Preschool Educational Institutions Research Articles

Влияние профессионального мастерства и личностных особенностей педагога на психическое развитие ребенка в разных типах образовательной среды

Background. Cognitive and personal development are priority areas for the development of a child at preschool age. The quality of the developmental preparation of children in preschool institutions, their level of readiness to study at school, the degree of their adaptation to school, peers, and teachers largely depend on the state of the educational environment, the level of professional skills and personal characteristics of the teacher. Objective. The aim of the study is to explore the developing potential of educational environments and the influence of the professional and personal characteristics of a teacher on the formation of a child's personality in modern educational space. Study Participants. The empirical study involved 413 preschoolers aged from 4 to 6 years (M = 5.5 years), 413 parents (mothers) of preschool children and 50 teachers. For each child a written parental consent to participate in the study was signed. The study was conducted between 2014 and 2022. Methods. An empirical study was conducted using the ECERS (Early Childhood Environment Rating Scale) educational environment assessment scales; diagnostics of the level of development of professional culture and skill in kindergarten teachers was carried out (V.F. Gabdulkhakov, L.M. Popov); the methodology for studying the subjectivity of the teacher by E.N. Volkova and the methodology for studying creativity by E.E. Tunik were used. To evaluate various aspects of gaming activity, we used the proposed experimental situation by E.O. Smirnova and A.N. Veraksa. Statistical processing of the obtained data was carried out using the Student's T-test, ANOVA and correlation analysis. Results. It is shown that in the educational environment of different levels, the indicators of professional skills and personal characteristics of teachers, as well as the personal development of children, are different. Significant differences were established in the severity of various aspects of children's play activity in different types of educational environments (one-way analysis of variance was used, p < 0.05), as a result of which significant differences were obtained according to the following diagnostic criteria: “substitution” (F = 25.72); “interaction” (F = 29.3), “game intent” (F = 13.76); “initiativity” (F = 5.25). Conclusion. Based on the study of the qualitative characteristics of educational environments (according to the ECERS-R scales), it is concluded that the specifics of the educational environment sets the vector of a child's development, contributing (or not contributing) to the disclosure of individual characteristics. The level of development of professional culture and skill in teachers of preschool educational institutions, their personal development determines the possibilities of the intellectual and personal development of the child and depends on the system of conditions for stimulating the quality work of the teaching staff and leaders, their involvement in creative self-development in order to realize creativity and activity as well as to improve their professional skills.

Эффективность педагогических средств в развитии одарённости дошкольника

The harmony of the child's personality is possible only with the simultaneous development of the intellectual and emotional spheres of his psyche. Age patterns and individual differences between children of the same age pose complex tasks for the teacher-musician and educators. Individual indicators of individual children significantly exceed the average age. Here you can talk about the giftedness of the child. One of the effective conditions for the development of preschool children today is the organization of a system of additional education in a preschool educational institution, which can ensure the transition from the interests of children to the development of their abilities. Another important aspect that is carried out in parallel with the implementation of the DOOP is work with parents. We must help parents to learn how to treat the abilities and capabilities of their children correctly, so that they become helpers for them, and not hinder their development. With the right work with parents, they come to the level of creative cooperation with the teacher and the child and very successful adult-child projects arise.

METHODS OF CONDUCTING PHYSICAL EDUCATION ACTIVITIES IN THE DEVELOPMENT OF PRESCHOOL CHILDREN

In this article, information on the methods of organizing physical education classes by educators in preschool educational institutions is applied

The transformation of the training of preschool educators in the digital age

Nowadays, the informatization of education, the purpose of which is the use of new information technologies in the global rationalization of intellectual activity, is considered as a mandatory and absolute condition for the creation of a new information society. Therefore, we have singled out the main ways of high-quality professional training of future teachers of preschool education institutions in the modern information society. The professional training of future teachers of preschool education institutions is considered as a multifactorial structure in the modern information society and its tasks and educational components are distinguished. Four stages are distinguished and two methods of integration of professional training of future educators are characterized (horizontal and vertical). The application of the personally oriented, competence-based, integrative, activity approaches discussed in the article will provide, by the requirements of employers, a high level of training of a creative, competitive personality of the future specialist. The main technologies and factors that are effective in the modern information society are highlighted for high-quality professional training of future specialists. The importance of distance education, cloud technologies, and educational blogs is proven and the advantages of using them for the professional training of specialists are shown.

