(2017) Science and education, 12, 78-84. Odessa.

Olena Markova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Theory and Methodsr of Physical Culture,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenka Str., Kropyvnytskyi, Ukraine,
Tetiana Horpinich,
PhD (Candidate of Pedagogical Sciences), associate professor, Department of Foreign Languages,
I. Horbachevsky Ternopil State Medical University,
1, Voli square, Ternopil, Ukraine,
Lesia Vysochan,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Special Methods and Technologies of Primary Education,
Vasyl Stefanyk Precarpathian National University,
57, Shevchenka Str., Ivano-Frankivk, Ukraine

PEDAGOGICAL CONDITIONS OF STUDENTS’ CREATIVE CAPACITY FORMATION

The paper aims to verify the effectiveness of the introduced pedagogical conditions into the educational process on the development of creative capacity of students majoring in pedagogical specialties. 55 future teachers took part in the experiment. The assessment of the creative capacity of the respondents was based on the modified methodology suggested by N. Kupryianycheva and E. Kupryianycheva. Besides, Personality Creative Potential Test by A. Sharov was applied to monitor the respondents’ self-assessment concerning their creative capacity. The following indicators were selected to define the level of creative capacity: variability, irregularity, optimization, the ability to transfer knowledge, skills and manners into a new situation. The results of the initial assessment of their creative capacity have shown the dominance of its low level and the students’ self-assessment have shown a number of problems with their self-esteem. The following pedagogical conditions have been implemented into the process of experimental group students’ training to improve their self-esteem and creative capacity as a result of training: use of interdisciplinary connections in the process of creative thinking formation; engaging future teachers into project work, which had positive influence on the development of their creative capacity. After the comparison of the results of summative and formative assessments it has been found that the experimental group students’ creative capacity has improved, especially their ability to transfer knowledge, skills and manners into a new situation. The number of EG students with medium and high levels of creative capacity has significantly increased due to the reduction of the number of those with a low level. Besides, due to the implemented conditions in general and use of a great variety of teaching methods and forms of work the respondents’ self-esteem has become more adequate as compared to the initial assessment. Thus, the suggested technique can be used for the development of future teachers’ creative capacity and it would be appropriate to test its efficiency for students of other specialties.

creative abilities, first year students, pedagogical conditions, physical education, self-rating. 

