No 2 (2021)

The online form of implementation of educational programs in a higher education institution should not affect the quality of competencies of a future graduate. For future successful employment and professional activity, an IT graduate should have skills and work styles associated with the application of modern software development technologies underlying the agile methodology. The goal of the study is to present an approach to introducing the ideas of the agile methodology into the educational process of a future IT specialist in the context of distance learning, comparing the possibilities of implementing two popular technologies of agile methodology - scrum and kanban, using the example of the Moodle distance learning system. To achieve this goal, the authors applied the following methods: the collection and analysis of scientific publications related to the study of features of agile technologies; the possibilities of their application in the educational process; monitoring the work of students according to agile methodology approaches when using the Moodle distance learning system. The analysis and observation of the students’ work allowed concluding on the possibility of introducing the methodology into the educational process carried out remotely using a distance learning system. The authors formulated recommendations on the application of distance learning tools for introducing the agile technologies in the learning process, in particular, the concept of distance course using the example of the Moodle online learning system, variants of the course objects settings, ways of evaluating the students’ work. The study shows that Moodle distance learning system acts as a virtual space where students interact as team members, implement project activities according to scrum and kanban approaches, using such course elements as a checklist, assignment, forum, and chat.

In the current rapidly changing environment, there is a significant shortage of highly qualified engineering personnel who can quickly respond to the demands of the labor market. The acceleration of scientific-technological progress and the increasing share of high technologies application in the industrial and non-industrial sectors of the economy create the need in the early engineering education of the younger generation taking the path of professional identity with the possibility of forming the engineering competence necessary in the future to perform tasks at a high level. The paper considers the educational environment that contributes to the effective process of formation of the students’ engineering competence. The study involved the seventh-grade students: the experimental (forty-six students) and control (forty-five students) groups. The experimental work consisted of three stages. The analysis of the effectiveness of the influence of the selected educational conditions on the results of maturity of the students’ engineering competence indicates a significant positive dynamics of the general level of engineering competence maturity in the experimental group. In the experimental group, the proportion of students with the high level increased from 13.04 % to 36.96 %; intermediate level students - from 34.78 % to 50.00 %; and the share of students with the low level decreased from 52.17 % to 13.04 %. The results of experimental work confirm the influence of identified educational conditions (the application of 3-D modeling and prototyping technologies within the educational process; implementation of project activity in the Engineering study field; organization of science partnership between a school and a higher education institution) on the efficiency of the process of formation of the students’ engineering competence.

The paper presents the results of a comparative study of the attitude towards a child and the family role of mothers of autistic children and children with speech disorders, obtained by the parental attitude (ORO) and parental attitudes (PARI) diagnostics. The study identified that mothers of children with disabilities had common features distinguishing them from mothers of neurotypical children: a more negative attitude towards the family role, the desire to limit extrafamilial influences, excessive emotional concentration on a child, emotional distance, and predominance of desire to accelerate child development over the desire to develop the activity of a child. Correlation analysis showed the reliable correlation between the indicators of ORO and PARI methods: between child acceptance and the optimal emotional contact, between the symbiosis and the attitude to the family role. Within the group of autistic children's mothers, the symbiosis indicator reliably correlated with signs of protecting a child and accelerating the development of a child. The study revealed a reliable correlation between the cooperation indicator and the optimal emotional contact only for groups of mothers of children with speech disorders and children with neurotypical development. In the group of autistic children mothers, the authors identified a negative correlation between the cooperation indicator and the indicators of emotional distance, emotional concentration, and attitude to the family role. In the same group, the tendency towards hypersocialization turned out to be the most profound correlation with the sign of mother’s dependency, the tendency to infantilize a child reliably positively correlated with the signs of will suppression, dependence on the family and reliably negatively correlated with the sign of equalizing relations. The study results became an important argument in favor of the need for specific correctional, and in many cases, psychotherapeutic help to mothers of autistic children and mothers of children with speech disorders. They confirm the facts available in the scientific literature and the new ones that revealed the specifics of their attitude towards the family role and a child.

In experimental psychology, the problem of non-acceptance of oneself, one’s environment, and the world around is one of the relevant issues. The author notes that the accepted in contemporary society popular opinions associated with self-acceptance often have manipulative or prescriptive nature and are the negative attitudes blocking the person activity and leading to its stagnation. The resolution of the stereotyped image of this phenomenon is possible from the perspective of historical-theoretical analysis of the study of self-acceptance. The paper presents various approaches to the understanding of self-acceptance by foreign and Russian psychologists within such psychology areas as neofreidism, gestalt-psychology, existential, and humanistic psychology. The author considers the changes in the study of self-acceptance, notes that despite different views of classical psychologists on the understanding of this phenomenon, they define self-acceptance as an active process promoting self-improvement and self-actualization of a person. This fact conflicts with the latent meaning of widespread life theses on self-acceptance. The paper emphasizes the possibility to study self-acceptance from the perspective of the subject approach as a phenomenon initiating the activity of a person in organization and regulation of own life activities, promoting further development of a person, its self-actualization. The author considers the controversial characteristics of self-acceptance as a subject characteristic: self-acceptance allows changing from self-understanding to self-improvement, at the same time, the high level of self-acceptance requires a particular level of development of the personal agency. The author notes the paradoxical understanding of the self-acceptance phenomenon largely within the frames of positive self-attitude, which can promote the “Self” image idealism and lead to intrapersonal regress.