ПРОБЛЕМИ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ ДО РОБОТИ В УМОВАХ ІНКЛЮЗИВНОГО ОСВІТНЬОГО СЕРЕДОВИЩА

NEVMERZHYTSKA Olena – Doctor of Pedagogical Sciences, Associate professor, Professor of the General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko st., 24, Drohobych, 82100, Ukraine ([email protected])ORCID: http://orcid.org/0000-0002-9911-9735ResearcherID: http://www.researcherid.com/rid/D-4176-2018DOI: https://doi.org/10.24919/2313-2094.7/39.126018To cite this article: Nevmerzhytska, O. (2018). Problemy pidhotovky maibutnikh pedahohiv do roboty v umovakh inkliuzyvnoho osvitnoho seredovyshcha [Problems of preparation of future teachers for work in the conditions of inclusive educational environment]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 200–210. doi: 10.24919/2313-2094.7/39.126018 [in Ukrainian].Article historyReceived: 15 April 2018Received in revised form: 6 June 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. The article analyzes the problems that arise in the process of preparing future educators for work in an inclusive educational environment. In particular, the main forms of training for people with special educational needs (special education, mainstreaming, integration, inclusion) are considered. It is stated that at the present stage the role and necessity of the introduction of inclusive education is not objectionable. However, modern Ukrainian society is not always ready to reject prejudices and stereotypes about people with disabilities. The forces of education can and should be influenced by the formation of a tolerant attitude towards people with special educational needs in society, and the teacher plays a significant role in this process. In view of this, the professional training of modern teachers should be improved, mainly in the area of preparedness for work in an inclusive educational environment.Such training should be focused on the formation of professional, pedagogical and psychological readiness of specialists, which will ensure, on the one hand, the acquisition of the necessary professional competences by future educators, and, on the other hand, motivational readiness for work in an inclusive educational environment. The article analyzes the content of the disciplines «Fundamentals of inclusive education» and «Fundamentals of correctional pedagogy», which are offered to students of the Drohobych Ivan Franko State Pedagogical University in order to form the competencies necessary for work in an inclusive educational environment. It is established that they cannot provide a holistic view of work in the conditions of an inclusive educational environment. In view of this, a number of ways to improve the professional readiness of future teachers to work in the conditions of inclusion is proposed: an introduction to the content of a large number of educational disciplines of information that would enable students to form a personal attitude to inclusion, filling of the content of methodological disciplines, so that future teachers could get acquainted with methods of working with children with special educational needs at lessons, engagement of student youth to volunteering activities in rehabilitation centers and social services, which will provide a better understanding of the features of people with disabilities, their perception and acceptance. Such comprehensive acquaintance of students with the peculiarities of people with special educational needs will enable them to develop the ability to choose the best ways to organize inclusive education, apply different methods of pedagogical interaction between subjects of the educational process, create an environment for correction and development in the conditions of inclusive educational space, as well as the need for self-education on issues of joint education of children with disabilities and their healthy peers. Acknowledgments. Sincere thanks to the teaching staff of the Drohobych City Center for Social Services for Family, Children and Youth, in particular, Oksana Matchyshyn.Funding. The author received no financial support for the research, authorship, and/or publication of this article.НЕВМЕРЖИЦЬКА Олена – доктор педагогічних наук, доцент, професор кафедри загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, Дрогобич, 82100, Україна ([email protected]) ORCID: http://orcid.org/0000-0002-9911-9735ResearcherID: http://www.researcherid.com/rid/D-4176-2018DOI: https://doi.org/10.24919/2313-2094.7/39.126018Бібліографічний опис статті: Невмержицька, О. (2018). Проблеми підготовки майбутніх педагогів до роботи в умовах інклюзивного освітнього середовища. Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 7/39, 200–210. doi: 10.24919/2313-2094.7/39.126018.Історія статтіОдержано: 15 квітня 2018Прорецензовано: 6 червня 2018Подано до редакції: 10 липня 2018Доступ он-лайн: 12 вересня 2018 Анотація. У статті розглянуто основні форми навчання осіб з особливими освітніми потребами. Констатовано важливість інклюзії як важливої форми сучасної освіти. Вказано на проблеми, що перешкоджають розвитку інклюзивної освіти в Україні та гальмують його. Однією з них є недосконала підготовка майбутніх педагогів до професійної діяльності. Охарактеризовано сучасний стан підготовки студентів педагогічних закладів вищої освіти до роботи в умовах інклюзивного освітнього середовища. Визначено шляхи удосконалення професійної підготовки майбутніх педагогів до роботи в умовах інклюзивного навчання.

