Formation Of Social Competence Research Articles

АНАЛІЗ ПОНЯТТЯ «СОЦІАЛЬНА КОМПЕТЕНТНІСТЬ ОСОБИСТОСТІ» В УКРАЇНСЬКИХ ТА ЗАРУБІЖНИХ НАУКОВИХ ПРАЦЯХ

New Ukrainian and world realities set new tasks for the higher educational establishments, which are related to the search for new, modern methods that allow to increase the effectiveness of training. Currently, topical are the issues of not only professional but also the personal development of the student forming the priority in the implementation of educational activities in universities, preparation for future professional activities, as well as for successful interaction in society. The concept of «individual social competence» is an important factor in creating a system of educational process which takes into account aspects of professional development, and at the same time the peculiarities of the formation of the student personality. The author analyses the concept of «competence», considers the key competences for lifelong learning, identified by the European Parliament and the Council of the European Union, including social competence, studies the scientific achievements of Ukrainian and foreign scientists, including G. Gedviliene, H. S. Han, K. M. Kemple, U.P. Kanning, M. Horenburg, G.W. Ladd, H. K. Ma, K. Monahan, M. Monnier, O.V. Varetska, N.I. Hlebova, D.V. Hubareva, O.I. Hura, M.O. Doktorovych, I.B. Zarubinska, O.O. Subina, V.M. Shakhrai. They explored different aspects of social competence of different age categories. The author concludes that, despite different interpretations, all scientists agree that social competence is an acquired skill, it can be formed and developed throughout life. It was also determined that the developed social competence determines the status of the individual in society, it affects the success in professional activities. The high level of social competence allows a person not only to be realized in professional activities, but also to influence the processes in society, which in turn determines its stability. The author’s definition of the concept of «individual social competence» is given in the paper; the author concludes that social competence is an integrated ability that contains other competencies: spiritual, civic, communicative, linguistic; the concept of social competence is closely related to professional competence, without the successful interaction of the individual with society it is impossible to acquire the skills and abilities inherent in a qualified specialist. Thus, an important task for modern higher education is the formation and development of social competence of students, which is the key to successful implementation of the future specialist in professional activities. The educational process should be aimed at forming a system of knowledge about interaction in society, understanding the system of social values, ability to cooperate in society, the ability to communicate constructively, because only a socially competent person can.

FORMATION OF SOCIAL COMPETENCE IN STUDENTS

The proposed article analyzes the problem of the formation of social competence in children of primary school age. In the process of studying the theoretical material on this issue, we clarified the concept, social competence, identified the psychological and pedagogical conditions for the formation of social competence among younger schoolchildren, where the program for the implementation of conditions was followed.

Formation of Social and Legal Competencies of Future Social Workers in the Process of Preparation to Work with Young Families

The problem of professional training of future social workers in the context of formation of necessary knowledge, skills and abilities is actualized in the article. The views of scientists on the content of the notions of competency, competences and professional competency of social workers are considered. The author's definitions of “competency”, “competences”, “professional competency” and “social and legal competency” are also suggested. Professional competency is the formation of various components, a system of certain components and personality and psychological properties of the individual, which includes knowledge, skills, abilities, personal characteristics and organizational and pedagogical conditions for training future specialists. The main components of socio-legal competencies are identified: cognitive, activity-operative, motivational, personal and instrumental. It also identifies the types of social and legal knowledge that future social workers will receive in the course of their professional training and the skills and abilities of their professional activity. Knowledge of social and legal activity for work with young families was divided into types by the following criteria: socio-legal knowledge in the fields of law, socio-legal knowledge obtained by the degree of their hierarchy in legislation, socio-legal knowledge of the degree of formation, social and legal knowledge on the degree of use of the acquired information. In addition, the acquired knowledge and skills of social and legal activity, which is an activity-operational component of social and legal competency, are accordingly formed in relation to the acquired social and legal knowledge: individual organizational skills, skills and abilities in forecasting and design work, skills and counseling skills.
 An instrumental component of the formation of complex knowledge of social and legal activity is suggested where social design as a modern progressive tool for overcoming social problems in dealing with young families was highlighted. A social project called “Education for a Young Family” was developed. It is proved that without all the components, social and legal activity will not be fully implemented and social and legal competency will be impossible to develop.

