and performance mistakes and to correct most of them. A student with an average level of mature MAA is characteristic of performing an incomplete self-analysis, conveying the ability to show his/her mistakes partly and correct them in the same partial way, i.e. only the purity of intonation or only the accuracy of a rhythmic pattern. The rest of mistakes are shown by the choir’s director. The student explains the reason of the following mistake, but not always correctly, as there is no interconnection between his performance and self-analysis. Students with a low level of building MAA are characteristic of an insufficient self-analysis, expressing itself in their disability to find and correct music performing mistakes, made during singing and relating to the purity of intonation, the accuracy of metro-rhythm, the dynamics variety and the correct diction and articulation.
Keywords:  choir;  music aural activity;  music pedagogy prospective;  music teacher.
References
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Pshenichnaya N. RATIONALE FOR NECESSITY OF STUDYING DISCIPLINE «CHEMISTRY» BY FUTURE TEACHERS OF TECHNOLOGIES

Pshenichnaya Natalya, Teacher, Berdyansk Economics and Humanities College, 13/2West Ave., 71100 Berdyansk, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.8994

 Abstract  
In accordance with the state standard of basic and complete secondary education, the educational branch of «Technology» forms a technically and technologically educated personality that is prepared for life and active labor activity in the conditions of modern society. Profile education allows to improve the quality of education and to maximally take into account the interests and abilities of students, prepare them for a meaningful choice of profession. To implement the basic provisions of the Concept of Professional Education, higher education institutions should carry out training of specialists able to meet the needs of a modern school. Essential to the professional development of the future teacher of labor training and technology is the study of fundamental disciplines, among which an important role belongs to chemistry. It can be concluded that the teaching of discipline «Chemistry» is appropriate for the training of professionals 014 Secondary Education (Labor training and technology).  Analysis of the content of school curricula reveals that that in preparing future teachers of chemistry technologies need to consider issues relating to atomic structure, periodic update knowledge of the law, to deepen understanding of the chemical and physical properties of metals to non-metals.  It is necessary to deepen the knowledge about the classification of inorganic and organic substances, solutions, redox reactions, questions electrochemistry, energy chemical reactions, the rate of chemical reactions. It is advisable to familiarize students with issues of chemical engineering. Indicative content of the discipline «Chemistry» for future teachers of technology discovered in his work.  The specifics of teaching methods and effectiveness are the subject of further research and will be presented in the following publications.
Keywords:  basic disciplines;  chemistry;  labor training;  specialized education;  professional competence;  technology;  training future teachers.
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Komisaryk M., Balaieva K. INCREASING COGNITIVE ACTIVITY OF STUDENTS BY PARTICIPATION TO THEIR ESTABLISHMENT OF EDUCATIONAL-METHODOLOGICAL HANDBOOK

Komisaryk Mariia, PhD, Yuriy Fedkovych Chernivtsi National University, 2 Kotsyubynsky Str., 58012 Chernivtsi, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.
Balaieva Kateryna, PhD, Yuriy Fedkovych Chernivtsi National University, 2 Kotsyubynsky Str., 58012 Chernivtsi, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.9599

 Abstract   

The article is devoted to the problems of raising the cognitive activity of students. Considered and analyzed the concepts that reveal the scientific field of the topic (cognitive activity, teaching aids). A new view is presented on how to improve the cognitive activity of students (adding them to the creation of teaching aids).
On the example of two educational disciplines («Computer technologies in work with children» and «Pedagogy preschool») the main ways of improving the process of raising the cognitive activity of students in the process of their professional training are provided by adding them to the creation of teaching aids. The article proposes to involve students in the development of teaching aids in the following topics: «Using computer games and programs in work with preschool children», «Creating documents and working with them» and «Visual presentation of teaching materials by means of graphic and video -editors» («Computer technologies in work with children» and «Pedagogy preschool»), as well as «Foreign systems of preschool education» and «Directions of upbringing children of preschool age» (Pedagogy preschool). The indicative schemes of information representation are given.
On the basis of preliminary conclusions, we see certain reserves for increasing the cognitive activity of students in the organization of such work, which would involve them in the creation of teaching aids. Prospects for further research into the excited scientific problem we see in the study and improvement of the content of the professional training of future educators by creating opportunities for the inclusion of students in the creation of manuals on the results of their scientific research..
Keywords:  cognitive activity;  educational process;  educational-methodical manual.
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Brushnevska I. THE RESEARCH IN THE DEVELOPMENT OF COGNITIVE PROCESSES OF FIVE YEARS OLD CHILDREN WITH GENERAL SPEECH IMPAIRMENT 

