(2018) Science and education, 2, 86-93. Odessa.

Liliya Morska,
Doctor of Pedagogy, professor,
Department of Foreign Languages for Science Faculties,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine,
The University of Bielsko-Biala,
2, Willowa Str., Bielsko-Biala, Poland,
Tetiana Horpinich,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
I. Horbachevsky Ternopil State Medical University,
1, Maidan Voli, Ternopil, Ukraine
Tetiana Olendr,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages,
Ternopil Volodymyr Hnatiuk National Pedagogical University,
2, Kryvonosa Str., Ternopil, Ukraine

TEACHING MEDICAL STUDENTS’ PROFESSIONAL ENGLISH READING
ON THE BASIS OF INDIVIDUAL COGNITIVE LEARNING STYLES

The article deals with the issue of developing future doctors’ reading competency in professional English on the basis of individual cognitive learning styles. The notion “individual cognitive learning style” in the context of medical students’ professional training has been defined; the influence of the given notion on the efficiency of professional communicative competency development has been studied; the advantages of considering right and left hemispheres dominance as individual learning styles in the process of developing medical students’ reading competency in professional English have been grounded. The effectiveness of the suggested methodology has been verified and confirmed in the course of experimental teaching.

 reading competency in professional English, individual cognitive learning style, medical students training.

1. Akimenko, M. A. (2004). Psikhonevrologiya – nauchnoye napravleniye, sozdannoye [Psychoneurology as a scientific trend created by V. M. Bekhterev]. Obozreniye psikhiatriyi i meditsinskoy psikhologiyi im. V. M. Bekhtereva – Survey on psychiatry and medical psychology named after V. M. Bekhterev, 1, 20-22 [in Russian].
2. Bespalko, V. P. (1968). Opyt razrabotki i ispolzovaniya kriteriyev kachestva usvoyeniya znaniy [Experience in the development and use of criteria for the quality of knowledge acquisition]. Sovetskaya pedagogika – Soviet pedagogy, 4, 52–69 [in Russian].
3. Bohomaz, S. A. (1998). Psychophysiological examination of the project “Teaching differentiation of younger schoolchildren with regard to their functional brain asymmetry” [Psikhofiziologicheskaya ekspertiza proekta «Differentsiatsiya obucheniya mladshikh shkolnikov s uchetom ikh funktsionalnoy asimmetriyi mozga»]. Sibirskiy psikhologicheskiy zhurnal Siberian Psychological Journal, 8/9, 35–41 [in Russian].
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5. Maktvilisker, E. I. (1986). O meste kognitivnogo stilya v strukture individualnosti [On the place of cognitive style in the structure of individuality]. Kognitivnyye stili: tezisy nauchnoprakticheskogo seminara – Cognitive styles: theses of the scientific and practical seminar, (pp. 47-50). Tallinn [in Russian].
6. Nevedomska, Ye. O. (2010). Vplyv koefitsientu funktsionalnoii asymetrii mozku uchniv na yikhnii temperament [Influence of students’ functional hemispheric asymmetry coefficient on their temperament]. Visnyk psikholohiii i sotsialnoii pedahohiky: elektronnyi zbirnyk naukovykh prats – Journal of Psychology and Social Pedagogy: electronic collection of research papers, 2. Kyiv; Moscow. Retrieved from: http://www.psyh.kiev.ua/ [in Ukrainian].
7. Potapov, A. S. (2002). Psikhologicheskoye obosnovaniye sistemy obucheniya s uchetom lateralnoy asimmetrii polushariy golovnogo mozga [Psychological substantiation of the teaching system with the account of lateral asymmetry of cerebral hemispheres]. Candidate’s thesis. Moscow [in Russian].
8. Kholodnaya, M. A. (2002). Kognitivnyye stili: o prirode individualnogo uma : uchebnoye posobiye dlya vysshikh uchebnykh zavedeniy [Cognitive styles: on the nature of individual mind: a textbook for higher educational institutions]. Moscow: PER SE [in Russian].
9. Shtulman, E. A. (1971). Osnovy eksperimenta v metodike obucheniya inostrannym yazykam (dlya metodistov, prepodavateley inostrannykh yazykov i dr.) [The basis of the experiment in the methodology of foreign languages teaching (for methodologists, teachers of foreign languages etc.)]. Voronezh: Voronezh University Publishing House [in Russian].
10. Hellige, J. B. (2001). Hemispheric Asymmetry: What’s Right and What’s Left: Perspectives in Cognitive Neuroscience. Cambridge: Harvard University Press [in English].
11. John, W. (2007). Educational Psychology. 2 nd ed. New York: Mcgraw-Hill College [in English].
12. Miller, A. (1987). Cognitive styles: an integrated model. Educational Psychology: An International Journal of Experimental Educational Psychology, 7, 251-268 [in English].
13. Sims, R. R. (1995). The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education. Westport, Connecticut: Praeger [in English].
14. Sonnier, I. L. (1991). Hemisphericity: A key to understanding individual differences among teachers and learners. Journal of Instructional Psychology, (pp. 17-22) [in English].
15. Torrance, E. P. (1988). Styles of thinking and creativity. Learning strategies and learning styles. New York [in English].

