The article considers the problem of social and pedagogical assistance to children who are victims of bullying. Its purpose is to analyze the content of social and pedagogical assistance to children who are victims of bullying in an educational institution. Different positions on the phenomenon of bullying and bullying structure are presented. Features and characteristics of bullying victims are analyzed. A portrait of a potential victim of bullying is presented through the definition of typical signs of a victim of bullying, emotional background and behavior of victims of bullying. The characteristics of the types of victims of bullying (passive, provocative, chronic), symptoms of bullying, signs of impact on the health of students, the consequences in future adult life. It is determined that assistance to children victims of bullying is an important area of social and pedagogical work, should be comprehensive and multilevel, not limited to work with a child who has become a victim of school bullying. The stages of social and pedagogical assistance are analyzed: diagnostic; individual assistance to students who are victims of bullying; group work, which is based on the system of interaction of students, class teacher, teachers and class, parents of bullies. It was found that social and pedagogical work with victims of bullying should be carried out using both traditional and innovative methods of work: conversations, individual consultations, correctional and developmental classes, group classes with elements of training, communication hours, etc. Because bullying is a deliberate, group, conscious, and organized process, it cannot be stopped without the intervention of professionals (educators, psychologists, social educators) and parents. This involves purposeful anti-bullying work, which requires the involvement of all available resources of the educational institution and the child’s environment.

The Russo-Ukrainian war intensified the issue of leadership among officers and commanders, encouraged them to show their best qualities and show a high level of professionalism on the battlefield. The article deals with the portrait of a true commanderleader, clarifies his/her main characteristics and skills that ensure the effective implementation of military and professional tasks and leadership of subordinate personnel, in particular in combat situations. A true commander-leader, capable of leading personnel, making difficult decisions and acting effectively in the face of challenges and threats, motivating subordinates to purposeful actions and heroic deeds, today is a symbol of faith, trust and victory. A true commander-leader is described as a combatant who is always close to his men in battle, is tested in battle, and able to overcome fear and failure of subordinates, strengthens their mental stability, instills in them faith in victory, purposefully moves to success, achieving tactical and strategic goals with his team. The ability of the commander-leader to work under conditions of uncertainty and new challenges, in particular during hostilities, possession of undisputed leadership qualities, oratory is described. It has been found that a true commander-leader is able to train new leaders, he knows and understands that the success of a combat mission is not only the result of his command of the unit, but also the work of the entire team. It is proved that the commanderleader bears full responsibility and makes effective decisions, enjoys considerable respect among subordinates and is fully committed to his work. The article gives examples of real commander-leaders who today successfully manage personnel on the battlefield and lead Ukraine step by step to victory. It is emphasized that the commander’s possession of these qualities and skills allows an officer to be an effective leader and leader in a military unit, to form a team led by him in order to ensure successful combat missions, including in direct threat to life and health of servicemen.

The article is devoted to the problem of pedagogical skills formation, which belongs to the category of those that do not become relevant over time, but simply do not lose it. The modern student (cadet) needs a modern teacher – a leader who achieves success and is able to teach it, who is highly motivated and works for results. The teacher is an example to follow and should reveal student potential give him the tools for professional development, self-affirmation and self-realization in professional activities. The purpose of the article is to determine the factors of pedagogical skills formation of a higher military educational institution teacher. Differences in the requirements for a higher military educational institution teacher are revealed and its explanation is given. He must develop current critical thinking, the ability to recognize and decode the fake messages, make informed decisions, resist information pressure, analyze and act in unusual situations, choose the best approaches to solving problems, and teach the student. It is proved that the factors of pedagogical skills formation are personality traits that should be inherent in every potential teacher, are the basis of pedagogical skills and lay its foundation, determine the propensity for pedagogical activity and continuous professional development, achieve high results, characterize the level of teacher professional military training. On the basis of scientific works theoretical study and own empirical experience of training and advanced training of higher military educational institutions teachers, among the factors of their pedagogical skills formation the following are allocated and characterized: pedagogical abilities, pedagogical orientation, erudition, high cognitive activity, personal qualities, leadership qualities, need for professional development, the desire for self-affirmation and self-realization in scientific and pedagogical activities, pedagogical reflection, high military-professional training, combat experience.