Brushnevska Irina, Senior Lecturer, East European National University named after Lesya Ukrainka, 13 Volya Ave., 43025 Lutsk, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.100105

  Abstract  

The study the main components of the children’s speech activity are of a great importance at the present stage of the special pre-school pedagogy development. Scientists use the latest scientific data about the psycholinguistic structure of speech activity, its psychological mechanisms. The problem of forming the communicative component of children’s speech activity in dysontogenesis are analyzed in a small number of works in the field of speech therapy (L. Andrusyshyna, J. Ribcun, E. Sobotovich, W. Tishchenko and others). It confirms the relevance of further research in this field.
The author of this article presents the results of the experimental research in cognitive processes development, namely perception and awareness of five years old children with GSI (General Speech Impairment). He analyzes and characterizes the violation mechanisms and indicates their interdependence. The author notes that the auditory attention limitation and the auditory control limitation can cause the hearing impairment and can be one of the reasons of insufficient speech development of five years old children with GSI. Quite high indicators of visual memory amount of the preschool children are an important prerequisite of the figurative thinking formation. However, the research revealed the insufficient amount of spontaneous and long-term memorization (visual and auditory), which is caused by the left brain hemisphere dysfunction of children with GSI, the imperfection of the procedures such as spatial analysis and synthesis and the probabilistic forecasting. It denotes that the identified deficiencies are one of causes of the deficient development of speech activity of a mentioned children’s category. We will work out the methodological content of the communicative component formation of five years old children with GSI on the basis of these results.
Keywords:  five years old children;  General Speech Impairment;  memory;  research;  speech activity.
References
Andrusyshyna, L. Je. (2012). Osoblyvosti intelektualjnogho rozvytku ditej starshogho doshkiljnogho viku iz zaghaljnym nedorozvytkom movlennja [Features of intellectual development of children of senior preschool age are with the General Speech Impairment]. Candidate’s thesis. Kyiv, Ukraine (ukr).
Ball,Gh. O. (2012). Integhratyvno-osobystisnyj pidkhid u psykhologhichnij nauci ta praktyci [Integrativno-personality approach in psychological science and practice]. Kirovoghrad, Ukraine: Imeks-LTD (ukr).
Kuznecov, M. A., & Zotova, L. N. (2016). Psihologicheskie mehanizmy i determinanty podderzhanija zdorov’ja cheloveka [Psychological mechanisms and determinants of maintaining human health]. Vіsnik HNPU G. S. Skovorodi. Psihologіja, 53, 102–125. doi: dx.doi.org/10.5281/zenodo.44721 (rus).
Ribcun, Ju. V. (2011). Naukovo metodychne zabezpechennja realizaciji specialjnoji osvity ditej iz ZNM [Scientific methodological support implementation of special education for children with GSI]. Loghoped, 8 (8), 4–11 (ukr).
Sysoieva, S. O. (1998). Pedaghoghichna tvorchistj [Pedagogical creativity]. Kyiv, Ukraine: Karavela (ukr).
Sobotovich, E. F. (1997). Psiholingvisticheskaja struktura rechevoj dejatel’nosti i mehanizmy ee formirovanija [Psycholinguistic structure of speech activity and mechanisms of its formation]. Kyiv, Ukraine: ІZMN, 44 (rus).


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Tуtarenko I. THE PHENOMENON OF SOCIAL AND CULTURAL FACTORS IN THE EDUCATIONAL SYSTEM FUNCTIONING 

Tуtarenko Inna, PhD, Associate Professor, Scientific Secretary of the Department of General Pedagogy and Philosophy of Education, National Academy of Educational Sciences of Ukraine, 52-а Sichovykh Striltsiv Str., 04053 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.106111

