СОЦІОКУЛЬТУРНИЙ КОНЦЕПТ ФУНКЦІОНУВАННЯ РОЗВИВАЛЬНИХ СЕРЕДОВИЩ У ПЕДАГОГІЧНІЙ СПАДЩИНІ СОФІЇ РУСОВОЇ

The article objectifies the problem of formation of moral feelings in children of senior preschool and primary school age. The author's definition of the concept of moral feelings is offered “moral feelings of children of senior preschool and primary school age we consider to be emotional attitudes to the behavior of others and to their own, which reflect social morality, moral traditions, the real attitude of people to each other”. The main types of moral feelings that should be formed in children at the stage of senior preschool and primary school age are outlined. These include feelings of truth, trust, justice, empathy, kindness, commitment, dignity, friendship and camaraderie, fear, shame, guilt, conscience, altruism, responsibility, duty, success (failure), and civic feelings. Theoretical analysis of scientific and pedagogical literature showed that at the present stage of development of Ukrainian society scientists have paid insufficient attention to the development of theoretical and experimental model of moral feelings of preschoolers and primary school students, did not study the pedagogical conditions of their formation. The article highlights theoretical substantiation and development of pedagogical conditions for the formation of moral feelings in older preschool children. Here the researchers mean deepening and expanding children's knowledge and ideas about moral and ethical categories and their characteristics; emotional saturation of the content of tasks aimed at stimulating the manifestations of children's moral feelings in interaction with the social environment; acquisition by children of moral experience by involvement in various kinds of activity (game, educational-cognitive, pictorial, communicative, estimation-orientation, charitable, socially useful); maintaining a positive emotional state of each child; systematic diagnosis and correction of negative experiences. Various forms and methods were used for their implementation: reading and discussion of fiction and fairy tales, staging, puppet theatrical performances, fairy-tale game technologies and psychological technologies, ethical conversations, moral choice situations, building classes on the methodology of "philosophy for children", ethical training, various games, exercises, project and volunteer activities. Among the pedagogical conditions for the formation of moral feelings of junior students are identified: sufficient comprehension of moral knowledge, norms and rules of conduct by children of primary school age; development of the emotional sphere as a basis for the inclusion of students in educational and cognitive and diverse extracurricular activities, which is based on the principles of personality-oriented approach; gradual process of education of moral feelings of moral schoolchildren with systematic diagnosis and correction of negative experience. Their implementation is ensured by the propaedeutic course "Steps to Responsibility" and the club of extracurricular reading of children's works "Grammar of Morality".

The article highlights the ways of organizing the artistic space of children in educational institutions, which require new approaches aimed at revealing the algorithm of artistic interaction between the teacher and children, directing all efforts to the development of the preschooler's intelligence, his emotional sphere. The formation of artistic competence is a way of humanizing and aestheticizing the pedagogical process and the humanistic position of the teacher, which involves the ability to take responsibility for the fate of the child, his life, spiritual and psychological comfort; focus on the organization of a humane pedagogical process in preschool and primary education, the adequacy of artistic values, the flexibility of professional thinking, the presence of a professional humane orientation. The article is devoted to the current problems of the formation of the aesthetic culture of the younger generation – children of preschool and primary school age. On the basis of empirical research, the pedagogical potential and prospects of methods and forms of art pedagogy in the context of the continuity of preschool and primary education are presented, the key approaches to the definition and characteristics of the concepts of "artistic competence" and "aesthetic culture" in modern psychological and pedagogical research are highlighted and summarized. The essence and significance of aesthetic culture in the spiritual development of a child's personality, art pedagogy as a special direction and the conditions under which education, upbringing and development of a child takes place on the basis of art are determined. The special role of the teacher in the process of aesthetic education of children of preschool and primary school age, development of their emotional sphere, is clarified. As a result of the study, the factors affecting the formation of positive dynamics of the formation of artistic competence in preschool age and its development in primary school age were determined. The article reveals the peculiarities of the formation of artistic competence of children in the conditions of the educational process with the aim of forming the general and aesthetic culture of younger schoolchildren. The authors of the article present the ways and means of forming the artistic and aesthetic competence of children of preschool and primary school age.

