2017-12-doc

Yevhen Borinshtein, Zoia Atamaniuk, Nataliia Ortynska. Education: Dialogical Search and Socio-Cultural Adaptation

(2017) Science and education, 12, 140-145. Odessa.

DOI:

Yevhen Borinshtein,
Doctor of Philosophy, professor, head of the Department of Philosophy,
Sociology and Management of Social and Cultural Activities,
Zoia Atamaniuk,
PhD (Candidate of Philosophical Sciences), associate professor, doctoral candidate,
Department of Philosophy, Sociology and Management of Social and Cultural Activities,
South Ukrainian National Pedagogical University named after K. D. Ushynsky, 26, Staroportofrankivska Str., Odesa, Ukraine,
Nataliia Ortynska,
PhD (Candidate of Legal Sciences), associate professor,
Department of Administrative and Information Law, Lviv Politechnic National University,
1-3 Kniazia Romana Str., Lviv, Ukraine

EDUCATION: DIALOGICAL SEARCH AND SOCIO-CULTURAL ADAPTATION

SUMMARY:

Education plays an important role in the process of modernizing society, promotes mutual understanding and intercultural dialogue, it is the center for the development of a new generation of specialists and leaders. It is a specific form of a dialogue in which the systems of subject-object and subject-subject relations are constructive in nature and where hegemony affects the processes of understanding and clarification of truth. According to the results of the survey it has been proved that in the conditions of modern Ukraine there is a socio-cultural adaptation of citizens to two contradictory processes of modernization (Western model) and traditional national reconstruction. Dialogue looks like intellectual communication in the educational space of information civilization. It determines the educational and cultural levels of a modern person, his/her professional competence and responsibility. The correspondence between the level of social needs and the level of satisfaction determines the level of social adaptation. It is the readiness of a person and the society for a dialogic search, their value orientation for a dialogic search, which determines the success of socio-cultural adaptation.

KEYWORDS:

education, science, social adaptation, transformation of values, socio-cultural adaptation, dialogical search of truth.

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REFERENCES:

1. Borinshtein, Ye. R. (2006). Osoblivosti sotsiokulturnoi adaptatsii suchasnogo ukrainskogo suspilstva [Features of Sociocultural Adaptation of Modern Ukrainian Society]. Odessa: Astroprint [in Ukrainian].
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3. Zotova, O. I. (1995). Nekotoryie aspektyi sotsialno-psihologicheskoy adaptatsii lichnosti [Some aspects of the socio-psychological adaptation of the person]. Moscow [in Russian].
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5. Kudryavtsev, V.N. (1984). Sotsialnyie otkloneniya: Vvedenie v obschuyu teoriyu [Social deviations: Introduction to the general theory]. Moscow: Juridical literature [in Russian].
6. Miloslavova, I. A. (1973). Adaptatsiya kak sotsialno-psihologicheskoe yavlenie [Adaptation as a sociopsychological phenomenon]. Sotsialnaya psihologiya i filosofiya: Sb. nauch. Trudov – Social Psychology and Philosophy: collection of scientific works, 2, 111-118. Leningrad [in Russian].
7. Parygin, B.D. (1971). Osnovyi sotsialnopsihologicheskoy teorii [Fundamentals of the sociopsychological theory]. Moscow: Mysl [in Russian].
8. Parygin, B. D. (1980). Osnovyi sotsialno- psihologicheskoy teorii [Fundamentals of the SocioPsychological Theory]. Moscow [in Russian].
9. Pomerants, G.S. (1996). Dialog i molchanie [Dialogue and silence]. Chelovek – Man, 3, 60-63 [in Ukrainian].
10. Ryzhak, L. (2004). Systema osvity v Ukraini ta ii perspektyvy: fIlosofskyi analiz [The system of education in Ukraine and its perspectives: philosophical analysis]. Visnyk Lvivskoho universitetu. Seriya: fIlosof.nauki. – Bulletin of Lviv National University, 6 [in Ukrainian].
11. Sobchik, L.N. (2005). Psihologiya individualnosti. Teoriya i praktika psihodiagnostiki [Psychology of personality. Theory and practice of psychodiagnostics]. Saint Petersburg: Speech [in Russian].
12. Sorokin, P. (1992). Sotsialnaya i kulturnaya mobilnost [Social and cultural mobility]. Chelovek. Tsivilizatsiya. Obschestvo – Man. Civilization Society –Moscow: Politizdat [in Russian].
13. Elias, L. (1995). Philosophy of education: classical and contemporary. Fordham University New York.
14. Scheffler, Israel. (1991). In Praise of Cognitive Emotions. New York: Routledge.
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Lesia Starovoit. Psychological Aspects of Primary School Students’ Creative Development in the Process of Practical Art Activities

(2017) Science and education, 12, 146-150. Odessa.

