(2022) Science and education, 2, 39-43. Odessa.

Mykola Nosko,
Doctor of Pedagogical Sciences, Professor,
active member of the National Academy
of Pedagogical Sciences of Ukraine,
Honors of Science and Technology of Ukraine,

Olha Mekhed,
Doctor of Pedagogical Sciences, associate professor,
head of the Department of Biology,
T.H. Shevchenko National University “Chernihiv Colehium”,
Chernihiv, Ukraine

SCIENTIFIC AND RESEARCH WORK OF STUDENTS AS A COMPONENT OF PREPARATION FOR SOCIAL AND PEDAGOGICAL ACTIVITIES

The article defines the essence, features and main aspects of scientific research work of students as one of the components of socio-pedagogical activity in the work of a teacher of biology and the basics of health. The purpose of the study was to identify the main aspects and substantiate the theoretical basis of training future teachers of biology and the basics of health for scientific and research activities, for which the theoretical basis of training future teachers for scientific and research activities was revealed and the range of issues that require scientific development was determined knitting; the essence, structural components, criteria and levels of readiness of future teachers of biology and the basics of health for scientific and research activities are substantiated; the theoretical foundations of the concept of pedagogical influence on the process of training future teachers for scientific and research activities are determined. The following research methods were used: analysis of scientific, psychological-pedagogical, educational-methodical and special literature, information sources on the research problem; synthesis and generalization of theoretical provisions revealed in scientific and educational literature; summarizing one's own pedagogical experience of training future teachers to carry out scientific research activities in the learning process, as well as the practical experience of teachers. The main aspects of scientific and research activity of education seekers in a pedagogical institution of higher education are characterized. The theoretical principles of training future teachers of biology and the basics of health for scientific and research activities are substantiated. It has been established that an effective factor in the system of professional training of future teachers of biology and the basics of health for socio-pedagogical activity is the organization of their scientific and research work, which is clearly implemented in three stages: involvement in the performance of necessary tasks using methods of scientific and pedagogical research in the process psychological-pedagogical diagnosis of schoolchildren and individual elements of the social-educational process; studying the best pedagogical experience of domestic and foreign teachers on the outlined problem, conducting socio-pedagogical research in institutions of general secondary education. Prospects for further research are to establish and characterize the stages and levels of mastering by students of the main types of socio-pedagogical activity of a biology teacher and the basics of health.

teacher of biology and fundamentals of health, research work, educational process, professional activity, socio-pedagogical activity.

1. Artemenko O. V. (2017). Preparation of future teachers of philological specialties for scientific research activity. 13.00.04. Dnipro, 2017. 327р [in Ukrainian]
2. Budnyk, O. B. (2015). Teoretychni i metodychni zasady profesiinoi pidhotovky maibutnikh uchyteliv pochatkovykh klasiv do sotsialno-pedahohichnoi diialnosti [Theoretical and methodological principles of professional training of future primary school teachers for sociopedagogical activities]. Extended abstract of Doctor’s thesis. Zhytomyr: Zhytomyrskyi derzhavnyi universytet imeni Ivana Franka [in Ukrainian].
3. Mekhed, O. B. (2019). Formuvannia zdorovoho sposobu zhyttia yak vazhlyva chastyna vykhovannia ta sotsializatsii pidrostaiuchoho pokolinnia [Formation of a healthy lifestyle as an important part of education and socialization of the younger generation]. Visnyk Natsionalnoho universytetu “Chernihivskyi kolehium” imeni T. H. Shevchenka – Bulletin of the T. H. Shevchenko National University “Chernihiv Colehium”, 4 (160), 84–88 [in Ukrainian].
4. Mekhed, D. B., Mekhed, O. B., Shvidkiy A. L. (2012). Rol informatsiino-komunikatsiinykh tekhnolohii u motyvatsii navchalnoi diialnosti studentiv [The role of information and communication technologies in motivating students' learning activities] : Kyiv-Vinnitsa, Ukraine: 2012, 417-422 [in Ukrainian]
5. Druz V. A., Iermakov S. S., Nosko M. O., Shesterova L. Ye., Novitskaya N. A. (2017). The problems of students’ physical training individualization. Pedagogics, psychology, medical-biological problems of physical training and sports. 2017. Vol. 21(2). P. 4–12.
6. Griban, G., Myroshnychenko, M., Tkachenko, P., Krasnov, V., Karpiuk, R., Mekhed, O., Shyyan, V. (2021). Psychological and pedagogical determinants of the students’ healthy lifestyle formation by means of health and fitness activities. Wiadomości Lekarskie, 2021; 74 (5),1074-1078.
7. Ivashchenko О., Khudolii О., Yermakova Т., Iermakov S., Nosko М., Nosko Y. (2016). Factorial and discriminant analysis as methodological basis of pedagogic control over motor and functional fitness of 14–16 year old girls. Journal of Physical Education and Sport ® (JPES), 2016. 16(2), Р.442 – 451.
8. Nosko, M., Mekhed, O., Ryabchenko, S., Ivantsova, O., Denysovets, I., Griban, G., Prysyazhniuk, S., Oleniev, D., Kolesnyk, N., & Tkachenko, P. (2020). The influence of the teacher’s social and pedagogical activities on the health-promoting competence of youth. International Journal of Applied Exercise Physiology, 9(9), 2020. 18-28.
9. Sitovskyi, A., Maksymchuk, B., Kuzmenko, V., Nosko, Yu., Korytko, Z., Bahinska, O. Maksymchuk, I. (2019). Differentiated approach to physical education of adolescents with different speed of biological development. Journal of Physical Education and Sport, 19 (3), 1532–1543.

