№ 02 (February)

Gamification is one of the innovative approaches, which is the use of game elements in the educational process in order to increase motivation and learning effectiveness. It is important to note that in addition to mastering a foreign language, modern teaching methods also focus on the development of creative thinking and flexible skills that can improve students’ ability to adapt to a variety of language situations. This article is devoted to the analysis of the concept of gamification in education and the influence of gamification as a means of developing soft skills and creative thinking when teaching a foreign language. As part of the work, the methodology and approaches to conducting the research were determined. The relevance of the study lies in the need to use gamification in modern education, which sets itself the task of preparing students to solve complex, non-standard problems and requires the development of soft skills and creative thinking. The purpose of our study was to analyze tasks on the potential to develop soft skills in students. During the results analysis phase, a comprehensive analysis of the participants' progress was carried out, including both quantitative and qualitative aspects of their language skills. It was found out that the use of gamification has a positive effect on the development of soft skills and the ability to think creatively. Participants in the experimental group who studied using gamification demonstrated a higher level of creativity and flexibility of thinking compared to traditional teaching methods. Gamification has been considered as a foreign language teaching approach to improve the quality and level of foreign language proficiency and student motivation. The results of the study demonstrate the potential of gamification as an effective tool for stimulating student interest and activity in the educational process. The analysis also highlights the importance of soft skills and creative thinking for learning a foreign language, making gamification a valuable tool for their development. The article has theoretical and practical significance; it has been found that gamification in teaching a foreign language expands the theoretical framework of the psychological aspects of learning. Gamification contributes to the development of creative thinking and flexible skills through the use of game tasks and solving non-standard problems, which allows you to develop professional skills and create effective communications. The introduction of gamification into the educational process is an effective educational element for educational institutions and teachers. Thus, the use of gamification not only enriches the educational experience, but also provides a fruitful impact on the formation of key competences necessary for successful learning of a foreign language.

Modernization of higher education opens up new prospects for the use of electronic resources in order to ensure the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs for specialists involved in choreographing dances and the challenges of the international sports movement. The authors examine the issue of justificating the effectiveness of the use of digital flash cards for didactic purposes in the foreign language interaction of specialists in the field of dance and physical education to improve the quality of their professional training. The purpose of the work is to study the potential of using digital flash cards in the training of choreographers for the development of their foreign language communicative competence. The scientific novelty lies in the fact that the didactic potential of using digital flash cards in foreign-language interaction of choreography specialists is substantiated in order to improve the quality of their professional training. Theoretical significance – the revealed didactic opportunities are supported by foreign language communication when organizing the work of dance groups, when teaching plastic movements, when staging theatrical or variety numbers. The Quizlet online platform is used to work with digital flash cards. The control work contains questions grouped into sections "Computer technologies in dance art" and "Foreign language in communication (the field of dance and physical education)". The study involved 54 third-year students of the Orel State Institute of Culture. Area of training: 52.03.01 – Choreographic art (bachelor's degree level). The χ2-Pearson criterion was used in statistical data processing. The system of working with flash cards in foreign-language professional communication of teachers-choreographers is described: the study of functionality, work with ready-made sets of cards, efficient improvement of vocabulary use, development of original thematic sets. The peculiarity of the program is the adaptation of its content to the specifics of the area of training. Students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes in independent work and network collaboration. The authors draw the conclusions about the potential of including flash cards in the training of choreographers: competitiveness and getting positive emotions; resources for self-development. Some difficulties are also highlighted: low initial level of language proficiency and digital skills; different motivation; specialization in dance. The results obtained can be used to update choreographers' training programs, professional development programs, online-courses in dance art.

