№ 02 (February)

The value foundation of modern education is the education of a socially mature person, ready for productive interaction with the surrounding society, introspection and self-development, which contributes to the expansion of human potential in a positive transformation of socio-economic reality. In this regard, it is necessary to search for new opportunities for the effective socialization of the individual in an earlier period — preschool childhood. Despite the fact that the problem of younger generation socialization generates increasing interest among the scientific community, both among theoreticians and practitioners, the essential character of preschool children socialization as a process and result has not been properly described. Therefore, we consider it important to make an additional analysis of foreign and Russian research works, to identify the characteristic features of socialization as a process and result; to identify key factors affecting the process of preschool children socialization; to study the main criteria for the effectiveness of preschool children socialization; to clarify the definition of “preschool children socialization” based on the subject-activity and competency-oriented approaches, to identify the main parameters of the effectiveness of preschool children socialization. As a result of the study, it was found that effective socialization of a person should take place under the conditions of a subject-activity oriented approach. In addition, the family and the inner circle are the key links in the process of preschool children socialization. Criteria, parameters, levels of preschool children socialization were worked out. The concept of "preschool children socialization" was clarified. The theoretical significance of the article is in contribution to the socio-pedagogical theory with the characteristics of preschool children socialization using a two-way approach. The practical significance of the article is in the possibility of using the results of the study for the methodological support of the diagnostic tools of researchers and teachers to identify the effectiveness of preschool children socialization.

Radical changes taking place in the domestic education in the conditions of digitalization and standardization make theorists and practitioners scrutinize the scientific and theoretical foundations and value-oriented guidelines for the formation of personal culture in pre-school educational organizations, since there is a change in the general paradigm of pre-school students education by means of modern technologies use. This determines the purpose of the study: to identify modern approaches, key values (goals, components, criteria, mechanisms, technologies) for the formation of personal culture and features of the organization of work in this direction with children of preschool age. The research is based on the analysis, generalization and systematization of modern achievements of pedagogical theory and practice of preschool education on the issues of formation of the main components of personal culture from the positions of axiological, complex system and cultural approaches. The author presents the main components of the general personal culture (the culture of activity, communication, speech, speaking on the telephone, behavior in public places, table manners, life, leisure, gender behavior, health, information, environmental and legal culture), justifies a variable component that takes into account the temporary and non-temporary priorities of work in this direction, and also describes the purpose and key criteria for their formation of each component, taking into account the specifics of preschool childhood, requirements of the Federal State Educational Standard and priorities for the development of the information society. The article presents in detail the key mechanisms of personal culture formation in preschool children (identification; imitation; interiorization-exteriorization of ethical concepts, formation of cultural congruence and normative disposition), as well as justifies the importance of activity-type technologies for successful work in this direction, taking into account the requirements of the FSES and the prospects of digitalization (technology of guest days organization, cultural practices for the child, gaming and interactive pedagogical technologies, «Portfolio» technology, etc.).

The relevance of the study is due to the discrepancy between the traditional criteria and their indicators for assessing the conformity of professional competences levels of bachelors in the field of environmental protection at the University with the requirements of professional standards. The analysis of psychological and pedagogical literature shows that the authors ambiguously interpret the concepts of “criterion” and “indicator”, some of them do not differentiate their meanings. The questions of criteria and indicators selection for determining the formation of professional competences among students of various areas of training were examined in sufficient detail in scientific studies, but their discussion for bachelors in the field of environmental protection at the university was not adequately reflected. In connection with the updating of federal state educational standards of higher education, there is also a need to specify and justify the criteria and their indicators, which allow to identify the levels of formation of professional competences among bachelors in the field of environmental protection at the university. The purpose of the article is to determine the criteria for the formation of professional competences of bachelors in the field of environmental protection at the university. To solve the research problems, the authors used methods of analysis of psychological and pedagogical works, pedagogical modeling and design; the study and generalization of pedagogical experience made it possible to identify the criteria for the formation of professional competences of bachelors in the field of environmental protection at the university, to determine the configuration of their indicators, structural components and levels of formation. It has been found out that the criteria for the formation of professional competences of bachelors in the field of environmental protection are considered as a set of objective indicators representing a qualitative characteristic of its condition, through which it is possible to identify its features and evaluate the formation of structural components in the process of environmental protection activity. The identified criteria and the proposed diagnostic tools allow us to determine the level of formation of the structural components of professional competences in the educational process at the university, as well as to identify promising areas of work that will increase the efficiency of the process of forming professional competences for bachelors in the field of environmental protection at the university, and in the system of continuing education for experts in the field of environmental safety.

