The Development of Coherent Speech in Elementary School Students in The Process of Constructive and Artistic Activity

The article examines the development of speech in elementary school students. The research objective is to determine the status of coherent speech development in 3rd-grade students in the process of constructive and artistic activity. The article defines the criteria (structural and compositional, communicative and productive, and communicative and creative), indicators, and levels of development of coherent speech in elementary school students in the process of constructive and artistic activity. Each criterion includes a group of qualitative content-disclosing indicators and characterizes the achievements of students in the intended type of activity. Based on this, the authors have developed a methodological tool that allows them to diagnose coherent speech development in 3rd-grade students in the process of constructive and artistic activity and to conduct a precise quantitative differentiation by high, sufficient, medium, and low levels of coherent speech formation with specific characteristics for qualitative measurements that open up prospects for the development of appropriate effective measures for improving the quality of training students for such activity

El desarrollo del discurso coherente en estudiantes de primaria en el proceso de actividad constructiva y artística

The article examines the development of speech in elementary school students. The research objective is to determine the status of coherent speech development in 3rd-grade students in the process of constructive and artistic activity. The article defines the criteria (structural and compositional, communicative and productive, and communicative and creative), indicators, and levels of development of coherent speech in elementary school students in the process of constructive and artistic activity. Each criterion includes a group of qualitative content-disclosing indicators and characterizes the achievements of students in the intended type of activity. Based on this, the authors have developed a methodological tool that allows them to diagnose coherent speech development in 3rd-grade students in the process of constructive and artistic activity and to conduct a precise quantitative differentiation by high, sufficient, medium, and low levels of coherent speech formation with specific characteristics for qualitative measurements that open up prospects for the development of appropriate effective measures for improving the quality of training students for such activity.El artículo examinael desarrollo del habla en estudiantes de primaria. El objetivo de la investigación es determinar el estado del desarrollo coherente del habla en estudiantes de tercer grado en el proceso de actividad constructiva y artística. El artículo define los criterios (estructurales y compositivos, comunicativos y productivos, y comunicativos y creativos), indicadores y niveles de desarrollo del discurso coherente en estudiantes de primaria en el proceso de actividad constructiva y artística. Cada criterio incluye un grupo de indicadores cualitativos de divulgación de contenido y caracteriza los logros de los estudiantes en el tipo de actividad prevista. En base a esto, los autores han desarrollado una herramienta metodológica que les permite diagnosticar el desarrollo coherente del habla en estudiantes de tercer grado en el proceso de actividad constructiva y artística y llevar a cabo una diferenciación cuantitativa precisa por niveles altos, suficientes, medios y bajos de formación coherente del habla con características específicas para mediciones cualitativas que abren perspectivas para el desarrollo de medidas efectivas apropiadas para mejorar la calidad de la capacitación de los estudiantes para dicha actividad

La preparación de los futuros especialistas de educación preescolar para la autorrealización creativa en la actividad profesional

The article is devoted to the issue of future specialists of preschool education training to creative self-realization in professional activity. The authors of the article reveal the pedagogical diagnostics of readiness to creative self-realization in professional activity of higher educational institutions’ students. The purpose of the study is to reveal the results of pedagogical diagnostics of future specialists of preschool education readiness to creative self-realization in professional activity. A diagnostic methodology and criteria of future specialists of preschool education to creative self-realization in professional activity readiness has developed. The criteria of future specialists of preschool education to creative self-realization in professional activity readiness are: motivational and valuable, creative activity, assessment and reflective. Each criterion includes a group of quality indicators. The methodological tools was developed, which was used for pedagogical diagnostics of this professional quality forming in future specialists of preschool education. The experimental study helped to identify the characteristics of qualitative measurements for primary, reproductive and creative levels of readiness of future preschool teachers’ professional training. We see the prospect of further research in the development of methodology of future specialists of preschool education preparing to creative self-realization in professional activity.El artículo está dedicado a la cuestión de los futuros especialistas de formación en educación preescolar para la autorrealización creativa en la actividad profesional. Los autores del artículo revelan el diagnóstico pedagógico de la preparación para la autorrealización creativa en la actividad profesional de los estudiantes de instituciones de educación superior. El propósito del estudio es revelar los resultados deldiagnóstico pedagógico de futuros especialistas en preparación para la educación preescolar para la autorrealización creativa en la actividad profesional. Se ha desarrollado una metodología diagnóstica y criterios de futuros especialistas de educación preescolar para la autorrealización creativa en la preparación para la actividad profesional. Los criterios de los futuros especialistas de la educación preescolar para la autorrealización creativa en la preparación para la actividad profesional son: motivadores y valiosos, actividad creativa, evaluación y reflexión. Cada criterio incluye un grupo de indicadores de calidad. Se desarrollaron las herramientas metodológicas, que se utilizaron para el diagnóstico pedagógico de esta calidad profesional formando en futuros especialistas de educación preescolar. El estudio experimental ayudó a identificar las características de las mediciones cualitativas para los niveles de preparación primaria, reproductiva y creativa de la formación profesional de los futuros maestros de preescolar. Vemos la posibilidad de una mayor investigación en el desarrollo de la metodología de futuros especialistas en educación preescolar que se preparan para la autorrealización creativa en la actividad profesional

