Scientific journal The Pedagogical Process: Theory and Practice

№1-2, 2018

https:// doi.org/10.28925/2078-1687.2018.1-2

CONTENT

 

THEORY OF PEDAGOGICAL PROCESS

 

Bondar Volodymyr, Bozhok Oleksandra

MODERN DISCOURSE OF THE COMPONENTS OF THE METHODOLOGICAL RESEARCH IN PEDAGOGICAL SYSTEM

Kulyk Olena

THE AUXILIARY APPROACHES TO TEACHING IN SPEECH DEVELOPMENT OF THE 5th–9th GRADES STUDENTS IN THE COURSE OF TEACHING THE WORD-BUILDING SYSTEM OF UKRAINIAN

 

EUROPEAN EDUCATIONAL AREA: MODERN DEVELOPMENT VECTORS

 

Batechko Nina

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

Durdas Alla

THE DEVELOPMENT OF UNIVERSITY EDUCATION IN FRANCE: THE HISTORICAL ASPECT

 

PRACTICE OF ORGANIZATUION OF PEDAGOGICAL PROCESS

 

Kuzemko Lesya, Moisak Olexandr

TECHNOLOGIES OF DEVELOPMENT FUTURE EDUCATORS’ ABILITIES TO SELF-KNOWLEDGE AND SELF-IMPROVEMENT

Kalenyk Olexandr, Tsaregradska Tatiana

STRUCTURAL-CONTENTS MODEL PRE-TRAINING OF FOREIGN STUDENTS TO TRAINING IN MEDICAL AND BIOLOGICAL UNIVERSITIES

Lysenko Oleksandra

IMPROVEMENT OF TEACHERS’ PROFESSIONAL COMPETENCY AS A PREREQUISITE OF MEDICAL EDUCATION QUALITY

Tkachenko Tamila

PREVENTION AND CORRECTION OF POSTURE IMPAIRMENT PRIMARY SCHOOL PUPILS’ AT THE PHYSICAL EDUCATION CLASSES

Оshurkevych Nataliia

CURRENT PEDAGOGICAL TECHNOLOGIES OF FORMATION NATURE AND ECOLOGICAL COMPETENCE OF PRESCHOOL CHILDREN

 

CULTUROLOGICAL PRINCIPLES OF THE PEDAGOGICAL PROCESS

 

Ushakov Artem

SPIRITUALIZED MAN OF CULTURE IMAGE UPBRINGING IN THE INFORMATION AGE

Bovt Alona

THE ROLE OF THE ARTISTIC AND AESTHETIC EDUCATION IN DEVELOPMENT OF MULTIPLE INTELLIGENCES OF SCHOOLCHILDREN

Blazhevych Vasyl

SPECIFICATY OF FORMING THE PERFOMING SKILLS OF JUNIOR PUPILS IN THE CHILD’S MUSIC SCHOOLS IN GUITAR PLAYING

Papushina Valentyna

CONTENTS OF THE FORMATION EXPERIMENT ON RAISING THE LEVEL OF AESTHETIC CULTURE IN THE PROCESS OF TEACHING LITERATURE

 

PEDAGOGICAL PROCESS OF LANGUAGE PERSONALITY FORMING

 

Stambulska Tetiana

CULTURE OF PERSONAL LANGUAGE AS A HISTORICAL AND SOCIAL EVENT

Zhuravleva Larisa

PROBLEMS OF INTERRELATION OF LANGUAGE AND THINKING IN THE SPEECH ACTIVITY OF PRIMARY SCHOOL CHILDREN WITH DYSGRAPHIA

Palchykova Oleksandra

CRITERIA AND PARAMETERS OF FORMATION OF STUDENTS-PHILOLOGISTS’ CROSS-CULTURAL COMPETENCE  

Huliak Oksana

FOREIGN LANGUAGE AS A FACTOR OF STUDENTS' PROFESSIONAL FULFILLMENT

Vavilina Svitlana

TEACHING LANGUAGES FOR SPECIFIC PURPOSES IN THE CONTEXT OF CONTENT AND LANGUAGE INTEGRATED LEARNING

Kulbashna Yaroslava, Zakharova Valeriia

SIGNIFICANCE OF FUTURE DOCTOR’S FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE AND STAGES OF ITS FORMATION

 

REALIZATION OF INCLUSIVE EDUCATION IDEAS IN PEDAGOGICAL PROCESS

 

Sereda Iryna

PSYCHOLOGICAL AND PEDAGOGICAL BASIS OF CORRECTION AND EXCITABLE WORK WITH THE CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF THE TECHNOLOGICAL APPROACH

Myhnovetska Iryna

STUDY ON THE SOCIAL DEVELOPMENT OF DOWN SYNDROME

IN THE INCLUSIVE GROUP

Leschii Nataliia

SYSTEM APPROACH TO ORGANIZATION OF ATHLETIC-HEALTH WORK WITH CHILDREN WITH DIFFICULT VIOLATIONS OF DEVELOPMENT

Stashuk Olga

SOCIAL PRACTICE AS A REHABILITATION COMPONENT OF INTEGRATION OF

YOUNG CHILDREN WITH SPECIAL NEEDS INTO SOCIETY

Bondar V., Bozhok O. MODERN DISCOURSE OF THE COMPONENTS OF THE METHODOLOGICAL RESEARCH IN PEDAGOGICAL SYSTEM

In the article the methodology of the research is considered as systematical result directed complex of methods, principles, actions, operations which are the components of methodology and technology that are needed to achieve the goals by the means of research aims. Exactly they reflect the logic, history of formation of selected object and subject of the research, stages and sequence of scientific research, connections of each component of methodology.

These and other questions are illustrated from the position of methodology that is the general, organizational, cognitive and procession base of pedagogical research. Methodology is being introduced in a wide variety of its general scientific concept and methods of cognition depending on the specification of subject of the research and its belonging to corresponding scientific sphere. 

Key words: methods; methodology; phases, principles, cycle of management of methodology research;  structure of methodology;  system.

References

Bondar, V. I. (2001). Metodologichni problemy vdoskonalennja ponjatijnoi terminologichnoji systemy pedagogiki [Methodological problems of improvement of definition system of pedagogy]. Kyiv, Ukraine (ukr).

Kopnin, P. V. (1968). Logicheskie osnovy nauki [Logical foundations of science]. Kyiv, Ukraine: Naukova dumka (rus).

Lezgina, M. L. (1974). Formirovanije novogo znanija kak metodologicheskaja problema nauki [New knowledge formation as the methodological problem of the science]. Metodologiya nauchnogo poznaniya. Leningrad, Russia, Issue 1, 56–59 (rus).

Nikitina, L. A., Zaburina, S. P. (2010). Obuchenije formulirovaniju voprosov k tekstu proizvedenija [Teaching to formulate questions to the text of work]. Nachalnaya shkola, 1, 57–61 (rus).

Starkova, D. V. (2013). Suschnost i rol kompetentnosti sozialnogo vzaimodejstvija v sovremennoj pedagogike [The essence and role of the compenetce co-operation in the modern pedagogical science]. Sovremennaya pedagogika, 11, 115–120 (rus).

Shtoff, V. A. (1972). Vvedenie v metodologiju nauchnogo poznanija [Introduction to the methodology of science knowledge]. Leningrad, Russia: Izdatelstvo Leningradskogo universiteta (rus).

 Full Text: PDF (eng)

Kulyk O. THE AUXILIARY APPROACHES TO TEACHING IN SPEECH DEVELOPMENT OF THE 5^th–9^th GRADES STUDENTS IN THE COURSE OF TEACHING THE WORD-BUILDING SYSTEM OF UKRAINIAN 

 Kulyk Olena, Ph. D (Pedagogy), Associate Professor, Associate Professor of Ukrainian Linguistics and Methods of Education Department, SHEI «Pereiaslav-Khmelnytskyi State Pedagogical Grogorii Skovoroda University», 30 Sukhomlynskogo Str., 08401Pereialav-Khmelnytskyi, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

To cite this article:

Kulyk O. (2018) The auxiliary approaches to teaching in speech development of the 5th–9th grades students in the course of teaching the word-building system of Ukrainian. The Pedagogical Process: Theory and Practice , 1-2, 15-21. DOI: 10.28925/2078-1687.2018.1-2.1522

To link to this article:

https://doi.org/10.28925/2078-1687.2018.1-2.1522

 

 The article highlights and analyzes the communicative-cognitive, functional-stylistic, text-centered and research approaches to teaching the Ukrainian language. The paper substantiates the viability of distinguishing them as auxiliary (in regard to the key approaches as stipulated in the State Standard of Basic and Comprehensive Secondary Education) and that ensuring effective speech development in secondary school students when teaching the word-building system of the Ukrainian language. In particular:

 – the communicative-cognitive approach directs the learner’s activity to well-balanced acquisition of knowledge on the word-building system and the word-building text coherence; facilitates conscious operation of a system of word-building means; enables speech and mental development of the students; promotes enriching the speech with synonyms, antonyms, homonyms word-building units, including author’s units;

 – the functional-stylistic approach facilitates the students’ understanding of text-building potential in word-building units of the language; enables development of their ability to practice associated speech and thinking activity, and planning their utterance in accordance with the intention; it also promotes development of skills in flexible use of word-building means depending on the type, genre and style of the utterance; 

 – the text-centered approach enables observation of language units of the word-building level in the text; allows for partial analysis of word-building units; conduct a linguistic experiment meant to comprehend the text-building and expressive capacity of word-building structures; enrich a person’s vocabulary with new word-building structures; create and put into practice a comprehensive system of exercises for in-depth study of word-building phenomena on the basis of a text;

 – the research approach allows to broaden and deepen a person’s knowledge of word-building in its connection with grammar, as well as to improve word-building skills while working with more complicated learning material; to conduct an experiment to determine and assess semantic-stylistics and word-building functions of certain grammar forms; to prove or provide a logical negation of probable hypotheses concerning the specific nature of certain word-building phenomena; to analyze deliberate and casual deviations from the word-building standards; to provide evaluation of the previously gained speech experience.