(2018) Science and education, 2, 94-100. Odessa.

Tetiana Dokuchyna,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Special Pedagogy and Inclusive Education,
Kamianets-Podilskyi Ivan Ohiienko National University,
61, I. Ohiienko Str., Kamianets-Podilsky, Ukraine

ACADEMIC MOTIVATION OF STUDENTS
MAJORING IN “SPECIAL EDUCATION”

The article deals with the issue of academic motivation of students of higher educational institutions. The effectiveness of professional training of future special educators largely depends on their academic motivation in the corresponding specialty. The purpose of the article is to analyse the results of the study of academic motivation of students majoring in “Special Education” in the process of mastering the profession, and determine the ways of forming profession-related academic motivation. To study the specifics of academic motivation of future special educators the following methods were used: Academic Motivation Inventory (modified by A. Rean, V. Yakunіn), a specially designed author’s questionnaire. According to the results of the first method, the dominant motive is a cognitive one, in particular “becoming a highly skilled specialist” and “acquiring profound knowledge”. Another predominant social academic motive is “obtaining a diploma”. The results of the survey using a specially designed questionnaire have shown that most of students make their choice of the future profession unconsciously, which is reflected in the lack of active attitude to studying. The predominance of cognitive motives has been revealed. In general, students understand the significance of the profession of a special educator. However, the positive attitude to the profession does not contribute to the formation of stable professional motives, beliefs about further work in the specialty, which is due to the reasons for dissatisfaction with the profession. The generalized analysis of the results has shown the need for the formation of profession-related academic motivation, and the ways of its development in students have been presented.

motivation, motive, students majoring in “Special Education”, special educator, profession-related academic motivation.

