Mountain School of Ukrainian Carpaty <p style="margin: 0cm; margin-bottom: .0001pt; text-align: justify;">The journal highlights the methodological, theoretical and practical principles of pedagogical science development, current problems of schools education, including mountain regions of Ukraine and abroad. This scientific specialized edition of pedagogical sciences is intended for researchers, teachers, doctoral students, graduate students, academic staff, the parent community, and all those interested in the current status of pedagogical education development.</p> <p><strong>ISSN 1994-4845 </strong>(Print)&nbsp;&nbsp;&nbsp;<strong>E-ISSN 2415-7147</strong>&nbsp;(Online)</p> Vasyl Stefanyk Precarpathian National University en-US Mountain School of Ukrainian Carpaty 1994-4845 GENERAL RESEARCH METHODS FOR POSITIONING STRATEGIES OF LEADING UNIVERSITIES IN WESTERN EUROPE <p>The article nalyzes the general methods for researching positioning strategies of leading universities in Western Europe. The main methods of scientific research revealed a method for studying the concepts and content of positioning of higher education institutions of leading universities in Western Europe; the relationship of educational and social services; communications; pricing. According to the author, the positioning strategy has an inter-scientific character, a constant process of self-development, self-regulation and self-healing of university positioning strategies, taking into account scientific and technological progress.</p> <p>Based on the analysis of scientific literature, the author defines methodological approaches to the analysis of positioning strategies of leading universities in Western Europe, namely: general science, which includes systemic, synergetic, strategic, social-marketing, critically complex; specifically scientific - system-comparative, system-strategic, system-methodological, system-methodological, system-didactic, system-component analysis, system-integrable, system-internal communicative, system-communicative, system-parametric, system-perspective). She also identified signs of positioning strategies of leading universities in Western Europe and trends in the further development of positioning strategies in the context of updating higher education in Ukraine.</p> <p>During the writing of the article, the researcher relied on the selected monographic and selective methods, as well as the method of the main array of positioning strategies of leading Western European universities for processing the analyzed literature at different stages.</p> <p>The author analyzed the sites of Times Higher Education (THE), QS World University Rankings; The Academic Ranking of World Universities (ARWU) of international university ratings, where the data were selected, with which the leading universities were compared, namely: academic reputation index; number of total students; number of international students; general citation of scientific publications; average annual number of scientific articles per member of the faculty.</p> Iryna Hyrka Copyright (c) 2019 Mountain School of Ukrainian Carpaty 2019-11-27 2019-11-27 21 5 8 10.15330/msuc.2019.21.5-8 ENGLISH UTTERANCES IN THE STUDYING PROCESS OF LEARNING SUBJECT <p>The new technologies growth as well as democracy establishment and the vectors of humanistic progress in Ukraine led to the evolution of students' personalities as the main lever of modern development in the society and state. The main role in shaping modern student personality as a professional one and a citizen belongs to education. Education always reflects the interests of society and fulfills its social orders, forms the public demands for knowledge and progress prospects; changes under the influence of time, social, economic and other factors, demands the education quality service. One of the requirements for the education quality is to adjust students for their profession duties, in particular for study obtaining learning subject knowledge, profession skills and deep knowledge of state language proficiently.</p> <p>This article deals with using utterances, in particular the proverbs, winged statements, sayings for developing the students’ intellectual activity, comprehension of learning subject deeply with popular expressions bearing shadow meanings. The use of utterances makes every nation culture inexhaustible, highlights national history, folk wisdom, outlook of life, worldview; it emphasizes the importance of their usage for the development students’ intellectual abilities, their creative approach to mastering the subject under study. Using the utterances in the studying process encourages students for learning subject thoroughly, creative thinking, the deep shadow understanding of the language statements' meaning.</p> <p>Language is used to express thoughts, conceal the meaning, but the most often to replace thinking and development of students' activity for learning subject properly and it is considered to be a perfect and important means of human communication that helps young generation to share their thoughts, express their feelings, achieve mutual understanding, create spiritual values, in particular, deep comprehension of learning subject, and formation of personality. All people have no greater treasure than their speech, because only their language is the character, memory, spiritual power, history and evolution.</p> Iryna Zvarych Copyright (c) 2020 2019-11-27 2019-11-27 21 9 13 10.15330/msuc.2019.21.9-13 THE MODERN TECHNOLOGIES FOR THE CONTROL OF KNOWLEDGE AND SKILLS OF EDUCATION RECIPIENTS <p>The article analyzes the modern interpretation of the concept of "knowledge control". The main functions of control of knowledge and skills of the educational recipients are educational, diagnostic, stimulating, educational functions, function of assessment. The management function is of paramount importance. In addition to controlling the level of learning, it is important to make decisions about optimizing the educational process.