Ministry of education and science of ukraine

Conclusion. Thus, we have examined the factors that contribute to the introduction of the personality-oriented professional speech learning of students at technical universities, namely: the creation of varied training programs in the discipline, the organization of modular training, the formation of a stable internal motivation in learning activities and broad implementation of interactive methods based on the knowledge of individual features and abilities of each student. We consider that the effectiveness of personality-oriented learning will increase if the content, techniques, training methods are varied, depending on the level of cognitive and motivational spheres of participants in training activities.

Prospects for further research in the direction of research. This article does not cover all aspects of construction of the students’ personality-oriented learning technology. The introduction of computer technology requires further study. It is also expected to create a manual, which will include different tasks, that are differentiated by the complexity, forms and methods of accomplishment.
LITERATURE

1. Горошкіна О.М. Лінгводидактичні засади навчання української мови в старших класах природничо-математичного профілю: [монографія] / О.М. Горошкіна.  Луганськ: Альма-матер, 2004.  362 с.

2. Матюшкин А.М. Мышление, обучение, творчество / А.М. Матюшкин.  М.: Московский психолого-социальный інститут; Воронеж: МОДЭК, 2003.  720 с.

3. Підласий І. Педагогічні інновації / І. Підласий, А. Підласий // Рідна школа.  1998. – № 12.  С. 317.

4. Скуратівський Л. До питання про значення поняття «мовленнєвий розвиток» та інші близькі за змістом поняття / Л. Скуратівський // Українська мова і література в школі.  2005.  № 3.  С. 24.

5. Чернилевский Д.В. Дидактические технологии в высшей школе / Д.В. Чернилевский. – М.: ЮНИТИ, 2002. – 437с.

6. Чошанов М.А. Гибкая технология проблемно-модульного обучения / М.А. Чошанов.  М.: Народное образование, 1996.  151 с.

7. Юцявичене П.А. Теория и практика модульного обучения / П.А. Юцявичене.  Каунас: Швиеса, 1989.  272 с.

UDC 39:37.032

S. Luparenko,

PhD in pedagogical sciences,

assistant professor

(Kharkiv G. S. Scovoroda

National Pedagogical University)
THE IDEAS OF ORIGINALITY OF CHILD IN UKRAINIAN ETHNOPEDAGOGY
The statement of the problem

In Ukrainian society and native pedagogical theory the attitude to a child was always different, even in ancient time (in comparison with Western pedagogy where disrespectful (sometimes violent) attitude to a child and childhood, lack of understanding the peculiarities of child’s development and importance of childhood had been typical for a long time, till the 17^th century). In Ukraine, in spite of children’s disempowerment (particularly girls’ disempowerment) which was typical for our society till the middle of the 19^th century, adults treated a child as value and admitted his/her autonomy, the right for playing and development. Besides, there was a tradition to honor saint children in Slavic religious life which indicated that the mystery of saintliness and incomprehensible mystery of childhood had appeared as a unique phenomenon of Slavic spirituality.

All these facts created the conditions for favorable existence and development of children’s subculture with its special way of life, children’s folklore, a legal code and other forms of children’s life which have been maintained for centuries and transmitted orally from one generation to another [1] and have become a base for forming Ukrainian folk pedagogy (Ethnopedagogy).

This research is an integral part of the scientific-research program of the Department of General Pedagogy and Pedagogy of Higher Education at Kharkiv G. S. Scovoroda National Pedagogical University.

The analysis of the researches and publications

The analysis of the scientific works of the research topic has shown that various problems of Ethnopedagogy have been considered in scientific literature, such as a child in traditions and beliefs of Ukrainian people (E. Gayova, M. Grushevsky, N. Lysenko, V. Skurativsky and others), Ukrainian Science of a Child as a component of Ukrainian Ethnopedagogy (L. Nepit, S. Paliy and others), the historical development of Ukrainian Ethnopedagogy (M. Stelmahovich, E. Syavavko and others). But the problem of originality of childhood in Ukrainian Ethnopedagogy hasn’t been under careful consideration.

The aim of the scientific paper

This scientific paper is dedicated to revealing the attitude to childhood as to an original, unique period of human life and value attitude to a child in Ukrainian Ethnopedagogy.

The statement of the basic material

It’s important to notice that various ethnographic explorations, dedicated to the investigation of the views on child’s development and education, were carried out in Ukraine at the end of the 19^th century – at the beginning of the 20^th century. For example, the explorations of I. Franko, I. Ivanov, D. Lepkiy, A. Malynka, I. Novytsky, M. Sumtsov, L. Yashchenko and other scientists were dedicated to the certain phenomena of the world of childhood, mostly to solemn occasions such as child’s birth and christening, child’s entertaining, the peculiarities of child’s speech formation. The literary-ethnographic explorations of P. Chubynsky, B. Grinchenko and other scientists were dedicated to children’s folklore. However there were few scientific works which revealed the peculiarities of child’s forming (for example, there were only M. Sumtsov’s work “About Slavic folk views on a newborn child”, E. Pokrovsky’s works dedicated to children’s games etc.).

