ВИКОРИСТАННЯ ЗАСОБІВ МЕДІА В ОСВІТНЬОМУ ПРОЦЕСІ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

Relevance. The relevance of the article lies in the fact that the plans and strategies are the primary and most important condition for the self-fulfilment of the individual. Psychologists and teachers have recognised that the personality development is the most effective tool in the context of the educational system. Purpose. The aim of this research is to explore the concept of self-fulfilment, to consider the ways of self-fulfilment of the individual, as well as to develop practical recommendations for the development of the foundations of self-fulfilment among senior preschool children. Methodology. The methodological structure of this research encompassed the theoretical approaches of scientific understanding. Synthetic, analytical, induction methods were used. Results. Academic works on the subject matter were analysed in this study, including scientific papers on self-fulfilment and preschool education of senior preschool children. In the course of this study, the authors have defined the concept of self-fulfilment. The features of an effective educational environment for the successful self-fulfilment of a child were analysed. The main ways of organisation of children's activities in preschool educational institutions were discussed. Thus, some practical recommendations were developed for the development of the foundations of self-fulfilment among senior preschool children. The main approach for the development of the foundations of self-fulfilment was determined by creative activity. Conclusions. In conclusion, the study underscores the importance of establishing pedagogical conditions that foster the foundations of self-fulfilment among senior preschool children. By defining the concept of self-fulfilment and identifying key features of an effective educational environment, the research provides practical recommendations that emphasize creative activities as a primary approach. The findings from the research can be applied in the progression of concepts, programmes and models in innovative educational institutions, as well as become the foundation for teaching aids for students of pedagogical colleges and pedagogical institutes. Keywords: preschool education; pedagogical activity; pre-schoolers; personal development; creative activity

The article considers the issue of professional training of future educators for the study of fairy tales of the peoples of the world by children of senior preschool age in the conditions of the information and communication space. The authors substantiate the importance of studying fairy tales of different cultures for the comprehensive development of children of senior preschool age, the formation of their worldview, moral qualities and intercultural competence. The effectiveness of integrating information and communication technologies into the educational process of a preschool educational institution is studied, which significantly increases its visualization, interactivity and immersion in the world of a fairy tale. Special attention is paid to the analysis of methodological tools that can be used to form the necessary knowledge, skills and abilities in the use of ICT for visualization, interactive presentation and creative processing of fairy tale material in preschool students. The experience of the author’s team in the context of training higher education applicants to use the potential opportunities of ICT in the formation of intercultural competence of children of senior preschool age is highlighted, in particular, examples of the use of digital resources for studying fairy tales of the peoples of the world by children of senior preschool age (interactive e-books, educational videos, audio tales, game educational platforms) are presented, as well as innovative services such as Animated Drawings and Google Earth Voyager. The scientific work presents the results of a survey of students, which revealed their interest in integrating ICT into the educational process, and also identifies key aspects that require increased attention during preparation. It was found that students see the importance of developing skills to adapt digital resources to the age characteristics of preschoolers and use them to develop intercultural communication. The structure of the methodological toolkit for training future educators is substantiated, which includes theoretical, practical, methodological, and project components. It is summarized that the integration of fairy tales of the peoples of the world using ICT is a strategically important direction in the training of future educators of the new generation. Prospects for further scientific explorations are identified regarding the study of the impact of ICT on the development of intercultural competence of future educators and, accordingly, preschoolers, as well as the creation of clear criteria and tools for assessing the readiness of future educators to effectively use ICT for organizing fairy tale therapy with preschool children, as well as for diagnosing their emotional state and development.