</p> <p>Types of control knowledge and skills are classified according to place in the process of achieving the didactic goal of educational activities.To increase the effectiveness of training, it is necessary to practice different ways of organizing control. Because proper and rational organization of control of knowledge and skills contributes to identifying gaps in the knowledge and skills of the learners, determining their level of readiness to learn new material. Control also forms students' self-control skills.</p> <p>Testing is an effective way to control knowledge.The current state of technology development tests are set using test shells of the stationary type or on online platforms.</p> <p>Cloud services are spreading. They allow you to reach remote audiences and evaluate real-time knowledge and skills.</p> <p>We recommend using cloud technologies for professional and regional specialties (for example, for students of nonstationary form of study from remote mountain regions).</p> Oksana Kondur Valerii Ratushniak Copyright (c) 2020-02-01 2020-02-01 21 13 18 10.15330/msuc.2019.21.13-18 MODERN STANDARDIZED METHODS OF MEASURING THE SELF-CONCEPT OF JUNIOR SCHOOL AGE CHILDREN <p>The article states that one of the most important tasks of the educational process is the education of a holistic personality, the disclosure of personal potential and the consideration of the individual capabilities of each child. An important prerequisite for this task is the education of a positive self-concept of children, which is the basis of their self-determination, attitude towards themselves, interaction with peers and adults. The self-concept is a rather complex, multi-level personal formation and defines the life path of a person. The process of nurturing the self-concept requires an individual approach to children, which is why high-quality and timely diagnosis of self-concept in schoolchildren, the selection of appropriate methods are important for further education of positive ideas about themselves and self-perception.</p> <p>The publication states that the study of features of the child's self-concept is of great importance, and therefore the development of appropriate diagnostic methods and techniques. Children come to the first grade with the basics of selfperception and self-concept already laid down in preschool age, on which the individualized education of their I concept in school should be based. Prominent among the methods of research are standardized tests that allow you to quickly study the peculiarities of children's development and to compare the obtained indicators with the normative data in a well-established procedure.</p> <p>Ukrainian educators and psychologists use techniques developed by both domestic and foreign authors. Domestic and post-Soviet methods are more widespread in the territory of Ukraine, while not all foreign ones have become widespread, which partially limits the diagnostic tools of practitioners.</p> <p>The article deals with the twelve most popular methods of measuring the self-concept of children: Rosenberg Self Esteem Scale, Self Esteem Inventory, Piers-Harris Children’s Self Concept Scale, Tennessee Self Concept Scale, Self Perception Profile for Children, Self Description Questionnaire, Self Perception Profile for Adolescents, Pictorial Scale of Perceived Competence and Acceptance for Young Children, Hare Self Esteem Scale, State Self Esteem Scale, Multidimensional Self Concept Scale, Martinek-Zaichkowsky Self Concept Scale for Children. The analysis shows that all methods have good indicators of validity, reliability and internal consistency. Some of them have been translated and adapted into Russian or Ukrainian. However, in most cases information about the psychometric properties of adapted versions of the methods is not disclosed by the authors. Only several versions of the Harter Self Perception Profile are presented in a format that allows their practical application. In addition, a number of methods (the Rosenberg test and the different versions of the Harter method) have good prospects for implementation in the educational process with proper standardization and additional studies of validity and reliability.</p> Hanna Orlova Copyright (c) 2020 Mountain School of Ukrainian Carpaty 2020-02-01 2020-02-01 21 19 24 10.15330/msuc.2019.21.19-24 INNOVATIVE TECHNOLOGIES AS A FACTOR FOR THE FORMATION OF A HEALTHY LIFESTYLE OF CHILDREN <p>In the current conditions of society development, where dynamic processes take place in different areas of life, new requirements are being put forward for the formation of knowledge, skills of motivational tools and lifestyle of the individual. A special role in this process belongs to innovative technologies that are aimed at the development of various forms of thinking, creative abilities, and high social and adaptive capacities of the individual. In the current conditions of development of Ukrainian society, there is an urgent need to educate a healthy competitive individual, who possess developed intelligence, creative potential, striving for self-improvement and preservation of its own health. Today, many new technologies are introduced in Ukrainian education to improve learning, comprehensive harmonious development of children. The process of forming a healthy lifestyle is based on the child's own activity, and the result is achieved through innovative technologies: personal-oriented learning, cooperation and differentiation, project activity, art-therapeutic, pet therapy, portfolio, etc. Accordingly, the problem of training such a teacher who possesses the necessary professional competences, takes a step forward.</p> <p>Awareness of future teachers with a variety of innovative technologies and their successful adoption and use in practice will help to rethink the perspectives of school activities and work in the lives of students. The main driving force behind innovation is the teacher, as the subjective factor is crucial in the implementation and dissemination of innovations.</p> <p>The essence of health-preserving technologies lies in the comprehensive assessment of learning and upbringing conditions that make it possible to ensure the proper health of children, to care for their high level of self-realization, to develop healthy lifestyles, to monitor the indicators of the individual development of the child, and not only to predict changes in the health of children, but also apply appropriate psychological and pedagogical, corrective, rehabilitation measures to ensure the success of educational activities, improve quality of life for children with special educational needs, etc.