Mountain School of Ukrainian Carpaty https://journals.pnu.edu.ua/index.php/msuc <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 TERRITORIAL VECTOR OF UKRAINIAN STUDIES ON THE DEVELOPMENT OF FOREIGN LANGUAGE EDUCATION ABROAD https://journals.pnu.edu.ua/index.php/msuc/article/view/4269 <p>The article analyzes the territorial and geographical vector of Ukrainian studies on the development of foreign language education abroad. For the subject representative study of this problem, the method of the main array covered about 70 dissertations and two dozen monographs, and the selective method – about&nbsp;&nbsp; a hundred articles. Based on the analysis of their names and content, four main territorial and geographical vectors of research of foreign language education abroad are identified:1) regional - in the form of state and political associations and historical and cultural regions of the world; 2) country studies - determines the range and priorities of the study of educational systems in individual countries; 3) Ukrainian studies - reflects the study of foreign language education through the prism of adaptation of its experience in Ukraine.</p> <p>The analysis of scientific studies on the development of foreign language education abroad revealed the narrowness of their territorial and geographical vector.This was reflected in the focus on five to six countries in the Western European region (UK, Germany; France; Sweden, Poland) and the United States. The development of foreign language education in about ten other states has been studied to a lesser extent.Thus, the vast majority of other countries in the world have escaped the attention of Ukrainian scientists.These trends and priorities are due to the European integration course of Ukraine.</p> Liubov Harapko Copyright (c) 2020 Mountain School of Ukrainian Carpaty 2020-08-22 2020-08-22 22 MODERN INSTITUTIONAL AUDIT OF EDUCATIONAL ESTABLISHMENTS: TRANSMISSION OF VALUE ORIENTATIONS https://journals.pnu.edu.ua/index.php/msuc/article/view/4270 <p>The content of the article analyzes the fundamentals of the influence of Eurocentric vectors on the development of national educational policy, partly marked by the branching of the educational quality assessment scale. The priority is given to the development of a modern institutional audit of educational establishments based on the principles of transparency, openness, independence, and publicity. Attention is drawn to the representative and controlling functions of the National Agency for Higher Education Quality Assurance and the State Education Quality Service of Ukraine, which are intended to diagnose the existing indicator of the quality of the educational activity.</p> <p>In the course of theoretical generalizations, the author defines the concept of “institutional audit of educational establishments” and emphasizes his expositional orientation of education to meet the market needs of highly qualified personnel.</p> <p>To deepen the theoretical generalizations, the consequential regularities of functioning in the time and space of educational establishments are problematized. The results of the definitive analysis of the categories of “quality” and “quality of educational activity” in domestic and foreign scientific achievements of the XX-XXI centuries are presented. The available theoretical formulations of the latter category by the criterion of priority are generalized.</p> <p>Emphasis is placed on the transmission of value orientations, due to the regularity of circulation of the modern institutional audit of educational establishments in space and time.</p> <p>The three-level structure of the institutional audit of educational establishments is represented, reflecting at the level of the object of audit, the content of audit procedures, quality indicators, internal audit (self-assessment), external independent evaluation by authorized persons.</p> <p>The study used systematic, complex, process, axiological, anthropological, activity, normative, and constructive approaches. In the course of the study, a whole range of methods was involved - analysis and synthesis, induction and deduction, comparison, and system analysis. The use of such a wide methodological spectrum made it possible to structure the issue under study with the help of illustration elements, which facilitate the perception of existing theoretical fact.</p> Тетяна Дудка Copyright (c) 2020 22 PEDAGOGICAL ASPECTS OF FORMATION OF VALUABLE ATTITUDE TO HEALTH https://journals.pnu.edu.ua/index.php/msuc/article/view/4271 <p>The article is devoted to substantiation of pedagogical aspects of formation of personal attitude to health. Current realities raise the issue of the connection between health and quality of life of a particular person and society as a whole. A person's performance of socially significant tasks or functions depends on his or her individual level of health. At the same time, the state of an individual’s health depends on the state of health of society. Although the problem of forming a valuable attitude to health is being actively developed today, the search for new ways to value the education of children and youth is always relevant. Therefore, the purpose of the article is to analyze the ways of forming a valuable attitude to health in children and youth. To achieve it, methods of analysis, synthesis, abstraction and generalization were used, which made it possible to analyze the theoretical foundations of the formation of personal values ​​of health and to formulate conclusions on improving this process.</p> <p>The article highlights various definitions of “health”. It is considered, in particular, as a human condition, dynamic balance of vital functions of the body, the body’s ability to adapt to the environment, well-being, social wealth, the key to a full life and normal functioning of the human body, means of supporting human life, etc. Naturally, health is considered as a universal higher value, which is expressed in a person’s attitude to their condition, which determines their orientations and preferences. The controversial nature of some of the definitions is mentioned. The necessity of finding new ways of forming values ​​is proved. These include, in particular, text analysis, biographical method, crystallization of values, problem solving and game method. Their value lies primarily in the fact that they allow the systematic implementation of all stages of personal value formation: discovery, understanding, recognition, acceptance, management of accepted values in the behavior, ​​and finally the creation of new values.</p> Olena Nevmerzhytska Copyright (c) 2020 22 BASIC NATURE AND DEBATABLE ISSUES OF ACADEMIC VIRTUE https://journals.pnu.edu.ua/index.php/msuc/article/view/4272 <p>Preceeding from scientific research publications and empiric material the article demonstrates current nature of the term ‘academic virtue/dishonesty’ and describes debatable issues of the studied problem. The names of several types of plagiarism have been specified; the following practical examples and elimination methods of the mistakes have been provided: direct plagiarism, quotation set, citation by citation, incorrect translation. The article proves that they are the education applicants and researchers who use plagiarism, because during their first years of studying the demanding professors didn’t tolerate their academic virtue norms violation. The author recommends education applicants teaching of the fundamentals of academic ethics and the technologies of scientific works performance. The researchers’ recommendations on the elimination methods of academic dishonesty have been summarized. Psychological reasons for academic virtue violation have also been described: envy of their colleagues scientific achievements; fear of scientific task nonfulfillment; inferiority complex, complexes of diffidence