(2022) Science and education, 2, 31-38. Odessa.

Svitlana Lytovchenko,
Doctor of Pedagogical Sciences, Senior Researcher,
Head of the Department of Education of Children with Hearing Impairments,
Mykola Yarmachenko Institute of Special Pedagogy and Psychology
of the National Academy of Pedagogical Sciences of Ukraine,
9, M. Berlinskoho str., Kyiv, Ukraine
ORCID ID: https://orcid.org/0000-0003-0001-4667

Vitaliy Lytovchenko,
Intern,
Ukrainian Military Medical Academy,
45/1, bldg. 33, Moskovskaya str., Kyiv, Ukraine
ORCID ID: https://orcid.org/0000-0003-1869-6168

PREPARATION OF PARENTS FOR ASSESSMENT OF CHILDREN’S DEVELOPMENT IN INCLUSIVE RESOURCE CENTERS: PSYCHOLOGICAL AND PEDAGOGICAL FUNDAMENTALS OF COMMUNICATION

Innovations in the field of special pedagogy and psychology led to the reorganization of the system of consultative and diagnostic assistance, therefore inclusive resource centers became the first link in determining the individual trajectory of education for a child with special educational needs. At the same time, in the extremely difficult period of wartime, it is especially important to establish effective communication, pay attention to the psychological state of parents, and reduce their level of anxiety. Taking into account the above, there is a need to define and present recommendations for parents, in particular regarding visiting the inclusive resource centers, conducting a comprehensive assessment of the child’s development, based on current regulatory documents and taking into account educational innovations. The purpose of the article is to develop recommendations for parents who plan to carry out a comprehensive assessment of the child’s development in an inclusive resource center, based on the key values of modern education (tolerance, respect for differences, freedom of choice; priority of the child’s interests, the value of childhood and cooperation with the family; emphasis on individual needs and capabilities). Methods of analysis of regulatory documents, literary sources, results of modern research presented in scientific publications included in the scientometric databases PubMed, Index Copernicus, Ulrich’s Periodicals, Google Scholar, Web of Science, Scopus, etc. were used. Within the scope of the empirical study, the organization of comprehensive psychological and pedagogical assessments of children’s development was analyzed and a survey of parents was conducted on the basis of the Inclusive Resource Center № 3 of the Desnyan district of Kyiv using Google forms (during 2019–2022). More than 50 teachers who work in the inclusive resource centers of Kyiv took part in the study, and about 120 families. The results of the study give grounds for drawing the following conclusions: the analysis of legal documents and psychological-pedagogical literature shows the relevance of the problem of the activities of inclusive resource centers (the issue of informational and methodical support for parents regarding the organization of a comprehensive assessment of the child’s development in the inclusive resource center requires special attention); recommendations are defined for parents who plan to carry out a comprehensive assessment of a child’s development in an inclusive resource center; approbation of the developed recommendations made it possible to note a decrease in psycho-emotional stress in parents (35% of respondents), significantly expand their understanding of the procedure for carrying out development assessment in inclusive resource centers (65% of respondents), to improve the competence of parents in the analysis of data received from specialists and to approach the organization of accompanying a child in an educational institution in a more motivated manner (45% of respondents).

inclusive resource center, children with special educational needs, comprehensive assessment of child development, communication specialists, advice to parents.

