PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF JUNIOR SCHOOLCHILDREN’S SOCIAL SUCCESS IN THE LEARNING PROCESS

It is proved in the article that personality had to be able to think, constructing logical reasoning with the help of concepts, judgments and inferences, and the ability to interact constructively with others, working in a team, to succeed in the society. The content and structure of social success of a child of primary school age are presented. This concept is proposed as an integrated quality, which consists of three components: motivational, instrumental and emotional and behavioral. The motivational component is characterized by the presence of the need for knowledge, the desire to succeed. The instrumental component covers three components: cognitive (systematized program knowledge; developed conceptual, divergent, critical thinking); operational (intellectual, intellectual and cognitive, research, intellectual and creative skills); evaluative and effective (reflection and adequate self-esteem). The emotional and behavioral component of social success of junior high school students is represented by the following components: value (presence of value orientations), emotiona and volitional (developed emotional intelligence, respect, sensitivity to others, self-control, volitional qualities), communicative (developed social intelligence). Psychological and pedagogical conditions are characterized as a mechanism of formation of social success of a child of primary school age in the process of studying in the Institutions of general secondary education (IGSE), namely: dominance of problem searching dialogue between teachers and students and between students in the educational process of primary classes; implementation of the course “Logic” in the educational process of primary school in 2–4th classes and tasks related to the content of the course “Logic” on lessons in Humanities and Natural Sciences and Mathematics cycles; creating tasks for joint learning activities, providing “I am – the inclusion” of each pupil in joint work. The mission of the course “Logic” in the content of primary education is described; the techniques of organization and implementation of problem searching dialogue between the subjects of the educational process, the organization of educational activities in a team are revealed.

COMMUNICATIVE COMPETENCE IS IN SYSTEM OF PROFESSIONAL PREPARATION OF TEACHER OF INITIAL SCHOOL

On the basis of theoretical analysis, the content and structure of the concept of «communicative competence», communicative qualities of the teacher, styles of teachers and students, criteria for the formation of communicative competence of the teacher of elementary classes are clarified. The influence of the style of communication of the teacher to the level of its communicative competence is shown. It has been found that communicative competence is an integrated characteristic of the level of professional preparedness of a teacher based on fundamental psychological and pedagogical knowledge and skills that manifest themselves in unity with personal qualities. It involves the ability of the teacher to perceive and adequately explain the behavior of the disciple; notice changes in its emotional sphere and behavior, analyze and adequately interpret them; Use such mechanisms of interpersonal knowledge as empathy, identification, decentralization. The paper noted that the democratic style of communication contributes to the development of activity and creativity of students, the orientation for independent problem solving is carried out, confidence, independence, sense of emotional proximity is formed, the self-affirmation process takes place, a sense of pleasure and confidence in their power appears. This style carries a call for cooperation and cognitive activity. It was found that the formation of communicative competence is expedient to exercise in two ways: 1) the weapons of future teachers with knowledge of psychology of professional communication and their own peculiarities of communication; 2) Formation and correction of skills and skills of professional communication.

COMMUNICATIVE COMPETENCE IS IN SYSTEM OF PROFESSIONAL PREPARATION OF TEACHER OF INITIAL SCHOOL

On the basis of theoretical analysis, the content and structure of the concept of «communicative competence», communicative qualities of the teacher, styles of teachers and students, criteria for the formation of communicative competence of the teacher of elementary classes are clarified. The influence of the style of communication of the teacher to the level of its communicative competence is shown. It has been found that communicative competence is an integrated characteristic of the level of professional preparedness of a teacher based on fundamental psychological and pedagogical knowledge and skills that manifest themselves in unity with personal qualities. It involves the ability of the teacher to perceive and adequately explain the behavior of the disciple; notice changes in its emotional sphere and behavior, analyze and adequately interpret them; Use such mechanisms of interpersonal knowledge as empathy, identification, decentralization. The paper noted that the democratic style of communication contributes to the development of activity and creativity of students, the orientation for independent problem solving is carried out, confidence, independence, sense of emotional proximity is formed, the self-affirmation process takes place, a sense of pleasure and confidence in their power appears. This style carries a call for cooperation and cognitive activity. It was found that the formation of communicative competence is expedient to exercise in two ways: 1) the weapons of future teachers with knowledge of psychology of professional communication and their own peculiarities of communication; 2) Formation and correction of skills and skills of professional communication.

