Ukrainian School Research Articles

„Я також пала жертвою війни”: війна в мемуарному наративі Костянтини Малицької

The article analyses the memoir narrative (memoirs and correspondence) of the Ukrainian writer, educator, editor, and public figure Kostiantyna Malytska, which is a valuable human testimony and emotional self-description of her difficult five-year experience in Siberian exile. Malytska was the only woman among thirteen men, well-known public figures, who, in February 1915, were arrested by the Russian occupation authorities in Lviv and exiled to the Yenisei province. In her memoirs, against the background of descriptions of the military and political situation, Malytska conveys in detail her impressions of “Asia” (as she called the foreign land), the geographical environment of “disastrous Siberia”, comparing it with the toponymy of her native land, and shows the way of life of the local population of “Choldonians”. Th e memoirs touchingly describe meetings with new people, the spirit of sincere compatriotism between Ukrainian prisoners in a foreign land, the difficulty of “getting used to” Siberia, the experience of time, the activities of the Ukrainian community in Krasnoyarsk, and teaching at a local Ukrainian school. For their factual basis, Malytska’s memoirs are valuable as a vital source for understanding the writer’s life and human destiny, the historical and political situation in Galicia during the period of Russian occupation, and for highlighting the cultural and patriotic life of wartime Lviv and the fate of its prominent public figures who were also persecuted, arrested, and exiled.

ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ФІЗКУЛЬТУРНО-ОЗДОРОВЧОЇ ДІЯЛЬНОСТІ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

The scientific article analyzes the regulatory and legal documentation on the organization of physical education in the conditions of the New Ukrainian School, namely: the State Standard of Basic Secondary Education, the Concept of the New Ukrainian School, the Model Curriculum «Physical Culture. 5-6 grades». Analyzing the Model Curriculum «Physical Culture. 5-6 grades», it was determined that the basis of physical culture and health activities in the New Ukrainian School are the activities of the «League of Active Students and Schoolgirls of a Healthy Ukraine». In the course of the research, a questionnaire was conducted among students of higher education in the specialty 014 Secondary Education (Physical Culture) regarding the determination of the current state of preparation for physical culture and health work at the New Ukrainian School. As a result of the survey, it was determined that future physical education teachers feel a lack of knowledge about the content of physical education and health activities in the New Ukrainian School, namely, about the activities that form the basis of the «League of active male and female students of a healthy Ukraine», therefore the process of their preparation for physical education Health activities at the New Ukrainian School need improvement and the search for new effective teaching methods, among which we offer selective disciplines. The article presents the content of the curriculum «Physical Culture in the New Ukrainian School» for students of higher education to freely choose, the purpose of which is to arm students with knowledge about the peculiarities of conducting physical education lessons in general secondary education institutions and the implementation of physical culture and health activities in the conditions of the New Ukrainian School. The main tasks of studying the discipline «Physical Culture in the New Ukrainian School» are the formation of the complex of knowledge, abilities and skills necessary for the implementation of the requirements of the New Ukrainian School in the process of physical education in the students of higher education. The study of the selective educational discipline «Physical Culture in the New Ukrainian School» will contribute to the acquisition of skills and abilities to implement the content of the subject «Physical Culture» for primary and basic secondary school students and to organize physical culture and health activities in the conditions of the New Ukrainian School. Key words: physical culture and health activities, New Ukrainian school, subjects of free choice.

ANALYSIS OF LEVELS OF FORMATION OF INTERCULTURAL COMPETENCE OF FUTURE TEACHERS OF THE NEW UKRAINIAN SCHOOL

In today's conditions, the issue of reforming the Ukrainian education system in the context of multiculturalism and the implementation of educational dialogue in the process of professional training of future teachers of the new Ukrainian school is undeniable. The purpose of the research is to analyze the diagnostic toolkit of the levels of formation of intercultural competence of future teachers of the new Ukrainian school. Research methods: systematization and analysis of scientific and pedagogical literature, comparison, classification, generalization. The author analyzed the toolkit for diagnosing the levels of the formation of intercultural competence of future teachers and revealed her understanding of the components, criteria and indicators of the formation of intercultural competence. The diagnosis of the defined criteria and indicators serves as the basis for determining the formation of intercultural competence of future teachers of the new Ukrainian school. By the level of formation of intercultural competence of future specialists, we understand the gradation of the measurement of the knowledge, abilities and skills acquired by future specialists and the assessment of their behavior when solving numerous and diverse educational and professional situations, which involves comparison according to selected components, criteria and indicators. On the basis of the generalization of the theories of intercultural competence of domestic and foreign researchers, an attempt was made to identify the main criteria for the formation of intercultural competence and the levels of formation of intercultural competence of future teachers of the new Ukrainian school, taking into account the modern challenges of society. The development of this task provides a more complete understanding of the essence of intercultural competence and an understanding of the approaches to its formation in the process of professional training of future teachers of the new Ukrainian school.