The high rates of socio-economic changes in society and new challenges have led to a transformation in the content of training for young specialists in university pedagogical education. In this context, the modern university is faced with the task of intensifying social partnership in preparing students who are able to quickly become involved in the content and nature of professional activities caused by transformations in the labor market. The purpose of the study is to present a classification of types of social partnership in university teacher education and its content. At the same time, the presented classification will facilitate interaction with other representatives of society, namely with the labor market in order to carry out training, education, socialization of young people and their professional training as young specialists. The methodological basis for determining the types and content of the classification of students in social partnership training was the systemic activity-oriented and qualimetric approaches. The work used the general scientific method of analyzing regulatory documents and scientific pedagogical literature in higher education, as well as the Zwicky Cube method, which allows to determine the management strategy in teacher education at the university in the context of the “Three Missions of the University” implementation so that universities can see their strengths, which they can rely on, and choose the planned strategic direction, which will become a highly competitive advantage for them. To conduct a pedagogical examination of the social partnership components in the training of students, the method of group expert assessments was used, which makes it possible to detail their content in the form of a classification of the training of students as future qualified specialists. The scientific novelty of the research lies in determining the content of entrepreneurial, innovative and classical partnerships in the training of student teachers. As a result, the presented classification of social partnership types in the training of students allows us to determine strategic directions of activity in the organization of interaction between the academic community and the labor market in the context of the implementation of the "Three Missions of the University". The results of this study can be used by administration and university teachers when organizing social partnerships with the labor market for effective interaction in a modern market economy and the training of future qualified specialists.

The relevance of the research is caused by the close attention of students to the resources of the neural network for creating texts. It is extremely problematic for a teacher to give tasks related to creative work on writing texts within the framework of linguistic courses, since nowadays the neural network begins to replace a person in this type of activity. Therefore, there is a need to use the generated text in the educational process so that it would help, not harm, and contribute to the development of text analysis skills and the writing of original products. The purpose of the article is to propose a system of exercises that allow productive use of generated texts in the framework of linguistic courses. In conditions when a teacher cannot control students' access to programs that create text, there is a need to turn to the productive use of neural network capabilities in the educational process. As the literature review has shown, methodologists and scientists evaluate this potential differently. On the one hand, the use of a neural network causes negative feedback related to violations of ethical norms, copyright and a decrease in students' motivation to write their own texts. On the other hand, we cannot stop progress and it is no longer possible to prohibit students from accessing text generators, which means that teachers should, keeping up with the times, use new educational resources. The article presents the results of the conducted pedagogical experiment aimed at identifying the linguodidactic potential of those monological text products that the neural network creates. The authors collected 96 such texts, analyzed their linguistic side, genre and stylistic diversity, and content. A thorough analysis allowed us to propose five types of exercises that make it possible to productively organize work with texts created by artificial intelligence: 1) exercises aimed at analyzing the correspondence of texts to the chosen topic and the level of its revealing; 2) exercises related to the formulation of personal position and its argumentation; 3) exercises aimed at correcting language and speech errors in generated texts; 4) analysis of the genre correspondence of texts to the topic formulated in the request; 5) creative exercises aimed at writing one's own original texts. The authors came to the conclusion that text generators can be useful in the educational process, provided that they are used in a timely and methodically competent manner. This is what determines the practical significance of the work.

