(2020) Science and education, 2, 50-56. Odessa.

Mykhailo Khoroshukha,
Doctor of Pedagogical Sciences, PhD (Candidate of Medical Sciences),
associate professor, professor of the Department of Physical Rehabilitation and Biokinesiology,
Sergii Ivashchenko,
Doctor of Medical Sciences,
professor of the Department of Physical, Rehabilitation and Biokinesiology,
Iryna Omeri,
PhD (Candidate of Biological Sciences),
associate professor, Department of Physical Rehabilitation and Biokinesiology,
Olha Buriak,
senior lecturer of the Department of Physical Rehabilitation and Biokinesiology,
Boris Grinchenko University of Kyiv,
13-B, Tymoshenko Str., Kyiv, Ukraine

INFLUENCE OF SEROLOGICAL MARKERS OF BLOOD GROUPS ON THE DEVELOPMENT OF
MAIN MENTAL FUNCTIONS OF YOUNG ATHLETES
Dedicated to the memory of Professor Leonid Sergiyenko

The influence of serological markers of blood groups on the development of basic mental functions (attention, perception, thinking) of young athletes aged 13–16 years has been researched in this article. From the available literature sources it was found that for the effective performance by athletes of long and sufficiently intense physical and, in some cases, mental loads, one of the necessary conditions for their training and competitive activities are basic mental processes, including attention, perception, thinking, memory. The aim of the work is to analyze and summarize the data of our multi - year research of the influence of serological markers of blood groups of the ABO system on the development of basic mental functions of adolescent athletes who specialize in various sports. The study involved adolescent athletes of a specialized sports institution (Brovary Higher School of Physical Culture) (n=139), which according to the classification of sports by A. Dembo (1980) were divided into two groups: group A – speed and power sports (n=74); group B – endurance sports (n = 65). The control group consisted of students aged 13–16 (n=106) of secondary schools who did not play sports. The study of mental functions was conducted according to generally accepted and scientifically grounded methods. As a result of the conducted research the fact of possible use of blood groups in genetic forecasting of development of attention, perception of time and logical thinking of student's youth has been established.

 mental functions, research, young athletes, students, adolescence.