THE RELATIONSHIPS BETWEEN THE INTELLECTUAL QUALITIES OF THE EDUCATIONAL INSTITUTIONS MANAGERS AND THE PROFESSIONAL CREATIVITY OF THEIR PERSONALITIES: A DESCRIPTION OF EMPTIRIC RESEARCH

The article shows that professional creative activity is a kind of dialectic of objective and subjective content, which is realized self-development of the essence of the subject in relations with other people, products and relationships which determine professional creativity of the person. It was proved that multi-vector professional activity of managers of educational institutions was one of the most important system in relations of a man – the world. This multi-vector professional activity has the aim to distinguish self-regulation of the behavior of the specialist in the world; to direct the organization of a comprehensive way of mental adaptation to the surrounding reality as a special type of ordering the inner spiritual life of a man, his/her mental activity and professional creativity as some positive prerequisites for the organization of the spiritual life of our society. We actualized the importance of multi-vector professional activity for the person, which could be defined as a “prospective symbol of a harmonious personal structure”, through which the specialist professionally carried out cultural and multi-cultural synthesis of professional systems, individual objects and characteristics. Based on them, in general, we can conclude that the specifics of multi-vector activities (provided the implementation of its social or semantic components) contains in its structure considerable opportunities for the relationships and formation of social intelligence and qualities of divergent thinking of the subject. We formulated such psychological factors that determine the ability of the leader to professional creativity: - professional training of managers of higher educational institutions, due to the formation of personally and professionally significant experience, the formation of their creative abilities and possibilities of the individual; at the same time these creative abilities and possibilities will be directed on the achievement of valuable, axiologically significant results not only in a professional paradigm, but also in all spheres of vital activity of the person; - a high level of the development of general and social intelligence of the manager, which involves the implementation of creative actions by the individual at the level of meta-intellectual activity, which is where the true creative activity takes place, which leads to the explication of the creative achievements of the person. Thanks to this, the fourth level of the intelligence is in that fact that a person is able to establish interactions not only with various objects and other people, but also with the world as a whole, and thus is expanding the boundaries of his/her intellect and it begins a dialogue with a creative beginning of the world; - a low level of personal anxiety, which, in turn, will contribute to the formation of axiological creative potential of the individual as a frame, which is a precautionary factor of value disorientation of the leader, leveling his/her creative, viable changes in values, which, in turn, can lead to moral nihilism, professional burnout or to a state of professional degradation of the person; - the actualization of components of divergent thinking of the person which are formed in a case of managers of educational institutions with a high level of professional creativity, such as: the productivity of administrative activity, a high level of the formation of homospatial thinking, the ability to solve creative problems (mental tasks), a great speed of thinking, the ability to form a planetary thinking, flexibility of thinking, originality of thinking, the development of thinking, radial thinking, the formation of lateral thinking.

INTELLIGENCE AS AN OBJECT OF RESEARCH

The article deals with an overview of research on intelligence from the pre-scientific to post-neoclassical periods of the development of science. The continuity of knowledge is shown, the purpose of which is to determine the boundaries of human cognition of objective reality to create an optimal model of society, in which the maximum realization of intellectual potential is possible. A retrospective analysis shows that researchers have defined the basis of intelligence in different ways, designating the biological or environmental components as the dominant. The use of logical-deductive or experimental-inductive methods as a methodological basis had a decisive influence on the researcher while choosing methodological tools to solve the problem posed. The article notes that despite the task of studying intellectual development throughout ontogenesis, the period of gerontogenesis has been less studied. Empirical studies of intellectual development during this period prove that intellectual decline is largely the result of insufficient intellectual activity, the monotony of activity and a person's unwillingness to acquire new competencies in later life due to a number of objective and subjective reasons. It is noted that the decisive importance in ascending intellectual development has the level and quality of a person's subjectivity. This is expressed in the need for purposeful random activity, in which a person can abstract from social stereotypes about an unconditional decrease in intellectual development during the period of gerontogenesis.

