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author: Tetyana Snyatkova
Urgency of the research. The phenomenon of maternal deprivation is actively becoming widespread in the modern socioeconomic instability of society. Deprivation of the child at an early age of emotional contact with the mother, lack of love and care leads to disorders in the mental development of the person. Without the provision of specially organized psychological and pedagogical assistance, primary deviations cause the appearance of secondary ones, which leads to the emergence of a false circle of development, a complex of violations in the leading areas of the child's life.
Target setting. Disorders of speech, sensory, emotional development are the most characteristic consequences for an early child in maternal deprivation. The specific characteristics of the child’s development require an individual and differentiated approach to each individual in the planning and organization of the educational process for children of this category.
Actual scientific researches and issues analysis. The phenomenon of deprivation is covered in the works of J. Bowlby, D. Vinnikot, N. Dmytriyuk, Y. Langmaier, Z. Matechek, etc. The analysis of the factors that affect the appearance of deprivation is presented in the researches of A. Zababurina, E. Smirnova, A. Pariykhozhan, T. Shulha, I. Yaroslavtseva, and others. The signs and components of maternal deprivation were considered by such scientists as A. Barges, E. Erikson, D. Isaiev, S. Petrova, and others. V. Mukhina, I. Dubrovina, M. Tolstykh considered the consequences of maternal deprivation on the mental development of the personality.
The research objective. To carry out the theoretical analysis of features of the content and organization of the educational process with young children in conditions of maternal deprivation.
The statement of basic material. In the psychological and pedagogical literature, the term “maternal deprivation” is used to refer to the mental state of the person that arose due to the insufficiency or complete absence of sensual, emotional ties between the child and the mother. The duration, strength, and age at which maternal deprivation began are the leading determinants of the level and breadth of impairment in a child's mental development. Even prolonged separation from the mother (for example, as a result of hospitalization of the child) leads to the traumatization of the child's psyche at an early age. Within the framework of the reform of the system of institutional care and upbringing of children in Ukraine, the question arises of the need to develop educational programs taking into account the specifics of the child's personal development in conditions of maternal deprivation.
Conclusions. The analysis of the regulatory framework and scientific literature made it possible to determine that the content and organization of the educational process with young children should be based on the basic component of preschool education, taking into account the specifics of the deprived person and the existing level of development of the child in all educational areas.
Keywords: maternal deprivation, early age, educational process, basic component of preschool education.
References:
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authors: Pavlo Kindrat, Ihor Voitovych, Vladimir Mashchenko
Urgency of the research. The relevance of the research topic is to provide quality training for future physics teachers to work with modern computer technology, in particular, with computer modeling in physics.
Target setting. Exploring the possibilities of creating and using computer models and virtual computer labs in the process of teaching physics is the main problem of this research.
Actual scientific researches and issues analysis. O. V. Semenikhina, A. V. Trukhin, Yu. V. Khvorostina, V. G. Shamonya, A. O. Yurchenko consi-ders virtual laboratories as a tool of educational and scientific activity and as a component of modern experiment. In the research of E. O. Kozlovsky and G. M. Kravtsova the role of virtual laboratories in the structure of the distance learning system is shown.
The research objective. As the using of virtual physics labs, computer models, specialized software products and web applications makes it possible to model and visually demonstrate certain physical phenomena or processes, we have a task to develop our own computer models and teaching future physics teachers for it.
The statement of basic materials. The advantages and disadvantages of using a virtual laboratory and computer models in the educational process in physics are identified. The expediency of using virtual laboratories and computer models in the context of mixed physics education is substantiated. To teach future physics teachers to create and use computer models of physical phenomena and processes is carried out in a professionally oriented author's course "Methods of using computer technology in professional activities." The stages of development of a physical model for the formulation of a mathematical problem are described and the implementation on the example of development and use of the program "Dynamic model of an ideal gas" is shown.
Conclusions. 1) a method for teaching of future physics teachers to build models of multidimensional subject areas, in particular physical processes and phenomena; 2) developed effective algorithms for solving applied problems in application software for visual and mathematical modeling of physical systems, construction of phase diagrams and phase spaces and amplitudes of dynamic variables depending on the control parameters of the systems; 3) the is realized possibility of information and computer technologies for building a structural and functional model of a virtual computer laboratory in the future.
