Components Of Readiness Research Articles

Comparison of the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school

Background and Aim: In today's world, it is believed that one should have global thinking, but implement these global thoughts locally. This can also be considered as the localization of global thoughts and ideas. The purpose of this research was to compare the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school. Methods: The current research method was quasi-experimental with a pre-test-post-test design with a control group and a one-month follow-up, which was conducted in Sabzevar high schools in 2021-22. The statistical population was made up of all the students of the first secondary school age range, who were selected as available and according to the sample size of 98 female high school students. The tools for collecting information were library studies, questionnaires and documents. In the collection of information, a questionnaire measuring emotional creativity was used as a tool. The sampling method in the present study was available by sampling method. The sample size included 66 people, that is, 33 people were considered for each group. In this research, the components and the total score of emotional creativity were the dependent variables, and the information related to them was collected in the three stages of pre-test, post-test and follow-up from the participants of the experimental and control groups, and to test the effectiveness of the implementation of the independent variable on the dependent variable of the method Analysis of variance with repeated measures was used. The software used is SPSS version 26. Results: The difference in the average scores of the components and the total score of emotional creativity in the pre-test-post-test and pre-test-follow-up stages was statistically significant, but the difference in the average scores in the post-test-follow-up stages was not significant. The difference in the mean of the components and the total score of emotional creativity in the two groups of critical thinking and control is statistically significant. The difference in the effect of two methods of social cognitive education and critical thinking on the components of readiness, innovation, effectiveness and the total score of emotional creativity was significant. Conclusion: According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. And critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

The Current State of the Formation of Emotional Literacy of Older Preschool Children with Logopathology

The purpose of this study is to identify the current state of emotional literacy, which affects the speech readiness to study at school of older preschool children with logopathology. The main priority of older preschoolers is that they are already able to manage their emotions and feelings, which acquire stability and validity. During training, moral, aesthetic, motivational, cognitive feelings are built on their basis. Emotional readiness determines in children an adequate reaction to life situations, understanding of actions and consequences of emotional states (emotional prediction); awareness of one's experiences, the ability to explain one's condition (feelings become arbitrary, controlled), which is extremely important for a future student. This especially applies to children with speech pathology. The results of the experimental study give a clear idea that there are significant differences between the groups of children with logopathology and those with normotypical psychophysical development regarding the formation of the emotional component of the psychological component of speech readiness for school: insufficiently formed knowledge about schematic types of emotions, which reveals a low level of awareness and ideas about types of emotions and their properties; insufficiently developed ability to analyze the facial expressions of the close environment; not understanding what kind of emotion a person can feel in different life situations. Their knowledge is limited to a small number of emotions, so during mood swings it is difficult for them to explain their emotional state or identify it in others; during communication, negative emotions are inherent (stubbornness, behavioral negativism, anxiety, fear of something new, in particular, speech). The obtained research materials and statistical evidence allow us to conclude that the majority of older preschool children with logopathology have an insufficiently formed emotional regulation; more often than children with normotypical development, they experience negative emotions during communication both with peers and with adults. The research materials indicate the unformed readiness of this category of children to interact in the conditions of schooling.

Дескрипція сформованості вербально-логічного мислення в дітей старшого дошкільного віку з логопатологією

The purpose of this study is to identify the current state of formation of verbal and logical thinking in older preschool children with speech development disorders, which affects their speech readiness for learning in general secondary education institutions. Research tasks is a theoretical analysis of scientific sources on the problem of study; specify research methods and parameters that reveal the level of formation of verbal and logical thinking; carrying out a comparative analysis of the study results of children of older preschool age with malignancy and normotypical psychophysical development. Research methods are methods with tasks aimed at learning the ability to classify subjects by common features at the verbal level, generalize issues and abstract phenomena, understand the figurative meaning of words (metaphors), analyze and draw conclusions from the content of the story. The results of the experimental study give a clear idea that there are significant differences between the groups of the studied older preschool children with speech pathology and those with normotypical psychophysical development regarding the formation of verbal-logical thinking and the psychological component of speech readiness. Children of older preschool age with speech disorders needed constant help from an adult. During the tasks, most of them made a slow transition from one type of question to another. In addition, these children made many mistakes: they incorrectly classified and summarized objects by features, could not explain the meaning of metaphors and their figurative meanings, and also had difficulties when analyzing and formulating conclusions to the text. The results of the experimental study show the unformed readiness of this category of older preschool children to integrate into the conditions of general secondary education institutions.