 It has been noted that it is inexpedient to concentrate attention on a single approach in the course of teaching, as the said approaches are mutually complementary.

 Key words: approach to teaching;  approach to language teaching;  speech development;  word-building system;  students;  the Ukrainian language.

References

Golub, N. B. (2015). Pidkhody do navchannya ukrayinskoyi movy v osnovnij shkoli [Approaches to teaching Ukrainian in secondary school]. Naukovyj visnyk KhDU: Pedagogichni nauky. Kherson, Ukraine,58, 220–224(ukr).

Derzhavnyj standart bazovoyi i povnoyi zagalnoyi serednoyi osvity (2011) [The National Standard of Basic and Comprehensive Secondary Education]. Informacijnyj zbirnyk ta komentari Ministerstva osvity i nauky, molodi ta sportu Ukrayiny. Retrieved from http://zakon2.rada.gov.ua/laws/show/1392-2011-p (ukr).

Kulyk, O. D. (2013). Priorytetnist tekstocentrychnogo pidkhodu do navchannya ukrayinskoyi movy v zagalnoosvitnij shkoli [Priority of text-centered approach to teaching Ukrainian in a comprehensive school]. Teoretychna i dydaktychna filologiya: zbirnyk naukovykh pracz. Pereyaslav-Khmelnyczkyj, Ukraine: FOP Lukashevych,  15, 38–48 (ukr).

Omelchuk, S. A. (2015). Doslidnyczkyj pidkhid do navchannya movy: lingvodydaktychnyj slovnyk-dovidnyk: navchalnyj posibnyk [The research approach to language teaching: a linguistically-didactical look-up dictionary: a textbook]. Kyiv, Ukraine (ukr).

Omelchuk, S. (2014). Navchannya morfologiyi ukrayinskoyi movy na zasadakh doslidnyczkogo pidkhodu : teoriya i praktyka : monografiya [Teaching morphology of Ukrainian on the basis of a research approach: theory and practice: a monograph]. Kyiv, Ukraine: Geneza (ukr).

Pentylyuk, M. I., Goroshkina, O. M., Mordovceva, N. V., Nikitina, N. V., Popova, L. O. (2015). Slovnyk-dovidnyk z ukrayinskoyi lingvodydaktyky: navchalnyj posibnyk [Reference dictionary of Ukrainian linguistic didactics: a textbook]. Kyiv, Ukraine: Lenvit (ukr).

Krywa, M. Metodologichni pidkhody do formuvannya tvorchoyi osobystosti uchnya v procesi doslidnyczkoyi diyalnosti [Methodological approaches to forming a student’s creative personality in the course of research activity]. Prace Naukowe Akademii im. Jana Długosza w Częstochowie: Rocznik Polsko-Ukraiński, XVII, 347–356. http://dx.doi.org/10.16926/rpu.2015.17.25 (ukr).

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Batechko N. CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

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Durdas A. THE DEVELOPMENT OF UNIVERSITY EDUCATION IN FRANCE: THE HISTORICAL ASPECT 

 Durdas Alla, Post-Graduate Student of the Department of Theory and History of Pedagogy, Pedagogical Institute, Boris Grinchenko Kyiv University, 13-b Tymoshenko Str., 04212 Kiev, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The relevance of the study of the historical development of university education in France has been grounded in the article. The complex and multistage system of French higher education has been considered. The stages of the development of education in French universities have been determined and the features of each of these stages have been considered. The article highlights the formation and historical development of higher education in France. The article draws attention to the achievements of the French system of higher education and its uniqueness. The role and place of grand schools in the system of higher education in France have been singled out. The leading grand schools and universities have been mentioned in the article, and the conditions of admission to them have been stated. The attention has been paid to practically equal quality of education in the capital and in the province. The unique features of France’s higher education, conditioned by the stages of its historical development and social processes, have been determined. In the article the attention has been drawn to the national character of the French higher education. The role of the state in financing of the higher education in France has been considered. France’s participation in students’ mobility programs has been stated. The modern stage of development of the system of French university education, the features of structural transformations and the possibility of implementing of French experience in Ukraine have been considered.

 Key words: higher education;  higher education institutions;  historical development;  university;  university education.

References

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Ghalus, O. M., Shaposhnikova, L. M. (2006). Porivnjaljna pedaghoghika [Comparative Pedagogy]. Kyiv, Ukraine: Vyshha shkola (ukr).

Zjazjun, L. I. (2001). Osvitnja systema Franciji [Educational system of France]. Ridna shkola, 11, 70–74 (ukr).

Ghagharin, M. I. (Ed.) (2017). Zarubizhna systema vyshhoji osvity: navchalny posibnyk [Foreign Higher Education System: Teaching manual]. Uman, Ukraine: VPC «Vizavi» (ukr).

Korsak, K. V. (1997). Vyshcha osvita Franciji [Higher education in France]. In H. V. Shchokin (Ed.), Svitova vyshha osvita (pp. 122–131). Kyiv, Ukraine (ukr).

Loghinova, N. I. (2002). Analiz svitovykh tendencij rozvytku vyshhoji profesijnoji osvity [Analysis of world trends in higher professional education]. Nauka i suchasnistj: Zbirnyk naukovykh pracj Nacionaljnogho pedaghoghichnogho universytetu imeni M. P. Draghomanova. Kyiv: Loghos. Vol. ХХХІІІ, 83–90 (ukr).

Nezhyva, O. M. (2017). Fenomen osvitnjoji polityky: nacionaljnyj ta mizhnarodnyj vymiry: monoghrafija [The Phenomenon of Educational Policy: National and International Dimensions: Monograph]. Kyiv, Ukraine: Zovnishnja torghivlja (ukr).

Sbrujeva, A. A. (1999). Porivnjaljna pedaghoghika: Navchaljnyj posibnyk [Comparative Pedagogy: A Teaching Manual]. Sumy, Ukraine: Vyd-vo Sumsjkogho derzhavnogho pedaghoghichnogho universytetu im. A. S. Makarenka (ukr).

Smuzhanycja, D. I. (2001). Systema vyshhoji osvity Franciji: istorychnyj dosvid ta suchasnyj stan [French higher education system: historical experience and current state]. Naukovyj visnyk Uzhghorodsjkogho nacionaljnogho universytetu. Serija «Pedaghoghika, socialjna robota», 29, 211–212 (ukr).

 

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Kuzemko L., Moisak O. TECHNOLOGIES OF DEVELOPMENT FUTURE EDUCATORS’ ABILITIES TO SELF-KNOWLEDGE AND SELF-IMPROVEMENT

References

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Kalenyk O., Tsaregradska T. STRUCTURAL-CONTENTS MODEL PRE-TRAINING OF FOREIGN STUDENTS TO TRAINING IN MEDICAL AND BIOLOGICAL UNIVERSITIES

Abstract

Creation and introduction into the educational process at the preparatory departments for foreign students of the structurally-content model of training for the first courses of medical and biological institutions of higher education increases the efficiency of integration of students into the new language and professional space. The methodological substantiation and description of the methodical units of this model are considered by the authors in the conditions of ensuring continuity in the content, forms and methods of teaching, taking into account the links between the teaching processes of the preparatory departments, the first courses of institutions of higher education and the peculiarities of the foreign educational systems adopted in the countries where the average foreign students' education. The result of the creation and implementation of such a model in the educational process will be the cognitive-communicative and linguistic readiness of foreign students to study at medical-biological universities. The problem of communicative-professional training of foreign students is analyzed, the model of their training in the preparatory departments and first courses of institutions of higher education of the medical-biological profile of training is developed taking into account the principle of continuity as a multifunctional and multidimensional manifestation of this concept in the study of physics. It has been shown that the purposeful and consistent implementation of the considered stages of the formation of the model of training of foreign students taking into account the succession in the study of physics and other disciplines will contribute to the integral formation of vocational-speaking knowledge and their readiness to study at medical universities. To implement a communicative-oriented model of studying foreign students, it is necessary to create a complex of differentiated teaching aids, methodological developments for independent work, taking into account future professional training.

Key words:  interdisciplinary communications;  foreign students;  model of preparation of students for study in higher education institutions of medical-biological profile;  succession in study.

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Kalenyk, O. O., Tsaregradska, T. L. (2017). Metodichni aspekti otsinyuvannya pochatkovogorivnya znan studentiv-inozemtsiv pidgotovchih viddilen, nabutih v riznih natsionalnih sistemah osviti [Methodological aspects of the assessment of the initial level of knowledge of foreign students in preparatory departments acquired in different national educational systems]. Visnik Chernigivskogo natsionalnogo pedagogichnogo universitetu imeni T. G. Shevchenka, Seriya: Pedagogichni nauki, 144, 155−158 (ukr).

