Keyword: «integrative model»

The article examines the issue of fostering social activity among preschool children with special educational needs in the context of preschool education. The authors emphasize that social activity is a key factor in the successful socialization of children with disabilities; however, its development is hindered due to the peculiarities of psychophysical development. During the study, an integrative model for developing social activity was designed and tested, incorporating process-based, structural-functional, and competence-based approaches. The research sample included 20 preschoolers with delayed mental development and severe speech disorders. Monitoring results indicated an increase in the level of social activity among the children. The model's effectiveness was confirmed through both quantitative and qualitative changes in children's behavior. The article highlights the practical significance of the proposed approach, its potential for scaling, and its implementation in the inclusive preschool education system.

The relevance of the study is due to the contradiction between the complex, dynamic nature of students' professional identity (PI) in the unstable modern world and the fragmented, static tools for its diagnosis. Traditional methods, which only capture a snapshot of identity, fail to capture its processual nature, nonlinear dynamics and deep, unconscious layers, which limits the ability to predict and manage professional development. The aim of the article is to provide a theoretical basis and conceptual design of an integrative three-level model for diagnosing students' professional identity based on the principles of the synergetic approach. The leading approach to the study was the synergetic approach, which views PI as an open, self-organizing system. The methodological synthesis included the structural-functional (similar to ethnic identity), temporal (narrative), and processual-dynamic approaches, which allowed us to overcome the fragmentation in the study of the phenomenon. As a result of theoretical analysis and systematization of methodological approaches, the necessity of integrative diagnostics has been proved. The main results of the work are presented in the form of an analytical integrative three-level model of PI diagnostics that combines cognitive, emotional, and behavioral components at three interrelated levels: 1) pre-cognitive (unconscious values, affects, and narratives), which is diagnosed primarily using projective and narrative methods; 2) current (conscious structure of identity in the here-and-now), which is studied using a combination of quantitative and qualitative methods; 3) projective (development potential, career narratives), which is assessed using scenario and reflective techniques. The model systematizes a wide range of diagnostic tools (questionnaires, repertoire grids, interviews, case analysis, etc.) into a single complex aimed at obtaining a holistic, volumetric picture of the PI genesis. The theoretical significance of the study lies in overcoming the methodological gap through the synergistic synthesis of various scientific traditions and substantiation of a multidimensional understanding of PI. The practical significance lies in providing universities with a structured diagnostic toolkit for managing students' individual career trajectories, timely identification of crisis states, and improving the efficiency of the educational process through the purposeful development of professional identity.