The increasing activity of Ukrainian Gromads was the characteristic feature of the 19^th century. They depicted people’s inner life through monitoring village life and interviewing made by the teachers while examining children, learnt the ethnography of childhood and parenthood (for example, Ukrainian children’s way of life, their folklore, the peculiarities of caring for them, children’s games, entertainments, the traditional ways of adults’ influence on children, rites and moral connected with child’s birth etc.). The results of Ukrainian Gromad’s ethnographic explorations were revealed in journals “Kyivska starina”, “Osnova” [7].

M. Grushevsky’s work “The materials for Ukrainian-Russian ethnology. A child in Ukrainians’ customs and beliefs” was the first complex ethnographic investigation dedicated to the world of childhood which was published in 1906. This work was the first for Ukrainian science of a child to characterize a difficult and many-aspects process of a person’s development thoroughly. The author, considering a child’s life as a separate integrity [4, p. 219], collected great materials which revealed child’s birth and the process of his/her development (both physically and mentally, spiritually), from child’s birth till teen age. He also describes traditions and customs which accompanied different events of child’s life. M. Grushevsky was the first to try to evaluate all facts of child’s life critically. Z. Kuzelya, the first compiler of this work, while characterizing the peculiarities of M. Grushevsky’s work, asserted that “this work was the beginning of serious study of children” [4, p. 219].

The author’s use of the latest (for that time) techniques (for instance, questionnaires, protocols of questioning etc.), focus on all spheres of people’s life (including historical and social spheres), the author’s involving a group of qualified assistants, working out a real research net that helped to get information about children from various places encouraged and promoted the realization of the main purpose of the investigation – the complex study of the world of a child. In his work M. Grushevsky showed the characteristic features of Ukrainians in their attitude to children: optimism, power of experience gained by generations, calmness of perceiving and reacting to constant unexpected unpleasantness which children can bring to their parents, caring for child’s health (physical and mental), giving an opportunity to a child to be independent in solving problems, belief in child’s natural possibilities and directions of development.

Written in details folk descriptions of a child’s achievements in thinking, speaking, feeling, forming various skills (to walk, to sit, to recognize the relatives), Ukrainians’ descriptions of underdeveloped and sick children, the peculiarities of children’s communication with each other and with adults (M. Grushevsky collected children’s words which are one of the features of children’s subculture), age autism and adults’ attitude to it, elements of psychiatric in village environment, children’s curiosity as a powerful motor of human development, folk medicine (M. Grushevsky collected a list of symptoms of various diseases and folk medicaments) were invaluable achievements of M. Grushevsky’s work. He was the first to take notice of phased development of children’s abilities of speaking and thinking, to give a lot of folk sayings, nursery rhymes which promote child’s speech and tactile sensitivity development [4, p. 223].

At the same time the author emphasized the psychological peculiarities of child’s development (for instance, the author explained that parents always had taken care of their children’s psyche, timely mental and physical development), distinguished human psychological types which were in village environment (sad, old, quiet and other people) and peasants’ attitude to children with different temperaments. That’s why his “work was considered to be a foundation of Ukrainian Ethnopsychology” [4, p. 221].

After finishing the work, M. Grushevsky’s manuscript caused active discussions among Ukrainian scientific elite (I. Franko, V. Gnatyuk, Z. Kuzelya and others). M. Grushevsky’s study became a basis for carrying out serious ethnographic investigations, by Z. Kuzelya in particular.

M. Grushevsky’s study was of great value for Ukrainian pedagogy, ethnography, sociology and other sciences, as “in this work childhood as a socio-cultural phenomenon became the subject of separate, complex scientific research for the first time. This caused the appearance of new approaches to the study of the world of childhood and the phenomenon of childhood in Ukrainian scientific discourse” [2, p. 6].

The analysis of socio-cultural context of Ukrainian folk pedagogy, the results of investigations of the scientists-ethnographers, pedagogues (E. Gayova, M. Grushevsky, N. Lysenko, V. Naulko, L. Nepit, S. Paliy, M. Stelmahovich, E. Syavavko and others) [3-7] allowed to assert that a family was the main condition of being, educational environment, self-affirmation of every person by means of his/her self-realization, overall uniting center. As for adults’ functions about children, adults acted as defenders, guardians, conductors of children’s kinds of activity. Besides, adults gave children opportunities to be independent. Among the tasks, which were set by folk education, there were the following [6]: ensuring children’s life full of value and filled with various content; transfer of life experience gained by adults; preservation of family traditions. The realization of these tasks facilitated children’s transition to their independent life.

Family was a natural educator for children [6]. Child was loved and respected in Ukrainian family from his/her early age. His/her birth took one of the most important places in the cycle of Ukrainians’ everyday family and public ceremonialism [3]. This is confirmed by existence of special ceremonials, rites, customs, which were conducted at child’s birth, christening, celebrating his/her birthdays (that was caused by care for family and children), and a large number of children’s song, poems, cradle songs, which accompanied parents’ actions with their children, proverbs and sayings, moral made with a view to help a child to get ready for working with adults, tales, funny stories which were told for children’s entertaining. All these customs, song, poems, tales, funny stories, proverbs and sayings were being made by Ukrainians for many centuries.