EXPERIENCE OF THE ORGANIZATION OF THE PRE-SCHOOL EDUCATIONAL ENVIRONMENT OF THE UK

The article examines the experience of organizing a preschool educational environment in the UK. Features of functioning and educational approaches of preschool educational institutions in the country, particularly kindergartens and preschool centers, are considered. It provides an overview of current early childhood education in the UK and emphasizes its importance for developing children under five. The "Fundamental Program of Preschool Education" – a national document that defines the standards, goals, and content of preschool education – was considered, and its fundamental principles were analyzed, such as the child's overall development, learning through play, partnership with parents, and individualization. The article highlights the role of qualified pedagogical workers and teaching methods that contribute to the development of children in preschool educational institutions. Special attention is paid to play and play activities as an essential means of supporting and stimulating children's development. The article examines the interaction between teachers and parents in the process of preschool education and also notes the importance of involving parents in the educational process. It is substantiated that the introduction of the experience of organizing a preschool educational environment in the UK into the educational space in Ukraine can positively affect the development of children, preparation for school, the development of their creative and analytical abilities, as well as increase the status and quality of preschool education in our country.
 The overall informativeness and relevance of the article make it a valuable resource for those interested in preschool education, teachers, parents, and education professionals.

FORMATION OF FAMILY VALUES IN PRESCHOOL CHILDREN

In the article, based on the analysis of scientific literature and the results of pedagogical studies, the problem of the formation of family values in preschool children is updated. It is noted that the main goal of national preschool education is to create favorable conditions for the personal development and creative self-realization of each child, the formation of his life competence, the development of a valuable attitude towards himself, family, people, nature, culture, and the world. It is emphasized that the family, in cooperation with preschool education institutions, has significant opportunities in forming the concept of a meaningful “family image” in preschoolers, the ways of parents’ implementation of the tasks of raising family values in children are presented. It is proven that the formation of family values in preschool children can be effective only if certain pedagogical conditions are observed, which are considered as a system of existing forms, methods, situations or material circumstances that have developed or subjectively created to achieve a specific pedagogical goal.For a more detailed explanation of the problem, the authors present the results of an experimental study conducted on the basis of preschool education institution № 46 «Bzhilka» (Bee) in Poltava. Factors were determined that made it possible to objectively assess the level of formation of family values among preschoolers, to compare the results before and after educational activities, and to draw conclusions as to how successful the formation of family values was in children of the age group. The course and results of the pedagogical experiment are revealed. The effectiveness of the use of the program for the formation of family values in preschool children has been proven.

FEATURES OF THE IMPLEMENTATION OF THE PROFESSIONAL STANDARD "HEAD (DIRECTOR) OF PRESCHOOL EDUCATION INSTITUTION": MODERN VECTOR

In the article, the author analyzes the current state of the problem of implementation of the professional standard "Head (Director) of Preschool Education Institution", analyzes the current regulatory documents; conducts all-Ukrainian monitoring of the implementation of the Professional Standard in educational institutions, analyzes the directions of implementation at all levels. Priority forms and methods of implementation were identified. The components of the roadmap are designed, the main ways and directions of implementation of the Professional Standard in practice at different levels of education are outlined: state, regional, local, local (preschool education institution) and personal. 
 The tasks for the implementation of the Professional Standard for different target groups are defined: heads of preschool educational institutions, founders of preschool educational institutions, in-service training subjects, centers for professional development of pedagogical workers, professional communities of pedagogical workers, higher education institutions. 
 The results of the online training of regional trainers for 95 people from all regions of Ukraine are presented, including 21 teachers of preschool education departments of higher education institutions, 28 teachers of preschool education departments (laboratories) of postgraduate pedagogical education institutions, 22 specialists of professional development centers for pedagogical workers, 24 heads (directors) of preschool education institutions.
 The article focuses on designing an individual professional development trajectory. All priority areas of activity are interconnected, forming a single through system, creating a continuous process. Effective solutions for the implementation of the professional standard "Head (Director) of Preschool Education Institution" are predicted. The approaches to the professional development of pedagogical workers in the process of implementing the professional standard "Head (Director) of Preschool Education Institution" are substantiated. The results of the training of preschool teachers according to the standard program for the implementation of the professional standard "Head (Director) of Preschool Education" are presented.
 The experience of implementing the Professional Standard in different regions is presented. The further steps of the Professional Standard implementation are determined.