DOI:

Lesia Starovoit,
PhD (Candidate of Pedagogical Sciences), Head of the Department of Art Disciplines of Preschool and Primary Education,
Vinnytsia State Pedagogical University, 32, Ostrozkoho Str., Vinnytsia, Ukraine

PSYCHOLOGICAL ASPECTS OF PRIMARY SCHOOL STUDENTS’ CREATIVE DEVELOPMENT IN THE PROCESS OF PRACTICAL ART ACTIVITIES

SUMMARY:

The urgency of the study is explained by the need to implement a student-centered approach into the educational process to ensure junior school students’ creative development based on their individual characteristics, the formation of cognitive and communicative competencies. The paper aims to consider the dynamics of creative development of primary school students in the process of practical art activities, to distinguish psychological and pedagogical conditions of creative development of children in the process of practical art activities, to present a model of creative development and check its efficiency. In the experimental study students were tested using Torrance Tests of Creative Thinking. The positive effect of bioenergetic, art and aesthetic, cognitive-informative, emotional-axiological components on the children’s creative development has been proved. It has been found that without special psychological and pedagogical conditions and purposeful mental influence, the creative development of students will be ineffective, because the changes that take place during the study according to the traditional methods, are mostly random and cannot guarantee effective creative development of junior pupils.

KEYWORDS:

creativity, creative development, practical art activities, psychological features, primary school students.

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REFERENCES:

1. Zakon Ukraivy “Pro osvitu” [Law of Ukraine «On Education»]. Retrieved from: http://osvita.ua/legislation/law/2231/ [in Ukrainian].
2. Binet, A. et Henri, V. (1895). La psychologie individuelle. L’Année Psychologique, 2, 415-465 [in French].
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11. Bobyk, O. I. (2007). Teoriya ymovirnostey i matematychna statystyka : pidruchnyk [Theory of probability and mathematical statistics: textbook]. Кyiv: VD «Profesional» [in Ukrainian].

Marianna Horvat, Tetiana Mochan, Mariia Kuzma-Kachur. Assessing Students’ Skills of Educating Junior Schoolchildren’ Axiological Attitude to Human Being

(2017) Science and education, 12, 151-157. Odessa.

DOI:

Marianna Horvat,
PhD (Candidate of Pedagogical Sciences),
Tetiana Mochan,
PhD (Candidate of Pedagogical Sciences), associate professor,
Mariia Kuzma-Kachur,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Theory and Methods of Primary Education,
Mukachevo State University, 26, Uzhhorodska Str., Mukachevo, Ukraine

ASSESSING STUDENTS’ SKILLS OF EDUCATING JUNIOR SCHOOLCHILDREN’ AXIOLOGICAL ATTITUDE TO HUMAN BEING

SUMMARY:

The article deals with the importance of understanding the necessity of educating axiological attitude towards a human being in primary school children as an actual issue in an overpragmatic environment. The problem of value orientations of primary school children is relevant because without the provision of basic human rights, the real attitude towards a man as to the highest value, neither the relationship between the state and an individual, nor the relationship between a person and the society, or the relationship between people cannot be harmonized. The paper aims to assess future primary school teachers’ skills in educating axiological attitude to a human being in primary school children. The study involved 41 4th -year students of the specialty “Elementary education” who were divided into control and experimental groups. The human-ideological knowledge in the respondents was assessed by means of the questionnaire “Ethics of Interaction” and Value Orientations Inventory by M. Rokich, as well as writing control papers on some disciplines (Pedagogical Ethics, Introduction to Specialty, Fundamentals of Pedagogical Excellence, Pedagogical Technologies in Elementary School). The maturity of the students’ skills of educating axiological attitude to a human being in junior school students was evaluated according to the following indices: autonomy in the application of skills; the variety of methodical techniques used in the application of skills; implementation of the acquired skills in different pedagogical situations. On the basis of the analysis of empirical and theoretical studies, the following aspects of improving the process of training future primary school teachers for educating axiological attitude to a human being in preschoolers have been distinguished: increasing attention to the content and volume of independent work of students, implementing new approaches to the study of psychological disciplines, practical training on subjects of professional direction, integrating training courses, envisaging the application of its practical part of the complex knowledge of psychology, pedagogy and subject methods. The model for the development of the skills under study has been presented and its efficiency has been experimentally proved.