1. Horpinich, T. I. (2015) Rozvytok tvorchykh zdibnostei studentiv medychnoho profiliu v universytetakh Velykoi Brytanii ta SSHA [Development of creative abilities of medical students in the universities of Great Britain and the USA]. Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni Volodymyra Hnatiuka. Seriia: Pedahohika ─ Scientific Issues Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Education, 3, 131-138 [in Ukrainian].
2. Hushchyna, S. V. (2010) Obespechenye protsessa razvytyia tvorcheskoi lychnosty studenta ─ vazhneishee uslovye obuchenyia v vuze [Provision the process of development of the creative personality of the student is the most important condition for studying at a university]. Teoryia y praktyka fyzycheskoi kultury – Theory and Practice of Physical Culture, 1, 16-20 [in Russian].
3. Kondratska, H. D. & Kizlo, N. B. (2017) Eksperymentalne doslidzhennia systemy formuvannia profesiinomovlennievoi kultury studentiv fakultetiv fizychnoho vykhovannia [Experimental testing of the system of physical education students’ professional linguistic culture formation]. Nauka i osvita – Science and Education, 8, 133-140. DOI: https://doi.org/10.24195/2414-4665-2017-8-20 [in Ukrainian].
4. Kupryianycheva, N. Y. & Kupryianycheva, E. B. (2013) Monytorynh y otsenka tvorcheskykh sposobnostei studentov v Natsyonalnom yssledovatelskom tekhnolohycheskom unyversytete [Monitoring and evaluation of creative abilities of students at the National Research Technological University]. Vestnyk Kazanskoho tekhnolohicheskoho unyversyteta – Bulletin of Kazan National Research Technological University, 12, 384 [in Russian]. Педагогіка – Education Science and Education, 2017, Issue 12 84
5. Kyverialh, A. A. (1980) Metody yssledovanyia v professyonalnoi pedahohyke [Methods of research in professional pedagogy]. Tallyn: Valhus [in Russian].
6. Markova, O. V. (2011) Vykhovannia zdorovoho sposobu zhyttia uchniv starshoho pidlitkovoho viku z oslablenym zdoroviam [Education of health way of living in adolescents with poor health]. Candidate’s thesis. Kirovograd [in Ukrainian].
7. Povzun, V. D. & Povsun, A. A. & Apokyn V. V. (2013) Vozmozhnosty obrazovatelnoi sredy universyteta v razvytyi tvorcheskoho potentsyala studentov sportyvnoho fakulteta [Facilities of the educational environment of the university in developing the creative potential of sports faculty students]. Teoryia y praktyka fyzycheskoi kultury – Theory and Practice of Physical Culture, 1, 94-95 [in Russian].
8. Radul, V. V. (2013) Rozvytok idei V. Sukhomlynskoho shchodo formuvannia tvorchoi osobystosti v umovakh vyshchoho navchalnoho zakladu [Development of V. Sukhomlynsky's idea of forming a creative person in a higher education institution]. Naukovi zapysky KDPU. Seriia: Pedahohochni nauky ─ Academic Notes. Series: Pedagogical Sciences, 123, 84-89 [in Ukrainian].
9. Sharov, A. S. (2000) Systema tsennostnykh oryentatsyi kak psykholohycheskyi mekhanyzm rehuliatsyi zhyznedeiatelnosty cheloveka [System of value orientations, as a psychological mechanism of regulation of human activity]. Doctor’s thesis. Novosybyrsk [in Russian].
10. Craft, A. (2003) The limits to creativity in education: dilemmas for the educator. British journal of education studies, Issue 2, 113-127. doi: 10.1111/j.1467- 8527.2003.00229.x
11. Guilford, J.P. (1967) Creativity: Yesterday, today, and tomorrow. The Journal of Creative Behavior, 1, 3-14. doi:10.1002/j.2162-6057.1967.tb00002.x

(2017) Science and education, 12, 85-90. Odessa.

Іryna Kuzava,
Doctor of Pedagogy, associate professor,
head of the Department of the Philology and Methodology of Primary Education,
Lesya Ukrainka Eastern European National University,
30, Vynnychenka Str., Lutsk, Ukraine,
Liudmyla Stasiuk,
PhD (Candidate of Pedagogical Sciences), associate professor, Department of Pedagogy,
Lesya Ukrainka Eastern European National University,
30, Vynnychenka Str., Lutsk, Ukraine,
Nataliia Savchenko,
Doctor of Pedagogy, professor, Department of Pedagogy and Educational Management,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University,
1, Shevchenko Str., Kropyvnytskyi, Ukraine

PECULIARITIES OF IMPLEMENTING INCLUSIVE EDUCATION IN UKRAINE

The relevance of the topic is due to the fact that in recent years the scientific interest to the issue of inclusive education as a process of ensuring equal rights to receive educational services for children with different levels of psychological and physical development at the place of residence in favorable conditions of a comprehensive educational institution is rapidly increasing. And the above-mentioned requires proper methodological, pedagogical and psychological support. We can state that inclusive education in Ukraine is predominantly spontaneous. In particular, a significant number of children with peculiarities of psychophysical development in the pre-school period do not receive necessary education due to the lack of corrective assistance in the modern system of preschool education. The purpose of the study is to present the results on the practical implementation of an experimental model of the inclusive education system and its impact on the development and socialization of preschoolers who need correction of psychological and physical development. As a result of the study, it was proved that the effectiveness of the practical implementation of the model is due to a combination of stages of the method in terms of the comprehensive pre-school educational institution with the aim of forming a tolerant attitude towards people who need correction of psychophysical development.

inclusive education, preschool education, children with psychological and physical development peculiarities.