The educational complex of Chernivtsi Oblast: dynamics and current state

The article analyzes the dynamics of the main indicators of the educational complex of Chernivtsi Oblast for the years 1995 to 2022. The coefficients of localization and territorial concentration of educational institutions in the territorial communities (hromadas) of the region are calculated, on their basis the level of development of the educational complex and its territorial differences are determined. Attention is drawn to the problematic aspects of the educational sector in Chernivtsi Oblast and ways of solving them are proposed. Education is one of the most important spheres of human life and plays a significant role in shaping social potential. The development of the economy, science, culture, and thus the overall competitiveness of the region largely depends on it. To ensure high-quality and accessible education, a necessary condition is the development of a network of institutions and a high level of their material and technical support. It is important not only to provide everyone with access to quality education, but also to monitor the dynamics of educational processes and make appropriate adjustments in a timely manner. The study of the educational complex of Chernivtsi Oblast made it possible to identify its strengths and weaknesses, disparities in spatial organization, and development prospects. During the period from 1995 to 2022, there were noticeable changes in the educational complex of the region. Positive trends are observed in the field of preschool education, namely: an increase in the number of institutions, places and children in them, as well as a significant increase in the level of coverage of children by preschool education institutions. At the same time, there was a noticeable reduction in the network of general secondary education institutions, a decrease in the number of teachers and students in them. Similar trends can be observed in vocational and higher education. Today, the educational complex of Chernivtsi Oblast is represented by a wide range of institutions. However, significant differences in its development level can be observed across the hromadas of the region. The most developed network of educational institutions is characteristic of Chernivtsi urban hromada. Vyzhnytsia, Hlyboka, Kitsman, Novodnistrovsk, Storozhynets, and Khotyn hromadas are characterized by a high level of development. Among the outsiders are Velykyi Kuchuriv, Krasnoilsk, Toporivtsi, Berehomet, Petrivtsi, Vashkivtsi, Kamianka, and Chudei hromadas. In addition, there are significant differences in the development of the educational complex between urban and rural settlements. The educational complex of Chernivtsi Oblast has a number of problems that need to be addressed. The main efforts should be directed at increasing funding for educational institutions, providing them with modern technical equipment, upgrading teachers' skills, ensuring decent salaries and raising the prestige of teaching. It is important to introduce new forms and methods of training and actively involve young specialists. It is also appropriate to develop cooperation with other countries. Keywords: social infrastructure, educational complex, education, educational institutions, Chernivtsi Oblast.

Познавательная активность детей седьмого года жизни: особенности на старте обучения в школе

The article presents results of a study of cognitive activity in children of the seventh year of life attending a preschool educational institution. The relevance of the study is due to a decrease in the level of cognitive activity of modern preschoolers, which may become one of the reasons for difficulties in mastering educational activities in the future. The effectiveness of the organization of psychological and pedagogical activities for the development of this activity is largely determined by knowledge about the specifics of its manifestation, and therefore there is a need to obtain new scientific data on the specifics of the manifestation of cognitive activity in children of this age. The article presents a brief overview of the available data on the formation of cognitive activity in preschool age, reflects the results of an empirical study conducted by the author of the article. The purpose of the study was to identify the features of the development of cognitive activity in children of the 7th year of life. The study was carried out in the form of a ascertaining experiment using a set of diagnostic techniques. The sample consisted of 41 pupils of preparatory groups of kindergartens. On the basis of the selected structure of cognitive activity in the study, specific features of the manifestation of this activity in children of the specified age were established.

