Mountain School of Ukrainian Carpaty <p style="margin: 0cm; margin-bottom: .0001pt; text-align: justify;">The journal highlights the methodological, theoretical and practical principles of pedagogical science development, current problems of schools education, including mountain regions of Ukraine and abroad. This scientific specialized edition of pedagogical sciences is intended for researchers, teachers, doctoral students, graduate students, academic staff, the parent community, and all those interested in the current status of pedagogical education development.</p> <p><strong>ISSN <a href="" target="_blank" rel="noopener">1994-4845</a> </strong>(Print)&nbsp;&nbsp;&nbsp;<strong>E-ISSN <a href="">2415-7147</a></strong>&nbsp;(Online)</p> Vasyl Stefanyk Precarpathian National University en-US Mountain School of Ukrainian Carpaty 1994-4845 FORMATION OF AN INCLUSIVE MODEL OF PHYSICAL EDUCATION FOR STUDENTS WITH DISABILITIES WHO ARE WAR VETERANS IN HIGHER EDUCATION INSTITUTIONS <p>The relevance of the study is determined by the urgent need of the educational community to provide a full opportunity to receive higher education for participants in hostilities, and above all for war veterans, among whom there are many students with disabilities. The purpose of the work is to identify the key foundations of the formation of an inclusive physical education model for war veteran students in higher education institutions. Research methods: theoretical analysis, systematization, comparison of different views on the investigated problem, generalization of data from scientific and methodological, and special literature. It was investigated that the challenges related to the implementation of inclusive education, which faced the education system of Ukraine, are identical to European systems. The implementation of foreign experience in the domestic educational process is a creative combination of key components of corrective development and the interaction of participants in the educational process (teachers and students with disabilities, war veterans) in the course of inclusive physical education aimed at overcoming the effects of the war to eliminate violations in their health. It was found that efforts should be directed to the justification and creation of effective models of inclusive physical education, organized based on modern innovative general scientific and special technologies, theory, methods and practice of physical culture, which would ensure a high level of physical activity of students with disabilities who are war veterans in the process of their their adaptation in the environment of the educational institution would contribute to their health and achievement of the predicted results in the course of their higher education. The directions of implantation of progressive ideas in the process of formation of an inclusive model of physical education for students with disabilities who are war veterans in higher education institutions are singled out. These include training physical education specialists who fully possess inclusive competence; updating the content of methods in the field of inclusive physical education; targeted educational and informational work to develop the need for physical self-improvement and health care among students with disabilities who are war veterans; development of motivation to engage in physical education of students with disabilities who are war veterans; support of the organization of students with disabilities who are war veterans in their physical education on an equal basis with all participants in the educational process; creation of centers of physical culture and sports orientation for students with disabilities who are war veterans in institutions of higher education.</p> Oksana Blavt Copyright (c) 2023 2023-04-25 2023-04-25 28 5 10 10.15330/msuc.2023.28.5-10 TRADITIONAL AND INNOVATIVE MEANS OF EFFECTIVE FORMATION OF ICT COMPETENCE OF SOCIAL WORKERS <p>Information and communication competence contributes to the general development of social workers as high-quality specialists, but also to their professional activity and interaction with the target audience. The article reveals the essence and structural components of ICT competence of future specialists in the social sphere. It is noted that information and communication competence is necessary for the professional growth of a specialist, a representative of a modern digital society, and urgent for activation of communication between participants in the field of social services during wartime and other current challenges. The traditional and innovative means of forming the ICT competence of future social workers during the study of the Foreign Language of Professional Communication course were analyzed. In particular, efficiency and expediency of using interactive tasks, digital mobile applications, tools and online resources for this purpose is justified. The researchers emphasized in the paper the importance of digital interaction, which is implemented in the process of educational tasks presented in the article, as well as the effectiveness of working with authentic texts that introduce ways to solve such a problem in the world experience. The specifics of the use of digital tools as means of forming the information and communication competence of future social workers in the educational space are characterized (tools for creating and viewing videos, multimedia presentations, slide shows, search engines, Google forms, services for the introduction of distance and blended learning, polls, assessment, etc.).</p> Tetyana Blyznyuk Halyna Lemko Oleksandr Blyznyuk Sergiy Fomin Copyright (c) 2023 2023-04-25 2023-04-25 28 11 15 10.15330/msuc.2023.28.11-15 UKRAINIAN EDUCATION IN THE CONDITIONS OF WAR: NEW CHALLENGES, THREATS AND VECTORS OF CHANGES IN THE CONTEXT OF ENSURING THE QUALITY OF EDUCATION <p>The article analyzes the state of the education system in the conditions of russian aggression against Ukraine. The article is based on legislative and normative documents regulating the legal regime of martial law in Ukraine and the peculiarities of the functioning of the educational system during this period, as well as materials and research results of the Ministry of Education and Science of Ukraine, the State Service for the Quality of Education, the State Scientific Institution «Institute of Educational Analytics», of the National Agency for Higher Education Quality Assurance. Official statistical data on the number of educational institutions and students studying at them, as well as damaged and destroyed educational institutions during the war, are provided. Challenges and threats faced by the