Keyword: «patterns»

This paper presents the results of testing of psycho-pedagogical correction uncertainty preschool children in order to develop positive attitudes towards peers. The regularities psychocorrectional process: uneven, synchronicity, senzitivnost, by stages. Mechanisms correction uncertainty age children are: feedback, inter-personal influence, learning, confrontation projection. The factors that hinder the proper performance of tasks, as well as conditions of effective psycho activity.

The article is devoted to the development and study of modeling of a low-power solar power plant in cold climate conditions. It should be noted that the generation facilities of the northern part of Yakutia have a decentralized system in the form of diesel generators and, therefore, the study of the features of the work of renewable energy is of high relevance. However, in order to ensure the reliability of the design of solar power objects, it is necessary to develop modeling for these objects.

The article is devoted to the development and study of modeling of a low-power wind power plant in cold climate conditions. It should be noted that the generation facilities of the northern part of Yakutia have a decentralized system in the form of diesel generators and, therefore, the study of the features of the work of renewable energy is of high relevance. However, in order to ensure the reliability of the design of wind power objects, it is necessary to develop modeling for these objects.

The relevance of the research is determined by the objective challenges of our time: the acceleration of technological progress, the transition to an innovative economy and digital transformation, which exacerbate the shortage of engineering personnel. The key problem is the lack of a holistic methodological justification for developing the foundations of engineering thinking in primary school students, despite the recognition of this age as sensitive for this process. The aim of the article is to scientifically substantiate a holistic methodological complex for the effective development of engineering thinking foundations in children aged 7-11 years, integrating objective patterns, a system of complementary approaches and age–appropriate pedagogical principles. The methodological basis consists of hierarchically organized and complementary approaches: synergetic (a scientific basis explaining the nonlinearity and self-organization of the process), convergent (a theoretical and methodological strategy for integrating knowledge) and environmental (practice-oriented tactics of organizing the educational setting). Main results: a system of interrelated patterns has been identified that determine the necessity and specifics of the early formation of engineering thinking foundations; a hierarchical system of methodological approaches has been substantiated; a system of technological education principles has been identified, which serves as a practical tool for the implementation of these approaches. The key achievement is the operationalization of the complex, demonstrated through the author's original table of interrelationships of patterns, approaches, principles and components of engineering thinking. The theoretical significance lies in the integration of synergetic, convergent and environmental approaches into a single holistic model that overcomes the fragmentation of existing research. The practical significance is confirmed by the data of the pilot study, which showed a statistically significant increase in the key components of engineering thinking, and consists in providing specific guidelines for the design of educational programs and the developing environment in primary schools and additional education.

The relevance of studying the problem of the development of students' professional self-expression culture is due to the fact that its characteristics, demonstrated by beginning specialists at the start of their working activity, determine the degree of their adaptation in the team, the achievement of results that are acceptable to them and necessary for the successful functioning of the organization. The aim of the study is to describe the essence of the students’ professional self-expression culture, the regularities and principles of its development. The study used: theoretical methods – analysis, generalization, systematization of scientific materials on the topic; empirical methods – testing. The use of theoretical methods resulted in the conclusion that self-expression has essential characteristics, including the ways in which people express themselves in the world, demonstrate their preferences, values, and beliefs. It necessary to note the importance of the ability to implement it taking into account the norms of social and professional culture. This creates the preconditions for analyzing issues concerning the culture of professional self-expression. These are the characteristics and methods of self-organized activities performed by students, in which the values of the profession are demonstrated, emotions are expressed in accordance with their internal status and the requirements of the area of training, based on reflection and the search for the most successful options for self-expression. The regularities of the development of the professional self-expression culture identified by the author are combined into three groups – regularities of essence, development, and effectiveness demonstrating, respectively, the essential characteristics of the phenomenon being studied, the specific features of the changes occurring with them during professional training, and the results of this process. Each regularity is realized according to the basic principles: systematicity and integrity, consistency, competence-axiological conditioning, cultural-professional context, acmeological orientation. The theoretical significance of the work lies in the systematization of views on self-expression, the identification of regularities and principles of the development of students' professional self-expression culture. The practical significance is determined by the fact that the pedagogical conditions created in professional training lead to positive changes in the studied culture, ensuring academic success for students and creating a foundation for future successful adaptation in work teams and career advancement.