No 3 (2016)

The paper considers the present approaches to the solution of the issues of professional self-identification of the university students, points the necessity of development of general systemic approach supporting the process of personalization and individualization of the professional and personal development of future professionals. The author analyzed the basic principles of instructional design and, according to this design, developed the model of pedagogical support of the process of professional self-identification of the university students. The author proves the considering of educational environment of a university as the pedagogized environment that gives the ability to form the students’ subject attitude, the individualization of profession-oriented educational choices and the personalization during their implementation. The structure of the university educational environment integrates the formal (academic) training restricted by FSES and principal educational programs in the areas of training and informal pedagogical interaction within the university network informational environment. The informal interaction is represented by the informational resources and additional measures supporting the students’ professional-personal development and facilitating the successful adaptation of the students and graduates to the labor market. The content-related element of the process of pedagogical support of professional self-identification of the students, first of all, the bachelors, is related to the content of educational process in the context of a level-based and course-based system of its organization. In this connection, the paper highlights the successive steps of the process of pedagogical support of professional self-identification reflecting the peculiarities of the students’ subject attitude at different years of study at the university. The author gives the efficiency criteria of the system of pedagogical support of the university students’ professional self-identification based on the manifestation of the students’ subject attitude in planning and professional-personal development implementation within the university educational environment. The paper contains the results of the experimental approbation of the model of the pedagogical support process, which prove the necessity of systemic approach in the implementation of pedagogical support of the university students in their professional self-identification.

This paper describes the approaches to the formation of communicative skills of children with general speech underdevelopment. General speech underdevelopment is considered as a complex speech disorder when children with normacusis and initially safe intellect demonstrate late start of speech development, poor vocabulary, pronunciation defects. These symptoms indicate the systemic violation of all components of speech activity. When studying speech disorders in conjunction with other sides of mental development, the paper highlights the characteristics imposed by the insufficient speech activity on the development of phonemic awareness, memory. At the present stage of preschool education development, the socio-communicative development of children, and namely the formation of verbal communication has great importance. The author analyzed the theoretical study displayed that the violations of speech communication of preschool children impede their orientation in the world of peers, adults and the environment. It causes the underdevelopment of communicative skills that affects the child’s behavior, his activity in the process of different types of activities, and the unwillingness to communicate with peers and adults, as well as the abnormality of the speech function development. The author carried out the experiment to study the influence of corrective games and exercises on the formation of communicative skills of children with general speech underdevelopment. The paper presents the stages during which games and exercises different in learning content, children communicative activity, play activities and rules, organization and relationships of children, and the role of educator were offered to children. This issue is comprehensive.

The paper considers the modern system of academic staff training in Russia, analyses its theoretical aspects and defines the importance of individualization and differentiation of the process of graduate students teaching. The author pays special attention to the analysis of the individual and differential approaches to teaching at the current level of the higher education system development considering that they are the most effective among the modern methods of teaching, as well as when organizing educational process built in accordance with the federal state educational standards of higher education on the higher education programs for academic staff training. Basing on the theoretical analysis, the author studied the individual and differential approaches to the educational process organization within the postgraduate study system of a technical college, gave their definitions, and specified the concept of “designing of individual educational paths of postgraduate students”. On the base of the study considered, the author makes the conclusions on the thinking style similarity of teachers of technical and natural sciences subjects with the postgraduate students of the appropriate training programs. The author also presents her author’s approach to the process of designing of the individual educational paths, describes educational conditions providing the effective individualization and differentiation of the academic staff training, and pays special attention to the pedagogical support of this process. The model of the structure of designing individual educational paths suggested by the author includes four stages: the auxiliary stage, the designing stage, the goal setting, and the diagnostic stage. The author proves the importance of pedagogical support at this stage of training, which can be provided not only by the scientific advisers of the students but also by the employees of the postgraduate study department. Thus, the application of the individual educational paths provides the achievement of the innovative educational goals, the personal formation of a future teacher with scientific work potential.