The problem of development of moral position as a personal phenomenon and integrative education in older preschool children is relevant given: lack of domestic theoretical and experimental research on the analysis of the basics of development of preschoolers’ values to themselves, partners and joint activities with them; the importance of implementing a comprehensive approach to the organization of value – oriented interaction of preschoolers with peers; lack of methodological support for the development of a child 5–7 years as a subject of moral position, able to analyze the consequences of their own actions, make appropriate adjustments to their decisions and behavior, todevelop basic forms of adequate self-esteem. The article is devoted to the disclosure of the content and structure of the leading category, the definition of criteria and indicators for the development of moral position, the characteristics of its typology, the coverage of the program of optimization of the educational process in ZDO. The purpose of the article: to theoretically substantiate and experimentally determine the features of development in the senior preschool age of elementary forms of moral position as an indicator of the subjectivity of the child in joint activities with peers. Methods: analysis and generalization of data of philosophical, psychological and – pedagogical literature on the researched problem; theoretical modeling in order to create diagnostic tools; observations, conversations, projective methods, organization of situations of moral choice. Results. The main results of the preliminaries were: the value of the structure of the moral position as a special phenomenon of the integrative nature; breakdown of criteria for assessing the development of preschool senior preschool students; concretization of indicators of skin criterion in protocols; the establishment of a comprehensive diagnostic  methodology, adequate to the subject of advancement; characteristic of the author’s typology of the moral position of children of 5–7 years, to the warehouse which has gone to the warehouse with a somewhat reflective, socially-oriented, destructive-demonstrative and glaringly cunning tipi; development of programs for optimizing the life of preschool children, directing on the activation of the centralized interaction of preschool children with the same pages in the minds of the educational institution; The value of criteria for evaluating the effectiveness of optimization programs (positive dynamics of changes in the quality of indicators and indicators of fewer children of the day, analyzing theinheritance of their own business and success in them). Originality. For the first time: the author’s variant of criteria of an estimation of a degree of development at children of senior preschool age of a moral position in relations with peers is offered; the author’s typology of the studied phenomenon is characterized; the individual features of the representatives of the conscious-reflexive, socially-oriented,  estructive-demonstrative and contemplative-evasive types are determined; developed an original program to optimize the lives of children 5–7 years in order to progressively develop their moral position in relationships with peers. Received further development: conceptual  approaches, diagnostic tools and technology for optimizing the phenomenon under study. Conclusions. In the study, the moral position is qualified as a complex personal formation that reflects the world of moral values of a child 5–7 years. The moral position is evidenced by the independent and responsible choice of the preschooler as an active subject of their own decisions and actions, the ability to analyze them, make  adjustments, adequately evaluate. Criteria for assessing the degree of formation of the moral position of preschoolers in relationships with peers were: self-esteem, respect for the partner and a responsible attitude to the process and results of joint action. The author’s typology of the moral position of the studied 5–7 years is characterized, which included: consciously-reflexive, socially-oriented, destructive-demonstrative and contemplative-evasive types. program for optimizing the process of developing the moral position of preschoolers,aimed at organizing their value-oriented interaction with peers, training in the ability to analyze and evaluate the consequences of their actions, independently and responsibly self-determine, make their own moral choices.

The subject matter of this article is fundamental problems connected with school preparation education as the intermediate link of preschool and primary education. The aim of the paper is to investigate theoretical aspects of school preparation education and reveal main ideas relating to the implementation of successive connections in the organization of musical education in preschool and primary education. It is determined legal bases of school preparation education and strategy of its development in the context of Ukraine’s movement to the European educational space. The essence of concepts «school preparation education», «succession», «musical education» is clarified the article. Due to the analysis of the academic literature it is highlighted the aim and the main tasks of the school preparation education: the aim of thiseducational unit lies in the necessity of implementing principle of the succession ofeducation by ensuring the integrity of the process of education development of senior preschoolers and junior schoolchildren, providing children with equal development opportunities during their preparation for school. It is pointed out correlation between the main categories of school preparation education, namely: succession, perspective, readiness of a child to study at school, succession of education and their coherence in relation to the purpose of preschool education. It is the importance of the succession in musical education. Musical education is defined as the process of achieving certain aims at certain age: formation of musical culture principles, development of children musical abilities to develop child`s creative personality. It is stated that the principle of succession in musical education is to be based on the complication of musical thinking. The tasks of musical education that have common character with preschool and primary school education are formulated in the article. Due to the analysis of programs on musical education at preschool institution and primary school in terms of New Ukrainian school the discrepancies in ensuring of succession in musical education are singled out. It is emphasized the necessity of more thorough preparation of programs on musical education.