1. Cabinet of Ministers of Ukraine (2017). Pro zatverdzhennia Polozhennia pro inkliuzyvno-resursnyi tsentr: Postanova Kabinetu Ministriv Ukrainy vid 12 lypnia 2017 r. № 545 [On the approval of the Regulation on the inclusive resource center: Resolution of the Cabinet of Ministers of Ukraine of July 12, 2017 № 545]. Retrieved from: https://zakon.rada.gov.ua/laws/show/545-2017-%D0%BF#Text [in Ukrainian].
2. Lytovchenko, S. (2019). Diialnist IRTs u systemi pidtrymky ditei z osoblyvymy osvitnimy potrebamy: aktualni pytannia [Activities of the IRC in the system of support for children with special educational needs: current issues]. Osoblyva dytyna: navchannia i vykhovannia – Special child: learning and upbringing, 4(93), 30–36 [in Ukrainian].
3. Zhuk, V., Lytovchenko, V., Lytvynova, V. (2019). Novyi format osvitnoho seredovyshcha: dity z porushenniamy slukhu u doshkilli: navchalno-metodychnyi posibnyk [A new format of the educational environment: children with hearing impairments in preschool: educational and methodological manual]. Kyiv: FOP Symonenko O.I., 280 p. [in Ukrainian].
4. Irvine, A., Lupart, J., Loreman, T., McGhie-Richmond, D. (2010). Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District. Exceptionality Education International, 20(2), 70–88. DOI: https://doi.org/10.5206/eei.v20i2.7664 [in English].
5. Danilavichiutie, E. (2018). Dity z osoblyvymy osvitnimy potrebamy v inkliuzyvnomu seredovyshchi [Children with special educational needs in an inclusive environment]. Osoblyva dytyna: navchannia i vykhovannia – Special child: learning and upbringing, 3(87), 7–19 [in Ukrainian].
6. Zasenko, V., Prokhorenko, L. (2020). “Osoblyvi dity” v umovakh osoblyvoho navchalnoho roku: naukova dopovid na veb-konferentsii “Ucheni NAPN Ukrainy – ukrainskym vchyteliam” (27 serpnia 2020 r.) [“Special children” in the conditions of a special school year: scientific report at the web conference “Scientists of the National Academy of Sciences of Ukraine to Ukrainian teachers” (August 27, 2020)]. Visnyk Natsionalnoi akademii pedahohichnykh nauk Ukrainy – Bulletin of the National Academy of Pedagogical Sciences of Ukraine, 2(2), 1–6. DOI: https://doi.org/10.37472/2707-305X-2020-2212-4 [in Ukrainian].
7. Kolupaieva, A., Taranchenko, O. (2019). Inkliuzyvna praktyka: tekhnolohii navchannia: navchalno-metodychnyi posibnyk [Inclusive practice: learning technologies: teaching and methodical manual]. Kharkiv: Litera LTD, 160 p. [in Ukrainian].
8. Lytvynenko, O., Zlatova, L., Zasenko, V., Prokhorenko, L., Lunov, V. (2020). Adaptive Potential of Young People as a Factor af Mental Health-Preserving. Journal of History Culture and Art Research, 9(3), 374–385. DOI: https://doi.org/10.7596/taksad.v9i3.2846 [in English].
9. Kompanets, N., Lutsenko, I., Koval, L. (2018). Orhanizatsiino-metodychnyi suprovid dytyny z osoblyvymy osvitnimy potrebamy v umovakh ZDO: navchalno-metodychnyi posibnyk [Organizational and methodological support of a child with special educational needs in the conditions of special education: educational and methodological manual]. Kyiv: Vydavnycha hrupa “Atopol”, 100 p. [in Ukrainian].
10. Poroshenko, M. et al. (eds.) (2018). Orhanizatsiinometodychni zasady diialnosti inkliuzyvno-resursnykh tsentriv: navchalno-metodychnyi posibnyk [Organizational and methodological principles of activity of inclusive resource centers: educational and methodological manual]. Kyiv, 252 p. [in Ukrainian].
11. Lytovchenko, S. (2020). Systema avtomatyzatsii roboty inkliuzyvno-resursnykh tsentriv: kontent shchodo osoblyvykh osvitnikh potreb [The system of automating the work of inclusive resource centers: content related to special educational needs]. Visnyk pisliadyplomnoi osvity. Seriia “Pedahohichni nauky” – Bulletin of postgraduate education. Series “Pedagogical Sciences”, 13(42), 123–140. DOI: https://doi.org/10.32405/2218-7650-2020-13(42)-123-139 [in Ukrainian].