In the modern educational process, tasks in the test form are used extremely widely and mainly with a controlling purpose. The range of training tasks is much wider. A logical question is posed: are the tasks in the test form able to fully identify the educational achievements of the subjects? On the other hand, test tasks have a certain learning potential, which has not yet been sufficiently studied. Foreign researchers have accumulated much more experience in this area due to the different levels of the test method introduction into the educational practice of the domestic school at earlier historical stages and the period of prohibition of the theoretical development of this direction. Both Russian and foreign scientists emphasize not only the advantages of the test method, but also the danger of using it as the dominant form of control. The training functionality of test tasks, according to literary sources, is mainly due to better memorization of information, as well as the active use of the capabilities of modern digital technologies to provide prompt feedback, including complex one, with the presence of hints and the display of reference solutions during testing. Since the popularity of the test method is due to its numerous advantages, the purpose of this study was to try to draw these advantages to the current educational process. We assumed that not all forms of test tasks can be successfully reoriented to perform educational functions. The results of the study show that related tasks and tasks in matrix form have the greatest didactic potential. The article gives their detailed characteristics. It is emphasized that the basis of the design and application of any task is a didactic goal. The paper defines and specifies the dominant educational goals of using tasks in a test form. The characteristics of training test tasks that we previously identified are emphasized. It is shown what pedagogical effect the use of simple related, chain related tasks and tasks in matrix form has. Numerous examples of tasks are given. The theoretical significance of the article lies in the formulation of key questions about the application of the test method, in determining the forms of test tasks that have the greatest didactic potential, in identifying it, in the methodological characteristics of related tasks and tasks in matrix form. The practical application of the selected forms of test tasks in the current educational process will increase its effectiveness in such areas as: increasing the activity and independence of schoolchildren, diversifying the range of their cognitive activity, achieving subject and meta-subject results.

The need to study and apply the potential of network technologies to improve the general cultural and professional level becomes an important condition for the training engineers of a new generation. To realize this potential of computer devices and digital tools, highly qualified specialists need the skills to divide the task into components, identify similar elements, select the most important information and discard the irrelevant, write the algorithm. The authors examine the problem of justifying the effectiveness of network training for the development of skills that form the basis of computational thinking of technical specialists. The purpose of the study is to examine the opportunities of using a professionally–oriented network course for the development of computational thinking in engineers of a new generation. The scientific novelty lies in the fact that the potential of the distance learning course for the formation of computational skills of future professionals is substantiated. Theoretical significance – the didactic opportunities of network courses are revealed, taking into account the peculiarities of training specialists in engineering and technical areas. The study was conducted using the authors’ original course in the discipline "Computing Technology and Networks in the Industry" (registration certificate No. 24877 of 28.08.2021). The course is implemented by means of the Moodle platform tools. 68 bachelors in the area of training 23.03.01 "Technology of transport processes" were involved in the study – specialization: "Digital transport and logistics systems of road transport". To diagnose and assess the formation of computational thinking, the authors used original testing materials: 40 questions in accordance with the working program of the discipline. Pearson's χ2 (chi-square) test was used as a statistical processing method. When working with the materials of a network course, a new generation engineer performs a sequence of actions characteristic of computational thinking: analyzes the text of a professional-oriented task; decomposes the problem; compiles and implements the algorithm; performs its analysis and evaluation. Positive aspects of the professional-oriented network course application for the development of computational thinking of engineers are highlighted (for example, to gain experience in formulating a problem taking into account the uncertainty of the future, students analyze the corporate network, determine the subnet mask for different conditions, etc.). Options for the practical application of the study results are proposed: in the work of the All-Russian network project for variety testing "Malaya Timiryazevka," in the activities of the Center for Pre-University Training and the digital department of the academy.

The significant increase in the number of children with disabilities and the overall focus on inclusion on the one hand, and the reduction of specialized educational institutions on the other send new challenges not so much to the system, but for real acting teachers. Today, educators, teachers, instructors need to develop professional and personal qualities, master new methods, techniques for working with children with disabilities in addition to their basic competences. The specifics of working with this category of children, undoubtedly, not only affects the content of the teachers’ work, the nature of the professional difficulties that they face in the process of working with different subjects, but also generally changes their trajectory of professional development. The aim of this study is to determine the specifics of professional and personal qualities, the characteristics of the work of teachers at preschool educational institutions interacting with children who do not have/have psychophysical health conditions. The theoretical and methodological basis of the study consists of the works of domestic and foreign teachers, psychologists and sociologists, who reveal issues of the essence and content of pedagogical activity, the specifics of the work of teachers at the level of preschool educational institutions. General scientific methods (analysis, synthesis, comparison, generalization, classification) are used as theoretical research methods; in-depth interviews and questionnaires are used to collect empirical information. The theoretical significance of the article lies in the fact that it identifies the specifics of the professional and personal qualities necessary for preschool teachers to work with children who do not have/have psychophysical health conditions; the specific features of interaction have been updated and the nature of professional difficulties in the work of teachers at preschool institutions of a combined type with the main subjects of pedagogical activity (a normal typical child/a child with disabilities - parent - teacher-colleague - administrator) has been determined. The study also made it possible to determine the level of teachers’ readiness for professional development and their opinion about promising areas of personal professional growth. The authors come to the conclusion that kindergarten teachers working with children with disabilities feel the need for professional development. However, low awareness of training programs and advanced training courses implemented with the aim of mastering new methods of working with children with special educational needs limits their educational route. The solution to these problems will be facilitated by measures to increase teachers’ awareness of the options for their professional development, the practice of exchanging teaching experience with colleagues and receiving consultations of psychologists.