1. Bulich, E. G., Muravov, I. V. (2003). Zdorovie cheloveka: Biologicheskaya osnova zhiznedeyatelnosti i dvigatelnaya aktivnost v eyo stimulyacii [Human health: The biological basis of life and physical activity in its stimulation]. Кiev: Olimpiyskaya literatura [in Russian].
2. Vizitey, N. N. (2005). Sociologiya sporta [Sociology of Sport]. Kiev: Olimpijskaya literatura [in Russian].
3. Volkov, L. V. (1997). Teoriya sportivnogo otbora: sposobnosti, odarennost, talant [Theory of sports selection: abilities, giftedness, talent]. Kiev: Vezha [in Russian].
4. Dembo, A. G. (1980). Aktualnye problemy sovremennoy sportivnoy meditsiny [Actual problems of modern sports medicine]. Moscow: Fizkultura i sport [in Russian].
5. Koryagina, Yu. V. (2006). Vospriyatie vremeni i prostranstva v sportivnoj deyatelnosti [Education of time and space in sports activities]. Moscow: Nauchnoizdatelskiy centr «Teoriya i praktika fizicheskoy kultury i sporta» [in Russian].
6. Lebediev, S. I., & Tiurin, O. Yu. (2016). Vplyv trenuvalnoho protsesu za prohramoiu dytiacho-yunatskoi serednoi shkoly na psykhofiziolohichni yakosti futbolistiv rokiv [Influence training process program for coach physiological quality of players 10–12 years]. Slobozhanskyi naukovo-sportyvnyi visnyk – Slobozhansky scientific and sports bulletin, 1 (51), 38-42 [in Ukrainian].
7. Lukavenko, Ye. H. (2002). Rozvytok intelektualnykh zdibnostei studentiv za dopomohoiu sportyvnoho oriientuvannia [The development of intellectual abilities of students with orienteering]. Pedahohika, psykholohiia ta medyko-biolohichni problemy fizychnoho vykhovannia i sportu – Pedagogy, psychology and medical and biological problems of physical education and sports, 28, 22-26 [in Ukrainian].
8. Lushchak, A. R. (2001). Diahnostyka psykhofizychnoi pidhotovky kursantiv navchalnykh zakladiv MVS Ukrainy [Diagnosis of psychophysical training of cadets of educational institutions of the Ministry of Internal Affairs of Ukraine]. Ivano-Frankivsk [in Ukrainian].
9. Makarenko, N. V., Puhov, V. A., & Kolchenko, N. V. (1987). Osnovy professionalnogo psihofiziologicheskogo otbora [Fundamentals of professional psychophysiological selection]. Kiev: Naukova dumka [in Russian].
10. Makuts, T. B. (2015). Osoblyvosti proiavu uvahy u tenisystiv 14–15 rokiv ta yii vplyv na efektyvnist zmahalnoi diialnosti [Features of attention in tennis players of 14-15 years and its impact on the efficiency of competitive activity]. Naukovyi chasopys Natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova – Scientific journal of the National Pedagogical University named after MP Drahomanov, 12 (67), 82-85 [in Ukrainian].
11. Marishhuk, V. L., Bludov, Yu. M., Plahtienko, V. A., & Serova, L. K. (1990). Metodiki psihodiagnostiki v sporte [Technique of psycho-diagnostics in sports]. Moscow: Prosveshhenie [in Russian].
12. Nikolaichuk, I. Yu. (2005). Rol fizychnoi kultury v vykhovanni dukhovno-fizychnykh yakostei molodi [The role of physical culture in the education of spiritual and physical qualities of youth]. Pedahohika, psykholohiia ta medyko-biolohichni problemy fizychnoho vykhovannia i sportu – Pedagogy, psychology and medical and biological problems of physical education and sports. Kharkiv– Donetsk: KhDADM (KhKhPI), 10, 104-106 [in Ukrainian].
13.Rodionov, A. V. (2006). Problemy psihologii sporta [Psychology of sports]. Teoriya i praktika fizicheskoy kultury – Theory and practice of physical education, 6, 2-4 [in Russian].
14.Sergієnko, L. P. (2007). Aktualnі psihologіchnі problemi sportivnogo vіdboru [Current psychological problems of sports selection]. Vіsnik Chernіgіvskogo derzhavnogo pedagogіchnogo unіversitetu іmenі T. G. Shevchenka – Bulletin of Taras Shevchenko Chernihiv State University, 44, 99–105 [in Ukrainian].
15.Soloshenko, R., & Nedogonova, D. (2011). Zdatnist do vidtvorennia chasovykh vidrizkiv tryvalosti ta yii henetychna obumovlenist [The ability to reproduce time intervals duration and its genetic conditioning]. Vіsnik Chernіgіvskogo derzhavnogo pedagogіchnogo unіversitetu іmenі T. G. Shevchenka – Bulletin of Taras Shevchenko Chernihiv State University, 86, 134-137 [in Ukrainian].
