scholarly journals MOTIVATION OF THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS AS A CONDITION FOR IMPROVING THE QUALITY OF PRESCHOOL EDUCATION IN THE CONDITIONS OF EUROPEAN INTEGRATION

2021 ◽  
Vol 2 (36) ◽  
pp. 71-76
Author(s):  
Y. Volynets
Keyword(s):  
Professional Development ◽  
European Integration ◽  
Information Technologies ◽  
Professional Training ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Education Institution ◽  
Educational Process ◽  
The Uk

Improving the quality of education in preschool education institution is a socially significant problem of nowadays, which faces pedagogical science and practice. Today, pedagogical education is a means of self-development andself-realization, whichchangesthegoalsofeducation, itsmotives, forms, methods, andtheroleofthepreschool teacher. And the purpose of pedagogical education is high-quality training of highly qualified and competitive pedagogical staff for the entire field of education, able to masterfully carry out professional activities and be able to use modern information technologies. One of the tasks of modern pedagogical education is the formation of a person with an innovative type of thinking, pedagogical culture, and developed readiness for innovative activities, professional in his field. Only the active life position of a preschool teacher, improving his professional skills will help him ensure one of the most important rights of students — the right to quality education. There are many facts that affect the quality of pedagogical education: material and technical support of the educational process, information and methodological, financial, etc., but the most important thing is the staffing of teachers in the educational process, who have professional competencies, information technology and apply them in the educational process of the preschool education institutions. The article analyzes the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context of European integration. The concepts of «postgraduate education», «continuing preschool education», and«pedagogicalexcellence» are defined. The article substantiates the need of a comprehensive study of the experience of professional training of preschool teachers in the UK and its use to create an effective system of pedagogical education in Ukraine, also presents the features of the model of pedagogical education in the UK.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals Readiness of future teachers for sociocultural education of children in modern conditions of society development

2021 ◽  
Vol 10 (47) ◽  
pp. 293-300
Author(s):  
Larisa M. Zakharova ◽  
Nataliya Y. Maydankina ◽  
Tatiana A. Chibisova ◽  
Ekaterina S. Subbotina ◽  
Victoria S. Zakharova
Keyword(s):  
Process Design ◽  
Professional Training ◽  
Preschool Teachers ◽  
Human Life ◽  
Preschool Education ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Cultural Aspects

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

scholarly journals PREPARATION OF FUTURE TEACHERS FOR USING MEDIA SPACE IN THE EDUCATIONAL PROCESS OF PRESCHOOL EDUCATION INSTITUTION

2021 ◽  
pp. 89-93
Author(s):  
T. Ponomarenko ◽  
O. Kuzina
Keyword(s):  
Professional Training ◽  
Preschool Education ◽  
Social Institutions ◽  
Education Institution ◽  
Educational Process ◽  
Future Teachers ◽  
Pedagogical Training ◽  
Media Space ◽  
The Media ◽  
E Mail

The study identifies the relevance of effective professional training of future teachers in the field of preschool education, in particular, the preparation for using media space in the educational process of preschool education institution. The content of one of the main concepts of the study — “media space”, which is defined by us as the space of a set of individual, collective entities, social institutions in the production, existence, circulation of audiovisual (electronic) information, is clarified. Modern media space includes television (terrestrial, cable, satellite, etc.), radio, printed media, movies and videos, DVDs, CD-ROMs, e-mail, computer channels and the Internet. The content of the basic concept of the study “readiness of teachers for using the media space in the educational process of preschool education institution”, which we consider as a holistic integrative, rather embedded in content personality quality, which is a set of values, motives, knowledge, skills, personal professional qualities that determine the effectiveness of the use of media space in the educational process of preschool education institution. The peculiarities of the organization of media space in the conditions of preschool education institution are outlined. On the basis of the analysis of curricula and work programs of educational disciplines of a number of Ukrainian universities, the state of formation of researched readiness of future teachers in the field of preschool education in the conditions of university pedagogical training is investigated. Based on the analysis of the educational activities of teachers of preschool education, the features of their readiness regarding the use of media space in the educational process of preschool education have been studied. The need for further improvement of the educational process to form the readiness of future teachers to use the media space in the educational process of preschool education institution and optimize their independent activities in order to effectively develop the studied professional quality.