Every year the number of foreign students studying in higher educational institutions of the Russian Federation has been growing. The criteria for evaluating the work of a higher education institution during its certification include four types of activities: educational, international, scientific and financial. Since the quality of foreign students' education directly depends on their level of the Russian language proficiency, the problem of the comprehensive teaching them Russian language as a foreign one is of particular importance. The article focuses on the psychological aspect of the language use in the processes of individual speech activity and speech communication, forms of the language use for communication, some aspects of speech perception, characteristics and properties of the language personality. The purpose of the study is to improve the efficiency of teaching Russian as a foreign language for University entrants at the preparatory courses. Research methods included: ascertaining and forming experiments; methods of qualitative and quantitative analysis of the obtained data. The main result of the work is conducting research on a complex ratio of the Russian language and psychology to create innovative integrative systems of teaching the Russian language for university entrants at the preparatory courses, which intensifies the process of scientific research and the practical implementation of scientific results. The theoretical significance of the work is in developing an effectiveness model of teaching Russian as a foreign language for university entrants at the preparatory courses; practical significance lies in the use of theoretical aspects of the research in the development of foreign students’ speech (skills in working with language material for interpersonal communication; communication skills; logical, critical, symbolic, figurative, subject thinking skills) in the process of teaching the Russian language at Russian universities.

The relevance of the problem under study is due to the implementation of the Federal State Educational Standard of Higher Education and the need to search for new forms, methods and technologies in interacting with modern students in the conditions of educational activities of the university. The analysis of modern scientific literature, as well as the practical experience of the authors of the article allow us to state that the socio-economic conditions of modern society have a significant, and not always positive, impact on the quality of the value-motivational choice of a profession by modern students. Their socio-psychological and personal characteristics, cultural and educational level, are the reason for their lack of readiness to master the chosen profession and the need for systematic educational work of higher school teachers with students as an integral part of the training of specialists in the humanities. The purpose of the article is to attract the attention of higher school teachers to the problem of readiness for educational work with students in the context of university education. The article informs about the development and testing of the program "School of the tutor", which contributes to the formation of ideas about the organization of educational work in the university, taking on role of the educators by the curators, and the developing their organizational skills; formation and development of their need for self-improvement and personal growth. The leading methods of studying the problem of the teacher’s readiness for educational work in a university are the study of psychological and pedagogical literature, empirical methods of psychological diagnostics, the development and implementation of a program for training university teachers for educational work with students, pedagogical experiment, and the reflexive method. The theoretical significance of the article lies in the presenting of authors’ approach to the criteria-based assessment system and the characteristics of the levels of formation of teachers' readiness for educational work. The practical significance of the article lies in the analysis of the approbation results of the program for preparing teachers for educational work with students “School of the tutor”. This program contributes to the purposeful development of the three main components of the university teacher’s readiness for educational work with students: motivational, methodological and technological, and also makes it possible to repeat this experimental experience for other studies.

The article discusses the urgent problem of media students’ social and personal competences development within the framework of higher education, the role and place of project work in this process. The transformation of the media industry, the generational characteristics of modern students, the requirements for students' competences formulated in the FSES stimulate the search for the most effective methods for developing students' competence types, bringing to the fore not only professional, but also social and personal competences. The authors set the goal to determine the role and place of project activity in the formation of media students’ competences, to identify whether this type of educational activity can be an effective tool for the development of students' competences. Wide-ranging empirical material has been collected - expert interviews have been conducted with university professors working in media training areas (Lomonosov Moscow State University, HSE, Moscow State Pedagogical University, DSTU). In-depth interviews with students of these educational programs revealed their attitude to project work and drew attention to what personal and social competencies were developing in the process. The key attention in the article is paid to what specific competences, according to teachers’ and students' feelings, develop the work on projects. There are social competences among them such as flexible leadership, teamwork, delegation, sociability, empathy, joint creativity, and personal competences such as adaptability, responsibility, stress tolerance, control of emotions and relationships, openness and authenticity, self-development and introspection, self-organization, auto sympathy. In addition, the importance of project work as the most relevant today for the set of training methods for future media professionals is emphasized. The review of the scientific literature in the field of research, the author's definitions of the terms "social competence" and "personal competence" are of theoretical significance. An attempt is made to study and comprehend the role of project activities in media education not only as a way of acquiring knowledge, skills, but also as a combination of methods for the development of students' social and personal competences. In-depth interviews reveal the attitude of media students to project work, show the transformation of their personal and social competences, as well as the activation of self-cognition processes while working on educational projects. Perhaps for the first time an attempt has been made to comprehensively assess the advantages and disadvantages of project work in media education by the developers, teachers and managers of educational programs in the media field.