Фольклорные традиции белорусов в контексте профессиональной подготовки специалистов в Белорусском государственном университете культуры и искусств

The purpose of the article is to analyze the specifics of training at the Belarusian State University of Culture and Arts, whose professional activities are associated with the embodiment of the traditions of oral folk art in culture and in one of its phenomena – art. In this article, the object of research is the process of training at the Belarusian State University of Culture and Arts. The subject of the research was the filling of the educational process with educational disciplines of folklore, aimed at the formation of social, personal and professional competencies of future specialists in all specialties for which the university is training. Particular attention is paid to the specifics of providing the educational process with such educational disciplines in the areas of specialties and specializations, focused on folklore as a method of translating the folklore traditions of Belarusians in art. The use of methods for analyzing regulatory documents and educational and program documentation made it possible to determine a list of specialties, according to which the process of professional training of students is aimed at translating the authentic traditions of Belarusians into contemporary art. The result of the study showed that in recent decades in Belarusian folklore there is a clear tendency to use by the authors of various methods of understanding the folklore source. It is concluded that the basis of the educational process is made up of competencies, the content of which includes the artistic processing of folklore, at the same time, the educational process does not always aimed at the formation of the necessary knowledge, skills and abilities of interpreting folklore in art.

MODELING THE PROCESS OF THE FORMATION OF HIGH SCHOOL STUDENTS’ SOCIAL COMPETENCE BY MEANS OF NON-FORMAL EDUCATION

The article demonstrates the structural-functional model which is understood as imaginary and presented as a system of interconnection of the process of formation of individual components of social competence of high school students and implemented in the process of research and experimental work of non-formal education. It is important that the model and the original (socio-pedagogical conditions for the formation of social competence of high school students and the means of non-formal education) are always in objective correspondence. In the study the structural-functional model of the formation of high school students’ social competence by means of non-formal education is demonstrated. It implies the interaction of the following blocks: objective, outlining the purpose, the task to form the high students’ social competence; conceptual, which determines the socio-pedagogical conditions of the formation of social competence of high school students by means of non-formal education together with the principles of their implementation; procedural, which determines the interaction of the functions of non-formal education and the structural components of high school students’ social competence; content, covering a system of forms, methods and tools; resultative, which reveals the criteria, indicators, levels of social competence of students and the result of the research process (the formation of social competence of non-formal education). In the course of the research the peculiarities of realization of the structural-functional model of the formation of social competence of high school students by means of non-formal education have been determined

ФОРМИРОВАНИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ТЕХНИЧЕСКИХ ВУЗОВ В ПРОЦЕССЕ ИЗУЧЕНИЯ ДИСЦИПЛИНЫ «ПСИХОЛОГИЯ СОЦИАЛЬНЫХ КОММУНИКАЦИЙ»

The process of formation and development of social and communicative competence of students in the process of studying the discipline "Psychology of social communications" is considered. The role of humanitarian academic disciplines in the process of formation and development of social and communicative competence of students is emphasized. The essence of "social and communicative competence" is analyzed. The components that make up this competence are discussed in detail. It is emphasized that the most effective way to form social and communicative competence can be directly at the university in the process of professional training. The conditions for the effective formation and development of this competence are listed. It is concluded that students in the humanities have a higher level of formation of social and communicative competence, since their curriculum includes disciplines of the socio-psychological cycle, aimed the formation of competencies included in the researched competence. It is noted that in the curricula of technical specialties, developed on the basis of Federal State Educational Standard 3 ++, many universities of the Russian Federation began to include disciplines of the social and humanitarian cycle, which make it possible to form social and communicative competence at a high level. The experience of the Samara State Technical University on the inclusion in the curriculum of all technical specialties the discipline "Psychology of social communications", aimed the formation and development of universal competencies, which are components of social and communicative competence. Methods and forms used by teachers in the process of teaching this discipline, contributing to an increase in the level of formation of social and communicative competence, are analyzed in detail. The urgency of the problem of the formation of social and communicative competence is noted. It is concluded that the discipline "Psychology of Social Communications" contributes to the effective formation and development of social and communicative competence of students of technical specialties.