EDUCATION OF A PERSON IN VIEW OF VLADIMIR VERNADSKY

NEVMERZHYTSKA Olena – PhD hab. (Education), Professor of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, 24 Ivan Franko Str., Drohobych, 82100, UkraineE-mail address: [email protected]: http://orcid.org/0000-0002-9911-9735ResearcherID:  https://publons.com/researcher/1968037/olena-nevmerzhytska/ PAHUTA Myroslav – PhD (Education), Associate Professor, Doctoral Student of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, 24 Ivan Franko Str., Drohobych, 82100, UkraineE-mail address: [email protected]: https://orcid.org/0000-0003-2305-9390ResearcherID: https://publons.com/researcher/1762774/miroslav-pahuta/ To cite this article: Nevmerzhytska, O., & Pahuta, M. (2020). Education of a person in view of Vladimir Vernadsky. Human Studies. Series of Pedagogy, 11/43, 91‒102. doi: https://doi.org/10.24919/2413-2039.11/43.220462Article history Received: September 16, 2020Received in revised form: October 23, 2020 Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). Nowadays, the humanity faces serious problems and challenges, including environmental problems resulting from debilitating and environmentally unsafe economic activities. At present, much of the world’s population suffers from a shortage of drinking water. A polluted environment affects the health of the world’s population. And humanity itself is constantly on the verge of disasters: food shortage, environmental catastrophes, etc. In such difficult conditions, people must reinterpret the consequences of their economic activities and take responsibility for all living things that inhabit the planet Earth. This was emphasized by a great thinker of the late nineteenth – early twentieth century V. Vernadsky. One must be aware of the need for changes in worldview. And this, in turn, poses new challenges to modern education, which should form the noospheric attitude of each individual.The purpose of the article is to highlight the views of Vladimir Vernadsky on education and upbringing. The great thinker’s views on the education of an individual are considered in the context of the development of the noosphere as a stage in the evolution of the biosphere, a decisive factor in the development of which is the intelligent human activity. It has been proven that the improvement of people's lives can occur due to the growth of scientific knowledge. For this purpose, it is important to change the education system, and constantly improve and increase its role and importance. It must envision not only certain information, the amount of which is constantly increasing, but also the values, among which a special importance is attached to the basic ones, i. e. spirituality, morality, humanism.The ideas of V. Vernadsky, relevant for modern education, are highlighted. Because, according to the thinker, in the noosphere, the role of humanity is growing, which should be a decisive factor in the development and preservation of the biosphere, the scientist stood on the position of the need for a universal development of each individual. The value attitude to the human being, which is pervasive in the works of V. Vernadsky, encourages the search for educational tools that would allow the pupils to feel competent participants in the educational process, which would take into account their needs and interests. It is proved that in the process of education the noospheric attitude of a person should be formed. An analysis of V. Vernadsky’s legacy revealed that a person with a developed noospheric attitude is a multifaceted personality, a creator, a humanist, a democrat who supports the ideals of brotherhood and freedom.Acknowledgments. The authors express gratitude to the faculty of the Department of General Pedagogy and Preschool Education of Ivan Franko State Pedagogical University in Drohobych, especially to Professor M. Chepil for qualified suggestions and recommendations to improve the quality of the article.