No 1 (2017)

The paper considers the issues concerning the development of vocational-technical orientation of students as the factor influencing the future profession selection. Social and economic changes in Russia caused the necessity to modernize the educational system. The production sphere needs competent specialists who are able to solve issues efficiently basing on the modern achievements of science and technology. Orientation of technical education in the continuous “school-higher education institution” link provides the adequacy of the vocational education system to the modern and long-term objectives of the development of our state, the enhancement of vocational technical education prestige allowing to form in a new way the ability of future bachelors of engineering and technologies to solve urgent, professionally significant challenges. The paper presents the results of the study of radio club activity as one of the optimal forms of work on the formation of the vocational technical orientation of the upper school students. The authors prove the significance of club activity for the improvement of quality of vocational training of future applicants choosing engineering programs, specify the goals and objectives of radio club activity, special aspects of club organization on the base of Chair “Telecommunication systems and technologies”, identified the main principles of work and the requirements to the organization of effective functioning of radio club. The most important goal of club activity is the involvement of upper school students into design and engineering, research and technology, and experimental and exploratory activities. The development of the students’ vocational-technical orientation in the club is based on the involvement into active and goal-oriented activity. The application of various types of activity during the radio club laboratory practical contributes to the broadening of the polytechnic outlook of the students, raising interest for experimental designing of certain engineering devices.

The experience of work of radio club generalized in the paper is aimed at the development of practical recommendations for the improvement and further development of vocational-technical orientation of the upper school students.

The paper reveals the approach to implementation of psychological and educational support of the emotional development of preschool children in the game. The interest in this issue is caused by the task set in the fundamental regulations of preschool education to focus on emotional development of children and secure emotional well-being of each of the nursery-school children at preschool educational institution, and as a result, find the solutions to the problem aimed at age-specific values of preschool children and consistent with the principles of personal-oriented education.

Based on the key benchmarks of preschool education related to personalization of the educational process, the appropriateness is grounded to study further the problem of emotional development of preschool children from the perspective of psychological and educational support. The author considers the opportunities for support model in solving the problems of emotional development of preschool children in the game.

The paper reveals the concept of “psychological and educational support of the emotional development of preschoolers”. Based on the analysis of psychological and educational research, software and teaching materials for the current issue, objective grounds are defined for support of the emotional development of children in the game. The paper describes the basic aspects of support activity to develop children's emotions in the game that result in the ability to detect both existing emotional experience of children and its transformation (development and correction). Defining the psychological and educational support as the activity aimed at creation of new emotions of preschool children and support of emotional well-being, the author identifies the ways of psychological and educational support of emotional development of children in the game, reveals the functions of teacher’s support activity that stimulate the foreseen changes in the emotional sphere of preschool children in the game.

The approach to the organization of psychological and educational support of emotional development of children in the game is an attempt to resolve the contradiction between the need to stimulate the emergence of the expected changes in the emotional sphere, and the need to maintain the free nature of the game that gives the children an opportunity for self-expression and self-exploration of their emotional experience.

The paper covers the analysis of peculiarities of the educational object-spatial environment of a preschool educational institution. The author analyzed the theoretical studies according to which it is found that the insufficient level of activity of preschool age children caused by the contradiction of developmental environment to the peculiarities of development of a child’s own position. The developmental environment does not encourage a child to the independent behavior and creativity manifestation. This fact impedes the emotional-evaluative perception and comprehension of the required information, the mastering of different methods of its getting, the ways of actions for the experience assumption, and the manifestation of the desire to implement this experience. The system of work on modeling of the educational object-spatial environment is poorly represented in practice of preschool education. The paper presents the approach to the organization and modeling of the object-spatial environment using the modular construction kits and the requirements to their creation. The author considers the special aspects of modular construction kits, the requirements to their use by the preschool age children and specifies the rules for their structural assembly. The author reveals the principles of creation of modular construction kits and presents the recommendations for a teacher on their use for the organization of different activities for children. The algorithmic prescriptions on the modular construction kits assembly are of interest. Modular construction kits are designed for joint and independent activities of preschool age children. The author pays attention to the modeling of the object-spatial environment where children can search, be involved in the research process, organize play, motor, and cognitive activity, easily change from time to time the play material, and model the space of a group room at their own wish as well in a preschool educational institution.

The objective of the paper is to analyze challenges that migrant students face and describe the areas of their social-cultural support in English class.

While adapting to new social-cultural conditions migrant students have to overcome a range of obstacles. The most urgent of them are language and social-cultural barriers which prevent foreign students from their successful involvement in educational, leisure and social activities.

The problem becomes even worse when social-psychological adaptation to new life conditions is combined with academic adaptation. In other words, we observe here a big gap between migrant students’ level of communicative competence in obtaining education information and university high requirements as well as their unawareness of academic stereotypes of the host country.