12. Prokhorenko, L., Yarmola, N. et al. (2021). Metodychni rekomendatsii dlia inkliuzyvno-resursnykh tsentriv shchodo vyznachennia katehorii (typolohii) osvitnikh trudnoshchiv u osib z OOP ta rivniv pidtrymky v osvitnomu protsesi [Methodological recommendations for inclusive resource centers regarding the definition of categories (typologies) of educational difficulties for persons with disabilities and levels of support in the educational process]. Kyiv: Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine, 198 p. Retrieved from: https://ispukr.org.ua/?page_id=8429#.Yrcvy3ZBxPY [in Ukrainian].
13. Danilavichiutie, E. (2021). Innovatsiina kontseptsiia vyznachennia funktsionalno-movlennievykh osvitnikh trudnoshchiv u osib z osoblyvymy potrebamy [Innovative concept of determining functional and speech educational difficulties in persons with special needs]. Dity z osoblyvymy potrebamy: vid rivnykh prav – do rivnykh mozhlyvostei: materialy VII Mizhnarodnoho konhresu zi spetsialnoi pedahohiky ta psykholohii [Children with special needs: from equal rights to equal opportunities: materials of the VII International Congress on Special Pedagogy and Psychology] (Kyiv, October 7–8, 2021). Kyiv, pp. 47–55 [in Ukrainian].
14. Bekh, I. (2019). Komponentna tekhnolohiia skhodzhennia zrostaiuchoi osobystosti do dukhovnykh tsinnostei [Component technology of the ascent of a growing personality to spiritual values]. Horyzont dukhovnosti vykhovannia: kolektyvna monohrafiia [The horizon of the spirituality of education: collective monograph] / Y. Kevishas, O. Otych (eds.). Vilnius: Zuvedra, pp. 39–54 [in Ukrainian].
15. Savchenko, O. (2012). Ekolohiia dytynstva: V.O. Sukhomlynskyi i suchasna pochatkova shkola [Ecology of childhood: V.O. Sukhomlynskyi and modern elementary school]. V. Sukhomlynskyi u rozdumakh suchasnykh ukrainskykh pedahohiv: monohrafiia [V. Sukhomlynskyi in the reflections of modern Ukrainian teachers: monograph] / O. Sukhomlynska, O. Savchenko (eds.). Luhansk, pp. 117–126 [in Ukrainian].
16. Sukhomlynska, O. (2015). Tolerantnist yak pidkhid do rozghliadu idei V. Sukhomlynskoho pro dytynu [Tolerance as an approach to consideration of V. Sukhomlynskyi’s ideas about the child]. Istorykopedahohichnyi almanakh – Historical and pedagogical almanac, 1, 7–12 [in Ukrainian].
17. Deppeler, J., Aikens, K. (2020). Responsible innovation: designing schools for tomorrow’s learners. Monash. Retrieved from: http://cog-live.s3.amazonaws.com/n/1271/2020/Mar/09/ewCXjRsz4Q0sAlmLeiiQ.pdf [in English].
18. Baigorri, M., Crowley, C., Bukari, B. (2019). Collaborative efforts to improve opportunities for children with intellectual and developmental disabilities in Ghana. Perspectives of the ASHA Special Interest Groups, 4(5), 1140–1147. DOI: https://doi.org/10.1044/2019_PERSSIG17-2019-0020 [in English].
19. Bürki, L., Höfer, J., Kamp-Becker, I., Poustka, L., Roessner, V., Stroth, S., Wolff, N., Hoffmann, F., Bachmann, C. (2021). Special educational support in children and adolescents with Autism Spectrum Disorder in Germany: Results from a parent survey. Research in Developmental Disabilities, 112, 103931. DOI: https://doi.org/10.1016/j.ridd.2021.103931 [in English].
20. Miller, L., Pinderhughes, E., Pérouse de Montclos, M.-O., Matthews, J., Chomilier, J., Peyre, J., Vaugelade, J., Sorge, F., de Monléon, J.-V., de Truchis, A., Baubin, O. (2021). Feelings and perceptions of French parents of internationally adopted children with special needs (SN): Navigating the triple stigma of foreignness, adoption, and disability. Children and Youth Services Review, 120, 105633. DOI: https://doi.org/10.1016/j.childyouth.2020.105633 [in English].
21. Yongshen, Feng; Xuezhen, Zhou; Xiuqun, Qin; Guiyi, Cai; Yeqing, Lin; Yongli, Pang; Biyuan, Chen; Tao, Deng; Lifeng, Zhang (2022). Parental self-efficacy and family quality of life in parents of children with autism spectrum disorder in China: The possible mediating role of social support. Journal of Pediatric Nursing, 63, 159–167. DOI: https://doi.org/10.1016/j.pedn.2021.10.014 [in English].