The article considers the concept of professional readiness for activity in the system of modern psychological and pedagogical knowledge as a complex, multidimensional, integrative concept. The relevance of the study is explained by the introduction of the professional standard "Specialist involved in the organization of the children's collective activities (counselor)" in December 2018 and amendments to the Law "On Education in the Russian Federation" (dated December 29, 2012 N 273-FL) that changed the idea of counselor activities from entertainment to educational, the content of professional training, the position and functions of the camp counselor in the pedagogical community of the children's camp. Changing the nature of professional activity entails changes in the understanding and content of the professional training of the camp counselor. The methodological basis of the study is provided by the tenets of philosophical and axiological approaches about a man as a subject, person and individual; about the nature and essence of human activity; about a man as the highest value. The purpose of the article is to consider the essence of professional readiness, to identify the level of readiness and the reasons for unpreparedness of student youth for camp counselor activities. The leading methods for the study of the problem are theoretical analysis and empirical data obtained by the questionnaire method. The theoretical and practical significance of the article lies in the fact that it presents different opinions about the essence of professional readiness in the psychological and pedagogical literature, shows the types of readiness (general, temporary, situational); defines the concept of "professional readiness" from the position of various approaches (functional, procedural, effective). The article gives author's understanding of the essence and structure of readiness for camp counselor activity as a set of components: motivational, physical and special (professional), emotional and volitional. The content of each of the components is revealed, attention is drawn to the shortcomings. The author comes to the conclusion that it is necessary to identify the weakest and insufficiently developed structural components of readiness in the process of training a children's camp counselor in order to purposefully influence them.

The relevance of the problem of effective interaction between participants in educational relations in a modern preschool educational organization is beyond doubt. This thesis can be confirmed by scientific and methodological publications of domestic and foreign authors who agree on the need for the active inclusion of parents in the educational process. This issue is exacerbated by the fact that modern parents choose the position of passive observers who evaluate the success of their children with likes through the prism of the digital window of a social network or leave angry posts addressed to teachers. In this regard, the pedagogical community is faced with the task of developing a model of technology for interaction between participants in educational relations in a digital educational environment to involve parents in activities. It was this problem that became the goal of our research described in this article. The research method was a Google survey of parents of children aged 5–7 years, since it is in this age category that project activities are already implemented, pupils take part in various competitions, acquire first digital literacy skills, and therefore there is a high need for interaction between preschool educational institutions and families. The survey involved 208 respondents whose children attend “Kindergarten No. 73” and “Kindergarten No. 183” in the city of Magnitogorsk. Experimental data confirmed the hypothesis about the low social activity of parents in the educational process, since 84.1% of respondents are satisfied with the interaction through the social network Vkontakte, and 57% are ready for active cooperation in remote content, including on the issue of solving educational and pedagogical problems, for example, the creation and implementation of children's projects under the mentorship of a teacher. Based on the analysis of literature devoted to this problem, the results of a Google survey of parents, information and communication opportunities for access to digital resources and services, including those provided by the legislation of the Russian Federation, a model of technology for interaction between participants in educational relations in a digital educational environment was developed. It is presented in this text. The theoretical significance of the study allows us to detail the interaction between teachers and parents through innovative technologies (social network VK, online communication in webinar format, applied activities on the MIRO interactive on-line board, obtaining knowledge on digital literacy and their application in productive activities). Practical significance lies in implementation of theoretical principles in practice, adapting them to the conditions of the kindergarten and the needs of parents and pupils.