1. Akatov, L.I. (2003). Sotsialnaia reabilitatsiia detei s ogranichennymi vozmozhnostiami zdorovia. Psikhologicheskie osnovy [Social rehabilitation of children with disabilities. Psychological foundations]. Moscow: VLADOS [in Russian].
2. Zaniuk, S.S. (2002). Psykholohiia motyvatsii [Psychology of motivation]. Kyiv: Lybid [in Ukrainian].
3. Ilin, E.P. (2002). Motivatsiia i motivy [Motivation and motives]. Sankt-Peterburg: Piter [in Russian].
4. Markova, A.K., Matis, G.A., Orlov, A.B. (1990). Formirovanie motivatsii ucheniia [The formation of learning motivation]. Moscow: Prosveshchenie [in Russian].
5. Myronova, S.P. (2007). Pidhotovka vchyteliv do korektsiinoi roboty v systemi osvity ditei z vadamy intelektu [Teachers' training for correctional work in the education system for children with intellectual disabilities]. KamianetsPodilskyi: Abetka-NOVA [in Ukrainian].
6. Pryadko, L.O. (2010). Pidhotovka maibutnoho korektsiinoho pedahoha do roboty z rozumovo vidstalymy ditmy v reabilitatsiinomu tsentri [Preparation of future correctional teacher to work with mentally backward children in a rehabilitation center] Extended abstract of candidate's thesis. Kyiv: Nats. ped. un-t im. M.P. Drahomanova [in Ukrainian].
7. Rean, A.A., Bordovskaia, N.V., Rozum, S.I. (2002). Psikhologiia i pedagogika [Psychology and pedagogy]. Sankt-Peterburg: Piter [in Russian].
8. Shtarke, K. (1982). Studenty. Stanovlenie lichnosti [Students. Formation of personality]. (V.T. Lisovskii , Trans, Ed.). Moscow: Progress [in Russian].
9. Guay, F., Chanal, J., Ratelle, C.F., Marsh, H.W., Larose, S., Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology. Vol. 80 (4), 711-735. Retrieved from: https://pdfs.semanticscholar.org/df79/1ece230597f013a99 cb987082f93ac7c80fb.pdf [in English].
10. Vanthournout, G., Gijbels, D., Coertjens, L., Donche, V., Van Petegem, P. (2012). Students' persistence and academic success in a first-year professional bachelor program: The influence of students' learning strategies and academic motivation. Education Research International, Vol. 2012, 1-10. Retrieved from: http://dx.doi.org/10.1155/2012/152747 [in English].
11. Wlodkowski, R.J. (2008). Enhancing adult motivation to learn: a comprehensive guide for teaching all adults. San Francisco: Jossey-Bass, A Wiley Imprint [in English].

(2018) Science and education, 2, 101-106. Odessa.

Kateryna Vitsukaieva,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Social Education, Psychology and Pedagogical Innovations,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine,
Marianna Horvat,
PhD (Candidate of Pedagogical Sciences),
Department of Theory and Methods of Primary Education,
Mukachevo State University,
26, Uzhhorodska Str., Mukachevo, Ukraine

SOCIO-PEDAGOGICAL SUPPORT OF ANXIOUS
CHILDREN FROM INTERNALLY DISPLACED FAMILIES

The paper deals with the issue of socio-pedagogical support for 6-9-year-old anxious children from internally displaced families living in areas of compact settlement. This category of children is special and needs corresponding support. The aim of the research is to reveal the results of the implementation of the program of socio-pedagogical support for this category of children. The suggested program consists of three units each of which is focused on the work with social teachers, anxious children, and their parents. The experimental verification of the program was carried out involving 12 children with a high anxiety level, and their parents. The respondents were divided into control and experimental groups. The experimental group was engaged to take part in the experimental program. After its implementation into the educational process of the experimental group, positive dynamics in the reduction of anxiety level in experimental group children could be observed, as distinct from the control one, which is indicative of the effectiveness of the suggested socio-pedagogical support of anxious children from internally displaced families.

socio-pedagogical support, anxiety, 6-9-year-old children, internally displaced families.

1.Dermanova, I. B. (2002). Diagnostika emotsionalno-nravstvennogo razvitiya [Diagnostic of emotional and moral development]. Saint Petersburg: Rech [in Russian].
2.Zaharov, A. I. (2000). Dnevnyie i nochnyie strahi u detey. Seriya «Psihologiya rebenka». [Day fears and nightmares in children. Child Psychology]. Saint Petersburg: «Izdatelstvo SOYuZ» [in Russian].
3.Ovcharova, R.V. (2005). Spravochnaya kniga sotsialnogo pedagoga [Reference book of a social teacher]. Moscow: TTs Sfera [in Russian].
4.Kyianytsia, Z.P., Petrochko, Zh.V. (2017). Sotsialna robota z vrazlyvymy simiamy ta ditmy: posib. u 2-kh ch. [Social work with vulnerable families and children: study guide]. Kyiv: OBNOVA KOMPANI [in Ukrainian].
5.Keeton, C., Kolos, A., Walkup, J. (2009). Pediatric generalized anxiety disorder: epidemiology, diagnosis, and management. Paediatr Drugs, 11, 171–183 [in English].
6. Murray, L., Creswell, C., Cooper, P. (2009). The development of anxiety disorders in childhood: an integrative review. Psychological Medicine, 39(9), 1413-1423 [in English].