scholarly journals NETWORK COMMUNICATION IN THE PROFESSIONAL TRAINING OF STUDENTS: ORGANIZATION OF EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 23 (76) ◽  
pp. 23-28
Author(s):  
A.S. Kuznetsov ◽  
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Process ◽  
Network Communication ◽  
The Social ◽  
Information And Communication ◽  
Leading Enterprises ◽  
The University

The need to specify the types and forms of communication between the subjects of the educational process in the university is becoming acute. In the current situation and the challenges to institutions of higher education, among them - requirements for quality of training, a change in the students, the competition of universities, the implementation of the educational process in the new, rapidly changing environment; acquiring new personal current practices underutilized in education. This practice is network communication. The universality of interaction, the multiplicity, the diversity of levels, the extreme complexity of representation, put forward problems becomes important. Today, in the social world, interaction acquires special, new characteristics due to the specifics of the interacting forces. And above all, when the bearer of these forces is the person himself, the social subject acting and projecting his own actions. The research studies consider the technologies of interaction of students at different stages of professional development. Therefore, the problem of involving students in new educational and social practices on the basis of network interaction resources – resources used in everyday life-is becoming more relevant. To build an individual trajectory of professional development in the Samara region, an information and communication system "Student and Trud" is being developed, which will become a resource for networking between students and leading enterprises of the Samara region.

scholarly journals Psychological-pedagogical support of professional training aimed at future Specialists of Preschool Educational Institutions

2019 ◽  
pp. 165-171
Author(s):  
Iryna Nepomniashcha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Preschool Education ◽  
Education Institution ◽  
Personal Communication ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Social Monitoring ◽  
The Future

The article reveals the essence of the concept “support” and its place in the professional training intended for future specialists of preschool education institutions (PSEI). The types of support have been determined, to be more precise: psychological, pedagogical, communicative, speech-centred, methodological, social, monitoring, etc. It has been concluded that the overall purpose of the psychological and pedagogical support in the educational process is to ensure the full development of the future specialist of a preschool education institution (the subject). The psychological and pedagogical support is widely used in the process of professional training intended for future preschool teachers. It has been substantiated that the tasks of the psychological and pedagogical support are fulfilled in the unity of the scientific-theoretical, methodological and practical components of the training aimed at future teachers of the PSEIs, which is reflected in the curricula. The leading role in the professional training belongs to the cycle of the disciplines aimed at profession-oriented and practical training as well as pedagogical practice, the latter being the main component and the result signalising about the professional readiness of the future PSEI specialists. While conducting the questionnaire aimed at studying and improving the professional training within the process of pedagogical practice, we came to the conclusion that it is necessary to use psychological and pedagogical support, enhancing the humanistic-personal communication of the teacher in the process of studying in institutions of higher education, which testifies to the high motivation of modern students to pedagogical activities, their desire to professional self-improvement and self-development, the orientation to the enrichment of professional competence in the latest scientific achievements, as well as the realization of their own scientific and methodological research. The psychological and pedagogical support for the professional training intended for the future professionals of PSEIs is used to outline and form a positive profession- and person-oriented “I”, confidence in his / her own abilities, creative development, independence in making positive decisions, etc. Keywords: support, psychological and pedagogical support, methodological and speech support, professional training, future specialists of preschool education.

scholarly journals Control of biological chemistry knowledge in the process of gaining the professional competences by future pharmacists

2019 ◽  
Vol 4 ◽  
pp. 4-20
Author(s):  
Ірина НІЖЕНКОВСЬКА ◽  
Олена КУЗНЕЦОВА ◽  
Віолетта НАРОХА
Keyword(s):  
Quality Control ◽  
Professional Training ◽  
Education Institution ◽  
Educational Process ◽  
Biological Chemistry ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Academic Achievements ◽  
Knowledge Quality