16. Horoshuha, M. F. (2011). Osoblivostі genetichnogo prognozuvannya rozvitku psihіchnih oznak lyudini (na prikladі mislennya) [Features of genetic prediction of the development of mental traits (on the example of thinking)]. Naukovij chasopis Nacіonal'nogo pedagogіchnogo unіversitetu іmenі M. P. Dragomanova – Scientific journal of the National Pedagogical University named after MP Drahomanov (Edd G. M. Arzyutov), 11, 469–473 [in Ukrainian].
17. Horoshuha, M. F. (2014). Osnovi zdorovya yunih sportsmenіv: monografіya [Fundamentals of health of young athletes: a monograph]. Kyiv: NUBіP Ukraїni [in Ukrainian].
18.Shvarc, V. B., & Hrushchev, S. V. (1984). Mediko-biologicheskie aspekty sportivnoj orientacii i otbora [Medical and biological aspects of sports orientation and selection]. Moscow: Fizkul'tura i sport [in Russian].
19.Shinkaruk, O. (2001). Osnovnі osoblivostі regіonalnikh sistem vіdboru ta orіentatsіi sportsmenіv u rіznih vidah sportu [The main features of regional systems of selection and orientation of athletes in different sports]. Teorіya і metodika fіzichnogo vihovannya і sportu – Theory and methods of physical education and sports, 4, 27– 33 [in Ukrainian].
20.Shutov, A. P. (2005). Fizicheskaya kultura kak sredstvo vospitaniya moralnykh kachestv lichnosti [Physical culture as a means of educating the moral qualities of the individual]. Pedagogіka, psihologіya ta medikobіologіchnі problemi fіzichnogo vihovannya і sportu – Pedagogy, psychology and medical and biological problems of physical activity and sport. Kharkіv–Donetsk: HDADM (HKHPІ), 10, 68-70 [in Russian].
21. Atkinson, G., & Speirs, L. (1998). Diurnal variation in tennis service. Perceptual & Motor Skills. Vol. 86. N.3 (2). P. 1335-1338 [in English].
22. Dalton, B., McNaugghton, L., & Davoren B. (1997). Circadian rhythms have no effect on cycling performance. Int. J. Sport Med. N 18. P. 538-542 [in English].
23.Fox, M. N., Webber, L. S., Thurmon, T. F., & Berenson, G. S. (1986). ABO blood group associations with cardiovascular risk factor variables. II Blood pressure, obesity and their anthropometric covariables the Bogutusa Heart Study. Human Biology. Vol. 58. N 4. P. 549-584 [in English].
24.Fournier, M., Ricci, I., Taylor, A. W., Ferguson, R. J., Montpetit, R. R., & Chaitman, B. R. (1982). Skeletal muscle adaptation in adolescent boys: sprint and endurance training and detraining. Med. Sci. Sports Exerc. Vol. 14, P. 453-456 [in English].
25. Hastie, P., Sinelnikov, O. A., & Guarinoc, A. J. (2009). The development of skill and tactical competencies during a season of badminton. European Journal of Sport Science. 9. P. 133-140 [in English]. 26.Lyshevska, V., & Shepoval, S. (2017). Serological markers in the prognosis of the development of human speed abilities. Physical education, sports and health culture in modern society. N 4(40). P. 53-59 [in English]. 
27. Mykhailo Khoroshukha, Sergiy Putrov, Lyudmyla Sushchenko, Oleg Bazylchuk & Vitaliy Kabashnyuk (2018). Influence of blood types serologic markers on development of concentration function of young 13-16 year old athletes. Journal of Physical Education and Sport. 18 (Supplement issue 4). Art 278. P.1890-1895 [in English].
28. Mykhailo Khoroshukha, Sergiy Putrov, Lyudmyla Sushchenko, Oleg Bazylchuk & Vitaliy Kabashnyuk (2019). Peculiarties of using blood types serologic markers for the development of time perception function of young athletes aged 13-16. Journal of Physical Education and Sport. 19. Art 83. P. 567-572 [in English].
29. Mykhailo Khoroshukha, Sergiy Putrov, Lyudmyla Sushchenko, Olena Zavalniuk, Oleg Bazylchuk & Yurii Dutchak (2019). Influence of blood type serologic markers on development of the function oflogical thinking of athletes aged 17-20. Journal of Physical Education and Sport. 19 (issue 2). Art 153. P. 1060-1065 [in English].
30.Strikalenko, E. A., Serhiynko, L. P., & Serhiynko, L. I. (2003). Blood groups and physical development of a person. New ideas in sport sciences. P. 229-231 [in English].
31.Strikalenko, E., & Serhiynko, L. (2003). Blood groups in the system of prognosis of children’s predisposition to the sports activity. Sport kinetics. P. 125 [in English].
32.Zakay, D. & Block, R. A. (2004). Prospective and retrospective duration judgments: an executive – control perspective. Acta Neurobiol. Experiment. Vol. 64. N. 3. P. 319-328 [in English].