1. Allen, E. K., Cowdery, G. E. (2008). The Exceptional Child: Inclusion in Early Childhood Education. Wadsworth Publishing. 6th ed.
2. Artyushenko, N. P. (2010). Organizatsionnopedagogicheskie usloviya obucheniya detey s ogranichennymi vozmozhnostyami zdorovya sredstvami inklyuzivnogo obrazovaniya [Organizational and pedagogical conditions of teaching children with special needs]. Extended abstract of candidate’s thesis. Tomsk [in Russian].
3. Kuzava I.B. (2015). Teoretychni ta metodychni zasady inkliuzyvnoi osvity doshkilnykiv, yaki potrebuiut korektsii psyhofizychnogo rozvytku [Theoretical and methodical foundations of inclusive education of preschoolers with special needs]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
4. Kuzava, I. B., Savchuk, N. A., Symonchuk, Yu. P. et. al. (2014). Napriamy ta perspektyvy inkliuzyvnoii osvity liudei iz porushenniamy zoru v ukrainskomu osvitniomu prostori: monografiia [Directions and prospects of inclusive education of people with visual disorders in Ukrainian educational space: monograph]. Lutsk: PP Ivaniuk V. P. [in Ukrainian].

(2017) Science and education, 12, 91-98. Odessa.

Yurii Maslov,
Doctor of Political Sciences, professor, Department of Philosophy,
History and Political Sciences, Odessa National Economic University,
8, Preobrazhenska Str., Odesa, Ukraine

SPECIFICITY OF FUTURE SOCIONOMY EXPERTS’ SOCIOCULTURAL COMPETENCE FORMATION

The paper aims to characterize the specifics of the formation of socio-cultural competence of future socionomy experts. Sociocultural competence in the research is assessed according to the following criteria: socio-interactive, ethnocultural, professional-psychological. The study involved 130 respondents. The indicators of the socio-interactive criterion for the formation of students' socio-cultural competence were assessed using the test method “Perceptually Interactive Competency” (modified version of the questionnaire by M. Fetiskin) and the questionnaire “The Level of Perceptual-Interactive Competence” by G. Rosen. In order to measure the communicative competence indicator, the test method “Communicative Skills” (modified version by L. Michelsson) was used. The indicators of the professionalpsychological criterion were measured using the technique “Emotional Intelligence” by N. Hall. According to the results of the first stage of the research, the respondents showed a low level of socio-cultural competence maturity. In order to improve it, an experimental program “Sociocultural Competence of Socionomy Expert” was designed, which was implemented into the curriculum of the experimental group. The program as compared to the basic disciplines taught to the students in this field had certain advantages: elective classes allowed students to identify and make sure of the stability of their interests, critically evaluate their capabilities, that is, to expand and deepen the knowledge and skills, etc. According to the results of the re-evaluation of the levels of socio-cultural competence of the students, a significant increase was recorded, indicating the effectiveness of the proposed technology.

sociocultural competence, specialists of the socionomic sphere, students, international cooperation program, criteria, formation.

