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1

РОЗРОБКА КВАЛІМЕТРИЧНИХ МОДЕЛЕЙ ЯК ЗАСІБ РОЗВИТКУ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

100%

Варецька О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 2(46)

291-306

EN

The article presents the results of the teamwork of elementary school teachers in Zaporizhzhia, Dnipropetrovsk and Odessa regions on the problems of elementary school teachers and schoolchildren’s social competence. The method of qualimetric models has been described as methods of elementary school teacher’s social competence development in post-graduate education (illustrated on the example of schoolchildren’s social competence). Methodological basis of the research involves general scientific theory and methods (philosophical theory of scientific cognition, dialectical method, systemic and environmental approaches, modeling as a method of modern scientific cognition, methods of organizing, schematization and classification of information), sociological practices (questionnaires, interviews, observation and teacher expert evaluation); quantitative methods of data processing. The concept of «elementary schoolchild’s social competence» has been defined as a systemic and multicomponental formation, demonstrating scientifically grounded requirements for knowledge and skills of elementary schoolchildren, enabling productive collaboration with various partners in a group or team, performing various roles and functions in a team in a changing social environment; its structural components have been stated. The characteristics of the concept are fully reflected in the concept of «elementary school teacher’s social competence».It is proved that the development of the model of schoolchild’s social competence, with the primary and secondary factors and criteria defined, promotes teacher’s awareness of the nature and structure of «elementary school teacher’s social competence», the possibility of self-assessment of his own level of social competence development, provides efficiency in socializing of schoolchildren. The practical novelty of the research is to develop a qualimetric model of elementary school children’s social competence and to prove the possibility of its application to assess the overall level of elementary school children’s social competence, to state its relevance with the standards, to identify failure critical points (abnormal intervals), the relationship between components (avoiding the negative factors at the stage of forming experiment), rating etc. The proposed model has been tested. The results of the statistical analysis of the data have been presented; the conclusion concerning its validity has been made.

2

Social competences of professional foster parents

100%

Basiaga J., Łukasik I.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 595(8)

44-58

EN

The aim of the study was to determine the structure of social competences of professional foster parents using the Social Competence Questionnaire A. Matczak (2001). The study included 167 professional foster parents carrying out family emergency tasks in the Śląskie and Małopolskie voivodships. Research results show that more than half of the respondents are characterized by an average, and more than one-third by a high level of social competence. Compared to the results of the general population, foster mothers have significantly higher competences on the intimacy scale, and foster fathers on the assertiveness scale. In comparison with representatives of other social professions (nurses, family assistants), foster mothers have significantly higher social competences in the intimacy scale compared to nurses. In comparison with family assistants, the results obtained are comparable.

3

EDUCATIONAL PROCESS WITH THE STUDENTS WITH THE SPECIAL NEEDS IN THE HIGHER EDUCATIONAL ESTABLISHMENT

100%

Ponomaryova G.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 6(50)

145-157

EN

In the article the author reveals the possibilities of the development of social competence of students with special needs in the educational process of the higher educational establishment. The origin and meaning of the term "social competence" were analyzed; interdisciplinary connections in the interpretation of the concept were defined. The investigation of the problem of receiving higher education by people with special needs was thoroughly carried out and the structure and content of the concept were detailed, that allowed to determine the specifics of the process of the organization of the educational work in this area in the higher educational establishment. In reference materials social competence is defined as a complex entity, reflecting the level of adequacy and effectiveness of the human response to the problematic life situations, achieving real goals in a specific social context, the using of appropriate methods for it and positive development as a result of their own activity in society, confirmation of adequacy of social behavior by others, ability to participate in a complex system of interpersonal relationships and to understand other people. The content of social competence is multidimensional as the competence itself, it largely depends on the specifics of the social situation, in which there is a formation of this competence of the personality and in which acquired knowledge, skills and personal characteristics are realized. Thus, despite the fact that the content of the investigated concept is determined by the social context, the essence of social competence is understood as the social construct, the formation of which is caused by the act of external factors of a particular social situation. The structure of social competence is defined as from the point of specific requirements of external environment, and as basing on established scientific views on the structure of personality. Understanding social competence as an integrative personality formation, which combines social knowledge, abilities, behavioral skills in a system that allows to integrate internal and external resources to achieve socially important goals and solve problems in different social situations with a clear understanding of their role in this process, in its structure three major components will be considered – cognitive (information, social knowledge, education, awareness), value-significant (values, ideals, motivation, moral milestones) and component of activities (actions, doings, behavioral strategies).