  Abstract

The article analyzes the factors that determine the content of education and influence the educational process; shows the relationship between the formation and implementation of educational policies, the educational system of the social conditions and the development of human culture, grounded tendency to strengthen the effectiveness of education due to updating of social and cultural factors in the educational process. Formulation and implementation of educational policies, the educational system as a whole must be linked to social conditions and cultural development. The quality and effectiveness of education is influenced by socio-cultural factors that are found in the educational process and determine the content of training, especially the training, the results of the learning process. The combinations of social and cultural factors have a huge impact on the public consciousness a new system of values and views on the education system in general and the development of the concept of learning objectives in particular. As the requirements of society to improve education and culture are increasing population, education system should be clearly focused on preparing young people for the future allowing for the social and cultural factors in order to improve today’s social and personal life.
Keywords:  culturological factors;  factors;  social factors;  socio-cultural factors.
References
Andreiko, I. V. (2009). Osoblyvosti vplyvu osvity ta kultury na formuvannia osobystosti v konteksti suchasnykh realii hlobalizatsii [Features of the influence of education and culture on the formation of personality in the context of modern realities of globalization]. VISNYK NTUU «KPI». Filosofiia. Psykholohiia. Pedahohika, (3), 14-18 (ukr).
Burd’e, P. (1998). Struktura, gabitus, praktika [Structure, habit, practice]. Zhurnal sociologii i social’noj antropologii, T. I, (2) (rus).
Zinchenko, V. O. (2011). Yakist vyshchoi osvity: chynnyky vplyvu [Quality of Higher Education: Impact Factors]. Osvita Donbasu, (4), 55-59 (ukr).
Ziaziun, I. A. (2006). Estetychni zasady rozvytku osobystosti [Aesthetic principles of personality development]. In N. H. Nychkalo (Ed.) Mystetstvo u rozvytku osobystosti. Chernivtsi, Ukraine: Zelena Bukovyna (ukr).
Karpiuk, O. A. (2009). Faktory formuvannia ta rozvytku rynku osvitnikh po sluh [Factors of formation and development of the market of educational services]. Ekonomika. Upravlinnia. Innovatsii : elektronne nauk. fakh. vyd. Zhytomyr. derzh. un-tu im. I. Franka. Retrieved from http//www.nbuv.gov.ua/e-journals/eui/2009_1/ 09koarop.pdf (ukr).
Muhametzjanova, G. V., Smirnov, V. N., & Kljueva, O. R. (2000). Obrazovanie v uslovijah social’noj rynochnoj jekonomiki[Education in a social market economy]. Kazan’, Russian Federation: ISPO RAO (rus).
Poniattia pro zmist vykhovannia [The concept of the content of education].Retrieved from http://readbookz.com/book/172/5493.html (ukr).
Soderzhanie obrazovanija [The content of education]. Retrieved from http://txtb.ru/86/7.html (rus).
Shabunova, A. O. (2014). Kulturolohichni chynnyky v osvitnikh transformatsiiakh [Cultural factors in educational transformations]. Proceedings of the International Conference. Odesa, Ukraine: Natsionalnyi universytet «Odeska yurydychna akademiia», 156-157 (ukr).
Shchudlo, S. A. (2013). Yakist vyshchoi pedahohichnoi osvity: chynnyky ta mekhanizmy zabezpechennia v umovakh suchasnoho suspilstva [The quality of higher pedagogical education: factors and mechanisms of provision in a modern society]. Doctor’s thesis. Kharkiv, Ukraine (ukr).
Banks, J. (2001). Cultural Diversity and Education: Foundations, Curriculum and Teaching (eng).
Ognevyuk, V., & Sysoieva, S. (2015). Training of educational experts in Ukraine: experimental interdisciplinary program. The advanced science journal, (6), 98-103. doi: 10.15550/ASJ.2015.06.098 (eng).


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Pishchik E. PROFESSIONAL AND COMMUNICATIVE CULTURE INTERCONNECTION IN HEADS OF VOCATIONAL INSTITUTIONS 

Pishchik Elena, Research Intern, State Higher Educational Institution «University of Education Management» NAPS of Ukraine; Deputy Director on Educational Work, the Highest Category Teacher Specialist, Teacher-Methodist, State Vocational-Technical Educational Institutions «Chernihiv Center for Vocational Education», 7-a Kozatska Str., 14037 Chernigiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.111116