(2022) Science and education, 2, 25-30. Odessa.

Mykhailo Khoroshukha,
Doctor of Pedagogical Sciences, Ph. D (Candidate of Medical Sciences),
Associate Professor, Professor at the Department of
Physical Rehabilitation and Biokinesiology
Boris Grinchenko Metropolitan University of Kyiv,
13-B, Tymoshenko Str., Kyiv, Ukraine

Anatolii Bosenko,
Doctor of Pedagogy (Candidate of Biological Sciences),
Professor of the Department of Biology and Health Protection,
The State Institution ‘South Ukrainian National Pedagogical
University named after K. D. Ushynsky’,
26, Staroportofrankivska Str., Odessa, Ukraine

Sergii Ivashchenko,
Doctor of Medical Sciences, Professor, Professor at the Department of
Physical Rehabilitation and Biokinesiology,
Boris Grinchenko Metropolitan University of Kyiv,
13-B, Tymoshenko Str., Kyiv, Ukraine

Olha Buriak,
Senior Lecturer at the Department of
Physical Rehabilitation and Biokinesiology
Boris Grinchenko Metropolitan University of Kyiv,
13-B, Tymoshenko Str., Kyiv, Ukraine

RELATIONSHIP BETWEEN THE DEVELOPMENT OF BASIC MENTAL FUNCTIONS AND THE BLOOD GROUP INDICATOR IN 13-15 YEARS OLD FEMALE ATHLETES
Dedicated to the memory of Professor Leonid Prokopovych Sergiyenko

In this article, the influence of serological blood group markers on the development of basic mental functions, such as attention, perception information, thinking, in female athletes aged 13 to 15 years has been studied. The purpose of the article is to analyze and summarize the data of our scientific research, which relate to the influence of serological markers of blood groups on the development of basic mental qualities among girls involved in various sports. The study involved athletes of the Brovarsky Sports College (experimental group) (n=178), who, according to the classification of sports in the Dembo method (1980), were divided into two groups: group A – speed-strength sports (n=96); group B – endurance sports (n=82). The control group included girls aged 13-15 (n=117) who did not go in for sports. The study of mental functions was carried out using well-known scientifically based methods: 1) The study of the attention function was carried out according to the Anfimov correction test by using the letter table. The following indicators were determined during the study: the number of characters viewed, the number of correctly crossed out letters, the number of errors made during the entire period of work, as well as the focus (concentration) attention; 2) The study of the time perception functions was carried out according to the methodology of V.L. Marishuka and co-authors (1990). The following indicators were determined during the study: the sum of errors done by the participants and the accuracy of the time perception; 3) The study of the logical thinking function, respectively, was carried out, according to the method of ‘numerical series methodology’ proposed by M.V. Makarenko and co-authors (1987). Quantitative indicators of the logical thinning function evaluation were the following: the number of correct answers guessed by the participants during the study, the speed of thinking and the overall assessment of the logical thinking state. Associative links between blood groups and the development of mental qualities among young people were revealed. The fact of the possibility of using indicators of blood groups in the process of genetic forecasting of the prospects for the development of mental functions in girls has been established.

blood groups, mental functions, females, adolescence.