Korochkina, L. M., Kalenik O. O. (2013). Fizika dlya studentiv-inozemtsiv. Mehanika, molekulyarna fizika ta termodinamika. Navchalniy posibnik [Physics for foreign students. Mechanics, molecular physics and thermodynamics. Tutorial]. Kyiv, Ukraine: «Interservis» (ukr).

Proskurkina, Ya. I. (2012). Komunіkativno-kognitivniy aspekt profesіyno orіеntovanogo movnogo navchannya іnozemnih studentіv medichnogo profіlyu [Communicative-cognitive aspect of professionally-oriented language teaching of foreign medical students]. Pedagogіchnі nauki: teorіya, іstorіya, іnnovatsіynі tehnologiyi, 4 (22), 327−335 (ukr).

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Lysenko O. IMPROVEMENT OF TEACHERS’ PROFESSIONAL COMPETENCY AS A PREREQUISITE OF MEDICAL EDUCATION QUALITY

Lysenko Oleksandra, PhD (Pedagogy), Associate Professor, Deputy Director of the Institute of Postgraduate Education, Bogomolets National Medical University, 13 T. Shevchenko Blvd, 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The proposed article defines the normative basis for the improvement of the qualifications of scientific and pedagogical workers, in particular in higher medical education institutions; outlined the experience of foreign countries in training specialists in the field of medical education, in particular regarding the availability of master's programs «Medical Education» both in classroom and in distance formats; presented practice of the Bogomolets National Medical University on the creation of a training centre for continuing vocational education at the Institute of Postgraduate Education as the focus of implementation of post-graduate training programs for teachers on the principle of «peer-to-peer», in which the specialists with higher medical (pharmaceutical) education were involved as teachers and passed the course of pedagogical training; describes the practice of introducing a distance course of long-term professional development of scientific and pedagogical workers of 108 hours, which includes six thematic sections, namely: organization of educational process; modern technologies, forms and methods of teaching; andragogical peculiarities of adult education; methodological approaches to the assessment and standardization of the educational process; organization of independent work of students and other categories of persons studying; modern requirements for teaching materials.

Key words: distance education;  medical education;  professional development;  professional competence.

References

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Instytut pislyadyplomnoyi osvity Nacionalnogo medychnogo universytetu imeni O. O. Bogomolcya [Institute of Postgraduate Education of Bogomolets National Medical University]. Official website. Retrieved from http://ipo.nmu.ua/ (ukr).

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Tkachenko T. PREVENTION AND CORRECTION OF POSTURE IMPAIRMENT PRIMARY SCHOOL PUPILS’ AT THE PHYSICAL EDUCATION CLASSES 

 Abstract

The aim of this work is to devise, base and give a proof of efficiency of using special quick games methodology for prevention and correction of the primary school children impairment posture, this methodology optimal and moderate organism effect. The principles, organizational and methodological peculiarities as for effective methodology introduction at physical education classes are shown in this article. Moreover, the interdependence between the pupils’ motivation increase during the class and its health-improvingly and preventive direction is determined. The results of complex testing and analyzed peculiarities of the methodology influence on boys and girls displayed positive influence on undeveloped muscle groups, amplitude and coordination of the movements, progress in motor qualities, their interconnection stabilizing, improvement of pupils’ emotional conditions and health.

211 pupils of 1-4th forms in Kyiv School № 309 took part in researches of posture conditions and experimental methodology probation.

The methods of pupils’ organisms’ physical conditions researches include: medical cards analysis; questioning; researches of physical development and functional state; the tests for coordination.

Some methods of pupils’ physical development were used. These are: somatoscopy; anthropometrical data determining; determining and valuation of physical state.

The perspectives of further development and the results of present direction researches usage consist in increasing of physical education classes efficiency and their health-improving and prevention direction due to the usage of quick games methodologies for pupils of 1-4 forms posture impairment correction and their further improvement.

Key words: functional state;  methodology;  motivation;  motor qualities;  physical state;  posture impairment;  pupils of the primary school;  quick games.

References

Vitchenko, O. M., Lysenko, L. L., Voyedilova, O. M. (2015). Pedahohichna tekhnolohiya formuvannya pravylnoyi postavy ditey molodshoho shkilnoho viku na osnovi vzayemodiyi fizychnoho I intelektualnoho rozvytku [Pedagogical technology of primary school children correct posture forming  based on physical and intellectual development interaction ]. Visnyk Chernihivskoho natsionalnoho pedahohichnoho universytetu imeni T. H. Shevchenka, 129, Vol. III, 52–57 (ukr).

Dubohai, O. (2005). Navchannia v Rusi. Zdoroviazberihaiuchi pedahohichni tekhnolohii v pochatkovii shkoli. Metodychnyi posibnyk [Learning movement. Primary school health protecting pedagogical technologies. Methodological manual]. Kyiv, Ukraine: Shkilnyi svit (ukr).

Zhylka, N. Ya. (2007). Zdorovia ditei v Ukraini [The health of children in Ukraine]. Materialy Vseukrainskoho forumu «Zdorovia ditei – maibutnie Ukrainy». Kyiv, Ukraine: Osnovy zdorovia ta fizychna kultura, 4–22. (ukr)

Kazyn, E. M., Kasatkyna, N. E., Rudneva, E. L. (2013). Zdorovyesberegaiushchaia deyatelnost v sisteme obrazovaniya: teoriya i praktika [Health protecting actions in educational system: theory and practice]. Moscow, Russia: Omeha-L (rus).

Krutsevych, T. Iu. (2008). Teoriia i metodyka fizychnoho vykhovannia: u 2-kh tomakh [Theory and methodology of physical education: 2 volumes]. Kyiv, Ukraine: Olimpiiska literatura, Vol. 2. (ukr).

Pidkopai, T. V., Pivaiev, O. M. (2016). Deiaki rezultaty zastosuvannia kompleksnoi prohramy fizychnoi reabilitatsii ditei 10–12 rokiv pry kifotychnii postavi [Some results of comprehensive program using  for physical rehabilitation of 10–12 years old children with kyphotic posture]. Fizychna reabilitatsiia ta rekreatsiino-ozdorovchi tekhnolohii, 2, 74–76 (ukr).

Paranycheva, T. M., Tiuryna, E. V. (2012). Dinamika sostoyanyia zdorovia detey doshkolnogo i mladshego shkolnogo vozrasta [Health state dynamics of pre-school and primary school age children]. Almanakh «Novye issledovanyia», № 4 (33), 68–78 (rus).

Skinder, L. A., Herasevich, A. N., Poliakova, T. D., Pankova M. D. (2012). Fyzycheskaia reabilitatsyia detei s narushenyiami osanki i skoliozom : uchebno-metodycheskoe posobye [Physical rehabilitation of children with posture impairment and scoliosis: a teaching guide]. Brest, Belarus: BrHU (rus).

Shatylo, V. I. (2013). Poperedzhennia porushennia postavy u ditei ta pidlitkiv [Prevention of children and teenagers posture impairment]. Sovremennaia pediatriya, 6(54), 88–91 (ukr).

Shchyrba, V. A. (2016). Prychyny, profilaktyka ta korektsiia porushen postavy u ditei molodshoho shkilnoho viku [Causes, prevention and correction of primary school children posture impairment]. Teoriia ta metodyka fizychnoho vykhovannia, 3, 28–35. http://dx.doi.org/10.17309/tmfv.2016.3.1170 (ukr).

Hajihosseini, E., Norasteh, A., Shamsi, A., Daneshmandi, H. (2014). The Effects of Strengthening, Stretching and Comprehensive Exercises on Forward Shoulder Posture Correction. Physical treatments, vol. 4, № 3, 123–132 (eng).

Hrickova, K., Junger, J. (2016). Physical Activity And Compensation Of Body Posture Disorders In Children Aged Seven. Polish Journal of Sport and Tourism, 23, 153–160 (eng).

Da Silva Filho, J. N., Gurgel, J. L., Porto, F. (2014). Effects of stretching exercises for posture correction: systematic review. MTP&RehabJournal, 12, 265–272 (eng)

Łubkowska, W., Paczyńska-Jędrycka, M., Eider, J. (2014). The significance of swimming and corrective exercises in water in treatment of postural deficits and scoliosis. European Journal of Sport Sciences and Medicine. Vol. 6, No. 2, 93–101 (eng).

Mitova, S. Popova, D., Gramatikova, M. (2014). Postural Disorders And Spinal Deformities In Children At Primary School Age. System For Screening, Examination, Prevention And Treatment. Activities in Physical Education and Sport, Vol. 4, No. 2, 172–177 (eng).

Quka, N., Stratoberdha, Dh., Selenica, R. (2015). Risk Factors of Poor Posture in Children and Its Prevalence. Academic Journal of Interdisciplinary Studies, Vol. 4, № 3, 97–102 (eng).

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Оshurkevych N. CURRENT PEDAGOGICAL TECHNOLOGIES OF FORMATION NATURE AND ECOLOGICAL COMPETENCE OF PRESCHOOL CHILDREN

Abstract

The current ecological state of the environment determines the relevance of environmental education for the younger generation. The problem of ecological upbringing of children of preschool age is considered in the researches of many scholars and teachers.