(2018) Science and education, 2, 107-112. Odessa.

Halyna Bilavych,
Doctor of Pedagogy, professor,
Department of Primary School Education,
The Vasyl Stefanyk Precarpathian National University,
57, Shevchenka Str., Ivano-Frankivsk, Ukraine,
Hanna Korinna,
PhD (Candidate of Pedagogical Sciences), senior lecturer,
Department of Psychology and Pedagogy of Child Development,
Pavlo Tychyna State Pedagogical University,
Lesia Karnaukh,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Psychology and Education of Child Development,
Pavlo Tychyna State Pedagogical University,
28, Sadova Str., Uman, Ukraine

PSYCHO-PEDAGOGICAL DIAGNOSTICS OF SENIOR
PRESCHOOLERS’ GENDER SOCIALIZATION LEVEL

The paper deals with the issue of gender socialization of children, which is considered as a process and a result of general and psychosexual development of a personality, the girl’s / boy’s individuality according to the age peculiarities of maturation, carried out in the system of relations with adults and peers of both genders. The paper aims to substantiate and identify the levels of gender socialization of children of senior preschool age. The evaluation was carried out according to the following criteria: cognitive, emotional, and value-behavioral. Each criterion included a group of qualitative indicators that identified the content and level of gender socialization of children. A diagnostic technique was developed for identifying the levels of children’s gender socialization, which made it possible to differentiate the levels of gender socialization of children quantitatively: sufficient, medium, and low. The experiment involved 80 children of both genders. According to the results of the implementation of a number of diagnostic methods and tasks by children, it has been established that most of the respondents have average and low levels of gender socialization. Thus, the results of the experiment on the examination of the levels of gender socialization of senior preschoolers have shown the need for the development and testing of an experimental program, which is going to be covered in the further studies.

children, gender socialization, diagnostic tasks, methodology, criteria, indicators, levels.

1. Baliuk, A. S. (2015). Revisiting the issue of master-degree students’ professional socialization. Science and education, 8, 11-16. Odesa. Retrieved from:https://drive.google.com/file/d/0B7lN9BNNMs90Nkl QOXczaDRVeVE/view [in English].
2. Horodnova, N. (2008). Gendernyi rozvytok osobystosti [Gender development of personality]. Kyiv: Vydavnytstvo «Shkilnyi svit» [in Ukrainian].
3. Moskalenko, V. V. (2008). Sotsialna psykholohiia: pidruchnyk [Social psychology: textbook]. 2 nd ed. rev. Kyiv: Tsentr uchbovoi literatury [in Ukrainian].
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6. Mardakhaev, L. V. (2002). Slovar po sotsyalnoi pedagogike: uchebnoe posobie dlya studentov vysshykh uchebnykh zavedeniy [Social education dictionary: textbook for university students]. Moscow: Izdatelskit utsentr «Akademyia» [in Russian].
7. Sopivnyk, I. V., Duka, T. M., Pidlypniak, I. Yu. (2017). Diahnostyka profesiinoi pidhotovlenosti studentiv do pedahohichnoi diialnosti [Assessment of pedagogical students’ professional qualification]. Science and education, 12, 59-65. DOI: https://doi.org/10.24195/2414- 4665-2017-12-8. Retrieved from: http://scienceandeducation.pdpu.edu.ua/doc/2017/12_201 7/8.pdf [in Ukrainian].
8. Erikson, E. (1982). The life Cycle Competed. N.Y.; London: W.W. Norton and Co [in English].
9. Kretchmar, J. (2017). Gender Socialization. Research Starters Sociology. Retrieved from: http://connection.ebscohost.com/c/articles/36267959/gend er-socialization [in English].
10. Maslow, A. (1970). Motivation and personality. New York: Harper and Row [in English].
11. Parsons, T. (1956). Family, Socialization and Interaction Process. London [in English].