KEYWORDS:

value attitude to human, primary school children, future teachers, criteria, indicators and educational levels, diagnostics.

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REFERENCES:

1. Basiuk, N. A. (2005) Formuvannia pochuttia vidpovidalnosti u molodshykh shkoliariv [Formation of a sense of responsibility of junior schoolchildren]. Candidate’s thesis. Zhytomyr [in Ukrainian].
2.Bekh, I. D. (2001). Formuvannia u dytyny pochuttia tsinnosti inshoi liudyny [Formation of a child's sense of the value of another person]. Pedahohika tolerantnosti – Pedagogy of Tolerance, 2 (16), 16-23 [in Ukrainian].
3. Hariacha, S. A. (2010) Vykhovannia osnov etychnoi kultury molodshykh shkoliariv v navchalnovykhovnomu protsesi [Education of the basics of the ethical culture of junior schoolchildren in the educational process]. Candidate’s thesis. Kyiv [in Ukrainian].
4. Henyk, M. S. (2008) Formuvannia moralnoetychnykh tsinnostei molodshykh shkoliariv zasobamy ukrainskoho narodoznavstva [Formation of moral and ethical values of junior pupils by means of Ukrainian ethnography]. Candidate’s thesis. Kyiv [in Ukrainian].
5. Hrusha, L. O. (2009) Pedahohichni umovy vykhovannia emotsiinoi kultury ditei molodshoho shkilnoho viku [Pedagogical conditions of education of emotional culture of junior schoolchildren]. Candidate’s thesis. Kyiv [in Ukrainian].
6. Humennykova, T. R. (1995) Formyrovanye pershoosnov nravstvennoi kulturы u mladshykh shkolnykov vo vneurochnoi deiatelnosty [Formation of the primary focus of moral culture of junior schoolchildren during extracurricular activities]. Candidate’s thesis. Kyiv [in Ukrainian].
7. Lykhachev, B. T. (2001). Pedahohyka: kurs lektsii [Pedagogy: course of lectures]. Moscov: Yurait [in Russian].
8.Martynenko, S. M. (2000). Formuvannia tvorchoi osobystosti uchnia na ideiakh pedahohiky tolerantnosti [Formation of the pupil's creative personality on the ideas of tolerance pedagogy]. Pedahohika tolerantnosti – Pedahohika tolerantnosti, 1, 20-21 [in Ukrainian].
9. Savchenko, O. Ya. (2009) Vykhovnyi potentsial pochatkovoi osvity: posibnyk dlia vchyteliv i metodystiv pochatkovoho navchannia. 2-he vyd., pererobl. [Educational potential of elementary education: a manual for teachers and methodologists of elementary education. 2nd ed., Reworked.]. Kyiv: Bohdanova A.M.M. [in Ukrainian].
10. Tretiak, O.P. Pidhotovka vchyteliv do vykhovannia u molodshykh shkoliariv tsinnisnoho stavlennia do liudyny [Preparation of teachers for the education of junior schoolchildren value relation to a person]. (n.d.) Retrieved from: http://tsinnisnestavlenya.blogspot.tsom/p/blog-page.html [in Ukrainian].
11. Filosofskyi slovnyk sotsialnykh terminiv. Vyd. tretie, dopovnene [Philosophical Dictionary of Social Terms. Ed. third, completed]. (2005). Kharkiv: «R.Y.F.» [in Ukrainian].
12. DeVries, R., Zan, B. (1994) Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education. New-York: Published by Teachers College Columbia University Press [in English].
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Viktoriia Nesterenko, Ruslan Bedran. Educating Preschool Children’s Health Culture in Different Age Groups

(2017) Science and education, 12, 158-164. Odessa.

