bluuebunny/crossref_metadata_2025 huggingface dataset:
SPECIAL NEEDS CHILDREN IN SCHOOL (INCLUSION): QUANTITATIVE STUDY ON STUDENT ATTITUDES
Authors: Makris Ioannis , Macri Dimitra
Published: May 2019

The study’s goal is to pinpoint student attitudes relating to the presence of special needs students in ordinary schools. The study was based on Triandis’ conceptual model regarding attitudes (Triandis, 1971). The Chedoke-McMaster Stroke Assessment (CMSA) was the tool we chose and, in particular, the Chedoke-McMaster Attitudes towards Children with Handicaps (CATCH) scale to measure the attitude of ordinary students towards handicapped students. Our sample includes data from schools in the seven countries (France, Greece, Italy, Romania, Belgium, Portugal, and Poland) participating in the Erasmus+ “Heading for inclusive school in Europe” program, with APAJH/LOT, France, as the leader. Our study implemented descriptive and deductive statistical analyses and our ANOVA model pointed to the statistically important factors. Based on those findings, interesting associations were revealed which helped us fathom young people’s views on handicaps; and redefine the issue of inclusion of handicapped students in schools. It also allowed us to design a broader dynamic regarding the agencies championing this inclusion effort. Last, our conclusion has been that, in order to redefine the issue of special needs students, all involved should modify their own attitudes and perceptions.
EXPERIENCE IN THE IMPLEMENTATION OF THE PARENTAL ENLIGHTENMENT PROGRAM "AXIOMS OF PARENTAL LOVE"
Authors: Petrash Elena , Sidorova Tatyana
Published: May 2019

It’s not easy to parents of schoolchildren in the modern conditions of lack of time and understanding, that’s why the school today must engage actively in parental enlightenment. The parent club represents as interactive form of acquiring psychological and pedagogical knowledge and enriching the parents’ educational experience. The research purpose is to study the impact of interruptions of parent-child relationships on the development of the child’s personality and to show how to prevent them. The program, which is implemented in the Lyceum No. 8 of the Pskov city, is based on the statement that children growing up in an atmosphere of love and understanding have fewer problems related to health, communication with peers, education, etc. The club’s work includes: discussion meetings, evenings of "Questions and Answers", trainings, playing problem situations, questioning, game exercises, games - relaxation, games - dramatization.
PEDAGOGICAL PROCESS FACILITATING PHYSICAL ACTIVITY OF PRE-SCHOOLERS
Authors: Stangaine Inga , Augstkalne Dace
Published: May 2019

The research covers analysis of theoretical literature on significance of physical activities in the development of child’s integrity, as it is a well-known fact that child is researcher and his/her activity is manifested through movement. Child gets his first impressions about surrounding world through movement – the more diverse motions are, the more information is acquired, and the more intense is intellectual development thereof. However, quite often pedagogical process does not consider the specific factors facilitating capacity of child’s physical, functional, motion and mental development.To conduct the research, an aim was set to study physical activity of children in pre-school and opportunities to increase it via pedagogical process.The research was carried out by using suitable research methods: analysis of theoretical literature, observations, and pedometrics.The research covers analysis of physical activity of children and amount thereof during a day in pre-school, as well as is aimed at seeking solutions to improve it.Within the research, it was concluded that pre-school education institutions do no provide children with sufficient physical activity, as 75 % of the children do not make the needed number of steps during a day in pre-school.In relation to the competence-based educational content, the research gives suggestions for facilitation of physical activity of children in pedagogical process.
POWER RELATIONS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS AND THEIR TRANSFORMATION IN THE PERSPECTIVE OF THE LEARNING PARADIGM
Authors: Lenkauskaitė Jurgita
Published: May 2019

The article deals with the problems of the power relations of the participants of the educational process. In the educational process, power is usually demonstrated not directly, but it is expressed employing rituals, rules, subtle control mechanisms, etc. Traditional teaching forms and methods, focused on the transferring of knowledge, help to maintain hierarchical relations in the educational process. The scientists (Duoblienė, 2009) notice that it is not possible to avoid power relations, but they can be reflected on. In the context of education, it foresees the perspective of the change in critical thought and power relations. The shift from the teaching paradigm to the learning paradigm is related to the possibility to recognize the expression of power relations and replace the traditional educational practice with a new one, that reflects the activity and equality of all the participants of the educational process. The aim of the research is to reveal the expression of power relations of the participants of the educational process and reflect on the situation of their transformation that occurs in the perspective of the learning paradigm. Problem questions: How do power relations manifest themselves in the educational process? How do they change while moving from the teaching paradigm to the learning paradigm? The methods of the analysis of scientific literature and written reflection by pedagogues have been applied in the research. The analysis of scientific literature presupposed the possibility to reveal the expression of power relations of the participants of the educational process, the implicit character of power relations and the situation of their change in the perspective of the learning paradigm. Written reflection by pedagogues reveals their efforts of critical thinking recognizing power relations in the context of their professional activity, analysing the causes of these relations and the potential of their change.
TEACHERS’ READINESS TO IMPLEMENT THE ACQUISITION OF TRANSVERSAL SKILLS IN THE CONTEXT OF THE NEW STANDARD
Authors: Petere Anita
Published: May 2019