The social-cultural barrier is determined by their ignorance of norms and basic values of contemporary Russian society, features of everyday life and rules of communication. This causes difficulty in interacting with both fellow-students and teachers.

Social-pedagogical support of foreign students demands teachers to organize their work in several areas. First of all, teachers should undergo appropriate methodical training to be ready to teach migrant students. Secondly, teachers should work out and introduce new information in English in the proper way. They are also responsible for selecting culturally-oriented materials and for creating learning tasks that introduce a multicultural world.

Besides, support of foreign students in the class also involves the active use of interactive forms of education (e.g., encouragement of teamwork between Russian and migrant students in the preparation of joint projects and presentations) and the use of variability principle.

The paper covers the formation of behavior arbitrariness of 6-7-years children as the basis for the formation of regulatory universal actions in the process of preparing for learning at school. The author gives the definition of the concepts of “arbitrariness of behavior” and “regulatory universal actions”, attempts to disclose their interrelation while preparing children for school, and analyzes the theoretical studies according to which it is discovered that the insufficient level of development of the learner position of future first-year schoolchildren is caused, firstly, by the behavior self-regulation violation. The paper proves that the beginning of learning activity supposes the availability of high level of voluntary and will regulation with a child, which is manifested in the ability to get knowledge on your own, to control own actions and doings, to find the ways of solving difficult situations, to manage own behavior. The author considers the components of regulatory universal educational actions that are taken as the basis when organizing the experiment. The paper presents the indicators of behavior arbitrariness that are the prerequisites of the regulatory universal educational actions and proves experimentally the necessity to work with teachers and parents. The work with teachers is presented as the psychological awareness and training practical skills of formation of behavior arbitrariness when interacting with children. The paper gives special place to the work with parents, which includes individual consulting, parent’s meetings, training series, and educational situations. The emphasis is on the work with children. The developed games, creative task and psychotechnical exercises aimed at the integral psychical development of a child and the solving of certain psychological problems – the formation of behavior arbitrariness – are of special interest. This problematics is multifaceted.

The professional activity of the internal affairs bodies’ staff is associated with various stress factors. Modern law enforcement system requires of the staff maximal fulfillment of their potential through the execution of the assigned operational and official tasks. The relevance of the study of the professional formation and personal self-fulfillment of the internal affairs bodies’ staff is caused by the high social significance of their professional activity.

The paper attempts to define if there are any peculiarities of personal self-fulfillment of the ministry of internal affairs staff in comparison with the personal self-fulfillment of the nondefense occupation representatives.

Forty representatives of the ministry of internal affairs staff (managerial and non-managerial personnel) at the ages from 21 to 45 and forty nondefense occupation representatives at the ages from 22 to 45 participated in the research. On the basis that, according to the authors’ opinion, personal self-fulfillment of the employees with different periods of professional employment has its peculiarities, the selection, both the experimental and the control one, was divided into two age groups. The age criterion of the first group was from 21 to 31 years, and the age criterion of the second group was from 32 to 45 years.

The results received indicate the specific dynamics of personal self-fulfillment of an internal affairs bodies’ employee in comparison with the representatives of nondefense professions. For instance, the employees of the first age group showed the higher indicators identifying the commitment to self-fulfillment. However, the second age group (from 32 to 45 years) displays different picture. The commitment to self-fulfillment has the inactive behavior that is especially noticeable in social and professional spheres of personal self-fulfillment.

Despite the significant number of research in the field of relations psychology, the problem of interpersonal relationships disharmony remains insufficiently explored both in theoretical and practical terms. Internet addiction is an important issue in disharmony development of interpersonal relations between teenagers. Analysis of the social situation shows that the majority of teenagers meet their needs in communication on the Internet, which leads to difficulties in real interpersonal interaction. The paper defines the concept of “disharmony of interpersonal relations” and its indicators. Adolescence is characterized as a sensitive period in the development of interpersonal relations where the most valuable aspect is the relationship with peers. It is emphasized that sustained presence on the Internet contributes to the emergence of alienation, tension, conflict, aggression in the process of interpersonal interaction, emotional closeness, and distortion in the perception of social reality. An empirical study has been performed on a sample of 50 adolescents using two methods: a questionnaire “Subjective evaluation of interpersonal relations” (the author S.V. Dukhnovsky) and a test for Internet addiction (K. Young, adapted by V.A. Burovaya). The paper presents the results of the study of interpersonal relationships disharmony characteristics of teenagers with different levels of Internet addiction. According to the results of the study, there is a statistically significant difference in disharmony characteristics of interpersonal relations between adolescents with low, medium and high levels of Internet addiction upon such indicators as alienation, tension, conflict, and aggression in relations. The data obtained through the study allow us to make a conclusion about the features of disharmony in interpersonal relations of adolescents with different levels of Internet addiction and can serve as a basis for improvement of the interpersonal relations in adolescence.