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.НЕВМЕРЖИЦЬКА Олена – доктор педагогічних наук, професор кафедри загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, м. Дрогобич, 82100, Україна E-mail address: [email protected]: http://orcid.org/0000-0002-9911-9735ResearcherID:  https://publons.com/researcher/1968037/olena-nevmerzhytska/ ПАГУТА Мирослав – кандидат педагогічних наук, доцент, докторант кафедри загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, м. Дрогобич, 82100, Україна E-mail address: [email protected]: https://orcid.org/0000-0003-2305-9390ResearcherID: https://publons.com/researcher/1762774/miroslav-pahuta/ To cite this article: Nevmerzhytska, O., & Pahuta, M. (2020). Education of a person in view of Vladimir Vernadsky. Human Studies. Series of Pedagogy, 11/43, 91‒102. doi: https://doi.org/10.24919/2413-2039.11/43.220462Article history Received: September 16, 2020Received in revised form: October 23, 2020 Accepted: November 23, 2020Available online: December 30, 2020Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2020 The Authors. Human studies. Series of Pedagogy published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). Сьогодення ставить перед людством серйозні завдання та виклики, пов’язані, зокрема, із екологічними проблемами, що стали наслідком виснажливого та екологічно небезпечного господарювання. Сьогодні значна частина населення земної кулі потерпає від нестачі питної води. Забруднене навколишнє середовище впливає на здоров’я населення земної кулі. А саме людство перманентно опиняється на межі катастроф: продовольчих, екологічних тощо. У таких складних умовах людина мусить переосмислити наслідки своєї господарської діяльності та взяти на себе відповідальність за все живе, що населяє планету Земля. На цьому наголошував ще великий мислитель кінця ХІХ – початку ХХ ст. В. Вернадський. Людина повинна усвідомити необхідність змін у світовідчутті та світобаченні. А це, своєю чергою, ставить нові завдання перед сучасною освітою, яка має сформувати ноосферний світогляд кожної особистості.Мета статті полягає у висвітленні поглядів Володимира Вернадського на освіту та виховання. Погляди на виховання особистості у творчій спадщині мислителя розглядаються в контексті розвитку ноосфери як етапу еволюції біосфери, вирішальним чинником розвитку якої стає розумна людська діяльність. Доведено, що покращення життя людей може відбуватися внаслідок зростання наукових знань. Для цього важливо змінити систему освіти, постійно удосконалювати, підвищувати роль її і значення. Вона повинна втілювати у собі не лише певну інформацію, якої стає щоразу більше, але й ціннісні орієнтири, серед яких особливої ваги надавав базовим – духовності, моральності, гуманізму.Виділено ідеї В. Вернадського, актуальні для сучасної освіти. Оскільки, на переконання мислителя, в умовах ноосфери зростає роль людства, яке має стати вирішальним чинником розвитку та збереження біосфери, учений стояв на позиції необхідності різнобічного розвитку кожної особистості. Ціннісне ставлення до людини, що є наскрізним у працях В. Вернадського, спонукає до пошуку виховного інструментарію, який дозволив би вихованцеві відчувати себе повноцінним учасником виховного процесу, у якому враховувалися б його потреби та інтереси.Доведено, що у процесі виховання має формуватися ноосферне мислення особистості. Аналіз спадщини В. Вернадського дозволив констатувати: людина з розвинутим ноосферним мисленням – це різнобічно розвинена особистість-творець, людина-гуманіст, людина-демократ, яка відстоює ідеали братства і свободи