Content and Principles of Children's Intellectual Development in the Chinese Preschool System

The article is devoted to the content and principles of children's intellectual development in the Chinese preschool system. The purpose of the article is to determine the content and principles of intellectual development of a child in the Chinese preschool system. The following research methods were used in the study: observation, interviews, research projects. Results. It was established in the research process that the main goal of preschool development in China is to prepare children for schooling, help them effectively learn the school curriculum and create a personality capable of further learning and self-development: the development of children's desire for knowledge and cognitive interests; development of preschoolers' abilities to independently learn about the world around them; constant involvement of the child in mental work and preparation for life, etc. It has been proven that the Chinese government creates special programs that have the greatest impact on the intellectual development of preschoolers. Sensory development of the child, development of his/her speech skills, learning the basics of arithmetic, development of important social skills - all this is part of the programs that are included in this category. Experts rightly claim that all types of activities carried out by preschoolers contribute to their intellectual development. Based on the analysis of scientists' works, the article defines several indicators of the intellectual development of a preschool child. These indicators include the child's ability to ask questions; behave with other children and adults; perceive and perform tasks; and understand certain things and events in the environment. Special attention is paid to the educators and the level of their training. In particular, it is emphasized that today, in order to ensure high-quality training of teachers for preschool education institutions in the People's Republic of China, they successfully ensured the intellectual development of preschool children, began to combine preschool pedagogy faculties with secondary special schools, opened preschool pedagogy institutes, and provided training for educators at various levels education such as bachelors and masters. Chinese teachers pay attention to the fact that it is necessary to follow a number of principles in order to fulfill the task of intellectual development of a preschool child. These principles are basic, original provisions that serve as the basis for creating the content and methods of working with preschool children. Conclusions. The most important of them are the following: the principle of visibility, the principle of activity, the principle of connection with life, the principle of self-activity, the principle of taking into account age and individual characteristics, the principle of consistency, the principle of individualization and differentiation, and the principle of voluntary learning. The justification of the factors of intellectual development of preschool children is presented. One of the most important is language. An important part of mental education is the development of speech, which includes the development of coherent speech, the development of phonetic culture, and the addition and activation of the dictionary. Chinese teachers consider the process of forming communication skills an important component of the intellectual and social development of a preschool child.

Investigation on evaluation of education effect based on deep learning algorithm

With the rapid development of society today, in the context of the impact of education on personal future development, people have increasingly attached importance to education. Various types of online and offline education institutions have mushroomed. However, the factors that affect the effectiveness of education are numerous and complex. As a very important part of early childhood learning, preschool education should receive more attention. The deep learning algorithm can reasonably classify and plan the factors affecting preschool education through massive data calculations to ensure the reasonable allocation of resources and save the time and energy costs wasted in allocating educational resources. The educational effectiveness of preschool education institutions and organizations can be reasonably evaluated. This article applied deep learning algorithms to the evaluation of preschool education effectiveness. Data related to the effectiveness of preschool education in preschool education institutions using convolutional neural networks and not using algorithms were compared. The experimental results showed that the expert recognition rates of the convolutional neural network algorithm and traditional manual measurement data were 98.8% and 92.55%, respectively. At the time level of teaching quality estimation, five algorithms and 100 sets of relevant experimental data were compared. In terms of the accuracy of feature search, the average accuracy of the convolutional neural network algorithm was 97.96%, while the accuracy of the traditional manual search was 53.9%. Therefore, the application of the convolutional neural network algorithm in deep learning to the evaluation of preschool education effectiveness was more efficient and efficient and could improve the evaluation effect from various aspects.