1. Dembo A.G. (1980). Aktualnye problemy sovremennoy sportyvnoy meditsiny. M. : Fizkultura i sport. 295 s [in Russian].
2. Korobejnikov G., Mazmanyan K., Konyayeva L., Rossoxa G., Medvydchuk K. (2009). Subyektyvna ocinka chasu sportsmeniv riznyx grup vydiv sportu. Moloda sportyvna nauka Ukrayiny : zb. nauk. pracz v galuzi fizychnoyi kultury ta sportu. Lviv : NVF «Ukrayinski tekhnologiyi». Vyp. 13. T. 1, 154–159 [in Ukrainian].
3. Lebedyev S.I., Tyurin O.Yu. (2016). Vplyv trenuvalnogo procesu za programoyu dytyacho-yunaczkoyi serednoyi shkoly na psyxofiziologichni yakosti futbolistiv 10–12 rokiv. Slobozhanskyj naukovo-sportyvnyj visnyk, 1 (51), 38–42 [in Ukrainian].
4. Lukavenko Ye.G. (2002). Rozvytok intelektualnykh zdibnostej studentiv za dopomogoyu sportyvnogo oriyentuvannya. Pedagogika, psykhologiya ta medykobiologichni problemy fizychnogo vyxovannya i sportu, 28, 22–26 [in Ukrainian].
5. Lushhak A.R. (2001). Diagnostyka psyxofizychnoyi pidgotovky kursantiv navchalnyx zakladiv MVS Ukrayiny. Ivano-Frankivsk, 66 s [in Ukrainian].
6. Makarenko N.V., Puxov V.A., Kolchenko N.V. y dr. (1987). Osnovy professyonalnogo psyxofyzyologycheskogo otbora. Kiev : Naukova dumka, 244 s. [in Russian].
7. Makarenko M.V., Lyzogub V.S. (2011). Ontogenez psyxofiziologichnyx funkcij lyudyny. Cherkasy : Vertykal, vydavecz PP Kandych S.G., 256 s [in Ukrainian].
8. Marishchuk V.L., Bludov YU. M., Plahtienko V.A., Serova L.K. (1990). Metodiki psihodiagnostiki v sporte : ucheb. posob. dlya stud. ped. in-tov. Moskva: Prosveshchenie, 256 s [in Russian].
9. Mykhajlo Khoroshukha, Sergij Ivashhenko, Iryna Omeri, Olga Buryak. (2020). Vplyv serologichnykh markeriv grup krovi na rozvytok osnovnykh psyxichnykh funkcij yunykh sportsmeniv. Nauka i osvita. 2 / CLXXXIII, 50–56 [in Ukrainian].
10. Sergiyenko L.P. (2007). Aktualni psyxologichni problemy sportyvnogo vidboru. Visnyk Chernigivskogo derzhavnogo pedagogichnogo universytetu imeni T.G. Shevchenka. Seriya: Pedagogichni nauky. Fizychne vyxovannya ta sport. Vyp. 44, 99–105 [in Ukrainian].
11. Soloshenko R., Nedogonova D. (2011). Zdatnist do vidtvorennya chasovyx vidrizkiv tryvalosti ta yiyi genetychna obumovlenist. Visnyk Chernigivskogo nacionalnogo pedagogichnogo universytetu imeni T.G. Shevchenka. Seriya: Pedagogichni nauky. Fizychne vyxovannya ta sport. Vyp. 86, 134–137 [in Ukrainian].
12. Khoroshukha M.F. (2014). Osnovy zdorovya yunykh sportsmeniv: monografiya. Kiev: NUBiP Ukrayiny, 722 s [in Ukrainian].
13. Alkon D.B., Airioral D.G., Bear M.F., Black I., Carev T.I. et al. (1991). Learning and memory. Brain Pas. Rev. Vol. 16(2). Р. 193–220 [in English].
14. Khoroshukha Mykhailo, Putrov Sergiy, Sushchenko Lyudmyla, Bazylchuk Oleg, Kabashnyuk Vitaliy. (2018). Influence of blood types serologic markers on development of concentration function of young 13–16year old athletes. Journal of Physical Education and Sport. Vol. 18 (Supplement issue 4), Art 278. Р. 1890–1895 [in English].
15. Khoroshukha Mykhailo, Putrov Sergiy, Sushchenko Lyudmyla, Bazylchuk Oleg, Kabashnyuk Vitaliy. (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. Vol. 19. Art 83. Р. 567–572 [in English].
16. Khoroshukha Mykhailo, Sergiy Putrov, Lyudmyla Sushchenko, Olena Zavalniuk, Oleg Bazylchuk, Yurii Dutchak. (2019). Influence of blood type serologic markers on development of the function of logical thinking of athletes aged 17–20. Journal of Physical Education and Sport. Vol.19 (issue 2), Art 153. Р. 1060–1065 [in English].
17. Khoroshukha M., Ivashchenko S., Bosenko A., Biletska V., Kovalenchenko V. (2020). Gender features of the effects of serological markers of blood groups on the development of attention function of young adolescent athletes. Georgian Medical News. No 7–8 (304–305). Р. 103–111 [in English].
18. Khoroshukha M., Bosenko A., Tymchyk O., Nevedomsjka J., Omeri I. (2020). Research of peculiarities of development of time perception function in 13–15 yearold athletes with different blood groups. Georgian Medical News. No 10 (307). P. 142–149 [in English].
19. Khoroshukha M., Bosenko A., Prysiazhniuk S., Tymchyk O., Nevedomsjka J. (2020). Influence of sexual dimorphism on the development of the logical thinking function in young athletes aged 13–15 years with different blood groups. Georgian Medical News. No 12 (309). P.108–114 [in English].
20. Lyshevska V, Shepoval S. (2017). Serological markers in the prognosis of the development of human speed abilities. Fizychne vyxovannya, sport i kultura zdorovya u suchasnomu suspilstvi. 4(40). P. 53–59 [in English].
21. 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].
22. Bjorklund, D. F., & Bjorklund, B. R. (1985). Organization versus item effects of an elaborated knowledge base on children’s memory. Developmental Psychology. Vol. 21(6). P. 1120–1131 [in English].
23. Eric R. Kandel. (2001). The Molecular Biology of Memory Storage: A Dialog Between Genes and Synapses. Bioscience Reports. Vol. 21(5). P. 565–611 [in English].
24. Zakay D., Block R.A. (2004). Prospective and retrospective duration judgments: an executive – control perspective. Acta Neurobiol. Experiment. Vol. 64(3). P. 319–328 [in English].