and discouragement; laziness and using of easy ways for work performance; social ‘fashion’ for the behavior like easy performance of any work, etc.The article shows debatable issues of self-plagiarism context as academic virtue unconscious violation via publishing of thesis results in paraphrased articles, etc. The basic nature of direct ‘academic theft’ – publishing of other’s ideas up to the moment of their publishing by the author – has been identified. Securing methods against direct ‘academic theft’ via following ‘research and authorial secure’ have been specified. Elimination methods against specific types of plagiarism have been also outlined; they are to be performed via uniform electronic data base designing on thesis themes confirmation by Academic boards of institutions of high education and scientific institutions. They are aimed at monitoring of present scientific and pedagogical researches tendencies and securing against their copying. The article indicates the importance of legal principles and efficacy of punishment mechanisms for academic dishonesty. The author also stresses on securing against unjust punishment via control of scientific violation reliability that consists of several stages, etc.</p> Inna Osadchenko Ruslan Masliuk Copyright (c) 2020 Mountain School of Ukrainian Carpaty 2020-08-22 2020-08-22 22 TOLERANCE AND PEDAGOGY OF TOLERANCE: PROBLEMS OF SCIENTIFIC RESEARCH https://journals.pnu.edu.ua/index.php/msuc/article/view/4292 <p>The article deals with the problem of scientific research. It is determined that tolerance is defined as the principle of legal, socio-political aspect. The phenomenon of "tolerance" in view of its integrative nature is the subject of study of various sciences: philosophy, ethics, political science, sociology, psychology, cultural studies, pedagogy, etc. First of all, let us note that the word “tolerance” comes from the Latin “tolgancia”, which has three meanings: stability, endurance; tolerance; tolerance. The key content of all these words is the absence of an undesirable individual response in a situation where it is possible or almost forced. Tolerance breeds trust, a willingness to compromise and cooperation, as well as joy, goodwill, sociability. In the general concept, tolerance is the absence of a (negative) individual response in all cases where it is possible and expected by an outside observer.<br>It is revealed that tolerance pedagogy views freedom as an activity closely linked to the notion of discipline. According to scientists, the purpose of education is not to interfere with the natural course of maturation of the child, but to observe it, to help its normal maturation. Researchers urge to focus on autonomy and amateur activity, to respect the child respectfully.<br>It is stated that the pedagogy of tolerance implies: a culture of communication as an understanding of the other in dialogue, as a mutual understanding and empathy; tolerant thinking as a basis for knowing a person's personality, their needs, values, attitudes, beliefs and various forms of expression in the process of communication, which allow to nurture the personal qualities of the individual, transforming them in the direction of empathy, mutual respect, feelings of partnership. The basic principles of "Pedagogy of tolerance" are: cooperation on trust, psychological ecology, legal culture, "right to difference" (G. Shelamov). Ideas for the humanization of the educational and educational process, which are most widely covered in the pedagogy of cooperation (Sh. Amonashvili, E. Ilyin, V. Shatalov), are of fundamental importance for the pedagogy of tolerance. Innovative educators consider humane treatment of children, their needs, interests as the basis of pedagogical activity; accepting them as they are. Some aspects of the cultivation of tolerance are revealed by the "pedagogy of peace" (V. Mitina, A. Sirotenko). Summarizing some of the scientific and pedagogical achievements of these scholars, the essence of "pedagogy of peace" can be defined as: the formation of students outlook that would contribute to their preparation for participation in the construction of an independent democratic state - an equal member of the international community; teaching young people to live peacefully in the conflict world, to seek means of resolving conflicts without the use of force, to be active in maintaining peace on Earth; formation in the younger generation of conscious high responsibility for the fate of peace, preservation of life on the planet; respect for representatives of other nations, nationalities, ethnic groups; the desire for a full mutual understanding between all peoples.<br>The purpose of the study is to theoretically substantiate the notion of tolerance in scientific research and to identify the problem of research: pedagogy of tolerance. According to the purpose of the study, the following tasks were defined: to analyze the theoretical bases of the study of the concepts of "tolerance" and "pedagogy of tolerance"; to reveal the essence and features of pedagogy of tolerance.<br>The following theoretical methods were used to solve these problems: analysis and generalization of scientific and methodological literature on the problem under study.</p> Tetiana Potapchuk Maria Klepar Copyright (c) 2020 22 PRESCHOOL DEVELOPMENT TRENDS IN UKRAINIAN SCHOOL PREPARATION SYSTEM OF EDUCATION AND UPBRINGING IN CANADA https://journals.pnu.edu.ua/index.php/msuc/article/view/4310 <p>The article has analyzed the main directions of evolution of Ukrainian preschool (preschool classes, preparatory classes) as a component of the system of national preschool education and upbringing of younger generations of Ukrainians in Canada during the second half of XX – the beginning of XXI century and an important factor that lays the foundations for the harmonious development of the child, promotes learning the native language, knowledge of history, culture, customs and traditions of his or her motherland. Relevance of the study is due to insufficient research of the outlined problem and expediency of using progressive ideas and experience of Canadian Ukrainians in national education of preschool children in educational space of Ukraine and modern ukrainian abroad. The purpose of the article is to identify the features of organization of the educational process in preschool classes, to clarify its role in personal development of the child &nbsp;and to prepare him or her for school. Achievement of the goal was promoted by use of the following research methods: general scientific (analysis, synthesis, systematization of the collected material), theoretical comprehension and generalization of the obtained results and their interpretation. It is established that preschool classes in the system of Ukrainian preschool education in Canada were organized in the early 50's of the twentieth century to prepare children for education in the system of native-language schooling and to continue national education and upbringing, the foundations of which were laid by children's rooms and kindergartens. They were situated in specially equipped premises that completely conformed to state requirements and worked according to curricula that provided, in addition to general development, national and religious upbringing of the child. Educational and material equipment of preschool classrooms and didactic support of educational process during the study period are constantly improved taking into account the achievements of preschool pedagogy and other fields of science, trends in the evolution of public preschool education in Canada, which ensures successful implementation of educational programs for preschool children and appropriate image in the environment of the Ukrainian diaspora.