MANAGEMENT PROCESSES AND SYSTEMS OF INTERNAL QUALITY ASSURANCE OF EDUCATION IN PRE-SCHOOL EDUCATION INSTITUTIONS DURING MARTIAL STATUS

This article addresses issues related to the challenges of organizing management processes and internal quality assurance systems in preschool education institutions within one of the districts of Kyiv during martial law. The study focuses on the implementation of educational processes from the perspective of a kindergarten director. Specifically, it discusses matters concerning child safety, psychological support for teachers and children, adaptation of the learning process to new conditions, collaboration with parents and inclusive resource centers, the importance of teachers’ professional development and readiness to work under difficult circumstances, and changes in the composition of the children’s group enrolled in the educational program. The authors analyze the situation existing in preschools and propose some recommendations for organizing management processes, including the establishment of an effective communication system and involving parents in decision-making processes. All the research findings and recommendations are based on the practical experience of directors in managing the quality of education during martial law. This article can serve as a valuable source of information for preschool directors, educators, and researchers interested in issues related to managing the quality of education during martial law.

An Empirical View of the Extent of the Use of the Education Exception to Copyright

The article is based on a study commissioned by the Ministry of Justice entitled ‘Extent of Use of Educational Exceptions of Copyright’. The presumed rationale for this is that holders of rights are not compensated for the use of copyright works and subject matter of related rights under the educational exception. In turn, holders of rights would like to be compensated for such use. Therefore, the results of this study, which reveal what is being used and to what extent, can serve as one of the legal policy inputs for addressing the issue. The study was based on a survey. When drafting the questionnaire, it had to be taken into account that it was not answered by copyright experts, but by the staff of the educational institution. For this reason, a specific use was asked. The definition of an educational institution was based on subsection 3 (2) of the Republic of Estonia Education Act, according to which educational institutions are above all preschool education institutions, basic schools, upper secondary schools, vocational educational institutions, institutions of professional higher education, universities, hobby schools and continuing education institutions, including the research and methodology institutions which provide services to them. Depending on the specialty, very old works whose copyright has expired (more than 70 years after the death of the author) may also be used. Mapping the use of such works was not the aim of this study, which was also emphasised in the questionnaire. This study looked at copyright awareness, form and volume of copying, etc. in relation to literary and reference works, photographs, musical works, and audiovisual works. The authors of the study found that the surveyed works are the most widely used in educational institutions. The results of the study were further verified through focus group interviews. Further input for the interpretation of the results was also obtained from the copyright training provided to the questionnaire respondents.

Interdisciplinary approach to the diagnosis of dentofacial deformities and speech disorders in preschoolers

Relevance. Maxillofacial deformities and speech disorders are common types of oral pathology detected in children under seven years. Comprehensive rehabilitation of patients with a combination of these forms of pathology is a difficult task since there is no situational analysis of their prevalence; motivated specialists work in different institutions (education, healthcare) and have different guidelines for the treatment (correction) of existing diseases (disorders), which complicates planning and administering treatment, and predicting results.Material and methods. To identify the nature of the relationship between various forms of orthodontic and speech disorders in children, we conducted a comprehensive clinical dental examination of 80 children aged 4-6 years in a preschool educational institution, where children with speech disorders receive speech therapy assistance.Results. Maxillofacial deformities appeared to be in 56.25% of children with some speech sound disorder. Children with identified speech sound disorders combined with dentofacial deformities showed not only skeletal but also soft tissue defects: shifted midline (86.67 ± 0.10%), distal occlusion (42.22 ± 0.30%), deep overbite (46.68%), as well as tongue and upper lip ties in 51.10% and 22.20% of cases, respectively. On examination, 44.45% of patients demonstrated clinical signs of mouth breathing, 32.5% – reverse swallowing, and 53.33% – inefficient chewing.Conclusion. Analysis of the results of a comprehensive speech pathology assessment and dental examination allowed us to conclude that there is a need to rethink the methodology of diagnosis, prevention and treatment of combined speech and dental disorders due to the high frequency of their comorbidity in preschool children.