educational system during the aggression of the russian Federation against Ukraine, its impact on the functioning of the educational system and ensuring the quality of education, including: threats to the life and health of participants in the educational process, large-scale destruction of educational infrastructure, significant losses of the contingent are highlighted education seekers, pedagogical and teaching staff, restrictions on access to education, loss of administrative educational control in territories that have come under temporary occupation or are in the zone of active military operations, reduction of state and local budget expenditures on education. The results of the research showed that after the full-scale russian invasion of Ukraine, despite serious challenges and threats, the educational system at all levels survived and continued to function. At the same time, there were significant changes in the organization of educational activities of educational institutions, which undoubtedly affected the quality of the provision of educational services. These vectors of change related primarily to the security situation in different regions of the country, the choice of models for the organization of the educational process, its material, technical and information support, support for various categories of participants in the educational process, etc.</p> Liubomyra Iliichuk Copyright (c) 2023 2023-04-25 2023-04-25 28 16 21 10.15330/msuc.2023.28.16-21 METHODOLOGY OF TEACHING STUDENTS TO OVERCOME BARRIERS IN BUSINESS COMMUNICATION <p>The article concerns effective communication as an essential component of business success. The aim of research is to identify the specific communication barriers that students encounter in business contexts, such as cultural differences, language proficiency, and technological challenges; to develop effective teaching methodologies and techniques that can help students overcome these communication barriers, such as intercultural training, language instruction, and the use of technology. It was highlighted that effective communication is vital for business success, and communication barriers such as cultural differences, language, and technology can hinder effective communication. When communication barriers exist, it can have a significant negative impact on a business's performance. Therefore, it is crucial for educators to teach students how to overcome barriers in business communication. The author claims that communication barriers are obstacles that prevent people from effectively conveying and receiving information. Consequently, there are many types of communication barriers, including language barriers, cultural differences, physical barriers, emotional barriers, and perceptual barriers. It has been suggested the methodology for teaching students how to overcome barriers in business communication containing exact steps. The methodology outlined in this article, which includes identifying communication barriers, developing intercultural communication skills, enhancing language proficiency, teaching effective use of technology, and providing feedback, can help students develop the necessary skills to overcome communication barriers in a business setting. It has been stated that developing intercultural communication skills takes time and effort. It requires an open mind, willingness to learn, and respect for cultural differences. The author concludes that the field of teaching students to overcome barriers in business communication is dynamic and evolving, and there is significant potential for further research to enhance our understanding of effective teaching practices in this area.</p> Lyudmyla Kraynyak Copyright (c) 2023 2023-04-25 2023-04-25 28 22 26 10.15330/msuc.2023.28.22-26 THE PRINCIPLE OF SUCCESSION IN TEACHING ENGLISH LANGUAGE TO STUDENTS OF HIGHER SCHOOLS <p>The article deals with the principle of succession in teaching English language to students of higher schools. The work highlights the importance of this principle in scaffolding students' learning and building a strong foundation of language skills. It also emphasizes the need for careful selection of appropriate teaching materials that are aligned with students' proficiency levels and learning objectives. Scaffolding techniques are discussed as essential for providing students with the necessary support and guidance to understand complex language structures and concepts. Assessment and feedback are also identified as playing a crucial role in tracking students' learning progress and providing constructive feedback to help them improve their language skills. Finally, the research suggests that the principle of succession is not only important for teaching English language to philological students but also for promoting learner autonomy and independence. Overall, the work aims to contribute to the existing body of knowledge on language teaching and learning and to inform language educators and policymakers on the best practices for teaching English language to students of philological specialties. The article also discusses the challenges and limitations associated with implementing the principle of succession in different educational contexts, such as teacher training, classroom management, and curriculum design. It highlights the importance of providing adequate training and professional development opportunities for language educators to help them effectively implement the principle of succession in their teaching practices. The study emphasizes the need for a studentcentered approach that takes into account students' individual needs, preferences, and cultural backgrounds. The article concludes by suggesting several prospects for further research in this area, including investigating the effectiveness of different scaffolding techniques, exploring the impact of the principle of succession on students' motivation and engagement, and examining the role of assessment and feedback in implementing this principle.