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Rapid socio-political changes in the life of modern society make it necessary to prepare children for the development of social relations and various types of behavior in society from an early age. Such qualities as the ability to manage their behavior and ways of communication, the ability to choose appropriate behavior, orientation in new circumstances, a sense of their place among other people is the sphere of social development of the child, which contributes to their social well-being. The effectiveness of the implementation of the outlined tasks of social development of preschoolers is largely determined by the establishment of interaction between preschool education institutions and families of pupils. Only close relations of the preschool education institution on the basis of cooperation with the family provide conditions for the full process of socialization of the preschool child. Our research allowed us to find out the existing problems in socialization of the majority of children of senior preschool age, in particular: unformed ideas about "approved", "acceptable" and "unacceptable" forms of behavior; inability to establish and maintain positive relationships with others; short-term and unstable relationships with peers; unformed positive attitude to society and themselves; inability to solve problem situations. Purpose of article is to substantiate the psychological and pedagogical conditions for the socialization of the personality of a child of senior preschool age in the process of interaction between the family and the institution of preschool education. To achieve this goal, a number of theoretical and empirical methods were used: theoretical: analysis, systematization, and generalization of theoretical data presented in the psychological and pedagogical literature; empirical: a survey of educators using the method of T. Repina (2004), sociometric study "Birthday", observation of children's behavior in joint activities and games. In the process of organizing the work, the following methods and techniques have proved their effectiveness: organization of positive communication between parents, educators and children; involvement of parents in assessing the child's progress, forecasting the prospects for the child's development; encouraging parents to participate in joint work with the child and the teacher, the staff of the preschool institution; active listening to parents, trying to understand their problems, to help make a well-grounded pedagogical decision; building friendly, optimistic, cordial relations with parents.

The article substantiates a pedagogical technology for the formation of environmentally appropriate behavior in preschool children within preschool education institutions. The concept of environmentally appropriate behavior is revealed as an integrated personal formation that combines motivational, cognitive, emotional–value-based, and activity–behavioral components. The structural components, criteria, and indicators of the formation of environmentally appropriate behavior in senior preschool children are identified. The content, forms, and methods of implementing the technology are described, integrating educational and cognitive, environmental protection, research and creative, and play-based activities. The role of partnership interaction between educators and parents in fostering children’s responsible attitudes toward the environment is substantiated. The potential of information and communication technologies and environmentally oriented didactic games is highlighted. The results of the implementation confirm the effectiveness of the technology in developing environmental knowledge, value orientations, and practical skills of environmentally appropriate behavior in preschool children. Prospects for further research are outlined, particularly in terms of integrating environmental education with other areas of preschool education.

The article reveals the essence of artistic and creative competence and the pedagogical conditions for its formation in children of senior preschool age in a preschool educational institution. The key artistic and creative competence is interpreted as the ability of a child to practically realize his artistic and aesthetic potential to obtain the desired result of creative activity on the basis of developed emotions and feelings for the types of art, to elementary apply artistic skills in life situations during educational and independent activities. The main types of a preschool child's artistic and creative competence are determined as musical, theatrical, artistic and productive, etc. Three organizational and pedagogical conditions for the formation of artistic and creative competence of children in a preschool educational institution are distinguished: 1. Creation of an emotionally attractive poly-artistic environment as a platform for developing the motivation of the child's artistic and creative activity. 2. Ensuring the sequence of “perceive – know – create” in all types of artistic activity. 3. Focus on the formation of artistic and creative competence in all organizational forms of artistic activity of children in a preschool educational institution. The importance of the comprehensive application of the specified conditions for the formation of artistic and creative competence of children in preschool educational institutions is emphasized.

The article substantiates scientific approaches to modeling the development of divergent thinking in senior preschool children using Dienesh blocks. The main components of the model are considered: target, organizational-pedagogical, control-evaluative and resultative. The target component contains the goal (stimulating senior preschool children’s divergent thinking development using Dienesh blocks) and the task (encouraging children to create original constructions from Dienesh blocks, using new combinations; encouraging them to adapt constructions to new conditions, changing them in accordance with the given requirements; encouraging them to find non-standard ways of using blocks to solve problems; stimulating them to generate several solutions in a limited time quickly) of the developed model. The organizational-pedagogical component outlines the principles that contribute to involving children in the process of research, analysis and creativity; stages of effective use of Dienesh blocks; pedagogical conditions for its practical implementation. The control-evaluative component contains elements of diagnosing the development of divergent thinking component in children of senior preschool age – criteria and their indicators. The levels of tracking the dynamics of divergent thinking development in children of senior preschool age are determined – initial, optimal, creative. The resultative component reflects the expected result from the implementation of the model – positive component dynamics of divergent thinking development in children of senior preschool age using Dienesh blocks. Key words: divergent thinking, Dienesh blocks, children of senior preschool age, development, model.