 Abstract 

The article considers the problem of readiness to development of communicative culture as the concept of professional culture of heads of vocational training institutions. The basic approaches to understanding their relationship and defining the essence of communicative culture in the management of the school as a major component of effective development of the head.
Theoretical analysis of determination of essence of communicative culture and the characteristics of managerial activities of head of the educational institution allowed us to determine that the communicative culture of the head is an integral part of a professional and managerial culture, challenging personal growth, is a dynamic system of knowledge about cultural norms and rules, the public accepted models of interaction, communication and exchange of information.
The development of professional identity in the study is considered as a complex system consisting of several components, one of which is communicative readiness and professional communication is its subsystem.
The essence of development of communicative culture is an independent part of the whole training, and then the understanding of readiness for professional communication integrates with the training Manager. That is, the relationship professional and communicative culture of the personality is seen through the prism of the structure of postgraduate training.
Keywords: communicative culture;  communicative readiness;  head of vocational educational institutions;  professional communication;  professional culture;  professional work.
References
Barabanshhykiv, A. V., & Mucyny, S. S. (1985). Pedaghoghichnakuljturaoficera [Educational culture of an officer]. Moscow, Russian Federation (rus).
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Volkova, N. P. (2006). Profesiino-pedahohichna komunikatsiia [Professional-pedagogical communication]. Kyiv, Ukraine: Publishing Center «Academy» (ukr).
Desyaeva, N. D., & Lebedjeva, T. A. (2003). Kultura movy pedahoha [Culture of the teacher’s language]. Moscow, Russian Federation: Publishing Center: Russian Federation «Academy» (rus).
Znamenskaya, S. V. (2004). Pedahohycheskye uslovyia formyrovanyia kommunykatyvnoi kulturы studentov v protsesse professyonalnoi podhotovky v vuze [Pedagogical conditions of formation of the communicative culture of students in the process of vocational training in high school]. Doctor’s thesis. Stavropol, Russian Federation (rus).
Korniyka, O. M. (2011). Porivnialnyi analiz rozvytku komunikatyvnoi kompetentnosti fakhivtsia u period yoho pervynnoi i vtorynnoi profesionalizatsii [Comparative analysis of the development of the communicative competence of a specialist during his primary and secondary professionalization]. Sb. sciences Kamyanets-Podilsky National University named after Ivan Ogienko, Institute of Psychology by G. S. Kostyuk of NAPS of Ukraine. S. D. Maksimenko, L. A. Onufriyeva (Eds.), 31–40 (ukr).
Mukhamedzyanova, E. K., Patenko, G. R., & Goryacheva, O. N. (2016). Sovremennaja kommunikativnaja kul’tura: formy, jazyk, osobennosti realizacii [Contemporary communicative culture: forms, language, features of realization]. International Scientific and Research Journal, № 6 (48) Part 4, 53–56. Retrieved from https://research-journal.org/languages/sovremennaya-kommunikativnaya-kultura-formy-yazyk-osobennosti-realizacii/. doi: 10.18454 / IRJ.2016.48.052 (rus).
Rudenko, L. А. (2012). Fakhove spilkuvannia v konteksti vykhovannia osobystosti profesionala [Professional communication in the context of professional education]. In Jan Zimnego, Drama Romana Krola (Eds.), Wartości drąka ku zzastanują: praca zbiorowa (pp. 288–302) (ukr).
Slastonin, V. A., & Kashirin, V. P. (2004). Psykholohiia i pedahohika [Psychology and Pedagogy]. Moscow, Russian Federation: Academy (rus).
Sokolova, V. V. (1995). Kultura movy ta kultura spilkuvannia [Culture of language and culture of communication]. Moscow, Russian Federation: Prosvita (rus).
Ukhtomsky, A. A. (1978). Vybrani pratsi [Selected Works]. Moscow, Russian Federation: Nauka, Leningrad Branch (rus).
Shevtsova, E. V. (2003). Formirovanie kommunikativnoj kul’tury lichnosti studentov v uslovijah vysshego dopolnitel’nogo lingvisticheskogo obrazovanija [The formation of a communicative culture of students’ identity in the conditions of higher supplementary linguistic education]: Dis. ... Candidate ped Sciences: 13.00.08: Stavropol, Russian Federation (rus).
Yaschenko, E. M. (2005). Komunikatyvna kultura suchasnykh studentiv [The communicative culture of modern students]. Scientific notes of Ternopil National Pedagogical University named after. V. Hnatyuk, 4, 40–45 (ukr).