PEDAGOGICAL COOPERATION IN STUDYING SCHOOL MATHEMATICS

Modern changes in education are aimed at the transformation of relationships between participants of the educational process, taking into account the principles of voluntariness, activity and conscious motivation, which allows them to act as pedagogical partners. In the context of the modernization of Ukrainian education and the successful implementation of the "New Ukrainian School" concept, it is necessary to improve the process of democratization of relations between the teacher and the student and the introduction of new approaches to education. This includes the interaction of all participants in the educational process, changing the role of a modern teacher from a mentor to a trainer, facilitator, tutor and moderator in the individual educational process of a student. The use of active learning methods will allow to develop a creative personality and activate the cognitive activity of students. This approach involves the creation of an educational space that will promote the realization of schoolchildren's abilities, the development of teachers' creativity, and will become the center of their fruitful cooperation. The purpose of the article is to highlight some specific features of the pedagogy of cooperation as a direction of pedagogical thinking and practical activity in mathematics lessons. Various research methods are used for its implementation: literature analysis, pedagogical observation and generalization. The authors analyzed the concept of "pedagogy of cooperation", its origins related to the doctrine of the development of abilities and the pedagogy of creativity, as well as the emergence of this concept as a result of the accumulation of pedagogical achievements of innovators. Pedagogical observations indicate that pedagogical cooperation allows students to maximally develop their learning abilities and ensures mental contact between them and the teacher. As a result of the conducted research, the mutual influence of the degree of activity of students' mental activity and the pace and content of the lesson was revealed. The article also shows the practical implementation of pedagogy of cooperation in mathematics lessons.

HISTORICAL OVERVIEW OF SCIENTIFIC RESEARCH AT THE DEPARTMENT ALGEBRA IN UZHHOROD UNIVERSITY

The relevance of the chosen research topic lies in the importance of knowledge and understanding of trends in the development of scientific activities of the academic departments, since academic departments may become centers for creating scientific schools in Ukraine. Samuil Berman and Petro Hudyvok played an important role in organizing the Department of Algebra at Uzhhorod University and choosing the direction of scientific research. Their scientific genius and pedagogical talent made them and the department they founded famous in Ukraine and abroad. The history of the Department of Algebra is an integral part of the history of Uzhhorod University which was founded in 1945. The purpose of the article is to provide a historical overview of the creation of the Department of Algebra at Uzhhorod University, its development and scientific activity for more than half a century, as well as a review of the important scientific results of the cohort of scientists who were united by the Department of Algebra and its ideological leader P.Hudyvok. To achieve this goal, the following methods were used: analysis of scientific literature, synthesis of the results obtained during the analysis to clarify the key concepts of the study, generalization and systematization in order to form research conclusions. The article provides historical data on the prerequisites for the initiation and establishment of the Department of Algebra at Uzhhorod University, on the scientific directions of the department's lecturers and their main scientific results. We made an overview of the main directions of scientific activity at the department and an overview of the important results of scientific research performed by the department's lecturers. Professor P.Hudyvok, a student of the outstanding scientist S.Berman, together with a cohort of scientists continued the development of algebraic scientific activity at Uzhhorod University. Uzhhorod algebraists are called the Berman-Hudyvok school in mathematical communities in Ukraine and abroad for their significant contribution to science.