</p> Ivan Rusnak Maryna Vasylyk Copyright (c) 2020 22 CIVICISM IS THE FACTOR OF THE DEVELOPMENT OF THE PERSONALITY IN THE AKMEOLOGICAL AREA OF THE UKRAINIAN HUMANITARIAN LYCEUM OF THE KYIV NATIONAL UNIVERSITY NAMED AFTER TARAS SHEVCHENKO https://journals.pnu.edu.ua/index.php/msuc/article/view/4311 <p>The article highlights the peculiarities of national and civic education of the growing personality in the acmeological space of the Ukrainian Humanities Lyceum of Taras Shevchenko&nbsp; National University of Kyiv, which relies on a humanist-oriented developmental model for the education of I. Bech's as spiritual personality and includes subject-subjective and socio-pedagogical strategies. &nbsp;The purpose of the research is to study the peculiarities of educating the citizenship of a growing personality in the acmeological space of the Ukrainian Humanities Lyceum of Kyiv National University Taras Shevchenko. To achieve the goal used methods of analysis, comparison, survey, generalization. The role of education is decisive in the processes of formation and development of the Ukrainian state and nation-building, attitude to man as the highest value, preservation and development of spirituality, national culture. The purpose of educating students in citizenship is the development of responsible citizenship and a high sense of value, which is manifested in the value attitude of students of the Ukrainian Humanities Lyceum of Taras Shevchenko National University of Kyiv to the state, Ukraine and himself. The study is based on the experience of the U.S., the UK, Japan and Ukraine. The acmeological space of the Lyceum provides pedagogical support for the pupils in order to achieve the highest results in various activities; taking into account the individual characteristics and the pace of individual development of each student; encouragement of achievement and self-development of pupils; creating opportunities for a wide variety of activities for all participants of the teaching process; transformation of the educational institution into a zone of psychological comfort. In&nbsp; this study the &nbsp;personal, moral, social and spiritual maturity&nbsp; ; structural components of acmeological maturity, the &nbsp;model of the teacher-acmeologist are revealed. The dimension of spirituality of a citizen of Ukraine is national self-identification, which is embodied in feelings-values - "I-Ukrainian" - "We-Ukrainians". The main tasks of the acmeological space of the lyceum are: actualization of creativity and joint life of all participants in the educational process, determination of the purpose of life and life priorities; teaching the art of living; formation of an independent personality that is able to make decisions and take responsibility for them, the formation of a mature intellectual and spiritual attitude to life. The article presents the results of the diagnostic section and reveals the pedagogical conditions and content of the educational work of the Ukrainian Humanities Lyceum of Taras Shevchenko&nbsp; National University of Kyiv. Тhe teaching staff developed and implemented pedagogical conditions for the education of citizenship of the individual in the acme space of the Ukrainian Humanitarian Lyceum of Kyiv National University. Taras Shevchenko.</p> Katerina Zhurba Galina Sazonenko Natalia Nesterenko Copyright (c) 2020 22 PATRIOTIC DEVELOPMENT AND NATIONAL SPIRITUALITY OF PERSONALITY IN THE CREATIVITY OF UKRAINIAN EDUCATION IN WESTERN UKRAINE https://journals.pnu.edu.ua/index.php/msuc/article/view/4281 <p>Тhe genesis of enlightenment in Western Ukraine suggests that this system is a peculiar model of socio-cultural conditions that arose in a society at a certain historical stage. Achievements of the Western Ukrainian intellectuals in the education of the studied period allow us to assert that the educational national system has deep historical roots, a solid scientific basis, and an extraordinary national tradition. The basis of the theoretical substantiation of the periodization of the genesis and evolution of the ideas of national identity, the awakening of the consciousness of the people, the education of a national conscious personality as the transitory motifs of Western literature of that period was marked by periodization, in which the main historical events and facts of the educational movement of the Western Ukrainian intellectuals are reflected. In the context of this, it should be noted that in the history of Ukraine of the previous period (XVI-XVII centuries), complex economic transformations and political events took place when another state strengthened and developed, and in Ukraine there was an active opposition of national minorities (including Ukrainians) against feudal, Polish-gentry enslavement and Catholicism. In this case, the emergence of classical education in Western Ukraine was preceded by a number of reasons of a religious nature (the imposition of Catholicism on the territory of the Ukrainian Orthodox Church), the activity of fraternities (as organizations contributing to the cultural, religious, and national liberation movement against opolaciation, Catholicism, cultural polonization, etc.) as well as cultural, historical, economic and social conditions of that period.</p> Mariya Bagriy Galyna Rozlutska Copyright (c) 2020 22 RETROSPECTIVE ANALYSIS OF THE CONTENT OF TEACHING UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES https://journals.pnu.edu.ua/index.php/msuc/article/view/4283 <p>The article analyses the evolutionary aspects of development of the content of the educational discipline “Ukrainian Language for Professional Purposes”. The aim of the publication is detection of the main tendencies of formation of the content of this discipline in the retrospective vector. A set of methods has been used in the research process: theoretical (analysis and systematization of legislative acts and literary sources for clarification of the degree of solving the issue in the modern scientific area and its legal status), statistical and descriptive methods (for detection of structure changes in the content of the course), methods of visualization and generalization (for comparative analysis of evolutionary changes in the content of the analysed discipline).<br>The author has investigated the stages of formation and development of the educational course “Ukrainian Language for Professional Purposes” from the moment of its appearance in 1989 until now. All changes in the structure and content have legislative accompaniment and substantiation. The main teaching programmes and textbooks of the course have been analysed. Along with highlighting the specificity of the first educational programmes, there have been shown the main difficulties of their implementation. <br>The evolutionary aspects of the content of the discipline “Ukrainian Language for Professional Purposes” have shown themselves by directing it towards formation of a linguistic personality with a set of knowledge, abilities and skills for optimal language behaviour in professional sphere. Linguistic knowledge obtained at school could be generalized and systemized in professional context, but without duplication.<br>According to the stages of development of the educational discipline, the main concepts of its formation, development of its content and the model of alternative courses have been analysed. On the basis of it, comparative characteristics of the content of teaching the courses “Business Ukrainian Language” and “Ukrainian Language for Professional Purposes” have been conducted.<br>Approval of the discipline “Ukrainian Language for Professional Purposes” as a compulsory one had provided wider opportunities for Ukrainian language education of students of all specialities. However, in 2014 the status was changed. This created obstacles for linguistic and communicative education of non-philologist students and caused a new wave of scientific discussion.