Considering the current situation in the educational space of Ukraine, the teacher should cultivate in the younger generation the ability to analyze, think critically, find solutions to problems, develop a personality capable of taking responsibility for their own actions and deeds. In this context, the problem of independence education is relevant, significant both in theoretical and practical aspects. We associate perspective ways of research with the study of the implementation of modern scientific approaches to the transformation of the pedagogical process, increasing attention to the personality of the child as an agent of cognitive activity, providing him with freedom of choice of activities and forms of participation in it, democratization of the educational process on the basis of cooperation between teachers and pupils, differentiation of education and training, development of flexible pedagogical technologies that best meet the needs and capabilities of pupils, in their independent mastering of various aspects of life. In this context, problem tasks that put the child in a situation where he/she is encouraged to use various methods of mental activity (comparison, analysis, synthesis, classification) are of undeniable value. This activates independence, the ability to find ways to solve problems, draw conclusions and generalize. Therefore, the aim of the study is the search for effective ways to form independence in children of senior preschool age. Studying the formation of independence as a basic personal quality in children of senior preschool age, we were guided by the fact that the independence of children of this age group is best manifested in new unfamiliar situations. By solving them, children can demonstrate independence of thought, originality of ways to solve the problem. In the light of this, we took into account the children's interest in independent actions in the conditions of choosing between the new and the familiar; independence and autonomy of actions in relation to the adult; ways of solving the problem; the result of the activity. As a result of the experimental study, we found that a significant number of children in the experimental group do not realize the possibilities of independence and do not reach the optimal level of its formation. The search for ways to solve this problem made it possible to identify effective means of forming independence in children of senior preschool age, among which a special place is occupied by problem solving tasks. They put children in the conditions of practical search for a solution to the problem, which pushes them to search independently, awakens the child's opinion, forms non-standard thinking. Such tasks encourage children to express their original ideas, to analyze problematic and ambiguous situations, to establish cause-and-effect relationships, to think over the situation, to build hypotheses, which also stimulates independence of thinking, flexibility of mind, develops creative abilities of the child. Thus, problem-bases tasks effectively influence the development of preschoolers' independence as an integral quality of personality.

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<p>W oparciu o literaturę naukową w artykule przedstawiono definicje pojęć: „duchowość”, „moralność”, „religijność”. Uzasadniono też cel i zadania duchowego wychowania dzieci w wieku przedszkolnym, zaprezentowano treści programowo-metodyczne, dokonano charakterystyki pedagogiki ludowej oraz przedstawiono rekomendacje dotyczące użycia środków pedagogiki ludowej dla duchowego rozwoju dzieci w wieku przedszkolnym. Na podstawie przeprowadzonych badań dowiedziono, że duchowość każdego dziecka i jego humanizm mają swoje początki w domu rodzinnym, w świetle ogniska domowego, śpiewanej przez matkę kołysanki, opowiadanych przez babcię bajek, pachnącego chleba i sadu wiśniowego, a także silnych ojcowskich ramion, dobrych rad dziadka, wiernych przyjaciół z ich poczuciem humoru, różnych zabaw i rozrywek. W pracy wykazano, iż pedagogika ludowa, na którą składają się: tradycja, obyczaje, ceremonie kalendarza ludowego, rozwija w dzieciach przedszkolnych takie cechy, jak dobroć, moralność, poczucie estetyki. Każde dziecko, które poznało korzystny wpływ „ludowych skarbów duchowych”, zamierza zatem godnie przestrzegać testamentu rodziców, dziadków i pradziadków, pragnie utrwalać własny rodowód poprzez dobre uczynki. Wykazano także, że wychowanie w wymiarze duchowym jest realizowane przy pomocy języka, bajki, pieśni, modlitwy, przykładów życia świętych i bohaterów, świąt, rozrywek itp.</p>

Creativity is defined as a general ability that combines general intelligence, personality traits, and the ability to think productively. The creativity of psychology students is a mandatory characteristic of a holis- tic personality because of the appropriate psychological and pedagogical conditions and the high level of formation of his professional and personal qualities. The purpose of the article is to systematise the process of increasing the creativity of psychology students with the help of mechanisms and elements of the func- tional model of IDEF0 in the context of the philosophy of education. It allows us to improve the process of developing students’ creativity by using the modern management model IDEF0, which is unique and in- teresting. For the specification of the methodology for increasing creativity among psychology students, it has been chosen the methodology of functional modelling and a graphical description of processes (IDEF0). The article considers the specifics of students of higher educational institutions and psychologists in particular. In the future, the IDEF0 model should be applied to other students in the context of the phi- losophy of education.