1. Anastazy, A. (2002). Psikhologicheskoe testirovanie [Psychological testing]. Saint Petersburg: PITER [in Russian].
2. Andrushchenko, V.P. (2003). Stratehiia reformuvannia osvity v Ukraini: rekomendatsii z osvitnoi polityky [Strategy for reforming education in Ukraine: recommendations on educational policy]. Kyiv: K.I.S. [in Ukrainian].
3. Arbienina, V.L. (2007). Etnosotsiolohiia: Navchalnyi posibnyk [Ethnic sociology: manual]. Kharkiv: KhNU imeni V.N. Karazina [in Ukrainian]. Педагогіка – Education Science and Education, 2017, Issue 12 97
4. Balinchenko, S.P. (2005). Komunikatyvni zasady intehratsiinykh protsesiv u suchasnomu suspilstvi [Communication principles of integration processes in modern society]. Candidate’s thesis. Donetsk [in Ukrainian].
5. Bilotserkivska, N.H. (2009). Formuvannia sotsiokulturnoi kompetentnosti maibutnikh uchyteliv u protsesi vyvchennia humanitarnykh dystsyplin [Formation of Sociocultural Competence of Future Teachers in the Process of Studying Humanities]. Candidate’s thesis. Kharkiv [in Ukrainian].
6. Stepko, M.F., Boliubash, Ya.Ya., Shynkaruk, V.D. (2004). Vyshcha osvita Ukrainy i Bolonskyi protses: Navchalnyi posibnyk [Higher Education in Ukraine and Bologna Process: Textbook]. Ternopil: Bohdan [in Ukrainian].
7. Kremen, V. H. (2008). Entsyklopediia osvity [Encyclopedia of Education]. Kyiv: Yurinkom Inter [in Ukrainian].
8. Kykhtiuk, O.V. (2010). Psykholohichni osoblyvosti formuvannia etnichnoi tolerantnosti studentskoi molodi [Psychological peculiarities of formation of ethnic tolerance of student youth]. Candidate’s thesis. Lutsk [in Ukrainian].
9. Studennikova, I. V. (Ed.). (2015). K ompleksne bachennia uchasti Ukrainy v realizatsii stratehii YeS dlia Dunaiskoho rehionu [Comprehensive vision of Ukraine's participation in implementing the EU strategy for the Danube region]. Tsentr rehionalnykh doslidzhen – Center for Regional Studies. Odesa [in Ukrainian].
10. Korneshchuk, V. (2010). Teoriia i praktyka formuvannia profesiinoi nadiinosti maibutnikh spetsialistiv sotsionomichnoi sfery diialnosti [Theory and practice of forming the professional reliability of future specialists of the socionomic sphere of activity]. Candidate’s thesis. Odesa [in Ukrainian].
11. Kremen, V.H. (2008). Transformatsii osobystosti v osvitnomu prostori suchasnoi tsyvilizatsii [Transformation of personality in the educational space of modern civilization]. Pedahohika i psykholohiia – Pedagogy and psychology, 2, 5-1 [in Ukrainian].
12. Usyk O. F. (2010). Formuvannia sotsiokulturnoi kompetentnosti studentiv filolohichnykh spetsialnostei u protsesi vyvchennia humanitarnykh dystsyplin [Formation of sociocultural competence of students of philological specialties in the process of studying humanitarian disciplines]. Candidate’s thesis. Kryvyi Rih [in Ukrainian].
13. Fetyskyn, N.P. (2005). Sotsialnopsikhologicheskaya diagnostika razvytiya lichnosti i malykh grupp: uchebnoe posobie [Social psychological diagnostics of personality development and small groups]. Moscow: Yzdatelstvo Ynstytuta Psykhoterapyy [in Russian].
14. Chervinska, I., Nikorak, Ya. (2014). Sotsiokulturna skladova modernizatsii pidhotovky maibutnoho vchytelia do profesiinoi diialnosti [Socio-cultural component of the modernization of the future teacher's preparation for professional activity]. Zbirnyk naukovykh prats «Hirska shkola ukrainskykh karpat – Collection of scientific works "Mountain School of Ukrainian Carpathians", 11, 236-242 [in Ukrainian].
15. Shekhavtsova, S.O. (2009). Formuvannia sotsiokulturnoi kompetentnosti maibutnikh uchyteliv inozemnoi movy u pozanavchalnii diialnosti universytetu [Formation of Sociocultural Competence of Future Foreign Language Teachers in Non-University Activities]. Candidate’s thesis. Luhansk [in Ukrainian].

(2017) Science and education, 12, 99-104. Odessa.

