The article lights up the professional training of future psychologists in higher education institutions of Ukraine and considers the specifics of the professional training of future psychologists. Future specialists professional training in psychology is considered one of the key problems of the theory, science and practice of psychology. The article reviews the main areas of work of a psychologist in the education system. We noted various criteria for personal self-realization of future psychologists. The article shows the theoretical foundations of the structure of the psychologist's professional personality for work with adolescent children. The use of modern pedagogical technologies during the professional training of future psychologists is currently expedient in the informational educational space. The article shows that the desire to quickly win the status of an adult, to achieve independence, is characteristic of adolescence, and the peculiarities of psychological and pedagogical conditions and the organization of the educational process of training practical psychologists in the information space are also considered. During the analysis of scientific works and consideration of trends in the development of education, the article revealed contradictions characteristic of the system of higher psychological education.

Технологія розвитку мислення і мовлення молодшого школяра у процесі навчання АнотаціяУ статті розкрито зміст поняттєвого та дивергентного мислення та технології розвитку мислення і мовлення у процесі навчання у початковій школі, представлено сутність поняття «уміння мислити», структурні компоненти названої технології, а саме: концептуальний (ситуація розмірковування, психолого-педагогічні умови навчання); змістовий: зміст навчання у початкових класах; процесуальний: інтерактивні методи навчання (мозкова атака, інверсія, інцидент, емпатія, синектика), описана їх психологічна сутність, презентовано форми взаємодії суб'єктів освітнього процесу та систему завдань, спрямовану на розвиток поняттєвого мислення та мовлення; діагностико-корекційний: емпіричні методи: анкетування, методики, тестування, обсерваційні методи (пряме й опосередковане спостереження); методи контролю і самоконтролю, які мають допомогти вчителеві здійснювати корекцію розвитку мислення і мовлення молодшого школяра, заохочувати кожного учня до вищих досягнень; охарактеризовано механізми розгортання ситуації розмірковування в освітньому процесі як підґрунтя виховання бажання мислити; доведено, що розвиток поняттєвого мислення є підґрунтям розвитку творчого і дивергентного, що названий розвиток є провідною метою освітнього процесу; наведено приклади завдань

The article provides a theoretical analysis of the essence of aggression, aggressive behavior as an innate and as a social phenomenon. It has been proven that emotions are the driving force behind aggressive behavior. Three types of aggressive behavior are characterized: accidental, instrumental and hostile, and the reasons for their occurrence are revealed. Parents’ mistakes, which are the reasons for the ruinous nature of the aggressive behavior of the child of the preschool age, are summarized. A system of measures to prevent the destructive nature of the aggressive behavior and to ensure the constructive nature of a preschool child is presented. It has been proven that constructive manifestations of aggressive behavior are a means of forming the unique "Me", achieving success in society. The concept of “happy childhood” was presented as a factor for the prevention of the ruinous nature of the aggressive behavior of a child of the preschool age. A united psychologically favorable developmental educational and family space as a mechanism for ensuring a happy child is characterized. Advice to adults on ensuring children's mental health during the war in Ukraine is characterized. Two blocks of measures for the prevention of aggressive behavior of a preschooler are presented. The first includes a system of tasks, role-playing games, and certain techniques that can be used by both parents and preschool teachers to develop a child's ability to understand his own and others' emotions and manage them. In the second block, the system of work of the educator in the preschool education institution regarding the organization of teamwork in the children's team of the group, aimed, first of all, at the development of the child's willpower and communication skills is revealed. Construction games are presented, the technique of working on them in a preschool education institution is revealed. Forms of cooperation between the educator and parents of preschool children are characterized.

It is proved in the article that personality had to be able to think, constructing logical reasoning with the help of concepts, judgments and inferences, and the ability to interact constructively with others, working in a team, to succeed in the society. The content and structure of social success of a child of primary school age are presented. This concept is proposed as an integrated quality, which consists of three components: motivational, instrumental and emotional and behavioral. The motivational component is characterized by the presence of the need for knowledge, the desire to succeed. The instrumental component covers three components: cognitive (systematized program knowledge; developed conceptual, divergent, critical thinking); operational (intellectual, intellectual and cognitive, research, intellectual and creative skills); evaluative and effective (reflection and adequate self-esteem). The emotional and behavioral component of social success of junior high school students is represented by the following components: value (presence of value orientations), emotiona and volitional (developed emotional intelligence, respect, sensitivity to others, self-control, volitional qualities), communicative (developed social intelligence). Psychological and pedagogical conditions are characterized as a mechanism of formation of social success of a child of primary school age in the process of studying in the Institutions of general secondary education (IGSE), namely: dominance of problem searching dialogue between teachers and students and between students in the educational process of primary classes; implementation of the course “Logic” in the educational process of primary school in 2–4th classes and tasks related to the content of the course “Logic” on lessons in Humanities and Natural Sciences and Mathematics cycles; creating tasks for joint learning activities, providing “I am – the inclusion” of each pupil in joint work. The mission of the course “Logic” in the content of primary education is described; the techniques of organization and implementation of problem searching dialogue between the subjects of the educational process, the organization of educational activities in a team are revealed.

The article reveals the essence of e-learning and its benefits, means of ensuring the effectiveness of e-learning. The aim of the article is to reveal the concept of "developmental educational environment", the essence and structure of the technology of building such an environment in the e-learning process. The following methods are used: theoretical analysis of scientific literature on a research topic, modeling, in order to describe the methods of constructing a situation of reflection, and implementation of exercises for joint activities in the educational process. The article reveals the concept of "developmental educational environment" as an electronic space in which the student transforms from a reader into an active seeker of new information. The examples of its use in various educational and (or) professional situations are presented. The technology of construction of such an environment in the process of e-learning is characterized, namely its components: conceptual, content, procedural and control-corrective. The process of presenting educational information, which is based on a certain concept (system of concepts) and its properties,  in conditions of e-learning is presented. Psychological and pedagogical conditions of e-learning are presented, such as an implementation of free choice of learning trajectory by each student; problem-based learning; stimulation of intellectual activity; ensuring interaction with students. The general technique of construction of tasks for team work is presented, the characteristics of mental development of students in the process of work on such tasks are described. It is proven that the implementation of this technology in the educational process allows to bring up each student's desire for achievements in education and professional activities.