(2016) Science and education, 10, 69-75. Odessa.

Olha Halitsan,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky, 26,
Staroportofrankivska, Odesa, Ukraine

PREREQUISITES FOR THE FORMATION OF FUTURE TEACHERS’ FACILITATIVE ATTITUDE IN THE EDUCATIONAL ENVIRONMENT OF UNIVERSITIES

The article deals with the issue of the formation of future teachers’ facilitative attitude in the educational environ￾ment of a modern higher educational institution. It has been found that there is no certain final determination of the term of facilitation. In modern Ukrainian and Russian scientific literature the following terminological variants are used: facilitative communication, facilitative competence, social facilitation. The concept of facilitation is considered as a specific kind of communication between the subjects of the educational environment, which improves the communica￾tion in mutual activities in the sphere of education. The essence of the concept of facilitation in education is synonymi￾cally close to the concepts of pedagogical support, which means it helps to simplify the educational process. The main task of a teacher-facilitator is nondominant intervention in the development and formation of a school student’s person￾ality, formation of positive traits, creation of conditions for initiation and making conscious decisions. Pedagogical facilitation is considered as a specific kind of pedagogical activity of a teacher, which aims at helping a child to realise himself/herself as a self-value, supporting his/her desire for self-development and self-improvement, contribute to his/her personal growth, revealing educational capabilities and skills, instilling axiological attitude towards other peo￾ple, nature, national culture on the basis of humanistic dialogic communication. The prospects for the further research are focused on studying facilitative attitude as the element of the system of a teacher’s professional competence. 
 

facilitation, facilitative attitude, future teacher, educational environment.