4

Role grupowe a płeć psychologiczna i kompetencje społeczne

100%

Strzelczyk-Muszyńska D., Instytut Psychologii U. Ł.

Acta Universitatis Lodziensis. Folia Psychologica

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2007

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vol. 11

EN

The object of the study was to explore a potential relationship between group roles (the dependent variable) and psychological gender and social competence (the independent variables). The research was made more specific by asking three cognitive questions (Does the prevalence of the researched with IPP and KKS qualities differentiate the questioned women in their group role preferences (t-student)? Are specific group roles dependent on psychological gender (ANOVA)? Is there the joint impact of individual personality variables on displaying group roles (analysis of regression). The research was carried out on year three psychology students of the University of Łódź. The study has resulted in discovering statistically significant differences between representatives of different types of psychological gender and their group role preferences. We have also discovered a different prevalence of variables defined as social competence depending on the adopted group role.

5

Professional and social competences in agrarian specialists: Theoretical aspects

100%

RIDEI N., GUSAK K.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 1

247-251

EN

We assessed the current knowledge towards forming professional and social competences in agrarian specialists. We analyzed the process of preparing agrarian specialists in higher education of Ukraine. We reviewed definitions of „professional competence of agrarian specialist” and „social competence of agrarian specialist”.

6

Profile kompetencji społecznych studentów przygotowujących się do sprawowania opieki nad osobami starszymi – badania polsko-niemieckie

100%

Kanios A., Bocheńska-Brandt A.

Kwartalnik Pedagogiczny

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2019

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vol. 64(4 (254))

237-254

PL

The ageing of people is one of the most important social issues of the modern world. This is a global phenomenon, concerning all regions and almost all countries. This problem pertains also to Poland and Germany. The following article is based on empirical studies whose subject were the social competencies profiles of Polish and German students preparing for caregiving of the elderly people. The method of the study was a diagnostic survey, whereas the research instruments used in the study were PROKOS. Social Competencies Profile by A. Matczak and K. Martowska and The questionnaire for the analysis of motivation to work with elderly people for students of social wellbeing majors (self-constructed questionnaire). Research studies were carried out between October and December 2018. In Poland, they involved students from Maria Curie-Skłodowska University in Lublin and the University of Rzeszów, while in Germany, students from universities of Münster, Osnabrück, Bielefeld and Wolfsburg. German students (200 people) constituted the main group, whereas the comparative group consisted of 167 Polish students. The results of the research demonstrated significant statistic differences in the range of all distinguished types of social competencies between the examined Polish and German groups of students (p < 0,001).

7

Inter-relations of core language, pragmatic language, and social competence in preschoolers

100%

Lau C.

Research in Language

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2015

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vol. 13

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issue 4

404-425

EN

Language skills provide preschoolers with the foundational skills needed to socially interact, but little is known about the relationship between specific language skills and broad constructs of social competence. Sixteen preschoolers between 3-5 years with varying language abilities were recruited. Descriptive and correlational analyses were conducted to examine the relationships between language and social competence. The main finding of this study showed that early literacy skills and word knowledge and retrieval were significantly correlated with Social Independence and Social Interaction respectively. These findings support the notion that the content of preschoolers’ conversations rather than the accuracy of their speech or syntax is associated with success in social interaction and social independence.

8

Self-assessment of the social competence of teacher education students

100%

Dubovicki S., Brust Nemet M.

The New Educational Review

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2015

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vol. 42

227-238

EN

Social competence (SC) is one of the most important competences required for successful performance of the teaching profession. Strengthening students’ social and emotional competences provides aid and support for lifelong learning and social and emotional implementation of the teaching process. By triangulating the results of a questionnaire, sociometry and interviews with students of teacher study, a significant level of social competence was observed. Students’ sociometric status is not in full accordance with their self-assessment of SC, so more frequent are the allocations of popular students, but one rejected. SC is usually acquired in the family; college is placed in second place, which increases the importance of this issue in terms of intentional education.