</p> Nataliia Rybina Nataliia Koshil Olha Hyryla Copyright (c) 2023 2023-04-25 2023-04-25 28 27 30 10.15330/msuc.2023.28.27-30 ETHNO-CULTURAL COMPONENT IN MODERN PRIMARY EDUCATION <p>The aim of the article is to reveal the role of the ethno-cultural component in forming the national consciousness of junior schoolchildren. One of the most important functions of the school at today's stage is the development of the child's personal world through mastering the spiritual and practical experience and culture of humanity, educating a cultured person capable of self-determination and productive creative activity to create a cultural environment. The implementation of the ethno-cultural component of the content of school education, which is provided by the cultural approach, opens up space for students in creative and research activities, their acquisition of key and subject competencies. It has been proven that the task of the teacher and school education is to ensure the transmission and communication of the ethno-cultural traditions of previous generations to the present, support the positive trends of cultural interaction in the conditions of cohabitation of different peoples / nationalities / ethnic groups for the enrichment and development of ethnic cultures as part of the national culture. It is emphasized that the ethnocultural component is an effective means of awakening cognitive activity, independence, bright individuality, aesthetic development of junior schoolchildren, their involvement in the rich treasures of the material and spiritual culture of Ukrainian people through the assimilation of theoretical knowledge and practical participation in multiplying its achievements. It ensures the assimilation of samples and values of national culture, cultural-historical and social experience of one's state, the formation of a sense of belonging and respect for one's native land. The implementation of this component is ensured through the content of the textbooks of the linguistic and literary field of education - "Ukrainian language" and "Reading", where samples of artistic works of ethno-cultural orientation are presented, since Ukrainian studies topics form Ukrainian studies and general cultural competence in primary school students.</p> Svìtlana Romaniuk Copyright (c) 2023 2023-04-25 2023-04-25 28 31 35 10.15330/msuc.2023.28.31-35 PECULIARITIES OF SPEECH CULTURE IN BUSINESS COMMUNICATION <p>This article focuses on the importance of language culture in the context of business communication. In today's world, business communication has become an integral part of the successful operation of any organization. It includes information exchange, negotiations, presentations, and communication with clients and colleagues, making language culture a crucial aspect of its effectiveness. The authors examine the key aspects of language culture in the business environment and its impact on communication outcomes in organizations, emphasizing the importance of proper language usage, expressiveness, speech structure, and other essential elements of language culture for achieving business communication goals. Special attention is given to the intercultural aspects of business communication since many companies in the modern world have international connections and interact with clients and partners from different countries and cultures. The article analyzes the challenges associated with differences in cultural norms and communication requirements and provides recommendations for effective communication in intercultural contexts. The impact of modern information technologies on language culture in business communication is also discussed. Communication through email, video conferences, social networks, and other tools has undergone significant changes in recent years, and this has a significant influence on how language is used in the business environment. The article calls for the development of language culture skills as an essential aspect of professional development. It provides readers with practical advice and tools for improving their communication skills in business and underscores the importance of continuous self-improvement in this aspect. In conclusion, the authors offer a deep analysis and important insights into the role of language culture in the modern business environment and provide valuable recommendations for enhancing the quality of business communication.</p> Olga Tsaryk Tetiana Panychok Zhanna Maksymchuk Copyright (c) 2023 2023-04-25 2023-04-25 28 36 40 10.15330/msuc.2023.28.36-40 INNOVATIVE APPROACHES TO THE USE OF FEEDBACK TECHNIQUES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS <p>The authors formulate the essence of feedback, describe the organisational and didactic conditions for its effective provision in the educational process of a higher education institution. The authors propose to consider feedback in two aspects: as an option for establishing successful communication and interaction between the teacher and the higher education applicant, and as an option for effective feedback for assessing academic achievements and controlling the knowledge of higher education applicants. The article emphasises the recognition of the importance of the correct application of feedback techniques in the educational process, since it can have both a positive and a negative impact on the organisation of the educational process and the success of higher education applicants. The blended learning format, unlike other modern forms of organising the educational process, involves the use of remote access mode, which usually makes it impossible to communicate and interact directly between the teacher and the education applicants. It is noted that feedback should be considered in the context of the educational component where it is applied. The researchers note that feedback is a means of obtaining important information, the results of educational activities necessary for the effective management of the educational process in a blended learning format. It is noted that the purpose and main objectives of the study are to reveal innovative approaches and organisational and didactic conditions for the use of feedback techniques in the educational process of a higher education institution. The authors point out that innovative ideas of feedback techniques are successfully implemented in the modern educational space of Ukraine. It is emphasised that the effectiveness of implementing feedback techniques in higher education institutions depends on the context, goals, objectives and content context of education and upbringing of a growing personality. The concept of feedback is considered by many sciences within the framework of different scientific approaches and directions, since it mostly has a different interpretation and meaning, as it is one of the main elements of the functioning of the educational system.