Formation of social and information competence of adolescents by means of case technology

Preconditions of the presented research are the modern concepts of digital competences. Success of a modern person mainly depends on how well he is familiar with the skills of digital technologies. Significant influence of digital technologies on everyday life is obvious in education sphere. Continuous life-long-learning, interactive studies and textbooks, access to investigations and learning materials are the peculiar features of 21st century students. In this regard, the analysis of social and information competence is an important demand of modern society. Despite the fact that nearly each family at present has a computer, the use of Internet by children raises fears of parents and teachers. This can be explained as follows: Internet can be used for games and not for learning; in addition, an adolescent may be a victim of cyberbullying. This work is aimed at verification of the hypothesis that formation of social and information competence of adolescents is a predictor of socially efficient behavior in virtual environment. The obtained results demonstrated positive variation of the considered indicators. Despite the fact that more precise conclusion should be based on more expanded samplings, in general, the hypothesis of opportunities of this trend has been partially verified.

FORMATION OF FOREIGN STUDENTS’ SOCIAL COMPETENCE SWOT-ANALYSIS

The paper presents the results of SWOT-analysis of social competence of foreign students to define strengths and weaknesses of students, opportunities and threats to environment which influence the process of social competence formation. Vocational education aims at professional development and personal formation; the student acquires certain knowledge, skills, and competences that allow to participate in activities of social and working life. Higher educational establishments face the task of helping foreign students to become socially competent, i.e. to master a high level of social competence. Formation of social competence of students was studied by many Ukrainian and foreign scientists, but the social competence of foreign students has not been researched and there have been no attempts to analyse the initial data (internal and external) that influence its formation. Before choosing the means for the formation and development of social competence, it is necessary to assess its initial level, the potential of foreign students, also external environmental factors that affect this process. For this purpose, SWOT-analysis can be conducted. The SWOT-analysis method was primarily used in political and corporate management for strategic planning; for pedagogical purpose it helps to get the general knowledge about the current state, development of the situation, and then for creation of a model of behavioural strategies in the educational process. At the first stage of the analysis, information is collected about the internal factors (advantages and disadvantages) of the investigated object and about the external factors (favourable and threatening) that affect its activities. The collected data are analysed according to the following vectors: strengthening of internal advantages by external opportunities; elimination of external threats due to internal advantages; overcoming internal disadvantages due to external opportunities; promoting the elimination of internal weaknesses. To reveal the strengths and weaknesses and to identify environmental factors that influence the formation of social competence of foreign students, a survey was conducted in Dnipro State Agrarian and Economic University and Alfred Nobel University (Dnipro) among foreign students and teachers who work with them. From the SWOT-analysis it is seen that the motivation of foreign students, the willingness to be engaged in extracurricular activities are the drivers of the process of forming social competence; foreign students are tolerant to other cultures, they are ready to improve their communication with others. The maximum attention teachers should pay to the issues of social and emotional intelligence, communication skills; and also the students should be acquainted with the social roles of the new environment. Regarding external factors of influence, the issues of pedagogical support of foreign students and lack of their involvement in extracurricular activities need to be corrected. Also, mixed groups can be the opportunity to improve the situation with involving foreign students into extracurricular activities. Highly qualified teachers and general humanization of the educational process are the factors to be relied upon in forming social competence of foreign students. On the basis of the given research the pedagogical conditions for the formation of social competence of foreign students can be formulated and the methods for successful educational process are chosen.