9

Can We Talk about European Public Policy in the Field of Sport?

88%

Földesi G.

Physical Culture and Sport. Studies and Research

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2009

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vol. 47

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issue 1

28-34

EN

Despite the continuous deepening, development and enlargement, the members of the European Union still diverge in their policies and have to find a way to diminish this divergence. The social, economical and cultural significance of sport is well known in the whole of Europe. Accordingly, in the recent past, the various institutions of the European Union have come to pay more attention to sport issues. An important milestone of this was the European Commission issuing a White Paper on sport, and the inclusion of sport in the Lisbon Treaty. However the question is raised: Is there a European public policy of sport? The author's objective was to investigate this question. This paper aims to highlight the European sport policy and tries to find the answer to the following question: can we talk about European public policy in the field of sport? The research examines through the analysis of documents whether sport can be regarded as an element of public policy. We can talk about common public policy of a certain area if it corresponds to the following five criteria: content, social competence, coercive factor, normative orientation and programme. In the first part, the content and the social competence are analyzed, and then some critical issues of the definition, namely of the public policy will be discussed. In the opinion of the author, the most problematic criterion is the programme, which presumes at least a mid-term European sport conception. It is especially important that sport could fulfil its community building, identity-forming role to which it is suited in the continuously enlarging Europe. Finally the author draws the conclusion that the European sport policy corresponds partly to the above-mentioned criteria; however, the realization of the Pierre de Coubertin Action Plan included in the White Paper, and the ratification of the Lisbon Treaty can create opportunities for sport to become a public policy of the European Union.

10

Entrepreneurial Profile in the Creation of Micro and Small Companies, a Descriptive Study with University Students from the Economic and Administrative Areas

88%

Parra M. E. L., Arvizu E. M. N., Torres M. d. C. V.

Zeszyty Naukowe Politechniki Częstochowskiej. Zarządzanie

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2023

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vol. 1

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issue 51

123-135

EN

The objective of this study was to identify the relationship between personal, business, management, and social skills and the entrepreneurship program of students from an educational institution with an entrepreneurial profile in the creation of micro and small companies. The type of research was quantitative, correlational, and non-experimental. The subjects were 320 students from the field of economic and administrative sciences. The instrument was validated by four professors from the Autonomous University of Nuevo León, Autonomous University of Coahuila, Tecnológico de Estudios Superiores de Ecate-pec, and the Technological Institute of Sonora and had two sections. In the first, there were 17 general information questions, and the second contained 45 questions on a Likert scale ranging from 1 to 5. Regarding the results, it was demonstrated that personal, business, management, and social skills as well as skills developed in educational programs are significant and have a positive relationship with the entrepreneurial profile for the creation of micro and small businesses. The study provides the basis for other studies that seek to assess the skills of entrepreneurs and the creation of micro and small businesses.

11

The Impact of Social Competence Training on Satisfaction with Life among the Unemployed. The Role of Sense of Coherence and System Justification

88%

CISŁAK A., DZIUGIEŁ I.

Civitas et Lex

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2016

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issue 2(10)

21-32

EN

Decline of life satisfaction is a common consequence of unemployment together with the negative self-view and lack of personal control. The effectiveness of the training of the social competencies in changing the sense of personal coherence, social beliefs and life satisfaction of the unemployed was probed. Eighty unemployed persons participated in a longitudinal study with a control group. Although the participants did not differ significantly at the beginning of the study, these unemployed persons who participated in the social competencies training reported after 6 months significantly higher sense of personal coherence, more positive vision of social system and enhanced life satisfaction. Unemployed from the control group after 6 months experienced a significant decline in life satisfaction, deterioration of sense of personal coherence and reported more negative vision of social system. The model of impact of social competence training on the change of life satisfaction of the unemployed being mediated by the change of the sense of personal coherence and change in system justification was tested and proved to fit the data. In conclusion, training social competence of unemployed may be crucial to prevent a decline of their life satisfaction and enhance the belief in their own abilities to cope with the stressful experience of being unemployed.