</p> Tetyana Pantyuk Maria Yarushak Nataliya Preys Sophia Potuk Copyright (c) 2019-10-02 2019-10-02 21 25 29 10.15330/msuc.2019.21.25-29 WORKING WITH A DYSFUNCTIONAL FAMILY IN THE SOCIAL ASSISTANCE SYSTEM IN POLAND <p>Dysfunctional families are families that fail to fulfill the protective and educational function of their children. They are conflicted, affected by addictions, unadapted to life, inefficient in education. The situation of these families is a challenge for the Polish social assistance system. As part of social work with these families, a number of different methods are used, among others empowerment, interdisciplinary work model, work with family assistants, psychological therapies, school for parents, Family Group Conference and day support facilities. The work methods used involve family members based on their resources and aim to ensure that families use their strengths and acquire appropriate care and upbringing skills, achieve balance and gain greater independence in functioning, and regain control over their own lives.</p> <p>Сhanges that take place in social life cause weakening of social ties and the role of the family as a basic environment of human upbringing. Many Polish families are unable to perform the protective, educational, economic, preventative functions of their members, including children. Particularly disadvantaged families - affected by addictions, illnesses, disorders, unadapted to life and ineffective in education - pose a serious threat to the development of children, but also a great challenge for the social assistance system. For many years, social assistance institutions have usually been a source of financial resources to support these families. The current development of the family support system tends to develop effective methods of working with families, these pedagogical tools can be used by social workers and family assistants. Their essence is to influence the restoration of relationships between family members, the improvement of relations and communication, the desire for family reintegration. To this end, actions are taken based on the developed procedures based on the resources inherent in the family to make changes in the functioning of the family system through the forces of its members. The effectiveness of social work with disadvantaged families is enhanced by interdisciplinary activities that involve the use of the knowledge, experience and professional skills of various institutions and non-governmental organizations. Nowadays, the best way to work with such a family is to involve the so-called human factor, which embodies the professionalism and effectiveness of the assistance provided. A crisis family is increasingly perceived as an entity responsible for their own destiny. Working with the family using the above mentioned methods takes into account not only the deficiency of its functioning, but above all its strengths and potentials, which allows it to gradually regain balance, stability and take control of their life.</p> Galina Beiger Copyright (c) 2019-10-02 2019-10-02 21 30 33 10.15330/msuc.2019.21.30-33 LIFE POTENTIAL OF REHABILITATION PEDAGOGY <p>In the article the peculiarities of development and formation of rehabilitation pedagogy on the basis of ideas of pedagogy of life creation are revealed.</p> <p>The author emphasizes the necessity of updating the content, technological support, defining the functions of rehabilitation pedagogy, since it reveals a new vision of the problem and promotes the prognostic philosophy of the integrated school of the century.</p> <p>It is pointed out that the most valuable asset of rehabilitation pedagogy is that its goals, content are not only close to the educators-reformers, but also to the children who become co-creators of new models of the 21st century schools, who are learning more about their lives to master the art of life-giving, the art of being.</p> <p>The article emphasizes that the important ability of a growing person to "learn to be" must be based on the ability to know oneself, to be aware of one's strengths and abilities, to try to end such phenomena as fatalism and humility, which in certain circumstances means learning to live, to know, to think, freely and critically, learn to love the world and make it more human, learn to live and create. After all, mastering by a child with a special need the art of living helps her or him to master better innovative technologies of self-rehabilitation, self-mobilization, which are vital for her or his development.</p> <p>The methodological guidelines of the study represent the theoretical concept of the development of rehabilitation pedagogy, which explains the phenomenon under study in the context of the activity of pedagogy of life-creation.</p> <p>The author focuses on the applied tasks of rehabilitation pedagogy, which consist in theoretical and organizational and practical support of educational and rehabilitation process both in the system of special education and in the process of integration of children with special needs in secondary schools. It is noted that effective integration into society, development of vital competence of children with special needs, can be successful under the condition of creation of innovative educational and rehabilitation, correction and development space, which systematically combines medical, psychological, pedagogical and social aspects.</p> Ivan Ermakov Copyright (c) 2019-11-27 2019-11-27 21 34 38 10.15330/msuc.2019.21.34-38 THE MAIN TENDENCIES OF GIRLS’ NATURAL AND MATHEMATICAL EDUCATION IN UKRAINIAN EDUCATIONAL ESTABLISHMENTS OF THE XIX – THE BEGINNING OF THE XX CENTURY <p>The article presents the results of historical and pedagogical research of the theory and practice of the development of girls’ natural and mathematical education in the territory of Ukraine in the XIX – the beginning of the XX century. та виокремлено її тенденції. The tendencies of girls’ natural and mathematical education in Ukrainian educational establishments have been highlighted during relevant time frame.