ВПЛИВ РІВНЯ РОЗВИТКУ СОЦІАЛЬНОГО ІНТЕЛЕКТУ НА ВИБІР СТРАТЕГІЇ РЕАГУВАННЯ У КОНФЛІКТНИХ СИТУАЦІЯХ

Among the problems of modern psychology, the concept of «social intelligence» and the problems of its study attracts much attention of researchers and practitioners. The study of social intelligence in modern psychological science has a relatively short research history, but numerous studies by scientists have proven its importance in human social life. It is social intelligence that is associated with the success of human life. The scientific interest in the peculiarities of social intelligence formation is largely related to the search for ways of developing a modern integrated personality. The article is devoted to the problem of social intelligence development and the establishment of links between the level of social intelligence development and the choice of strategy for responding to adolescence conflict situations. The concept of social intelligence, its structure and functions, modern approaches to the problem of social intelligence development in young people are considered. Approaches to the interpretation of response strategy concept are revealed and the types of response strategies in a conflict situation are named. The results of empirical study on the influence of social intelligence development on the choice of response strategy in conflict situations are presented. The general level of social intelligence development in the group of young people is assessed as below average. Such indicators point out the need to develop the level of social intelligence in adolescence, which should contribute to the formation of appropriate social competencies of young people. The absence of low indicators of social intelligence in the study group was proved, which may in some way point out the compliance with the age norms of social intelligence and the general mental development of young people in general, as well as the advantage of using compromise strategy by young men. Among the less used strategies are cooperation and conflict avoidance ones, expressed by relatively identical indicators; the least used strategy is the struggle stategy. Positive relationship was established between the level of social intelligence and the strategy of behavior in a conflict situation: the highest level of social intelligence development is correlated with constructive strategies; the lowest level of social intelligence is correlated with unconstructive strategies. The data obtained point out the need for applying psychological and pedagogical measures to develop social intelligence in adolescence. One of the main and optimal means of developing social intelligence is a developmental program, which is defined as a set of group methods of forming skills and abilities of self-knowledge, communication and mutual understanding of people in the group. The objectives of the program are to form an idea of the essence of the process of identification with other people; awareness of identifying oneself with other people; elaborating individual strategies of identification process actualization; the development of prognostic abilities in communication.

Проблема формування громадянських та соціальних компетентностей підлітків в процесі соціально-педагогічної комунікації

The article is devoted to the problem of formation of civic and social competencies of teenagers in the process of social and pedagogical communication. The main focus is on revealing the essence and content of concepts «civic competence», «social competence». Features of adolescence, and also the importance and possibilities of formation civic and social competencies of this age period in the process of socio-pedagogical communication are revealed. It is noted that there is a need for more detailed study: the content of the concept «civic and social competencies of teenagers»; features of the formation of civic and social competencies of teenagers in the process of socio-pedagogical communication; technologies for the formation of civic and social competencies of adolescents in the process of socio-pedagogical communication; criteria, indicators and levels of formation of civic and social competencies of adolescents; improvement of diagnostic tools of assessment of the level of civic and social competencies of adolescents, and also improving the content, forms and methods of training of subjects of the process of formation of civic and social competencies of adolescents in general secondary education institutions; development of scientific-methodical and information support of the process of civic and social competencies of adolescents among general secondary education institutions, etc.

The development of socio-communicative competence of future trainers of higher education establishments in the course of master's degree acquiring