</p> Inna Chervinska Maryna Vasylyk Nila Neyko Andrii Chervinskyi Copyright (c) 2023 2023-04-25 2023-04-25 28 41 46 10.15330/msuc.2023.28.41-46 FOREST KINDERGARTENS IN POLAND: THE USE OF THE EXPERIENCE IN UKRAINE <p>The article comprehensively studies the formation and the development of forest preschool education in Poland. The content, forms and methods of work in forest kindergartens, the peculiarities of their functioning have been revealed. The programs of forest kindergartens in Poland differ in their content; at the same time, focus on physical, emotional, social, cognitive development is the common feature. It has been found that the ideas of M. Montessori’s pedagogy, Waldorf pedagogy, adventure pedagogy, the concept of the American writer, nature educator J. Cornell, and other progressive views are implemented in these institutions. The advantages of forest kindergartens have been determined: strengthening of health, the development of intellectual potential, communication skills, the ability to overcome obstacles. Children’s ability to overcome difficulties is especially important in the face of new social challenges. The functioning of forest kindergartens in Poland is coordinated by the Regulation of the Minister of National Education of August 28, 2017 “On the types of other forms of preschool education, the conditions of their creation and the procedure of operation”. The Institute of Forest Kindergartens, established in 2016 in Białystok, coordinates their work, promotes the exchange of experience and best practices in the field of forest education. The attention has been focused on scientific studies of forest preschool education by Polish scientists. They analyzed the formation, the development, conceptual foundations and functions of forest kindergartens. Promising ideas of Polish experience of forest preschool education that can be used in preschool education in Ukraine have been identified. They are the following: integration of elements of innovative systems in forest institutions for preschoolers; using the results of a retrospective analysis of the functioning of schools and kindergartens, which have accumulated the experience in environmental education and conducting classes in the bosom of nature; creation of an institution that would coordinate and highlight the work of forest kindergartens. It has been emphasized that the organization of forest preschool education in the conditions of martial law in Ukraine can be useful for Polish preschool education as a preparation for work in crisis situations.</p> Oleksandra Yankovych Copyright (c) 2023 2023-04-25 2023-04-25 28 47 51 10.15330/msuc.2023.28.47-51 ORGANIZATIONAL FORMS OF QUALIFICATION IMPROVEMENT FOR PRIMARY SCHOOL TEACHERS IN WESTERN REGIONS OF UKRAINE (1970s-1980s) <p>This article addresses the issue of postgraduate education for teachers in its historical development in the western regions of Ukraine. Despite the challenging conditions for the development of Ukrainian pedagogical education during wartime, the problems of quality training and retraining for primary school teachers remain relevant. Pedagogical education is the strong foundation on which all educational reforms, including the New Ukrainian School, are based. For Ukraine, which is evolving in the context of European educational processes, the issue of continuous pedagogical education (lifelong learning) is crucial. Ukrainian educational theory and practice have accumulated certain experience in the development of postgraduate education, particularly in the western region of Ukraine in the 20th century (Ivano-Frankivsk, Ternopil, Chernivtsi, Lviv, Zakarpattia, Rivne, Volyn regions). Continuous pedagogical education for primary school teachers in the western regions of Ukraine in the 1970s-1980s was provided by regional institutes for teacher improvement. The development of the postgraduate education system was based on relevant legislation. In addition to traditional forms of qualification improvement (courses for primary school teachers), various lectures, seminars, conferences, elective and practical classes, individual and group consultations, exams, excursions, and organizing teaching practice in the best schools in each region were conducted. Technical teaching aids and computers were actively used, along with role-playing and business games, lesson simulations, and more. This organizational work was particularly intensified after the educational reform in 1985. Special attention was given to the promotion of advanced pedagogical experience, which was studied, disseminated, and contributed to the professional development and self-education of teachers. Still relevant and requiring separate additional research is, for example, the experience of Yavoriv Secondary School (headed by the pedagogical innovator P. Losyuk) and the experience of Serednoberezhivska Secondary School (headed by the pedagogical innovator V. Bilavych) in the Kosiv district of Ivano-Frankivsk region, which researchers during the studied period considered as an important organizational form of postgraduate education for teachers.</p> Halyna Bilavych Copyright (c) 2023 2023-04-25 2023-04-25 28 52 56 10.15330/msuc.2023.28.52-56 THE EVOLUTION OF METHODS TO THE CONTENT OF MILITARY-PATRIOTIC EDUCATION AMONG HIGH SCHOOL PUPILS (2015 – 2022 YEARS) <p>This paper investigates the progression of methodologies employed in military-patriotic education among high school students in Ukraine between the years 2015 and 2022. This study examines the shift in paradigms and pedagogical conceptions within military-patriotic education, as well as the influence of national-patriotic events on the educational material and methodologies employed for pupils. This study examines the influence of state and public institutions, educators, and the media on the development of military and patriotic beliefs among students. This analysis focuses on the examination of modifications made to curricula, textbooks, and extracurricular activities. This study also investigates the involvement of students in military patriotic activities and events, alongside their perspectives on military patriotic education. The author's analysis suggests that military-patriotic education in Ukraine has experienced notable transformations within the examined timeframe, mirroring the societal shifts and evolving perspectives on national defence and patriotism. This study considers the historical and social environment in which military-patriotic education is evolving and emphasises the influence of these elements on shaping the trajectory of this process. Also investigates the present trends and issues encountered in military-patriotic education within the context of Ukraine.