(2022) Science and education, 2, 19-25. Odessa.

Tetyana Degtyarenko,
Doctor of Medical Sciences, Academician of the Academy of Sciences of the Higher Education of Ukraine,
Professor at the Department of Biology and Health Care,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska str., Odesa, Ukraine

Veronika Kovylina,
PhD (Candidate of Pedagogical Sciences),
Associate Professor at the Department of Special Pedagogy and Psychology,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska str., Odesa, Ukraine

Oksana Kostyuk
Graduate Student at the Department of Biology and Health Care,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska str., Odesa, Ukraine

Tatiana Vashchuk
Graduate Student at the Department of Biology and Health Care,
The State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportofrankivska str., Odesa, Ukraine

COMPREHENSIVE ASSESSMENT OF CHILDREN’S PSYCHO-PHYSICAL STATE USING VISUAL PSYCHOMOTOR REACTIONS

The article is devoted to the analysis of the results of a comprehensive examination of the psychophysical condition of older preschool children using classical psychodiagnostic testing, immunological methods and oculodynamic parameters of visual afferentation. Visual perception is of leading importance for the intellectual, psychomotor and creative development of the individual, but the mechanisms of visual perception remain the least studied in the context of ensuring cognitive processes in children and adults. Therefore, the research of the mechanisms of visual afferentation remains a promising and relevant direction of modern psychophysiological science, since they are an important component of the cognitive process at all ontogenetic stages of the formation and formation of higher mental functions of the child. immunological methods and oculodynamic parameters of visual afferentation. Research methods: analysis of anamnestic data; study of immunological reactivity; assessment of the state of the autonomic nervous system; determination of the functional state of the visual analyzer; research of individual oculodynamic parameters of visual afferentation and visual perception based on computer pupillography data; statistical data processing. Taking into account that visual afferentation is a leading component of a child’s psychological and psychophysiological state, the authors note the feasibility of using oculodynamic parameters of visual afferentation for individualized assessment of the state of psychomotor and cognitive functions in children. The introduced analysis of relationships between the oculodynamic parameters of visual afferentation, the results of psychological testing and the assessment of the immunological reactivity of the body in children allowed to reveal the presence of significant correlations between the studied indicators. According to the authors, the modern methodology of the interdisciplinary approach requires the involvement of specialists of various profiles for the full implementation of the diagnostic process in children of older preschool age and preparatory groups in order to timely identify the adaptive potential of each child for the organization of oriented psychological and pedagogical activities.

psychophysical condition, older preschool children, visual afferentation, psychodiagnostic testing.