</p> Iryna Humeniuk Copyright (c) 2020 22 EDUCATIONAL ACTIVITIES OF THE INSTITUTE OF CHILDREN'S READING ON THE DEVELOPMENT OF PEDAGOGICAL IDEAS ABOUT CHILDREN'S LITERATURE AND CHILDREN'S WRITERS (1920-1933) https://journals.pnu.edu.ua/index.php/msuc/article/view/4299 <p>The article is analyzed the educational activities of the Institute of Children's Reading on the development of pedagogical ideas about children's literature and children's writers. In 1920–1933, the Institute of Children's Reading (since 1923, the Department of Children's Reading of the Research Institute of Extracurricular Activities, and since 1931, the Institute of Children's Literature and Children's Reading) was a leading research and methodological center in children's pedagogy. reading, which had an all-Union scale of activity with a constructive, though not fully implemented scientific program. The structure of the Institute is characterized (children's reading room, library of a wide range of children's books, reading room for adults, reference bureau, literary and publishing commission, storytelling section); main directions of educational activity of the institute staff (study of the history of children's literature; development of methodological bases of forming the reading circle of the younger generation; compilation of bibliographic indexes; sociological study of children's libraries and their readers; conducting experimental work in the field of children's reading psychology). It was found that the staff of the Institute prepared two volumes of materials on the history of children’s literature, a bibliography of children’s books, thorough articles about children’s writers of the past; A dictionary of children's writers was being prepared for publication, for which about 2,000 cards were painted and five bulletins "New Children's Books" were published. The role of the Institute Conference on the Problems of Children's Reading, held on May 3-7, 1921, in the development of a program for the study of children's literature was revealed.</p> <p>The activity of the commission on children's literature, which was in charge of the recommended bibliography and replenishment of children's libraries under the direction of P.&nbsp;&nbsp;Rubtsova, was analyzed. For the first time in the history of domestic librarianship, the commission staff justified the need to survey children's library readers, which helps to determine the nature and scope of reading, the impact of the social environment on readers' requests and literary development of the child. The results of the study of reading interests of more than seven thousand children-readers from 54 libraries of the USSR conducted by P.&nbsp;Rubtsova was generalized and analyzed. It is proved that the employees of the Institute for the first time tried to study the nature of perception of fiction by deviant children, put forward the idea of ​​socio-cultural rehabilitation of the individual in the process of its involvement in books, reading, library.</p> Oksana Petrenko Liudmyla Balika Svitlana Brychok Copyright (c) 2020 22 NATIONAL IDEA AS THE BASIS OF EDUCATION AND UPBRINGING OF THE YOUNG GENERATION IN THE WORKS OF UKRAINIAN WRITERS OF THE XIX – EARLY XX CENTURY https://journals.pnu.edu.ua/index.php/msuc/article/view/4301 <p>The article emphasizes that a remarkable role in the history of Ukraine in general and in the development of education, in particular, is played by outstanding, patriotic personalities, among whom writers have a special place. The aim of the research is to analyse the development of the national idea as the basis of education and upbringing of the younger generation by Ukrainian writers of the XIX - early XX centuries. For this purpose, the following methods such as the method of historical-logical analysis and systematisation, the search-bibliographic method and the problem-genetic method have been used. It has been revealed that during the period under study the educational sector in our country was developing rapidly. It has been stated that Ukrainian writers (Taras Shevchenko, Ivan Franko, Pavlo Hrabovskyi, Mykhailo Kotsiubynskyi, Lesia Ukrainka, Olha Kobylianska, Olena Pchilka, Liudmyla Starytska-Cherniakhivska and many others) played a significant role in this process, their educational activities and pedagogical views significantly influenced the development of society and they were reflected in the work of educational institutions of different levels. It has been emphasized that the national idea became a cross-cutting line that ran through the works of all Ukrainian writers of the above-mentioned era.</p> <p>It has been concluded that writers in their works described the history, traditions, customs, life of Ukrainian people, their interests, preferences, moral qualities and so on. They stood out for the education of children in their native language, called for the education of their love for the motherland, the national consciousness. The writers not only cared about the fortune of Ukrainian people and the national school, but also called for radical changes in education, tried to improve it, in particular by creating educational literature, outlining the educational ideal, goals and objectives of national education of the younger generation and others. The need for a more thorough study of the heritage of Ukrainian writers of the period under study in further scientific research has been indicated.</p> Nina Slyusarenko Copyright (c) 2020 22 HISTORICAL AND PEDAGOGICAL PROJECTION OF THE “TEACHING” PHENOMENON https://journals.pnu.edu.ua/index.php/msuc/article/view/4303 <p>The content of the article problematizes the interdependence of the cognition and teaching processes, which is reproduced at the level of domestic historical and pedagogical research of previous periods. The significance of the cognition patterns impact on the productivity of learning is outlined; their absence makes it impossible to achieve educational goals. Through comparative analysis, emphasis is placed on the dogmatic centering of teaching in the Middle Ages, which in the course of progressive development gave way to explanatory and illustrative teaching. Emphasis is placed on the problematic nature of human knowledge "aging," caused by accelerated social progress, which necessitates the promotion of lifelong learning. Taking into account theoretical generalizations made it possible to compare interpersonal bilateral cooperation: teacher’s teaching and student’s learning. The historiosophical parallel between the cognitive activity of the student in the learning process and the scientific knowledge of the scientist-researcher according to the selected criteria has been made. A number of author's views on the problem of educational cognition are represented. Features of educational cognition are actualized, in particular: the possibility of mastering difficult issues; intensification of the learning process; search for new and unknown facts. The author's conclusions on the regularities of analytical-synthetic activity of students are represented, the transition from which enabled further theoretical structuring of visually effective, visually figurative and verbal-logical thinking.</p> <p>The toolkit for the study was historical and pedagogical, phased-problem, chronological-content and comparative methods. The use of a number of methodological tools made enabled to summarize that the phenomenon of "learning" "circulates" successfully at the level of basic structures - sensory and visual perception, which replaced unproductive learning. It is concluded that the existing historical experience of teaching today needs a systematic analysis and enrichment with new theoretical and methodological approaches that can reformat the existing educational reality into a highly productive educational process.