New strategies for professional training of teachers in the context of european integration

The tendencies and directions of development of teachers vocational education in the EU in frames of integrative processes and concepts are considered. Its system-forming factor is indicated a deep integration of all its processes and subsystems (pre-professional training - secondary specialized education - universities - postgraduate education), the integrity of which is ensured by continuity and advanced education. The concept of transprofessionalism and convergence in the multidisciplinary training of specialists is substantiated. The educational programs of a new type based on this concept are characterized. A logical-semantic model of a modern teacher has been constructed, which can serve as an empirical basis for designing a professional educational platform that integrates socio-humanitarian and natural science disciplines and related innovative technologies for training teachers for a system of continuous professional education. Strategic guidelines for the implementation of such training in EU are noted strategies for transprofessionalism, cooperation / collaboration, advanced, high-speed educatio

The Readiness of Future Specialists of Preschool Education to Creative Self-Realization in Professional Activity

The article is devoted to the issue of future specialists of preschool education training to creative self-realization in professional activity. The authors of the article reveal the pedagogical diagnostics of readiness to creative self-realization in professional activity of higher educational institutions’ students. The purpose of the study is to reveal the results of pedagogical diagnostics of future specialists of preschool education readiness to creative self-realization in professional activity. A diagnostic methodology and criteria of future specialists of preschool education to creative self-realization in professional activity readiness has developed. The criteria of future specialists of preschool education to creative self-realization in professional activity readiness are: motivational and valuable, creative activity, assessment and reflective. Each criterion includes a group of quality indicators. The methodological tools was developed, which was used for pedagogical diagnostics of this professional quality forming in future specialists of preschool education. The experimental study helped to identify the characteristics of qualitative measurements for primary, reproductive and creative levels of readiness of future preschool teachers’ professional training. We see the prospect of further research in the development of methodology of future specialists of preschool education preparing to creative self-realization in professional activity

The Development of Coherent Speech in Elementary School Students in The Process of Constructive and Artistic Activity

The article examines the development of speech in elementary school students. The research objective is to determine the status of coherent speech development in 3rd-grade students in the process of constructive and artistic activity. The article defines the criteria (structural and compositional, communicative and productive, and communicative and creative), indicators, and levels of development of coherent speech in elementary school students in the process of constructive and artistic activity. Each criterion includes a group of qualitative content-disclosing indicators and characterizes the achievements of students in the intended type of activity. Based on this, the authors have developed a methodological tool that allows them to diagnose coherent speech development in 3rd-grade students in the process of constructive and artistic activity and to conduct a precise quantitative differentiation by high, sufficient, medium, and low levels of coherent speech formation with specific characteristics for qualitative measurements that open up prospects for the development of appropriate effective measures for improving the quality of training students for such activity.El artículo examina el desarrollo del habla en estudiantes de primaria. El objetivo de la investigación es determinar el estado del desarrollo coherente del habla en estudiantes de tercer grado en el proceso de actividad constructiva y artística. El artículo define los criterios (estructurales y compositivos, comunicativos y productivos, y comunicativos y creativos), indicadores y niveles de desarrollo del discurso coherente en estudiantes de primaria en el proceso de actividad constructiva y artística. Cada criterio incluye un grupo de indicadores cualitativos de divulgación de contenido y caracteriza los logros de los estudiantes en el tipo de actividad prevista. En base a esto, los autores han desarrollado una herramienta metodológica que les permite diagnosticar el desarrollo coherente del habla en estudiantes de tercer grado en el proceso de actividad constructiva y artística y llevar a cabo una diferenciación cuantitativa precisa por niveles altos, suficientes, medios y bajos de formación coherente del habla con características específicas para mediciones cualitativas que abren perspectivas para el desarrollo de medidas efectivas apropiadas para mejorar la calidad de la capacitación de los estudiantes para dicha actividad