The paper studies the special aspects of implementation of the key words method in preparing high school students for BSE and USE in humanitarian subjects, such as Russian, English and Social Studies. The importance of this research is specified by the fact that through implementation of this method, a significant result is achieved – that is personal academic performance based on meta-subject and interdisciplinary links. The goal of the paper is to reveal the sequence of actions in the process of implementation of the key words method in preparing high school students for successful passing the state final certification.

The authors suggest using the key words method in preparation of high school students to write compositions and discourse essays, and show the scheme of work with a text-stimulus or a quote. This method involves highlighting key words and concepts in a given text or utterance, finding a line of contextual synonyms and antonymous pairs. The stages of work described in the paper help to reveal a conflict hidden in the text or a quotation, formulate the problem, find a link between a particular task and a general topic, paraphrase the original message and build a subsequent reasoning system.

Implementation of the key words method in preparation for final sate certification in humanitarian disciplines based on meta-subject and interdisciplinary links expands the cognitive and communicative skills of high school students, ensures the development and improvement of the basic competencies as well as learning interdisciplinary concepts.

The relevance of this theoretical research is related to the reform of Federal state educational standard of basic general education where the requirements applicable to the organization of extracurricular activity at school are updated. The extracurricular activity is the constituent part of the educational process and promotes the development and socialization of a schoolchild personality.

The paper considers the essence and the content of the extracurricular activity as well as its organization at school in various time periods: Soviet period (1950–1990), post-Soviet period (1990–2010) and present time. The author describes the forms and principles of organization of extracurricular activity at these historic periods.

The author notes the influence of the education reforming on the content and development of extracurricular activity, gives the definition to the concepts of “out-of-school activities”, “out-of-school work” and “extracurricular work”, and describes their main functions and the role in the educational-bringing-up process of a school. The paper presents special aspects and general principles of the out-of-school work and mentions that, in the post-Soviet period, the education system faced a number of issues that did not promote the development of the out-of-school work in the educational institutions. The author considers the organization of out-of-school activity at present time according to FSES, describes its goals, objectives, directions, and forms. 

The analysis of conceptual and content-related matter of extracurricular activity in various time periods allowed making the conclusion on the necessity to distinguish the concepts of “out-of-school activities”, “out-of-school work” and “extracurricular work”, specifying the content of the concept of “extracurricular activity” at present time, proving the necessity of its organization and development at school.

The paper analyzes the problems of support for inclusive education on modern stage: rules and regulations, material and methodological support; special attention is drawn to the lack of people skilled in the techniques of training, education and psycho-pedagogical correction of the variants of deviant development and behavior problems of disabled children and adolescents. Another important problem is the low level of tolerance of all participants of the educational process towards disabled children. Despite the obvious importance and study of this problem, there are a few issues that require further elaboration. Expansion of the process of inclusion of disabled children into educational institutions in the regions is not only a reflection of the real current situation but also represents a real opportunity of gaining a complete education. The authors have shown theoretical aspect of this problem and evidence from practical experience. The results of the study exploring students’ attitude to teaching children with disabilities in secondary schools are presented in this paper. The authors offer a structural-functional model to support inclusive education which can be provided by the Centre of psycho-pedagogical and medical-social assistance at the municipal level; the peculiarities of organization and principles of work in order to support the inclusive education in educational institutions are revealed. The model includes the following components: psycho-pedagogical, medical-social support of children with disabilities enrolled in the educational institution; areas of activity of preschool educational institutions, general education institutions and secondary professional educational institutions implementing the inclusive practice. This model will allow coordinating activities of teachers, educational institutions and specialists of the center through organization of the educational process of children with special needs; to provide psychological and pedagogical support to all participants of inclusive education (children with disabilities and their peers, parents and teachers); to create an optimum level of psychological comfort in the educational institution that can implement the principles of inclusion, through the development of tolerance among children, teachers and parents.