The purpose of this study is to highlight the theoretical foundations of the formation of performing reliability of the future music teacher in the process of professional instrumental and performance training. The leading provisions of personality-activity, acmeological, and axiological approaches were chosen as the methodological basis of the study. Based on the study and analysis of scientific and methodological sources, we consider the concept of "performing reliability" as a necessary component of the performing skills of a music teacher, as a relatively stable personal development, established through theacquisition of musical-theoretical knowledge, mastery of musical-performing, interpretive, and stage artistic skills. The results indicate that students who are giving priority to higher motives of musical activity, awareness of the importance of such a personal development as performance reliability, which is a necessary component of professional competence of the future music teacher, stimulate students to expand their own instrumental and performancecapabilities, to self-improvement of personal will and professional qualities. The scientific relevance of this study lies in substantiating of the basics of formation of the musical activity motivation, the conditions which, according to the author, will promote success of this process in the course of instrumental and performing educational activity are outlined. The author offers a general way of forming performing reliability, which consists in the optimal pedagogical interaction in directing the individual to the internal awareness of the purpose of the activity as personally significant ones. This leads to the predominance ofhigher meaning-making motives, such as self-improvement and self-actualization in the modern society.

Introduction. There is a shortage of research on the problem of development in the early ontogenesis of the value attitude to the results of practical activities. The content and structure of the leading category are determined, criteria and indicators for assessing the development of the personal phenomenon are developed, the author’s typology is proposed, psychological and pedagogical conditions for optimizing the educational process are characterized. The purpose of the article: to substantiate the phenomenon of value attitude to the results of practical activities, to characterize the indicators of assessment of the extent and nature of its development in preschoolers, to present the author’s typology of the phenomenon and psychological and pedagogical conditions for optimizing the educational process Methods: analysis and generalization of data of philosophical and psychological – pedagogical literature; observations, conversations, modeling of experimental situations. The main results. The content of the value attitude to the results of practical activities as the ability of preschoolers to consciously accept the goal, to make realistic assessments of the objective and subjective characteristics of the result, to show independence,creativity and motivation to achieve. Criteria for assessing the phenomenon have been developed, the author’s typology has been characterized, which includes: constructive, contradictory, conformal and destructive types. The psychological and pedagogical conditions of optimization of the educational process aimed at the development of consciousness and behavior of the preschooler as an active subject of life are determined. Originality. For the first time: criteria for assessing the types of values of preschoolers to the results of practical activities and indicators of each are determined; the author’s typology is created and the peculiarities of the subjective behavior of the representatives of each type are characterized; psychological and pedagogical conditions of optimization of educational process in ZDO and family are substantiated; key research concepts, diagnostic tools and technology for optimizing the studied phenomenon were further developed. Conclusions. The content of preschoolers’ value attitude to the results of practical activities is determined, which is evidenced by their ability to consciously accept the goal, make realistic prognostic and retrospective assessments, achieve success, show independence and inclination to creativity. The types of development of children’s 5–7 years of value attitude to the results of activity are characterized – constructive,contradictory, conformal and destructive and effective psychological and pedagogical conditions of development of the studied phenomenon in the conditions of preschool institution and family.