1. Avdieieva, I. M. (2011). Fasylitatsiia osobystisnoho rozvytku khronichno neuspishnykh molodshykh shkoliariv [Facilitation of personal develop￾ment of unsuccessful junior school students]. Praktychna psykholohiia ta sotsialna robota – Practical psychology and social work, 2, 1-7 [in Ukrainian].
2. Ball, H. O. (2003). Suchasnyi humanizm i osvita: navchalno-metodychnyi posibnyk [Modern humanism and education: study guide]. Rivne [in Ukrainian].
3. Bekh, I. D. (2009). Teoretyko-prykladnyi sens kompetentnisnoho pidkhodu u pedahohitsi [Theoretical and applied essence of the competence approach in educa￾tion]. Vykhovannia i kultura – Educationn and culture, 1- 2 (17-18), 5-7 [in Ukrainian].
4. Vrublevskaya, E. G. (1999). Pedagogicheskie usloviya razvitiya u pedagoga sposobnosti k fasilitiruyushchemu obshcheniyu v protsesse ego professionalnoy deyatelnosti (na materiale uchrezhdeniy dopolnitelnogo obrazovaniya detey) [Pedagogical condi￾tions of the formation of a pedagogue’s capability for facilitating teaching in the process of his/her professional activities (through the example of extracurricular educa￾tion)]. Extended abstract of candidate’s thesis. Khabarovsk [in Russian].
5. Halitsan O. A. (2010). Formuvannia pedahohichnoi fasylitatsii maibutnikh uchyteliv u protsesi navchannia u vyshchomu navchalnomu zakladi [Forming pedagogical facilitation of future teachers in the process of studying at a higher educational institution]. Extended abstract of candidate’s thesis. Odesa [in Ukrainian].
6. Honcharenko S. U. (1997). Ukrainskyi pedahohichnyi slovnyk [Ukrainian pedagogical diction￾ary]. Kyiv: Lybid [in Ukrainian].
7. Trach, R., Ball,H. (Eds.). (2001). Humanistychna psykholohiia: antolohiia u 3-kh t.: navchalnyi posibnyk dlia studentiv vyshchykh navchalnykh zakladiv [Human￾istic psychology: in three volumes: textbook for university students]. Kyiv: Universytetske vydavnytstvo «Pulsary» [in Ukrainian].
8. Dimova, O. V. (2002). Pedagogicheskie usloviya razvitiya sposobnosti k fasilitiruyushchemu vzaimodeystviyu u budushchikh uchiteley [Pedagogical conditions for the development of future teachers’ facili￾tative interaction]. Extended abstract of candidate’s thesis. Khabarovsk [in Russian].
9. Dimukhametov, R. S. (2005). Obnovlenie nauchnykh osnov pedagogiki povysheniya kvalifikatsii: Printsip fasilitatsii: Monogr. [Upgrading advanced training: the principle of facilitation: monograph]. Almaty: MOiN RK, RIPKSO, Tsentr ped. issled. RIPKSO [in Russian].
10. Zhizhina, I. V. (2000). Psikhologicheskie osobennosti razvitiya fasilitatsii pedagoga [Psychological peculiarities of the development of pedagogue’s facilita￾tion]. Extended abstract of candidate’s thesis. Yekaterinburg [in Russian].
11. Kazanzhy, M. Y. (2007). Psykholohichni osoblyvosti osib z riznym typom fasyliatyvnosti [Psycholog￾ical peculiarities of individuals with different facilitative type]. Extended abstract of candidates thesis. Odesa [in Ukrainian].
12. Kondrashykhina, O. O. (2004). Formuvannia zdatnosti do fasylitatsiinykh vplyviv u maibutnikh praktychnykh psykholohiv [Forming capability for facilita￾tive impacts in future practicing psychologists]. Extended abstract of candidates thesis. Kyiv [in Ukrainian].
13. Lushin, P. V. (2013). Ekologicheskaya pomoshch lichnosti v perekhodnyy period: ekofasilitatsiya: monografiya [Ecological aid for a personality in the age of transition: ecofacilitation: monograph ]. Kiev [in Russian].
14. Osypova, T. Yu. (2016). Pedahohichne nastavnytstvo v aspekti polisubiektnoho pidkhodu [Peda￾gogical mentoring in the aspect of polysubject approach]. Naukovyi visnyk Pivdennoukrainskoho natsionalnoho pedahohichnoho universytetu im. K. D. Ushynskoho – Scientific bulletin of South Ukrainian National Pedagogi￾cal University named after K. D. Ushynsky, 1, 61-66 [in Ukrainian].
15. Rodzhers, K. Mezhlichnostnye otnosheniya v fasilitatsii ucheniya [Interpersonal relations in educa￾tional facilitation]. V. Vorobiev (trans.). Retrieved from: http://www.trialog.ru/library/scipubl/rogers100.html [in Russian].
16. Sorochan, T. M. (2005). Pidhotovka kerivnykiv shkil do upravlinskoi diialnosti: teoriia ta praktyka: monohrafiia [Preparing school principals for manage￾ment activity: theory and practice: monograph]. Luhansk: Znannia [in Ukrainian].
17. Sumina, V. E. (2006). Razvitie umeniy fasilitatsii obshcheniya u studentov v protsesse ovladeniya inoyazychnoy rechyu [Development of the skills of edu￾cational facilitation in students in the process of mastering a foreign language]. Extended abstract of candidate’s thesis. Rostov-na-Donu [in Russian].
18. Shakhmatova, O. N. (2006). Pedagogicheskaya fasilitatsiya: osobennosti formirovaniya i razvitiya [Peda￾gogical facilitation: peculiarities of the formation and development]. Nauchnye issledovaniya v obrazovanii – Scientific studies in educstion, 3, 118-125 [in Russian].

(2016) Science and education, 10, 82-87. Odessa.

Mariana Marusinets,
Doctor of Pedagogy, professor,
Department of Psychology and Pedagogy,
National Pedagogical Dragomanov University,
9, Pyrohova Str., Kyiv, Ukraine

