New challenges for the education system have appeared due to the COVID-19 pandemic that’s why it is crucial to improve teachers’ training. There are instances that prevent the entire manifestation of the character, his/her self-achievement, self-expression and self-agency. Such instances are barriers that accompany the educational procedure. The aim of the research is to give theoretical substantiation and offer the pedagogical technology, which provides future teachers’ training to application of cognitive barriers in their professional activities in terms of the pandemic caused by Covid-19. The main hypothesis of the research is the idea that specially organized future teachers’ training focusing on the formation of their competence in application of cognitive barriers is the basis of their successful professional activities. The research methodology is built on the dialectical unity of such methods: comparative historical method, genetic method, competence-based method, systemic method, synergetic method. The proposed technology is built on the general didactic and specific principles and is accomplished via motivational, procedural, stage of obtaining of experience, analytical and reflexive stages involving appropriate strategies and tactics. It provides the result in formation of future teachers’ competence in application of cognitive barriers in professional activities.

In the article, the main results of the research of relevant issues of discovering barriers of self-knowledge in the process of formation of future specialists` readiness for self-development are disclosed. It is emphasized that barriers of self-understanding encourage understanding, awareness of ideas about oneself and one`s own activity, testify to a high level of self-awareness development that implies the presence of a permanent dialogue of an individual with themselves, observation and self-analysis of their own feelings, deeds, actions. Self-development is based on self-motivation as a direct action of a person on actualization of aspirations and concentration of energy for achieving a goal set. Self-esteem is a lever of awareness of future specialist`s activities. Pedagogical barriers of self-knowledge of a future specialist are justified: the absence of motivation for professional self-development, inadequacy of skills of introspection, no systematicity in searching for mistakes, analysis of results of current work, blocking disclosure of personal interests and values, absence of installation to the achievement of close and far goals, inability to carry out a critical analysis of one's own activity. It is admitted that an issue of self-understanding, one of the most important characteristics of nature of a person, form of mastering reality that means the disclosure of semantic content of activity that contains of barriers of self-knowledge, is coloured with cognitive, creative activity of future specialist. On the basis of gained results the conclusion was made that the self-knowledge of a future specialist, first of all, is a base of awareness by a personality themselves as a self-value, disclosure of aptitudes, cognitive abilities, the actualization of value attitude to the members of a process, search, support and amplifying of levers of the effectiveness of mechanisms of organization of professional activity; secondly, it is a background and stimulus of a desire to self-improvement, a factor of self-realization of a specialist. It enables internal assessment of the educational process and interrelation with a predictable result and further regulation of one`s own behaviour relating to professional tasks. The analysis of the material above gives an opportunity to assume that self-knowledge facilitates the self-development of a specialist. It is noted that an analysis of one`s own activity as a process of professional experience is an instrument of overcoming the existing barriers at work, and stimulus to self-improvement. That is why the development of an ability of a future specialist to overcome and prevent the barriers of self-knowledge is an important condition for determination of the main aspects of the professional activity and complications which appear during the professional preparation. To further areas of research on this issue belongs the study of the evolution of scientific ideas about the formation of professional competencies of future specialists on the basis of individualization of professional preparation. Keywords: self-development, barriers to self-knowledge, future specialist, readiness, self-understanding, self-motivation, self-realization.

The article concerns the current problem of protecting the younger generation from the negative psycho-emotional impact of armed and military conflicts that are currently occurring, with a certain periodicity, in different countries of the world. Our work is based on the researches of foreign and domestic scholars who studed various aspects of the mentioned problem and on our own experience of communicating with people and directly children living in the zone of armed conflict that is occurring in the east of Ukraine. For this category of children typical are violations in psycho-emotional (increased level of anxiety, fears, emotional discomfort, etc.), intellectual and social development (complications of social adaptation, difficulties in communicating and establishing contact with others, etc.). Empirical studies prove that work with such children requires multiprofessional approach, namely, the interaction of educators of preschool educational institutions and practical psychologists, which will allow the complex approach to the problem of psycho-emotional protection of preschoolers who have been affected by the armed conflict. According to the authors, an important condition that will allow to solve this problem is the creation of an emotionally developing environment in an educational institution, which includes the emotionally positive atmosphere and emotionogenicity of the educational process, emotional relationships between the subjects of interaction (preschool teacher, psychologist, children), children's activity, which contributes to the development of the emotional sphere, getting the experience of positive attitude to the surrounding world, emotional well-being and comfort of preschoolers. The article substantiates the directions of creating an emotionally developmental environment in the process of interaction between the educator and the psychologist: emotionally developing, emotionally supporting, emotionally adjusting, emotionally activating, emotionally preventing, emotionally correcting, and the forms of their introduction into the practice of preschool educational institutions are given.Keywords: Preschool children, children who suffered from a armed conflict, refugee children, the interaction of a preschool teacher and a psychologist, an emotionally developing environment, emotional well-being, emotional comfort, emotional upbringing

The article deals with the search of the effective ways of the students' polycultural competence formation process at Chinese and Ukrainian universities. The analysis of Ukrainian and Chinese scientists' view scientific papers, give us possibility to state that polycultural competence is an integrative personal formation that includes the knowledge, skills, traits and values of a person. Polycultural competence facilitates one's ability to interact effectively with representatives of other cultures on the basis of mutual respect, understanding and tolerance as well as the willingness to continue and to develop the diversity of cultural self-expressions in the context of a globalized society. The author proves that the basis of the polycultural competence formation is a foreign language. The effectiveness of such method as: reading, direct method, method of analogy and purposeful and practical methods in the process of polycultural competence formation while teaching foreign languages in higher education institutions in Ukraine and Chine are described.