РЕАЛІЗАЦІЯ АКСІОЛОГІЧНИХ ІДЕЙ У ВІТЧИЗНЯНОМУ ОСВІТНЬОМУ ПРОСТОРІ ПЕРШОЇ ПОЛОВИНИ ХІХ ст.

The content of education is made up of values. Being a regulator of behavior, they affect not only the formation of personality and motivations, but also the specifics of teaching practice, appearing in the content of education, its aims and methods. In view of this, the need for research of the influence of educational ideals on past teaching practice in order to improve modern education and avoid the mistakes that hinder its development, is actualized.The goal of this article was to study the applied aspects of realization of axiological ideas in the national educational space in the first half of the 19th century.In the early 19th century the Russian Empire was clearly aware of the importance of popular education, but it was completely subordinated to public needs. This situation led to the fact that the characteristic features of Russian education in the first half of the 19th century were estates, religion, nationality and education of selfless devotion to the homeland and the monarch.Education estates included the presence of various types of educational institutions, which were intended for specific population groups (universities, high schools, county schools, national and parochial schools, private pensions, etc.). Analysis of the content of education in them showed presence of religious subjects (Godʼs law, dogmatic and moral theology, etc.), Russian language and literature, Russian history, geography, etc.).Polish schooling in ethnic Ukrainian lands that were a part of the Russian Empire was represented by Krzemieniec Lyceum, which operated on a somewhat different basis, such as the access to education for all children, regardless of origin and property status, student government, cooperation with the families of students.In addition, in ethnic Ukrainian lands that were a part of the Russian Empire, several schools of other minorities, including Jewish, were established. The boys that studied here had a clear professional focus on business. The girls received basic knowledge and skills that allowed them to lead a good household and raise children. An important fact was also that the language of teaching in this school was German, as for native students.But Ukrainians themselves were mostly deprived of professional schools in ethnic Ukrainian lands, as well as secondary and higher education. Only Ukrainian parish school children were able to get elementary education in their native language.Статья посвящена анализу образования и науки на этнических украинских землях, входящих в первой половине XIX века в состав Российской империи, сквозь призму актуальных для того времени образовательных ценностей. На примере отдельных образовательных учреждений показано специфику российского, польского, еврейского, украинского школьного образования обозначенного периода. Доказано, что основными идеями, на которых базировался образовательный процесс, были сословность, народность и религиозность. Эти идеалы повлияли на определение содержания, форм, методов и средств обучения и воспитания в учреждениях образования обозначенного периода, статус воспитанника в учебно-воспитательном процессе и т.д.Статтю присвячено аналізові освіти та шкільництва на етнічних українських землях, що у першій половині ХІХ ст. входили до складу Російської імперії, крізь призму актуальних для того часу освітніх цінностей. На прикладі окремих освітніх інституцій показано специфіку російського, польського, єврейського, українського шкільництва означеного періоду. Доведено, що основними ідеями, на яких базувався освітній процес, були становість, народність та релігійність. Ці ідеали вплинули на визначення змісту, форм, методів та засобів навчання і виховання в закладах освіти означеного періоду, статус вихованця у навчально-виховному процесі тощ

Family Education Through the Lens of Metropolitan Andrey Sheptytsky’s Views

In the current context, we are confronted with controversial views on the family and family education, which are caused by the complex conditions in which the family organism must function. Therefore, it is important to study the views of the past eminent figures on family education for the purposes of predicting the ways of development of the modern family. Andrey Sheptytsky, the head of the Ukrainian Greek Catholic Church, viewed the role of the family and the peculiarities of its educational function in the context of the neo-Thomism philosophy, but the characteristic feature of his views is democracy. He professed the democratism of family relations between spouses, as well as between parents and children. He expressed his views on the main goals of family education, its content and methods, which remain largely relevant today

АКСІОЛОГІЧНІ ІДЕЇ У ПЕДАГОГІЧНІЙ ДУМЦІ ДОБИ ВИЗВОЛЬНИХ ЗМАГАНЬ (1917 – 1919)

The article analyzes educational thought during the liberation movement. It is proved that the views of local teachers (I. Ogienko, S. Rusova, J. Chepiga et al.) had a clear national bias. It was stated that in the works of national teachers of this period the idea of national schools, mother tongue, humanism, civic education, patriotism, religion, and morality can be traced. Emphasis is laid on educational content in the works of the teachers of this period, which covered the absolute eternal, national, civil, family values.В статье проанализировано педагогическую мысль периода Освободительного движения. Доказано, что взгляды отечественных педагогов (И. Огиенко, С. Русова, Я. Чепига и др.) имели отчетливое национальное направление. Констатировано, что в трудах отечественных педагогов указанного периода прослеживается идея национальной школы, родного языка, гуманизма, воспитания гражданственности, патриотизма, религиозности, нравственности. Выделено содержание воспитания в трудах педагогов указанного периода, который охватывал абсолютные вечные, национальные, гражданские, семейные ценности.У статті проаналізовано педагогічну думку доби Визвольних змагань. Доведено, що погляди вітчизняних педагогів (І. Огієнко, С. Русова, Я. Чепіга та ін.) мали виразне національне спрямування. Констатовано, що у працях вітчизняних педагогів означеного періоду простежується ідея національної школи, рідної мови, гуманізму, виховання громадянськості, патріотизму, релігійності, моральності. Виокремлено зміст виховання у працях педагогів означеного періоду, який охоплював абсолютні вічні, національні, громадянські, сімейні цінності