 Based on the study of scientific works, we identified three structural components of the formation of natural and ecological competence of preschool children: cognitive, activity and value-motivational. American scientists, studying the problem of children's attitude to nature, offer the concept of «biofilia» and «biophobia».

 The scientific approaches to the interpretation of the concept of «pedagogical technology» are generalized and formulated as the creation of an optimally organized educational process, developed on the basis of a systematic approach and aimed at the planned result.

 It is proved that for the formation of natural and ecological competence of preschool children, it is necessary to use traditional and non-traditional pedagogical technologies in order to implement systematic and targeted educational impact on children, using current methods.

 Studying the peculiarities of the formation of the ecological and natural competence of preschool children, the necessity of creation and proper use of developing ecological environment in pre-school establishments, organization of children's activities in nature, as well as systematic work with children was clarified.

 The experience of using pedagogical technologies for the ecological upbringing of preschool children, in particular the creation of an ecological footprint, the technology of regional studies and tourism activities, the experimental research activity of preschoolers in nature and the technology of using the author's fairy tale, which allows raising the level of ecological upbringing of preschoolers and forming the natural and ecological competence of a preschool child, is briefly highlighted.

 The analysis of the experience of using environmental technologies from different countries proves that the main task of preschool education is to promote environmental education and awareness of preschool children.

 Key words:  competence;  competent;  ecological education;  environmental technologies;  natural and ecological competence of preschool children;  pedagogical technologies.

References

Bjeljenjka, Gh. V., Naumenko, T. S., Polovina, O. V (2013). Doshkiljnjatam pro svit pryrody: metodychnyj posibnyk dlja vykhovateliv ditej doshkiljnogho viku [To the under-fives about the world of nature: a methodical manual is for the educators of children of preschool age]. Kyiv, Ukraine: Kyjivsjkyj universytet imeni Borysa Ghrinchenka (ukr).

Vitvycjka, S. S. (2014). Terminologhichna systema pedaghoghiky vyshhoji shkoly – osnova formuvannja, poghlyblennja, zbaghachennja pedaghoghichnykh znanj studentiv maghistratury [The terminology system of pedagogics of higher school is basis of forming, deepening, enriching of pedagogical knowledges of students of city council]. In O. A. Dubasenjuk (Ed.), Profesijna pedaghoghichna osvita: stanovlennja i rozvytok pedaghoghichnogho znannja: monoghrafija. (pp. 107–139). Zhytomyr, Ukraine: ZhDU im. I. Franka (ukr).

Kremenj, V. Gh. (Ed.) (2008). Encyklopedija osvity [Encyclopedia of education]. Kyiv, Ukraine: Jurinkom Inter (ukr).

Kot, N. (2012). Do pytannja pro tekhnologhiji ekologhichnogho vykhovannja doshkiljnykiv: zaghaljnyj pidkhid [To the question about technologies of ecological education of under-fives: general approach]. Visnyk instytutu rozvytku dytyny. Serija: Filosofija. Pedaghoghika. Psykhologhija. Kyiv, Ukraine, 23, 96–100 (ukr).

Pavljuk, S. Ju., Rusan, L. S., Kolosinsjka, Gh. I. (2014). Mandrujemo ekologhichnoju stezhynoju: doslidnycjko-eksperymentaljna dijaljnistj ditej doshkiljnogho viku v pryrodi [Wander ecological stezhinoy: research-experimental activity of children of preschool age in nature]. Ternopilj, Ukraine: Mandrivecj (ukr).

Zakon Ukrainy «Pro doshkilnu osvitu» [Law of Ukraine «On Preschool Education»]. Retrieved from http://zakon2.rada.gov.ua/laws/show/2628-14 (ukr).

ZakonUkrainy «Proosvitu» [The Law of Ukraine On Education]. Retrieved from http://zakon2.rada.gov.ua/laws/show/2145-19/page3 (ukr).

Hyun, E. (2005). How is young children’s intellectual culture of perceiving nature different from adults’? Environmental Education Research, Vol. 11, No. 2, 199–214. doi: https://doi.org/10.1080/1350462042000338360 (eng).

O’Brein, L., Murray, R. (2007). Forest School and its impacts on young children: Case studies in Britain. Urban Forestry & Urban Greening. Vol. 6, Issue 4, 249–265. doi: https://doi.org/10.1016/j.ufug.2007.03.006 (eng).

Nature Preschools and Kindergartens at Record Numbers in the U.S.: Natural Start Alliance (2017). North American Association for Environmental Education. Washington DC., USA, November 17. Retrieved from http://naturalstart.org/bright-ideas/nature-preschools-and-kindergartens-record-numbers-us (eng).

Romaniak, J. Leśne przedszkola – bez murów, z otwarciem na naturę. Retrieved from https://dziecisawazne.pl/lesne-przedszkola-bez-murow-z-otwarciem-na-nature/ (pl).

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Ushakov A. SPIRITUALIZED MAN OF CULTURE IMAGE UPBRINGING IN THE INFORMATION AGE

Abstract

The present article aims to identify the ideological component of the man of culture spiritualized image, deprived of any dubious biological load, taking into account such concepts as «man of culture», «spirituality», «worldview, image», «man of culture image». A special attention is paid to giving a general definition of man of culture spiritualized image. Using the term «man of culture spiritualized image», the author speaks of the man of culture as of a generalized type of the carrier of culture. Society desires this type of man, who transmits the best examples of it, serves it by his activity, and preserves it. By doing this, he makes all this real according to the principles of humanism and tolerance towards other cultures. Then, it is necessary to speak not only about the upbringing of man of culture, as a person who creates culture, who is its carrier, transmitter and custodian, that is, a person whose foundation is culture-genic creativity, but also about creating conditions for the transition of human culture formed in the semiosphere into a higher, ethical sphere. In this sphere, by adjusting to the ethical ideal, he can acquire a worldview through which he will be able to translate information from the semiotic form (the form of meanings) into the form of knowledge. In order to move to the level of the ethical sphere, it is required to be tuned for the perception of the ideal (creative). By doing this, the transition from the worldview to the outlook occurs – that is, from the adoption of information on the basis of biological, mechanical-cognitive and automatically-semiotic perception of signals to the analysis of this information in the context of the ethical ideal. It is in this way that the man of culture can acquire his spiritual image.

Prospects for further research consist in the application of the obtained results to the development of a topic related to the consideration of «man of culture spiritualized image» concept in the context of the educational process at a university level.

Key words: culture;  man of culture; man of culture spiritualized image;  spirituality;  worldview.

References

Budjko, M., Trojicjka, O. (2014). Vykhovannja ljudyny kuljtury: Kuljturologhichni intenciji novoji osvitnjoji metodologhiji [Man of culture upbringing: Culturological intentions of a new educational methodology]. Versus, 1 (3), 41–47 (ukr).

Vernadskij, V. I. (1989). Biosfera i noosfera [Biosphere and Noosphere]. Moscow, Russia: Nauka (rus).

Kulturologicheskij slovar [Culturological Dictionary]. Retrieved from sbiblio.com/biblio/content.aspx?dictid= 5&worded=72937 (rus).

Lotman, Ju. M. (1996). Vnutri mysljashhih mirov. Chelovek – tekst – semiosfera – istorija. [Inside thinking worlds. Man – text – semiosphere – history]. Moscow, Russia: Jazyki russkoj kultury (rus).

Lotman, Ju. M. (2000). Semiosfera [Semiosphere]. Saint-Petersburg, Russia: Iskusstvo-SPb http://dx.doi.org/10.12697/SSS.2013.41.2-3.11 (rus).

Romah, O. V. (2007). «Chelovek kultury» v socialnom prostranstve [Man of culture in social area]. Analitika kulturologii, 7. Retrieved from http://cyberleninka.ru/article/n/chelovek-kultury-vsotsialnom-prostranstve (rus).

Simbirceva, N. A. (2016). «Kod kultury» kak kulturologicheskaja kategorija [Culture code as a culturological category]. Problemy kulturologii, 1, 157–167 (rus). 

Tolstoj, N. I., Tolstaja S. M. (1995). O Slovare «Slavjanskie drevnosti». Slavjanskie drevnosti : jetnolingvisticheskij slovar [About Slav antiquities dictionary: ethnolinguistic dictionary]. Moscow, Russia: Mezhdunarodnye otnoshenija (rus).

Fuko, M. (1977). Slova i veshhi. Arheologija gumanitarnyh nauk [Words and things. Archeology of the humanities]. Moscow, Russia: Progress (rus). 

Fukujama, F. (1990). Konec istorii? [History end?]. Voprosy  filosofii, 3, 134–148 (rus).

Khantinghton, S. (1993). Zitknennja cyvilizacij [Civilizations Collision]. Retrieved from http://old.russ.ru/politics/20121576-han.html (ukr).

Shvejcer, A. (1973). Kultura i jetika [Culture and ethics]. Moscow, Russia: Progress (rus).

Shevchenko, G. P. (2015). Odukhotvorenyj obraz ljudyny kuljtury ХХІ stolittja: proces jogho vykhovannja u vyshhij shkoli [Spiritualized Image Of Man Of Culture Of The XХІ Century: Process Of Its Upbringing In The Higher School]. Dukhovnistj osobystosti: metodologhija, teorija i praktyka, 5, 213–225 (ukr).