</p> Mykola Chumak Copyright (c) 2020 22 ПРАКТИЧНА РЕАЛІЗАЦІЯ ІННОВАЦІЙНИХ ПІДХОДІВ ДО РОЗВИТКУ МОВЛЕННЯ ДІТЕЙ ІЗ ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ В УМОВАХ ІНКЛЮЗІЇ ЗАСОБАМИ УКРАЇНСЬКОЇ ВИШИВАНКИ https://journals.pnu.edu.ua/index.php/msuc/article/view/4307 <p>In this article the main aspects of embroidery in inclusive education of children with special educational needs (SEN) are considered: 1) cultural and educational; 2) professional rehabilitational; 3) therapeutic educational. It is disclosed in details the third aspect which is implemented through studying Ukrainian embroideries (vyshivanka): types of ornaments, embroidery techniques, colors, symbols, regional features, etc. The main attention is focused on practical use of embroideries for the purpose of formation of prerequisites to the development of a written language of younger schoolchildren with special educational needs in the New Ukrainian school. Now there is a revaluation of values, overcoming the settled stereotypes, medical, defectological rudiments on the education of people with special educational needs, including children, which becomes the basis of a new legal, scientific and methodological, organizational and substantive support for their education. However, if the normative-legal component of this process is currently sufficiently developed in Ukraine, the scientific-methodical and organizational-substantive components still require significant theoretical-experimental research and practical development, that determine the relevance of finding innovative ways of practical implementation of inclusive education. As a result of the analysis of scientific works of scientists it was found that among the main principles of development of national education is the definition of directions and means of its transformation into the social elevator of a world sample. Awareness of importance of realization the outlined bases in practice stimulates the development of new non-standard approaches to development of children with SEN in terms of inclusion, including the formation of speech by samples of Ukrainian embroideries, which allows to combine this process with national-patriotic education. Therefore, the interdisciplinary research is based on the advanced achievements of foreign and domestic science and practice in the field of inclusion, as well as logopedics based on a neuropsychological approach to understand the functioning of written language. In fragments from an author's methodical system game techniques, tasks, exercises for development of the highest mental processes, grapho-motor skills, optical-spatial orientation, components of a speech system are presented. Phonetic-phonemic processes, lexical-grammatical structure and coherent speech can be integrated both into the system of correctional-developmental classes of a speech therapist and into the work of a teacher and a teacher's assistant at the lessons within inclusive classroom. The prospects of a research consist of development and application of elements of the methodology in high school, and also its approbation at the Ukrainian schools of diaspora for the purpose of studying the native language.</p> Zoriana Leniv Copyright (c) 2020 22 FEATURES OF IMPLEMENTATION OF MUSEUM PEDAGOGY IN THE MODERN INNOVATIVE EDUCATIONAL SPACE OF UKRAINE (ON THE EXAMPLE OF MUSEUMS OF KOLOMYIA) https://journals.pnu.edu.ua/index.php/msuc/article/view/4306 <p>The article presents the results of the study aimed at identifying the features and basic approaches to the introduction of museum pedagogy on the example of museums in Kolomyia. Using the competency-based approach, the authors specify the main approaches to the formation of museum pedagogy as an effective tool for preserving the Ukrainian material and spiritual heritage, including entrepreneurship. The study identified the effective aspects of the introduction of museum pedagogy in the Carpathian educational space based on awareness and&nbsp; cooperation that reflect the multifunctionality of all structures of influence and ensure the effectiveness of the educational space in general.</p> <p>The study used theoretical methods, focused interviews as well as methods of pedagogical reconstruction, assessment of strengths and weaknesses of the work. Museum pedagogy promotes the implementation of patriotic, aesthetic, legal and moral education, which are provided by the Concept of the New Ukrainian School.</p> <p>The obtained results of the research confirmed the effectiveness of the chosen ways of introduction of museum pedagogy in the Carpathian educational space. This allowed to significantly increase the levels of its manifestation, namely to replace traditional learning with individual, to use innovative and non-traditional learning technologies; implement competency-based, differentiated, personality-oriented, individual approaches, innovative learning technologies; plan subject-to-subject ways to get feedback; to promote universal human values.</p> Andrii Korolko Liubov Prokopiv Viktoria Krecko Copyright (c) 2020 22 PSYCHOLOGICAL AND PEDAGOGICAL ASPECT FORMATION OF SOCIO-CULTURAL IDENTITY OF PUPILS OF MOUNTAIN SCHOOLS REGION OF THE UKRAINIAN CARPATHIANS https://journals.pnu.edu.ua/index.php/msuc/article/view/4305 <p>The article analyzes the theoretical approaches to the phenomenon of socio-cultural identity, identifies the psychological and pedagogical principles of formation of socio-cultural identity of students of mountain schools in the Ukrainian Carpathians. In order to study methodological, conceptual and methodological approaches that reveal different options for characterizing the concept of sociocultural identity in the context of interdisciplinary discourse, the nature of identity due to the need of a growing individual to recognize, among others, successful self-realization. It is noted that on the basis of the analysis of the latest scientific researches it is possible to assert about rather intensive studying of a problem of identity from the point of view of its socioculturality, formation of sociocultural identity of the young person. The aim of the study is to describe the regional features of the process of forming the socio-cultural identity of mountain school students in the context of sustainable development of the Ukrainian Carpathians region. It is emphasized that the convergence of methodological approaches, principles, methods, forms and ideas determines innovative ways to solve the problem of forming the socio-cultural identity of a growing individual in the educational process and extracurricular activities of general secondary education in the mountain region. Emphasis is placed on the process of forming the socio-cultural identity of the individual in modern society, which is a complex and, at the same time, relevant problem that allows a more thorough understanding of the relationship between man and society, man and environment and predict possible options for social processes sociocultural development of personality. The study points out that the issue of studying the essence of socio-cultural identification includes descriptive characteristics of both the individual and the whole social group and serves as a methodological basis for better understanding and explaining the mechanisms of personality structure, individual group consciousness and typical in certain communities of lifestyles, norms and rules of conduct. It is actualized and proved that in modern conditions the formation of socio-cultural identity requires purposeful organizational and pedagogical, coordinating activities of teachers, parents and students.