In today’s rapidly changing world, when information technologies are developing very fast, a new change of the paradigm of the educational system is needed. It means that a teacher’s pedagogical activities also have to change – from an educator to a cooperation partner in the teaching/learning process. National Centre for Education (NCE)  has worked out a new ”Competence approach to teaching/learning content”, the aim of which is to ensure the acquisition of the content of general education based on competence approach, and which embraces all stages in education.The objective of the article is to reveal the essence of competence approach and the readiness of primary school teachers to implement the acquisition of transversal skills in teaching/learning process and when planning curricula.In order to obtain data, semi- structured interviews, observation, the analysis of documents have been used. According to the research results, part of the teachers finds it difficult to change their style of conducting the teaching/learning process. Explanation and task formulation dominate without involving pupils in discussions.
ANALYSIS OF METHODOLOGICAL APPROACHES TO PROBLEM SOLVING SKILL IN MATHS TEXTBOOKS FOR GRADES 5-6
Authors: Krastiņa Elfrīda , Sondore Anita , Drelinga Elga
Published: May 2019

One of the most important cross-cutting skills in the competence approach, which is developed in learning mathematics, is problem-solving. Solving mathematics word problems with practical content includes both text analysis, visualization of content, planning, and searching for different solution steps, argumentation of one’s opinion, solution design, as well as research. During his working life Professor J. Mencis (senior) has developed a methodological system of word problems. What is the offer of other authors? The aim of the article is to analyse the implementation of methodological approaches by various authors in the 5-6th grade maths textbooks, which develop the problem-solving skill, in order to find out the strengths and weaknesses of these methodological solution.
TEACHER AUTHORITY IN SCHOOL
Authors: Jozauska Kristine
Published: May 2019

The purpose of education is to initiate the young into the different ways in which, over the centuries, men have organized their experience and understanding of the world. This initiation depends upon the ability of teacher to explain and inspire, and on the willingness of the young to engage in this enterprise with a proper humility. The discussion on the role of authority in knowledge development and the subject of lack of teacher's authority is in great tension. The role of the teacher has changed, authority, a fundamental part of the teaching–learning process, is a problematic and questioned by society, the media, parents and students. Due to the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behavior. This could be termed teacher authority. Power and authority are central features of teachers' work. Many studies of teachers emphasize the impact that teachers have on students. Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in modern teaching contexts.The main goal of the article is to analyze the teacher's authority and the pedagogical act in the situation of social change.
SCHOOL'S CULTURAL DIVERSITY: WHAT IS THE DIFFERENCE BETWEEN "SCHOOL OF HAPPINESS" AND "SCHOOL -PRISON"?
Authors: Bubeliene Daiva , Merkys Gediminas
Published: May 2019

Five years ago, a questionnaire for senior pupils "Safe School - A Safe Child" was launched in Lithuania. It is a standard inventory containing 160 primary items that are distributed into 38 sub-scales and ultimately into 8 psychometric scales with unusual goodness of fit. At the moment, 2072 pupils' answers appear on the basis of statistical rationing, and 40 different schools in the country are evaluated. A cluster analysis was carried out with scale estimates that reflect the child's psychological well-being and school well-being. In this way, schools were identified at the base of the rationale, which metaphorically converge into a "school of happiness" or a "school prison" model. Then, with the remaining inventory variables, their subscales, the discriminant analysis was carried out. The school type in the model was defined as a grouping variable. Such approach has made it possible to find out which variables, reflecting school's security and livelihood, define the mentioned types of schools. It turned out that the identified types of schools are characterized by such factors as the openness and accessibility of the director; participation of parents and students in school life; sticking to universally accepted, disputed rules; social and pedagogical involvement, sensitivity; avoiding to hide problems and misbehavior. The research data allow on the hypothesis's rights to formulate specific recommendations of the school life improvement for school leaders and educators.
INTRAPERSONAL CONFLICT FACTORS OF PRIMARY SCHOOL TEACHERS
Authors: Pantiuk Mykola , Sadova Iryna , Lozynska Svitlana
Published: May 2019