THE MODEL OF A NEW UKRAINIAN RURAL SCHOOL AS A GUIDING PRINCIPLE FOR THE FUTURE

A small rural school has several orders of magnitude and fewer possibilities for meeting educational goals. The remoteness of settlements from scientific centers, the worse level of provision of the educational and material base, and the level of professional training of teachers, which does not always meet the requirements of work, caused this. A small school is not only to give students a sum of knowledge on the basics of science but also to teach them to think creatively, avoiding templates. The time under martial law in which our children are growing up is difficult. In today's whirlwind, adults can't always withstand enormous stress, so we rarely think about how our children live now. For those, we meet occasionally and for whom we are accountable to their parents and society. Education in rural schools is a cornerstone for discussion, and not only in our country. The debate continues, but in most cases, the arguments are not in favor of supporting small rural schools with small classes when there is an alternative at a reasonable distance. Rural schools in Ukraine, despite their high cost, cannot provide quality and affordable education services. The availability of premises and a few students in a class are all advantages of rural education. Success in rural areas significantly lags indicators of success in the city. And the results of the External Independent Evaluation (ZNO), both at the national level and in individual regions, confirm this every year. According to international experience and research, the most acceptable method of reform is school network optimization and the preservation of small schools only in remote, physically isolated communities, where it is simply impossible to transport students and teachers to school in an acceptable period. Optimization makes it possible to use funds and improves the quality of education in rural areas.

ТЕХНОЛОГІЇ ЗАЛУЧЕННЯ УЧНІВСЬКОЇ МОЛОДІ ДО УКРАЇНСЬКИХ ТРАДИЦІЙ ЗАСОБАМИ ЕТНОДИЗАЙНУ

Ethno design as at teaching has deep roots in Ukrainian people’s lifestyle, which are an effective means for aesthetic, humanistic and national education of schoolchildren, this ethno cultural environment become particularly relevant during the development of the New Ukrainian school. Folk crafts vividly reflect and best preserve the traditional educational ideal of the Ukrainian people, which is contained in the works of decorative and applied art, available for students to perceive and understand. A decisive factor in the ethno-cultural and labor education of modern youth is various forms of their involvement in Ukrainian traditions and folk art, in particular, familiarization with the technologies of making Ukrainian folk toys, which occupy an important place in the upbringing and educational process of student youth. The knotted doll is a unique technology, because this type of folk art is an ethno design project that combines several types of traditional Ukrainian decorative and applied art. In the process of making a knotted doll, such authentic techniques as: ornaments from different ethnographic regions of Ukraine, traditional embroidery techniques, fabric dyeing with biological dyes, weaving, vybiyka (wood printing on fabric), beading, felting from wool, art ceramics, technologies for modeling artificial flowers from paper, fabric, wood shavings, creating wax headband accessories, ancient techniques and methods of tying head scarves and shawls, sewing and decorating head covers – are used. Among the variety of forms, methods and means of ethno design that contribute to the involvement of student youth in Ukrainian traditions, a number of simple and effective educational technologies have been identified and presented in our research, such as: museum-pedagogical activities, visits to cultural and artistic events, exhibitions of works of folk art, thematic exhibitions-presentations use of audio and video recordings from ethnographic expeditions, etc. Of particular importance in the popularization of folk art among young people is personal communication with the bearers of traditions in the format of creative meetings with masters of folk art, visits to master classes, personal exhibitions and workshops of folk masters. The described technologies of youth involvement in folk art affect the development of the cognitive and emotional sphere of the individual, his creative abilities, contribute to the creative and productive educational activities of students. Key words: ethno design; folk art; Ukrainian knotted doll; traditional technologies of making and decorating a folk doll; aesthetic, humanistic, national education of students; technologies for familiarizing young people with folk traditions.

THE ESSENCE AND CONTENT OF THE COMPETITIVENESS OF A MATHEMATICS TEACHER IN THE CONTEXT OF PORTER'S «FIVE FORCES» THEORY OF COMPETITION