The article substantiates the expediency of studying the biography and work of I. Hasprynskyi in the lessons of Ukrainian literature in the classes of philological profile inconnection with literary and non-artistic facts; the peculiarities of biographical, historical, literary, culturological, social context as a method of analysis and interpretation of the program text «Arslan-kyz» are determined. The literary context is outlined in terms of clarifying the semantic and formal features of «Divchyna-Levytsia» as a work of debatable genre nature (historical narrative, story, legend, utopia), «subtextual context» (actualization of Aesopian language, hidden expression in the works of the artist ), «Metatextual context» (comparative analysis of Guljemal and Jeanne d’Arc as characters formed against the background of historical circumstances, in particular according to the literary biography of I. Koshelivets «Jeanne d’Arc»), contexts of literary concretization of «Divchyna-Levytsia», reception works of I. Hasprynskyi in different epochs (A. Krymsky, Y. Kandym, M. Dzhemilev, O. Slonovskaya, etc.). It has been observed that the codes that reveal the context of the historical story «Divchyna-Levytsia» have intensified in modern historical conditions (news of Chinese secret camps for Uighur Muslims has gained wide public resonance; in annexed Crimea, Russia again pursues discriminatory policies against indigenous peoples; deportation of Crimean Tatars by the Soviet regime from Crimea Ukraine, the world remembers the victims of genocide, condemns the actions of the current occupiers, which encourages teachers and students not only to discover additional meanings and meanings of the historical story «Arslan-kyz» infinite. Perspectives of the method of research of the system of contexts – in-depth study of Ukrainian literature (students search for additional information, need for explanations, comments), updating the meaning of what is read through inclusion in new contexts of the humanities; mastering the competencies of understanding one’s own national identity, open attitude to the diversity of cultural expression of others, etc. (personally significant context).

The article examines the features of conflict resolution through mediation. The goal of the article is to get acquainted with the stages of mediation, which are the key to aquality mediation process. The article uses descriptive methods and a method of analysis of scientific literature. The result of the study is the systematization of information about the stages of mediation. It is noted that the cases of successful conclusion of negotiations between the parties of the conflict in the format of mediation alone are the exception rather than the rule. The main reasons for this situation is the lack of a legally established mechanism of mediation and the lack of theoretical and practical research on this topic. Scientific novelty is that the problem of mediation has been further developed. Therefore, the problem of mediation is especially relevant in Ukraine today. It is noted that the purpose of mediation is to focus on reaching a mutual agreement, consensus, making a joint decision that will satisfy both parties of the conflict. It turns out that mediation has a well-organized sequence of steps that are mandatory for the success of its entire process. The practical significance is that the information presented in the article can be used in practical mediation. Traditionally, mediation consists of several stages, and each of the stages has its own specific goals and objectives. Mediation like negotiations begins with the development of a procedure, rules of procedure and determination of the sequence of work and responsibilities. This is done at the stage of entering into mediation. Then the next stage of mediation begins – the presentation of the parties. This is followed by a discussion on the development of issues of negotiations. If the result fails to agree on the issues to be discussed, the mediator uses a caucus and talks to the parties individually. After working out the issues, they move on to the following stages: discussions on drafting proposals and preparing a draft agreement. The final stage of mediation is withdrawal from mediation. Its main goal is to create an understanding among the parties of what they will do when the mediation is over.

The article deals with the problem of increasing the productivity of literature study via various approaches to literary text analysis. The author argues that event-based and compositional approaches can be used from 5th-6ths grade: during this period, students are better at dealing with concrete facts rather than the abstract. Chronotope analysis facilitates the development of students’ ideas about time and space and should be offered in the 9th-11th grades. Image-based analysis (7th-11th grades) helps broaden the understanding of individuals’ internal world. Verbal image analysis best reveals the nature of literature as a verbal art in the 5th-11th grades. Problem- and topic-basedanalysis helps intensify intellectual activity and is most useful in the 9th-11th grades when students develop an interest in important philosophical issues. The highest level of the problem- and topic-based analysis is the conceptual and philosophical analysis (9th-11th grades). The productivity of the learning process increases due to the use of philosophical categories by the students. Structural and stylistic analysis helps realise one of the key principles – the study of literature from a historical and genealogical perspective. Genre analysis is universal and is first offered in the 5th-6th grades. Event-based analysis is useful for short prose texts with one plot line. Compositional analysis – for texts divided into acts and chapters. Chronotope analysis should be used in the case of texts where time and space have an important conceptual meaning. Verbal image analysis is best suited for poetry, fragments of prose texts and drama. Problem- and topic-based analysis as well as the conceptual and philosophical analysis are useful tools for understanding author’s philosophical system. Structural and stylistic analysis helps establish connections between literary material and stylistic processes,whereas genre analysis enables the most comprehensive evaluation of the literary text.