The main goal of training a professional pharmacist is to develop a system of professional skills and competencies that form the basis for future professional activities. Therefore, in order to raise the quality of specialist training, an important condition is to develop and improve the forms and methods of quality control of students' academic achievements. The article explores the didactic principles of knowledge quality control, highlights the methodological approaches in the control of students' academic achievements and principles of assessment of students’ knowledge and skills in discipline "Biological Chemistry", which are focused on the optimization of educational process and improvement of professional training of the specialists in the pharmaceutical industry. For sake of the unbiased assessment of students’ knowledge and skills, the complex and diverse methods of control should be used with an adequate and creative approach to their applications, depending on the didactic purpose, the content of the educational material, the level of students' competencies and their intellectual developments. In order to increase the efficiency of the educational process, more attention should be paid to internal monitoring at the level of the higher education institution.

scholarly journals Information technologies in providing profesional training of financiers under the conditions of development in Ukraine knowledge economy

2019 ◽  
pp. 81-89
Author(s):  
Raisa Kvasnitska ◽  
Irina Forkun
Keyword(s):  
Knowledge Economy ◽  
Information Society ◽  
Information Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Institutions ◽  
High Quality ◽  
General Scientific ◽  
Oriented Approach

Relevance of the researching topic. The path to European and world integration chosen by Ukraine will strengthen the need for modernization of all spheres of public life, first of all, the educational sector, which in modern conditions is a key generator of social changes. Thus, the study of the updating of the educational process, information technologies of its provision in the conditions of the development of knowledge economy in our country today are actualized as never before. Formulation of the problem. Modern conditions for the development of the knowledge economy determine new requirements for financiers who are well aware of the peculiarities of modern and future innovation development of Ukraine, they develop new ways of evolution of the financial and credit system, ensuring financial stability and competitiveness of Ukraine in conditions of its integration into the world economy. As a result, the requirements for their professional training are increased, which requires both profound transformations in the system of higher education itself and in providing the educational process with new information technologies. Analysis of recent research and publications. The problematic issue was, to a greater or lesser extent, covered in the works of many scholars. Although these scientific works do not exhaust the deep nature of researched issue, they can be fully appreciated as a theoretical and methodological basis and a source for the research. The authors considered works, devoted to highlighting the role and significance of the knowledge economy’s development, the essence and important structural elements of teaching technology, the characterization of traditional and innovative technologies of vocational training, the problems of introducing a practical approach in the educational process, methodological aspects of the implementation of ICT and remote technology in the educational process. Identification of unexplored parts of the general problem. Despite the considerable scientific achievements of Ukrainian and foreign researchers, the problem of professional training of specialists in the period of formation of the information society is not exhausted. This requires further study of the content updating of the educational process in universities, information technologies for its provision in the conditions of the development of knowledge economy. The purpose of the study is the illustration of the problem of improving the quality of the educational process of professional training of specialists in finance, banking and insurance in the context of the development of the knowledge economy in Ukraine, defining the directions of its solution on the basis of implementation of the practice-oriented approach in the educational process and application of the latest educational and information technologies. Methodology of research. The methodological basis of the study is both general scientific and special methods of scientific knowledge. Among the general scientific methods were used methods of structural analysis and synthesis, generalization. Among the special methods, methods of grouping, comparing, and computer programming were used. Results of the research. The authors substantiated the necessity of building the information society in Ukraine, which envisages the transition to the priority scientific and technological and innovative development, namely providing education, training of a person for work in the information society. They had investigated modern problems of implementing a practical-oriented approach in the educational process.  The peculiarities of content updating of educational process in higher educational institutions, information computer technologies of its provision in the conditions of development of knowledge economy have been revealed. The field of application of results. The results of the study can be used in the process of professional training of financiers by higher educational institutions, the Ministry of Education and Science of Ukraine. Conclusions. On the basis of the conducted research, the use of modern information technology in providing professional training of financiers in the conditions of development of knowledge economy in Ukraine results from the fact that the training of future specialists should be based on the principles of a practical approach, which is formed based on the model of the future professional, the logic of future professional activities, and provides conditions for the transformation of the student’s educational activity into a professional activity of a specialist.  As an example of the Khmelnytsky National University, it has been proved that the current policy of creating, broadly introducing the latest ICTs in the educational process and their constant improvement, in accordance with changes in the current legislation and time requirements, contributes to ensuring the high quality of education, expanding the range of educational services and giving them the opportunity in the time convenient for them to get education (including the employed population, people with disabilities and foreign students), and is an example for other high schools for the implementation of high-quality education the first process in higher education.