The paper covers the topical issue of learning activity motivation in the context of university study. It is known, that the motivation of learning is necessary for the effective educational process implementation. The paper considers both the external and the internal types of academic motivation, analyzes cognitive and social motives of first-year students of the college of education studying at different faculties.

Academic motivation formation is delicate and complex process influenced by many various factors including the socio-economic conditions of a particular region such as traditional attitude to the higher education prestige, the demand for particular professions in the labor market. That is why the academic motivation of the university students of different regions can have its particular peculiarities.  

Reasoning from this fact, the determination of motivational preferences of the students of different faculties of Samara State University of Social Sciences and Education and consequent comparative analysis of data obtained became the goal of the research. In the result of the first-year students’ survey and statistical data processing, the authors determined various factors awakening the motivation for learning activity of the students of faculty of mathematics, physics and informatics, faculty of economics, management and service, and faculty of physical training and sports and analyzed the major difficulties the first-year students faced. The paper presents the comparative analysis of the results on different faculties and the levels of the students’ satisfaction with their learning activity.

The data obtained allow making the conclusion on the peculiarities of motivational preferences of the students of different specialties of college of education and can serve as the initial foundation for planning, organizational forms, methods and means of educational process determination from the point of view of formation of the students’ academic motivation and the education quality improvement.

The paper contains the analysis of the modern condition of the issue of emotional development in foreign and national researches. On the basis of analysis of various research positions, the author defines performance standards that determine content characteristics of the emotional development of a preschool child. The research shows age opportunities of the children of different pre-school periods, which constitute a meaningful basis for the key emotional growth (capacity for differentiation and identification of emotional states, empathic ability, capability for emotional anticipation). Analysis of the existing relationships between separate structural components of emotional growth of a preschool child leads to the understanding of the fact that the following criteria for their integrated assessment can be used: perception and understanding of emotional states according to expression or the context of the emotional situation, development of emotional decentration, and emotional anticipation. The latter leads us to the assumption that all the above-mentioned criteria can be considered from the point of evaluation of the same parameters. Thus, perception, understanding, identification of emotional states is actually regarded as criteria for assessing the emotional and cognitive components of empathy structure. At the same time, the increase of qualitative and quantitative indicators of perception and understanding of the emotional states is associated with the expansion of subject content requirements and development of emotional decentration. Social mediation of emotional states, pro-social motivation of behavior can be simultaneously considered as indicators of empathy development (as an important social gain of a preschool child) and capability for emotional anticipation. The results of theoretical generalizations are presented in the form of a diagram which graphically represents the age-related changes of the emotional development content of children at different pre-school stages.

The paper covers the issue of psychological prevention of “professional burnout” syndrome experienced by medical professionals of various levels of education. The authors prove the relevance of the topic and the insufficient degree of development of this issue; bring up the topical issue of the specificity of professional burnout of doctors and nursing personnel, and highlight the necessity of the search for and argumentation of methods of psychological prevention of professional burnout of medical professionals. The authors set out the results of empirical study aimed at the detection of peculiarities of the doctors’ and nurses’ burnout, according to which they determined the high level of professional burnout of all medical professionals; and the nursing staff manifests the highest degree of this syndrome as the nurses are characterized by the low degree of social satisfaction and organizational loyalty. Besides, it is more typical for them to use non-constructive coping strategies such as the “confrontive coping”, “distancing” and “escape-avoidance”. At the same time, it is medical nurses who manifest greatly the empathic abilities. The correlation analysis revealed the following dependence: the lower the degree of education, social satisfaction and status of medical professionals is, the more expressed the “professional burnout” syndrome is. Moreover, the relation of the low degree of burnout and the use of constructive “coping-strategies” is detected. The authors make clear the tasks of psychological prevention of professional burnout promoting the supporting and strengthening of psychological health of medical professionals, correction of personal characteristics of a specialist and the interrelations within the community, as well as helping to cope with stress and emotional burnout in hardships. The results of control stage of the experiment described in the paper point out the efficiency of the psychological prevention program and the feasibility of its application in medical institutions.