В статье обоснованы научно-методические основы по использованию инновационных технологий будущими воспитателями детей дошкольного возраста в условиях модернизации учебного процесса высшего учебного заведения. Проанализирован опыт учебных заведений, который свидетельствует о возможности использования инновационных технологий во всех звеньях учебно-воспитательного процесса. Обоснованы выводы из описанного исследования и перспективы дальнейших исследований в данном направлении. Ключевые слова: инновационные технологии, информационная культура, информационная компетентность, модернизация учебного процесса. The article substantiates scientific and methodological bases regarding the use of innovative technology by future nursery teachers under conditions of modernization of educational process of higher educational establishment. It analyses the experience of educational institutions that witnesses about possibilities of the use of innovative technology in all sections of educational process. It studies types and methods of the use of innovative technology under conditions of higher educational establishment's educational process' modernization. It defines theoretical foundations of issue regarding information technology implementation into education, main purpose and tasks of means and methods of the use of innovative technology by future nursery teachers under conditions of modernization of educational process of higher educational establishment. There are presented new requirements to future specialists of preschool education in the area of competence enhance. There are distinguished types of educational classes with the use of innovative technology. Methodology of multimedia technology application during classes was demonstrated. There is presented the method of development of lecture course with the use of innovative technology in higher educational establishments. The article substantiates conclusions of described study and perspectives of further exploration in this direction.

Іванова Вікторія Вікторівна кандидат психологічних наук, доцент, доцент кафедри теорії та методики дошкільної освіти Мукачівський державний університет Черепаня Наталія Іванівна кандидат педагогічних наук доцент, доцент кафедри теорії та методики дошкільної освіти Мукачівський державний університет ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСНОВИ ФОРМУВАННЯ МІЖНАЦІОНАЛЬНОЇ ТОЛЕРАНТНОСТІ У ДІТЕЙ ДОШКІЛЬНОГО ВІКУ Анотація. Стаття присвячена вивченню психолого-педагогічних основ формування міжнаціональної толерантності у дітей дошкільного віку. Розкрито теоретичні концепції, які розкривають сутність та фактори міжнаціональної толерантності, проаналізовано специфіку соціального розвитку дітей старшого дошкільного віку, внутрішні механізми і передумови, які сприяють становленню даного особистісного утворення. Встановлено, що в старшому дошкільному віці виникає ряд вікових новоутворень, які мають істотне значення в формуванні міжнаціональної толерантності, а важливий виховний потенціал в становленні даної особистісної якості відводиться мистецтву. Ключові слова: толерантність, національна самосвідомість, міжнаціональна толерантність, емпатія, старший дошкільник. Психологія: теорія і практика. Випуск 2 (2)ʼ 2018 _______________________________________________________________________________________ 75 prescooler social development, internal mechanisms and preconditions that contribute to the formation of this personality education.Theoretical, methodological, conceptual, terminological and system analysis methods have been used. The article deals with theoretical concepts that reveal the essence and factors of interethnic tolerance. The specifics of senior preschooler social development, internal mechanisms and preconditions that contribute to the formation of this personality education age have been analyzed. It has been established that a number of age-related tumors that play a significant role in the formation of interethnic tolerance arise in the senior preschool age. Important educational potential in the development of this personal quality is given to art.

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В статье уточнена сущность понятий «интерактивное обучение», «модель интерактивного обучения». Авторами акцентировано внимание, что интерактивное обучение в сочетании с традиционными методами обучения способствует активизации познавательной деятельности младших школьников, развития их творческого мышления, формированию ключевых и предметных компетенций. Ключевые слова: интерактивная учеба, «модель интерактивной учебы», образовательная среда, младшие школьники. In the conditions of reforming modern primary education, a person-oriented approach to teaching younger students has been grounded, based on subject-subject interaction in the system of "teacher-child", creating optimal conditions for disclosure of individual opportunities and selfactualization of the individual of each student. In this regard, the education has faced with new challenges: the school must focus on creating the optimal conditions for the development of each child, not focus on learning, but to form students ability to comprehend independently the surrounding reality. This involves a restructuring of the learning process, the ultimate goal of which should be to maximize the disclosure of individual capabilities and the actual updating of the individual. Therefore, there is a need for the purposeful formation of such an educational environment, in which each student learns creatively, studies ways of practical application of them in everyday life and is an active participant in productive interaction with all subjects of the educational process. One of the ways to solve these problems is to simulate interactive learning at primary school. The article has clarified the sence of the conceptions of "interactive learning", "model of interactive learning". We have considered the features of simulation of the interactive educational environment of elementary school,and analyzed the structure of the interactive lesson, revealed its tasks and functions. The authors have pointed out that interactive learning in combination with traditional methods of learning contributes to the activation of cognitive activity of junior pupils, the development of their creative thinking, the formation of key and substantive competencies. Directly, the organization itself is interactive training involves modeling various life situations, joint problem solving based on the analysis of circumstances and the situation, the use of role-playing games. The article has substantiated that the effective means of modelling of interactive learning in primary school is the appropriate preparation of the future teacher of primary school. It is necessary to prepare a specialist with a certain system of personal, professional qualities, necessary knowledge, skills and abilities that will facilitate to the formation of the readiness of future primary school teachers to the usage of interactive learning technologies in professional activities. In our opinion, this is the main factor in the effectiveness of modelling of interactive learning in the conditions of initial schools, and as a r...

The relevance of research is conditioned upon the update of the legislative and regulatory framework in the field of educational activities aimed at finding modernising approaches to the organisation of preschool education and its individual areas. The aim of the work is to analyse individual methods of interactive interaction of parents with preschool educational institutions in the context of determining their content and characteristic features. This goal was achieved using general scientific theoretical research methods, namely system analysis, synthesis and generalisation of data. In the course of the study, a number of Ukrainian and foreign sources on the problem of communication between preschool institutions and parents of its educatees were analysed. It is found out that the functional component of the modern family institution is transformed under the influence of socio-cultural conditions, according to which there is a need to update the methods of communication of subjects of the educational process. Methods of interpretation of the concepts of “interactivity” and “interactive forms of interaction” are defined. The key features of interactive interaction are described, including dialogue communication, the involvement of all participants in the process, the equality of roles of participants in the process, and respect and alternative views. The basic rules of interaction organisation, which provide for motivational support and a rationalised approach to quantitative and qualitative components, are described. The relevant interactive forms of interaction of parents with representatives of preschool education institutions are highlighted, such as educational discussion, case method, “brainstorming”, “reverse brainstorming”, “list of adjectives and definitions”, collective recording and writing on sheets, “heuristic questions”, “mini-experiment”, thematic acts, “pedagogical living room”, pedagogical conference and pedagogical conference – auction, workshop, master class, talk show, training and game modelling, etc. The value of scientific work lies in the theoretical justification of the feasibility of using interactive methods of interaction, and in providing key aspects of their implementation for further practical use