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Modern European Researches (2016) Issue 2, 112 P MODERN EUROPEAN RESEARCHES (2016) ISSUE 2, 112 P. Modern European Researches Journal is the peer review journal, which reflects the most outgoing scientific investigations in such fields of knowledge, as pedagogy, education and training, comprehensive study of human, psychology, social problems of medicine and ecology; philosophy, sociology, political science, jurisprudence, economics; language and literature study, study of art, study of culture. EDITORIAL BOARD Olga Bermant-Polyakova, PhD, Israel Tatyana Fedotova, PhD, Professor, Ukraine Alla Gabidullina, PhD, Professor, Ukraine Pavel Gorev, PhD, Associate Professor, Russia Mariya Greb, PhD, Associate Professor, Ukraine Inna Kalita, PhD, Czech Republic Natalya Korableva, PhD, Associate Professor, Ukraine Nikolay Kotryahov, PhD, Professor, Russia Kanat Lakbaev, PhD, Associate Professor, Kazakhstan Galina Nekrasova, PhD, Professor, Russia Aleksander Nosov, PhD, Professor, Russia Gennadiy Senkevich, PhD, Associate Professor, Ukraine Samvel Sukiasyan, PhD, Professor, Armenia Eugene Vechtomov, PhD, Professor, Russia Elena Visotskaya, PhD, Professor, Ukraine Miloslava Zinovkina, PhD, Professor, Russia EDITORIAL ADDRESS SEEBURGSTRASSE 7, 5201 SEEKIRCHEN AM WALLERSEE, SALZBURG, AUSTRIA [email protected] ISSN2311-8806 Authors are responsible for accuracy of the information, contained in the articles. Editorial opinion can differ from opinion of authors. If reprinted, the reference to the journal is required. © All Rights Reserved Printed in Austria, 2016 ISSUE 2, 2016 3 CONTENTS CONDITIONS FOR DEVELOPMENT PROFESSIONAL COMPETENCE OF PRESCHOOL TEACHERS TO INTERACT WITH PUPILS’ FAMILIES Valentina Abashina 6-9 PHILOSOPHICAL BASES FOR SOCIAL-PEDAGOGIC ACTIVITY IN THE EDUCATIONAL SYSTEM Natalya Abramovskikh 9-13 THE MASS CHARACTER OF KOREAN LANGUAGE ONOMATOPOEIA IN COMPARISON WITH ENGLISH LANGUAGE. CLASSIFICATION “SAEBUN" Alexandra Ananyva, Ksenja Gherman 13-17 THE ISSUES OF MOTIVATION OF STAFF IN THE DIFFERENT COUNTRIES Inna Babenko, Viktoria Zalogina, Yulia Samsonenko, Tatyana Gromova 18-21 STUDYING THE PRESCHOOL CHILDREN’S LEVEL OF FEAR Valentina Dolgova 22-26 STRATEGIC BASES OF INNOVATIVE DEVELOPMENT OF NORTH CAUCASUS REGION IN MODERN ECONOMIC CONDITIONS Jennet Durdyeva, Maryam Borlakova 26-30 INDEPENDENT WORK AND INDEPENDENCE OF STUDENTS AT HIGHER EDUCATIONAL INSTITUTION Lyudmila Efanova 30-36 4 MODERN EUROPEAN RESEARCHES FORMATION STAGES OF THE REASONED SPEECH AMONG CHILDREN OF THE ADVANCED PRESCHOOL AGE DURING ACQUAINTANCE WITH THE NATURE Aksana Filippova 37-42 LEGAL PROTECTION OF THE ECONOMIC INTERESTS OF RUSSIA IN THE ARCTIC REGION IN THE EARLY TWENTY-FIRST CENTURY Tatyana Kapelko, Andrey Tumanov 42-46 FEATURES OF SOCIO-HUMANITARIAN KNOWLEDGE Nikita Karavaev 47-49 COMMUNICATIVE TRAINING OF FUTURE TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS AT HIGHER EDUCATION INSTITUTION Liya Lashkova 50-54 DIRECTIONS TO ACHIEVE INNOVATIVE TYPE OF ECONOMIC DEVELOPMENT OF THE RUSSIAN-BELARUSIAN BORDER AREA Elena Lavrova 55-58 THE EFFICIENCY ANALYSIS OF BUSINESS SOLUTIONS IN CONDITIONS OF UNCERTAINTY BY MEANS OF MODELING OF PRICE RISKS ASSESSMENT OF ETA ON THE BASIS OF PROBABILISTIC MODELS AND HEDGING Olga Martyanova 59-71 ISSUE 2, 2016 5 PSYCOLOGICAL PREPAREDNESS OF A TEACHER TO WORK WITH SPECIAL NEEDS CHILD Оlga Nekrasova 72-76 INTRODUCING INTERCULTURAL DIMENSIONS INTO A FOREIGN LANGUAGE COURSE Kira Prigozhina 77-80 ORIGINALITY OF AUTHOR'S SUBJECTIVITY IN M. GORKY'S STORY “MISTAKE” Olga Shum 81-87 SOCIAL-ECOLOGICAL READINESS OF A TEACHER AS PSYCHOLOGICAL-PEDAGOGIC CATEGORY Vera Tolmacheva 88-92 POLITICAL COOPERATION WITHIN THE COUNCIL AND THE BARENTS EURO-ARCTIC REGION (HISTORICAL AND LEGAL ASPECT) Andrey Tumanov, Tatyana Kapelko 93-96 THE SOCIAL RELATIONS IN MEKHTULIN FEUDAL POSSESSION IN XVIII – THE BEGINNING OF THE XIX CENTURY Ruslan Umakhanov 97-101 ABOUT FORMATION OF KNOWLEDGE AND REPRESENTATIONS OF THE ADVANCED PRESCHOOL AGE CHILDREN ABOUT THE NATIVE LAND ON THE EXAMPLE OF CHUKOTKA Nadezhda Volobuyeva, Zhanna Morozova 102-111 6 MODERN EUROPEAN RESEARCHES CONDITIONS FOR DEVELOPMENT PROFESSIONAL COMPETENCE OF PRESCHOOL TEACHERS TO INTERACT WITH PUPILS’ FAMILIES Abstract The paper deals with conditions for professional competence formation among preschool teachers to interact with pupils’ families of pupils. The important role in the process plays methodological work with teachers that has to be carried out with use of methods of active training, design activity, etc. Keywords professional competence, preschool teacher, interaction with family, methods of active training AUTHOR Valentina Abashina PhD in Education, Associate Professor Surgut State Pedagogical University Surgut, Russia [email protected] New tasks and the directions for development