In the context of modern education, the formation of critical thinking skills among students of a pedagogical university is of particular importance, since it is carried out in an information society. If a student can think critically, he/she can, accordingly, express a subjective opinion, make the right choice in a timely manner, solve vital and scientific problems, reasonably build a dispute, make an objective assessment of someone else's point of view. The humanities block of disciplines at a pedagogical university (we are talking about such disciplines as philosophy, social studies, psychology, literature and art) provides students with fundamental knowledge about human society, culture, history and worldview. Therefore, the aim of the study is to identify the leading approaches to the definition and formation of critical thinking among students of a pedagogical university in the humanities block classes; to experimentally test the effectiveness of a number of activities and the academic discipline "Technology for the development of critical thinking". To achieve this goal, the tasks of forming critical thinking among students of a pedagogical university were highlighted: the ability to analyze, compare, synthesize and generalize. In addition, it is planned to conduct a study to assess the current level of critical thinking among students of a pedagogical university, as well as to develop and test the effectiveness of new strategies and pedagogical techniques for the development of this skill. The theoretical significance of the research lies in the fact that the idea of the peculiarities of critical thinking formation in the humanities block classes among students of a pedagogical university has been expanded, criteria and levels of critical thinking formation in students of a pedagogical university have been identified from the position of a system activity-oriented approach; a curriculum on the discipline "Technology of critical thinking development " have been developed and practically implemented. The practical significance of the study is due to the fact that the developed measures and described methods of working with students of a pedagogical university can be used by teachers of other educational organizations of the Russian Federation. The presented materials can serve as a basis for the development of methodological recommendations for teachers of universities in the country. The results obtained in the study can be widely used in the activities of higher education organizations in humanities classes. The article contains a theoretical analysis of various approaches to the assessment of critical thinking, offering an integrated method for the formation of critical thinking skills among students of a pedagogical university. The paper presents the results of the analysis of the concept of "critical thinking", defines criteria and indicators, and characterizes the levels of critical thinking formation. The authors suggest methods and techniques for developing critical thinking in educational practice in the humanities classes, and propose algorithms for working with various types of visual texts. At the same time, any sources of information presented in the form of text, images, diagrams, etc. are considered as visual texts.

Russian school teachers use a coursebook chosen from the list of those recommended by the Ministry of Educa-tion. Nevertheless, it does not mean that they complete-ly rely on these books and do not introduce any changes. Nowadays, they have access to a great variety of teach-ing tools, which can positively affect the learning out-comes. A controversy arises between those administra-tive requirements that restrict teacher`s activities and choices, on the one hand, and, on the other hand, the same requirements encourage teachers to follow stu-dent-centered approach which suggests individualization and variety in teaching. The majority of foreign language school teachers do introduce changes into the course-books they use, thus displaying varied levels of their pro-fessional agency. In recent years, they have a unique opportunity to generate their own materials thanks to the incorporation of AI in education. The aim of this arti-cle is to find out and analyze the reasons for introducing changes into coursebooks and identify the character of such changes. The authors studied the outcomes of both Russian and foreign researchers, devoted to coursebook theory. Then they questioned school foreign language teachers to find out what changes they introduce and why. The study revealed that the overwhelming majority of the teachers are inclined to use the coursebook as the backbone of the course they teach in combination with additional materials and tools. In this decision, they are driven by the desire to promote the achievement of the course goals, keeping in mind their target learners, their preferences and abilities; their dissatisfaction with the materials and tools that the coursebook contains; their striving to diversify didactic tools and to select those materials that are in line with the students` close environment and acute events. The results of the study show that the main additions that foreign language teachers make to the teaching materials used are related to the content and technological solutions in the lesson. Based on these outcomes, it is obvious which aspects of foreign language teaching and learning theory and prac-tices require a special emphasis in pre-service as well as in-service teacher training.