FAMILIARIZING PRESCHOOL CHILDREN WITH THE «CHILD IN SOCIETY» EDUCATIONAL PROFILE IN MODERN REALITIES

NEVMERZHYTSKA Olena – Doctor of Pedagogical Sciences, Associate Professor, Professor of the General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko Str., 24, Drohobych, 82100, UkraineE-mail address: [email protected]: http://orcid.org/0000-0002-9911-9735ResearcherID: http://www.researcherid.com/rid/D-4176-2018     To cite this article: Nevmerzhytska, O. (2019). Familiarizing preschool children with the «Child in Society» educational profile in modern realities. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 8/40, 105–115. doi: 10.24919/2413-2039.8/40.164418. Article history Received: November 13, 2018Received in revised form: December 20, 2018 Accepted: February 18, 2019Available online: April 22, 2019Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094e-ISSN 2413-2039  © 2019 The Author. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).Abstract. In today’s reality, the problem of familiarizing preschoolers with social environment, which is extremely complex and diverse, is actualized. Analysis of the basic component of preschool education allows us to make a conclusion that the tasks of preschool establishments are to teach children to differentiate people by degree of affinity, by age, gender, nationality and social status. However, an important aspect of familiarizing preschoolers with society is overlooked: familiarizing children with those who have certain peculiarities of development, which is extremely important in the context of an inclusive educational space.Therefore, the purpose of the paper is to uncover the ways of familiarizing preschoolers with the «Child in Society» content line in modern conditions.The article states that the necessary and important condition for the development of each society is the provision of the right to education for all citizens, including those with special needs. In democratic countries, this right is realized through the provision of different forms of education to such people. Extremely relevant and productive among these forms is inclination. The research analyzes the main features and normative basis of inclusive education.The emphasis is on the principles that should be the basis for working with preschoolers, and which should serve as a guide for the educator in selecting the content of preschoolers’ acquaintance with the specifics and problems of people with disabilities. These, in particular, include: respect for the inherent dignity of a person, their personal autonomy, in particular the freedom to make their own choice; non-discrimination; respect for the particularities of people with disabilities and their acceptance as a component of human diversity and of humanity; equality of opportunity, etc.The tasks of a preschool educational institution in the direction of familiarization with social environment in the conditions of creation of inclusive educational space are determined. Such work must be systemic and implemented in several directions. For example, it is advisable to introduce preschoolers to the peculiarities of perceiving the environment by people with certain functional limitations in order to develop moral and ethical qualities (compassion, empathy, charity, mutual assistance, etc.), to form a notion of health as a value of human life, as well as to educate a sense of responsibility for health, both their own and of other people. Such work should be done purposefully, relying on emotional experience of the child. It should be integrated into classes from different sections of the program of training, upbringing and development of preschoolers, and implemented in various forms of work with the use of visibility.Acknowledgments. The author expresses gratitude to the pedagogical community of preschool educational institutions of Drohobych and the region.Funding. The author received no financial support for the research, authorship, and/or publication of this article.