Еko, U. (1998). Otsutstvujushhaja struktura. Vvedenie v semiologiju [Absent structure. Introduction to semiology]. Saint-Petersburg, Russia : TOO TK «Petropolis» (rus).

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Bovt A. THE INFLUENCE OF ARTISTIC AND AESTHETIC EDUCATION OF SCHOOLCHILDREN ON DEVELOPMENT OF MULTIPLE INTELLIGENCES

 Abstract 

 The article describes how artistic and aesthetic education of schoolchildren affects intelligences defined by the distinguished American psychologist Howard Gardner. It is described that verbal-linguistic intelligence can be developed through acquaintance with the best examples of prose, drama and poetry as well as engagement of schoolchildren to express their own ideas and opinions. Arts also contribute to development of logical-mathematical intelligence, e.g. it helps to calculate precise proportions during painting and define clear perspective. Visual-spatial intelligence is closely related to imagination and transferring the imagined objects into reality contributes to development of this type of intelligence. Bodily-kinesthetic intelligence is associated with movements. Children are extremely active, that is why it is necessary to direct this energy into something useful, e.g. dancing or drama. As for musical-rhythmic intelligence, there is no better way to develop this type of intelligence as with the help of listening to music, singing songs, playing musical instruments and creating one’s own pieces of music. Interpersonal and intrapersonal intelligences contribute to the state of harmony with oneself and each other. Naturalistic intelligence is connected with communication with nature, and the process of artistic education contributes to the ability to see beauty in the nature, evaluate and protect it. Finally, existential intelligence relates to philosophical speculations about one’s own life and works of art can help to look at the life from the other perspective. In such a way, the importance of teaching arts and through arts in the process of developing multiple intelligences is emphasized. Besides, some difficulties that can impede the development of certain types of intelligence are identified (absence of necessary resources, historical, cultural, geographical, family and situational factors). The defining role of culture in the development of multiple intelligences is pointed out, as well as the fact that each culture possesses all the defined types of intelligences to some extent. To crown it all, it is emphasized that every child has the ability for a high level of development of any kind of intelligence under proper conditions, presence of skilled instructors and motivation.

 Key words:  abilities;  art;  artistic and aesthetic education;  culture;  multiple intelligences.

 References

Voron, M., Najda, Ju. (2008). Mnozhynnyj intelekt: vid teoriji do praktyky [Multiple Intelligence: from Theory to Practice]. Retrieved from http://ru.osvita.ua/school/method/1740 (ukr).

Armstrong, T. (2009). Multiple Intelligences in the Classroom. Alexandria, Virginia, USA: Association for Supervision & Curriculum Development (eng).

Bryant, C., Coffman, L. (2003). The Arts in Education. Manitoba, Canada: Manitoba Education and Training (eng).

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York, USA: Basic Books (eng).

Gardner, H. (1999). The Happy Meeting of Multiple Intelligences and the Arts. Retrieved from https://www.google.ru/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwi17PfhrYTXAhUEOBoKHYxtBWoQFggnMAA&url=http%3A%2F%2Fhepg.org%2Fhel-home%2Fissues%2F15_6%2Fhelarticle%2Fthe-happy-meeting-of-multiple-intelligences-and-th&usg=AOvVaw3xJAMf5QDncnYue8oyqnnr (eng).

Stanciua, D. (2011). Applying the Multiple Intelligences Theory into Pedagogical Practice. Lessons from the Romanian Primary Education System. Procedia Social and Behavioral Sciences, 11, 92–96. doi:10.1016/j.sbspro.2011.01.040 (eng).

 

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Blazhevych V. FORMATION OF EXECUTIVE SKILLS OF JUNIOR PUPILS IN GUITAR PLAYING 

 Blazhevych Vasyl, Post-Graduate Student of the Department of Theory and Methodology Musical Art, Institute of the Arts, Kiev Boris Grinchenko University, 18/2 I. Shamo Blvd., 02152 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

This article covers the nuances of forming the specific performing skills of guitar students. Based on the research of predecessors and combining modern realities guitar performing arts, the author made an effort to clearly define the specific formation of the most topical issues of performing skills among students in CMS. Special attention is paid to a wide concept (age, hands positions, etc.) and narrower (guitar notation, equipment of sound, etc.). Guitar as a musical instrument has become much more accessible and attractive to guitar players of any age, sex and aesthetic preferences than ever. Accepting the challenges of modern society, a new generation of educators has an active interest in the guitar by junior pupils. Relying on the grand experience of guitar performers, teachers and psychologists, as well as on the own scientific and practical experience of the author, this article attempts to describe the actual pedagogical problems of the formation of performing skills of junior pupils-guitarists.

Key words: coordination of movements;  guitar notation;  guitar performance;  junior school age;  performing skill tablature;  students of CMS.

References

Dunkan, Ch. (1988). Iskusstvo igryi na klassicheskoy gitare [A modern approach to classical guitar]. Moscow, Russia: Muzyika (rus).

Mykhailenko, M. P. (2011). Teoretychni osnovy formuvannia vykonavskoi maisternosti hitarysta [Theoretical foundations of the formation of the performance of the guitarist]. Candidate’s thesis: 17.00.03. Kyiv, Ukraine (ukr).

Samokhyna, M. A. (2005). Formyrovanye yspolnytelskykh umenyi y navykov uchashchykhsia detskoi muzykalnoi shkoly v klasse hytary [Formation of performing skills and habits of students of children's music school in guitar class]. Candidate’s thesis: 13.00.02. Moscow, Russia (rus).

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Papushina V. Contents of the formation experiment on raising the level of aesthetic culture in the process of teaching literature

Papushina Valentyna, Ph.D (Philology), Assistant Professor, Assistant Professor of the Ukrainian Philology Department, Khmelnytskyi National University, 11 Institutskaya Str., 29000 Khmelnytskyi, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The article describes the theoretical and methodical principles of the aesthetic culture formation of students in the process of the foreign literature teaching. Fiction as a carrier of aesthetic views of artists, aesthetic views and forms of their personalization as means of art of the word are the basis for the education of a highly spiritual aesthetically perfect personality, a citizen of a European state and the development of the aspiration of a young person to personal growth. Among the important criteria for the formation of aesthetic culture, we defined the following: the orientation of activities to achieve a specific goal, the development of students' interest in the formation of aesthetic culture during the literature study, the desire for self-improvement and self-realization, both in classroom and out-of-classwork. In the process of the foreign literature studying, there are determined the main stages of aesthetic culture formation and their content in the context of the specifics of the future professional activity of philologists students. The aesthetic discoveries of different epochs and literary trends, the modern achievements of linguoculture, hermeneutics, onomastics, semiotics, comparative studying are laid down as the base points in the basis of our proposed pedagogical system and its realization. In the technological maps developed for practical classes, there are presented the types of individual work, there are defined personally oriented spiritual and value orientations. For analysis and correction of aesthetic activity of students there are proposed the methods of studying and correction the level of formation of the aesthetic culture.

Key words: aesthetic culture;  comparative studying of literature;  foreign literature;  hermeneutics;  innovative technologies;  onomastics;  pedagogical system;  semiotics;  technologies of creative self-improvement and self-realization.

References

Ziaziun, I. A. (2006). Mystetstvo u rozvytku osobystosti: monographiia [Art in personality’s development: monograph]. Chernivtsi, Ukraine: Zelena Bukovyna (ukr).

Kubrjakova, E. S., Dem'jankov, V. Z., Luzina L. G. (Eds.) (1997). KSLT: Kratkij slovar' kognitivnyh terminov [Shorter dictionary of cognitive terms]. Moskow, Russia: MGU (rus).

Nemirovskaja, T. V. (1988). Nekotorye problemy literaturnoj onomastiki [Some problems of literary onomastics]. In Aktualnye voprosy russkoj onomastiki (pp. 112–122). Kyiv, Ukraine: UMKVO (rus).

Saprykina, O. (2014). Suchasna literaturna germenevtyka jak mystectvo rozuminnja j interpretacii' hudozhn'ogo tekstu [Modern literature hermeneutics as an art of understanding and interpretation of the literary text]. Nova pedagogichna dumka, 3, 83–85 (ukr).

Torchynskyj, M. M. (2005). Terminologija ukrainskoi poetonimiky (literaturnoi onomastyky) [Terminology of the Ukrainian poetics (literature onomastics)]. Ukrainska terminologija i suchasnist, VI, 339–343 (ukr).

Shalaginov, B. B. (2007). Estetychnyj analiz literaturnogo tvoru [Aesthetical analysis of literary work]. Vsesvitnja literatura v serednih navchalnyh zakladah Ukrainy, 2, 32–35 (ukr).

Еko, U. (2007). Rol chitatelja. Issledovanija po semiotike teksta [The Role of the Reader. Explorations in the Semiotics of Texts]. Saint-Petersburg, Russia: Simpozium (rus).

Jankina, N. V. (2012). Vzaimosvjaz’ kul’tury i obrazovanija kak harakteristika sovremennoj obrazovatel’noj paradigmy [Interrelation of culture and education as a characteristic of the modern educational paradigm]. Mezhdunarodnyiy nauchno-issledovatelskiy zhurnal, 5 (5), 62–63, doi: 10.18454/IRJ. 2227-6017 (rus).