</p> <p>The purpose of the study is to substantiate main tendencies of the genesis of girls’ natural and mathematical education in educational establishments of Ukraine of the XIX – the beginning of the XX century. The research tools for the study scientific and bibliographic, historical and logical, chronological-systemic, problem-search and historical-genetic methods.</p> <p>Based on methodological tool the leading tendencies of the development of women’s natural and mathematical education have been revealed, which are represented in the separate periods: first part of XIX century characterized by legislative regulation of the education system; changing the vector of society’s attitude to women’s education; opening of the first state secondary educational institutions for girls; second part of XIX century involved the creation of a centralized system of women’s education and a legislative base of functioning of women’s educational establishments; increasing public awareness of girls’ education, creating associations and unions that had contributed to women’s natural and mathematical education, including higher education; moving away from classicism and approaching the content of girls’ natural and mathematical education to similar education for men; improving the content, forms and methods of girls’ teaching in natural and mathematical disciplines; the beginning of the XX century was marked by the government’s efforts to implement a general elementary school; unification of girls’ natural and mathematical education; restoring women’s access to higher education, including natural and mathematical; development of new concepts, further improvement and emergence of new forms, methods and teaching tools of natural and mathematical disciplines.</p> Olena Kokhanovska Copyright (c) 2020 2019-11-27 2019-11-27 21 39 43 10.15330/msuc.2019.21.39-43 THE DEVELOPMENT OF EDUCATION IN UKRAINE AT THE BEGINNING OF THE XXIST CENTURY: CHANCES AND CHALLENGES <p>In the article the main trends of education development in Ukraine at the beginning of the XXIst century have been studied. In accordance with education reformation as well as its modernization processes in all spheres the main attention has been paid to its innovative development. The importance of the study is due to the objective need to improve the effectiveness of education at all levels in line with contemporary social development in order to successfully integrate into the European space. The purpose of the study is to identify the main directions of the development of education in the context of modernization at the beginning of the XXIst century. The research is based on the use of a set of general scientific theoretical methods: analysis and synthesis, abstraction, formalization.</p> <p>The scientific research has substantiated that the positions and directions of exploration of educational development pathways should be directed firstly to a radical restructuring of the educational sector, and secondly to the modernization of this process through the use of innovation. An overview and analysis of the priority directions of education modernization are presented. The implementation of them provides development at all its levels, increasing the efficiency of the educational process and obtaining qualitatively new results. The following direction are distinguished: the implementation of interdisciplinary and project approaches, globalization and internationalization of education, intensive development and widespread use of information and communication technologies, taking into account andragogical principles of training, professional mobility of a specialist in the vertical and horizontal dimensions, the insurance of possibilities for lifelong education. It has been found that a significant direction of education development, foreseen by the new educational paradigm, is the application of the type of sociocultural inheritance from the future to the modern, that means the realization of the concept of “lifelong learning”, which is transformed into the idea of continuous education. It is determined that one of the priority directions of educational branch modernization is the objective necessity of innovations integration into the process of teaching staff professional training. According to the results of scientific research, it is defined that the integration of modernization processes in education causes the emergence of application of new approaches to the educational process organization of an advanced nature, which outline the future direction of the system development. The results of the study complement the information on the need for active implementation of modernization technologies in the educational process, relevant to modern social development, which is now the most important strategic priority for the sustainable development of education. The implementation of identified trends in education development in the context of modernization is aimed at radical changes that will allow to change and develop the educational process in order to achieve higher results and to formulate a qualitatively different educational practice.</p> Nataliya Mukan Oksana Blavt Copyright (c) 2019-11-27 2019-11-27 21 44 49 10.15330/msuc.2019.21.44-49 PEDAGOGY OF PARTNERSHIP AS A FACTOR OF FORMATION OF EFFECTIVE INTERACTION OF PARTICIPANTS OF THE EDUCATIONAL PROCESS IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL <p>The article describes the essence of the concept of «partnership pedagogy», outlines the principles and principles on which partnership pedagogy is based on the Concept of the New Ukrainian School, and proves the necessity to study this line of pedagogy. Partnership pedagogy is substantiated as a component of the formation of the innovative educational space of the New Ukrainian School from a psychological and pedagogical standpoint. The results of the study of the level of willingness of future primary school teachers to interact with the participants of the educational process on the basis of partnership pedagogy are presented.