12

Social competence of physicians and medical students – a preliminary report

88%

Mroczek B., Zarek A., Rudnicki J., Wolińska W., Pawlak I., Dyk T., Kotwas A., Kurpas D.

Family Medicine & Primary Care Review

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2016

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issue 3

308-312

13

ОСОБЛИВОСТІ СОЦІАЛІЗАЦІЇ ЮНОГО ЛІДЕРА ГРОМАДЯНСЬКОГО СУСПІЛЬСТВА

88%

Любарець В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 1(55)

256-263

EN

The peculiarities of socialization of the personality are marked in a publication, which are necessary pre-condition of preparation of young leaders of civil society. The analysis of different approaches of scientists on the questions of socialization in the context of studies and education of the personality is carried out. Certainly, due to socialization a man is brought over to society, mastering customs, traditions and norms of certain social association, corresponding ways of thinking, peculiar to this culture, standard of behavior, form of rationality and sensuality. The key questions of the present time socialization of young leaders of civil society are reflected and the innovative aspects of pedagogization of educational environment of forming modern leaders of civil society are characterized. The necessary ways of optimization of the process of socialization of modern leaders of civil society are marked: bringing students to the saturated specially organized educational process; elucidation to the process participants of the socially approving behavior models, providing them by clear vital reference-points; realization of own individually-typology features and their realization by the teachers in communicative activity; students’ motivation of achievement forms in educational activity of the participants in their co-operation has a correction of communicative deformations; exposure of age and individual features of students that influence the process of their socialization. The necessity of creation of the innovative information-educational environment of forming of a young leader of civil society is certain: School Higher educational establishment, Public organization. Efficiency of socialization of young leaders of civil society is provided by integral totality of objective and subjective terms that determine the dynamics of development of the personality in information-educational space. Task of creation of educational platform for preparation of young leaders of civil society that optimizes combination of innovative technologies of studies with making of the scientifically reasonable system of mental and ethical and social pedagogical education of young leaders of spiritual creative nation is proved. The organizational-pedagogical terms connected with socialization of participants of educational environment are defined. The further objects of research are outlined in the socializing information-educational environment of forming young leaders of civil society.

14

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

88%

Martinsone B.

Journal of Teacher Education for Sustainability

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2016

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vol. 18

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issue 1

57-68

EN

This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.

15

The existing level of social competence of children with special needs from the teacher’s point of view

88%

Krajnčan M., Sinjur A., Kranjec T.

The New Educational Review

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2015

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vol. 40

260-271

EN

The development of social competence is reflected in the individual’s potential for constructive cooperation and behavior in social situations, in the possibility of establishing interpersonal relationships and understanding different viewpoints and in the capability of to tolerance and compassion. The purpose of this research paper is to compare teachers’ opinions on attained social competence of pupils with special needs and other pupils. A questionnaire for teachers was adapted. Pupils with special needs were slightly better at accepting diversity and difference and demonstrated a higher level of politeness than other pupils.

16

АНАЛІЗ ОСОБЛИВОСТЕЙ ЖИТТЄДІЯЛЬНОСТІ Й ПОБУТУ ДІТЕЙ В УМОВАХ ІНТЕРНАТНОЇ УСТАНОВИ

75%

Кузьміна О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 9(43)

264-273

EN

In the article it is stated that the boarding school pupils are remarkably different from the children who attend secondary school.Economic, social and psychological problems faced by a child influence the formation of his/her life guidelines, distort social attitudes, make it difficult to adapt to life in society, because he has no independent living skills, the abilities of domestic self-stereotypes, positive family relationships. As a result, a young man, who was taken care of in the boarding school, appears unprepared for independent life of becoming of the age of discretion. The process of socialization of the child, who was in a boarding institution, is fundamentally different from that the most home kids have. The so-called “closed” life ensures that the environment outside the boarding school may not be apparent and foreign to the pupils of the boarding school, or they may have inadequate representation about it, and leads to the fact that they do not form the survival skills, adapt to new living conditions, the skills of integration in new social groups, practice of interaction and behaviour in different situations in early adult life are absent. In boarding schools there are also problems as to the realisation of educational content, improvement of the forms and methods of training and education, methodological support of the educational process. Many pupils of boarding schools as a result of the definite deformation of the development are socially and psychologically maladjusted, with deviations in behaviour, increased aggression and so on. It is necessary to improve the system of educational work, aimed at the formation of children’s vital skills for independent living. In addition, at most boarding schools there are observed the negative trends to excessive care of children, which leads to ignorance of their duties, as opposed to the rights, the removal from feasible and necessary household labour. To form vital competence of graduates of boarding schools, to prepare for a smooth entry into the community, into adulthood is the main task of boarding schools.