An essential characteristic of pedagogical activity is its conflict potential. Such specific features as high social and normative expectations and significant overloading of roles in combination with individual psychological characteristics of teacher's personality lead to the emergence or exacerbation of various intrapersonal conflicts. Unsettled conflict usually becomes a constant source of discontent with yourself and the environment, causes a high level of anxiety, starts devastating processes of emotional burnout. Therefore, it is important to provide timely assistance to teachers in situations of intrapersonal conflicts.The purpose of the article is to highlight the results of empirical identification of intrapersonal conflict factors of primary school teachers. To achieve this goal it is necessary to solve the following tasks: 1) to investigate the factors of teachers conflict behaviour at the empirical level; 2) to determine the specifics and nature of the relationship between the level and characteristics of conflict and creativity, between the motivation of achievement and development of subjective qualities of a primary school teacher.Research tools: adapted methods of K.Thomas (N.Hrishyna) on the diagnosis of the style of behaviour in a conflict situation; methods of diagnosis of personality motivation for success (T.Ehlers); methods of studying frustration reactions (S.Rosenzweig); methods of diagnostics of interpersonal relations (L.Sobchyk); A.Rukavyshnikov’s methods for the definition of mental burnout; Drawing Apperceptive Test (DAT); methods of self-actualization A.Maslow adapted by Gozman, Kroz & Latinskaya. The total number of respondents - 32 primary school teachers of secondary schools in Drohobych, Lviv region.The analysis of the obtained results showed that: 1) there are specific characteristic connections between the level and features of conflict, creativity, between the motivation of achievement and development of subjective qualities of a person; 2) internal conflict as an interpersonal phenomenon is both a personal characteristic and a determinant of social interaction. It has been found that rivalry, low verbal creativity, lack of communicative competence in combination with extrapunitive type of reactions cause increased conflict. According to the results of the researches, a significant number of primary school teachers under study (32%) have increased intrapersonal conflict. Of course, this alarming indicator prevents the establishment of optimal pedagogical communication and provokes conflict among children of primary school age.
THE CONCEPT OF COMPETENCE IN THE CONTEXT OF EDUCATION REFORM IN LATVIA
Authors: Briška Ilze , Siliņa-Jasjukeviča Gunta , Kalēja-Gasparoviča Daiga
Published: May 2019

The word competence is a key concept of ongoing education reform in Latvia - the ESF project “Competency approach in the curriculum” (hereafter: Project). The implementation of the idea of competence-based curriculum is related to significant changes in the structure of school and pre-school curriculum, the system of evaluation of learning outcomes, teacher education etc., which are widely clarified and discussed in expert groups and public space. Participating as experts in the development of a Project, the authors of the article find that the Latvian educational space lacks a common understanding of the meaning of the concept competence. Often the pedagogical terminology used by educators even contradicts the innovative meaning and essence of the reform. The aim of the article is to clarify the inconsistency and contradictions related to understanding of the concept competence in the context of Latvian educational reforms. Research question: How to use the pedagogical terminology related to concept competence to reflect the innovative approach correctly and deeply, but at the same time - simple and understandable for the teachers, parents and children. To find it out, the article analyzes the essence of the competence approach in theory and compares it with the actual situation in practice. The research data were obtained in 34 written students’ reflections after study practice and 9 interviews with experienced teachers of general education schools in different regions of Latvia. The content analysis of the interviews was proceeded, the dimensions of holistic understanding of concept competence was marked and types of contradictions – generalized. Results: The analysis revealed discrepancies between terminology used in the framework of educational reform, and educators’ understanding of its meaning. These findings can develop educators’ common understanding of concept ‘competence’.
CHILDHOOD: WHAT WE UNDERSTAND AND DO NOT UNDERSTAND
Authors: Černova Emīlija
Published: May 2019

"What is childhood?" - an educated person today would answer that childhood is the stage of a child’s growing up to achieve social maturity and becoming a  responsible member of society. A person when he/she is at the life period between infancy and youth is not recognized as an adult (Hanson, 2009). Blonsky noted that 33% of a person’s life-span belongs to his/her childhood (Blonskis, 1920). The stages of human childhood are a product of history. These are subject to changes just like thousands of years ago. Historically, childhood is not mainly related to the state of biological maturity, but to the specific social status of a person which manifests itself in the roles of duties and rights of a particular stage of life, with appropriate kinds and forms of activity, as well as responsibility.  The 21st century’s socialization theory draws the child's image as an active and competent person, who deserves being allowed to determine his own choices and actions in the process of socialization (Corsaro, 1997, Jamess, Proud, 2013). Researchers (for instance, Woodrow, 1999) highlight that a child is considered to be equivalent to an adult, but in the process of upbringing all its participants have the opportunity to cooperate by sharing power among those being involved and delegating responsibility. Therefore, it is important to get to know what is an image of a modern child in the perception and notions of adults (parents, teachers, other members of society) who are no longer child-carers or currently are not related to this work. What are we ‘adults’ like in the eyes of a child? Dominant research methods: adult written surveys, interviews with children.
INTEREST-RELATED EDUCATION TEACHER'S ROLE IN VALUES CREATING
Authors: Pavlovs Māris
Published: May 2019