</p> <p>During the reforms and changes in the Ukrainian education, especially in elementary school, to optimize the learning process should take a look you on the interaction between the participants of the educational process in the light of new approaches that include: creating a favorable atmosphere of cooperation and collaboration; the transition from the practice of transferring teacher material that can be obtained from available sources and transition to active communication with students during educational activities; intensification of the introduction into the educational process of "active" teaching methods that are aimed at disclosing the individual, developing his initiative, motivation for cognitive activity, which is disclosed in the current normative documents of the education system, namely in the Law of Ukraine "On Education" and in the Concept "New Ukrainian School".</p> <p>The analysis of the def and nition of the concept of "partnership" testifies to its multidimensionality. Partnership pedagogy is considered by scientists as a well-defined system of relationships between all participants in the educational process (students, educators, managers , parents), which is based on the principle of voluntariness , which is based on the respect and equality of all participants, while respecting certain norms (rights and obligations ) the benchmarks of each party; involves the active involvement of all participants in the implementation of common tasks and the willingness to take responsibility for their results. Thus, pedagogy of partnership acts as a factor of effective interaction of participants in the educational process in the New Ukrainian School , whose main purpose is to support students, which contributes to the development of their abilities, satisfies the intellectual, emotional and social needs of children, which meets the needs of modern educational theory .</p> Tatiana Fedirchуk Vitaliіа Didukh Copyright (c) 2019-11-27 2019-11-27 21 50 54 10.15330/msuc.2019.21.50-54 PREPARATION OF FUTURE TEACHERS FOR ECOLOGICAL-LOCAL WORK IN PRIMARY SCHOOL <p>The social environment plays a crucial role in shaping the personality of the pupils. And not only the macro environment (the conditions of existence that surround the person in society), but also the microenvironment - the conditions created directly in the educational institution. Pedagogically competent micro-environment in the formation of personality arouses interest and desire to influence its character, which activates the process of education. The natural and social environment and their influence on the formation of personality allow us to distinguish local history as a complex science, combining information science (in turn complex), historical, art, history of literature, science and more. Local history as a pedagogical problem has always aroused great interest among researchers, since there is no other such comprehensive means of education and upbringing of man, which would include nature and history, economy and politics, culture and life of people of their native land. The result of the teacher's professional preparation for environmental studies is local knowledge, skills and skills. In addition, the future teacher is aware of the mutual influence of his environmental studies on the results of future professional activity, his role in the life of his native land, the moral orientation of local lore. He learns to look at the outside world not through the eyes of the consumer, but with the eyes of the creator, the figure, the active participant of transformations, the perfection of the surrounding life. Multiple subject teacher preparation for future professional activities is a holistic process, united by a community of pedagogical goals, tasks, and functions aimed at achieving the end result.</p> Lesia Vysochan Svitlana Milevska Copyright (c) 2019-11-27 2019-11-27 21 55 59 10.15330/msuc.2019.21.55-59 FOLKLORE OF PRYKARPATTYA AS A FACTOR OF NATIONAL-PATRIOTIC EDUCATION OF YOUNGER PUPILS <p>Ukrainian science, its component of folk pedagogy, in particular oral folk art, serves as a significant factor in the education of love for their native land, small homeland, which forms high patriotic feelings – love for Ukraine, an understanding of the importance not only of loving our country, but also of defending its independence, and soon.</p> <p>This problem is updated by the basic state documents (Law of Ukraine "Oneducation", Law of Ukraine "On extracurricular education", Concept of national-patriotic education of children and youth, Concept of artistic andaesthetic education of pupils in general educational institutions, Concept of extracurricular education and upbringing, National strategy the development of education in Ukraine until the year 2021, etc.), which emphasize that the core of the system of education of apprenticeship is the national idea, patriotism, which involves the formation of love and readiness for protection that Homeland, civicduty, interest and desire to preserve national history, culture, traditions and respect for the cultural values of other peoples.</p> <p>Oral folk art, as well as the entire contents of education and upbringing in elementary school, can contribute to the national-cultural revival of Ukraine. First of all, it concerns the return of those cultural values of the Carpathian region, which in the era of Soviet totalitarianism were not actively used in the educational process, they are nowabletoenrich the educational process of the elementary school with their regional flavor and become an important factor in the formation and development of nationalself-awareness of young Ukrainians.</p> <p>The purpose of the research is to analyze the theoretical principles of using the tools of ethnography / hutsulschynozvandia in the educational process of the modern elementary school, to describe the system of work on patriotic education of pupils of Yavorivka secondary school of the I-III centuries. Kosiv district of Ivano-Frankivsk region at lessons, extra-curricular activities, out-of-school activities aimed at creating an ethno-saturated environment.