Addressing the topic of competitiveness in the educational industry is due to the society needa and the New Ukrainian School for teachers with a new style of pedagogical thinking, with creative approaches to solving educational problems, adequately responding to non-standard learning situations, capable to effectively organize professional and pedagogical activities. The article purpose: to research the essence and components of mathematics teacher's competitiveness through the lens of M.Porter's «five forces» model of competition. Research methods: analysis of scientific literature, systematization (to clarify key research concepts), generalization (for the purpose of forming author's conclusions). It is substantiated that the problem of competitiveness is extremely relevant for mathematics teachers today. The results of the international PISA research, the annual reports of the independent higher education institutions in mathematics testify not only to the insufficient level of mathematical literacy of Ukrainian students, but also lead to the identification of a number of factors that cause such educational results. Among others (imperfectness of educational programs, textbooks, lack of motivation of students to study mathematics, unpreparedness of teachers and students for blended learning, insufficient level of teacher qualifications, etc.), the low level of competitiveness of domestic teachers in both the domestic and international educational space is also highlighted. Mathematics teacher competitiveness is a professionally significant quality that ensures demand in the educational market. It is characterized by the desire to compete with others and the ability to realize the pedagogical potential due to a high level of formation of general and professional competencies (mathematical, pedagogical, methodical knowledge and skills, personal traits), determined by the competitive environment. By M.Porter's «five forces» model, five components of the competitiveness of mathematics teachers are identified, which determine the formation of the following components: «Competition in the field» – mathematical knowledge, skills and abilities, personally significant traits; «Threat of new participants» – professional focus, digital literacy, multicultural competence, leadership skills; «The threat of changing services» – professional mobility, creativity, research skills, pedagogical reflection; «Suppliers» – high level of education, ability to make decisions, work in a team, continuous learning, entrepreneurship; «Buyers» – the formation of humanistic values, readiness to use productive forms and methods in working with students and parents.

ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ДІЄВОСТІ СТРУКТУРНО-ФУНКЦІОНАЛЬНОЇ МОДЕЛІ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПРОЄКТУВАННЯ НАВЧАЛЬНОГО СЕРЕДОВИЩА

In the professional standard for the profession «Primary school teacher of a general secondary education institution», one of the main labor functions is «participation in the organization of a safe and healthy educational environment», which implies the ability formation to design cells for teaching, educating and developing students. Significant changes must be made in the process and content of the training of primary school teachers who are capable of designing a learning environment according to the modern Ukrainian school requirements. The article describes diagnostic tools for assessing the formation component levels of the future primary school teachers readiness to design the learning environment according to personal, content-procedural and evaluative-regulatory criteria: determining personality orientation vectors according to B. Bass; analysis of goods activity; motivational essay; short orientation test according to E. Vanderlik; self-assessment scale of meta-cognitive behavior according to D. Lacoste; creative thinking test according to S. Mednik; determination of the reflectivity level; methodology for determining the emotional intelligence level according to N. Hall; methodology for the volitional self-regulation research according to E. Eidman An experimental data analysis showed qualitative changes at the low and medium levels of the future primary school teachers readiness formation to design the learning environment, which is due to a decrease in the number of applicants for higher education in these categories during the pedagogical experiment in the CG (by 6,97% and 6,33%, respectively) and EG (by 13,92% and 17,73% respectively). Sufficient and creative formation levels of this readiness also demonstrated positive qualitative changes: an increase in the number of applicants for higher education in the CG (by 10,13% and 3,17%, respectively) and the EG (by 22,16% and 9,49%, respectively). The obtained results are confirmed using mathematical statistics methods, particularly, Pearson's criterion calculation = 11,2 and Student's t-test t=8,4. In all respects, there were statistically significant changes in the formation level of the future primary school teachers’ readiness to design the learning environment, which is the basis for asserting the high effectiveness of the developed structural and functional model, particularly, the proposed organizational and pedagogical conditions, forms, methods and means. Key words: readiness, experimental research, diagnostics, model, elementary school, teacher.

Ukraine as the Hub of Postimperial Formalism. Ukrainness, Revolutionary Populism, and the Theory of Poetical Language ‘in’ Russia and ‘in’ Poland

AbstractThe notion of ‘postimperial formalism’ accounts of the interconnectedness of Russian, Ukrainian, and Polish variants of formalism, whose distinctive character is contingent on the dialectics of liberation and subjugation (or autonomy and heteronomy) operating in the multinational entity of the Russian empire. Specifically, the theory of poetic language – the pars pro toto of early literary theory – carries with itself the survivals of the conditions of the multinational empire. This is most eloquently expressed in the writings of Polish and Jewish-Ukrainian populist activists turned ethnographic researchers, who prepared a theory of poetic language to which the formalists could have recourse. I first map the dimensions of the Ukrainian investment into the formulation of the theory of poetic language. Secondly, I describe the role of the constructed Ukrainness – under the guise of the so-called Ukrainian school of Polish romanticism – in the emergence of Polish formalism.