DOI:

Viktoriia Nesterenko,
Doctor of Pedagogy, professor,
Ruslan Bedran,
PhD (Candidate of Pedagogical Sciences),
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

EDUCATING PRESCHOOL CHILDREN’S HEALTH CULTURE IN DIFFERENT AGE GROUPS

SUMMARY:

The article presents the content of education of preschool children’s health culture in different age groups. The essence of the “preschool children’s health culture” phenomenon is revealed taking into consideration the content aspects of the current programs in preschool children education regarding their health culture. The analysis of the programs demonstrates that they associate the requirements for protection of children’s lives and the strengthening of their health mainly with the process of physical education and health-promoting work. The “preschool children’s health culture” phenomenon is defined as the totality of the valeological knowledge, which is acquired by a child; skills and habits according to his/her own and other people’s health; awareness of the value and necessity of their observance in the process of health preserving activity, which is reflected in the harmonious development of a child. Preschool children’s health culture is the result of the corresponding education in different age groups, which are defined as the new integrative personal growth, that is formed as the result of purposive subject-subject interaction between a preschool teacher and children of different ages, it reflects a degree of the valeological knowledge mastery and practical skills of maintaining a healthy lifestyle, formation of children’s conscious valuable orientation to their and other people’s health. The content of the program “We educate preschool children’s health culture in different age groups (for the children aged five and six)” is substantiated.

KEYWORDS:

education, preschool children’s health, different age groups, programs.

FULL TEXT:

REFERENCES:

1. Andriushchenko, T. (2015). Teoretykometodychni zasady formuvannia zdoroviazberezhuvalnoi kompetentnosti v ditei doshkilnoho viku [Theoretical and methodical bases of formation of health-preserving competence of children of preschool age]. Extended abstract of doctor’s thesis. Uman [in Ukrainian].
2. Bazovyi komponent doshkilnoi osvity (nova redaktsiia) [Basic component of preschool education (new edition)] (2012). Kyiv [in Ukrainian].
3. Bedran, R. (2017). Pedahohichni umovy vykhovannia kultury zdorovia ditei doshkilnoho viku v riznovikovykh hrupakh [Pedagogical conditions of education of preschool children’s health culture in different age groups]. Extended abstract of candidate’s thesis. Odesa: DZ “PNPU im. K. D. Ushynskoho” [in Ukrainian].
4. Lokhvytska, L. (2014). Prohrama z osnov zdorovia ta bezpeky zhyttiediialnosti ditei doshkilnoho viku «Pro sebe treba znaty, pro sebe treba dbaty» [The program on the basics of health and safety of life of preschool children “We should know about ourselves, we should take care of ourselves”]. Ternopil: Mandrivets [in Ukrainian].
5. Melicheva, M. (2006). Formirovanie kultury zdorovya doshkolnikov v processe sotrudnichestva pedagogov i roditeley [Formation of preschool children’s health culture in the process of interaction between teachers and parents]. Extended abstract of candidate’s thesis. St.Pb [in Russian].

Nadiia Shcherbakova. Future Teachers Training in the Field of Instructional Dialogue Organization

(2017) Science and education, 12, 165-170. Odessa.

DOI:

Nadiia Shcherbakova,
PhD (Candidate of Pedagogical Sciences),
associate professor, Department of Pedagogy,
Berdiansk State Pedagogical University,
4, Universyttska Str., Berdiansk, Ukraine

FUTURE TEACHERS TRAINING IN THE FIELD OF INSTRUCTIONAL DIALOGUE ORGANIZATION

SUMMARY:

The paper deals with an urgent theoretical and methodological issue of future teachers training in the field of instructional dialogue organization. At the present stage of the development of education as a science, special attention is focused on the necessity of humane relations between the educational process participants, which should be based on the principles of dialogue and partnership. However, not many modern teachers can build an educational process on a dialogical basis. The paper aims to substantiate the theoretical and methodological principles of future teachers training in the field of instructional dialogue organization. The process of training that will ensure the readiness of future teachers to organize an instructional dialogue with students is a structural-functional model, which includes such elements as purpose, components, pedagogical conditions and the result – their skills of the instructional dialogue organization. The carried out work shows that the study of the normative educational course “Pedagogy” on the basis of personal, contextual and activity approaches with the use of educational projects by students as part of self-study provided the experimental technique with sufficient effectiveness.

KEYWORDS:

future teachers training in the field of instructional dialogue organization, educational projects, personal, context, activity approaches, instructional dialogue.

FULL TEXT:

REFERENCES:

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