Objective. To evaluate the effectiveness of complex treatment in combination with ozone therapy in children with moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis.
 Materials and methods. Under observation were children of preschool and primary school age with moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis. In these children, we studied clinical indicators, the content of populations and subpopulations of lymphocytes in the blood, immunoglobulins and circulating immune complexes in the blood serum, phagocytosis indicators, expression of toll-like receptors on leukocytic cells. Patients were divided into two groups depending on the therapy. The first group received complex conventional therapy, the second group received complex treatment in combination with ozone therapy.
 Results. It was found that in the first group of patients during the period of clinical remission, changes in immunological reactivity persisted. In the second group of patients, a more rapid onset of clinical remission was recorded, during which normalization of most immunity parameters was noted. The duration of complete clinical remission in the second group of patients more than twofold exceeded its duration in the first group of patients.
 Conclusions. The inclusion of ozone therapy in complex treatment of preschool and primary school children suffering from moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis provides a more rapid onset of clinical remission. During the period of clinical remission, normalization of most immunity parameters, a pronounced increase in the expression of toll-like receptors-2 and toll-like receptors-6 on lymphocytes, monocytes and neutrophils are recorded. This indicates an increase in nonspecific antibacterial resistance. Conducting a repeated course of complex treatment in combination with ozone therapy ensures the preservation of complete clinical remission, the duration of which is twice as long as in the first group. High therapeutic effect of ozone, the availability of ozone therapy, the absence of complications and adverse reactions when using complex treatment in combination with ozone therapy allow us to recommend the widespread use of this method in children of preschool and primary school age suffering from moderate atopic dermatitis and concomitant moderate persistent allergic rhinitis.

The purpose of the article is to present the experience of pedagogical work on the use of new forms of organization of children of senior preschool age, in particular the organization of a cartoon studio in kindergarten, in order to develop speech. The development of speech in children is a very important condition for the development of thinking and other mental processes, the formation of the child’s personality and further schooling. The informatization of our lives has influenced the interests of preschoolers; since childhood, they have been drawn to computers, smartphones and other information media. Therefore, in order to maintain children’s interest in learning, kindergarten teachers need to search for new forms and means of developing children in accordance with the requirements of the federal state standard for preschool education. The use of the educational module of the multi-studio “I create the world”, which is part of the partial modular program “STEM-education of children of preschool and primary school age” (authors: T. V. Volosovets, V. A. Markova, S. A. Averin), in pedagogical process of the kindergarten, from our point of view, is such a new form of organization of children.

The purpose of the study is to assess the possibility of applying the calliperometric method to assess the physical development of children of primary school age who have chronic diseases in the stage of compensation. The research was carried out during 2017–2022 on the basis of the clinical units of the ONMedU. 120 children of primary school age were examined, including 30 – practically healthy (control group), 30 – from the group of frequently and long-term patients (Group I), 30 – from the number of children with congenital heart defects without signs of heart failure (Group II), and 30 – with signs of alimentary and constitutional obesity (III group). The physical development of children of primary school age was evaluated based on the results of anthroposcopic, anthropometric and physiometric indicators according to national standards of physical development. The assessment of body composition components (fat and lean body mass) was carried out according to Saunders R. in the modification of Velichko V.I., etc. The research was carried out in compliance with modern bioethical requirements, the children's parents signed a voluntary consent for the children's participation in the research. Statistical processing was carried out by methods of variance analysis using MS Excel software. It has been shown that obese primary school-age children have a body fat mass of (18.8±0.8)% for boys and (19.7±0.9)% for girls. In children of primary school age with normal body weight, in the presence of chronic diseases, body fat decreases by (10–15)%. Caliperometric method can be used to assess the physical development of children of primary school age who have chronic diseases in the stage of compensation. Keywords: prevention, primary school age, body weight, assessment of fat deposition, chronic diseases.

The aim: Generalization of the results of research by various scientists in the context of anxiety as a stable personality trait, determining the list of causes of anxiety during play in children of preschool and school age. Materials and methods: The research was conducted within the framework of the agreement for international cooperation between Borys Grinchenko Kyiv University and University of Natural Sciences and Humanities in Siedlce. 400 people took part in the research from the Ukrainian side, 125 people from the Polish side, a total of 525 people. Of them: 130 (100/30) preschool children, 132 (105/27) primary school children, 130 (96/34) adolescents and 133 (99/34) young people. The methodologies "CMAS Explicit Anxiety Scale" (adapted by A. Prihozhan) and "Personal Anxiety Scale" (A. Prihozhan) were used to achieve the stated goal of the research. Results: Play as a social phenomenon has a positive impact on the health of preschool and school children. The positive impact is in identifying and resolving emotional and social issues. Negative effects on the health of preschool and school-age children have also been identified. This is the formation of anxiety as a stable personality trait. Three blocks of causes of anxiety in children of preschool and school age have been identified. The first block of reasons concerns the low level of organization of preparation for the game. The second block includes the reasons that are a consequence of the low level of the game process. Subjective experience of participation of children of preschool and school age in the game is reflected in the third block of reasons "Negative subjective result of the game". Conclusions: The article summarizes scientific data on the need to take into account during play the levels of activity of preschool and school age children, their individual psychophysiological capabilities and the existing situational and personal anxiety. Also, three blocks of causes of anxiety during the game were identified (block I - during the preparation of the game; block II - during the game; block III - getting a negative subjective result in the game).

