PECULIARITIES OF FORMATION OF CIVIL ENGAGEMENT OF UNIVERSITY STUDENTS IN QUARANTINE CONDITIONS

The article defines the essence of the concept of “civic engagement of university students” and the process of formation of civic engagement of university students in quarantine conditions. The structure of civic engagement of university students is characterized. Criteria are substantiated and indicators of the formation of civic engagement of university students are defined: incentive criterion (sustainable social motives for achieving socially significant goals, the student’s achievement motive, value attitude to future professional activities); epistemological criterion (knowledge about public organizations and their activities, awareness of knowledge of civic responsibility, the presence of civic consciousness) behavioral (leadership ability, responsibility for own decisions, actions and team actions) creatively developing criterion (the presence of self-knowledge skills, the ability to introspection , self-esteem, self-criticism of the results of one's own socially useful activity). The substantive characteristic of such levels of formation of civic engagement of university students as: insufficient, initial, sufficient, high is given. The use of such digital tools is shown, which allows to form effectively the civic engagement of university students in quarantine conditions: a) the creation of an author's blog (to display information about: the national identity of the Ukrainian people (history, traditions, language, culture, etc.), planned for the future and already organized events by the student self-government were held, video and photo reports of the events) b) use of Google applications (Google meet - for conferences, meetings, online consultations; Google Drive, Google forms - for online questionnaires with the aim of : predicting the relevance of the event, it is planned, determining the effectiveness of the activities, identifying the psychological atmosphere in the team, identifying the socio-psychological characteristics of students, student awareness; Google photos; Google calendar; Google video). The results of an experimental study on the formation of civic engagement of university students, carried out during 2019 at V.O. Sukhomlynskyi Mykolaiv National University, are presented, which proves the practical importance of using such digital tools in quarantine conditions.

ORGANIZATION OF GROUP ACTIVITIES OF OLDER PRESCHOOL CHILDREN IN THE PROCESS OF EXPERIMENTING

The authors of the article analyze the advantages and disadvantages of group activities of older preschool children. The article focuses on the importance of children's experimentation for the versatile development and readiness of older preschool children to study at school. A comparative characteristic of the organization of individual children's experimentation and a group of older preschool children is presented. Based on a survey of older preschool children and their teachers, as well as monitoring the activities of children during experimentation, problematic aspects of organizing group activities of children are identified. Psychological and pedagogical conditions for organizing group activities of older preschool children for effective interaction during experimentation are presented. The expediency of using experimentation as a means of developing children's research activity is substantiated. The specifics of experimentation are indicated. The purpose and structure of experimentation as a kind of games for children's cognitive development are determined. The article also contains a list of devices and materials for arranging the experimentation centre which should be located in a preschool institution according to the thematic principle and teacher’s work plan; due to such centre children will be able to further freely experiment and consolidate the learned material through independent search activities. It is proved that the use of psychological and pedagogical conditions for the organization of group activities of older preschool children in the process of experimentation will contribute to the formation of their beliefs about nature and the world.

THE ANALYSIS OF FUTURE PRESCHOOL TEACHERS' MOTIVES FOR LEARNING A FOREIGN LANGUAGE

The article focuses on the relevance of the study of future preschool teachers’ motivation for learning foreign languages, which is as follows: the ability to formally and informally communicate with foreign colleagues at conferences, seminars, symposia for discussing current issues of preschool education, the search for new text, graphic, audio and video information contained in foreign language materials for professional purposes, the creation of a foreign language educational environment in a preschool institution in order to teach children the elements of a foreign language. A definitive analysis of the concept of “motive” in domestic and foreign scientific sources is carried out. Based on the definition of motives for learning a foreign language by second-year students – future preschool teachers (according to the method of O.Yatsyshin), as well as on the observation of their activities in the process of learning English and during confidential conversations with them, the students’ motives for learning English as a foreign language are analyzed. Psychological and pedagogical conditions of the formation of future preschool teachers’ motives for learning English as a foreign language are presented: organization of cross-cultural communicative activity of students, creation of situations of guaranteed success during the learning process, creation of a professionally oriented educational environment. It is emphasized that the abovementioned conditions should be both interconnected and interdependent; they should also be implemented in the educational process of a higher education institution not gradually, but simultaneously and systematically, in order to receive the sustainable positive motives of future preschool teachers for learning a foreign language.