1. Dehtiarenko, T. (2016). Vzaiemozviazok mizh pokaznykamy, yaki kharakteryzuiut stupin porushen pertseptyvno-kohnityvnykh i psykhomotornykh funktsii [The relationship between indicators that characterize the degree of perceptual-cognitive and psychomotor function disorders]. Eksperymentalna i klinichna medytsyna – Experimental and clinical medicine, 2(71), 69–73 [in Ukrainian].
2. Dehtiarenko, T., Ushan, O. (2004). Vyznachennia paternu indyvidualnoi spetsyfichnoi reaktyvnosti orhanizmu na pidstavi okulodynamichnykh parametriv zorovoi aferentatsii [Determination of the pattern of individual specific reactivity of the organism on the basis of oculodynamic parameters of visual afferentation]. Nauka i osvita – Science and education, 2, 13–17 [in Ukrainian].
3. Dehtiarenko, T., Shevtsova, Ya. (2015). Diahnostyka ta korektsiia psykhomotornykh porushen u rozumovo vidstalykh ditei: navchalnyi posibnyk [Diagnosis and correction of psychomotor disorders in mentally retarded children: study guide]. Odesa: VMV, 216 p. [in Ukrainian].
4. Dehtiarenko, T., Chernolutska, A., Kovalova, K. (2016). Formuvannia psykhomotornykh komponentiv navchannia dytyny v ontohenezi [The formation of psychomotor components of a child’s education in ontogenesis]. Pedahohichnyi almanakh. Doshkilne ta simeine vykhovannia: teoriia, metodyka, praktyka [Pedagogical almanac. Preschool and family education: theory, methodology, practice]. Odesa: Bondarenko M.O., pp. 167–173 [in Ukrainian].
5. Dehtiarenko, T., Kostiuk, O. (2021). Alhorytm vyznachennia stupenia vidkhylen u povedintsi ditei doshkilnoho viku z vykorystanniam psykholohichnoi diahnostyky za protokolom VB-MAPP prohramy [Algorithm for determining the degree of deviations in the behavior of preschool children using psychological diagnostics according to the VB-MAPP program protocol]. Aktualni problemy transportnoi medytsyny – Actual problems of transport medicine, 4(66), 49–59 [in Ukrainian].
6. Dehtiarenko, T., Kovylina, V. (2022). Psykhofiziolohiia rozvytku: pidruchnyk dlia studentiv zakladiv vyshchoi osvity [Psychophysiology of development: textbook for students of higher education institutions]. Kyiv: UAID “Rada”, 327 p. [in Ukrainian].
7. Il’in, E. (2005). Psikhofiziologiya sostoyaniy cheloveka [Psychophysiology of human states]. Saint Petersburg: Piter, 412 p. [in Russian].
8. Kalynychenko, I. (2016). Optymizatsiia navchalnoho protsesu v starshykh klasakh za danymy konstytutsiinotypolohichnykh i funktsionalnykh kharakterystyk uchniv [Optimization of the educational process in senior classes according to the constitutional-typological and functional characteristics of students]. Nauka i osvita – Science and education, 8, 68–72 [in Ukrainian].
9. Lyzohub, V., Pustovalov, V., Chernenko, N. (2018). Chy mozhlyvo sprohnozuvaty uspishnist navchannia za vlastyvostiamy osnovnykh nervovykh protsesiv ta psykhichnykh funktsii? [Is it possible to predict the success of education based on the properties of the main nervous processes and mental functions?]. Nauka i osvita – Science and education, 7–8, 59–66 [in Ukrainian].
10. Plyska, O. (2009). Fiziolohiia vyshchoi nervovoi diialnosti ta sensornykh system mozku: posibnyk [Physiology of higher nervous activity and sensory systems of the brain: manual]. Kyiv: Publishing House of Drahomanov National Pedagogical University, 285 p. [in Ukrainian].
11. Rohovyk, L. (2005). Psykhomotoryka dytyny [Child’s psychomotor skills]. Kyiv: Hlavnyk, 112 p. [in Ukrainian].
12. Ushan, O. (2008). Okulodynamichni parametry zorovoi aferentatsii yak ob’iektyvni kryterii otsinky stanu uvahy ta pratsezdatnosti [Oculodynamic parameters of visual afferentation as objective criteria for assessing the state of attention and working capacity]. Aktualni problemy psykholohii: zbirnyk naukovykh prats Instytutu psykholohii imeni H.S. Kostiuka – Actual problems of psychology: collection of scientific works of H.S. Kostyuk Institute of Psychology, 7(14), 60–68 [in Ukrainian].
13. Filin, V. (2002). Avtomatiya sakkad: monografiya [Automation of saccades: monograph]. Moscow: MGU Publishing House, 240 p. [in Russian].
14. Balogh, M., Kozma, G. (eds.) (2002). Conductive Education: Occasional Papers. № 9. Budapest: International Pető Institute, 107 p. [in English].
15. Blank, R. (2002). Konduktive Förderung nach Pető / ed. by H. von Voss. Aachen: Shaker Verlag, 124 p. [in Hungarian].
16. Mischel, R., Mobley, W. (1996). Neurotrophic factors. Pediatrics and Perinatology: The scientific basis / ed. by P. Gluckman, M. Heymann. 2nd ed. London, pp. 368–372 [in English].
17. Revello Grazia, M., Gerna, G. (2002). Diagnosis and Management of Human Cytomegalovirus Infection in the Mother, Fetus, and Newborn Infant. Clinical Microbiology Reviews, 15(4), 680–715 [in English].
18. Scrutton, D., Damino, D., Mayston, D. (eds.) (2004). Management of the Motor Disorders of Children with Cerebral Palsy. 2nd ed. London: Mac Keith Press, 204 p. [in English].
19. Wilhelm, H., Wilhelm, B. (2003). Clinical applications of pupillography. Journal of Neuro-Ophthalmology, 23(1), 42–49 [in English].