ДОСЛІДЖЕННЯ ВПЛИВУ ПСИХОЛОГІЧНОГО ЗДОРОВ’Я ПЕДАГОГА НА ПСИХОЛОГІЧНУ ГОТОВНІСТЬ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The article is devoted to establishing the regularities of the impact of a teacher's psychological health on his/her readiness for creative professional activity. The author identifies the structure of psychological health and the psychological readiness of teachers for professional activity. Psychological health is defined as a multi-level formation that represents a harmonious state of the individual, based on the balance between the spiritual, social, intellectual, emotional, volitional and bodily substructures of the personality, as well as harmony between the individual and the world. The structure of psychological health is represented by a hierarchy of spiritual-semantic, social, mental and psychosomatic components. The psychological readiness of a teacher is a psychological quality based on the unity of pedagogical motivation and pedagogical abilities. The components of psychological readiness are: value-motivational, moral-communicative, creative-cognitive and emotional-volitional. The article describes the features of the state of psychological health and psychological readiness of modern teachers of the New Ukrainian School (NUS). The study revealed that 70% of the NUS teachers have a high level of psychological readiness for creative pedagogical activity. However, 17% of them have a low level of psychological health. Using the methods of mathematical statistics, the author established the patterns of the impact of the state of psychological health of teachers on their readiness for professional creativity. The results of this survey pointed to the following: the higher the level of psychological health of a person, the more pronounced his/her psychological readiness for pedagogical activity; the lower the level of psychological health, the less capable the teacher is of professional and pedagogical creativity. An important factor of development in a teacher’s psychological readiness is the flexibility of thinking and a positive emotional state. The researcher has experimentally proved that the psychological health of a teacher is the basis for the effectiveness of his/her professional activity.

Структура готовності до подальшого навчання в учнів 7–9-х класів

The article states that today the role of the institution of general secondary education as an active environment for the personal formation of future specialists capable of conscious choice and development of various professional training programs and activities that meet the requirements of educational and professional standards, the needs of society and the interests of the person himself is being updated. It is noted that now we observe a systematic lag in the social and professional orientation of students from the demands of the labor market. The author provides his own understanding of the structure of readiness as an integral property of the individual, which acts as a set of incentive and executive regulations, the unity of volitional and intellectual qualities, the unity of personal-motivational and professional-performing components. Readiness for further training is considered as the inner conviction of the student and awareness of the importance of the correct choice of profession in life, as an element of a healthy lifestyle in general, sufficiency of knowledge and ideas about the world of professions, professional requirements for psychological characteristics and the state of human health. The following structural components of readiness for further learning of students in Grades 7–9 are identified and characterized: intellectual, motivational, emotionalvolitional and social.

КОГНИТИВНЫЙ АСПЕКТ ГОТОВНОСТИ СТУДЕНТОВ-ХОРЕОГРАФОВ К ЗДОРОВЬЕСБЕРЕГАЮЩЕЙ ДЕЯТЕЛЬНОСТИ

The article is devoted to the diagnostics of the cognitive component of the readiness of students-choreographers for health-saving activities. The purpose of the article is to assess the initial level and integrity of students-choreographers' knowledge about professional health and health-saving activities in choreography and to experimentally test the course of problematic lectures "Aspects of professional health and factors of professional ill health of choreographers" (as an interactive method of teaching students-choreographers healthy professional activities). The article reveals the internal component of the cognitive aspect of the readiness of choreographers for health-saving activities, defines the criteria for the formation of the cognitive component of readiness for health-saving activities. Indicators of the information-demand criterion of readiness for health-saving activities have been identified and studied. The results of diagnostics of the cognitive component of readiness for health-saving activities of 1-4 year students-choreographers and specialists (professionals) of teachers and choreographers at the ascertaining stage and the results of diagnostics of the cognitive component of readiness for health-saving activities of 1-4 year students-choreographers of the experimental group before and after the experiment are presented. formative stage. Using the Mann-Whitney method between E1 and E2, differences were established in terms of the level of expression of: - knowledge (U=294; p≤0.01); needs (U=226; p≤0.01). The study showed that despite the initial ignorance of students-choreographers about health-saving issues, their nature and depth of knowledge about professional health and health-saving activities in choreography depend on the purposeful formation of the cognitive component of readiness for health-saving activities with the help of a course of problematic lectures “Aspects of professional health and factors of professional ill-health of choreographers” and psychological impact on the emotional sphere of students' personality through video and audio materials reflecting the world statistics of the consequences of the problems discussed.