(2020) Science and education, 2, 57-64. Odessa.

Konstantin Shevchenko-Bitenskyi,
PhD (Candidate of Medical Sciences),
State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankovskaya Str., Odessa, Ukraine
Valeriy Bitenskyi,
Doctor of Medical Sciences, professor,
corresponding member of the National Academy of Medical Sciences of Ukraine,
State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankovskaya Str., Odessa, Ukraine

INNOVATIVE DIRECTION IN THEATMENT OF MENTAL ILLNESS USING SYNERGETIC
EFFECTS OF BRAIN TISSUES

All etiopathogenetic concepts in modern medicine are based on causal, linear and deterministic relationships. The diseases with an unknown etiology obviously do not have pathogenesis and in relation to that there is no adequate therapy to date. Psychopharmacologists create pharma drugs for the treatment of mental illness based on the same linear principles. However, since the 60s of the 20th century, thanks to the discoveries of many great scientists (for example, Ilya Prigozhin –Nobel Laureate), ideas about nonlinear systems in the nature of the Earth and Human began to develop (Haken, 2007). In particular, most of the serious mental illnesses are classified as open, non-linear, unstable, selforganizing systems. It is obviously that these systems should be changed under the influence of “throwing” into their chaotic structure of a disturbing agent, creating new systems instead of painful ones on the basis of adaptive effects of pre- and postconditioning (PreC; PostC). We have examined and carried out a therapy with a “non-linear” complex of effects of cerebral hypo- and hyperthermia, inhalation of xenon (Xe) and nitrous oxide (N₂O) using intravenous induction and inhalation of valproate (normotimic effect) in 85 patients with obsessive-compulsive disorders. A statistically significant (p> 0.001) therapeutic effect has been obtained in almost 100% (92%) of patients.

Synergetics, non-linear self-organizing open system, dissipative structure, fractals, preconditioning, chaos, obsessive-compulsive disorder.