</p> Mykola Kovba Copyright (c) 2023 2023-04-25 2023-04-25 28 57 62 10.15330/msuc.2023.28.57-62 COMPARATIVE ANALYSIS OF MODERN TECHNOLOGIES IN SMALL-SCALE EDUCATIONAL INSTITUTIONS IN POLAND AND UKRAINE (EARLY XXI CENTURY) <p>The development of modern education in Ukrainian rural small schools is an urgent and important issue in the context of the formation of the educational system in Ukraine. The systematic closure of such schools, low birth rates, and the demographic crisis pose serious challenges to providing accessible education in rural areas. A comparative analysis with the experience of Poland, where a similar situation exists, will allow us to identify opportunities to use foreign experience and develop positive practices for Ukrainian education. The purpose of this article is to highlight the specifics of small schools in Poland and Ukraine. The article aims to analyze the problem of preserving and developing such schools in both countries, as well as to identify opportunities to use foreign experience to improve the conditions of education and upbringing of Ukrainian youth. To achieve this goal, the methods of comparative analysis, analysis of the legislative framework and statistical data were used. The results of the study show that Ukraine and Poland have similar problems in preserving small rural schools. The closure of such schools is due to low birth rates, the demographic crisis, and lack of funding. Some regions in Ukraine are taking steps to preserve rural schools, but this problem remains urgent. In the context of the Polish experience, as the practice of other countries shows, new approaches to understanding educational technologies and teaching methods in small rural schools can be found. That is why the experience gained in Poland is of great importance for Ukrainian education. The results of the study emphasize the need to study and adapt foreign experience to improve the situation in Ukrainian small rural schools.</p> Liubov Prokopiv Copyright (c) 2023 2023-04-25 2023-04-25 28 63 67 10.15330/msuc.2023.28.63-67 METHODOLOGY OF RESEARCHING THE PROBLEM OF SOCIAL AND PEDAGOGICAL SUPPORT OF MOTHERHOOD AND CHILDREN IN UKRAINE (XX - Beginning of XXI Century) <p>The article is devoted to the methodological basis of the study of socio-pedagogical support for motherhood and childhood, which is revealed at the philosophical, general scientific and specific scientific levels. At the philosophical level (general principles of cognition and the categorical composition of science in general), the principles of dialectics and the principles of development, interdisciplinarity, general connection and determinism in unity with axiological, anthropological, systemic approaches provide an opportunity to determine the philosophical foundations of the unity of the theory and practice of socio-pedagogical support for motherhood and childhood (XX - early XXI centuries). At the level of general scientific methodology (key theoretical provisions, approaches used in most scientific disciplines) - terminological (to correlate the terminological apparatus and the author's interpretation of the basic categories); cultural (to study social, pedagogical, psychological and other phenomena and objects through the prism of the phenomenon of culture); socio-cultural (to study socio-pedagogical support for motherhood and childhood in the interdisciplinary space); Innovative (to implement the experience of establishing social and pedagogical support for motherhood and childhood in order to maximize the use of the positive achievements of the past at the present stage). At the level of a specific scientific methodology (a set of paradigms, theories of social pedagogy, approaches, principles implemented in scientific research) - paradigms (personal, personal-social); theories (socialization (cyclic, socializationeventualization, factor)), social capital, status-role), approaches (personal-social-activity, environmental, ethical, behaviorist, psychoanalytic, maternal-centered, child-centered, family-centered, historical and pedagogical, narrative, chronological and the principle of diachrony. It is concluded that the use of the above methodological approaches will help to consider at the theoretical and practical level and objectively reproduce and outline the conceptual vectors of the studied problem of socio-pedagogical support for motherhood and childhood.</p> Viktoriia Stynska Copyright (c) 2023 2023-04-25 2023-04-25 28 68 72 10.15330/msuc.2023.28.68-72 DEVELOPMENT OF THE CONTENT OF POST-GRADUATE PEDAGOGICAL EDUCATION IN THE WESTERN REGIONS OF UKRAINE IN THE SECOND HALF OF THE 20TH – BEGINNING OF THE 21 ST CENTURY <p>Pedagogical work is a vocation, but the effectiveness of this professional activity cannot be achieved without continuous education and the teacher's personal orientation towards self-development and self-improvement. Postgraduate teacher education is a part of continuing education, which is characterized bycertain specificity, aimed primarily at meeting the needs of teachers in the necessary knowledge and skills. The National Doctrine of Education Development specifies that higher and postgraduate education should meet the social and individual needs of educational workers in accordance with global trends in continuous education development. Profound changes in the socio-economic conditions of our society, constant updates in the content of the educational process, emergence of new pedagogical ideas, approaches, technologies, methodologies, the increase in scientific and methodological information, and the introduction of new teaching technologies and forms highlight the need for Ukrainian educators in postgraduate education. This is essential for bridging the gap between the modernization of education and the experience of previous generations. This article provides a historical and pedagogical analysis of the development of postgraduate education content in the western regions of Ukraine from the second half of the 20 th to the beginning of the 21 st century.</p> Inna Strazhnikova Copyright (c) 2023 2023-04-25 2023-04-25 28 73 76 10.15330/msuc.2023.28.73-76 METHODOLOGICAL APPROACHES IN THE PREPARATION OF FUTURE TEACHERS FOR PROFESSIONAL ACTIVITIES <p>The article is devoted to the analysis of methodological concepts of training future teachers for professional activity. Particular attention is focused on the fact that the improvement of the professional training of future teachers for the education of preschool children is connected with the establishment of those educational relationships that provide for the implementation of methodological approaches in the educational process of a higher education institution, the unity of forms, methods and means of creative and spiritual development of future teachers, which is connected with the implementation of the cultural and educational mission of the Higher Education Institution. It is emphasized that the basis of methodological approaches is a system of values related to the professional training of future specialists, the formation