READINESS OF THE FUTURE PRESCHOOL AND PRIMARY EDUCATION SPECIALISTS TO FORM THE FOUNDATIONS OF CHILDREN’S CYBER SECURITY

In connection with the digitization of the educational process, the need for the development of critical thinking of children of senior preschool and junior school age, the development of the ability to use information in any form, to communicate, and to be aware of the consequences of interaction in the digital world is increasing. The article found out that the training of the future preschool and primary education specialists should include the formation and development of methodological competence of students in order to develop in children of preschool and junior school age the ability to protect themselves, their information and privacy on the Internet, the ability to be friendly and brave on the Internet, formation of serious attitude to privacy and security. The experimental research has been conducted, the respondents of which were bachelor’s degree students of the specialty 012 Preschool Education and 013 Primary Education of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. The following approaches and technologies for forming the ability of the future preschool and primary education specialists to form the basics of cyber security for preschool and primary school children have been highlighted: the problem-based approach, BYOD technology (“bring your own device”), the method of “flipped learning”. The results of the approbation with bachelor’s degree students of the speciality 012 Preschool Education and 013 Primary Education of the educational guide on children’s security on the Internet, developed by Google in cooperation with The Net Safety Collaborative and the Internet Keep Safe Coalition and evaluated by the Scientific Center “Crimes Against Children” of the University of New Hampshire, have been given

TUTORING AS A MEANS OF INDIVIDUALIZING THE EDUCATIONAL PROCESS: AN EXPERIMENTAL STUDY

The new information type of society has qualitatively changed the concept of training future specialists. Currently, technocratic relations in the "teacher-student" system are being replaced by humanistic ones, with a transition to cooperation with students as active subjects of the individualized educational process. The authors of the article, taking into account the European experience of individualizing education, analyzed the peculiarities of using tutoring technology as a means of individualizing the education of master\u27s students in the conditions of mixed education. The results of the ascertaining stage of the pedagogical experiment, the participants of which were teachers and master\u27s students of Dragomanov Ukrainian State University (Kyiv), National Technical University “Kharkiv Polytechnic Institute” (Kharkiv), Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Vinnytsia), are presented. The purpose of the confirmatory experiment was to identify the level of understanding of university teachers, as well as master\u27s students – future teachers of the essence of tutoring technology and the presence of experience in using it in professional activities. The article proves that the use of tutoring technology in conditions of mixed learning allows students of higher education to gain experience in independent planning, obtaining and improving educational results. It is substantiated that the acquisition of such experience takes place during the work of tutors (with systematic tutoring support) on individual tutorials, which contain multi-level complex tasks from a certain educational subject. The role and place of the scientific essay as a component of tutoring technology and as a means of individualizing the educational process, which ensures the development of independent creative thinking of students, the formation of their ability to structure information, skillful presentation of arguments, establish cause-and-effect relationships, and formulate conclusions, is characterized

FORMATION OF SCIENTIFIC RESEARCH COMPETENCE OF MASTER'S DEGREE STUDENTS BY MEANS OF BYOD TECHNOLOGY

The authors of the article analyzed the features of using the innovative BYOD (Bring Your Own Device) technology in the formation of research competence of master's degree students. The European experience of applying BYOD technology is analyzed. Emphasis is placed on the relevant use of this technology in higher education institutions, which is related to the digitalization of the educational process, the pandemic and martial law in Ukraine. The results of the ascertaining phase of the pedagogical experiment are presented, the participants of which were master's degree students of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University and Mykhailo Drahomanov Ukrainian State University (Kyiv). The students are enrolled in such academic programs as “Pedagogy of Higher Education. Tutoring”, “Counseling”, “Preschool Education. Primary Education”, “Preschool Education. Speech Therapy”, “Physical Therapy, Occupational Therapy".The article reveals the educational potential of BYOD technology for the formation of scientific research competence of master's degree students. It is noted that the use of this technology in terms of offline, online and mixed studying helps higher education students acquire skills necessary to analyze, generalize, systematize and compare information. In addition, information retrieval and critical analysis skills are successfully formed. The differences in the application of this technology in conditions of individual and group work with master’s degree students are shown.