scholarly journals The relation between reflection and the quality of a preschool teacher’s education performance

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Zora Syslová
Keyword(s):  
Professional Development ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Developed Countries ◽  
University Preparation ◽  
Education Performance ◽  
University Degree ◽  
The Relationship ◽  
Research Studies

Abstract Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight pre-primary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

Information technology and online resources in the professional activities of preschool teachers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irina Batrakova ◽  
Alexander Ushanov ◽  
Aza Ioseliani
Keyword(s):  
Information Technology ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Process ◽  
Content Type ◽  
Professional Activities ◽  
Types Of Information ◽  
High Level

PurposeThe research objectives are to interview rising preschool teachers studying at Russian universities, highlight the categories of information technologies used in preschool institutions based on the survey results and possible difficulties that may arise when working with them and develop tips for working with interactive technologies for preschool teachers.Design/methodology/approachThe results of the survey showed a high level of involvement of information technology in the educational process. The majority of respondents (87%) use information technology in teaching and learning. The analysis of the answers shows relatively identical indicators of the use of different types of information technologies: 65% prefer more technological and 35% – applied. It was shown that the use of technological and applied ICT categories isn't similar among participants of the survey. To increase the level of students' and teachers’ knowledge with modern information technologies the program was created.FindingsIn preschool education, the kindergarten teacher or supervisor should act as the leader of the learning process, including the interactive one. The teacher should encourage children to independently use the ICT tools and guide the process.Originality/valueGiven the rapid pace of development of science and technology, the curriculum needs to be deepened and expanded by diversifying activities. It is worth paying attention to modern methods of teaching and learning, which require the use of pedagogical innovations, the acquaintance of students and teachers with possible ways to expand the activities and update the latest teaching methods in educational process.

scholarly journals FORMATION OF THE EMOTIONAL ORIENTATION OF FUTURE PRESCHOOL EDUCATION SPECIALISTS BY MEANS OF CREATIVE ACTIVITY

2021 ◽  
pp. 74-78
Author(s):  
Proseniuk A.I.
Keyword(s):  
Professional Development ◽  
Educational System ◽  
Professional Training ◽  
Preschool Education ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Creative Activity ◽  
Goal Object ◽  
Communicative Strategy