In the past, the professional and private life of the teacher was of equal importance to be a model for the child. Later, these areas were separated, and it was even advisable for the teacher to avoid expressing their values. Adolescents want school to give them understanding of values and relationships. Unlike general education, interest-related education is voluntary. Positive feedback on after-school activities is linked to improvements in school performance. Interest-related education strengthens mental health and the ability to overcome psychological difficulties. Nowadays there are different opinions about where the child's morale develops at home, school or elsewhere. Educational institutions have a close connection with the values of education and teachers have a moral impact on schoolchildren. The paper examines several value-oriented creation methods. The author of the paper carried out a study of interest-related education students about their values and experience in out-of-school activities. It is concluded that interest-related education has no pronounced impact on value orientation.
MODERN CAREER THEORIES IN THE CONTEXT OF DIFFERENT GENERATIONS AND CHANGEABLE ENVIRONMENT
Authors: Katane Irēna , Korna-Opincāne Evita
Published: May 2019

One the most topical issues in modern education is to support students in their interaction with the changing environment, thus helping them to accept these changes, live with them and find new opportunities for development, including opportunities for career development within these changes. Another topical issue is the generational change of students and respecting the specific qualities of this new generation during the education and career development support process in schools. Both these issues reflect in career theories in a form of new trends. Which generations can these career theories be applied to the most? How will the representatives of different generations join in the changing educational and professional environments? Understanding of these questions is essential within the context of providing modern career support. The aim of this article is to analyse and evaluate modern career theories within the context of different generations and changeable environment. The publication comprises the finding of the latest theoretical studies and results of the authors reflecting upon their professional experience. Career development during the current decade of the 21st century is determined by several new theoretical viewpoints, each of which focuses on its own research issue, yet they are united in the aspect of taking individual responsibility of one’s own career development and career self-management in the situation of changeable  environment, which can be helpful in adapting to and coping with unexpected changes and challenges presented therewith in the context of career development. From the point of view of modern career theories, challenges within educational and professional environments posed by global changes may be better understood within the context of career development of pupils. People of different generations have different attitudes towards their careers and the possibilities for their developments, therefore studies within the context of generation and career theories are essential.
DISSEMINATION OF THE CONCEPT OF PERSONAL INDIVIDUATION IN MODERN PHILOSOPHY AND PSYCHOLOGY (THEORETICAL AND HISTORICAL OVERVIEW OF THE CONCEPT DEVELOPMENT)
Authors: Lescinskaite Irma
Published: May 2019

The article aims to reveal the concept of Individuation. Individuation is perceived as a conscious decision to constantly create one’s qualitative life by realizing one’s creative strengths and personal human needs. It can and is also perceived as a (self)educational process, which occurs in an educational environment that is suitable for the self-expression and individuation of a person. The following article reveals the philosophical and psychological approaches towards the concept of personal individuation. The concepts of individuation of the following authors are being reviewed: I. Kant, F. Schiller, F. Nietzsche, J. Dewey, R. Rorty, G. Jung, C. Rogers and A. Maslow.
FORMATION OF CRITERIA OF THE ANTI-DISCRIMINATION ANALYSIS OF SCHOOL TEXTBOOKS IN THE UKRAINIAN EDUCATIONAL FIELD
Authors: Voyevutko Natalya , Kuligina Elena
Published: May 2019

This scientific work is aimed to develop the criteria of conducting the anti-discriminatory analysis of school textbooks based on the performed research. The work specified the normative, legal, scientific and methodical bases of gender and anti-discrimination analysis. The anti-discrimination requirements to the content of textbooks developed by the Ministry of Education and Science of Ukraine, the formation of gender expertise, and its reformatting into anti-discrimination one were analyzed. Authors of the work suggested the criteria of anti-discriminatory analysis that form a system combining the qualitative and quantitative factors in the evaluation of parameters, which are components of content of the textbook.
THE INFLUENCE OF BASIC PSYCHOLOGICAL NEEDS ON SECONDARY SCHOOL STUDENTS’ INTRINSIC MOTIVATION AT RRI ACTIVITY
Authors: Peciuliauskiene Palmira
Published: May 2019