TRAINING OF FUTURE EDUCATORS TO THE DEVELOPMENT OF THE EMOTIONAL INTELLIGENCE OF CHILDREN OF OLDER PRESCHOOL AGE

The article reveals the problem of professional training of future preschool teachers for the development of emotional intelligence in children of older preschool age. Several definitions of the concepts of «emotions» and «emotional intelligence» are presented. It is noted that emotional intelligence is interpreted as a set of mental abilities to understand one's own emotions and the emotions of other people, as well as managing the emotional sphere. D. Goleman. The components of emotional intelligence presented by scientists are characterized, namely: awareness and recognition of feelings; the desire to understand another person; understanding emotions; managing emotions. An analysis of the emotional development of older preschool children was carried out, in particular, it was indicated that they are characterized by wide social contacts, namely parents, educators, pupils from kindergarden, friends at the place of residence, etc. As a result of the existing wide circle of communication, preschoolers are often in interaction with others, which requires from them the ability to express their own emotions and understand the emotions of other people. It is emphasized that a child of older preschool age is able to understand such emotions of others as joy, surprise, sadness, anger, irritation, fear, etc. It has been proven that the teacher plays a significant role in the emotional development of preschoolers. In order to effectively carry out the outlined activities, the training of future teachers of preschool education institutions should include the following components: cognitive (mastery of professional knowledge and competences), motivational (motivation to interact with children and the presence of a desire to implement professional activities), activity component (set of practical skills and abilities , which are necessary for successful work with preschoolers). It is noted that in order to develop the emotional intelligence of older preschoolers, it is expedient for future preschool educators to organize the following types of activities: reading the books with further analysis of the emotions and feelings of various characters; carrying out game exercises of the corresponding topic; organization of various types of theatrical activities, etc.

THE INFLUENCE OF ACADEMIC INTEGRITY ON THE PRACTICE OF SCIENTIFIC, EDUCATIONAL AND CREATIVE ACTIVITIES OF PRESCHOOL EDUCATION SPECIALISTS

The article presents a systematic examination of academic integrity as the basis of scientific research, educational, and creative activities of future preschool teachers of preschool educational institutions (PEI) in the context of the experience of preparing bachelors in the specialty 012 Preschool Education. Based on the analysis of the results of the survey among bachelor's degree seekers (educational program 012 Preschool Education), according to the developed questionnaire "Academic integrity", the students’ view on the problems of academic integrity has been highlighted; the experience of training future teachers of PEI within the framework of educational components that ensure the acquisition of research and creative competences has been released to the public, the means of forming students’ skills of sticking to the integrity approach, in particular during the work with scientific sources, their accurate citation, writing scientific texts based on the sources and producing creative products have been described.
 On this basis, the educational content related to issues of academic integrity, prevention of academic plagiarism within the framework of the educational components "Basics of scientific research", "Modern technologies of musical and aesthetic development of preschoolers", "Pedagogical guidance of visual art activities in PEI", "Methodology of teaching visual art in PEI and child development centers", "Fundamentals of visual art literacy", "Plot and thematic composition in modern painting", "Theatrical activity in PEI" has been improved and strengthened. Also, extensive outreach work on ensuring a climate of academic integrity in PEI, students’ compliance with the principles of academic integrity in order to increase the level of their conscious involvement in the process of obtaining a reliable result of the educational activity, which consists in mastering the professional competencies of a future teacher PEI, has been planned and is being implemented.

Praktyka jako niezbędny element przygotowania zawodowego przyszłego nauczyciela placówki wychowania przedszkolnego na wyższych uczelniach Ukrainy

The article presents the research results obtained within the joint Ukrainian-Austrian research project “The quality of preschool teachers’ training in Austria and Ukraine: a comparative analysis” in 2023/2024 (UA 02/2023). The practical training content of the applicants of the first (bachelor’s) level of higher education majoring in specialty 012 Preschool education within the educational and professional program “Preschool Education” in Ukrainian universities has been analyzed. The organizational aspects of pedagogical internship of future preschool teachers are considered. It is substantiated that a pedagogical internship ensures their readiness for continuous improvement and professional growth. It is the key to professional competence formation. The types of pedagogical internships that students undergo according to the specified educational and professional program are characterized. The value of every kind of educational and work placement internship has been proven. It is shown that they differ in purpose, content, objectives, organizational and pedagogical forms, methods, and approaches to the integration of educational, upbringing, research, organizational, and methodical activities with children in the conditions of a preschool educational institution. The need to implement educational propaedeutic internships from the first days of students’ studies at the university is emphasized. As it is a key to the formation of a stable interest in the chosen profession. It has been proven that work placement pedagogical internship, which has an active nature, creates conditions for the student’s personality self-realization, ensures success in professional self-determination, and forms students’ professional competencies, which are necessary for their independent performance of the functions of preschool teacher.