Особенности научно-исследовательской готовности преподавателей вузов Росгвардии

The article examines the importance of scientific work in the Military of the National Guard of the Russian Federation, presents its types and activities, and also reveals its necessity for the teaching staff. The analysis of scientists' research on the formation of teachers' research readiness is carried out, and the ways of its formation are determined. The article presents the procedure and results of the conducted research to determine the degree of formation of the components of the research readiness of the teaching staff at the Military Institute of Rosgvardiya using open sources, as well as the module of the information and educational environment "Personal account of the teaching staff" developed at the university. Groups of teaching staff were identified as a result of identifying discrepancies between them in terms of education level and teaching experience. The specifics of the study consisted in working out the tools for assessing the research readiness of the teaching staff, as well as obtaining important information from the point of view of identification processes typical for Rosgvardiya universities.

ОСОБЕННОСТИ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ У СТУДЕНТОВ НА РАЗНЫХ ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ

At present, as a result of the expansion of the use of the development of information and computer technologies, the increase in the situation of uncertainty in various spheres of a person's life (social, economic, professional), the problem of the formation and development of future specialists, which is directly related to their readiness for professional activity, is becoming more and more urgent. The purpose of this study was to identify and analyze differences in the structure of psychological readiness for professional activity among students at different stages of study at a university. The study involved students of the Faculty of Law of The Herzen State Pedagogical University of Russia (St. Petersburg) in the amount of 107 people. To study the components of psychological readiness were used: the technique "Who am I?" M. Kuhn and T. McPartland (translated and adapted by T.V. Rumyantseva), S. Schwartz’s method for studying personality values, R. Cattell’s method of multifactorial personality research (187), method of studying professional identity statuses (A.A. Azbel, A.G. Gretsov) and the methodology for diagnosing the socio-psychological attitudes of the individual in the motivational-demand sphere of O.F. Potemkina. The following methods were used to process the data obtained in the study: descriptive statistics, comparative statistics (parametric statistical tests of Student's t-test and non-parametric statistical test of U-Mann Whitney). Mathematical data processing was carried out using the Statistica package (Version 10). The study found that students of the 1st and 4th courses have the most pronounced socio-psychological attitudes “Orientation to freedom”, “Orientation to the process” and “Orientation to the result”, statistically significant differences were found only in the indicator “Orientation to the result”. The subjects are characterized by a similar personality profile, and statistically significant differences between the samples were established only for the indicator G - moral normativity. In the student environment, values that reflect personal success are more important than the interests of the group. Statistically significant differences were found only in the "Conformity" indicator. In the study of the cognitive component, it was found that the largest number of self-descriptions refer to the personal identity of students of both courses, to personal qualities, character traits, to an individual style of behavior ( "Reflexive Self").

Когнитивный компонент педагогической готовности родителей детей дошкольного возраста к участию в инклюзивном образовательном процессе школы

The aim of the study is to substantiate the necessity of developing the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. The paper considers the notions of “pedagogical competence of parents” and “pedagogical readiness of parents”, as well as the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. The work presents the results of a survey of parents and identifies the level of formation of the cognitive component of the pedagogical readiness for the inclusive educational process at school among parents of preschool-aged children. Scientific novelty lies in recording empirical data on the state of the cognitive component of parents’ readiness to participate in the inclusive educational process at school. As a result, it has been determined that parents’ knowledge in the field of inclusive education is not sufficiently developed; it is necessary to form the cognitive component of the pedagogical readiness among parents of preschool-aged children for their full participation in the inclusive educational process at school.

FEATURES OF THE COMMUNICATIVE COMPONENT DEVELOPMENT OF THE NUS TEACHER’S PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY

The article reveals the problematic aspects of the situation in which Ukrainian teachers found them in connection with the war in Ukraine, who are an intellectual, emotional, and social "resource" for the formation of the younger generation. Due to household, housing, financial and technical difficulties, as well as negative psychological conditions, not all teachers can effectively implement their mission. This problem posed to the psychologists-scientists the task of researching the psychological readiness of the teachers of the NUS for professional activity in the conditions of the war and in the post-war period, in particular, the peculiarities of the development of its communicative component.The author of the article highlighted the results of the research on the development of the communicative component of the psychological readiness of the teacher of the New Ukrainian School for professional activity. The studied phenomenon is defined as a set of purely communicative qualities of a person, his moral-communicative features, and psychological-pedagogical skills, the structure of which is formed by communicative, empathic-reflective, moral-ethical, and emotional-regulatory components. The author reveals the importance of the development of the communicative competence of the teacher of NUS as an indicator of the development of emotional intelligence and psychological readiness for professional activity during the war.