of respect for the social environment and oneself. It was found that scientists interpret the meaning of the concept of "methodological approach" as a set of appropriate approaches, methods (methods) of theoretical knowledge of practical activity, which are based on the provisions of a specific theory, determine the search directions of the subject of research, contribute to the achievement of the goal. It is specified that the methodological approaches outlined by us (personally-oriented, axiological, activity-based, competence-based) are the scientific basis for the formation of the professional competence of the future teacher. It is emphasized that the focus of the educational process of the institution of higher education on the preparation of education seekers is strengthened with the outlined competencies, which activates students' acquisition of relevant professional knowledge in pedagogy, general psychology, the formation of relevant abilities, skills, and key competencies aimed at demonstrating the readiness of future specialists to form artistically - children's constructive activities. In the mentioned professional training, it should be taken into account that the methodological approaches outlined by us contribute to the formation of value orientations of education seekers on the basis of national, universal, ethno-aesthetic values, since it is basically aimed at children's mastering of national symbols and traditions, provides conditions for the personal self-expression of the subject of education , satisfies the natural need of the individual in the direction of self-realization, affirmation of one's own "I", activating individual natural abilities and inclinations.</p> Galyna Boryn Tamara Marchii-Dmytrash Copyright (c) 2023 2023-04-25 2023-04-25 28 77 81 10.15330/msuc.2023.28.77-81 DEVELOPMENT OF HUMANISTIC PROFESSIONAL QUALITIES OF THE TEACHER IN THE PROCESS OF INTERACTIVE EDUCATION OF YOUNGER SCHOOL STUDENTS <p>The article reveals the problem of developing the humanistic qualities of the teacher in the process of organizing interactive education in primary school. The professional and personal qualities which characterize a humane primary school teacher are defined. It is emphasized that special attention is paid to the organization of the educational process as effective multilateral communication. Applying one or another technology, in our case interactive, to solve the tasks of the educational process, the primary school teacher will definitely use appropriate teaching methods. That is, the implementation of training using certain technologies occurs primarily through a system of adequate methods, which are the core of this technology. The role of "active" and "passive" learning methods, when students act as the "object" of teachning, is analyzed. It is noted that interactive teaching methods provide the greatest space for self-realization of the student in learning and most closely correspond to a person-oriented approach. They are focused on the realization of the cognitive interests and needs of the individual, therefore special attention is paid to the organization of the process of effective multilateral communication, which is characterized by the absence of polarity and minimal concentration on the teacher's point of view. Participants of such communication are more mobile, open and active. Therefore, the key to understanding the role of interactive communication in the social development of a child, both a child and a teacher, is the thesis that a child's personality develops in unity, communication with the nearest micro-society, which includes peers and teachers. In addition, the use of interactive methods ensures the implementation of the idea of cooperation in the team, contributes to the improvement of the psychological climate in the classroom, and creates an atmosphere of goodwill during training. The study of the role of the organization of interactive learning in the development of humanistic qualities of primary school teachers was organized in the following directions: self-analysis of their personal and professional qualities and determination of the importance of interactive learning in the formation of humanistic qualities. It is noted that a special role in the development of the teacher's humanistic qualities in the process of organizing interactive learning is played by their readiness for professional activity</p> Olha Komar Oksana Kilichenko Copyright (c) 2023 2023-04-25 2023-04-25 28 82 87 10.15330/msuc.2023.28.82-87 ENGLISH IN THE COMMUNICATION FIELD OF UKRAINIANS AS A NEED FOR THE TRAINING OF THE NEW GENERATION OF TEACHERS <p>The article substantiates the necessity of training new generation teachers for the effective introduction of the English language into the communicative field of Ukrainians. The significance and importance of the English language as a language of international communication and its influence in the context of the language policy of the world are proved. A number of studies were singled out, which proved that as early as September 2013, the Ministry of Education and Science of Ukraine and the British Council launched the "New Generation School Teacher" initiative in response to an urgent need in Ukrainian education: reforming both the content and the methodology of the traditional approach to student training, who study abroad. teachers of language schools of Ukrainian higher educational institutions. Focused attention on the need to present the English language with the status of mandatory for government employees, updating teaching in comprehensive secondary education institutions and institutions of higher education. The forecast of scientific intelligence regarding the future teaching of the English language is highlighted. In addition, the level of English proficiency of Ukrainians as of January 2023 is illustrated. The main ways of training new generation teachers for self-development and, at the same time, implementation of achievements in the educational process are described. Using sociological data, a clear relationship between the European and Ukrainian education systems was traced. It has been proven that knowledge of foreign languages is the key to success in today's world, where intercultural communication and processing of huge amounts of information is gaining more and more importance Emphasis is placed on the need to implement the development of planned professional development and educational projects aimed at taking into account European trends in the field of modern philological science. It is noted on the perspective and needs of reforming modern Ukrainian education. The communicative