1. Aboloni, A. F., Bohan, N. A., Mendel, A. I. (2007). Toposelektivnoe EEG-kartirovanie golovnogo mozha u bolnykh alkogolizmom s komorbidnymi organicheskim porazheniem golovnogo mozga [Toposelective EEG mapping of the brain in patients with alcoholism with comorbid organic brain damage]. Proceedings from  All-Russian scientific-practical conference “Kolichestvennaja JeJeG i nejroterapija” – “Quantitative EEG and neurotherapy”, (pp. 167-171). St. Petersburg [in Russian].
2. Avedisova, A. S. (2017). Terapiya rasstroystv sna: sovremennye podhody k naznacheniyu gipnotikov [Therapy of sleep disorders: modern approaches to the appointment of hypnotics]. Moscow: MIA [in Russian].
3. Aleksandrovsky, Yu. A. (2000). Pogranichnye psihicheskie rasstrojstva [Borderline Mental Disorders]. Moscow: Medicine [in Russian].
4. Bitensky, V. S., Lobasyuk, B. A., Bodelan, M. I. (2010). Neyropsikhologiya i neyropsikhiatriya (issledovaniya parallelizma psikhicheskikh fenomenov i elektrofiziolhii mozga) [Neuropsychology and neuropsychiatry (studies of the parallelism of mental phenomena and brain electrophysiology)]. Vіsnik psikkhіatrіi ta psikhofarmakoterapіi – Bulletin of Psychiatry and Psychopharmacotherapy, 2 (18), 26–32 [in Russian].
5. Bitensky, V. S. (2010). Zvyazok mіzh haosom, noogennim prostorom і kіndlіngovim mehanіzmom psikhіchnikh rozladіv [The relationship between chaos, nogenous space and the Kindling mechanism of mental disorders]. Proceedings from International student scientific conference. (pp. 138–141). Odessa [in Russian].
6. Ershova-Babenko, I. V. (1993). Metodologiya issledovaniya psikhiki kak sinergeticheskogo obiekta [The methodology of the study of the psyche as a synergistic object]. Odessa: ODECOM [in Russian].
7. Ershova-Babenko, I. V. (2007). Sbornik lektsiy po psikhosinergetike [A collection of lectures on psychosynergetics]. Odessa [in Russian].
8. Ershova-Babenko, I. V. (2015). Psychosynergetics [Psihosinergetika]. Kherson. 2015 [in Russian].
9. Ershova-Babenko, I. V. (2005). Psikhosinergeticheskie strategii chelovecheskoy deyatelnosti (Kontseptualnaya model) [Psychosynergetic strategies of human activity (Conceptual model)]. Vinnitsa [in Russian].
10. Kropotov, D. Yu. (2010). Kolichestvennaya EEG, kognitivnye vyzvannye potentsialy mozga cheloveka i neyroterapii [Quantitative EEG, cognitive evoked potentials of the human brain and neurotherapy]. Donetsk [in Russian].
11. Mosolov, S. N. (2018). Dostizheniya, problemy i perspektivy farmakoterapii psikhicheskikh rasstroystv [Achievements, problems and prospects of pharmacotherapy of mental disorders]. Proceedings from the scientificpractical conference “Interdisciplinary approaches to the study of mental health of a person and society”. (pp. 21- 31). Moscow, October 29, 2018. Moscow [in Russian].
12. Prigogine, I. (1985). Ot sushhestvuyushchikh k voznikayushhemu. Vremya i slozhnost v fizicheskikh naukakh [From existing to emerging. Time and complexity in the physical sciences]. Moscow [in Russian].
13. Slezin, V. B., Korsakov, E. A., & Schulz, E. V. (2007). Fraktalnyy analiz EEG v izuchenii fiziolog icheskikh mekhanizmov paranoidnoy, shizoaffektivnoy i shizotipicheskoy shizofrenii [Fractal analysis of EEG in the study of physiological mechanisms of paranoid, schizoaffective and schizotypic schizophrenia]. Proceedings from the All-Russian scientific-practical conference "Quantitative EEG and neurotherapy". (pp. 132–137). St. Petersburg [in Russian].
14. Smulevich, A. B. (2001). Depressii v obshchey medicine [Depression in general medicine]. Moscow: Medical News Agency [in Russian].
15. Haken, H. (2007). Printsipy raboty golovnogo mozga. Sinergeticheskiy podhod k aktivnosti mozga, povedeniyu i kognitivnoy deyatelnosti [Principles of the brain. A synergistic approach to brain activity, behavior and cognitive activity]. Moscow [in Russian].
16. Chernobrovkina, T. V., & Kershengolts, B. M. (2013). Problemy soznaniya vzavisimostyakh. Sinergeticheskiy podkhod [The problems of consciousness in dependencies. Synergetic approach]. (pp. 462-538). Kharkov [in Russian].
17. Goldberg, A. I. (1996). Non-lineral dynamics for clinicians. Lancet, 374, 1312–1314 [in English].
18. Haken, H. (1980). Synergetic. Мoscow: Mir [in English].
19. Jung, J. G. (1954). The development of personality. London; Routledge [in English].
20. Lorenz, E. N. (1986). Large-scrate monions of the atmosphere. In Advance in Earth/Science. (pp. 95– 109). Cambridge; M. A.: MJT Press [in English].
21. Mackay, M., & Glass, I. (1977) Oscillation and chaos in physiological control system. Science [in English].
22. Mandell, A. J. (1985). From molecular biological simplification to more realistic central nervous system dynamics: an opinion. In Psychobiological Foundation of clinical Psychiatry. O. Cavenar (Eds.), pp. 361–366. New York: Lippincott [in English].
23. Murry, C. E., Jennings, R. B., & Reimer, K. A. (1986). Preconditioning with ischemia: a delay of lethal cell injury in ischemic myocardium. Circulation. Vol. 74, № 5. P. 1124–1136 [in English].
24. Paulus, M. P., Geyer, M. A., & Braff, D. L. (1996). Use of methods from chaos theory to quantify a fundamental dysfunction I the behavioral organization of schizophrenic patients. American Journal of Psychiatry, 153, 714- 717 [in English].
25. Poitingen, H., & Richter, P. (1986). The Beauty of Fractals. Berlin: Spingel-Verlad [in English].
26. Reid, Steven. (1998). Butterflies, fractal and psychiatry. Psychiatric Bulletin, 22, 568–570 [in English].

(2020) Science and education, 2, 64-72. Odessa.