Conflict competence of students of the educational environment of a higher educational establishment: a study of the formation dynamics

Aim. To present the system-level structure of conflict competence and study the interrelations and differences in its components in students in the context of studying at a university.Material and methods. The study involved 150 1-4-year students. According to the factor analysis of psychological variables, 5 empirically represented groups of parameters were identified, con sidered as conflict competence. The empirical study used psychodiagnostic techniques aimed at determining strategies of behavior in conflict situations; personal aggressiveness and conflict; style of self-regulation of behavior; communicative tolerance; level of development of reflexivity and the technique of coping mechanisms.Results. According to Kruskal-Wallis H test, there were differences in 3 competencies: sthenic intrapersonal-oriented conflict readiness; interpersonal-oriented conflict competence; intrapersonal con-flictogenity. There were no significant differences in emotive-personal conflict readiness and constructive-activity conflict competence.An analysis of the prevalence of high level of conflict competence formation showed that in 1st-year students, emotive-personal conflict readiness prevails, in the 2nd year — constructive-activity competence, in 3rd year — intrapersonal conflictogenity, in 4th — interpersonal-oriented competence. Thus, the period of study at a university can be considered as a stage in the formation of conflict competences.Conclusion. The data obtained make it possible to identify five conflict competences, reflecting the motivational, cognitive and behavioral components of conflict tolerance and conflict readiness, which ensure the perception and analysis of conflict situations, the organization of behavior and communication in conflict situations and the willingness to solve them; the resulting five-factor statistical conflict competence model details the proposed two-factor theoretical model and refines it in terms of mechanisms. A comparative analysis of representation of conflict competences among 1-4-year students determined the competence dynamics as follows: from conflict instability to conflict readiness, which allows to clarify the existing ideas about the stages and features of competence formation under the influence of educational activities at the university.

Practices for readiness of future specialists for professional self-determination in the information society

Professional self-determination of the individual is a complex and lengthy process of finding and realizing yourself in the profession. The main goal of professional self-determination is clarified. The basic concepts of readiness for professional self-determination of future specialists in the modern information society are revealed. The following approaches to the consideration of the concept of readiness are defined: functional-psychological, personal, activity-based. Based on the components of readiness identified by the researchers, it can be assumed that the structure of professional self-determination of the future specialist contains motivational, cognitive and activity components. Self-determination is defined as a multidimensional process that can be considered from different points of view: as a series of tasks, that society sets for the emerging individual, and which the individual must solve in a certain period. As a process of step-by-step decision-making, with the help of which the individual forms a balance between his desires and inclinations, on the one hand, and the needs of society, on the other; as a process of forming an individual lifestyle, part of which is professional activity. A number of tasks of professional self-determination of a future specialist in the information society are formulated.

Barriers and facilitators influencing EBP readiness: Building organizational and nurse capacity.

Organizational supported evidence-based practice (EBP) enables nurses to be change agents and impact patient outcomes. Globally, a multitude of barriers limits EBP implementation, evaluation, and dissemination, which include time constraints, staff, resource access, education, technology, and fiscal support. These barriers and other disenfranchising elements hinder nurses' ability to actualize EBP and change practice within their workplace. This study describes the EBP readiness, barriers, and facilitators reported by inpatient registered nurses (RNs) employed in a nationwide healthcare system before COVID-19. The study employed a cross-sectional descriptive survey design using the 2005 Nursing EBP Survey for RN EBP readiness. The setting included 14 hospitals in Southern California. The survey was deployed in November 2016 and closed after 23 weeks. Descriptive statistics analyzed demographics and EBP scores, with inferential statistics for associations between demographics and EBP scores. ANOVA examined differences between EBP scores, service lines, years of employment, and education level. A content approach synthesized open-ended barrier and facilitator questions into seven specific themes. Seven hundred and twenty-four nurses completed the survey. Overall, the scores of inpatient RNs were highest scores for Practice Climate, suggesting the health system fosters a climate conducive to EBP. Scores were lowest for Data Collection and Implementation. Qualitative themes were: (1) Everyone Involved in EBP Implementation, (2) Fear and Resistance to Change, (3) Protected Release Time, (4) Knowing EBP Culture Outside of Current Organization, (5) Organizational Communication and Education, (6) Management and Leadership Support, and (7) Pragmatic Solutions to Facilitate EBP. Fear and Resistance to Change cut across all themes. Nurses at all organizational levels from the C-suite to the bedside can create strategies to determine essential EBP readiness components, including EBP mentors to guide knowledge uptake activities. Pragmatic solutions for EBP capacity require frontline nurse feedback, commitment, and partnership with nursing leaders.