</p> Tatyana Danylyuk Copyright (c) 2019-11-27 2019-11-27 21 60 64 10.15330/msuc.2019.21.60-64 BASES FOR THE FORMATION OF THE LEXICIAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS FOR FUTURE PROFESSIONAL ACTIVITY IN THE DIALECT ENVIRONMENT <p>The article deals with the formation of the lexical competence of future elementary school teachers in the program, which prepares for the work activity in the conditions of the dialectal environment.</p> <p>The author analyzed several definitions of the «lexical competence» concept, the scientific’s’ views for the formation of lexical competence of primary pupils and students which study «Primary Education» specialty.</p> <p>Also, the author worked out a number of pedagogical and methodological works, defined the concept of «lexical competence» and «lexical competence of the primary school teacher», defined the directions of preparation for work in the dialectal environment those students who study «Primary education» specialty the author argued the need of the universities disciplines which form the readiness of future language teachers for the work in the dialectical environment.</p> <p>The purpose of the article is to analyze the formation of lexical competence of the «Primary education» specialty students while preparation for the work in the dialectal environment. The purpose is due to the lack of the Programs, which guide how teachers should work with dialect speaking pupils.</p> <p>The author analyzed the current Programs of the Ministry of Education and Science of Ukraine for the primary schools, and found that there are no any recommendations to the teacher on how to work in local dialects there. Similarly, there are no exercises for studying the literary language through the comparison with dialecticisms in Ukrainian language textbooks. On the other hand, we should not ignore the active functioning of the dialects and the fact that primary school teachers work with pupils who are dialect speakers.</p> <p>The article author described the results of the researching, which proves the effectiveness of studying the literary Ukrainian language through comparison with the local dialects that children speak.</p> <p>The urgency of the topic is connected with the fact that it is necessary to improve the system of training of future elementary school students and the methodology of formation of primary pupils’ language personalities.</p> <p>So, formation of lexical competence has the leading place in the language training for primary school pupils.</p> Larysa Nakonechna Copyright (c) 2019-11-27 2019-11-27 21 65 71 10.15330/msuc.2019.21.65-71 THEORETICAL AND METHODOLOGICAL BASES OF TECHNOLOGIES OF FORMATION OF COMMUNICATIVE CULTURE OF TEACHERS-TO-BE <p>The training of modern highly qualified specialists in the field of education should be in line with international standards. Modernization of education is impossible without achieving a proper level of communicative culture of teachers. However, the problem of development of modern technologies for the formation of communicative culture of teachers-to-be is not fully explored in scientific research works. The purpose and objectives of this article is to reveal the theoretical and methodological foundations of technologies for the formation of communicative culture of teachers-to-be. The research of communicative culture of students has demonstrated that it is necessary to make adjustments in the educational process of higher educational institutions. The communicative culture of the teacher is a system-integrative quality that facilitates a successful interaction between a teacher and a student in the system of subject-to-subject relations. The technology of formation of communicative culture of teachers-to-be is a summation of content, methods, forms and means, as well as the system of actions of educational process subjects. It involves several consecutive stages: the stage of future communication design, the stage of its implementation, and the diagnostic and correctional stage. Communicative situations are the main technological element. The dialogue is a key element of educational communicative situations. The technology of formation of communicative culture develops the ability of teachers-to-be to build a constructive dialogue. It helps future specialists to develop such personal qualities as creativity, independence, activity, and reflection.</p> Mariia Oliiar Copyright (c) 2019-11-27 2019-11-27 21 72 77 10.15330/msuc.2019.21.72-77 PECULIARITIES OF INDIVIDUAL MOBILE ACTIVITY OF STUDENTS OF PEDAGOGICAL SPECIALTIES <p>Due to the constant scientific and technical development of society, there is a lack of motor activity in students of institutions of higher education, which in most cases is the cause of various diseases.</p> <p>The article analyzes the problem of organizing motor activity of students of pedagogical specialties. It is emphasized that motor activity of student youth is considered as an integral part of life activity.</p> <p>It is stated that the structure of motor activity is multifaceted and individualized for each individual. It describes how students organize their leisure activities in terms of mental employment.</p> <p>The main reasons that contribute to the development of hypodynamia among student youth have been identified. The level of motor activity of students of pedagogical specialties is investigated.</p> <p>Practical experience shows that students of pedagogical specialties are not able to fully organize their motor activity.</p> <p>The question of optimal motor regimes, their volumes and intensity has been well studied in relation to the method of training athletes. A special role in this problem is played by the organization of the motor mode of students of pedagogical specialties, the training of which is connected with the low motor activity. Chronic impaired motor activity in the mode of student youth becomes a real threat to her health and normal physical performance.</p> <p>It is emphasized that the options for solving this problem are possible due to the intensive use of all means of physical culture.</p> <p>It is summarized that the majority of students of pedagogical specialties lead a sedentary lifestyle that affects the psychoemotional and somatic state of students as a result of low or moderate physical fitness. Implementation of programs of physical and health classes, which are based on stimulation of motivation to systematic physical exercises, will help to attract students to physical activity.