Keywords: future physics teacher; computer model; virtual physical laboratory
References:
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author: Victoria Akmaldinova
Urgency of the research is to find effective forms, methods, means of forming the readiness of future masters in transport technologies (by air transport) for professional activities, focusing on the study and analysis of knowledge accumulated in the scientific literature on this category.
Target setting. Globalization and integration processes, the transition of modern society to a technological way of life is accompanied by a rapid renewal of technology in leading industries, which causes a change in the nature of engineering and technical activities. In this context, the formation of the readiness of future masters in transport technology (by air transport) for professional activity becomes relevant.
Actual scientific researches and issues analysis. The works by V. Asriyan, G. Gerasimenko, O. Zadkova, G. Leshchenko, O. Moskalenko, T. Plachynda, T. Tarnavska confirm the hypothesis about the promising nature of the formation of the readiness of future masters in transport technologies (by air transport) for professional activity in the new socio-economic conditions.
The research objective. To consider the definition of the phenomenon in scientific discourse; to reveal the features of professional training of future specialists in transport technologies (by air transport) in modern conditions.
The statement of basic materials. The study and analysis of the category “readiness of future specialists in transport technologies (by air transport) to professional activity” in scientific discourse; the definition of this category can be specified as the formation of professional knowledge, skills and abilities that allow to master modern techniques and technologies and quality language training, which provides effective self-realization of professionals in the integration process.
Conclusions. Based on the theoretical analysis, the concept of readiness for professional activity of future masters in transport technologies (by air transport) is defined as a systemic multicomponent education that reflects the sufficient formation of professional knowledge, skills, professionally important personality traits that ensure their success in professional activities. The tendency of integration and development of international relations in the field of transport technologies dictates the need to have in the structure of readiness of future masters in transport technologies (by air transport) for professional activity formed competencies taking into account international standards and innovations in this field.
Keywords: professional training, specialist in transport technologies (by air transport), readiness for professional activity.
References:
1. Bobricka, VI 2017. ‘Profesiina pidhotovka mahistriv u haluzi osvity v Ukraini: suchasni vyklyky, problemy, znakhidky (Professional training of masters in the field of education in Ukraine: modern challenges, problems, findings)’, Visnik Nacionalnogo aviaciinogo universitetu. Pedagogika. Psihologiya, Vip. 1(10), s. 20-23.
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4. Gerasimenko, GV 2015. Formuvannya fahovih kompetentnostei kursantiv lotnih navchalnih zakladiv u procesi vivchennya fundamentalnih disciplin (Formation professional competencies of cadets flight schools in the process of studying fundamental disciplines). Avtoreferat disertaciyi kandidata nauk, Klasich. privat. un-t, Zaporizhzhya, 20 s.
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authors: Pavlo Mykytenko, Oleksandr Halytskyi
Urgency of the research. Providing higher education quality is a priority direction of national development. The introduction of modern technologies which cloudy technologies (services) belong to, in the educational industry is an effective enough and self-weighted decision.
Target setting. In the modern terms of development of society and limitations caused application of modern cloudy technologies needs the pandemic of all greater attention question of choice in the educational industry. There is plenty of technologies that are capable substantially will promote the efficiency of the educational process. However, there are problems with their adaptation in establishments of higher education of Ukraine and high charges for the receipt of the extra package of services without regard to such their amount.
Actual scientific researches and issues analysis. The following academics have studied the application of cloud technology in education: V. Yu. Bykov, M. I. Zhaldak, V. M. Kobisya, N. V. Morze, V. I. Olevs`ky, O. M. Spi-rin, V. M. Franchuk, M. P. Shyshkina and others.
The research objective is to analyse and compare modern cloud technologies and to highlight the most effective ones for organising the learning process in higher education institutions.
The statement of basic materials. The article considers modern cloud services for use in the educational process, namely Google Workspace for Education, Microsoft 365 Education and AWS Educate. The functional characteristics and services that teachers can use in their professional activities are analyzed. In particular, the most widespread cloud storage services are considered and a comparative characteristic is given to choose the most efficient service.