</p> Inna Chervinska Copyright (c) 2020 22 FORMATION OF ENTREPRENEURIAL COMPETENCE OF GENERAL SECONDARY EDUCATION ACCESSORIES: FOREIGN EXPERIENCE https://journals.pnu.edu.ua/index.php/msuc/article/view/4282 <p>The article analyzes the scientific achievements of domestic and foreign researchers on the problem of formation of entrepreneurial competence of the individual, in particular students; the essence of this definition, its criteria and indicators are revealed, the experience of formation of entrepreneurial competence in applicants for general secondary education institutions of foreign countries is described. The results of the analysis of psychological and pedagogical works showed that a significant place in modern education is given to the study of competency approach in secondary schools, attempts to identify basic competencies in educational programs as a guide to determine the scientific and methodological quality of graduate training. The refore, today the work of domestic and foreign scientists (M. Albert, D. Adamson, E. Bobinskaya, S. Bondar, I. Galyamina, P.Drucker, S. Goncharenko, M. Crane, S. Klepko, T. Matveeva, G. Nazarenko, O.Protsenko, K. Randall, M. Romanova, O. Romanovsky, G. Selevko, O. Sulaeva, J.Tatur, M. Tovkalo, S. Shishov, D. Shepherd, R. Shiyan, V. Yagupov and others). It is noted that the successful solution of this problem is facilitated by the development at the EU and individual countries of the regulatory framework; transition of school education to the competence model; saturation of the content of educational disciplines and forms of education with material that will make it possible to better prepare the future generation for further life, to form the personalities of future creative entrepreneurs; realization of the integral, complex creative approach of the teacher to the organization and carrying out of processes of training and education, the account of age and personal features of pupils. The problem of competence approach to general secondary education is relevant worldwide, and its successful solution will better prepare the next generation for further life, to form a graduate's critical thinking, willingness to innovate, communication skills and ability to work in a team, and thus successfully build your own career.<br>Further research is required (among other things) to prepare future teachers for the formation of entrepreneurial competence of students in secondary schools.</p> Tetiana Zavgorodnia Copyright (c) 2020 22 ELECTRONIC EDUCATIONAL RESOURCES AS A MEANS OF FORMATION OF DIGITAL COMPETENCE OF PRIMARY SCHOOL STUDENTS IN THE PROCESS OF ONLINE AND OFFLINE EDUCATION https://journals.pnu.edu.ua/index.php/msuc/article/view/3922 <p>Today the world is in the process of rapid informatization and digitalization of society in all its spheres. The way and pace of life of a modern man is not similar to the life of previous generations. The spread of the coronavirus disease, known as COVID-19, has necessitated acceptance and adaptation to new working and learning conditions for educators from different countries. Educational institutions around the world are responding to numerous prohibitions and quarantine rules with the transition to distance learning. The crisis has already caused an online boom for education and forced teachers to be prepared to deal with this atypical situation. The most powerful source today is digital technology, or as they call it - digital learning tools, which implies competent use of the latest gadgets. Of course, global changes in public life cannot take place without changes in the educational space, so our education system now follows the experience of advanced European countries and implements many programs for the formation and development of digital literacy, including at the educational level.<br>Definitely, Ukrainian education system follows the experience of advanced New Ukrainian School provides for the widespread use of information and communication technologies by each teacher in their own professional and pedagogical activities, which is an essential way to update and informatize the education content in different education institutions of our country. This process is impossible without the systematic use of electronic educational resources (EER) during the educational process, because they definitely create a modernized content of educational space and provide equal access to educational online materials to each participant in the educational process regardless of location, age or other aspects.</p> Tetyana Blyznyuk Trotsenko Olga Copyright (c) 2020 Mountain School of Ukrainian Carpaty 2020-07-09 2020-07-09 22 1 17 10.15330/msuc.2020.22.1-17 DEVELOPMENT OF "4C" SKILLS BASED ON THE PUPIL'S RESEARCH ACTIVITY https://journals.pnu.edu.ua/index.php/msuc/article/view/4312 <p>In the article has been described the process of forming 4C skills, such as: communication, collaboration, critical thinking, and creativity. The formation of which is a response to the needs for life in the post-information age. Collaboration has been considered as the ability to work in a group, coordinate teamwork, seek compromise solutions for to achieve a common goal, especially in conflict situations, be an active and responsible team member. Communication and collaboration skills allow students to effective formulate a communication strategy: identify, follow and lead the vector of communication depending on the individual goals of communication. Critical thinking is a skill based on the ability to conduct a thorough and thoughtful analysis of issues, think logically, compare, classify, establish cause-effect relationship, predict, and formulate a strategy for arguing one's position based on facts, and so on.</p> <p>Creative thinking allows students to think unconventionally, flexibly, deeply delve into the topic and question common ideas, rules, formulate new ideas and scenarios, look for alternative ways to solve problems, relying on creativity. Creativity is a sign of innovative thinking. have been described some approaches to the classification of the creative skills formation, in particular based on scientific research of James C. Kaufman, Ronald A. Beghetto and Peter Nilsson.</p> <p>&nbsp;Have been considered the process of 4C skills formation as an educational strategy of the "Partnership for 21st Century Skills" program, the purpose of which is to formulate and promote the implementation of the main goals of education for today. Have been determined that the formation of 4C skills occurs during the student's research activities. The development of these skills at each stage of the student's research activity is described, in particular during such steps as definition of the research problem, formulation of hypothesis, hypothesis testing, summarizing the result and presenting the research results. Some approaches to determining the level of creativity skills are described.</p> <p>Based on the analysis of the scientific literature, has been determined that most effective beginning of the 4C skills formation is the period of pre-school education and it should be complicated with the time in accordance to the age differences of the student. The development of 4C skills in countries such as the United States and some highly developed European countries is related with the science education pedagogical concept. The science education pedagogical concept we have been explained as the system of fundamental knowledge about the organization of the educational process, which is based on the principles of research teaching, in order to develop scientific thinking and the formation of students research competence. The teacher does not act as a single source of true and complete information in order to convey it to students, but is a mentor who oversees the complexes of student research, during which the formation of 4С skills. The purpose of science education as a pedagogical concept is to promote and study science among students. Further research is needed for considered such questions as formation of 4C skills in experimental step in investigation</p> Svitlana Babiіchuk Copyright (c) 2020 22 INCLUSIVE SPACE IN THE LITERATURE FOR CHILDREN (On the base of the tale “Non-jumping Bunny and his Brave Mother” by Oksana Drachkovska) https://journals.pnu.edu.ua/index.php/msuc/article/view/4313 <p><em>The article </em><em>deals with</em> <em>research</em><em> on inclusive space in children’s inclusive literature. Today creating a Ukrainian inclusive educational environment is an important issue. However, a friendly space is </em><em>as</em><em> important</em><em> as</em><em> a friendly society. Inclusive literature, in particular literature for </em><em>children</em><em>, contributes to </em><em>creating</em><em> a friendly community. T</em><em>he p</em><em>eculiarities of the Ukrainian inclusive environment in the literary context are considered on the example of the book for </em><em>children</em><em> by Oksana Drachkovska </em><em>“Non-jumping Bunny and his Brave Mother”</em><em>. The </em><em>aim </em><em>of the writer and, accordingly, Mother Zaichykha from </em><em>the given</em><em> tale is to solve problems </em><em>when</em><em> creating such an environment. </em><em>It is</em> <em>the </em><em>environment</em><em> where </em><em>all children study together according to general education programs.