Abdülkadir Kabadayı,
PhD (Candidate of Pedagogical Sciences), associate professor, Dr.,
A.K. Faculty of Education, Department of Basic Education,
Necmettin Erbakan University, Meram Kampüsü, Meram Yeniyol,
42090, Meram Yeniyol, Konya, Turkey

ANALYZING THE TURKISH PRESCHOOLERS’ NATIVE LANGUAGE USE IN RESPECT OF THE
CONTENT & FUNCTION WORDS

Human beings come to the World by the innate capacity of learning and using the language in the society they were born. Learning any language is the most important gift given by the God to the human beings. Any child should have some difficulties or hard experience in the process of acquiring his / her mother tongue. Therefore, it is inevitable for a child to make some mistakes in the acquisition process. Content and the function words in any language are the language elements exposed to be discussed. Less is known about differences in how content and function words are produced. Therefore, it is highly important to analyze the situation of the children’s use of the content and function words in the process of their language use. The purpose of this research is to analyze the content & function words the preschoolers use in acquiring their native language, Turkish. As it is a longitudinal study Qualitative research method was used to collect the study data. The aim is to reveal to what rate and to what extend the children use content & function words most during their free time activities, language activities, nature and science activities, and drama activities etc. 76 children participated in the research. 33 of them were female and the 43 of them were male. The participants were 5 and 6 years old. They are still dwelling in Konya and Manisa the districts of Turkey. The findings were classified under linguistics categories as nouns, verbs, adjectives, pronoun, prepositions, prefix, suffix and affixes etc. In this research, 5-year-old preschoolers used 30 percent of the language units in the CONTENT words frame while 6-year-old preschoolers used 70 percent of the language units in the FUNCTION words frame. Males used 54 percent and female used 46 percent of the NOUNS including common, proper noun, abstract, concrete, singular and Psychology - Medicine - Education Science and Education, 2020, Issue 2 65 plural nouns. 5-year-old preschoolers used 27 percent of the VERBS while 6-year-old preschoolers used 73 percent of them CONTENT words. In this research, males used 58 percent and female used 42 percent of the ADJECTIVES in CONTENT words. In this research, males used 47 percent and female used 53 percent of the PRONOUNS including personal, denotative, interrogative and transformative pronouns in FUNCTION words. 5-year-old preschoolers used 25 percent of the ADVERBS while 6-year-old preschoolers used 75 percent of the ADVERBS in CONTENT words. In this research, males used 30 percent and female used 70 percent of the PREPOSITIONS including in FUNCTION words. Males used 48 percent and female used 52 percent of the CONJUCTIONS in FUNCTION words. Males used 35 percent and female used 65 percent of the GERUNDS in CONTENT words. 5-year-old preschoolers used 30 percent of the STRUCTURE OF VERBS while 6-year-old preschoolers used 70 percent of the STRUCTURE OF VERBS comprising transitive, intransitive, causative, active, passive and transformative structures in CONTENT words. Males used 48 percent and female used 52 percent of the INFLACTIONALS in FUNCTION words. As a last remark, some recommendations will be made to the teachers and the parents of the preschoolers about the descriptive result of the study.

Qualitative, Content, Longitudinal, Konya, Manisa, Preschool institutions, Function words.