REFLEXIVE APPROACHES IN MODERNISATION OF FUTURE PSYCHOLOGISTS’ TRAINING

The article deals with the issue of training future psychologists at modern universities with a focus on the new ap￾proaches, concepts and theories. Among them, the reflexive one is of priority, as it contributes to the reorientation of targets for self-realisation and creative development of a professional’s personality. It is based on the idea of intercon￾nected reflexive activities of all members providing the direction of the educational process at the development of re￾flection in general, its mechanisms and components of personal-semantic sphere, and multi-subjective interaction in particular. Consequently, it becomes necessary to reconsider the specificity of future specialists-psychologists’ training according to the modern challenges related to the modernisation of education, because the traditional system of modern universities is mainly focused on cognitive educational paradigm, in which the activities of the students, the process of their self-education, self-development, self-regulation, self-improvement, which serves as the basis for the development of reflection and self-reflection, are stimulated insufficiently. It is the reflection that is one of the main components of a modern and innovative process of learning, as it acts as the most important ethical and moral phenomenon, due to which the consciousness appears to be an active tool of self-organisation of a personality; makes it possible to implement basic didactical principle, which is justified by domestic and foreign psychological and pedagogical thought. Awareness of reflection as “psychological and pedagogical fundamentals”, “live” foundations of innovative teaching determined the  cultural integration of two technological phenomena:“Teaching to form knowledge” and “Teaching to think” – main￾streams of modern education. One of the necessary conditions for the creation of educational and reflective environment is the promotion of innovative activities of the psychologist, which, being a socio-pedagogical phenomenon, is an im￾portant feature of his/her activities and characterises the complex relationships of the common culture, creative potential and professional orientation of a future psychologist. 

reflection, reflective paradigm, reflective environment, modernisation of education, training of special￾ists majoring in psychology.

1. Asmolov, A. G. (1990). Psikhologiya lichnosti: uchebnik [Psychology of the personality: textbook]. Mos￾cow: Izd-vo MHU [in Russian].
2. Bespalko, V. P. (1989). Slaggaemye pedagog￾icheskoy tekhnologii: kn. dlya rabot. nar. obrazovaniya [Elements of the educational technology: book for workers of public education]. Moscow: Pedagogika [in Russian].
3. Ziaziun, I. A. (1996). Osvitni tekhnolohii u vymirakh pedahohichnoi refleksii [Educational technolo￾gy in pedagogical reflection measurements]. Svitlo – Shine, 1, 4-9 [in Ukranian].
4. Leontev, D. A. (1999). Psikhologiya smysla: pri￾roda, stroenie i dinamika smyslovoy realnosti [Sense psychology: nature, structure and dynamics of semantic reality]. Moscow: Smysl [in Russian].
5. Marusynet, M. M. (2014). Refleksiya yak zasib innovatsiynoyi diyalnosti vchytelya [Reflection as a means of innovative activities of a teacher]. Naukovyy chasopys NPU imeni M. P. Drahomanova. Seriya 12. Psykholohichni nauky: zbirnyk naukovykh prats – Scien￾tific bulletion of Dragomanov NPU. Series 12. Psycholo￾gy: collection of scientific works, 43, 241-246. Kyiv: NPU imeni M.P.Drahomanova [in Ukranian]
6. Ladenko, I. S. (1995). Modely refleksyy: sb. nauch. st. [Models of reflection: collection of scientific works]. Novosybyrsk: ÉKOR [in Russian].
7. Pyekhota, O. M., Kiktenko, A. Z. & Lyubarska, O. M. (2001). Osvitni tekhnolohii :navch.-metod. posib. [Educa￾tional technologies: textbook]. Kiev: A.S.K. [in Ukranian]. 8. Semychenko, V. A. (2004). Psykholohiia pedaho￾hichnoi diialnosti: navch. posib [Psychology Teacher activity: Textbook]. Kyiv: Vyshcha shk. [in Ukranian].
9. Symonenko, S. M. & Chaban, O. M. (2013). Osoblyvosti vplyvu indyvidualno-psykholohichnykh vlastyvostey na tvorchu diyalnist osobytosti [Features of influence of individual psychological properties of the individual’s creative work]. Nauka i osvita – Science and education, 7, 270-277 [in Ukranian].
10. Shchedrovytskyy, H. P. (2005). Myshlenie. Po￾nymanie. Refleksiya [Thinking. Understanding. Reflec￾tion]. Moscow: Nasledye MMK [in Russian].

(2016) Science and education, 10, 87-92. Odessa.