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Stambulska T. CULTURE OF PERSONAL LANGUAGE AS A HISTORICAL AND SOCIAL EVENT

Stambulska Tetiana, Postgraduate Student, Theory and Methodology of Preschool and Special Education Department, Vasyl Stefanyk Precarpathian National University, 1 Bandery Str., 76018 Ivano-Frankivsk, Ukraine, tanyastamb13, @gmail.com

Abstract

The article analyzed the peculiarities of the interpretation of the «communication culture» in the context of scientific researches of the past and contemporary domestic researchers. An analysis was carried out to define the concept of «communication culture of a person», the approaches to the definition of this concept are singled out. The positions of scientists concerning the role of eloquence in the formation of the linguistic personality are analyzed, the language is analyzed as a «social and psychological phenomenon», historical conditions of the formation of the concept of «communication culture» are characterized, in particular, attention is focused on the formation of the linguistic personality. It was found out that studies of the ancient traditions of the formation of the language of culture make it possible to better understand modern trends in the development of the person's communication culture.

 Modern studies have shown that in linguistics for a long time there was no unity in the interpretation of the concepts of «language» and «communication». Problems of the formation of the culture of broadcasting have become the object of research by eminent thinkers, beginning with the period of Antiquity.

 The question of the formation of a culture of speech has long traditions. Note that in European linguistics, the first decades of the twentieth century. Theoretical study and approval of the concept of «culture of language» in the scientific circulation is underway.

 It should be noted that in connection with the introduction of information and communication technologies in all spheres of society life has increased interest in the theory and practice of eloquence. This is explained by the fact that the active use of information and communication technologies involves the search for ways of speaking influence, both on the interpersonal and on the public level. According to authoritative experts in rhetoric, L. Matsko, O. Matsko, N. Mykhailychenko, V. Poltupets, etc., there are also communicative reasons that ensure the actual and further development of the theory and practice of oratory in the XX-beginning of the XXI century.

 Key words: communication culture;  linguistic personality;  rhetoric;  oratory;  oratory skills.

 References

 Babych, N. (1990). Osnovy kultury movlennia [Bases of communicatiom culture]. Lviv, Ukraine: Svit (ukr).

 Volkova, N. P. (2009). Pedahohika: navchalny posibnyk [Pedagogics: train aid]. Kyiv, Ukraine: Akademvydav (ukr).

 Maksymenko, S. D. (Ed.) (2010). H. S. Kostiuk – osobystist, vchenyi, hromadianyn [H S. Kostiuk – personality, scientist, citizen]. Kyiv, Ukraine: Nika-Tsentr (ukr).

 Horskyi, V. S. (1996). Istoriia ukrainskoi filosofii: kurs lektsii [History of Ukrainian philosophy: course of lectures]. Kyiv, Ukraine: Naukova dumka (ukr).

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 Struhanets, L. (2012). Traktuvannia poniattia «formuvannia movnoi osobystosti» u kursi «kultura movy» [Interpretation of concept «forming of language personality» in a course «culture of speech»]. Mova. Kultura. Vzaiemoruzuminnia: Zbirnyk naukovykh prats, II, 229–236 (ukr).

 

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Zhuravleva L.  PROBLEMS OF INTERRELATION OF LANGUAGE AND THINKING PRIMERY SCHOOL CHILDREN WITH DYSGRAPHIA
Zhuravleva Larisa, Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Social Work, Social Pedagogy and Preschool Education, Melitopol State Pedagogical University named after Bogdan Khmelnitsky, 20 Getmanska Str.,72312 Melitopol, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

In the article the author has carried out the scientific and theoretical analysis of the language and thinking unity in the speech activity of primary school children with dysgraphia. The relation between language and thinking in the historical and pedagogical retrospective has been researched. The author pays attention to the fact that due to its importance, the correlation of language and thinking has been and remains the subject of the study of philosophers of different epochs and countries. As a result, a number of leading trends in this sphere has been identified by the author.

 The content of the main concepts of the language and thinking correlation has been analyzed of primary school children and the dominant approaches have been singled out. It is noted that language and thinking form a dialectically contradictory unity, in which the language determines not only the nature and structure of thinking, but also the very nature of objective action reflection. Thinking and language are inseparably linked types of social activity, which differ in their essence and specific features.

 The unity of speech and language is confirmed by the fact that language is a means of communication and speech, and at the same time it is a means, an instrument of thinking in the process of performing speech activity.

 The author proves the viewpoint that speech and language, as different phenomena, are interconnected and interdependent. In the unity of speech and language, the dual nature of language as a human phenomenon is realized. This phenomenon performs certain functions in a human society, having the appropriate means at its disposal.

 The emphasis is put on the interrelation of language and thinking, as important features of intellectual development of primary school children with dysgraphia.

 Key words: dysgraphia;  language;  language system;  primary school children;  speech;  speech activity;  thinking.

 References

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Palchykova O. CRITERIA AND PARAMETERS OF FORMATION OF STUDENTS-PHILOLOGISTS’ CROSS-CULTURAL COMPETENCE

Palchykova Oleksandra, PhD (Pedagogy), Senior Lecturer of English Philology Department, Kryvyi Rih State Pedagogical University, 54 Haharin Ave, 50086 Kryvyi Rih, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The article considers criterion-parametrical aspects of formedness of students-philologists’ cross-cultural competence. There four criteria of formedness of students-philologists’ cross-cultural competence are established as: motivational and axiological, cognitive, operational, behavioural and activity. The main parameters of motivational and axiological criterion are: formedness of cognitive, professional and social motives, according to which one becomes aware of the significance of the material studied and possible ways of its application; positive / neutral / negative attitude to cultural discrepancies; estimation of other culture (following / ignoring stereotypes or prejudices). Cognitive criterion involves: knowledge of phonetic, lexical, grammar material, culture-specific units of native and foreign languages; formedness of monological and dialogical skills on definite topics; sociocultural material acquisition. The key parameters of operational criterion are: ability to use culture-specific units and units of non-verbal communication, which comply with communicative situation; skillful use of lexical units and grammatical structures pursuant to context; ability to organize dialogue / monologue in alignment with the norms of everyday, learning, professional activities. In terms of behavioral and activity criterion such parameters are considered as: restraint in judgements; ability to control one’s behavior; ability to analyze divergent positions before making a final decision.

 In conformance with the criteria and parameters determined there are four levels of cross-cultural competence specified: elementary, intermediate, upper-intermediate, advanced.

 Key words: cross-cultural competence; criteria, parameters, levels of cross-cultural competence formation; students-philologists.

  References

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Huliak O. FOREIGN LANGUAGE AS A FACTOR OF STUDENTS' PROFESSIONAL FULFILLMENT

Huliak Oksana, Ph.D. (Pedagogy), A.A. Associate Professor, Department of Foreign Languages, Lviv Institute of Economics and Tourism, 8 Mentsynskii Str., 79007 Lviv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Challenges of society of the information level increase attention to the person as a linguistic personality, its ability to personal assessment, and interpretation of information. A wide use of technology in almost all spheres of public life displaces from society many types of traditional human activities, which raises the importance of the personal component in the professional development of the student, which determines his self-actualization and future professional fulfillment.

 For successful professional fulfillment, it is necessary to form the motivation of «self-actualization», which is associated with the person's desire to become what he may be, as a person. A man who has attained the level of self-actualization has reached the peak of his potential and depth of world perception, full disclosure of his talents, abilities and opportunities.

 Significantly contributing to this process is the study of foreign languages, which accelerates personal development and improves the outlook culture of a future specialist, enhances competitiveness and ensures success in professional activities.

 The creative nature of the language, this continuous activity that transforms the «sound into the expression of thought» in the process of intensive study of a foreign language releases a huge stock of unconscious human reserve capabilities in memory, awareness and communication, creates conditions for maximum revealing the intellectual potential of the individual, the development of his emotional and motivational spheres.

 Foreign language speech activity is intensifying the implementation of such basic functions of language as cognitive (thinking and cognition) and communicative (means of communication), which has a direct impact on the effectiveness of professional communication. The intensive use of language accelerates the process of transferring knowledge and community experience and develops skills of social interaction.

 Speaking foreign languages is crucial for employment of future specialists. Knowledge of foreign languages increases their competitiveness at the international level, providing the appropriate culture of professional communication to achieve success and fulfillness in professional activities.

Key words: conceptual thinking;  cultural experience;  foreign language;  linguistic personality;  motivation;  personal and professional formation;  reserve capabilities;  self-actualization;  self-fulfillment;  student as a future expert;  world-view culture.

References

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 Nikolajeva, S. Ju., Sherstjuk, O. M. (2002). Suchasni pidkhody do vykladannja inozemnykh mov. [Modern approaches to teaching foreign languages]. Foreign Languages, 1, 39–46 (ukr).