Conclusions. The use of modern cloud technology in the learning process provides new perspectives and opportunities for both students and teachers, who have to develop the need for purposeful and systematic self-improvement of their professional competence in accordance with modern social requirements. Through the effective and active use of cloud technology, all participants in the learning process, regardless of age, location or time, have free access to educational resources, virtual libraries, electronic catalogues, journals, encyclopaedias and dictionaries, educational videos and audio materials. In considering the most popular cloud platforms for education, Google Workspace for Education stands out. Although its office suite interface differs from the well-known Microsoft Office, which follows Microsoft 365 Education, in terms of integration with other applications Google Workspace for Education significantly wins. A comparative analysis of cloud storage services shows that Google Drive, pCloud and Mega are the most suitable in terms of storage capacity, data protection and functionality.
Keywords: cloudy technologies (services), cloudy platforms, cloudy depository, electronic educational resources, educational process.
References:
1. AWS Educate 2021. Available from: <https://aws.amazon.com/ru/education/awseducate/>. [16 May 2021].
2. Google Workspace for Education Overview (n.d.). Available from: <https://edu.google.com/products/workspace-for-education/>. [16 May 2021].
3. Microsoft 365 Education 2021. Available from: <https://www.microsoft.com/en-us/education/buy-license/microsoft365>. [16 May 2021].
4. The NIST Definition of Cloud Computing. Recommendations of the National Institute of Standards and Technology (n.d.). Available from: <http://csrc.nist.gov/publications/nistpubs/800-145/SP800- 145.pdf>. [16 May 2021].
5. Bikov, VYu, Vernigora, SM, Gurzhij, AM, Novohatko, LM, Spirin, OM & Shishkina, MP 2019. ‘Proyektuvannya i vikoristannya vidkritogo hmaro oriyentovanogo osvitno-naukovogo seredovisha zakladu vishoyi osviti (Design and use of open cloud-oriented educational and scientific environment of higher education institution)’, Informacijni tehnologiyi i zasobi navchannya, № 6 (74), s. 1–19.
6. Galickij, OV 2015. ‘Web-oriyentovani komp’yuterni sistemi dlya upravlinnya informacijnimi resursami v osvitnih zakladah (Web-based computer systems for managing information resources in educational institutions)’, Naukovij chasopis NPU imeni M.P. Dragomanova. Seriya №2. Komp'yuterno-oriyentovani sistemi navchannya, № 15 (22), s. 131–135.
7. Dyulicheva, YuYu 2014. ‘Hmarni tehnologiyi u profesijnij pidgotovci majbutnih ekonomistiv (Cloud technologies in the training of future economists)’, Informacijni tehnologiyi v osviti, Vip.18, s. 71–79.
8. Kobisya, VM 2012. ‘Vikoristannya hmarnih tehnologij u pedagogichnij diyalnosti (The use of cloud technologies in teaching)’, Informacijno-telekomunikacijni tehnologiyi v suchasnij osviti: dosvid, problemi, perspektivi, s. 155–158.
9. Mikitenko, PV 2017. ‘Vikoristannya hmarnih servisiv u rozv'yazanni logichnih zadach (Using cloud services in solving logical problems)’, Informacijni tehnologiyi i zasobi navchannya, T. 57, Vip. 1, s. 104–114.
10. Mikitenko, PV & Kucherenko, II 2021. ‘Vikoristannya sistem upravlinnya navchalnimi materialami v procesi informatichnoyi pidgotovki studentiv medichnih universitetiv (The use of educational materials management systems in the process of computer training of medical students)’, Fiziko-matematichna osvita, Vip. 2 (28), s. 63–70.
11. Morze, NV & Kuzminska, OG 2011. ‘Pedagogichni aspekti vikoristannya hmarnih obchislen (Pedagogical aspects of using cloud computing)’, Informacijni tehnologiyi v osviti, Vip. 9, s. 20–29.
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15. Franchuk, VM & Galickij, OV 2016. ‘Vikoristannya hmarnih servisiv u navchalnomu procesi (Use of cloud services in the educational process)’, Naukovij chasopis NPU imeni M. P. Dragomanova, Seriya № 2. Komp’yuterno-oriyentovani sistemi navchannya, № 18 (25), s. 39–42.
16. Shishkina, MP 2013. ‘Hmaro oriyentovane osvitnye seredovishe navchalnogo zakladu: suchasnij stan i perspektivi rozvitku doslidzhen (Cloud-oriented educational environment of the educational institution: current state and prospects of research development)’, Informacijni tehnologiyi i zasobi navchannya, T. 37, № 5, s. 66–80.