1. Bell, A., Brenier, Jason M., Gregory, M., Girand, C., & Jurafsky, D. (2009). Predictability Effects on Durations of Content and Function Words in Conversational English, Journal of Memory and Language, 60, 92-111. 
2. Brown, R., & Hanlon, C. (1970). Derivational complexity and order of acquisition in child speech. In J.R. Hayes (Ed.), Cognition and the development of language. New York: Wiley. 
3. Caramazza, A., & Berndt, R. S. (1985). A multicomponent deficit view of agrammatic Broca’s aphasia. In M. L. Kean (Ed.), Agrammatism (pp. 27-63). Orlando: Academic Press. 
4. Garrett, M. F. (1975). The analysis of sentence production. In Bower, G. H. (Ed.), The psychology of learning and motivation: Advances in research and theory, 9, 133-177. London: Academic Press.
5. Garrett, M. F. (1980). Levels of processing in sentence production. In Bower, G. H. (Ed.), Language production, 1, 177-220. 
6. Goodglass, H., & L. Menn. (1985). Is agrammatism a unitary phenomenon? In M.L. Kean (Ed.), Agrammatism (pp. 1-26). Orlando: Academic Press. 
7. Gerken, L. A., Landau, B., & Remez, R. E. (1990). Function morphemes in young children’s speech perception and production. Developmental Psychology, 27, 204-216. 
8. Gerken, L. A., & McIntosh, B. J. (1993). The interplay of function morphemes and prosody in early language. Developmental Psychology, 29, 448–457.
9. Gleitman, L., Gleitman, H., Landau, B., & Wanner, E. (1988). Where learning begins: initial representations for language learning. In F. J. Newmeyer, Linguistics, the Cambridge Survey, 3, 150-193. Cambridge: Cambridge University Press. 
10. Herron, D. T., & Bates, E. A. (1997). Sentential and acoustic factors in the recognition of open- and closed-class words. Journal of Memory and Language, 37, 217-239. 
11.Jefferson, G. L. (1969) Lexical and structural items as predictors of readability for high and low ability readers. Unpublished Doctoral Dissertation, University of Georgia. 
12.Lapointe, S. G., & Dell, G. S. (1989). A synthesis of some recent work in sentence production. In G. N. Carlson & M. K. Tanenhaus (Eds.), Linguistic structure in language processing (pp. 107-156). Dordrecht: Kluwer. 
13. Morgan, J., Allopenna, P., & Shi, R. (1996). Perceptual bases of rudimentary grammatical categories: Toward a broader conceptualization of bootstrapping. In J. Morgan and K. Demuth (Eds.). 
14.Santelmann, L., & Jusczyk, P. (1998). Sensitivity to discontinuous dependencies in language learners: Evidence for limitations in processing space. Cognition. 69(2), 105-134. 
15. Segalowitz, S. J., & Lane, K. C. (2000). Lexical access of function versus content words. Brain and Language, 75, 376–389.
16. Shafer, V. L., Shucard, D. W., Shucard, J. L., & Gerken, L. A. (1998). An electrophysiological study of infants' sensitivity to the sound patterns of English speech. Journal of Speech, Language, and Hearing Research, 41(4), 874-886. 
17. Shady, M. (1996). Infants’ sensitivity to function morphemes. Ph.D. dissertation, State University of New York at Buffalo. 
18. Shi, R., Gick, B., Kanwischer, D., & Wilson, I. (2005). Frequency and category factors in the reduction and assimilation of function words: EPG and acoustic measures. Journal of Psycholinguistic Research, 34(4), 341-364. 
19. Shi, R. (2005). Early syntactic categories in infants. In H. Cohen & C. Lefebvre (Eds.), Handbook of categorization in cognitive science (pp. 481-495). Elsevier. 
20. Shi, R., Morgan, J., & Allopenna, P. (1998). Phonological and acoustic bases for earliest grammatical category assignment: a cross-linguistic perspective. Journal of Child Language, 25, 169-201. 
21.Stemberger, J. P. (1985). An interactive activation model of language production. In A. Ellis (Ed.), Progress in the psychology of language (pp. 143-186). London: Erlbaum. 
22. Thomas, D. R. (1962) Oral language sentence structure and vocabulary of kindergarten children living in low socio-economic urban areas. Ann Arbor: University Microfilms, Inc.
23. Weaver, W. W. (1964) On the psychology of reading, In E. L. Thurston & L. E. Bather (Eds.), Thirteenth yearbook of the National reading conference. Milwaukee: National Reading Conference.

(2020) Science and education, 2, 73-77. Odessa.

Mykola Stepanets,
PhD student,
Department of Pedagogy,
Sumy State Pedagogical University named after A. S. Makarenko,
87-2, Romenska Str., Sumy, Ukraine