Penitentiary staff's psychological readiness for extreme professional situations

Introduction. The article explores the characteristics of the professional environment of penitentiary staff, in particular, work contradictions, risks and uncertainties. Aim. To study the manifestation of extreme situations in penitentiary institutions and to determine the penitentiary staff's psychological readiness for extreme professional situations Methods. Theoretical analysis, classification, systematization, and generalization of relevant research findings available in scientific psychological literature. Results. Penitentiary staff should be prepared to take adequate actions in responding to extreme situations that may occur in penitentiary institutions. The penitentiary staff's effectiveness in extreme situations depends on staff's psychological stability and readiness. The types of extreme work conditions in penitentiary institutions include conflict and aggressive situations, situations that require prompt and urgent response with a lack of relevant professional opportunities, situations of unpredictability, and unexpected situations. Self-control, emotional balance, calmness and attention concentration are important for maintaining penitentiary staff's mental health in extreme situations. The penitentiary staff's psychological readiness for extreme situations includes orientational, evaluative, volitional, and operational components. Conclusions. Good development and coordination of all components of the penitentiary staff's psychological readiness for extreme situations are reliable indicators of the penitentiary staff's psychological work readiness, activity, independence, and a creative approach to work, which corresponds to the concept of professional competence. There is a need for penitentiary staff's psychological support in developing their psychological readiness for extreme situations with the help of a special set of psychological trainings.

Workforce Development Needs to Address Early Childhood Mental Health within the Childcare and Early School Years Setting

Supporting infant and early childhood mental health is a vital component of school readiness, but suspension or expulsion from early childhood educational settings can have a lasting impact on a child. The Pyramid Model for Social and Emotional Competence in Infants and Young Children (PM) framework and Infant and Early Childhood Mental Health Consultation (IECMHC) are two models to address preschool suspension and expulsion, while promoting young children’s healthy social emotional development. Both models require a qualified workforce. In Maryland, several initiatives are underway to address workforce development needs and to create pipelines of professionals trained in infant and early childhood mental health. These include statewide coordination of PM and IECMHC programming, the creation of new guidelines and pipelines for IECMHC service providers, workforce development, specific focus on equity within PM and IECMHC programs statewide, and an expansion of these efforts into early elementary school.

Maturity Level of Digital Reproductive, Maternal, Newborn, and Child Health Initiatives in Jordan and Palestine.

While there is a rapid increase in digital health initiatives focusing on the processing of personal data for strengthening the delivery of reproductive, maternal, newborn, and child health (RMNCH) services in fragile settings, these are often unaccompanied at both the policy and operational levels with adequate legal and regulatory frameworks. The main aim was to understand the maturity level of digital personal data initiatives for RMNCH services within fragile contexts. This aim was performed by choosing digital health initiatives from each country (two in Jordan and three in Palestine) based on RMNCH. A qualitative study design was adopted. We developed a digital maturity assessment tool assessing two maturity levels: the information and communications technology digital infrastructure, and data governance and interoperability in place for the five selected RMNCH initiatives in Jordan and Palestine. Overall, the digital infrastructure and technological readiness components are more advanced and show higher maturity levels compared with data governance and interoperability components in Jordan and Palestine. In Jordan, the overall Jordan stillbirths and neonatal deaths surveillance initiative maturity indicators are somehow less advanced than those of the Electronic Maternal and Child Health Handbook-Jordan (EMCH-J) application. In Palestine, the Electronic Maternal and Child Health-registry initiative maturity indicators are more advanced than both Avicenna and EMCH-Palestine initiatives. The findings highlighted several challenges and opportunities around the application and implementation of selected digital health initiatives in the provision of RMNCH in Jordan and Palestine. Our findings shed lights on the maturity level of these initiatives within fragile contexts. The maturity level of the five RMNCH initiatives in both countries is inadequate and requires further advancement before they can be scaled up and scaled out. Taking the World Health Organization recommendations into account when developing, implementing, and scaling digital health initiatives in low- and middle-income countries can result in successful and sustainable initiatives, thus meeting health needs and improving the quality of health care received by individuals especially those living in fragile contexts.