SOCIO-EMOTIONAL LEARNING AS AN ESSENTIAL MECHANISM OF DEVELOPING SOFT SKILLS IN STUDENTS: MODERN CHALLENGES AND UKRAINIAN EXPERIENCE

The paper presents the findings of a study conducted to authenticate the need and feasibility of introducing socio-emotional learning (SEL) and its revisited and enhanced version – Social, Emotional and Ethical Learning (SEE Learning) – into the Ukrainian education system as an effective method for developing soft (social and emotional) skills in students in times of new challenges for child education and whilst implementing a competency-based approach in education, as well as highlighting the experience of promoting such an approach by the civic sector of Ukraine.The paper considers the emergence of the «soft skills» concept in the mainstream of embodying the ideas of human well-being and happy life as the ultimate goal of education against the backdrop of the Fourth Industrial Revolution (4IR); next, it justifies the importance of SEL and SEE Learning as methods of soft skills development in students. In the context of the New Ukrainian School reform, these practices have been established to serve as a tool for developing soft skills, with educators as the key figures for its successful implementation.The article analyzes the level of educators' awareness and their readiness to implement SEL based on the sociological study «Socio-Emotional Learning in Ukraine: Today Life and Prospects», which was conducted in 2021 with 3,657 respondents (including 3,237 teachers and 420 heads of educational institutions) with Public Organization «EdCamp Ukraine» and the paper author among the research team. The survey established a great demand for developing socio-emotional skills and relevant training among teachers.The paper further reveals the importance of discussing SEL topics as a basis for the systemic restructuring of the entire educational process, including teacher training and professional development in terms of implementing the concept of the New Ukrainian School. It summarizes various programs that implement socio-emotional learning on the local level in Ukraine and demonstrates the prospects and added value of the SEE learning program in Ukraine.Finally, the article analyzes the experience of implementing the SEE Learning program on a national scope by EdCamp Ukraine and outlines the prospects for actualizing SEE Learning in Ukraine during the full-scale russian military aggression of and the post-war reconstruction of Ukraine

FORMATION OF THE EDUCATIONAL SPACE OF THE NEW UKRAINIAN SCHOOL: ANALYSIS OF EXISTING REQUIREMENTS AND RECOMMENDATIONS

The article deals with the analysis of the requirements and recommendations for the creation of the educational space of the New Ukrainian School. It is emphasized that the educational space includes not only educational programs, methods, tools, but everything that surrounds students and ensures the creation of effective conditions for the development of their key competencies. It is accented that at the state level the creation of a modern effective new educational space is regulated by the legal framework, in particular, the Laws of Ukraine, Orders of the Ministry of Education and Science of Ukraine, State standards, norms and rules.There were pointed out such components of the new educational space as: creative external and internal design; comfort and energy efficiency; modern conditions for learning, development and communication; barrier-free space and conditions for inclusive education; multifunctional environment. It is emphasized that the organization of the educational space of the classroom requires the use of new IT technologies, multimedia tools, the creation of cells, which makes it possible to create various opportunities for various types of activities, cause joy, stimulate imagination, and motivate learning. Great attention is paid to external (3D and thematic design with maximum use of the facade, modern murals) and internal (learning rooms and common areas) design. The focus is on equipping with modern furniture that ensures a healthy body position due to constant change of working posture (the so-called «active seat principle»).It is noted that the creation of a new effective educational space requires changes in the planning of buildings of educational institutions and school grounds. It is emphasized that most of modern school buildings are not suitable for the implementation of the latest pedagogical approaches and don’t make it possible to diversify the organization of the educational process. Renovation of a school building can be carried out by means of cosmetic or major repairs or total reconstruction with additions and superstructures.