The article is devoted to the urgent problem of humanization of educational activities. It indicates the interdependence of preschool and higher pedagogical education as important links of the national educational system. The article discusses the theoretical foundations of the education of the educational system, which integrates the efforts of the subjects of the educational process in preschool and higher pedagogical educational institutions. The ways of educational activity that allow to activate and form the emotional orientation of the future specialist in the field of preschool education by means of creative activity are also considered. Modern educational processes are characterized as dynamic and controlled systems in which the teacher is the coordinator of education and the student is a complex object. The student audience is considered as a target audience with their dreams, desires, needs, interests, experiences and values, therefore, one of the important tasks in working with them is the need to consider all possible communication channels, planning an educational and communicative strategy for the emotional involvement of future preschool educational process in a higher school. The article sounded the expediency of connecting the professional training of future educators of preschool children with the corresponding emotional orientation of the educational process and an attempt was made to prove the expediency of forming a positive emotional mood of future educators in their professional development, since the psychological structure is inherent in pedagogical activity: motive, goal, object, means, result. The creative activity of future preschool education specialists is considered as an important component of the educational process in the conditions of higher educational institutions, taking into account the mutual emotional influences of future preschool education specialists. The article also outlines the importance of considering the emotional and motivational aspect of the formation of the personality of future preschool education specialists as such that increases the attraction to pedagogical activity, in particular, creative activity with the presence of a healthy psychological response. Considered pedagogical conditions as important components of the structure of pedagogical activity. The first pedagogical condition for the formation of the emotional orientation of future preschool education specialists by means of creative activity is the development of which provides for involvement in the collective search for a solution to the pedagogical situation. The second pedagogical condition of the indicated process was recognized as the relationship of target pedagogical orientations and versatile and creative work to achieve them. According to the result of a qualitative analysis of the consistency and expediency of professional training of future workers of preschool institution of their emotional orientation.Key words: emotional feedback, professional activity, professional development, creative potential, cognitive and sensory experience, pedagogical conditions. Стаття присвячена актуальній проблемі гуманізації освітньої діяльності. У ній окреслено взаємозу-мовленість дошкільної та вищої педагогічної освіти як важливих ланок вітчизняної освітньої системи. У статті розглядаються теоретичні основи створення виховної системи, що інтегрує зусилля суб’єк-тів освітнього процесу в дошкільних та вищих педагогічних навчальних закладах. Також розгляда-ються шляхи освітньої діяльності, які дозволяють активізувати й формувати емоційну спрямованість майбутнього спеціаліста у царині дошкільної освіти засобами творчої діяльності. Сучасні навчальні та виховні процеси охарактеризовано як динамічні та керовані системи, в яких викладач є координа-тором освіти, а студент є складним об’єктом. Студентська аудиторія розглядається як цільова зі своїми мріями, бажаннями, потребами, інтересами, переживаннями й цінностями, тому одним із важливих завдань у роботі з ними визнано необхідність розглянути всі можливі канали комунікації, планування навчально-комунікативної стратегії емоційного включення майбутніх фахівців дошкільної освіти до освітнього процесу в умовах ВНЗ. У статті озвучено доцільність пов’язувати професійну підготов-ку майбутніх вихователів дітей дошкільного віку з відповідною емоційною спрямованістю освітнього процесу та зроблено спробу довести доцільність формування позитивної емоційної налаштованості майбутніх вихователів у їхньому професійному самовдосконаленні, оскільки педагогічній діяльності притаманна психологічна структура: мотив, мета, предмет, засоби, результат. Розглянуто творчу діяль-ність майбутніх фахівців дошкільної освіти як важливу складову частину освітнього процесу в умовах ВНЗ з урахуванням взаємних емоційних впливів майбутніх фахівців дошкільної освіти. У статті також зазначено важливість розглядати емоційно-мотиваційний аспект формування особистості майбутніх фахівців дошкільної освіти як такий, що употужнює потяг до педагогічної діяльності, зокрема творчої, з наявним здоровим психологічним відгуком.Розглянуто педагогічні умови як важливі складники структури педагогічної діяльності. Першою педа-гогічною умовою формування емоційної спрямованості майбутніх фахівців дошкільної освіти засобами творчої діяльності визнано розробку завдань, виконання яких передбачає включення до колективного пошуку рішення педагогічних ситуацій. Другою педагогічною умовою зазначеного процесу визнано вза-ємозв’язок цільових педагогічних орієнтацій та різносторонню й творчу роботу для їх досягнення.За результатами якісного аналізу дослідження у статті визнано логічність та доцільність професій-ної підготовки майбутніх працівників закладів дошкільної освіти з паралельним формуванням їхньої емоційної спрямованості.Ключові слова: емоційний відгук, професійна діяльність, професійне вдосконалення, творчий потенціал, пізнавальний та чуттєвий досвід, педагогічні умови.

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