</p> Mariia Redkina Copyright (c) 2019-11-27 2019-11-27 21 78 81 10.15330/msuc.2019.21.78-81 COACHING AS PHILOSOPHY AND TECHNOLOGY OF DEVELOPMENT PROFESSIONAL PEDAGOGICAL EDUCATION <p>The article deals with a structured researches of ideological principles and methods and techniques of coaching in the context of their loyal and effective use in the organization of educational process of the pedagogical university and vocational training of future teachers. The etymology of the concept «coaching» its variants and features of educational coaching. In the context of higher education development and improvement of professional pedagogical education, coaching has been considered and characterized in four interrelated aspects: 1) the subject-subject dialogue paradigms in the studentteacher dyad (conscious principles of partnership, conscious awareness), hierarchy of development, flexibility, holism); 2) coaching competence as a component of professional competence; 3) coaching technology (GROW, SMART techniques and techniques, soft skills; three dimensions – 3D, etc.); 4) portfolio of achievements.</p> <p>Coaching as a kind of multidisciplinary multidimensional philosophy and technology of personality formation and development has proven effective in various areas of public life. Аpplying of coaching as a factor and tool for the development of higher education and improvement of professional pedagogical education is manifested in interrelated aspects concerning the paradigm of subject-subject dialog relations in the student-teacher dyad, formation of participants in the educational process of coaching, applying of coaching methods and techniques for the personal and professional growth of the educational acquirer and the portfolio of achievements for the reflection and self-reflection of successes and failures in the path of self-development. Therefore, coaching philosophy and technology have significant potential in forming a competent and competitive educator.</p> Borys Savchuk Halyna Bilavych Yulia Dushenko Copyright (c) 2019-11-27 2019-11-27 21 82 87 10.15330/msuc.2019.21.82-87 METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF COMMUNICATIVE CULTURE OF FUTURE EDUCATORS OF PRE-SCHOOL EDUCATION IN THE MAGISTRACY <p>Based on the analysis of scientific-pedagogical and special literature, the author substantiates the essence of the concept of "communicative culture of the future preschool teacher". It is proved that for the development of communicative culture of future preschool teachers in the conditions of magistracy it is expedient to use the following methodological approaches. The child-centered approach focuses the educational process on the development of the communicative culture of future preschool educators, which provides the conditions for the development of cognitive interest of students in the world of preschool childhood, motives for pedagogical interaction and understanding with children, valuable human interaction who has certain rights to be recognized by future caregivers; professionals who are able to penetrate the world of feelings and emotions, ready to accept the views of children, showing confidence, respect and tolerance.</p> <p>Taking into account the systematic approach allows analyzing the process of development of communicative culture of future preschool teachers, but does not provide knowledge on the basis of which principles it is necessary to build the educational process, what content, forms and methods to fill it.</p> <p>The value of the andragogical approach is that it implies the need to determine the content, forms and methods of development of communicative culture of future educators in the conditions of magistracy, which largely correspond to adult learning, encourage critically to assess the level of their professional knowledge, skills, skills, promote the development of its culture.</p> <p>Taking into account the activity approach as a theoretical and methodological basis for the study of the development of communicative culture of future preschool educators is determined by the fact that it allows to determine the components of the system of development of communicative culture of future teachers, their procedural regularity, enables such organization of the process of development of communicative education, involves constant communication between teachers and students.</p> <p>The use of the linguo-didactic approach as a theoretical and methodological basis for the study of the development of communicative culture of future preschool educators directs the study to take into account the system-forming position of language as a general personality trait that determines the spiritual, intellectual, linguistic development of a future educator.</p> <p>The cultural approach directs the educational process to the development of the communicative culture of future preschool educators, which provides the creation of conditions for the formation and development of communicative personality of future educators, able to build subject-subject relationships, optimally use the means of communication according to age-psychologists and individuals features of the interlocutor, follow the etiquette rules in communication, as well as capable of cultural self-development and successful professional self realization in professional activity.