НЕВМЕРЖИЦЬКА Олена – доктор педагогічних наук, доцент, професор кафедри загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, Дрогобич, 82100, Україна E-mail address: [email protected]: http://orcid.org/0000-0002-9911-9735ResearcherID: http://www.researcherid.com/rid/D-4176-2018 Бібліографічний опис статті: Невмержицька, О. (2019). Familiarizing preschool children with the «Child in society» educational profile in modern realities. Людинознавчі студії. Серія «Педагогіка», 8/40, 105–115. doi: 10.24919/2413-2039.8/40.164418. Історія статті Одержано: 13 листопада 2018Прорецензовано: 20 грудня 2018Подано до редакції: 18 лютого 2019Доступ он-лайн: 22 квітня 2019Journal homepage: http://lssp.dspu.edu.ua/ p-ISSN 2313-2094e-ISSN 2413-2039  © 2019 The Author. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).Анотація. У сучасних реаліях актуалізується проблема ознайомлення дошкільників із соціальним довкіллям, яке є надзвичайно складним та різноманітним. Аналіз Базового компонента дошкільної освіти уможливив констатацію, що завданням закладів дошкільної освіти є навчити дітей диференціювати людей за ступенем спорідненості, за віком, статтю, національністю, соціальним статусом. Однак при цьому випущений важливий аспект ознайомлення дітей дошкільного віку із соціумом: ознайомлення їх з тими людьми, які мають певні особливості розвитку, що є надзвичайно важливо в умовах інклюзивного освітнього простору. У статті вказано, що необхідною і важливою умовою розвитку кожного суспільства є забезпечення права і можливості усім громадянам, у тому числі й тим, які мають особливі потреби, на освіту. У демократичних країнах це право реалізується шляхом пропозиції таким особам різних форм здобуття освіти. Надзвичайно актуальна і продуктивна серед них є інклюзія. У статті проаналізовано основні ознаки та нормативну базу інклюзивної освіти. Акцентовано на принципах, які мають лежати в основі роботи з дошкільниками та слугувати орієнтиром для вихователя у відборі змісту ознайомлення їх з особливостями та проблемами осіб з обмеженими можливостями здоров’я. До них, зокрема, належать: повага до притаманних людині чеснот, її особистої самостійності, зокрема свободи робити власний вибір, і незалежності; недискримінація; повага до особливостей осіб з інвалідністю і прийняття їх як компонента людської різноманітності й частини людства; рівність можливостей тощо.Визначено завдання роботи закладу дошкільної освіти в напрямі ознайомлення із соціальним довкіллям в умовах творення інклюзивного освітнього простору. Ця робота має бути системною та здійснюватися в кількох напрямах. Наприклад, доцільно ознайомити дошкільників з особливостями сприймання навколишнього світу особами, які мають певні функціональні обмеження, розвинути в дітей морально-етичні якості (співчуття, співпереживання, милосердя, взаємодопомогу тощо), сформувати уявлення про здоров’я як цінність людського життя, а також виховати почуття відповідальності за здоров’я – своє та інших людей. Така робота має проводитися цілеспрямовано, спиратися на емоційний досвід дитини, інтегруватися у заняття з різних розділів програми навчання, виховання і розвитку дітей дошкільного віку, реалізовуватися у межах різних форм роботи із застосуванням наочності