17

„OUTDOOR EDUCATION” W PROCESIE KSZTAŁTOWANIA KOMPETENCJI SPOŁECZNYCH MŁODZIEŻY NIEPRZYSTOSOWANEJ SPOŁECZNIE

75%

Skuza A.

Acta Scientifica Academiae Ostroviensis. Sectio A, Nauki Humanistyczne, Społeczne i Techniczne

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2018

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issue 12(2)/2018

367-390

PL

Pedagogika przeżyć dla wielu pedagogów jest idealną drogą uczenia, zresztą jeśli spojrzy się na korzenie wychowania i uczenia się, łatwo można znaleźć dowody potwierdzające efektywność uczenia się zorientowanego na działanie i przeżycie. Przekraczać granice, przyjmować wyzwania, pokonywać przeszkody, podejmować ryzyko i decyzje, konsekwentnie się ich trzymać, przetrzymać wybraną drogę, znajdować kreatywne rozwiązania – to są kompetencje, których się dziś wymaga i do których kształtowania dąży się podejmując różnorodne formy oddziaływań resocjalizacyjnych

EN

Pedagogy of experiencing for many pedagogues is an ideal way of learning, moreover, if you look at the roots of education and learning, you can easily find evidence of the effectiveness of learning focused on action and survival. Cross borders, take up challenges, overcome obstacles, take risks and decisions, consistently stick to them, survive the chosen path, find creative solutions - these are the competences that are required today and to which shaping is pursued by taking various forms of social rehabilitation interventions.

18

O potrzebie zmian w zakresie kształtowania kompetencji społecznych studentów pedagogiki

75%

Bąbka J.

Rocznik Lubuski

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2020

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vol. 46

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issue 1

63-74

EN

The paper presents the results of the research on social competence in students of educational studies at the University of Zielona Góra, who major in school counselling and social rehabilitation and prevention. In the study, the author used the social competence questionnaire KK-A(M), the standardized research tool elaborated by Anna Matczak, as well as a questionnaire developed by the author for analysing the social competence eﬀects achieved by teachers in classes they conduct. The analysis and interpretation of the results speak for the average level of social competence in students in intimate situations, social exposure, and in situations related to assertiveness. The correlation analysis enabled establishing connections between educational activities that aim at shaping social competence in students as determined in educational eﬀects and the actual level of social competence in students in intimate situations, social exposure and in situations related to assertiveness. The correlations show low and weak interdependence between the isolated variables.

PL

W artykule przedstawiono wyniki badań dotyczących kompetencji społecznej studentów pedagogiki Uniwersytetu Zielonogórskiego ze specjalizacji doradztwa szkolnego oraz rehabilitacji i proﬁlaktyki społecznej. W badaniu au-tor wykorzystał kwestionariusz kompetencji społecznej KK-A(M), będący podstawowym narzędziem badawczym opracowanym przez Annę Matchak, oraz kwestionariusz opracowany przez autora w celu analizy efektów kompetencji społecznej osiągniętych przez nauczycieli podczas prowadzonych przez nich lekcji. Analiza i interpretacja wyników badania potwierdza średni poziom kompetencji społecznej studentów w sytuacjach intymnych, społecznych i wymagających asertywności. Analiza korelacji umożliwiła ustalenie związków między działalnością edukacyjną zmierzającą do kształtowania kompetencji społecznej studentów określoną w efektach kształcenia i rzeczywistym poziomem kompetencji społecznej studentów w sytuacjach intymnych, społecznych i wymagających asertywności. Korelacje pokazują niską i słabą zależność między wyodrębnionymi zmiennymi.