</p> Aryna Kharkivska Copyright (c) 2019-11-27 2019-11-27 21 88 91 10.15330/msuc.2019.21.88-91 THE MAIN FEATURES OF DEVELOPING LOGICAL THINKING OF STUDENTS IN CONDITIONS OF EDUCATION DIGIATALIZATION <p>The article is devoted to research of the actual [рroblem of developing logical thinking of students in conditions of education digitalization. The aim of the research is analysis of the existing state of the problem of developing logical thinking of students and search of the ways of development of logical thinking using digital technologies. The main tasks of the present research are following: to analyze the role and place of logical thinking in a digital society; to analyze the available foreign and Ukrainian digital educational resources for the development of logical thinking of children of all ages; to separate the digital educational resources that could be used in the educational process in the study of mathematics and computer science; to analyze the possibilities of creating logical tasks using digital technologies. The main results of the research are follow: the place and role of logical thinking in the context of education digitalization is investigated; the place of logical thinking in the system of competence approach to studying in the New Ukrainian school is analyzed; the importance of the development of logical thinking for the formation of key competences of the person of the 21st century is established, in particular for mathematical and information-digital competencies; an overview of open e-learning resources for developing logical thinking of children and adults is presented; the digital educational resources that are appropriate to use in the educational process for the development of logical thinking are highlighted and examples of their using are given; there are given outlines prospects for further research in this area, which consist in a detailed analysis of the features of the process of developing digital educational resources and investigating ways of creating digital educational resources by modern creative educators for the development of logical and creative thinking of students.</p> Olesia Vlasii Oleg Dovgij Copyright (c) 2019-11-27 2019-11-27 21 92 97 10.15330/msuc.2019.21.92-97 PREPARATION OF SOCIAL TEACHERS TO INCLUSIVE EDUCATION OF CHILDREN WITH THE SPECIAL NECESSITIES IN THE ENVIRONMENT OF GENERAL EDUCATIONAL INSTITUTIONS <p>The article is devoted to the question of professional preparation of social teachers to the inclusive studies of children with the special educational needs in the environment of general educational institutions. The analysis of literary sources and own scientific explore services gave an opportunity to consider the components of professional readiness of future social teacher to work in the conditions of integrationof children with features of psychophysical development. With the aim to form students' professional competence in the field of development, education and upbringing of children with special needs, by us was made the scheme for preparing a specialist to work on the basis of analysis of the curriculum in the specialty "Social work", educational program "Social pedagogy". Analyzing the plan, we have identified the normative and selective disciplines of the cycle of natural science and vocational training that providemasteringby students the system of knowledge about the anatomical and physiological features of children with developmental disabilities; perspective directions, modern technologies of social and pedagogical work, methods of correction and rehabilitation work with children who have features of psychophysical development; patterns of interpersonal communication, etc.</p> <p>The emotional, motivational, cognitive and activity-practical criteria of the readiness of future social pedagogues to integrate children with features of psychophysical development in the environment of a comprehensive educational institution and their content characteristics are considered in the work. An important component of the educational process is pedagogical practice, which prepares future specialists for practical activity. In order to determine the state of teachers' readiness for work, we conducted a survey among third year and fourthyearstudents. Inclusive education in Ukraine is developing, the legal framework is being improved, the specificity of the activities of social and pedagogical specialists in schools with inclusive orientation requires continuous self-improvement, wide awareness, knowledge, erudition, deep special knowledge and practical skills.</p> Oksana Vorochshuk Halyna Lemko Copyright (c) 2019-11-27 2019-11-27 21 98 102 10.15330/msuc.2019.21.98-102 DEVELOPMENT OF CREATIVITY OF PRESCHOOL CHILDREN IN DIFFERENT TYPES OF EDUCATIONAL ACTIVITIES <p>The article analyzes the influence of various types of fine arts on the creative development of older preschool children. The article includes different approaches to the interpretation of key concepts: «creativity» (in particular, artistic creativity, which is interpreted as the highest form of aesthetic activity), «creative abilities», «creative imagination». The concept of children's creativity is characterized, which has such features as: spontaneous character; connection with game activity; getting the necessary information or impressions about the object or phenomenon; partial influence of an adult.</p> <p>The criteria for the development of creative imagination are defined, such as the ability to convey the shape of the object, mastering various drawing techniques, demonstrating emotional attitude to the created image through the selection of the color gamut of the image, the ability to correctly place the composition of objects on a sheet, the emotionality of the created image, object or phenomenon, elaboration of the image, dynamic artistic image. The characteristics of creative abilities are revealed, as well as the factors that impede their development. It has been established that fine arts influence to a great extent the development of creativity of older preschool children. The programs of development of senior preschool children «Confident start» and the program of development of the preschool child «Ukrainian preschool» are analyzed. According to the program «Confident start» a number of tasks of visual activity are defined, which are realized by involving children in different types of visual activity: drawing; molding; applique; designing. Guided by the program «Ukrainian Preschool» the influence of drawing on the development of creativity of preschool children was characterized, the necessity of using different drawing techniques (drawing with wax, filling with cooking salt, drawing with a dry brush on a wet background, etc.); features of modeling of senior preschoolers and its influence on the emotional and sensual sphere of the child are revealed; work on application and design is analyzed.</p> Iryna Skomorovska Copyright (c) 2019-11-27 2019-11-27 21 103 107 10.15330/msuc.2019.21.103-107