VALUES OF PROFESSIONAL ACTIVITY OF FUTURE TEACHERS IN CHANGING SOCIAL AND POLITICAL CONDITIONS

The training of a future specialist involves not only the acquisition of professionally oriented knowledge, skills and habits, but also the formation of a system of professional values as regulators of future professional activities, the basis for professional growth and improvement. The social and political condition of society in general and the country in particular affects the formation of professional values of future specialists, which, in particular, is manifested in the conditions of modern Ukraine, which fights for state independence and territorial integrity. The purpose of the study is to monitor the dynamics of changes in the professional values of future teachers over the past five years. A survey was conducted, as well as testing of future teachers according to M. Rokich's methods "Valuable orientations" (N = 710). Some products of students' activities (essays, creative works, etc.) were also of some information importance, which made it possible to diagnose the professional values and their hierarchy in the consciousness of the personality of future specialists. Changes in the dynamics of the professional values of future teachers from the prevalence of the material factor, the desire to obtain a profession that would provide the opportunity to emigrate from the country to the values of development, cognition and patriotism were revealed. The obtained results can become the basis for the search for mechanisms and tools of the formation of professional values in future teachers in the process of their professional training in social and political conditions that constantly change.

FORMATION OF FUTURE TEACHERS' VALUE ATTITUDE TO THE TEACHING PROFESSION: PROBLEMS AND PROSPECTS

Pedagogical education determines the quality of professional training of specialists in all spheres of functioning of society and the state, which therefore contributes to their stability and development. In this regard, serious requirements are put forward to the personality of a modern teacher. However, the training of a teacher with an innovative type of thinking, ready for self-improvement throughout life, faces a number of problems: organizational, content, financial, etc. The development of modern pedagogical education is greatly influenced by informatization and the development of an open society, the development of civil society, the need to form a new cultural type of personality, etc. High requirements for the training of future teachers in modern conditions are in conflict with the falling prestige of this profession. In modern Ukrainian society the pedagogical profession is usually highly appreciated at the scientific and theoretical level, as well as at the declarative state level. However, despite this, in practice this assessment in terms of salary and working conditions is low. After all, the assessment of teachers by themselves as well as parents is not very high. The survey of future teachers (n=102) also confirmed this tendency. This circumstance actualizes the search for ways to form future teachers' value attitude to the teaching profession. Value attitude is the subject's internal acceptance of an object as a value. The value attitude to the pedagogical profession is represented by the unity of three components: cognitive, emotional and functional. In order to form in the mind of future teachers a value attitude to the teaching profession in the educational process of a higher education institution, a system was created in which the emphasis was placed on the formation of motivation for professional activity, modeling and solving professional and pedagogical tasks, as well as the permanent involvement of students in practical activities. The implemented pedagogical experiment proved the effectiveness of such a system

CHILD’S READINESS FOR SCHOOL AS PRIORITY SUBJECT DETERMINANT

The article deals with the issue of a child’s readiness for school as an important personal determinant and a holistic system of child’s individual characteristics. The child’s readiness for school has been considered in the research holistically. It involves the development of motivational and cognitive activity, the level of formation of communication mechanisms, analytic-synthetic and volitional activities. Complex characteristics of physiological, mental, motivational and intellectual components of the preschooler’s readiness for school have been taken into account. The objective of the article consists in analyzing the child’s readiness for organized schooling as an important subjective determinant and justification of the cause-and-effect relationship between preschooler readiness for school and family education. Certain criteria for the six-year-old children’s psychophysiological readiness for school in the process of conducting a comprehensive study have been considered. They are as follows: the health group (first or second); the level of physical and motor development in relation to age and sex norms; sensorimotor properties and skills; intellectual development, social maturity. In order to diagnose the child’s readiness for school the following methods have been used in the research: an experimental conversation to identify a preschooler’s internal position (by T. Nezhnova); school readiness assessment (by Kern’s-Yerasek test); the technique of “Graphic Dictation” (by D. Elkonin); the test “Preservation of Quantity” (by J. Piaget); Philippine test etc. Based on the study of parents' involvement in the process of preparing children for school, the conditionality of the child's level of readiness is substantiated by the system of factors, certain conditions of the family in which she was brought up.The study proves that the child’s successful transition from pre-school to school is possible on condition that the child has developed appropriate physical, social and mental skills ensuring his/her readiness for school. The integrity of the process of the child’s preparation for school and the development of the above mentioned components are the key to the child’s further progress and socialization at school.

DEVELOPMENT OF PERSONALITY VALUES IN A GLOBALIZED WORLD

The modern world is extremely diverse. The processes of globalization in it contribute to the disappearance of borders: political, economic, religious, informational, etc. Personality is continuously facing the values of other cultures and other religions. By the way, he or she is not always able to properly evaluate and interpret them, what in its turn leads to the situation of conflict of values. The choice of necessary values becomes a complicated task and it definitely arises the need of pedagogical support of the process of values developing. Therefore, the situation described makes the problem of looking for the best ways of developing the values of the modern individual who lives in the world of values, where the chaos dominates, really topical, and that was the purpose of our research. Our poll conducted among teenagers and adolescents (n=120) proved an orientation towards their own and their family's problems, especially material ones. Instead, the decline in morality is an important social and personal problem for only a quarter of respondents, which makes the necessity to acquaint modern children and young people with higher values even more urgent. Educational institutions are challenged to assist students in the process of values choice in the complex axiological situations existing in the world, which is in the constant process of globalization. The search for ways of developing the values of the modern personality allowed us to identify the specific methods that contribute to the mastering of socially and personally significant values. These include text analysis (artistic, documentary, etc.), biographical methods, crystallization of values, problem solving, and more. These methods imply the active work of the pupil in the selection, mastering and appropriation of values, which will contribute to the formation of a highly moral personality with an active life position.