The relevance of the study is due to the contradiction between the objective need of secondary school teachers to realize the potential of feedback as a means of developing universal learning actions of schoolchildren – on the one hand, and the practical difficulties that teachers face in the process of realizing feedback opportunities in the development of universal learning actions of schoolchildren due to lack of the corresponding didactic model development – on the other. The aim of the study: to develop and theoretically substantiate a didactic feedback model that contributes to the effective development of universal learning actions among secondary school students. The study is based on the methodology of system activity-oriented, student-centered and problem-oriented approaches. Main results of the study: a constructive feedback model has been developed that is focused on the development of universal learning actions of students thanks to: a) purposeful selection of the content of educational material in the form of tasks, assignments, exercises aimed at the primary development of a specific group of universal learning actions (personal, cognitive, regulatory, communicative ); b) systematic and interconnected implementation of feedback in the classroom and during independent homework using a set of traditional and innovative (digital) techniques aimed at obtaining information about learning goals, correctness of learning actions to achieve them and the results obtained. Requirements for feedback that make learning “visible” have been identified. they are systematized into three groups: requirements for the teacher; requirements for the student; requirements for the educational environment. The theoretical significance of the study is in complementing modern school didactics thanks to the proposed feedback model that promotes the development of universal learning actions. The practical significance of the work lies in the fact that the identified and systematized requirements, techniques and methods of implementing developmental feedback can be used by teachers of primary and secondary schools for the purpose of controlled development of students’ universal learning actions.

The relevance of this article is due to the problem of insufficient speed and efficiency of the education system development in the context of digitalization and its consequences: rapidly growing information flows, which create the problem of student orientation, as well as the rapid development of digital technologies. The aim of this article is to justify the effectiveness of backward design technology in planning the educational process of a university in the context of the digital transformation of society. It is noted that changes caused by digitalization affect not only the goals of the educational process, but also its components, however, the dynamism of changes should not disrupt the systematic nature of the educational process. In the article, the educational process at a university is considered as a dynamic system with changing parameters and the influence of external conditions, and the concept of backward design is proposed to be used for planning and developing educational programs and educational materials, since it allows you to build changes in individual elements depending on changes in the result. The author notes that backward design should be considered as a strategic approach for the development and implementation of innovative teaching methods and models based on digital technologies. The article also examines the basic principles and stages of backward design, including defining learning objectives, developing effective assessment methods, creating content, and selecting appropriate technologies. The advantages and challenges associated with the introduction of the concept of backward design into the educational process are considered. The need to develop the competences of participants in the educational process, including teachers and students, for the successful implementation of this concept is noted. Particular attention is paid to the problem of uncertain formulation of terms in pedagogy during the transition to the digital environment. The author notes that the digital environment requires a clear and structured description of objects, especially when using algorithms and machine learning. In conclusion, the importance of applying the concept of backward design for the effective transformation of the educational process of a university in the context of digitalization is emphasized and several practical recommendations and resources are proposed that can be used to support the process of implementing backward design in educational institutions.