The article deals with the role of responsible research and innovation (RRI) at science education in promoting intrinsic motivation of secondary school learners from Lithuania. RRI deals with uncertain areas of knowledge and gives students an opportunity for responsibility and self-expression to come to informed decisions about science innovations and their impact. The theoretical background of learners’ intrinsic motivation was analysed on the basis of Self-Determination Theory (STD). STD highlights three basic psychological needs of learners: the need for autonomy, the need for competence and the need for relatedness.The research problem is formulated as a question: how do basic psychological needs influence intrinsic motivation of secondary school learners at RRI activity? Intrinsic motivation inventory was used to assess the secondary school students’ intrinsic motivation related to RRI activity. The collected data were analysed using simple regression. The findings confirm that the need for competence and the need for relatedness are important internal factors in promotion of intrinsic motivation of secondary school learners at RRI activity.
PSYCHOLINGUISTIC PECULIARITIES IN UNDERSTANDING OF INDIRECT MEANING OF PROVERBS BY CHILDREN OF PRE-SCHOOL AGE
Authors: Kalmykova Larysa , Kharchenko Nataliia , Мysаn Іnna
Published: May 2019

The study reveales psycholinguistic peculiarities of understanding of indirect meaning of the proverbs of Ukrainian speaking pre-school children. The experiment took place on the basis of pre-school education establishments of Ukraine. Children were proposed to express themselves in order to find out how they understand given proverbs. If they had difficulties in meaning explication, so they were proposed some variants of proverbs interpretations, among which the first was correct (with indirect meaning) and the second with the direct meaning and the third with occasional associative meaning. The experiment proved such results: there are children with obvious intuitive language ability to feel the general meaning of proverbs. The proverb understanding is seen by child as complex cognitive task, which foresees decipherment of the common thought or conclusion, understanding its meaning (implication). That is why the proverbs cause problems among children.
USING THE TECHNOLOGY OF COLLECTIVE GAME COMMUNICATION IN THE PROCESS OF FORMING THE DIAMONOLOGICAL COMPETENCY OF PRIMARY SCHOOL PUPILS
Authors: Lapshyna Iryna , Lyubchak Lyudmila
Published: May 2019

The authors consider the diamonological competency of primary school pupils as a component of communicative competency, which is defined among other end-results of secondary education in modern Ukraine. They convince that communication for meeting educational, personal and professional demands involves the ability to respond adequately to a partner, a participant of a certain activity. That is, by means of linguistic means a pupil can plan, organize, edit, and monitor the course of action as well as its results. Taking into account the age-specific peculiarities of primary school pupils, the authors consider the technology of collective game communication, integrating the collective game forms and the speech communication, to be very effective for forming their diamonological competency. Correctly organized collective game communication of primary school pupils will not only contribute to the formation of the conscious linguistic personalities with free expression of thoughts, but also to the pupils’ harmonious development and their training for creative self-realization.
FORMATION OF PUPILS' MUSIC LEARNING EXPERIENCE AND SELF-EXPRESSION SKILLS IN SOCIO-EMOTIONAL ACTIVITIES
Authors: Kepule Iveta , Strode Aina
Published: May 2019

When emphasizing a role of education in development of creative personality, attention during the process of teaching music is paid to the pupil’s social and emotional learning which determines formation of self-expression skills based on the pupil’s attitude and personal qualities. Emotions as one of the main mechanisms of mental activity and behavior are directed toward satisfaction of current needs, while social processes determine a way how a pupil assesses intensity of the motivation establishing emotional stimulus. The motivation area of the self-expression formation in teaching music is determined by the social and emotional learning environment of the pupil, facilitating interaction of emotional and cognitive processes, and formation of mutual relationships in family, class, school and among peers. The aim of the study: to characterize the types of social and emotional activity facilitating self-expression of pupils in teaching music, their correlation with the self-expression of the pupil’s personality in social environment. Research methods: analysis of scientific literature, analysis of the author’s teaching experience, thematic analysis of the pupil’s essays in emotional and social context.
MULTILINGUAL EDUCATION – A STEP INTO THE BETTER FUTURE
Authors: Tvaltvadze Darejan , Mumladze Eteri , Gvelesiani Irina
Published: May 2019