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Red’ko S. COMMUNICATIVE COMPETENCE AS A BASIS OF SUCCESSFUL MANAGEMENT ACTIVITIES OF THE HEAD OF THE GENERAL EDUCATIONAL INSTITUTION 

Red’ko Serhiy, PhD, Assistant Professor of Management Department, Borys Grinchenko Kyiv University, 18/2Bulvarno-Kudryavska Str., 04053 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.116122

 Abstract  

The article is devoted to the problem of forming the communicative competence of the director of a comprehensive educational institution as a factor in the success of his activity.
The success of a comprehensive educational institution depends on many factors, but it is primarily ensured by the cooperation of responsible, initiative educators and the leader, based on the ability to build effective communication. The success of managerial communication is determined by the quality of the communication process, the manager’s ability to perceive and convey information, his ability to understand the interlocutors – pedagogical workers, students, their parents.
Due to the special feature of the training of managers of the education industry and the improvement of their qualifications, considerable attention should be paid to the diversification of conditions and ways of optimizing the management process, among which the most important, in our opinion, is the special communicative preparation of the head, especially the newly appointed school principal.
Emphasize the following components of communicative competence: orientation in a variety of communication situations, which is based on the individual’s knowledge and life experiences; the ability to effectively interact with the environment through the understanding of oneself and others with a permanent modification of mental states, interpersonal relationships and conditions of the social environment; adequate orientation of the individual in himself - his own psychological potential, the potential of the partner, in the situation; readiness and ability to build contact with partners; internal means of regulating communicative actions; knowledge, skills and skills of constructive communication; internal resources, necessary for constructing effective action in a definite range of situations of interpersonal interaction.
The communicative competence of the head of an educational institution implies the availability of such abilities: to provide socio-psychological forecast of the communicative situation, in which the process of communication takes place; Psychologically program the process of communication, relying on the peculiarity of the communicative situation; to carry out social-psychological management of the process of communication in a communicative situation. The communicative competence of the head of the educational institution cannot be considered as a constant personal characteristic and to represent it as a closed individual experience. The communicative competence can and must be developed, in particular in the system of training of heads of educational institutions.
Keywords:  communicative competence;  head of a comprehensive educational institution; managerial communication.
References
Bilyk, N. I. (2015). Fenomen rehional’noyi osvitn’oyi systemy pidvyshchennya kvalifikatsiyi pedahohichnykh pratsivnykiv [The phenomenon of a regional educational system for improving the skills of teaching staff]. ScientificJournal «Science Rise». Pedahohichnaosvita, T. 12/5 (17), 4-9. doi: http://journals.uran.ua/sciencerise/article/view/56941/53450 (ukr).
Branits’ka, T. R. (2016). Psykholoho-pedahohichni umovy formuvannya konfliktolohichnoyi kul’tury maybutnikh fakhivtsiv sotsionomichnykh profesiy [Psychological and pedagogical conditions of the formation of conflictological culture of future specialists of socio-occupational professions]. Scientific Journal «Science Rise». Psykholohichninauky, T. 8/1 (25), 49-53. doi: http://journals.uran.ua/sciencerise/article/view/75507/72471 (ukr).
Hrynchuk, O. I. (2003). Osoblyvosti formuvannya komunikatyvnoyi kompetentnosti maybutnikh kerivnykiv na etapi profesiynoyi pidhotovky [Features of formation of communicative competence of future managers at the stage of professional training]. In L. L. Tovazhnyans’kiy, O. H. Romanovs’kiy (Eds.).Problemytaperspektyvyformuvannyanatsional’noyihumanitarno-tekhnichnoyiosvity. Vyp. 2(6). Kharkiv, Ukraine: NTU «KHPI» (ukr).
Zabrots’kyy, M. M. (2005). Do vyznachennya struktury komunikatyvnoyi kompetentsiyi pedahoha [To determine the structure of the communicative competence of the teacher]. Naukovyychasopys. Seriya: Psykholohiya. Kyiv, Ukraine: NPU im. M. P. Drahomanova. № 12, Vyp. 6 (30), CH.1, 63-71 (ukr).
Marina, O. V. (2008). Komunikatyvni uminnya yak faktor uspishnosti navchal’no-vykhovnoho protsesu [Communicative skills as a factor in the success of the educational process]. In T. I. Sushchenko at all. (Eds.). Pedahohikaipsykholohiyaformuvannyatvorchoyiosobystosti: problemyiposhuky. Zaporizhzhya Ukraine. Vyp. 49 (ukr).
Nazarenko, N. S. (2008). Formuvannyakomunikatyvnoyikompetentnostimaybutnikhdokumentoznavtsivuprotsesivyvchennyahumanitarnykhdystsyplin [Formation of communicative competence of future documentologists in the process of studying humanitarian disciplines]. Candidate’s thesis. Kyiv, Ukraine (ukr).
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Chuiko S. FORMATION OF ECOLOGICAL COMPETENCE OF FUTURE SPECIALISTS OF MOTOR TRANSPORT 