ІNFLUENCE OF PHYSICAL ECONOMY ON ENERGY SECURITY

The article examines the main scientific-theoretical and methodological approaches to solving the problem of complex analysis of the state of energy security at the national level. It is found that the situation is influenced by three main aspects: critical dependence on energy imports, the existence of excessive transit capacities, and the energy intensity of the gross domestic product. One of the most serious threats to Ukraine's energy security is its significant dependence on energy imports, which brings with it the risks of economic and political influence from other countries and dependence on global market conditions. Russia's full-scale invasion of Ukraine has caused "the first truly global energy crisis," according to a report by the International Energy Agency, which operates within the framework of the Organisation for Economic Co-operation and Development. There is a tendency to gradually neutralise threats to energy security by reducing natural gas imports and diversifying supplies. The opinion that constant monitoring of energy security threats is necessary to protect Ukraine's national interests is well-founded and is the basis for ensuring energy security. Practical implications. It was noted that in recent years, scientists have focused more attention and efforts on overcoming the energy crisis through the use of alternative energy sources, and that real energy security can only be achieved by increasing investment in domestic renewable energy sources. The purpose of the article is to determine the nature and content of energy security as a functional component of economic security, to identify the main challenges and threats to Ukraine's energy supply. Results. According to the author, the use of the ideas of the Ukrainian school of physical economy is of great importance in addressing the above issues. Thus, the author's vision of energy security, as well as a social model of Ukrainian society that will not only save it from economic and environmental disasters, but also lead to sustainable development and prosperity. Methodology. The research used comparative and structural-functional research methods. The comparative method was used to compare similar problems and ways of solving them, which made it possible to see the specifics of the researchers' searches. The use of the structural-functional method helps to outline the structural components in the search system of a particular model and their functional interpretation. A comprehensive approach to the study of energy security was also applied, an economic and statistical analysis of Ukraine's ability to meet energy needs, a comparative analysis of the main conceptual scientific views of S. Podolinskyi, V. Vernadskyi and M. Rudenko were carried out.

COORDINATOR OF INCLUSIVE EDUCATION AS A CHALLENGE FOR UKRAINIAN EDUCATION SYSTEM

Education of children with special educational needs (SEN) in Ukraine continues to find the ways of its realization under the conditions of the deficit of different supportive factors, among them – provision of the specialists. There is no position in Ukrainian schools, which would deal with the issues of inclusive education on the competent basis. At the same time there are several similar positions in the US schools (special education teacher, case-manager) as well as there is a position, which is directly related to coordination activities – Special Educational Needs Coordinator (SENCO). We believe that existence of the position of coordinator in the support team is one of the main conditions of coordinated work of the support team, which would provide continuity in the process of education, upbringing and socialization of the person with special educational needs. The article provides generalization of the main directions of activities of such a coordinator according to the professional profile and offers the assumption regarding the possible coordination role, which could be conducted by one of the members of the support team in Ukrainian schools. The article provides analysis of the existing legal and scientific-methodological materials, focused on the issue of the support team as well as the issue of coordinator of such a support. The lack of Ukrainian educators` awareness on the content of the team interactions and the role of the coordinator is defined, which became a condition to formulate a need to withdraw from the formalism and to look for the real coordinator, who would deal not only with the issues of learning of persons with special educational needs, but will be capable of introducing the culture of inclusive educational environment development, which would be barriers-free, supportive and developmental for all participants of educational process. In this process professional profile of Special Educational Needs Coordinator became the main guide regarding the defining process of the content of activities of this coordinator. According to this profile the specialist has to influence the school policy towards inclusive education, to assess the needs of children with SEN, to monitor their development, to train teachers and to coordinate their activities, and to support families of children with SEN. We analyzed how some of these coordinator`s functions can be realized in Ukraine, and we emphasized that these functions can be brought to life by other team members in the process of providing support to children with SEN. However, we hope that the special teacher – the new profession, which was introduced into Ukrainian classificatory of professions recently, would be the best option for this role.

ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR ACADEMICALLY GIFTED STUDENTS

The article presents practical cases of psychological and pedagogical support for academically gifted students. The semantic characteristics of the concept of support by domestic and foreign specialists are revealed. The typical behavioral characteristics of gifted students are emphasized. The peculiarities of creating and organizing a developmental educational environment for academically gifted children are identified. An algorithm for diagnosing students' interests and abilities is proposed. It is proven that the education of academically gifted students should be based on a problem-based approach that promotes the development of curiosity, inventiveness, analytical and critical thinking. It has been established that gifted children are characterized by significantly higher emotional sensitivity and react more painfully to social challenges and criticism compared to ordinary students. In addition, gifted children show a significantly lower level of attachment in friendship and feel lonelier during various games. Attention is focused on the peculiarities of creating educational programs for working with academically gifted children. It is noted that when developing educational programs, the following requirements should be followed: global and fundamental nature of main topics; interdisciplinarity; integrativeness; content richness and a focus on the development of productive thinking. It is concluded that for the normal development of each child, it is advisable to adjust educational programs, promote parental involvement in the development of their children's abilities, coordinate the work of specialists, and develop individual progression maps for gifted students. Prospects for further research are planned in the organization of online surveys of teachers to study their experience in working with academically gifted children under the conditions of the old state standard and to determine effective approaches in working with gifted children in the New Ukrainian School.