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Vavilina S. TEACHING LANGUAGES FOR SPECIFIC PURPOSES IN THE CONTEXT OF CONTENT AND LANGUAGE INTEGRATED LEARNING

Vavilina Svitlana, PhD (Pedagogy), Associate Professor of Languages for Specific Purposes Department, Zaporizhzhya National University, 66 Zhukovskogo Str., 69600 Zaporizhzhya, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The article looks at the prospects of multilingual education in Ukraine. Upon examination of the number of government initiatives, it becomes clear that higher education of Ukraine is open for innovations that will allow Ukrainian students and graduates participate in academic and professional mobility within the European Community. Content and Language Integrated Learning (CLIL) is one of the approaches that have been introduced to meet the needs of rapid internationalization in European universities.  Its relevance to teaching languages for specific purposes has been shown by demonstrating the correlation between the main dimensions of this approach and the four components of professional intercultural communicative competence. The main focus is on the methods and techniques that a language teacher should be aware of in order to be able to teach in a language-sensitive way. To achieve this there must be a clear understanding of differences in acquiring basic interpersonal communicative skills and cognitive academic language proficiency. The implications are that the former can be acquired implicitly in the process of active learning, while the latter can be developed only with the use of cognitively demanding tasks. Thus, teacher language awareness requires metacognitive thinking that help teachers plan and teach their lessons efficiently. This research supports the argument that academic skills should be taught by means of scaffolding, an instructional technique of providing individual support that enables learners to build on prior knowledge and internalize new concepts. Therefore, under these conditions, CLIL teachers should certainly opt for explicit instruction and integrate this type of strategies into their classes.  

Key words:  basic interpersonal communicative skills;  cognitive academic language proficiency;  content and language integrated learning;  intercultural communicative competence;  languages for specific purposes;  strategies. 

References

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 Kolomiets, T. O., & Vavilina, S. H. (2016). Inozemna mova profesiino-komunikatyvnoi spriamovanosti (anhliiska): praktykum dlia zdobuvachiv vyshchoi osvity bakalavra napriamu pidhotovky «Pravoznavstvo» [Foreign Language of Professional Communication (English): practicum for applicants for bachelor’s degree in higher education in the field of study «Jurisprudence»]. Zaporizhzhia, Ukraine: ZNU (ukr).

 Bihych, O. B., Borysko, N. F., Boretska, H. E., Holovanchuk, L. P., Nikolaieva, S. Yu., Sazhko, L. A., … Chernysh, V. V. (2011). Metodyka formuvannia mizhkulturnoi inshomovnoi komunikatyvnoi kompetentsii: Kurs lektsii [Methods of forming intercultural communicative competence: Lecture course]. Kyiv, Ukraine: Lenvit (ukr). 

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Kulbashna Y., Zakharova V. SIGNIFICANCE OF FUTURE DOCTOR’S FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE AND STAGES OF ITS FORMATION

Kulbashna Yaroslava, Doctor of Science (Pedagogy), PhD (Medicine), Professor, Professor of Oral and Maxillofacial Surgery Department, Bogomolets National Medical University, 13 T. Shevchenko Blvd., 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

 Zakharova Valeriia, Teacher at Foreign Languages’ Department, Bogomolets National Medical University, 13 T. Shevchenko Blvd., 01601 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

  Abstract

The article deals with the significance of students’ foreign language communicative competence formation as the important component of future doctor’s professional competence. Communication with patients occurs during all stages of medical practice; as a consequence, effectiveness of doctor’s professional activity mainly depends on speaking skills. Taking into consideration the necessity of continuous professional development with the possibility of receiving information from different sources, knowledge of English becomes an integral part of doctor’s professional training. Thus, foreign language communicative competence formation is determined as the main aim of medical students’ professional training in English for their ability to communicate in international professional society. Vocabulary component is established as the core constituent of future doctors’ foreign language communicative competence formation. Its formation is offered to organize into three stages: visual and language semantization, automation of vocabulary skills at a passage level, automation of vocabulary skills at a text level. Special tasks and activities were developed for each stage. Following them creates an opportunity to encourage discussions among students and in this way improve their foreign language communicative competence. It is considered as the one of the most important competencies of modern doctor which allows enhancing competitive ability of future doctors in the context of globalization and internationalization of society.

Key words: competency-based approach;  English communication;  foreign language communicative competence;  lexical items;  semantization.

References

 Heshko, N. Ya. (2013). Formuvannia inshomovnoi komunikatyvnoi kompetentsii u studentiv-medykiv [Formation of foreign language communicative competence in medical students]. Kontseptsiia navchannia komunikatyvnii inozemnii movi u nemovnykh VNZ: Zbirnyk materialiv VIII Vseukrainskoi naukovo-praktychnoi video konferentsii (25 bereznia 2013 roku). Kharkiv, Ukraine: Vydavnytstvo NFaU (ukr).

 Klishch, H. I. (2012). Profesiina kompetentnist yak meta pidhotovky likariv u medyhnomu universyteti Vidnia [Professional competence as the aim of doctors’ training in medical universities of Vienna]. Osvita i osobystist: novi pidkhody, suchasna dydaktyka, innovatsiini tekhnolohii ta yakist osvity: mizhnarodna naukovo-praktychna konferentsiia, 26–29 kvitnia 2012 r. Zaporizhzhia, Ukraine: ZDMU, 1, 125–128 (ukr).

 Kulbashna, Ya. A. (2014). Formuvannia inshomovnoi kompetentnosti u maibutnikh stomatolohiv [Formation of foreign language competence in future dentists]. Pedahohichnyi protses: teoriia i praktyka, 3, 103–109. (ukr)

 Ledvanova, T. Ju. Formirovanie kommunikativnoj kompetentnosti vracha [Formation of doctor’s communicative competence]. Bjulleten medicinskih Internet-konferencij. Retrieved from https://medconfer.com/files/archive/2015-02/2015-02-81-A-5186.pdf (rus).

 Obrazcov, P. I. (2005). Professionalno-orientirovannoe obuchenie inostrannomu jazyku na nejazykovyh fakultetah vuzov [Professionally oriented teaching of a foreign language at non-linguistic departments of universities]. Orel, Russia: OGU (rus).

 Pavlyshyn, H. Ya. (2014). Model formuvannia inshomovnoi fonetychnoi kompetentsii u studentiv medykiv pry profesiino oriientovanomu vyvchenni anhliiskoi movy [The model of foreign language phonetic competence formation in medical students in professionally oriented English learning]. Naukovyi visnyk Uzhhorodskoho natsionalnoho universytetu, 30, 119–122 (ukr).

 Razdorskaja, O. V. (2017). Mezhdisciplinarnaja napravlennost' professional'no orientirovannoj lingvisticheskoj podgotovki studentov medicinskogo vuza [Interdisciplinary orientation of professional oriented linguistic training of students of higher medical school]. Medicinskoe obrazovanie XXI veka: kompetentnostnyj podhod i ego realizacija v sisteme nepreryvnogo medicinskogo i farmacevticheskogo obrazovanija: Sbornik materialov Respublikanskoj nauchno-prakticheskoj konferencii s mezhdunarodnym uchastiem. Vitebsk, Belarus: VGMU (rus).

 Sekret, I. V. (2010). Inshomovna profesiina kompetentnist: problema vyznachennia [Foreign language competence: the problem of definition]. Zbirnyk naukovykh prats Berdianskoho derzhavnoho pedahohichnoho universytetu (Pedahohichni nauky), 2, 35–41 (ukr).

 Khomenko, K. P. (2014). Profesiina kompetentnist u pidhotovtsi likariv [Professional competence in doctors’ training]. Problemy ta perspektyvy rozvytku nauky na pochatku tretoho tysiacholittia u krainakh Yevropy ta Azii: VI mizhnarodna naukovo-praktychna internet-konferentsiia: zbirnyk naukovykh prats. Pereiaslav-Khmelnytskyi, Ukraine (ukr).

 Sharshakova, T. M., Ruzanov, D. Ju., Gapanovich-Kajdalov, N. V., Bashkinceva, E. S., Galinovskaja, N. V. (2017). Kommunikativno-kompetentnostnyj podhod v professionalnoj podgotovke vracha [Communicative and competency based approach in professional doctor’s training]. Medicinskoe obrazovanie XXI veka: kompetentnostnyj podhod i ego realizacija v sisteme nepreryvnogo medicinskogo i farmacevticheskogo obrazovanija / Sbornik materialov Respublikanskoj nauchno-prakticheskoj konferencii s mezhdunarodnym uchastiem. Vitebsk, Belarus: VGMU (rus).

 Gregg, J., & Saha, S. (2007). Communicative competence: A framework for understanding language barriers in health care. Journal of General Internal Medicine, 22 (2), 368–370. doi: 10.1007/s11606-007-0364-4 (eng).

 Canal, M. (1983). From communicative competence to communicative language pedagogy. Language and Communication. London, Great Britain: Longman, 2–27 (eng).

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Sereda I. PSYCHOLOGICAL AND PEDAGOGICAL BASIS OF CORRECTION AND EXCITABLE WORK WITH THE CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONTEXT OF THE TECHNOLOGICAL APPROACH

Sereda Iryna, PhD (Pedagogics), Associate Professor, Assistant Professor of Special Education Department, Mykolaiv v. o. sukhomlynsky National University, 24 Nikolskaya Str., 54030 Mykolaiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Corrective and educational work is considered as a system of complex measures of psychological and pedagogical influence on various features of anomalous development of the individual as a whole, since each defect negatively affects not only a separate mental function, but also reduces the social adaptation of the child in all its manifestations.

In the technological aspect, the correctional and educational process has its own specificity, depending on the particulars of the child and the chosen learning option for her. In general education, modern methods and technologies typical for the educational process of a secondary school can be effectively applied: technology of upbringing a successful person, collective creative affairs, personal development technology, training, interactive, information and communication technologies, etc. In the case of a complex defect in a child, or a combination of several defects, when training is conducted in a compensatory-adaptive or abolition variant, the leading advocates are medical correction and health-saving technologies. Separately allocated technologies which can be successfully applied at any type of training, for example, gaming and technologies of art therapy.