</em> <em>The author create</em><em>s</em><em> a</em><em>n outstanding</em><em> example of inclusive space </em><em>where</em><em> it is </em><em>comfortable</em><em> and good for everyone.</em></p> Olga Derkachova Solomiya Ushnevych Oksana Tytun Copyright (c) 2020 22 FORMATION OF CREATIVE ACTIVITY OF OLDER PRESCHOOL CHILDREN IN THE PROCESS OF INTEGRATION OF SPEECH AND VISUAL ACTIVITY https://journals.pnu.edu.ua/index.php/msuc/article/view/4314 <p>The article reveals theoretical aspects of the formation of older preschool children’s creative activity, attention is paid to the integration of visual activity and development of speech. On the basis of research analysis the essence of the concept «creative activity» is clarified. Analyzing psychological and pedagogical research of creativity as a whole, summarizing the experience of scientists and teachers –practitioners on the formation of creative activity, we came to the conclusion that&nbsp; creative activity of older preschool children is an active state of personality, characterized by the desire to transform something, creation of personally significant material or spiritual product.</p> <p>It is emphasized that one of the indicators of the development of creative activity of the individual is the integrity of the children’s&nbsp; perception of works of art. It is established that organization of the process of forming creative activity is impossible without reliance on various activities of preschool children: development of coherent speech, word creation, <a href="https://www.multitran.com/m.exe?s=decorative&amp;l1=1&amp;l2=2">decorative</a> and constructive activity, etc.</p> <p>A number of components that will ensure the effectiveness of organizing the educational process in the kindergarden with the aim of forming the creative activity of older preschool children have been proposed. In our opinion, the formation of creative activity of older preschool children will be more effective if:</p> <ol> <li class="show">Use predominantly integrated classes on the stage of reinforcement of the main material.</li> <li class="show">The creative approach of the teacher will provide variation in the usage of teaching methods, tools and techniques.</li> <li class="show">Use in addition to traditional some unusual materials for children's creativity.</li> <li class="show">Using a variety of descriptive language (the language of literature, nature, art, music, etc.), creative problematic situations stimulate not so much external as internal creative activity (sensory and mental actions).</li> </ol> <p>In this way, a holistic approach is provided, the aim of which is a child himself, his worldperseption, feeling and understanding of the world.. It is not direct learning, but the awakening of the child's internal reserves to the transformation of knowledge, the stimulation of the hidden lines of individual development that can transform knowledge from a purpose into a means of development of the person – creator.</p> Yuliia Kotelianets Copyright (c) 2020 22 THE MUTUAL TRUST AS A CONDITION FOR THE UPBRINGING ORPHAN CHILDREN IN THE CONTEXT OF THE PERSONALITY PARADIGM https://journals.pnu.edu.ua/index.php/msuc/article/view/4315 <p>The article deals with the problem of introducing innovative methods of upbringing orphans in Ukraine, that are staying in state care institutions.<br>The purpose of the article is to analyze the peculiarities of the formation of subject-subject interaction between the educator and the orphan on the basis of the principle of trust.<br>The main principles of the personal-humanistic strategy of the pedagogical paradigm, the role of trusting relations in the subject-subject interaction between the teacher and the pupil are considered. It is noted that the upbringing of orphans in the context of personal paradigm involves the implementation of the principle of humanization of education - the perception of the child as the highest social value, the recognition of his rights to freedom, development of abilities, identification of his individuality. The analysis of the phenomenon of trust is based on psychological and pedagogical researches. The necessity of realizing the principle of trust of guardianship and educational activity as a condition for the productive development of the orphan child`s personality allowing creative disclosure of the child's unique needs and abilities is substantiated. In the subject-subject interaction between the educator and the orphan, trust stimulates the process of openness, "transparency", self-disclosure, which is a condition for the effectiveness of the productive development of the orphan's personality.<br>The emotional subject-subject interaction between the orphan and the teacher, which is based on their mutual trust, is one of the pedagogical conditions for the successful upbringing of orphans.<br>The professional competence of teachers, the educator's use of techniques to achieve trust in the relationship with the child, will partially reduce the negative impact of the deprivation conditions of the state guardianship institution. Only the systematic implementation of conditions will ensure carrying out the principle of trust in the upbringing of the orphan, will help to provide the effective support to the children who are left without parental care and will increase the success of the educational process in general.</p> Halyna Lialiuk Copyright (c) 2020 22 INNOVATIVE IDEAS OF TEACHING POP VOCAL IN THE CONTEXT OF DECISION PROBLEMS OF UKRAINIAN VOCAL PEDAGOGY https://journals.pnu.edu.ua/index.php/msuc/article/view/4277 <p>The article is devoted to the issues of pedagogical interaction and methods of teaching pop vocal and it is an overview of modern foreign publications that are freely available on the Internet. The study conducted from the standpoint of cultural-conformity and based on vital-axiological, holistic-emergent, praxiological, synergetic and thesaurus approaches, which actualize the direction of the educational process to enhance the creative mastery of relevant competencies and expand the boundaries of personal experience. This article outlines the problems of contemporary pop vocal pedagogy, namely: the lack of a holistic systematic scientific and methodological knowledge; use mainly the results of research conducted as early as the twentieth century; insufficient attention to the experience of foreign vocal teachers and art historians; academic focus, non cultural-conformity of content and recommended repertoire in programs for specialized music schools and art schools. It presents contemporary opinions, suggestions and recommendations regarding the organization and content of the educational process with pop singers. This is the role of the teacher in the educational process; integration of various arts; innovative teaching methods and types of musical activity corresponding to the current tendenses of musical and, in particular, vocal culture; features of contemporary vocal techniques, specific vocal qualities and methods of mastering them through the traditional bel canto technique; competencies necessary for pop singers; criteria for evaluating the results of training of a pop vocalist; the appropriateness of introducing jazz into a modern curriculum; issues of pop&amp;jazz interpretation and improvisation. The article provides a description of non-traditional approaches characteristic of informal education and emphasizes promising of introducing them into a specialized art education. It is noted that the results of this study can be used in the development of a model for the formation of a pop vocal-performing thesaurus of high school students of institutions of non-formal specialized music education.