(2017) Science and education, 6, 172-180. Odessa.

Olha Nakonechna,
PhD (Candidate of Pedagogical Sciences),
Department of Social Pedagogy and Information Technologies in Education,
Denys Ruden,
PhD (Candidate of Political Sciences),
Department of History and Political Studies,
National University of Life and Environmental Sciences of Ukraine,
19, Henerala Rodimtseva Str., Kyiv, Ukraine,
Ruslan Sopivnyk,
Doctor of Pedagogy, associate professor, Department of Pedagogy,
National University of Life and Environmental Sciences of Ukraine,
15, Heroiv Oborony Str., Kyiv, Ukraine

REGIONAL AND AGE PECULIARITIES OF MODERN UKRAINIAN YOUTH’S SELF-ESTEEM

The successful integration of a personality into the society, acquisition of social experience and self-realization to a great extent depend on the adequate assessment of one’s own abilities and skills. The issue of modern youth’s selfesteem for the Ukrainian society is extremely relevant which is explained by socio-political events, military operations, and reforming in all spheres of life. Besides, adequate self-esteem is considered to be an important aspect of young people’s socialization. The paper aims to examine the self-esteem of adolescents and young people of different regions of Ukraine, as well as to generalize factors of impact of the formation of personality’s self-esteem. The experiment involved 299 persons aged from 11 to 18 who were school and university students, including 26% rural citizens and 74% city residents from different regions of Ukraine. The study was based on Self-Esteem Level Test according to which there were three levels of self-esteem: low, adequate, and high. The research outcomes show that 41% of modern Ukrainian young people have inadequate self-esteem. It has been revealed that adequate self-esteem prevails both in adolescence and youthhood, but in the first group the number of the respondents with the adequate self-esteem is higher, as compared to the second one. However, there were 3% more adolescents with inflated self-esteem and at the same 7% less with low self-esteem. The number of children with adequate self-esteem in rural areas is less (52%) than in urban ones (61%). At the same time there are twice less children with inadequately high self-esteem in rural areas, and 45% of rural citizens have low self-esteem. The research results also show some differences in the respondents’ selfesteem depending on the region. The highest number of the respondents with adequate self-esteem was found in Kharkiv and Sumy regions (68%), Kyiv region (60%), some regions of Luhansk region (57%). The greatest number of children having inadequately high self-esteem was found in Luhansk region, and the least number – in Kharkiv and Sumy regions. The greatest number of children with inadequately low self-esteem was found in western regions of the country and Luhansk region. Inadequate self-esteem of the respondents is caused by socio-political events of the country, absence of parents’ purposeful upbringing impact on a child personality, uncertainty of the choice of further way of living, occupation, deterioration of financial situation, the insufficient level of the development of infrastructure in rural areas and the opportunities for self-fulfillment.

 self-esteem, adequate self-esteem, high and low levels of self-esteem, socialization, diagnostics of selfesteem, age and regional peculiarities of self-esteem.

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(2017) Science and education, 6, 1. Odessa.

Tetiana Koknova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Roman and Germanic Philology Department, Luhansk Taras Shevchenko National University,
1, Gogol square, Starobilsk, Ukraine

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(2017) Science and education, 6, 5-11. Odessa.

Olena Troitska,
PhD (Candidate of Philosophical Sciences),
associate professor, doctoral student,
of National pedagogical Dragomanov University,
9, Pirohova Str., Kyiv, Ukraine
Kateryna Averina,
PhD (Candidate of Pedagogical Sciences),
associate professor, Department of Social Work,
Social Science and Preschool Education,
Melitopol Bohdan Khmelnitskyi State Pedagogical University,
20, Getmanska Str., Melitopol, Ukraine

SOCIAL ACTIVENESS OF YOUNG PEOPLE: DIALOGICAL
SUPPORT IN THE CULTURAL AND EDUCATIONAL SPACE

The relevance of the research is determined by the problematic situation in the cultural and educational space due to the fact that the activeness of young people as a subject of this space is incredibly increasing and the level of understanding of its significance, its essence, opportunities and limits has been insufficient. Activeness as a phenomenon is of a key importance in humanities where it is interpreted multiplicably and appears comparatively as the one identified with other phenomena. The review of scientific publications does not require only the correct definition of the essence of social activeness, but also the determination of the impact of cultural and educational space factors on its formation, which should include the dialogue as an informative and existential interaction of subjects aimed at understanding. Based on the interdisciplinary methodology, phenomenological approach, research methods (interpretation, comparative analysis, synergetic method, etc.) and techniques of collecting empirical data (testing, survey, observation, introspection, etc.) the dependence of the development of students’ social activeness on the involvement in the development of dialogical strategies of cultural and educational space has been determined. The dialogical support is presented as an enhancement of social activeness (a set of individual’s efforts to transform oneself and the society) that occurs according to the components of the subject’s actions, the stages of starting up social activity, different levels of the society development, the growth of the level of individual freedom.

interaction, action, activity, understanding, social, communication, subject, values.

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(2017) Science and education, 6, 12-16. Odessa.

Raisa Prima,
PhD (Doctor of Pedagogical Sciences), professor, Department of Pedagogy,
Kateryna Desiatnyk,
PhD (Candidate of Pedagogical Sciences), senior teacher, Department of Pedagogy,
Oksana Durmanenko,
PhD (Candidate of Pedagogical Sciences), senior teacher, Department of Pedagogy,
East-Ukrainian National University named after Lesia Ukrayinka,
13, Voli Av., Lutsk, Ukraine

INTENSIFICATION OF THE “TEACHER-PUPIL-PARENTS” TRIAD
COOPERATION IN UPBRINGING JUNIOR PUPILS’ SPIRITUALITY

The article is focused on the need for the “teacher-pupil-parents” triad cooperation in upbringing junior pupils’ spirituality as an essential personality trait. According to the research plan, the intensification of cooperation in the “teacher-pupilparent” triad is directed at building a constructive dialogue in a relationship with a child by a family and school, which is considered in the study as a condition for the full development of the child’s personality, upbringing his/her spirituality in the process of family and school interaction; an effective form of teaching cooperation, partnership in junior pupils’ spirituality upbringing. The aim of the paper is to analyze the theoretical and applied aspects of the dialogue as a constructive form of relationships, teaching cooperation, partnership in the process of family and school interaction. The dialogue is considered as a multi-facet phenomenon, a unique environment for the formation of a spiritually mature person, which enables him/her to acquire the ability to deepen in himself/herself, to realize his/her feelings, to reveal the world of his/her feelings as universal characteristics of personality developing educational technologies, the basis of a full real interpersonal communication. Some fragments of the research and experimental methodology of upbringing junior pupils’ spirituality, tested at the formation and enrichment stage, aimed at optimizing family and children’s relationships, spiritual enrichment of the family and school environment by means of using “Lessons of Spirituality”, parental and school curriculum of pedagogical interaction “We are together, we are partners” are also presented in the paper.

intensification, spirituality upbringing, dialogue, partnership, cooperation, “teacher-pupil-parents” triad.

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4. Desiatnyk, K. V. (2010). Uroky dukhovnosti [Lessons of spirituality]. Lutsk: PE Ivaniuk V. P. [in Ukrainian].
5. Zhurba, K. O. (2000). Vykhovania dukhovnosti u pidlitkiv v suchasnii simi ta shkoli [Bringing teenagers’ spirituality up in modern family and school] Candidate’s thesis. Kyiv [in Ukrainian].
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