Contemporary globalizing processes are often associated with plurilingualism, translanguaging and multiliteracies that foster the implementation of multilingual education in the countries facing an increasing diversity: the mass migration of population, the growing number of refugees, settlements of ethnic minorities. The paper deals with the presentation of the latest state policies directed towards the implementation of multilingual education in Georgia – in the post-Soviet country, which has undergone drastic changes during the last decades. In the Soviet epoch, mastering Georgian or Russian was a prerequisite of a rightful citizenship. After the dissolution of the USSR, mastering Georgian started being obligatory for occupying positions in governmental institutions, organizations, etc. This fact marginalized those representatives of ethnic minorities, who had a poor knowledge of the state language. The government initiated the implementation of multilingual educational policies preventing marginalization of ethnic minorities and facilitating the rearing of plurilingual citizens sharing equal rights and responsibilities. The paper presents certain insights into the multilingual education and makes specific proposals regarding the:usage of innovative teaching methods, models and approaches (CLIL approach, heteroglossic approach);creation of an appropriate lesson design;implementation of intensive training-courses focused on the acquisition of intercultural and cross-national skills, etc.The methodology of research includes observation, analysis and evaluation of ongoing processes.
PARENTAL ATTITUDES OF MOTHERS LIVING IN FAMILIES WITH/WITHOUT THE PROBLEM OF AGGRESSION AND VIOLENCE
Authors: Przybysz - Zaremba Małgorzata
Published: May 2019

The text is based on its empirical foundations; it concerns the parental attitudes assumed by mothers living in families with the problem of aggression and violence and these that do not experience such a problem. The research was conducted among 710 women bringing up children of different ages. The aim of the study was to answer the following question: What parental attitudes towards children are taken by the mothers living in families where there is a problem of aggression and violence, or lack thereof ?. The study used two tools: the scale of family attitudes according to Maria Braun-Gałkowska and the questionnaire of own authorship. The data elements used to develop the obtained results were, among others, Chi² test and Vxy-Cramer coefficients.
A FAMILY WITH MANY PROBLEMS IN THE SOCIAL SUPPORT SYSTEM
Authors: Matejek Józefa
Published: May 2019

The contemporary family is subject to significant transformations, which forces its members to adapt in new conditions of social functioning. Changing socio-economic conditions, difficult financial situation, helplessness, occurrence of addictions and social pathologies often make families unable to properly fulfill their tasks and functions. Social support can refer to taking action in any difficult situation in which a person is - a family who can not cope independently under the circumstances. The family is one of the most important values in human life, therefore the possibilities of its support should be broad, varied and generally available.The aim of the study is to present selected aspects and forms of social support for the family, which experiences many problems in everyday functioning. Supportive activities concern, among other things: the form of social assistance that the family will receive in the light of legal acts, the types of benefits a family can get in a difficult life situation and diversified forms of assistance and support from specialists for working with family - social workers and family assistants. The study uses the method of analysis of existing data (desk research), the research has been given a diagnostic and descriptive character. In the presented article, the analysis covered the subject literature on the subject matter covered, applicable legal acts, statistics, government reports and reports on social assistance benefits. The collected material was supplemented by an expert interview conducted with social workers and family assistant.  Undertaken assistance activities should support families not only in the traditional social role, but also be open to the dynamics of socio-economic and cultural changes and new areas requiring assistance. Therefore, when undertaking supporting activities, one should focus both on preventing negative phenomena that may threaten the proper functioning of the family and effectively eliminate the effects of their occurrence.
FACTORS AFFECTING EDUCATIONAL AND VOCATIONAL PLANS OF FOSTER CARE CHARGES
Authors: Ruszkowska Marzena , Matejek Józefa
Published: May 2019

The objective of a foster care is to ensure that a child who is deprived of the adequate care from the biological family lives in the adequate environment. People who deal with Foster care responsibilities are bound to ensure a proper care to a child as well as prepare this child to future life, including vocational one. Thus, essential are educational and vocational plans of charges since they affect the process of gaining the autonomy by a youngster. The three actions: firstly, analysing the literature, secondly, doing researches in bialski poviat, thirdly, conducting a narrative questionnaire with an educator who simultaneously holds the responsibility for teaching charges autonomy, these three are supposed to identify factors that affect educational and vocational plans that foster care charges have. Factors that play significant role are as follows: a kind of foster care (family-run children houses versus educational care centres), the influence exerted by a subject and people who are supposed to support the process of gaining autonomy (foster care provider, tutor, pedagogue, educator responsible for teaching autonomy), personal characteristics (for example low self-esteem, lack of willingness and motivation to learn, lack of skills) and environmental factors (impact of dysfunctional family environment, peer environment, local environment).
E-LEARNING IN THE FOREIGN LANGUAGE TEACHING CONTEXT
Authors: Katermina Veronika
Published: May 2019