Oleksandr Svatenkov,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Social Pedagogy and Social Work, Nizhyn Gogol State University,
2, Hrafska Str., Nizhyn, Ukraine

ORGANISATIONAL FORMS OF WORK WITH CHILDREN AT RECREATIONAL INSTITUTIONS

According to the Law of Ukraine “On recreation and rest of children”, children’s recreational institution is perma￾nently or temporarily operating facility, specially arranged or adapted, designed for rehabilitation, recreation, child development, that has defined the location, physical infrastructure, human resource software and technology for the provision of rehabilitation and recreation for children up to social service standards of health and recreation. All chil￾dren’s institutions are divided into two groups: healthcare institutions and recreational establishments for children. The effective way to solve teaching and educational problems at recreational institutions is creative team work. One of the important terms ensuring the successful solution of them is the proper organisation of the daily regime, which provides a rational division of activities during a day for children. The structure of the day includes three parts: morning, after  noon and evening activities. According to these blocks, main activities are grouped as follows: educational activities are carried out in the morning; sports – in the afternoon; and the evening block involves entertainment: creative activities and communication with peers and mentors. The main criterion for planning the camp session is the variability and changes of recreation activities forms for children. This approach will create a situation of success for each child, ac￾cording to his/her abilities and talents. The criteria of choice of the forms of work with children at recreational institu￾tions can be divided into objective and subjective ones. The objective ones involve weather and climate conditions, camp territory, number of children. The subjective ones are maintenance supplies (equipment, office materials, sports facilities) and pedagogical staff.

children’s recreational institution, organisational form, day regime, leisure time.

1. Zakon Ukrainy «Pro ozdorovlennia ta vidpo￾chynok ditei» [Law of Ukraine "On rehabilitation and recreation of children"]. Retrieved from: http://zakon5.rada.gov.ua/laws/show/375-17/page [in Ukrainian].
2. Kashuba, Ya. M. (2006). Formuvannia systemy dytiachoho ozdorovlennia i turyzmu [Formation of chil￾dren's health and tourism]. Extended abstract of candi￾date’s thesis. Lviv [in Ukrainian].
3. Shelestova, L., Chyrenko, N. (Ed.). (2010). Klasnomu kerivnyku: kolektyvni tvorchi spravy [The class teacher: the collective creative business]. Kyiv: Shkilnyi svit [in Ukrainian].
4. Milchevska, H. S. (2014). Formy i metody ro￾boty zi starshymy pidlitkamy v dytiachomu zakladi ozdo￾rovlennia ta vidpochynku [Forms and methods of work with older adolescents in a children’s institution of reha￾bilitation and recreation]. Molodyi vchenyi – The young scientist, 1 (03), 150-154 [in Ukrainian].
5.Simonenko, S. N., Lebedinskiy, E. B. (2011). Aktualnye problemy rekreatsionnoy psikhologii detstva [Topical issues of recreational psychology of childhood]. Nauka і osvіta. Spetsvipusk: «Aktualnі problemy rekreatsіinoi psikholohii dytynstva» – Science and educa￾tion. Special issue “Topical issues of recreational psy￾chology of childhood”, 11, 6-7. Odesa [in Russian].
6. Kapska, A. Y. (Ed.). (2011). Sotsialna pedahohi￾ka [Social pedagogy]. 5 th ed. rev. Kyiv: Tsentr uchbovoi literatury [in Ukrainian].

(2016) Science and education, 10, 92-98. Odessa.