Summary It is known that early age is the main period of a child's physical, mental and personal develop ment. The most important issue in the organization of correctional and developmental work during this period is taking into account the peculiarities of mental development at an early age in children with visual pathology. Thus, this information ensures the use of adequate methods and techniques in the pedagogical process. In this regard, early diagnosis of the mental develop ment of a child with visual pathology at this age is of particular importance. Various methods are used to diagnose the mental development of visually impaired children of preschool and primary school age. Key words: preschool age, visual impairment, correction, compensation, diagnostics, correctional and developmental

The actual nutrition of the child population reflects the influence of both the socioeconomic conditions in the country and the local social environment of the child, while forming a reserve of adaptive opportunities and health in general. Aim. Analysis of the actual home nutrition of urban children of preschool and school age. Material and methods. A retrospective study was conducted to assess the actual nutrition of children and adolescents at home, living in the city of Perm. The method of 24-hour (daily) dietary recall for the weekend preceding the survey was used. Hygienic assessment of nutrition was made in accordance with the age physiological requirements. The observation group included children of preschool age and children who were studying in elementary, middle and high school. The total sample size was 717 people (351 boys and 366 girls). Results and discussion. The rations of all analyzed age groups were deficient in vitamins B1, B2, C, A, E and calcium, in addition to vitamin E, protein and total energy in preschool age. Nutrition was unbalanced by the content of macronutrients: against the background of a sufficient protein quota in total dietary calorie intake, an excess of fats along with a lack of vegetable fats, animal proteins and total carbohydrates were found. Consumption of individual products didn't always depend on the age. The main contribution to the daily calorie intake was made by inexpensive low-density foods - confectionery, sugar and fats (37-44% of energy). Products of mass consumption, bread, cereals and flour provided 21-25% of energy; milk and dairy products - 15% at a younger age and half as high in high school students; meat, poultry and fish, on the contrary, provided 15-17% in schoolchildren and less in the preschool age group; the share of fruits and vegetables was minimal in each of the age groups (3-6%). The actual diet of children and adolescents at home did not meet the physiological requirements. More than half of children had 3-fold meals, the intervals between meals reached 8 hours; the distribution of calories in meals was irrational, especially among older students, due to the increase in calorie intake in the afternoon. Conclusion. Home diet of urban children of preschool and school age on weekends did not comply with well-known principles and was associated with an irrational food set.

In the modern realities of martial law and quarantine restrictions, the issue of improving the physical and mental state of the population of Ukraine is being brought up to date. The problem of improving the health of children of primary school age deserves special attention.
 The purpose of the study is to investigate the influence of swimming physical culture and health classes on the physical condition of children of primary school age.
 Research organization: the research was conducted during 2022 in accordance with the thematic plan of scientific research of PDAFKiS for 2021-2025 on the topic "Theoretical and methodological foundations of training athletes in Olympic and professional sports" (state registration number 0121U108253).
 Research methods: theoretical analysis, generalization and comparison of literary sources, pedagogical experiment, methods of mathematical statistics.
 A total of 30 children of primary school age participated in the research. It was established that during 6 months of physical culture and health classes in the conditions of the pool, the average group indicators of physical development of children did not undergo significant changes and were within age norms. After conducting the pedagogical experiment, it was found that there were statistically significant changes (р˂0.05) in the level of flexibility development, there was also a tendency to improve indicators of strength, speed, speed-power abilities and endurance, but no significant changes were recorded. The analysis of children's physical condition after the introduction of swimming physical education classes with children of primary school age showed the transition of children to a higher level and a decrease in the number of children with low and below average levels.

Given that commercial complementary food (CF) can contain high levels of added sugar, a high consumption may predispose to a preference for sweet taste later in life. This study examined cross-sectional associations between commercial CF consumption and added sugar intake in infancy as well as its prospective relation to added sugar intake in pre-school and primary-school age children. In all, 288 children of the Dortmund Nutritional and Anthropometric Longitudinally Designed Study with 3-d weighed dietary records at 0·5 and 0·75 (infancy), 3 and 4 (pre-school age) and 6 and 7 years of age (primary-school age) were included in this analysis. Individual commercial CF consumption as percentage of total commercial CF (%cCF) was averaged at 0·5 and 0·75 years. Individual total added sugar intake (g/d, energy percentage/d) was averaged for all three age groups. Multivariable logistic and linear regression models were used to analyse associations between %cCF and added sugar intake. In infancy, a higher %cCF was associated with odds for high added sugar intake from CF and for high total added sugar intake (>75th percentile, P<0·033). Prospectively, a higher %cCF was related to higher added sugar intake in both pre-school (P<0·041) and primary-school age children (P<0·039), although these associations were attenuated in models adjusting for added sugar intake in infancy. A higher %cCF in infancy may predispose to higher added sugar intake in later childhood by virtue of its added sugar content. Therefore, offering home-made CF or carefully chosen commercial CF without added sugar might be one strategy to reduce sugar intake in infancy and later on.