The obvious trend is the increased use of electronic communication in our daily lives supported through increased access to the Internet via a combination of mobile devices and communication infrastructures, and providing access to a growing library of information in electronic formats. E-learning can be perceived as perpetual, sustained over a lifetime and enacted in multiple, daily occurrences as we search for information to satisfy our learning needs and contribute content that promotes understanding. E-learning can be also regarded as an engaged act created through both technical and social decisions. As it is known within the framework of modern educational programs designed for the training of bachelor students studying foreign language, most of the hours are devoted to self-controlled work. The effectiveness of the work itself, as well as its control, largely depends on the diligence and conscientiousness of the student and the time spent by the teacher to check the tasks. Obviously, spending audit hours on checking is irrational and inefficient. Therefore, the question arises about the creation and usage of interactive courses using iSpring software products that improve the effectiveness of independent work of students and optimize the work of the teacher.
INTERCULTURAL APPROACH IN ENGLISH AS A FOREIGN LANGUAGE TEACHING AT HIGHER INSTITUTION
Authors: Korenetskaya Irina , Semenova Nataliia
Published: May 2019

The article studies and analyses interculturality in ELT by means of intertextuality.The main focus of this paper is onthe integration of an intercultural approach in the content of modern academic curricula, as well as the intertextual features of texts in a foreign language classroom. The precedent texts, representing the phenomenon of intertextuality, developinterculturality in education via reflexive understanding of the Self and the Other on the border of cultures and values. Thus, the concepts of “intertextuality” and “interculturality” are analyzed in this article, their interrelation is shown, some ways of understanding of the precedent texts and implementation of interculturality in ELT are offered.The article focuses on the linguistic features of educational texts, not so much on the traditional and stereotyped cultural and value differences between the representatives of different nationalities, which leads to the establishment of barriers in interpersonal interaction, but rather on the cultivation of similarity, acceptance of cultural diversity, and awareness of Self and one's own identity.There are many effective ways to develop intercultural skills, applying such methods as CLIL, case-study, role-plays, lapbooking, projects. The conclusion reflects the main results of the research, revealing the essence of transformations of precedent texts, which form the students’ image of the world and affect the addressee in the way, necessary for the addresser.
THE NEED OF EDUCATION IN THE FIELD OF DOMESTIC VIOLENCE
Authors: Papáček Peter
Published: May 2019

The paper deals with the thesis that our classical type of education is not always enough to prepare us for the real life matters. One of those matters, a really negative one, is the domestic violence. It is a not very comfortable issue to talk about or to admit its existence in our lives. Furthermore, it deals with the possibility to find a place for this education issue in our educational system and its curriculums. The main aim is to prepare and to give the knowledge about the matter of domestic violence to the youngsters at a reasonable age. It could help in the field of prevention and even in the situations when we have to face the domestic violence – to identify its forms, what can the legal consequences be, how can we act, how can the legal authorities help, what are their competences and how or where can we get legal aid. The paper uses mainly analytical methods to examine the current state and comparative methods too, to compare the current state and the status recommended by the aim of the paper. The main research result is an educational model in the field of domestic violence which is practical and useful in real life situations.
A COOPERATION BETWEEN VOCAL TEACHER AND SPEECH AND LANGUAGE THERAPIST IN THE TREATMENT OF MULTIFACTORIAL VOICE DISORDERS
Authors: Ivane Madara , Trinīte Baiba
Published: May 2019

The aetiology of voice disorders is multifactorial. Neglecting of vocal hygiene and medical factors are common causes of voice disorders. The critical elements of the holistic approach to voice therapy are postural alignment, breathing and support, phonation and the speaking voice. The aim of the study is to make an analysis of the efficiency of the interdisciplinary treatment approach in a client with multifactorial voice disorders. Methods. This is a case study. The 57 years old female with moderate functional dysphonia received intervention by the vocal teacher and speech-language therapist. The following voice assessment methods were used in the study: a gathering of anamnesis, voice acoustic analysis, voice self-assessment. The vocal teacher used the following treatment methods: postural alignment exercises, Anna Sims’s breathing exercises, vocal and articulation exercises. Stemple’s Vocal function exercises, resonance therapy and biofeedback, were used by the speech-language therapist.Results. The harmonisation of posture, breathing, vocal folds vibration was achieved during the therapy. The objective measurements demonstrate improvement in Dysphonia Severity Index as well as the Voice Handicap Index. The client demonstrated satisfaction with the improvement of voice function.Conclusion. The cooperation of vocal teacher and speech-language therapist diversifies therapeutic approaches which allow finding unique, client-oriented intervention and achieving positive output.
THE FACTORS OF STUDENTS’ AGGRESSIVENESS IN ADOLESCENCE AND YOUTH
Authors: Lezhnina Larisa
Published: May 2019