The normatively-programmatic providing of physical education in conditions of New Ukrainian School

The article focuses on the analysis of the regulatory framework of the educational process in physical education under the conditions of the "New Ukrainian School" (NUS) reform. The main features that the Ministry of Education and Science of Ukraine outlines when studying the subject "Physical Culture" are outlined, namely: an analysis of the content of the standards of the National Academy of Physical Education in the field of physical education in grades 1-4 and the field of education "Physical Culture" in grades 5-9 was carried out; the peculiarities of the organization of the educational process in physical education were revealed; changes in the planning of the physical education lesson in accordance with the requirements of the model curriculum and changes in the assessment of educational achievements of general secondary students were analyzed. education It has been established that the standard of the appropriate level of education (primary or basic secondary) is the defining regulatory document in planning the educational process of physical education at the National University of Higher Education. There is a partial continuity between the requirements of the standard in primary education and secondary education, since the standard in basic secondary education lacks a content line that determines general and specific learning outcomes regarding the physical fitness of students. The model curriculum at NUS rather serves as a guideline for the implementation of the educational process than as a mandatory document, since teachers are given the right to draw up curricula based on the model or author's. Regarding the evaluation of the educational achievements of students, the Model Educational Program defines the forms and methods of evaluating the educational achievements of students; oral, written, digital and practical assessment. However, assessment of the level of development of physical qualities and indicative educational standards is not included in the evaluation methods, which does not reflect the specifics of the educational subject "Physical Culture"

Implementation of the key competence of lifelong learning in physical education

The article reveals issues related to ways of implementing the key competency "Learning throughout life" in the physical education of schoolchildren in general secondary education institutions. Pedagogical situations and methodical techniques that physical culture teachers can use during class and outside of school are outlined. On the basis of the modular control work, which is a mandatory component of the program of advanced training courses "Modernization of school physical education in the conditions of the new Ukrainian school" for physical education teachers, which are held on the basis of Ivan Boberskyi Lviv State University of Physical Education, the ways of implementing this key competence by means of physical education. Physical education teachers during course retraining (134 people, of them: 72 people of the highest qualification category, which is 53,74%; 29 people – I category (21,64%); 12 – II category (8,96%); 18 – specialists (13,43%); 3 – young specialists (2,24%) carried out simulations of a physical education lesson based on the competence approach, created pedagogical situations and methodological techniques, with the help of which innovations were introduced into various forms of physical education. that in the development of the key competence "Lifelong learning" it is possible to highlight pedagogical situations, methodical techniques that encourage solving educational, health-related, developmental tasks during the physical education lesson and in extracurricular time. from the medical group, to show creativity and creativity in compiling individual complexes of general developmental exercises taking into account individual characteristics, interest reasons and motives.
 It was established that, according to the results of the modular control work, the formation of the key competence "Learning throughout life" is of particular importance for students who are directed to preparatory and special medical groups, since improving the health of students is the main motive in the search and assimilation of the necessary information.

ІМЕРСИВНІ ТЕХНОЛОГІЇ В ПОЧАТКОВІЙ ОСВІТІ

The article is devoted to the problem of using immersive technologies in primary education. It was found that immersive technologies have rapidly developed in recent years from doubtfully promising to trendy and used everywhere. It has been proven that their introduction into the educational process of the New Ukrainian School is a need today and a factor in improving the quality of education. The purpose of the article is determined: to study the peculiarities of the use of immersive technologies in primary education. The essence of immersive technologies has been clarified. The components of immersive technologies are highlighted: real (objective), augmented (added) and virtual reality. The qualitative characteristics of the use of immersive technologies in primary education have been determined. Examples of the use of immersive technologies in the process of studying various educational fields of primary education are given, in particular: language and literature, mathematics, natural sciences, informatics, technology, social and health care, civics and history, art and physical education. It was determined that the use of immersive technologies in primary classes may include: virtual tours, virtual laboratories, AR-books, AR-games, 3D modeling. Some applications of immersive technologies for use in primary education are proposed. In the process of studying the features of immersive technologies in primary education, the advantages and disadvantages of their use were determined. It was found that immersive technologies contribute to the improvement of the quality of the educational process, making it more interactive, adaptable and exciting for schoolchildren; expand learning opportunities; contribute to a better understanding of complex concepts; stimulate motivation and interest in learning, memory and concentration, creativity and activity of younger schoolchildren. It was found that the use of immersive technologies in education significantly expands the toolkit of a modern specialist. Key words: immersive technologies, virtual reality, augmented reality, application, younger students, primary education.