At present, educational institutions of higher professional education of the Federal Penitentiary Service of Russia work persistently to form and expand their own external and internal practice-oriented environment, improve the quality of educational programs, and give the educational process a practice-oriented direction. At the same time, there is a need to analyze the effectiveness of the measures taken in order to identify problems and advance new promising areas of work. The purpose of this article is to define the problems of practice-oriented education at higher school institutions of the Federal Penitentiary Service of Russia based on theoretical analysis. The research methodological base consisted of: systematic approach in vocational education, personality-oriented, reflective activity-oriented, and competence-based approaches. Based on the analysis of literature and the reflection of his own experience, the author obtained the following results: the internal and external practice-oriented environment of educational organizations of the Federal Penitentiary Service of Russia is at a fairly high level, which is the most important organizational and pedagogical condition for the teacher to implement the opportunities of the practice-oriented approach; competence model of the graduate is not yet fully formed, which, from the point of view of didactics, leads to a loss of goal-setting of training, gaps in the content of training, in a system for assessing the activity component. It is necessary to develop a specialist model taking into account the forecast of changes in the professional field; there is a need for scientific modeling of the process of forming professional and professionally specialized competences of narrow specialties of cadets in higher educational institutions of the FPS, based on contextual learning technology. The theoretical significance of the article lies in identifying and substantiating the problems of practice-oriented education at higher educational institutions of the FPS. The practical significance lies in the fact that it is aimed at improving the professional training of cadets at higher educational institutions of the FPS. Based on the results of the article, it is possible to adjust educational technologies at higher educational institutions of the FPS.

The urgency of the problem is due to the importance of the study of irritability and touchiness as negative personality traits that prevent the establishment of optimal relations with other people. The purpose of the work was to identify the relationship of irritability and touchiness with egocentrism, attitude towards people and irrational beliefs among students. The study involved 77 students of the Cherepovets State University - future psychologists. The authors’ questionnaires for detecting irritability to people, sensitivity to a person, the test of egocentric associations by T. I. Pashukova, the touchiness scale of E. P. Ilyin and P. A. Kovalev, the list of irrational beliefs of A. Beck and A. Freeman were used as diagnostic tools. As a result, a positive relationship was revealed between irritability and passive-aggressive irrational beliefs, as well as between touchiness and egocentrism with irrational beliefs of a dependent type. In addition, a negative relationship was revealed between touchiness and such characteristics of attitudes toward people as understanding of a person and willingness to provide assistance. These results may be used in the framework of the university psychological services, as well as in the process of training students - future teachers and psychologists.

The problem of successful adaptation of each 1st-year student to totally new education mode – university education – is actual in pedagogical practice due to multifactorial nature of the task both for the student him/herself and for the educator. The student requires socialization and integration in the new community. For the teacher the tasks are to facilitate student’s motivation and personal responsibility, as well as to stimulate trust-based intragroup and teacher-students relations. The present research was focused on determination of adaptation factors, implementation of selected psycho-pedagogical techniques, collecting and analyzing of the results. The findings permitted to design the educational process in ESP in accordance with the above purposes, mainly to achieving positive and smooth adaptation to university education and to integration in the new social group. The practical examples supporting the main conclusion of the research concerning the vitality of implementation of techniques stimulating the processes of personality and group adaptation of student beginners are represented in the article.

The family is a holistic system that is influenced by various difficult situations, including conflict. The ability of spouses to adequate, constructive coping with a conflict situation is a factor in the well-being of the family. Knowing the characteristics of the coping behavior of men and women will allow us to see important resources, the formation and development of which will maintain stability and vitality of the family in the process of overcoming conflict situations. The purpose of this empirical study was to identify the characteristics of coping behavior in situations of marital conflict between men and women. Based on an empirical study conducted on a sample of 40 women and 40 men, we found that the choice of relatively productive behaviors (in the cognitive and behavioral spheres) and unproductive options (in the emotional sphere) is more characteristic for men and women, in general, in the situation of marital conflict. The proportion of unproductive coping behaviors in situations of marital conflict in the emotional and behavioral spheres is significantly higher for men than for women. At the same time, women more often than men use productive options for coping strategies in the cognitive and emotional spheres. The obtained results may be used in the process of family counseling and correction of marriage and family relations.

The article deals with the problem of forming an emotionally-evaluative attitude to music among third-graders during extracurricular activities. The aim of the work is the formation of an emotionally-evaluative attitude to music among third-graders through the integration of modern educational technologies with the means of ethnic pedagogy as part of extracurricular activities program “School of Folklore”. Based on the analysis of psychological and pedagogical research and the pedagogical experiment, the authors reveal the content of the components of the emotional-evaluative attitude to music, define the subjects of the extracurricular activities program “School of Folklore” and the pedagogical conditions that contribute to the effective formation of an emotional-evaluative attitude to music among third-graders.

The prospects for tourism development, together with the scale of the great cultural heritage of the Russian regions and the lack of proper attention to the problem of its preservation for many years, make it important to study the effectiveness of public administration in this area. The purpose of the article is to assess the correlation of the content of the goals and objectives of state policy in the field of culture and tourism with the strategic priorities of national development, as well as approaches to their development and implementation. The analysis of changes in state policy priorities and main results in the field of culture and tourism in the context of national development goals confirms their fixation and compliance with the system of strategic planning. The author notes that it is necessary to improve approaches to their development and implementation, and to take some measures to improve the effectiveness of tools for the development of culture and tourism, primarily financial ones and infrastructure.