The presented article shows the need for the development of self-organization in children of senior preschool age, as well as the importance of the teacher’s purposeful work on the development of the structural components of self-organization (goal-setting, planning, situation analysis, correction and self-control) with preschoolers in the process of physical culture and health-improving activities. The stages of development of self-organization in children of senior preschool age during the implementation of various types of physical culture and health-improving activities are reflected, mechanisms for the development of structural components of self-organization in senior preschoolers are shown in accordance with the stages of their development. The plan of selection of a system of means and methods for the development of structural components of self-organization in children of senior preschool age in various types of sports and recreational activities is proposed. The criteria for the development of self-organization in children of senior preschool age, as well as the levels of its assessment (low, medium, high) are determined

The article provides an analysis of gender roles and gender stereotypes in children of senior preschool age, as well as an analysis of changes in the social structure of society, which are reflected in the thinking and behavior of children of senior preschool age. The materials present the results of a study of the specifics of the formation of gender roles and gender stereotypes in children of senior preschool age, empirically showing the child’s awareness of his belonging to a particular gender and the formation of corresponding gender roles and gender stereotypes in a child of senior preschool age. These ideas have a strong influence on the future behavior and worldview of children of older preschool age.

The actualization of the creative imagination is considered as one of the key problems of developing preschool education. The purpose of the study was to identify the features of the development of creative imagination, as the basis for designing individual educational routes for children of senior preschool age. The sample consisted of children of the senior preschool age of preschool education organizations of Irkutsk — 45 children. In the study standardized methods were used: V. Sinelnikova, V. Kudryavtseva under the title "How to save the hare", as well as the technique of E. Tunik "Consequences of situations", O.M. Dyachenko "Finish drawing of figures". The results of empirical research have shown the prevalence of medium and low levels of development of creative imagination. Low level of creative imagination was revealed in 40% of children, average in 44% and high in 16%. Characteristic features of the creative imagination of senior preschoolers are: insufficient detail of images, a small productivity of ideas, difficulties in solving problem situations, lack of independence in the implementation of ideas. The article discusses the revealed tendencies in the development of the imagination of modern children, which differ somewhat from the data previously presented in the psychological literature. An effective means of developing the skills of preschool children to overcome problem situations and resolve them, as well as the ability to anticipate the consequences of the situation on the basis of its recreation and imagination is to create conditions for story-role games in groups. According to the research, it turned out that the availability of gaming equipment reaches just over half of the recommended list of gaming equipment in groups. The longevity of the environment, we believe, is also a factor of the scarcity of the development of creative imagination, as the highest mental function in preschool childhood.

The article substantiates the current problems of raising independent children of senior preschool age in game activities. It has been established that upbringing of preschoolers consists in self-control of their activities, shortcomings and defects. Behind this short definition stands a huge number of abilities and skills: organizational, general-speech, cognitive, control-evaluative, that a child should acquire. It has been proved that in order to work independently, a child of senior preschool age must be able to organize his work, carry it out rationally, check the quality of the work done.Indicators of a child’s independence are outlined, which are reflected in three components: cognitive (knowledge, rules, norms, ideas about one’s traits and skills); emotional-value (a system of feelings related to one’s own states, needs, self-esteem, personal meaning); behavioral (willingness to act in a certain way, the ability to regulate one’s own behavior, analyze the situation and personal values). It has been established that each of these components is particularly important for the formation of the “self” of an individual. The leading importance of game activities in the structure of cognitive tasks is analyzed, attention to the wide use of the game environment enables children to show all forms of social and cognitive activity.One of the peculiarities of building children’s independence is the ability to make free choices, which is associated with self-development and self-creation. The basis of the choice of a child of senior preschool age is always game activity. Children are characterized by the desire to take on the role of an “adult” – this is where their desire for independence is manifested. While playing, they try to bring into the game what they observe in the surrounding life.It has been established that the ability to act quickly in new social conditions depends on the communication abilities and skills of senior preschool children, the sufficient level of which allows the child to be confident in himself. Throughout preschool childhood, children develop a need for communication with an adult, inclusion in various types of game activities, which contributes to the formation of an emotional and value attitude to reality and to oneself, self-knowledge, self-affirmation, assimilation of humanistic values, development of creative abilities and imagination. Keywords: independence; upbringing; children of senior preschool age; game activity; cognitive independence; communication abilities and skills; self-development; self-knowledge; self-affirmation; assimilation of humanistic values; development of creative abilities and imagination.