PSYCHOLOGICAL FEATURES OF PROFESSIONAL SELF-DETERMINATION IN YOUTHFUL AGE

On the basis of theoretical analysis in the paper, the content and structure of the concept of "professional self-determination" are clarified. The psychological features of professional self-determination in adolescence are determined. It has been found that professional self-determination is the process of active orientation of the entity in the world of professions associated with the search for the meaning of labor activity, internal and external conflicts, professional and life crises; This is the election process that is periodically repeated throughout the professional career of a person. The structural scheme of this concept includes the following components: individual-typological features of the individual, the idea of themselves and the world of professions, social factors. In the youth age, the period of education in higher education institutions is characterized by the development of the system of basic value representations that characterize this professional community, gaining professional knowledge, skills, skills. There is a development of professional-important personal qualities, a professional self-consciousness, professional suitability begins to form. At the stage of purposeful preparation for the chosen professional activity, the dynamics of professional self-determination is largely begins to be determined by the didactic training system and the nature of the relationship of education claims with each other, with teachers. Adoption of a professional role is achieved only in the fourth year of study when we can talk about the formation of professional self-consciousness. It has been found that the level of professional self-determination in the formation of education of the fourth year is higher than that of the first. This is due to a purposeful preparation for professional activity.

THE ART-ECO-PRACTICE AS A METHODOLOGICAL TOOL OF THE EDUCATIONAL PROCESS: A PSYCHOLOGICAL RESOURCE

Today, the latest technologies, interactive forms of the work with students, which would promote their interest, creativity, skills of teamwork, self-organization, successful time distribution, should be used in the educational process. The modern young people are constantly in the information environment of social networks, the virtual space, which causes a lack of «live» communication with other persons and on the whole with the natural environment. Therefore, there is a necessity to strengthen this communication, which contributes to both physical and mental health. The purpose of the article is to reveal the psychological resource of the art-eco-practices using in the educational process of higher education, and, in particular, on the campus of the university – «green audience». The theoretical analysis of literature sources, surveys of the participants in the educational process (research methods), the personal experience have helped to find that such a tool promotes a sense of inner harmony, psychological well-being, activates the creative activity, the coordinated teamwork. The results: according to a survey of students of the National University «Yuri Kondratyuk Poltava Polytechnic» (76 persons), the following answers are: the question «Is it relevant to use the art practices in the educational process?» was answered as «yes» – 91.0%, as «it is relevant while they are studying the social, behavioral, and human sciences» – 8.0%, as «no» – 1.0%; the question «Which methods, forms of the work used in studying of subjects «Psychology» and «Psychology of Health and Healthy Lifestyle» have you remembered the most?» is answered by 97.0% respondents as «the art practices». The chair has a psychological workshop «The Way to Success», where during the open meetings the training sessions are held, the art exercises are performed, which are focused on the development of creativity of modern young people. Based on the own experience, students survey, there are conclusions that in the process of studying subjects «Psychology» and «Psychology of Health and Healthy Lifestyle» it is advisable to use the art-eco-practices to promote the communication with nature, the creativity development and model skills of teamwork, self-organization, successful time distribution, studying and improvement of own «I».