Test for verbal fluency in children of preschool and primary school age

Objective. To determine the features of the distribution of antigens of the major histocompatibility complex in children of preschool and primary school age with atopic diseases.&#x0D; Materials and methods. Under observation there were children with a moderate course of the diseases such as atopic dermatitis, atopic dermatitis with concomitant persistent allergic rhinitis, independent persistent allergic rhinitis, atopic bronchial asthma. The patients were identified class I and class II antigens of HLA-complex.&#x0D; Results. The studies have shown that patients with atopic dermatitis had a high incidence of HLA B15, DRB1*13 and DQB1*0602-8: in patients suffering from atopic dermatitis with concomitant persistent allergic rhinitis HLA B12, B13 and DQB1 * 01; in patients with independent persistent allergic rhinitis HLA A10 and DQB1 * 201; in patients with atopic bronchial asthma HLA B18.&#x0D; Conclusions. Representation of these antigens of the HLA complex in the tissues was associated with an increase in the risk of atopic diseases by 2.34.6 times.

У доповіді висвітлено впровадження технології психолого-педагогічного проєктування взаємодії дорослого з дитиною «Радість розвитку» у рамках дослідно-експериментальної роботи всеукраїнського рівня «Психолого-педагогічні умови становлення ціннісних орієнтацій дітей в ігровій та навчальній діяльності освітньої системи «Радість розвитку». Описано концептуальні ідеї та завдання дослідження. Центральною і головною ідеєю у впровадженні освітньої системи «Радість розвитку» є твердження, що життєорганізація ігрової та навчальної діяльності дитини від 2 до 12 років у межах тематичного циклу дає змогу реалізувати психолого-педагогічні умови свободи й прийняття дитиною цінностей, які є механізмом активності, творчої діяльнісної самореалізації та самопрезентації. Виокремлено не тільки зовнішні (соціально-педагогічні), а й внутрішні (психологічні) фактори впливу на процес прийняття дитиною соціально значущих цінностей. Наведено поточні результати науково-дослідної роботи. Наголошено на високому ступені невизначеності, варіативності, змінюваності розвивальних умов і необхідності визначення балансу методичних прийомів, методів, форм роботи з дітьми дошкільного та молодшого шкільного віку.

The article deals with the problem of psychological help to children who suffered as a result of crisistraumatic events in Ukraine. These threats usually cause intense fear in situations where children witness or possibly become victims of brutal violence in their habitual living, witness the destruction of property (homes) and are forced to flee in panic. Psychotherapeutic work with a child who has experienced psychotraumatic events involves helping him to restore a sense of security, which is largely ensured by the appropriate construction of a psychotherapeutic relationship, and is also strengthened in connection with the opportunities that the child receives in the process of creating a safe environment with the help of visual materials . The article discusses typical behavioral reactions of children to mental trauma. One of the most effective means of preventing and overcoming mental trauma is the use of art therapy methods, among which fairy-tale therapy plays an important role. Fairytale therapy helps children get rid of complexes, find a way out of a difficult situation, not to lose their strength of spirit and faith in good, because evil is always defeated. Fairy tales cause an intense emotional reaction. Thanks to fairy-tale therapy, the child will be able to survive difficult psycho-emotional states and experience the process of observing military actions, forced escape from home, adaptation to a new place of living. The materials presented in the article are addressed to psychological and pedagogical workers and parents who work with children of preschool and primary school age or raise their own. An algorithm for creating a therapeutic fairy tale is provided, thanks to which specialists will be able to compose therapeutic fairy tales themselves and provide assistance to children. Informational material will help adults find the right words when communicating with a child to describe their feelings, explain some difficult things, and, most importantly, restore strength and resources for further feelings of peace, stability and joy.

The purpose of this study is to report the effectiveness of ergotherapy and occupational therapy activities included in upbringing and education of children and youths with disabilities that use the social service "Family-type accommodation center". Materials and Methods: The study included 37 users using the relevant social service in the Municipality of Pleven, distributed by age groups and degree of disability. A survey was conducted with 26 employees in these Centers to determine the impact of the program on consumer development. Tests were performed to assess the skills for independent daily life. The obtained results were processed statistically to determine their significance. Results: The data from the study show a statistically significant positive impact of the selected ergo- and occupational therapy program in children and young people with disabilities raised in Family-type Centers, and is most significant in children of preschool and primary school age. The improvement in young people with severe physical and mental disabilities is expected to be insignificant, but the results of the survey of employees show a positive effect on their psycho-emotional state. Conclusion: Inclusion of an appropriate ergo- and occupational therapy program in the upbringing and education of children and young people with disabilities, who are in a disadvantaged social position and use social services, has a favorable impact on the formation of their skills for independent living.