The article identifies one of the components of professional competence, social and communicative competence - the quality of a trainers of higher education, which is defined as complex integrative professionalpersonal formation, which determines the electiveness of interpersonal and professional interaction, allows a specialist to orient in any professional and social situation, to evaluate it adequately, to make the right decisions and achieve set goals and provides a pedagogue with personal comfort, professional electiveness and social demand in all spheres of life. The following structural components of socio-communicative competence of higher education establishment teachers are identified: motivation-valuable, cognitive, operational-active, personal, as well as a set of criteria and their indicators: motivational (presence of motivation to achieve, determination to interact, necessity in communication, self-actualization); cognitive (completeness and strength of assimilation of socio-communicative knowledge); active the level of mastery of skills (speech, nonverbal, interactive, social, information and communication); personal (social intellect, ability to empathize and reflexivity), which correlate with specified components of socio-communicative competence of higher education establishment trainers. The dissertation defined the levels of development of investigated competence (low, acceptable and high) and revealed their content. Despite the variety of solutions for its development, the higher education system needs to find new ways in this direction. The complex of education-methodological materials for HEE trainers were developed in regard to the development of the future trainers of higher education establishment in the process of Master's degree acquiring, which contains the bank of theoretical and practical lessons, educational cases, projects, exercises, trainings, role and business games; selected and adapted package of diagnostic materials for defining the level of development of socio-communicative competence of future trainers of HEE; and developed the special course program, “Socio-communicative competence of a trainer of higher education establishment”. The article presents the results of an experimental study of the level of formation of social and communicative competence of trainers of higher education establishment.

ФОРМИРОВАНИЕ СОЦИАЛЬНОЙ КОМПЕТЕНЦИИ КАК ФАКТОР ПОЛНОЦЕННОГО РАЗВИТИЯ ЛИЧНОСТНЫХ КАЧЕСТВ БУДУЩИХ СОТРУДНИКОВ УГОЛОВНО-ИСПОЛНИТЕЛЬНОЙ СИСТЕМЫ

The article examines the process and features of social competence development of departmental universities` cadets as future penal officers. The concept of “competence-based model of personnel training” is characterized. In modern social and cultural conditions, the effectiveness of the upbringing process is associated with the creation of a developing educational environment in society as a system of conditions and opportunities for personal self-development. The organization of upbringing as a pedagogical process in a university is considered as effective not only within the framework of traditional pedagogy, based on the principles of which the process of upbringing departmental universities` cadets is a unidirectional transfer of previous samples of cultural and historical experience and the reproduction of its already "ready" values, cultural forms, norms and rules of social interaction and communication. The main educational goals of higher education in modern social and economic conditions are analyzed, which consist in the formation of social and professional competence in graduates, in the upbringing of the cadet` personality of a departmental university with the qualities of civic responsibility and patriotism, actively participating in the economic and social, cultural life of the country.

INTERACTIVE INNOVATIVE TECHNOLOGIES DURING THE TEACHING OF THE COURSE «PROJECT MANAGEMENT IN EDUCATION»

Theoretical and applied features of using the innovative interactive technologies during educational activities in the teaching process the discipline «Project Management in Education» Generalization and systematization researching in the field of innovative technologies allowed to justify the main ways of implementing innovative technologies in teaching the discipline. The purpose of the article is to characterize the main ways of implementing interactive innovative technologies during the study of the discipline «Project Management in Education» Expanding the content of the discipline with theoretical knowledge and practice-oriented tasks for the development and implementation of projects in education will significantly enrich and modernize the content of this discipline. Disclosure of the peculiarities of the implementation of innovative technologies during the study of «Project Management in Education» will improve the quality of their training in modern conditions. During the study of each topic of this discipline, the advantages of its implementation are described. Among the features of the use of innovative technologies at each stage of assimilation are substantiated: rationalization of classroom use, increasing the level of independence of master students in making professional decisions and responsibility for their adoption, increasing cognitive activity and critical thinking, individual approach to each educational process student, reorientation change of role relationships, when the student becomes a seeker of their own competencies, and the teacher forms a conscious attitude to the processing of information sources, develops a conscious motivation for the discipline. Reforming the Ukrainian education system causes changes in the content and orientation of social institutions, further development of the educational system, shifting the benchmarks of training highly professional specialists in external monitoring to meaningful analysis of the quality of these reforms, which determines the formation of general, professional and social competencies.