PSYCHOLOGICAL FOUNDATIONS OF PROFESSIONAL INTERACTION OF PEOPLE AND ROBOTS: FORECAST FOR THE FUTURE

The 21st century is marked by the rapid development of science and technology: robots are gradually entering all spheres of human life and activity, along with other mechanisms. In this regard, in society, in popular science literature, in the media, the question is increasingly being asked, can a robot, in particular with artificial intelligence, replace a person in performing professional activities? Variety of problem of the impact of the introduction of robots and artificial intelligence on the future lives and activities of mankind is highlighted in research, discussions, statements, public speeches by E. Musk, B. Pring, P. Roehrig, M. Frank, S. Hawking, M. Zuckerberg, etc. «Success in creating artificial intelligence could be the biggest event in the history of our civilization, or the worst. Computers can, in theory, emulate human intelligence, and exceed it. », - S. Hawking said. The purpose of the article: to carry out the psychological futurological forecast for the introduction of robots, artificial intelligence, in particular in the higher education system through the prism of the author's many years of psychological and pedagogical experience. The current trends in the achievements of scientific and technological progress are analyzed: every day all over the world there are news about examples of successful professional interaction between people and robots (robots Sofia, Grace, Aypera, student robot and much more). Conclusions: the probable possibility of professional competition between humans and robots is obviously a positive argument for obtaining higher education, as well as the ability to constantly learn independently, based on the knowledge, skills and abilities already acquired. The robotization of the educational system should lead to significant facilitation and simplification of the teacher's activities in the future, since all routine work can be put on robots, in turn, teachers will be able to fully devote themselves to pedagogical creativity.

DISTANCE LEARNING TECHNOLOGY FOR THE DEVELOPMENT OF INFORMATION LITERACY SKILLS OF ADULT LEARNERS

The given study focuses on the specific of adult learning. The aim of our research is the following: with the help of a distant course to improve the level of media literacy, critical thinking and build psychological resilience to manipulative impact and the fraudulent attempts of social engineers. We demonstrated that despite the obstacles caused by the lack of face-to-face contact, online courses could be used as an alternative form of studying. To our research we use the following methods: questionnaires, information collection, and statistical data processing. For the hypothesis verification, we use the following methods The course consists of four lessons and includes topics about information checking, developing critical thinking, and building psychological resilience to dishonest media content and resisting fraudulent actions of social engineers. We conducted a survey before and after the training, the results of which demonstrated that students significantly improved their levels of media and cyber literacy after attending online classes (21%). Our approach to an organization and holding an online study allowed us to keep participants interested and didn’t turn our lessons into boring lectures. Thus, in the results, we succeeded to achieve the aim. Moreover, we saw, that distance learning can be an effective tool for adult learning if we take into consideration the specific features of an online format. The example of the given training showed that, if necessary, online learning can be employed as an alternative and quite an effective tool for providing knowledge and skills.

PSYCHOLOGICAL FEATURES OF TV-DEPENDENT PERSONALITY. PROBLEM STATEMENT

The article deals with the analysis of the personality in the modern informational world problem. The author based the theoretical analysis of this problem on the specifics of the current stage in psychological studies of mass communication. The author assumes that social constructivism, as a postmodernist approach and the theoretical basis of modern studies in mass communication, considers the way mass communication participants construct their idea of the world and its peculiarities. The concept of the “mosaic-resonance effect” is interpreted as the main feature of the nowadays mass media’s messages. The author analyzes the discourse as an instrument used to examine the construction of one's idea of the world during mass communication. The main characteristics of the two models of mass communication: the discourse model by J.Fiske and the constructivist model by W.Gamson, are reviewed in detail. The empirical study outcomes have shown the perspectives of further studies of the mass media's psychological influence on the peculiarities of the person’s way to construct the image of the world and one’s means of interpreting communicative signals to be prospective. Our empirical study demonstrated that subjects referred to as TV-dependent (those who tend to spend a lot of time watching the TV content) are characterized by non-stable emotions, less considerate in linking and analyzing the details of the given information, its’ non-critical perception. TV-dependent respondents mostly perceive the TV data non-adequately, paying attention to emotionally meaningful pieces of information, and tending to reconstruct their image of the event, so that it might be an illustration or general background of the TV content piece, or the information of the lower levels of semantic structure in terms of A.A.Bodalyov.