TECHNOLOGY OF ORGANIZING SPEECH DEVELOPMENT COURSES IN PRESCHOOL EDUCATIONAL ORGANIZATIONS

This article describes the technology for organizing classes on speech development in preschool educational institutions.

STRATEGIC COMPETENCE AS A DETERMINANT OF PROFESSIONAL COMPETENCE OF A FUTURE SPECIALIST

The article analyses the research and trends in various literary sources with the aim of identifying new theoretical concepts regarding the essence of strategic competence, with the help of which we can better understand the requirements for strategic competence of specialists to improve the professional training of future specialists. It has been established that the phenomenon of “strategic competence” is a complex and multidimensional phenomenon, so defining the essence of this phenomenon primarily involves clarifying the content of such a related concept as “competence”, on the basis of which it is possible to reveal the essence of the concept of “strategic competence” of a person. Competence in the study is considered as an integrative personal formation that combines the acquired knowledge, skills, abilities, experience and personal characteristics that determine the desire, ability and willingness to solve problems and tasks that arise in real life and professional situations. The analysis of the scientific literature has shown that there is a difficulty in defining strategic competence, as it can refer to both the ability to perform tasks and the way people should behave to fulfil their role. Based on the analysis of the structure of professional competence, we conclude that strategic competence is one of its important structural components. Strategic competence exists as part of the professional competence of a specialist of any profile, and should be used when there is a need to find solutions to real or foreseeable problems in professional activities. It is established that it is advisable to distinguish strategic competence as a separate component of professional competence. It is proved that strategic competence is closely related to higher education and the necessary requirements for graduates of higher education institutions. In the course of the analysis, it is found out that the content of the standards of higher education of Ukraine of the first (bachelor’s) level of higher education in various specialties takes into account the need to form strategic competence in future specialists. It is determined that a high level of formation of a specialist’s strategic competence ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; implementation of planned actions and operations; implementation of the planned strategy, etc. It is concluded that strategic competence is one of the components of professional competence, which provides solutions to real or foreseeable problems; this high level of formation of the strategic competence of a specialist ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; performance of planned actions and operations; implementation of the planned strategy, etc. The conducted research emphasizes the relevance of this issue in today’s conditions and provides prospects for further work on disclosing the essence and structure of the strategic competence of the head of a preschool education institution.

Imaginative thinking formation in senior preschool children with speech disorders

Imaginative thinking is the main type of thinking in children of senior preschool age. The state of its formation largely determines the success of children in acquiring knowledge, forming skills and abilities following the Basic Component of Preschool Education, and in the future, the requirements of school curricula. The study aims to outline the results of the research on the state of formation of figurative thinking in older preschool children with speech disorders in comparison with children with typical speech development. The following methods of scientific research were used in the study: Analysis and synthesis of scientific and methodological literature on the research problem, experiment, testing, comparison, and quantitative and qualitative analysis of the experimental data. According to the results of the diagnostics carried out according to the author's methodology, which is based on a modification of the study of figurative memory, it was found that children with speech disorders have an insufficient level of figurative thinking, especially its topological, projective, ordered, and compositional substructures. These results indicate that children have difficulty creating mental images of objects or phenomena, operating with previously created and stored images, as well as analysing, synthesising, abstracting, mediating, comparing, and generalising perceived information. These difficulties are at the heart of the problems with preparation for studying at the New Ukrainian School. The practical value of the work is to inform specialists of special and inclusive preschool education institutions about the specific features of the state of formation of imaginative thinking in older preschool children with speech disorders. The results of the study can be used for the development and implementation of methods for the formation of imaginative thinking in senior preschool children with speech disorders