Renata Brzezińska,
PhD, Director of Pedagogical Institute of Cuiavian University in Włocławek, Poland,
1, Pl. Wolności Włocławek, Poland
Liudmyla Ishchenko,
Doctor of Pedagogy, professor, head of the Department of Psychology and Pedagogy of Child Development,
Iryna Kalynovska,
Lecturer, Department of Special Education, Pavlo Tychyna Uman State Pedagogical University,
28, Sadova Str., Uman, Ukraine

FUTURE TEACHERS’ AXIOLOGICAL SPHERE DEVELOPMENT FOR CHILDREN’S CREATIVITY FORMATION

The article deals with the issue of training future teachers for the formation of preschool children’s creativity. The study aims to present and test the experimental methodology of training pedagogy students by means of activating their axiological sphere with the aim to teach them to develop creativity of senior preschool age children. The process of forming the value-motivational sphere for this activity included the following areas of research, in particular: development of methodical methods of influence, a set of methods and techniques, educational and professional tasks aimed at developing positive motivation of students. The formation of positive motivation of students for professional activities on the development of senior preschool children’s creativity is realized in the content of disciplines included in the interdisciplinary system, in the process of modeling problem experimental situations of interdisciplinary content in practical classes, as close as possible to real interaction with children. Further differentiated development of the axiological sphere of future educators is organized (formation of values in the field of professional interaction, creative cooperation, value attitude towards the child as a subject of professional creative interaction). The direct (motivation is formed through the experience of creative collaboration, involvement of students in joint creative activity with children at preschool educational institutions) and indirect (the university teacher creates a special environment, presents simulated events and under their influence generates necessary professional motivation in his/her students) ways of forming positive professional motivation.

development of axiological sphere, motivation for professional activity, interdisciplinary system, active methods of teaching.

1. Lutsenko, I. O. (2011). Dukhovni vymiry profesiino-movlennievoho spilkuvannia vykhovatelia z ditmy [Spiritual dimensions of professional communication of educator with children]. Visnyk Instytutu rozvytku dytyny. Seriia “Filosofiia, pedahohika, psykholohiia”: (zb. naukovykh prats) – Bulletin of the Institute for the Development of the Child. Series "Philosophy, Pedagogy, Psychology": (collection of scientific works), 15, 97–103. Kyiv: Vyd-vo NPU imeni M. P. Drahomanova [in Ukrainian].
2. Ishchenko, L. V. (2014). Diahnostyka pidhotovlenosti maibutnikh vykhovateliv do formuvannia tvorchoi indyvidualnosti starshykh doshkilnykiv [Diagnosis of the preparedness of future educators for the formation of the creative individuality of senior preschool children.]. Problemy pidhotovky suchasnoho vchytelia: zb. nauk. prats Umanskoho derzh. ped. un-tu im. P. Tychyny – Problems of modern teachers training: collection of works of Pavlo Tuchyna Uman state. pedagogical university, 10, 130-147. Uman: FOP Zhovtyi O. O. [in Ukrainian].
3. Losieva, N. M. (2004). Pedahohichna kariera v konteksti samorealizatsii vykladacha [Pedagogical career in the context of teacher self-realization]. Pedahohika i psykholohiia formuvannia tvorchoi osobystosti: problemy i poshuky: zb. nauk. prats. – Pedagogy and psychology of the formation of a creativity: problems and searches: collection of scientific works, 30, 21-26. Kyiv: Zaporizhzhia [in Ukrainian].
4. Maslow, A. H. (1999). Motivatsiya i lichnost [Motivation and personality]. Saint Petersburg: Evrazyia [in Russian].
5. Panko, E. A. (1996). Psikhologiya deyatelnosti vospitatelya detskogo sada [Psychology of the activity of the kindergarten teacher]. Minsk: Vyshaishaya shkola [in Russian].
6. Prima, R. M. (2015). Formuvannia tvorchoho potentsialu maibutnoho fakhivtsia doshkilnoi osvity zasobamy proektno-tekhnolohichnoi diialnosti [Formation of creative potential of the future specialist of preschool education by means of design and technological activities]. Pedahohichnyi chasopys Volyni: zb. Naukovykh prats. – Pedagogical journal of Volyn: collection of scientific works, 1, 41-46. Lutsk [in Ukrainian].
7. Khomych, L. O. (1998). Systema psykholohopedahohichnoi pidhotovky vchytelia pochatkovykh klasiv [The system of psychological and pedagogical training of elementary school teachers]. Candidate’s thesis. Kyiv [in Ukrainian].