of Russian education define new requirements to personality and professional competence of a preschool teacher. Professional competence of preschool teacher is understood as the integrated professional and personal characteristic of a teacher based on motivational and valuable awareness of value of preschool childhood, including set of the interconnected professionally significant theoretical knowledge and practical abilities allowing teacher to carry out professional functions and professional self-improvement (Abashina, 2010). According to the requirements of the Federal State Educational Standard of preschool education, preschool teacher has to possess the general and professional competences corresponding to main types of professional activity. Pedagogical workers of preschool educational organizations have to possess the main competences necessary for conditions of child’s development, such as: - ensuring emotional wellbeing; - support of identity and initiative; - establishment of interaction rules in different situations; - creation of variable developing education; - interaction with parents (lawful representatives) concerning education of the child (Order of the Ministry … ). Thus, one of such competences is readiness for interaction with parents (lawful representatives) concerning education, training and education of the child. The methodological work with teachers aimed to increase their professional level, exchange of positive experience and introduction of innovations in practical activities are urged to play important role in the development of professional competence of preschool teachers. In our opinion, development of professional competence to interact with children’s families would be effective in case methodological work at the preschool educational organization is carried out with use of the methods of active training providing modeling of life situations, joint solution of problems. ISSUE 2, 2016 7 The concept active methods of training unites various options of stimulation of informative processes, cogitative activity, includes approaches within which the trainee (teacher, parent) acts as the "subject" of educational activity and there is equal interaction of educational process participants. Use of active methods of training is provided by modeling life situations, role-playing games, joint solution of problems. Domination of any participant of educational process or any idea is excluded, each participant can follow the individual route in the course of training. Basing on active methods of training work with adults has to be based on the general andragogical principles of training: lack of criticism among participants of training process; ensuring freedom of opinions; refusal of punishment and censure of the trained; respect of pluralism of living positions; priority of independent training, joint activity of the trained and the training; support on experience of the trained; individualization, systemacity, contextuality, sensibleness of training. Active methods are one of the directions of training intensification, increase of its efficiency. These methods allow to teach teachers to work in a team, to carry out joint design and research activity, to defend the positions, to prove the opinion and to treat the unknown tolerantly, to accept responsibility for themselves and a team. Application of active methods of training in educational process provides formation of ability to make a decision, solve a problem, develop communicative abilities and qualities, formulate messages and set tasks, listen and take different points of view and opinions of other people into account. All necessary conditions for formation of leader abilities and qualities, abilities to work in team, etc. are created. Active methods of training correspond to aspiration of adults to participate in training, to introduce own experience and vital values in the discussed situations, to correlate the training situation with the purposes and tasks. As a rule, adults want to study if they see the need of training and opportunity to apply its results in the professional activity. Considering regularities of active methods in training adults, it is necessary to correlate the selected content of work to educational needs of teachers. Educational requirement is understood as the desire to seize knowledge, abilities, skills and qualities, which the person needs to master for the solution of important professional and personal problems. The help in updating educational requirement, definition of the knowledge and skills necessary for teacher’s successful professional activity is the major educational stage. Without clear understanding of the trainee’s tasks it is impossible to apply active methods of training, construct subject-subjective relations. Important
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