The Possibility of Including “Inverted” Educational Resources in the Professional Training of Future Teachers of Mathematics and Computer Science

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.

Evaluating the relationship between neurological function, neuromuscular fatigue, and subjective performance measures in professional rugby union players.

Managing the health and wellbeing of full-time professional athletes is a multifaceted task. In elite high-performance environments, medical staff and strength training coaches attempt to identify improved methods to monitor player health. Monitoring player health could indicate potential injury risk and assist in adjustments to training and workload management. Measuring fatigue is a notable component of monitoring player readiness before and after training sessions, and after competitive fixtures. In the present study, a novel method of gathering non-invasive player data was investigated by utilizing the Omegawave (OW) to monitor direct current (DC) potential brainwave activity. This method allowed for non-invasive data gathering to assess recovery, player readiness and indicators of workload that may affect optimal performance. DC potential is based on recording low electrical frequencies (>0.5 Hz) that is derived from (1) Stabilization point of DC potential (mV), (2) Stabilization time (1.0-7.0) and (3) Curve shape (1.0-7.0). These measures evaluate the athlete's internal stress, readiness to perform, and neurological function through DC potential brain wave activity and heart rate variability (HRV) assessments. The primary aim of this case series was to compare the efficacy of objective DC potential brainwave activity measurements (neurological function) with neuromuscular fatigue data using reactive strength index modified (RSImod) and profile of mood states (POMS) questionnaires to assess a player's state of readiness to train. The participants in this study were eleven male senior professional rugby union players with a mean stature (±SD) of 185.2 ± 8.6 cm, mass of 101.1 ± 12.9 kg, and age of 27.1 ± 2.1 years. All players were tested 3 days per week over a 6-week mid-season period. Results from this case study suggest that DC potentials could be used as an objective measure to indicate player readiness and managing individual player workload. The final analyses identified a weak negative correlation (r = -0.17) between the RSImod data and the DC potential data was observed. DC potential brainwave activity data could be used in conjunction with subjective measures such as POMS, RSImod and reported injury status to adjust player daily activity.

SOCIO-PSYCHOLOGICAL READINESS OF HEALTHCARE PERSONNEL FOR VOLUNTEERING

The article highlights the key socio-psychological factors of formation of healthcare personnel readiness for volunteering. The following features are emphasized on among the basic attributes of volunteering: altruistic, creative, innovative nature of activity implemented in conditions of uncertainty, volatility, various subjective and objective contradictions; diverse activities at various levels of management hierarchy; the explicit prognostic nature of the tasks to be performed; the defining role of the communicative function and the ability to work as part of a team; permanent psychological tension related to considerable responsibility for the decisions made. In this article the readiness is considered from the competence approach perspective. The personal competencies i.e., motivational (individual pursuit of self-actualization, focus on self-realization, the desire to meet the demands of society, orientation to success); intellectual (cognitive and metacognitive); communicative (general speech competence, dialogic competence, interactive competence, narrative competence); personal (self-determination, autonomy, responsibility, independence, managerial qualities, etc.) are the fundamental structural and substantive components of the socio-psychological readiness of healthcare personnel for volunteering. A diagnostic procedure was developed and the socio-psychological readiness for volunteering of healthcare personnel and healthcare system managers, who have certain experience of participating in the volunteer movement, was empirically investigated.

Time spent playing predicts early reading and math skills through associations with self-regulation

Children's play time has declined in recent decades, which could negatively impact early self-regulation—a vital component of school readiness. To date, studies have not fully explored how the time spent playing relates to children's self-regulatory skills, and in turn, their early reading and math competencies. Using data from time diaries and direct assessments of self-regulation, prereading, and math skills, this study examined how minutes spent playing at home predict these skills in a sample of 128 children followed from age four to five. Additionally, it considered whether self-regulation explained links between play time and prereading and math. Results showed that the time spent playing positively related to children's self-regulation. Moreover, through its association with self-regulation, play time had indirect effects on prereading and math skills measured one year later. Results suggest that fostering opportunities for play time during the preschool years may help to boost school readiness skills.