strategies of the English language in the context of professional training of the future specialist are determined. The authors of the article prove the urgency of the process of increasing the level of English language competence of Ukrainians. It is emphasized that teachers of the 21st century provide the role of a teacher who constantly helps people to work together more effectively, focus on the quality of knowledge of the acquirers, develop thinking skills of creative, effective communication and cooperation in a team. It is noted that modern students, as a new generation of teachers, need to take the work of using the portfolio as a system (it can be supplemented throughout life). The method of training English language teachers includes the main principles of the training program, modules and their characteristics, evaluation criteria and sample tasks, sample materials and a glossary. Professional development takes place during the understanding of the peculiarities of practical training, understanding of education by trainee students. It is emphasized that the most important aspect for foreign language teachers is the communicative method of teaching and learning the language.</p> Iryna Rozman Valeriya Achilova Copyright (c) 2023 2023-04-25 2023-04-25 28 88 91 10.15330/msuc.2023.28.88-91 PEDAGOGICAL HARMONY AND DYNAMICS OF APPLICATION OF FORMS, METHODS, AND MEANS OF TEACHING STUDENTS <p>Actual research of teachers and scientists of different countries in the field of pedagogical harmony has been analyzed, the issues of interaction between the teacher and the student, the formation of positive relationships in the classroom, special aspects of creating a favorable learning environment have been considered. Pedagogical support for the preparation of the future specialist engaged in pedagogical activities for harmonious interaction with the student has been theoretically substantiated and implemented. The issue of dynamics of modification of methods, forms, means of training, which help to create satisfaction with the educational process for both the student and the teacher, has been considered. Definitions and conditions of pedagogical harmony have been formulated, which consist in aligning the organization of education and target settings, comparing the content, forms, methods of teaching, transforming them into expressive means of the pedagogical process, which are aimed at creating satisfaction of students from a sense of harmony in the learning process and cognition of the surrounding world. It is proposed to assess the degree of harmony of the educational process one of the following levels: high, medium and low. The classification and requirements for the levels of harmoniousness of the educational process are given. Some types of learning motives and subgroups of methods used to form these motives are considered. It is shown that knowledge of forms and methods of teaching, pedagogical intuition and pedagogical tact of the teacher help to create a harmonious educational situation. The solution of the problem of determining the correspondence of the formed level of knowledge of the student, the applied forms, methods, means of teaching and the achieved level of harmony of the pedagogical process is proposed. The types of lessons are considered and the dynamics of the use of certain forms, methods and means of education, the use of which in its selection generates pedagogical harmony, are traced.</p> Tetiana Zahorodnia Mykola Chumak Copyright (c) 2023 2023-04-25 2023-04-25 28 92 97 10.15330/msuc.2023.28.92-97 SPEECH DEVELOPMENT OF YOUNGER SCHOOL STUDENTS USING CHILDREN’S LITERATURE AND DIGITAL TOOLS <p>The article theoretically elaborates on the problem of speech development of younger school students and offers an effective model of its solution in the practice of the New Ukrainian School (NUS) by means of children’s literature and digital tools. It is noted that the main task of students’ development is to master speaking skills as a means of communication, cognition, and expression of feelings. Analysing and discussing what has been read, comprehending children’s literature texts, and expressing their own opinions and assessments are the key to the active oral and written monologic and dialogic speech of schoolchildren. In modern educational realities, these aspects significantly enhance digital tools that are used as means of visualisation, analysis, systematisation, and discussion of what has been read, organisation of communicative and interactive cooperation between students. The proposed and tested methodological model of speaking skills development of primary school students is based on the systematic and purposeful use of, firstly, a literary text and its analysis for the development of students’ monologic and dialogic speech, and, secondly, digital resources. This is demonstrated by the example of the methodological development of a fragment of a literary reading lesson for the 3rd grade on the topic «Oleksandr Dermanskyi «Biliachok»». Interactive exercises «Cluster», «Six thinking hats», tasks and games created in the LearningApps online service, as well as mind maps, and interactive posters, the content of which is based on the analysis of the read work, not only motivate students to active communication, presentation, and evaluation of information but also make the learning process interesting, exciting, modern, well visualised. Thus, the synthesis of children’s literature and digital tools as a means of developing speech of younger school students is an effective methodological model for solving the problem.</p> Tetiana Kachak Tetyana Blyznyuk Mariana Hryvnak Copyright (c) 2023 2023-04-25 2023-04-25 28 98 103 10.15330/msuc.2023.28.98-103 DEVELOPMENT OF COGNITIVE ACTIVITY OF PUPILS OF YOUNGER CLASSES IN THE EDUCATIONAL PROCESS ACTIVITIES <p>The article is devoted to the problem of the development of the cognitive activity of a junior high school student, which is becoming more and more relevant, since changes in life in the modern world require changes in the purpose and purpose of modern education. The article reveals the peculiarities of increasing the cognitive activity of younger schoolchildren. Attention is focused on the need for the harmonious development of the personality of a junior high school student, the implementation of an educational influence on him in order to reveal his inner potential, the study of needs and requests, and the creation of a comfortable educational environment on this basis. Approaches to the development of cognitive activity of schoolchildren are highlighted, since cognitive activity is the basis of almost any activity of a schoolchild