Leonid Chernovatyi,
Doctor of Pedagogy, professor,
Department of Theory and Practice of the Translation from the English Language,
Vasyl Karazin Kharkiv National University,
4, Svobody Square, Kharkiv, Ukraine

DEVELOPMENT OF CHILDREN’S VALEOLOGICAL CULTURE IN TEACHING A FOREIGN LANGUAGE

The paper provides a description of an original experimental research which proves the potential possibility of valeological culture development in the process of teaching foreign languages to schoolchildren. In contrast to the tradi￾tional models of research predominantly based on the explicit presentation of valeological knowledge and its expected subsequent acquisition, the author suggests an implicitly-oriented approach. To describe the content of the research, the  article outlines the general principles of the presented approach based on involuntary memorisation which is opposed to the voluntary one. The author substantiates the choice of proverb-type phraseological units (PTPU) as the material of the study arguing that the said units provide favourable conditions required for the involuntary memorisation efficiency, such as vivid emotional background, students’ active involvement and their interest which may contribute to the suc￾cessful development and retaining of the corresponding valeological notions and beliefs. The paper contains some ex￾amples out of the selected 300 PTPU in eight notional categories (ranging from the ‘healthy way of life’ and ‘money can’t buy you health’ to ‘don’t worry, be happy’) that may play an essential role in the valeological culture development while teaching English to schoolchildren. The author presents his arguments in favour of translation, being a hermeneu￾tic activity, to be used as the main tool to accomplish tasks related to the selected material. The paper provides the re￾sults of the original experiment which proved that the tasks offered to the subjects stimulated their creative and mental activities, as well as contributed to the formation of their positive attitude towards the learning process. According to the results obtained through the subjects’ questioning, the average indicator of their positive attitude amounted to 4.5 out of 5,0 maximum possible. 

professional training, Oriental studies, Orientalist, bachelor, professional-pedagogical competence.

1. Avdyeyenko, I. M. (2016). Rozvytok kultury zdorovya studentiv v osvitnomu seredovyshchi vyshchoho navchalnoho zakladu [Students’ health cul￾ture development in the higher school educational envi￾ronment, PhD diss.]. Doctor’s thesis. Kharkiv [in Ukrainian].
2. Barantsev, K. T. (2005). Anhlo-ukrayinskyy frazeolohichnyy slovnyk [English-Ukrainian Phraseo￾logical Dictionary]. Kyiv: Znannia [in Ukrainian].
3. Bashavets, N. A. (2012). Teoretyko-metodychni zasady formuvannya kul'tury zdorovyazberezhennya yak svitohlyadnoyi oriyentatsiyi studentiv vyshchykh ekonomichnykh navchalnykh zakladiv [Theoretical and methodological bases of health-saving culture develop￾ment of students majoring in Economics] Doctor’s the￾sis. Odesa [in Ukrainian].
4. Bobrytska, V. I. (2006). Formuvannya zdo￾rovoho sposobu zhyttya u maybutnikh uchyteliv: mon￾ohrafiya [The development of future teachers’ healthy way of life, monograph]. Poltava: Polihrafichnyy tsentr «Skaytek» [in Ukrainian].
5. Boychuk, Yu. D. (2008). Ekoloho-valeolohichna kultura maybutnoho vchytelya: teoretyko￾metodolohichni aspekty: monohrafiya [Future teachers’ ecological and valeological culture: Theoretical and methodological aspects, monograph]. Sumy: Univer￾sytetska knyha [in Ukra
inian].
6. Bondarenko, O. M. Formuvannya valeolohich￾noyi kompetentnosti studentiv pedahohichnykh univer￾sytetiv u protsesi profesiynoyi pidhotovky [Pedagogical universities students’ valeological competence develop￾ment in professional training]. Extended abstract of can￾didate’s thesis. Kiev [in Ukrainian].
7. Vlakhov, S. & Floryn, S. (1986). Neperevodymoe v perevode [Uon-translatable in Translation]. Moscow: Vyssh. shk. [in Russian].
8. Zynchenko, P. Y. (1961). Neproyzvolnoe zapo￾mynanye [Involuntary Memorisation]. Moscow: APN RSFSR [in Russian].
9. Psykholohichna entsyklopediya (2006). [Psycho￾logical Encyclopedia] [avt.-uporyad. Stepanov O.M.]. Kyiv : Akademvydav [in Ukrainian].
10. Yushchuk, I. P. (2003). Ukrayinska mova [The Ukrainian Language]. Kyiv: Lybid [in Ukrainian].
11. The Oxford Dictionary of Proverbs [Edited by Jennifer Speake]. (2008). New York: Oxford University Press [in English].