The effectiveness of the correctional direction of education can be assessed by the following criteria: qualitative and quantitative easing of the structure of the defect; correction of defects and transition of corrected defects to positive opportunities of the child; conscious use of the children's experience; accumulation and positive change in personality properties.

Key words: correctional and educational work;  correction-developing technology;  correctional and pedagogical process;  correctional and pedagogical technology;  pedagogical technology;  technological approach.

References

Babak, V., Luzik, E. (2003). Fundamentalna pidhotovka v suchasnomu universyteti: tradytsiyi ta perspektyvy [Fundamental training in the modern university: traditions and perspectives]. Vyshcha osvita Ukrayiny, 1, 78–83 (ukr).

 Kyseleva, M. V. (2008). Art-terapyya v rabote s detmy [Art therapy in work with children]. Sankt-Peterburg, Russia: Rech (rus).

 Nahorna, O. B. (2012). Osoblyvosti korektsiyno-vykhovnoyi roboty z dit'my z osoblyvymy osvitnimy potrebamy: navchal'no-metodychnyy posibnyk [Features of Correctional and Educational Work with Children with Special Educational Needs]. Rivne, Ukraine: NUVHP (ukr).

 Sereda, I. V. (2017). Pidhotovka mahistriv korektsiynoyi osvity v konteksti tekhnolohichnoho pidkhodu [Preparation of masters of correctional education in the context of a technological approach]. In Psykholoho-pedahohichni ta tekhnolohichni osnovy dyferentsiyovanoyi lohodiahnostyky ta lohokorektsiyi: monohrafiya (pp. 141–159). Mykolayiv, Ukraine: Ilion (ukr).

 Synev, V. N. (1996). Korrektsyonno-vospytatel'naya napravlennost' uchebno-vospytatel'noho protsessa vspomohatel'noy shkoly [Correctional and educational orientation of the educational and educational process of the secondary school]. In Kapustyn A. Y.  (Ed.). Vvedenye v ystoryyu olyhofrenopedahohyky, (pp. 10–20). Donetsk, Ukraine: TOV «Lybid» (rus).

 Khrebtova, N. P. (2009). Vykorystannya innovatsiynykh korektsiyno-kompensatsiynykh tekhnolohiy u lohopedychniy roboti z dit'my [Correctional and educational orientation of the educational and educational process of the secondary school]. Retrieved from http://marganets-dnz5.edukit.dp.ua (ukr).

 Shulzhenko, D. I. (2009). Korektsiyno-pedahohichni ta psykhokorektsiyni tendentsiyi reabilitatsiynoho protsesu ditey z porushennyamy rozvytku: svitovyy dosvid ta yoho zastosuvannya v Ukrayini [Correctional-pedagogical and psycho-corrective tendencies of the rehabilitation process of children with developmental disorders: world experience and its application in Ukraine]. Retrieved from http://shodinki-autism.org/content/d-shulzhenko-problema-diagnostychnyh-doslidzhen (ukr).

Kovalenko, V. (2017). Programme of correction of emotional development disorders in mentally retarded primary school students taking one-on-one training. Science and Education, 7, 11–15. Retrieved from http://scienceandeducation.pdpu.edu.ua/en/articles/2017-7-doc/2017-7-st2-en. doi: https://doi.org/10.24195/2414-4665-2017-7-2 (eng).

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Myhnovetska I. STUDY ON THE SOCIAL DEVELOPMENT OF DOWN SYNDROME IN THE INCLUSIVE GROUP

Myhnovetskaja Iryna, Postgraduate Student, Department of Education for Children with Intellectual Disabilities, Institute of Special Pedagogy, The National Academy of Educatinal Sciences of Ukraine, 9 Berlynskogo Str., 04060 Kyiv, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The article substantiates the importance of social development of preschool children with Down syndrome, considers the indicators of social development of children with intellectual deficiency on the parameters of social competence of normally developing children of preschool age (according to A. Zakrepina), the concept of the difficulties of social development in pre-school children with Down syndrome has been proved, proved the importance of social development in the context of an inclusive group with an interpretation for further socialization in society. It is revealed that for the positive dynamic development of children with Down syndrome, it is necessary to take into account the influence of all factors of social development. The adequate level of social development of children with Down syndrome is a prerequisite for successful socialization in society and the formation of new and lasting contacts with others in order to meet their own needs and aspirations. Without properly organized and systematic work on social development in children with Down syndrome, its level remains fairly low. To implement the above, one needs to study social development in more detail and to know what indicators should be oriented when working on it, to correctly carry out the diagnosis of social development for orientation in the levels of its formation, to take into account all aspects of social development for the implementation of systematic influence. It was also determined that children with Down syndrome are trying to adequately perceive themselves and orient themselves in situations that arise, they show interest in contact with others and seek to develop with the help of available methods and means.

 Key words: children with Down syndrome;  level of social development;  inclination;  socialization.

References

 Breslav, H. (2006). Psykholohycheskaia korrektsyia detskoi y podrostkovoi ahressyvnosty [Psychological correction of child and adolescent aggression]. Saint-Petersburg, Russia: Rech (rus).

 Zakrepina, A. (2003). Puti sotsialnogo razvitiya detey doshkolnogo vozrasta s umerennoy umstvennoy otstalostyu [Ways of social development of preschool children with moderate mental retardation]. Candidate`s thesis. Moscow, Russia (rus).

 Kobylchenko, V. V. (2015). Stanovlenye lychnosty doshkol"nyka v norme і pry narushenyyax zrenyya [Formation of the preschooler's personality in norm and with visual impairments]. Saarbrücken, Germany: LAP Lambert Academic Publishing (rus).

 Guralnick, M. J., Connor, R. T., & Johnson, L. C. (2011). Peer-related social competence of young children with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 116, 48–64. doi:10.1352/1944-7558-116.1.48.

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Leschii N. SYSTEM APPROACH TO ORGANIZATION OF ATHLETIC-HEALTH WORK WITH CHILDREN WITH DIFFICULT VIOLATIONS OF DEVELOPMENT

Leschii Nataliia, Associate Professor, Associate Professor of Department of Defectology and Physical Rehabilitation, South Ukrainian National Pedagogical University named after K. D. Ushynsky, 14 Dyukovskaya Str., 65029 Odessa, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

The article reveals and analyzes methodical aspects of the use of the system approach in the organization of physical culture and health work with children with complex developmental disorders. The concept «system approach», «pedagogical system» in modern theoretical researches in the field of correctional pedagogy and psychology is specified. It is established that a systematic approach to physical culture and health work can be interpreted as: a system of values, priorities for one's own health and that of others; s a way of strengthening, maintaining, renewing, forming and transmitting physical, mental, social and spiritual health; a set of ideological ideas on the essence, features, self-worth of a person's health; historical integrity, the attitude of society towards the health of citizens; integral factor of socialization of the person, cultural process of formation, strengthening, preservation, renewal and transferability of physical, mental, social and spiritual health. It was found out that a systematic approach to physical culture and health work allows it to be interpreted as: a system of values, priorities for one's own health and that of others; as a way of activities to strengthen, preserve, restore, form and transfer physical, mental, social and spiritual health; a set of ideological ideas on the essence, features, self-worth of a person's health; historical integrity, the attitude of society towards the health of citizens; integral factor of socialization of the person, cultural process of formation, strengthening, preservation, restoration and transfer of physical, mental, social and spiritual health.

Key words:  children with complex developmental disorders;  educational and rehabilitation center;  physical culture and health work;  systems approach.

References

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Stashuk O. SOCIAL PRACTICE AS A REHABILITATION COMPONENT OF INTEGRATION OF YOUNG CHILDREN WITH SPECIAL NEEDS INTO SOCIETY

Stashuk Olga, Teacher of the Social Work Department, Municipal Higher Educational Institution «National Hortitska Education and Rehabilitation Academy», 59 Scientific Town Str., 69000 Zaporizhzhya, Ukraine, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract 

The article examines the social practice as one of the forms of organization of rehabilitation process, its role in integration of a young child with disabilities into the society. The development of functional autonomy of young children with disabilities is the main priority of rehabilitation process. The author submits that functional autonomy is an ability of a child to act independently of others, according to age and psychophysical possibilities. The author of the article identifies functional autonomy as the basis for the successful integration of a child with special needs into the society. In the article the social practice is considered as one of the forms of organization of rehabilitation process that helps the child to acquire knowledge and develop skills in a convenient and familiar place. The article attempts to state selected conditions for implementation of the objectives of social practice among which are the involvement of a variety of professionals from different areas (social teacher coordinates their work) and the development of an individual rehabilitation program. The article deals with the typical difficulties of social development of young children, which may be complicated by the limited ability to perform daily living activities. The purposes of social practice are dwelt upon. These are: the development of the child's ability to adequate self-identification; the development of the ability to express social emotions; the development of safe livelihoods skills; the development of social norms of behavior; the development of the ability to show favor to others; the development of self-service skills; the development of a child's ability to act in accordance with different social roles.

Key words: a child with special needs;  functional independence;  individual rehabilitation program;  integration;  interdisciplinary team;  rehabilitation;  social practice. 

 References

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