Imaginative thinking is the main type of thinking in children of senior preschool age. The state of its formation largely determines the success of children in acquiring knowledge, forming skills and abilities following the Basic Component of Preschool Education, and in the future, the requirements of school curricula. The study aims to outline the results of the research on the state of formation of figurative thinking in older preschool children with speech disorders in comparison with children with typical speech development. The following methods of scientific research were used in the study: Analysis and synthesis of scientific and methodological literature on the research problem, experiment, testing, comparison, and quantitative and qualitative analysis of the experimental data. According to the results of the diagnostics carried out according to the author's methodology, which is based on a modification of the study of figurative memory, it was found that children with speech disorders have an insufficient level of figurative thinking, especially its topological, projective, ordered, and compositional substructures. These results indicate that children have difficulty creating mental images of objects or phenomena, operating with previously created and stored images, as well as analysing, synthesising, abstracting, mediating, comparing, and generalising perceived information. These difficulties are at the heart of the problems with preparation for studying at the New Ukrainian School. The practical value of the work is to inform specialists of special and inclusive preschool education institutions about the specific features of the state of formation of imaginative thinking in older preschool children with speech disorders. The results of the study can be used for the development and implementation of methods for the formation of imaginative thinking in senior preschool children with speech disorders

Generalization of theoretical bases of ecological education of preschool children and substantiation of necessity of ecological education as an integral part of educational process. Study of the peculiarities of the formation of environmental worldview in children of older preschool age. The levels of development of ecological upbringing in preschool children were theoretically substantiated. The pedagogical conditions of formation of nature protection worldview at children of senior preschool age the course of ecological education are theoretically substantiated.Key words: environmental education, ecological culture, environmental education, preschooler, subject-spatial environment, preschool education institution.

Considering the current situation in the educational space of Ukraine, the teacher should cultivate in the younger generation the ability to analyze, think critically, find solutions to problems, develop a personality capable of taking responsibility for their own actions and deeds. In this context, the problem of independence education is relevant, significant both in theoretical and practical aspects. We associate perspective ways of research with the study of the implementation of modern scientific approaches to the transformation of the pedagogical process, increasing attention to the personality of the child as an agent of cognitive activity, providing him with freedom of choice of activities and forms of participation in it, democratization of the educational process on the basis of cooperation between teachers and pupils, differentiation of education and training, development of flexible pedagogical technologies that best meet the needs and capabilities of pupils, in their independent mastering of various aspects of life. In this context, problem tasks that put the child in a situation where he/she is encouraged to use various methods of mental activity (comparison, analysis, synthesis, classification) are of undeniable value. This activates independence, the ability to find ways to solve problems, draw conclusions and generalize. Therefore, the aim of the study is the search for effective ways to form independence in children of senior preschool age. Studying the formation of independence as a basic personal quality in children of senior preschool age, we were guided by the fact that the independence of children of this age group is best manifested in new unfamiliar situations. By solving them, children can demonstrate independence of thought, originality of ways to solve the problem. In the light of this, we took into account the children's interest in independent actions in the conditions of choosing between the new and the familiar; independence and autonomy of actions in relation to the adult; ways of solving the problem; the result of the activity. As a result of the experimental study, we found that a significant number of children in the experimental group do not realize the possibilities of independence and do not reach the optimal level of its formation. The search for ways to solve this problem made it possible to identify effective means of forming independence in children of senior preschool age, among which a special place is occupied by problem solving tasks. They put children in the conditions of practical search for a solution to the problem, which pushes them to search independently, awakens the child's opinion, forms non-standard thinking. Such tasks encourage children to express their original ideas, to analyze problematic and ambiguous situations, to establish cause-and-effect relationships, to think over the situation, to build hypotheses, which also stimulates independence of thinking, flexibility of mind, develops creative abilities of the child. Thus, problem-bases tasks effectively influence the development of preschoolers' independence as an integral quality of personality.