ESTABLISHING MASTER'S DEGREE IN TEACHER TRAINING IN THE CONTEXT OF
СANADIAN HIGHER EDUCATION REFORM

The relevance of the study is due to modern changes in the paradigm of social development, the novelty of personal and social requirements for the system of master's education and his/her readiness for professional development. This approach justifies the detailed study of foreign teacher education, development strategies and emphasis on the role in social progress as an objective regularity. The aim of the paper is to justify the formation of Master's degree in teacher training in the context of reforming higher education in Canada. The research was carried out in the interdisciplinary humanities field, where the following methods were used: analysis, synthesis, abstraction and comparison to find out the genesis of the studied educational phenomenon; induction and deduction methods to establish causal links of pedagogical, political, social and cultural processes that caused the reforms of higher education in Canada. Сomparative-historical, retrospective methods, which allowed to characterize the studied phenomena in historical retrospect; content analysis for objective study of information sources with the subsequent interpretation of the conclusions. In Canada, teacher education is characterized by a trend towards professionalization of teaching, which refers to both teacher education and the basic skills needed to practice and develop professional identity. The positive Canadian experience in implementing reforms that have been implemented as part of training or professional development programmes through the Master's degree can be used in the Ukrainian context.

higher education, educational reforms, master's degree, curriculum, training of pedagogical staff, Canadian education.

1. Agreement on internal trade: Consolidated Version. (2015). Internal Trade Secretariat. Winnipeg. Retrieved from https://www.ait-aci.ca. 
2. Atkinson, L., Clandinin, J., Grimmett, P., Mandzuk, D., Sanford, K. & Young, J. (2008). Working group report for Theme №1: Teacher education governance, policy and the role of the university. In T. Falkenberg & H. Smits (Eds.), Mapping out research in teacher education in Canada. Winnipeg: Faculty of Education of the University of Manitoba. Retrieved from https://home.cc.umanitoba.ca/~falkenbe/Publications/Falk enberg_&_Smits_(2008).pdf. 
3. Cole, A. (2000). Toward a preliminary understanding of teacher education reform in Anglophone Canada. McGill Journal of Education, 35(2). Retrieved from https://mje.mcgill.ca/article/download/8523/6456. 
4. Crocker, R. K., & Dibbon, D. (2008). Teacher education in Canada: A baseline study. H. Rasham (Ed.). Kelowna, BC: Society for the Advancement of Excellence in Education.
5. Gambhir, M., Broad, K., Evans, M., Gaskell, J. (2008). Initial Teacher Education in Canada: Themes and Issues. The Ontario Institute for Studies in Education. – University of Toronto.
6. Grimmett, P. P., Young, J., & Lessard, C. (2012). Teacher certification and the professional status of teaching in North America: The new battleground for public education. Charlotte, NC: Information Age Publishing.
7. Henley, D. & Young, J. (2009). Trading in education: The Agreement of Internal Trade, labour mobility and teacher certification in Canada. Canadian Journal of Educational Administration and Policy (91). Retrieved from https://www.umanitoba.ca/publications/cjeap/articles/henl eyyoung.html.
8. Kitchen, J. (2009). Advancing teacher education through faculty development. Brock Education, 19 (1), Retrieved from https://brock.scholarsportal.info/journals/brocked/home/in dex 
9. Master of Education in Leadership in Learning: University of Prince Edward Island. (n.d.). Retrieved June 19, 2020, from https://www.upei.ca/programs/mastereducation. 
10. Master of Education in Educational Administration and Leadership: University of British Columbia. (n.d.). Retrieved June 19, 2020, from https://www.grad.ubc.ca/prospective-students/graduatedegree-programs/master-of-education-educationaladministration-leadership. 
11. Ontario Ministry of College and Universities. (1984) Opinion and Future. The Commission on the Future Development of the universities of Ontario. Toronto: Ministry of College and Universities. 
12.Provincial Committee on Aims and Objectives of Education in the Schools of Ontario. (1968). Living and  learning: The report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario. Toronto, ON: Ontario Department of Education. 
13.Jones, R. H., Scollon, R., Scollon, S. W. (2011). Intercultural Communication: A Discourse Approach, 3rd Edition, Wiley-Blackwell. 
14.Sears, A., Clarke, G. M., & Hughes, A. (1999). Canadian citizenship education: The pluralistic ideal and citizenship education for a post-modern state. In J. Torney-Purta, J. Schwille, & J.A. Amadeo (Eds.), Civic education across countries: Twenty-four national case studies from the IEA civic education project. Amsterdam: IEA. 
15. Van Nuland, S. (2011). Teacher education in Canada. Journal of Education for Teaching, 37 (4).