The Readiness of Future Specialists of Preschool Education to Creative Self-Realization in Professional Activity

The article is devoted to the issue of future specialists of preschool education training to creative self-realization in professional activity. The authors of the article reveal the pedagogical diagnostics of readiness to creative self-realization in professional activity of higher educational institutions’ students. The purpose of the study is to reveal the results of pedagogical diagnostics of future specialists of preschool education readiness to creative self-realization in professional activity. A diagnostic methodology and criteria of future specialists of preschool education to creative self-realization in professional activity readiness has developed. The criteria of future specialists of preschool education to creative self-realization in professional activity readiness are: motivational and valuable, creative activity, assessment and reflective. Each criterion includes a group of quality indicators. The methodological tools was developed, which was used for pedagogical diagnostics of this professional quality forming in future specialists of preschool education. The experimental study helped to identify the characteristics of qualitative measurements for primary, reproductive and creative levels of readiness of future preschool teachers’ professional training. We see the prospect of further research in the development of methodology of future specialists of preschool education preparing to creative self-realization in professional activity.El artículo está dedicado a la cuestión de los futuros especialistas de formación en educación preescolar para la autorrealización creativa en la actividad profesional. Los autores del artículo revelan el diagnóstico pedagógico de la preparación para la autorrealización creativa en la actividad profesional de los estudiantes de instituciones de educación superior. El propósito del estudio es revelar los resultados del diagnóstico pedagógico de futuros especialistas en preparación para la educación preescolar para la autorrealización creativa en la actividad profesional. Se ha desarrollado una metodología diagnóstica y criterios de futuros especialistas de educación preescolar para la autorrealización creativa en la preparación para la actividad profesional. Los criterios de los futuros especialistas de la educación preescolar para la autorrealización creativa en la preparación para la actividad profesional son: motivadores y valiosos, actividad creativa, evaluación y reflexión. Cada criterio incluye un grupo de indicadores de calidad. Se desarrollaron las herramientas metodológicas, que se utilizaron para el diagnóstico pedagógico de esta calidad profesional formando en futuros especialistas de educación preescolar. El estudio experimental ayudó a identificar las características de las mediciones cualitativas para los niveles de preparación primaria, reproductiva y creativa de la formación profesional de los futuros maestros de preescolar. Vemos la posibilidad de una mayor investigación en el desarrollo de la metodología de futuros especialistas en educación preescolar que se preparan para la autorrealización creativa en la actividad profesional

The transformative changes of inclusive education in Ukraine

The main purpose of the article is to show the changes that are taking place in Ukraine regarding the problem of children with special educational needs integration in general educational establishments. The need for inclusive education introduction is emphasized, and the analysis of legislative and regulatory documents is carried out. It is argued that inclusive education is based on the principle of children’s basic right to education ensuring and the right to study at the place of residence. The system of special education, which has a vertical-horizontal structure in Ukraine, is analyzed. The questions were aimed at the positive and negative consequences identifying of inclusive education introduction. The dynamics of growth in the number of children studied in inclusive classes in the Ivano-Frankivsk region during 2016-2020 yrs. is analyzed. The conducted study gives grounds to conclude that inclusive education on the way of formation in our country is experiencing many difficulties, which include the lack of teachers’ training to work with special educational needs children in secondary school, insufficient development of the legal framework, inadequate additional funding of inclusive institutions and low level of educational and methodological support. The importance of the inclusive education introduction is emphasized, which should be gradual with the professional development of all its components