and the determining basis of the organization of the educational process at school. The essence of the concepts "cognitive interests", "cognitive activity", "interactive methods", "interactive learning", "critical thinking" is revealed, the relationship between mental operations, education and practical influence on the personality in the process of forming the need to be active is demonstrated. The prerequisites for increasing students' cognitive interests are highlighted, the main requirements for the organization of a favorable educational, educational and developmental environment of an educational institution are revealed. The main aspects of using interactive methods in practice are demonstrated. Emphasis is placed on the main requirements for the teacher's practical activity, the main interactive techniques and methods that should be used to stimulate students' cognitive activity are revealed. The impact of various interactive forms and methods of working with primary school students is characterized. Scientific approaches to the given problem were analyzed, directions, forms and methods of practical implementation were established. It is outlined that cognitive activity is a primary condition for the formation of students' need for knowledge, mastering the skills of intellectual activity, independence, ensuring the depth and strength of knowledge.</p> Maria Klepar Nataliia Matveieva Oksana Nych Copyright (c) 2023 2023-04-25 2023-04-25 28 104 108 10.15330/msuc.2023.28.104-108 SPIRITUAL EDUCATION OF STUDENTS OF THE NEW UKRAINIAN SCHOOL IN WARTIME <p>The article analyzes the peculiarities of spiritual education of students in wartime within the framework of the New Ukrainian School. Taking into account the unpredictable challenges and stressful situations that manifest themselves in wartime, the methods and approaches aimed at forming spiritual resilience, patriotism and humanistic values among students are explored. The study emphasizes the importance of cooperation between school teachers, parents, and the public in shaping positive spiritual values of students during the war, which is of great importance for the future of Ukraine. The impact of the military conflict on the psychological state of students and their general well-being is analyzed. The article highlights the issues of incorporating modern technologies and interactive methods into the educational process, which improves the quality of spiritual education in the context of military conflict. In summary, the article offers a comprehensive approach to the spiritual education of students of the New Ukrainian School in wartime, taking into account the needs and characteristics of the modern school environment. Its results can be useful for teachers, administrative educational institutions, and all those interested in spiritual education and upbringing of young people in the context of military conflict.</p> Maria Kopchuk-Kashetska Oksana Tsiuniak Svitlana Dovbenko Copyright (c) 2023 2023-04-25 2023-04-25 28 109 112 10.15330/msuc.2023.28.109-112 DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF YOUNGER SCHOOL STUDENTS AS AN INTERDISCIPLINARY PROBLEM OF THE NEW UKRAINIAN SCHOOL <p>The development of such a personal quality of students as emotional intelligence has become especially relevant in the modern world, including in the New Ukrainian School. The article highlights the results of the analysis of software for the development of emotional intelligence of younger schoolchildren, presented in current standard educational programs and the State Standard of General Primary Education of Ukraine in accordance with all educational branches of primary school. They came to the conclusion that the development of the emotional intelligence of younger schoolchildren is a cross-cutting content line, that is, a mandatory educational result that is formed by the means of all educational branches and serves as an indicator of qualitative changes in the primary education system.</p> Tetiana Kotyk Lesia Shkleda Copyright (c) 2023 2023-04-25 2023-04-25 28 113 117 10.15330/msuc.2023.28.113-117 INFLUENCE OF GAME ACTIVITIES ON THE FORMATION OF INTERPERSONAL RELATIONSHIPS OF PRESCHOOL CHILDREN <p>The article reveals the problem of the formation of interpersonal interaction of preschoolers during game activities. Several definitions of the term «interpersonal interaction» are presented, in particular, it is indicated that these are subjective connections and relationships between people that arise under the conditions of living together or performing joint activities. It is noted that communication between preschoolers and adults differs from communication between peers of preschool age. Communication between an adult and a child has signs of cognitive, educational, educational influence. In such relationships, an adult usually takes a dominant position. A preschooler’s communication with peers is more free, emotional, creative, not limited by the instructions of an adult. It is in such interaction that the child learns to build relationships with others. It has been proven that the inclusion of children in communication with peers is a necessary condition for a child’s development. A preschooler masters moral norms; learns to understand the opinion of others, if it is different from his own; develops creatively, looks for non-standard ways of establishing interaction; learns to organize joint activities. It is indicated that joint game activity contributes to the establishment of interpersonal interaction between peers and contributes to their socialization. In the game, a preschooler can realize various social roles, reflecting the previously acquired experience of social behavior. During game activities, favorable conditions are created for the development of joint interaction and communication skills, in particular, when it comes to choosing the theme of the game, the plot, the distribution of roles, the choice of toys or substitute objects, etc. Preschoolers unconsciously implement various models of behavior that they have observed before and thus are able to reflect the actions and actions of adults in joint game activities. The relations that arise between preschoolers in a story role-playing game are characterized. In particular, real relationships that demonstrate real relationships between children and are aimed at solving organizational issues that arise before or during play activities. Role-playing is aimed at the realization by the preschooler of the role of one or another character in the game.</p> Iryna Skomorovska Bohdana Ivaniychuk Copyright (c) 2023 2023-04-25 2023-04-25 28 118 121 10.15330/msuc.2023.28.118-121