</p> Tetiana Kulaha Copyright (c) 2020 22 PROJECT METHOD IN THE PROCESS OF FORMING THE LEGAL COMPETENCE OF FUTURE TEACHERS OF ELEMENTARY SCHOOL https://journals.pnu.edu.ua/index.php/msuc/article/view/4278 <p>In the context of relevant requirements for the training of future primary school teachers of the New Ukrainian School, the role of professional linguistic training of primary school teachers is increasing. The purpose of the article is to illuminate the essence of the method to the project, to describe the types of projects, the stages of work on the project and the possibilities of its application in the formation of the spelling of the competence of students of higher education institutions. To achieve the goal, the following research methods were used: theoretical: analysis and synthesis in the processing of linguistic, pedagogical and methodological literature on the problem under study; theoretical understanding and generalization of the experience of philologists and their own work experience to determine the state of work on the formation of the spelling of the competence of future primary school teachers; empirical: observation and analysis of classes in the discipline "Workshop on Ukrainian spelling" for students majoring in "Primary education". The article is revealed the different interpretations of the concept, is described the importance of design activity in the process of forming key and subject competencies of specialists. In scientific intelligence, the most common classifications of educational projects are analyzed, the structure of the method for the project in the writings of famous Ukrainian teachers and linguodidacts is described, attention is focused on assessing the level of students' project completion, an algorithm for working on a project for students is concluded, a sample project is proposed. As a result of the analysis of the problem, we came to the conclusion that in the conditions of modernization of education, updating its content and structure, new forms and teaching methods are particularly relevant, in particular, the project method, which helps students to develop skills to independently acquire knowledge and skills to apply the acquired spelling knowledge in specific communicative situations.</p> Valentyna Vitіuk Copyright (c) 2020 Mountain School of Ukrainian Carpaty 2020-09-04 2020-09-04 22 INNOVATIVE TEACHING METHODS IN HEI IN THE PROCESS OF MASTER’S TRAINING https://journals.pnu.edu.ua/index.php/msuc/article/view/4279 <p>In the article the factors of higher education development that update innovative educational processes are analyzed; the essence of the category «innovation» in relation to higher education is highlighted; the most effective innovative teaching methods in HEI are described in the process of masters training in the specialty 011 Educational, pedagogical sciences (case method, business game, method «Circle of ideas», method «Aquarium», method «Take a position», problem solving method), modeling, audiovisual teaching method, project method, «Decision Tree», etc.). <br>In HEI nowadays,students preparation must be directed to future professional needs of the specialist, must form such a level of professional and general culture, professional competence, which will maintain high professionalism in any sphere of activity. In addition, there must be readiness to acquire new qualifications, retraining in the sphere of pedagogical activity, to constantly update and improve their professional level throughout life.<br>This approach changes not only the content, structure of higher pedagogical education, but also its methods. Realizing that the creation of an innovative educational environment is impossible without introducing a qualitative new content in higher professional education, without increasing the level of scientific and methodological support of the educational process, introduction of innovative technologies and teaching methods, mastering experimental activities. The search for new effective forms and methods of higher pedagogical education is becoming an actual task of HEI that prepare masters of pedagogy:from the development and introduction into the curriculum of new promising disciplines to the introduction of innovative methods.<br>It is concluded that the strategic aim of reforming higher education and science in Ukraine is to create an effective innovative educational environment in HEI, the introduction of modern teaching methods in the social and cultural sphere, management system and labor organization in a market economy. Therefore, only an organic combination of innovative methods with classical, traditional, thoughtful and harmonious combination of different methods for each discipline and each lesson depending on their aim, purpose, specificity will improve the quality and intensity of the educational process in HEI during masters training.</p> Viktoriia Stynska Liubov Prokopiv Copyright (c) 2020 22 PROGRESSIVE IDEAS OF PROFESSIONAL TRAINING OF FUTURE MASTERS OF ELEMENTARY EDUCATION TO INNOVATIVE ACTIVITIES IN FOREIGN COUNTRIES https://journals.pnu.edu.ua/index.php/msuc/article/view/4280 <p>Today, Ukrainian society needs professionals with innovative thinking and a keen desire to implement their ideas in social life, driven by information, economic, social, political, cultural and religious processes of the third millennium. The modern world requires young people to be able to respond efficiently and promptly to innovative changes that are taking place in society, to be self-sufficient, proactive, responsible citizens, successful people, that is, professionally competent. That is why the problem of effective professional training of future specialists is an urgent one, which will be able to easily adapt to the changing conditions of today and be competitive in the labor market.<br>The urgency of the problem with the professional training of future masters of elementary education to innovative activities is substantiated in the article. The general education system tendencies of the leading countries in the European Union, in particular, France, Denmark, Germany, England, that in recent years have collected positive experience in reforming important parts of<br>the future teacher's education system, have been clarified. It is worth noting that Ukrainian educators are actively studying and using foreign experience in training teachers in European countries, the United States and Finland. The progressive ideas and features of future teachers’ training in different countries, which can be introduced for domestic education, are established.<br>In the publication it is emphasized that the study provides for the feasibility of studying the foreign countries experience in the training of future masters of elementary education to innovative activity.</p> Oksana Tsiuniak Copyright (c) 2020 2020-09-04 2020-09-04 22