INCLUSION OF THE TOPIC «THE SIMPLEST FUNCTIONAL EQUATIONS» IN THE MODEL PROGRAMS FOR STUDYING THE SUBJECT «ALGEBRA AND THE BEGINNINGS OF ANALYSIS»

Formulation of the problem. Analysis of the issue of including the topic "The simplest functional equations" in the model curricula for studying the subject "Algebra and the beginnings of analysis" for specialized classes with in-depth study of mathematics. A model curriculum studies the approximate sequence of achieving the expected learning outcomes, the content of the subject or integrated course, and the types of students’ educational activities. The inclusion of this topic aims to start a creative understanding of functional relationships existing in real systems and processes, in particular, ecological, economic, and social ones. Materials and methods. Theoretical method of analysis of methodical and educational literature on the researched issue; comparative analysis to understand different views on the problem; systematization and generalization to create recommendations for the content of the proposed topic, as well as formulating conclusions and integrating the pedagogical experience of authors who teach relevant disciplines in educational institutions of various levels. Results. The possible content of the topic "The simplest functional equations" in the model programs for studying the subject "Algebra and the beginnings of analysis", examples for an explanation by the teacher, and confirmation by students are proposed. For some examples, different approaches to their solution are proposed; convenient tables are provided for students to find partial solutions to some types of functional equations. Conclusions. The authors believe that the topic "The simplest functional equations" will be useful and acceptable for studying within the scope of the subject "Algebra and the beginnings of analysis" by students of specialized classes with an in-depth study of mathematics. Within the eleven-year school education, of course, it was impossible to find time to study this topic due to the saturation and density of the material necessary for study. But in the twelve-year New Ukrainian School, marked by a deeper differentiation of specialized education, the topic "The simplest functional equations" can strengthen the fundamentality of mathematical education in classes with in-depth study of mathematics, computer science, etc. Further research in this direction may concern the method of solving the simplest recurrent equations.

ETIQUETTE SPEECH OF PRESCHOOLERS AS AN INDICATOR OF COMMUNICATIVE AND SPEECH READINESS FOR STUDYING IN THE CONTEXT OF THE NEW UKRAINIAN SCHOOL

This research focuses on the importance of etiquette speech as a key indicator of older preschoolers' readiness for school life in the new Ukrainian school. While many studies explore various aspects of preschoolers' readiness for school, inadequate attention has been given to the specifics of mastering etiquette speech by future first graders, the acquisition of effective linguistic units, and the identification of significant situations for etiquette speech development. The urgency of this research is underscored by its vital role in the moral and cultural education of the younger generation and successful adaptation to new socio-cultural priorities and challenges, making it pedagogically significant in the development of the new Ukrainian school. The study introduces novel approaches to the thesaurus, diagnosis, and tools for etiquette speech development in preschoolers. The article outlines key terminological categories, depicting their relationships through a diagram based on the degree of dependence. The essence and content of the key concept, "etiquette speech of preschoolers," are clarified, emphasizing that it primarily manifests respect. The research presents results from an experimental study on the features of etiquette speech development in older preschoolers. A development program is characterized, which is designed based on creating emotionally rich educational situations with specific goals. The program aims to instill etiquette speech skills, transferring knowledge on proper behavior into habitual and comfortable actions, leading to the automatic execution of socially acceptable behaviors. These skills serve as evidence of a certain cultural level of the individual and act as a prerequisite for effective interaction with others. Experimental situations, involving the identification and improvement of etiquette speech skills, the consolidation of etiquette formulas, and enhanced communication between participants, form the basis of the program. The authors demonstrate the effectiveness of the proposed method, showing that, during the formative experiment (through conversation), the children achieved 100% understanding of politeness concepts and knowledge of related words.