Chuiko Serhii, Lecturer of the Commission «Maintenance and Repair of Motor Vehicles and Engines», Zhytomyr Automobile and Highway College, National Transport University, 2 Velyka Berdychivska Str., 10001 Zhytomyr, Ukraine; Post-graduate student of the Department of Automobile and Transport Technologies, Zhytomyr State Technological University, 103 Chudnivska Str., 10005 Zhytomyr, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.123128

 Abstract 

This article, on the basis of the analysis of scientific literature, describes the content of the concept of «environmental competence of future specialists in road transport». By this the main structural elements of environmental competence of future specialists in the field of road transport are characterized. The main factors influencing the formation of ecological competence of future specialists of motor transport are determined.

The effective organizational and pedagogical conditions of formation of ecological competence of future specialists of motor transport are explained.

One of the possible ways for improvement of eco-safety of vehicle in the period of its vital cycle (production, operation and disposition) is an influence on system of knowledge of future experts of car industry, and to human consciousness through it.

We consider ecological competence as a specialty index of efficiency of professional-ecological education of future expert of car industry. Herewith, we can see the universality of skills and personal qualities that ensure social, ecological and professional reasonability of conduct directed on understanding their moral responsibility for the condition of environment on all types of vehicle activity.

Formation of ecological competence of personality of student shall take place under continuousness and step-by-step principle and include the organization of studies, education and development of future expert.

The perspective direction of further work is a question of development of various forms and technologies of training of future expert in vehicles to insure new quality of professional education.

Keywords:  ecological competence;  future specialist;  highway transportation;  professional competence;  vehicle.

References
Bahdasarova, Yu. A. & Hureyeva, Е. H. (2012). Formirovanie professional’no-jekologicheskoj kompetentnosti studentov specialistov truboprovodnogo transporta [Formation of vocational and environmental competence of students of pipeline transport specialists]. The Bulletin of the SamGU, 1 (96), 36–40 (rus).
Bekh, I. D. (2003). Vyhovannja osobystosti: Osobystisno-orijentovanyj pidhid: naukovo-praktychni zasady [Personality upbringing: Personality-oriented approach: scientific and practical basics]. Kyiv, Ukraine: Lybid, 344 (ukr).
Bondar, S. (2003). Kompetentnist’ osobystosti – integrovanyj komponent navchal’nyh dosjagnen’ uchniv [Competence of the individual – an integrated component of student achievements]. Biology and Chemistry at school, (2), 8–9 (ukr).
Ermakov, D. S. (2009). Pedagogicheskaja koncepcija formirovanija jekologicheskoj kompetentnosti uchashhihsja [Pedagogical Concept of Formation of Conceptual Competence of Students]. Moscow, Russian Federation: Moscow Institute of International Studies (rus).
Hutarevich, Yu. F., Zerkalov, D. V., Hovorun, A. H., Korpach, A. O., & Merhzhevskaya, L. P. (2008). Ekologija ta avtomobil’nyj transport [Ecology and road transport]. Kyiv, Ukraine: Artists (ukr).
Kurmanov, A. V. (2011). Urovni i kriterii ocenki jekologicheskoj kompetencii studentov koledzha [Levels and criteria for assessing the ecological competence of college students]. Scientific research work, (12), 43–44 (rus).
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Ternopilska, V. I. (2012). Struktura profesijnoi’ kompetentnosti majbutn’ogo fahivcja. [The structure of professional competence of the future specialist]. Scientific Bulletin of State Pedagogical University, (9), 208–213 (ukr).
Ognevyuk, V., & Sysoieva, S. (2015). Training of education experts in Ukraine: experimental interdisciplinary program. The advanced science journal, (06), 98-103. doi: 10.15550/ ASJ.2015.06.098 (eng).