Тьюторинг як засіб індивідуалізації освітнього процесу: експериментальне дослідження

The new information type of society has qualitatively changed the concept of training future specialists. Currently, technocratic relations in the "teacher-student" system are being replaced by humanistic ones, with a transition to cooperation with students as active subjects of the individualized educational process. The authors of the article, taking into account the European experience of individualizing education, analyzed the peculiarities of using tutoring technology as a means of individualizing the education of master's students in the conditions of mixed education. The results of the ascertaining stage of the pedagogical experiment, the participants of which were teachers and master's students of Dragomanov Ukrainian State University (Kyiv), National Technical University "Kharkiv Polytechnic Institute" (Kharkiv), Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Vinnytsia), are presented. The purpose of the confirmatory experiment was to identify the level of understanding of university teachers, as well as master's students – future teachers of the essence of tutoring technology and the presence of experience in using it in professional activities. The article proves that the use of tutoring technology in conditions of mixed learning allows students of higher education to gain experience in independent planning, obtaining and improving educational results. It is substantiated that the acquisition of such experience takes place during the work of tutors (with systematic tutoring support) on individual tutorials, which contain multi-level complex tasks from a certain educational subject. The role and place of the scientific essay as a component of tutoring technology and as a means of individualizing the educational process, which ensures the development of independent creative thinking of students, the formation of their ability to structure information, skillful presentation of arguments, establish cause-and-effect relationships, and formulate conclusions, is characterized

THE DEVELOPMENT OF COOPERATION SKILLS OF SENIOR PRESCHOOLERS IN THE EXPERIMENTATION PROCESS

The authors of the article consider the importance of cooperation skills as some of soft skills of a person. The significance of developing these skills from preschool age on is emphasized. The influence of children's experimentation on their all-round development and readiness of senior preschool children to study at school is considered. The interrelation between group activities in the process of experimentation and the development of senior preschoolers’ cooperation skills is shown. Based on the observation of children's activities in the process of experimentation, the educator’s participation in this process and the survey of senior preschoolers and educators reveal the aspects of the organization of children’s group activities that have to be improved. The peculiarities of the educator's participation at all stages of the experiment done by senior preschool children in groups are analyzed – during the goal setting, discussion of the experimental procedure, summarizing, as well as during the verbal report on the results of the experiment. Emphasis is placed on the fact that it is important to organize experimentation centres at preschool institutions, which will allow children to freely experiment and form a team to carry out search activities. The psychological and pedagogical conditions for the children's experimentation in groups being organized at preschool institutions by educators for the successful formation of senior preschoolers’ cooperation skills are formulated.

DEVELOPMENT OF YOUTH'S CREATIVE ABILITIES SCHOOLCHILDREN BY BYOD TECHNOLOGY

Modernization of the modern primary education system of Ukraine is aimed at developing creative abilities of primary school students. Development of the creative abilities is one of the components of soft skills of an individual, they affect the successful establishment in society. A creative person is able to generate new ideas, think original, make non-standard decisions, confidently achieve their goals. Creativity is an integrative multicomponent quality that covers various areas of students’ activity. Due to the digitalization of the educational process, information and communication technologies are being rapidly implemented in primary school. Accordingly, the authors of the article analyzed the features of the use of innovative technology BYOD ("bring your own device") for the development of creative abilities of students, identified its positive aspects, outlined ways to use it by teachers. The purpose of the article is to reveal the educational potential of BYOD technology for the development of creative abilities of junior schoolchildren. An experimental study was conducted, the respondents of which were students of primary school in Vinnytsia region and determined the leading level of development of their creative abilities. The results of lessons observation in primary school on the use of innovative technologies for the formation of creative abilities of primary school students are analyzed. The results of the survey of primary school teachers on the use of innovative BYOD technology in the educational process are presented. It is proved that the use of smartphones in primary school lessons promotes the development of creative abilities of primary school children and their imagination, and change of the educational vector of primary school from reproductive learning to creative understanding of information and competent growth (formation of digital competence and organization of students’ independent research).