Trends in the formation of social and professional skills and competencies of schoolchildren during the period of significant social changes in the field of education

Trends in the formation of social and professional skills and competencies of schoolchildren during the period of significant social changes in the field of education

The formation algorithm of social-projected competences of experts in ecology

The article is devoted to the analysis of the algorithm of formation of social and project competencies of ecologists as a basis for the development of appropriate training programs. For this purpose, the analysis of process of social and ecological designing in which value- willed, conceptual and normative-administrative stages are allocated is carried out. Accordingly, the content of social and project competencies of experts in ecology is determined, and the programming of the formation of social and project competence of experts in ecology is reoriented to the development of the ability of experts in ecology: 1) identify and articulate the deep integrated socio-ecological interests of a particular community; 2) to substantiate the social-project idea as an explanation of the laws of translational social transformations of the natural environment; 3) to overcome the dogmatism of outdated linguistic non-normative forms, and instead to be able to discover new social and project eco-meanings in them.

Social interaction competence formation as a basis for the construction of the content and processual parties of professional activity of the law and social security organization specialists

Social interaction competence formation as a basis for the construction of the content and processual parties of professional activity of the law and social security organization specialists

Theoretical framework of social competence among students of the higher schools

The article carried out a theoretical analysis of the concepts of competence, competence, social competence, studied the literature on the age and psychological characteristics of high school students, the development of their social competence, selected possible psychological methods for measuring social competence, considered the forms and methods of developing the social competence of high school students, given methodological recommendations for senior school teachers, aimed at developing the social competence of senior students, the pedagogical conditions for the formation of social competence of senior students are determined.

Pedagogical conditions of formation of social competence of junior schoolchildren at lessons of literary reading at studying of comic genres

Pedagogical conditions of formation of social competence of junior schoolchildren at lessons of literary reading at studying of comic genres

РОЛЬ ПРОЦЕССА САМОРАЗВИТИЯ ДЛЯ ФОРМИРОВАНИЯ СОЦИАЛЬНОЙ КОМПЕТЕНТНОСТИ У БУДУЩИХ БАКАЛАВРОВ ЮРИСПРУДЕНЦИИ

The importance of the process of self-development for the forming specialist is quite obvious. However, as a result of self-improvement is usually perceived only as a personal benefit (egocentric effects). Taking into account L. С. Vygotsky’s approach to the phenomenon of «interiorization,» the authors suggest that society is the source and ultimate consumer of all the effects of personal self-improvement. In other words, all important personal psychological phenomena are not only caused by communicative processes within a given society, but are also aimed at strengthening them. Consequently, the integration of the individual into society is mediated by two grounds: 1) strengthening interpersonal ties, which is a guarantor of the security of society; 2) development of the personality itself. A rich personal inner world becomes a tool of self-knowledge and an effective tool of interaction with society. It is assumed that at a deep level fundamental psychological regularities are unified for all representatives of society, and personal reflection allows to reveal all the latent regularities of its development. We will also strengthen our judgments by the fact that self-improvement is a structural element of such a new formation as social competence. Finally, it should be clarified that the scientific interest of the authors is related to such a professional community as future bachelors of law. Therefore, the aim of the study is to clarify the significance of personal self-actualization within the mastered profession for the formation of social competence. Theoretical and empirical research was conducted to verify the hypothesis. Practical verification was made on the basis of the results of the test of Communicative Social Competence (CSC). At the end of the study it was revealed that future bachelors of law, who actively participated in the sessions on self-development, finding their purpose for society, showed a confident growth of social competence skills.

Формирование социальных компетенций у воспитанников ЦССВ в условиях их адаптации в замещающих семьях.

The article raises the topic of the formation of social competencies among pupils of centers for the promotion of family education. The issues of adaptation of orphans in foster families are also considered. The aim of the work is to study the formation of social competencies in pupils and graduates of the Centers for the Promotion of Family Education, as well as children from foster families. It was assumed that the full-fledged formation of social competencies in orphans is difficult without the support of a foster family. The tasks were solved: to study the concept of social competences and the peculiarities of their formation; to determine the differences in social competencies among children from foster families and pupils of the Centers for the Promotion of Family Education; to form social competences in a child. Methods for the formation of social, personal and other competencies are very diverse. It is important to select them, paying attention to the age, psychological and physiological state of the child.