 


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Chernykh O. TEENAGER’S SAFE ONLINE BEHAVIOR AND THE LEVEL OF KEY COMPETENCIES DEVELOPMENT

Applicant at the Department of Social Pedagogy, Luhansk Taras Shevchenko National University, 1 Gogol Square, 92703 Starobilsk, Ukraine  This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.129134

 Abstract 

In the article the results of research on level of development of basic competencies of teenager’s safe online behavior are described. Among basic competencies «Understanding of the human rights concept in the Internet»; «Online participation»; «Personal health management during work with digital devices»; «Address for support and protection» are meant. Qualitative, quantitative and correlational analyses of teenager’s responses regarding their knowledge, skills and attitudes towards Internet use, experience of Internet use are reflected.
Keywords: address for support and protection;  e-participation;  human rights online;  key competencies of teenager’s safe online behavior.
References
Jezhova, O. O. (2010). Kryterialjnyj pidkhid do ocinky rivnja sformovanosti cinnisnogho stavlennja do zdorov’ja uchnivsjkoji molodi [Critical approach to the assessment of the level of health value attitude formation of young students]. Teoretyko-metodychni problemy vykhovannja ditej ta uchnivsjkoji molodi, 2 (14), 311-322 (ukr).
Murashkevych, O. A. (2012). Dijaljnistjcentrivsocialjnykhsluzhbdljasim’ji, ditejtamolodizprofilaktykyvzhyvannjapsykhoaktyvnykhrechovynpidlitkamy[Activities of centers for social services for families, children and youth on the prevention of the use of psychoactive substances by adolescents]. Extended abstract of candidate’s thesis. Slov’jansjk, Ukraine (ukr).
Chernykh, O. O. (2016). Kompetentnisnyj pidkhid u formuvanni bezpechnoji povedinky pidlitkiv v Interneti [Competency approach in the formation of safe online behavior of adolescent]. Visnyk LNU im. T.Shevchenka, 6 (303), 117-125 (ukr).
Bernoff, J. & Li, C. (2010). Social technographics revisited –mapping online participation.Participation Models: Citizens, Youth, Online. Retrieved from https://www.nonformality.org/wp-content/uploads/2012/11/Participation_ Models_20121118.pdf (eng).
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Fingerman O.GAME AS A TOOL OF EDUCATIONAL PROCESS FOR MENTALLY BACKWARD CHILDREN  

Fingerman Orly, IV-year Student, Group ZK-1, Correctional Pedagogy and Psychology Department, National Pedagogical Dragomanov University, 8/14 Turgenivska Str., 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

https://doi.org/10.28925/2078-1687.2017.3.135140

 Abstract 
The article deals with the peculiarities of the using and the correction of the game as a tool of the educational process of mentally backward children. It was noted that preschool age is the most favorable for the upbringing and the correction of the personality of children with special needs. The concept of «mentally backward» and features of mentally backward children are revealed. The concept of «game» is defined and the game activity of the mentally backward children is described.  It was revealed different kinds of games: plot-role, mobile and didactic.
The game helps to solve the basic problems in the educational process of work with mentally backward children. It is important to use a combination of plot-role, moving and didactic games in this activity.  During the didactic games, children systematize and consolidate their knowledge of various features of objects, establish links between them, spatial, time and other relationships. Children learn general concepts, enrich vocabulary. Didactic games help to develop attention, concentration, will, honest, truthfulness. Mobile games help to develop the motility, accuracy, orientation in space, the focus of thinking, attention and the general physical state of the mentally backward children. Plot-role games bring up friendship, teach children to negotiate with each other’s. They contribute the developing of thinking, mutual respect, attentiveness and socialization of the mentally backward children in everyday life.
Consequently, the importance of game activities with the combination of different types of games is to enrich children’s development, correction and compensation of various defects in the children’s psyche and their preparation for school.
Keywords:  correction;  didactic game;  game;  mentally backward children;  mobile game;  plot-role game;  teaching;  upbringing.
References
Artemova, L. V. (1990). Vchysya hrayuchys’ [Learn by playing]. Kyiv, Ukraine: «Tomiris» (ukr).
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