The article is devoted to the study of the actual problem of the aggressiveness of students within the walls of educational institutions, as evidenced by the growing statistics of tragic incidents in Russian schools and colleges in recent years. The subject of the research is the personal factors students’ aggressiveness from senior classes. The purpose of the research is a comparative study of personal factors, the focus of aggressiveness and the level of a conflictness of students in adolescence and youth.A theoretical basis of the study is classical approaches to the understanding of aggressiveness as a personal construct of factors that determine readiness for aggressive manifestations of negative and positive orientation. For an empirical study 158 adolescents and young people (14–17 years old) were selected.The method of organizing the investigation is an ascertaining experiment. The empirical data collection was carried out using the method of “Personal aggressiveness andconflictness” (E.P. Ilyin & P.A. Kovalev).The results obtained allowed us to give a comparative description of the personal factors of aggressiveness, its focus and students’ conflictness levels in adolescence and youth. On the basis of the assumptions put forward about interiorization and socialization as two mechanisms for the development of aggressiveness, the author identified the most important aspects of psychological and educational prevention of aggressive behavior.
INVESTIGATION INTO OPEN EDUCATIONAL RESOURCES FOR LEARNING ENGLISH IN DEVELOPING FUTURE PHILOLOGISTS’ INSTRUMENTAL VALUES
Authors: Malykhin Oleksandr , Aristova Nataliia , Kovalchuk Vasyl
Published: May 2019

The authors present the results of the research carried out in the 2016/2018 academic years among 338 students earning BA in the English language and literature regarded in our study as future philologists. Experimental work was conducted at four higher educational institutions in Ukraine. The aim of the study was to find out the influence of open educational resources for learning English on the development of future philologists’ instrumental values. We used methods of mathematical statistics, computer data processing and a descriptive method for interpreting experimental data. The authors theoretically substantiate and practically prove the efficiency of the use of open educational resources for learning English which influence the development of future philologists’ instrumental values necessary for adequate evaluating own activity and meeting various real-life and professional challenges. These open educational resources are The Internet Encyclopedia of Ukraine, Encyclopedia Britannica, The Cambridge History of English and American Literature, Learn English. The results obtained in the experimental and control groups are compared and conclusions on the efficiency of the use of open educational resources for learning English in the educational process of higher education institutions in the context of development of future philologists’ instrumental values are drawn.
FORMATION OF CULTURE-ORIENTED COMPETENCIES ON THE MATERIAL OF THE AUTHOR'S MANUAL IN LINGUOCULTURAL REGIONAL STUDIES "PSKOV AND ADJACENT BORDERLANDS"
Authors: Matsevich Svetlana
Published: May 2019

The article is aimed at redefining linguocultural regional studies role in language education. The increasing role of linguocultural regional studies as an academic discipline is explained as it determines strategy and tactics of implementation of both regional and national component in the humanity education, contributes to national self-identification of an individual in the world culture. In the new learning environment it is this discipline that creates conditions for the integration of the individual in a multicultural and polylingual educational environment. It also contributes to the solvation of the problem of organizing language training in an academic group, members of which are representatives of different ethnic cultures. The attempt of using the extended version of a local region in order to create a multilingual and multicultural learning situation which results from new ways of training organization search is absolutely new and timely. The content and structure of linguistic and regional studies competence is detailed. The linguocultural regional competence is defined. Formation of culture-oriented competences on the material of the author's manual “Pskov and Adjacent Borderlands” is traced. The pattern of learning and the results of education are described and analysed. The methods applied were analytical, project, associative, communicative, testing, modeling and mathematical data processing.
INTERACTIVE PEDAGOGICAL TECHNOLOGIES IN DIFFERENTIATED FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION
Authors: Klets Tatyana , Malysheva Oksana , Presnyakova Nadezhda
Published: May 2019

One of the most important conditions for improving the quality of foreign language education in Russian non-linguistic universities in terms of heterogeneity of academic groups is the implementation of the differentiated approach to learning and the use of modern methodological tools in the form of interactive educational technologies. According to the authors, differentiated learning is a system of language training which allows to meet students’ cognitive needs, as well as to take into account their individual characteristics. The authors argue that the problem of having different levels of language training in a heterogeneous group can be solved through a combination of individual, pair, group and collective forms of training realized in interactive teaching. The article is aimed at the theoretical substantiation of the effectiveness of interactive pedagogical technologies and the generalization of the results of their implementation in teaching students of economic and engineering specialties. Such technologies as gamе simulation and debates based on problem-solving are aimed at involving all the students in cooperation and creating the most favourable conditions for each student’s learning. The pedagogical experience of introducing interactive learning accumulated by the authors suggests that the technology of phased, logical implementation of interactive forms from simple to more complex increases students' motivation, gains the experience of partnership, intensifies the learning process, directly linking foreign language skills with the ability to apply them in professional activities.