19

Civic and Social Competences and the Patriotic Education of Small Children

75%

Jakubowska E., Olek-Redlarska Z.

Rocznik Teologii Katolickiej

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2017

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vol. 16

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issue 2

EN

In recent years, politicians, parents, educators, and psychologists have extensively discussed the topic of the education of children. Changes in education pertain to varying degrees to children’s daily school experiences, and the issue of the education of children is particularly important to consider as cultures change. Providing school age children with the proper tools and skills allows them effectively and constructively participate in society and civic life. Patriotic education specifically teaches children how a united national consciousness can exist in a multicultural society. Patriotism also entails preserving and expressing one’s culture and the beauty of one’s native language.

PL

W ostatnich latach edukacja dzieci stała się przedmiotem intensywnej dyskusji polityków, rodziców, pedagogów i psychologów. Te obszary zmian edukacyjnych w różnym stopniu dotyczą codzienności szkolnej dziecka. W sytuacjach przełomu kulturowego zawsze zwracamy się w stronę wychowania dziecka. Kształtowanie kompetencji społecznych i obywatelskich przygotowują ucznia w młodszym wieku szkolnym do skutecznego i konstruktywnego uczestnictwa w życiu społecznym. Natomiast wychowanie patriotyczne uczy jak jednostkowa świadomość narodowa pozwala odnaleźć się w wielokulturowym społeczeństwie. Patriotyzm to jednocześnie dbanie o kulturę i piękno ojczystego języka.

20

ПІДГОТОВКА МАЙБУТНІХ ПЕДАГОГІВ ДО ВПРОВАДЖЕННЯ ЗАСОБІВ ЕСТЕТОТЕРАПІЇ В СИСТЕМУ СОЦІАЛЬНОГО ВИХОВАННЯ МОЛОДШИХ ШКОЛЯРІВ: СТАН ТА ПЕРСПЕКТИВИ

75%

Степура Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

430-438

EN

The article provides an overview of the current state and trend development of the fundamental research on future teachers training of primary level education to the use of aestetotherapeutic technologies in the social education of young schoolchildren. The aim of the article is to examine the current state of future teachers training for social education of young schoolchildren by aestetotherapeutic means. The author uses extensively the general philosophical methods such as analysis and synthesis of scientific thought, and also makes the comparisons of the fundamental works of leading scientists. The article analyzes the scientific papers which contain the comprehensive interpretation of the term «vocational and educational training». The article highlights some researches of the phenomenon of future teachers’ professional training to the introduction of aestetotherapeutic means for social education of young schoolchildren, which describe the basic construction of the phenomenon. The researcher analyzes the content of basic regulations and training programs, determining the destination primary education. As the author says, the State standard of primary education and the relevant curriculum offer a certain affinity educational lines of socio-educational and aestetotherapeutic concepts. However, the problem of students social education; the formation of vital competence, establishing close emotional and psychological communication using the healing potential of emotions while interacting with the world of beauty and aesthetics are not given proper attention, indicating to update the content of academic subjects and future teachers professional training for primary school. Thus, the analysis of the modern fundamental research has showed that the activity of the future teachers of primary level education should carry socialization, therapeutic and social-educational impact on schoolchildren, they form social competence and positive socio-value settings. The application of aestetotherapeutic means helps to optimize educational activity, educational and creative abilities of the juniors. The article highlights the prospects for further developments in this area in the coverage of the issues related to improving the theoretical and methodological training system for future teachers to use certain aestetotherapeutic means in the professional pedagogic activity in order to optimize social and psychological development of young schoolchildren.

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РОЗРОБКА КВАЛІМЕТРИЧНИХ МОДЕЛЕЙ ЯК ЗАСІБ РОЗВИТКУ СОЦІАЛЬНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

Social competences of professional foster parents

EDUCATIONAL PROCESS WITH THE STUDENTS WITH THE SPECIAL NEEDS IN THE HIGHER EDUCATIONAL ESTABLISHMENT

Role grupowe a płeć psychologiczna i kompetencje społeczne

Professional and social competences in agrarian specialists: Theoretical aspects