Purpose. The article focuses on the influence of recreational fitness exercises on the level of adult females' physical qualities and morpho-functional state development. Methods. Overall, 32 women aged 30-45 years took part in the research, based on the authors' program combining various types of fitness exercise. One-hour workouts were conducted 2 times per week at Khmelnytskyi Humanitarian-Pedagogical Academy for 9 months. The morpho-functional state of the participants was determined by measuring their height, weight, lung capacity, heart rate, arterial blood pressure, body parts circumferences, and skin folds. The level of physical qualities development was assessed with the following tests: sitting forward bend, running in place for 10 seconds, rope skipping for 30 seconds, bench push-ups for 30 seconds, sit-ups for 30 seconds, plank exercise, maintaining balance while standing on one leg. Results. A confirmed improvement of the morpho-functional state indicators and physical qualities development of the participants of the pedagogical experiment (p < 0.05) was established. The most significant effect referred to body mass decrease, enhancement of cardiorespiratory system functional capabilities, as well as improvement of power and coordination abilities. Conclusions. The implemented authors' program, combining different types of fitness exercise, made the workouts flexible and varied, allowed to find an individual approach to each woman, and thus contributed to an increase of their physical condition by improving the morpho-functional state of the body and the level of physical health.

The main condition for personal and mental development of a child is preservation of speech function or, in case of speech pathology, correction and development of all its structural components as a fullfledged means of communication. The purpose of the study is to scientifically substantiate, develop and experimentally test psychological and pedagogical conditions and methods of formation of speech activity in children with autistic disorders of older preschool age. There were highlighted effective methods for speech activity formation: creation and maintenance of a speech environment; constant speech support of a child; teaching a child to express thoughts in any way possible; use of stimulants and incentives in order to increase motivation for speech activity; use of available child's vocalizations; use of echolalia and a tendency to stereotypical repetition of actions; stimulation of speech activity against the background of emotional recovery; development of speech activity by imitation; activation of passive vocabulary and its gradual translation into active; fostering initiative and desire for self-realization. The indicators of the formation level of speech activity components in EG

The article deals with the study of the assessment of personality-oriented approach by the subjects of its implementation in the formation of pedagogical professionalism in higher educational institutions in Eastern Europe, where such an approach is still considered innovative. Students and teachers of physical education faculties were selected as the reference group. The main objective is to clarify the relationship between the classical principles of personality-oriented approach and its reflection by the subjects of the educational process. A remote survey of students and teachers of physical education faculties helped identify a number of universities, regional and personal advantages in using a personality-oriented approach. The authors clarified key concepts and patterns of this approach, its objective and subjective attributes and patterns. The method of ranking of student and teacher preferences and associative concepts helped identify trends, advantages and disadvantages of the implementation of personality-oriented learning in Eastern European universities. The article clarifies that there is a dissonance in the academic and personal student understanding of the implementation of the analysed approach in Eastern Europe: the main generalizing concepts for teachers are choice, initiative, personality, independence, while for students these are independence. The ratings of the advantages of personality-oriented learning from the point of view of students of Eastern and Western Europe are also compared. On the basis of the obtained data, the authors developed the scheme of the modern implementation of the personality-oriented approach, and determined the prospects for further research. The latter is to solve the problem of harmonization of compulsory and variable (individual) components of the content of education; development of methods to increase motivation, responsibility and self-acquisition of professional competencies by future teachers.

No abstract

The quality of education in general and preschool education in particular remains relevant both in the light of current reforms in the educational sphere of Ukraine and in the international context. Scientists pay attention to solving the problem of organizing comfortable environment, in particular the lack of internal space for each child. So far, the problems of teaching educators of preschooleducation establishments for the assessment of a high-quality sensory enriched environment have not been fully resolved. The purpose of the article is to determinate the effective quality scales of preschool education, to verify the most acceptable scales for assessment of the sensory enriched environment, to compare analysis of the obtained experimental data. During the research we used the following methods: observation, analysis, interviews, mathematical statistics, scales ECERS-R (Early Childhood Environment Rating Scale-Revised) and SSTEW (Sustained Shared Thinking and Emotional Well-being).The assessment of the condition of the sensory enriched environment was conducted by the 3rd year undergraduate students studying at the educational program «Preschool Education» at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Mukachevo State University, Khmelnytskyi Humanitarian-Pedagogical Academy. At the stage of experimental activity, 21 experts, 30 educators were involved, 15 environments in preschool establishments were evaluated.The analysis of the main features of the external and internal sensory enriched environment, which was carried out on the basis of the proposed parameters of the ECERS and SSTEW scales, allows us to determine the features that set out the possibility of further enrichment of this environment. The authors propose to focus on the enrichment of the environment as a special means of integrating the accumulated pedagogical experience into a holistic pedagogical system, as well as the complexity of the child’s development situation, which is taken into account by adults.