In the modern world, due to the rapid pace of information technologies development and the great attention to this issue in the field of education, the social and emotional spheres of human development are fading into the background. This implies the importance of developing social emotions in the context of digitalization of society. However, these processes can also coexist if we competently built the educational process starting from preschool age. The aim of this study is to identify possible ways of constructive interaction between adults and children, children with each other in the digital environment, taking into account the inclusion of various types of joint activities for emotional interaction. In the course of the study, the following methods were used: theoretical (analysis of psychological and pedagogical literature); empirical (test “Diagnosis of children's abilities to partner dialogue” by A.M. Shchetinina; questionnaire for parents to detect computer addiction in older preschoolers by V.G. Pisarev; mathematical and statistical analysis). The study involved 65 children of older preschool age. In order to obtain quantitative results, four levels of children's socialization were identified at the first stage: high, above average, average and low. The diagnostics showed that in general the overall level of children’s socialization is average. Based on V. G. Pisarev's questionnaire, a questionnaire of 10 questions for parents was compiled on the Google Forms platform to detect computer addiction. A pilot study showed that the level of social emotions in most children is at an average level, while the severity of computer addiction in most children is at a high level according to parental responses. This suggests the need to create better pedagogical conditions for children to interact with their peers and adults outside of digital environment. The theoretical significance of the study lies in the development of requirements and recommendations on this problem with the possibility of their further use in teachers’ professional agency and by parents. The practical significance of the study lies in the flexibility of using the proposed methodological recommendations. The use of any one or more recommendations will already have a positive effect on the development of the child's social emotions, and the use of the material together will lead to an even faster achievement of mutual understanding between an adult and a child within the framework of this problem.

The relevance of the study is primarily determined by the fact that the current edition of the Federal State Educational Standard for secondary general education (SGE) establishes a focus on teaching schoolchildren a variety of ways to present information. Moreover, the need to achieve appropriate learning outcomes is fixed at both the meta-subject and subject levels. That is why the issue of preparing schoolchildren to use methods of information visualization, for example, in the form of diagrams and scheme models, is becoming increasingly important in the educational process. The aim of the study is to determine the potential of using educational models in teaching, in particular, in the process of teaching the Russian language in high school. To do this, the article presents the views of various scientists, teachers and methodologists on this issue. The article uses a number of analytical research methods: analysis of scientific literature (domestic and foreign) on the research topic, analysis of regulatory documents (for example, Federal State Educational Standards SGE), as well as definitional analysis. The study resulted in determination of the possibilities of using scheme-models of language units for visual representation of the level system of the Russian language, which can be used in high school in the process of general repetition of the Russian language school course. The theoretical significance of the study lies in the fact that the article provides a number of interpretations of interrelated concepts, such as: “modeling”, “educational model”, “scheme”, “infographics”, “visibility”, etc. In addition, the article presents the views of modern researchers, which allow us to see what role infographics can play in the educational process. The practical significance of the study lies in the fact that a table was developed presenting examples of scheme-models of linguistic units at different levels of the language system. Educational work with this table can serve as a starting point for systemic repetition of the language science sections by updating knowledge about language units and the models that reflect them.

The relevance of the study is determined by the need to find ways to correct high personal anxiety in people with early maladaptive schemes. The aim of the work is to find a connection between the locus of control and the manifestation of early maladaptive schemes. A brief description of some early maladaptive schemes is given. The main theoretical aspects of the concept of the locus of control are considered. The data of our own empirical study on a sample of adults with different maladaptive schemes are presented, which reveal a correlation between the severity of early maladaptive schemes manifestation and the localization of the control locus. The result of studies aimed at examination the relationship between the locus of control and the level of manifestation of such early maladaptive schemes as "vulnerability", "failure", "social alienation" is presented.

Refusal of mothers from newborn children is a common socio-psychological phenomenon in the Russian Federation. Various life practices of refusenik mothers’ behavior are a source of orphanhood and a factor in the deformation of socio-psychological capital. Various social, psychological factors and life strategies of mothers lead to the rejection of newborn children. The purpose of the study is to investigate various life practices of refusenik mothers’ behavior. The main reasons why women abandon their children are highlighted: social disadvantage, desocialization of women, material difficulties and financial problems, lack of support from relatives, unwanted pregnancy. According to the results of the author's sociological research, it was revealed that the most popular reason for refusal, according to respondents, is the social disadvantage of future parents, in second place is disability or severe illness of the child, in third place is the early age of the child's parents. Immigrant women and underage mothers are special groups of refuseniks.