According to the ideas of Ethnopedagogy, it’s necessary to respect a child’s interests, reveal his/her abilities, involve in active vital functions through mastering practical skills, stimulating obligations assigned in a child in family [5, c. 99]. Our ancestors considered children to be not only a continuator of family but, first of all, future generations of breadwinners of all elder family members.

As a result, adults’ cruelty and violence in regard to children were disapproved in Ukrainian Ethnopedagogy. Ukrainian people don’t admit restrictions of children’s creativity and independent activity, except the situations which concealed some threat of danger to a child or environment. Yet in Ethnopedagogical works one can find many examples of grown-up family members’ encouraging children to work from early age.

As usual, adults answered children’s requests kindly, helped them to acquire playing and objective skills. In order to achieve some expected results by children, they were given to use the working tools, certain instruments and even hunting weapon in a reduced form for a short period of time. These instruments in toy form helped to train boys to do usual men’s work [5, p. 109]. Self-made toys which were made of cloth, straw, corn leaves were wide-spread among children’s toys. At fairs parents bought their children clay squeakers, baskets woven of sedge, wooden household items (spoons, bowls) [3]. All these toys stimulated the development of children’s spatial thinking, imagination, senses of color, material, rhythm, hearing, harmony, tactile sensitivity, fantasy, children’s awareness of elemental physical laws.

As for family education, there was an axiological approach to children in Ukrainian Ethnopedagogy. It meant that children were not only subjects of overall caring, but they had rights and obligations for strict compliance and fulfillment. While growing up, children began to perform actions which were more difficult by content and form of implementation and which were significant for all family. Ukrainian children were brought up to carry out a number of household and social tasks: to take care of newborns, to entertain and fondle them using folk works, to take part in adults’ work on using domestic animals, their grazing and feeding in home conditions, to take part in simple works in fields, gardens, kitchen gardens. Thus an integral fund of children’s folklore, game folklore that unobtrusively led a child to awareness of content of family work, rules of life, mutual aid, love and respect of the nearest, history of native land, heroic past of Ukrainians. The knowledge, gained by means of acquaintance with children’s folklore, was transferred by children to their practical activity. Metaphors of national language that had a lot of proverbs, riddles, clear and hidden wishes in which child’s consciousness is involved stimulates his/her intellectual development, finding and establishing the connection among various phenomena, facts, as a child needs bright and unusual things [4, p. 228].

In folk pedagogical treasury one can find a lot of examples of actualization of life standards and rules (don’t lie, don’t calumniate, don’t deceive, respect elder people, share last things with the nearest, etc.). Being laconic, accurate, supposing an opportunity to lead discussions or talks by their form, these rules were essential factors of forming each child’s consciousness from an early age in practice of family education [5, c. 110]. The observation and imitation of the rules of adults’ life formed children’s social maturity, their persistence in the confrontation with misfortunes, their will in overcoming difficulties and obstacle. A growing child became a partner in family affairs.

It’s important to notice that in Ukrainian Ethnopedagogy there are different sections (Folk Science of a Child, Parents’ Pedagogy, Folk Didactics, Folk Pedagogic Deontology). Each of them bases its activity on love of children. For example, folk science of a child is dedicated to the study of child’s spiritual world in his/her different periods of life. Parent’s pedagogy aims at forming love of parents, family, mother tongue, culture, history of native country in family, i.e. in a growing environment that is natural for a child. Folk didactics is directed to the development of child’s thinking, memory, will, language development, development of his/her personality due to the main means of folk didactics (live communication, scientific research, child’s labor). Folk Pedagogic Deontology studies the ethic problems with duties, moral requirements and values, in particular love of parents, family, native land, caring for younger members of family, empathy, graciousness, etc. [6; 8].

Besides, Ukrainians looked toward study of children’s psychological peculiarities before starting education which helped to distinguish Ethnopsychology – a new branch of science which is closely connected with Ethnopedagogy. The achievements of Ethnopedagogy and Ethnopsychology formed the basis for further scientific researches on peculiarities of children’s development and education.

Hence, Ukrainians’ ethnographic investigations became an inestimable source of studying Ukrainian’s folk wisdom, their centuries-old experience on children’s education, their world view, life creed and value orientations. The results of ethnographic explorations has proved that childhood has never been considered unimportant period of human life. On the contrary, a child has always played an important role in society; the attention and efforts of Ukrainian families were paid to his/her education and socialization.

The conclusions. So, Ukrainian Ethnopedagogy due to literary-ethnographic explorations, ethnographic explorations dedicated to certain phenomena of the world of childhood (solemn occasions, child’s entertaining, the peculiarities of his/her speech formation etc.) has gained considerable knowledge of children’s formation and development and meant their involvement in real life, paying their attention to the final result of interaction with people around. Childhood was considered by Ethnopedagogy to be a unique, original, self-worth period in human life that influenced all child’s further life and had own peculiarities of existence. In general parents treated their children with love and respect, but at the same time they set out strict terms and conditions for children’s activity and behavior. Ukrainian people had deep knowledge of child’s inner nature and exceptional skill to find an approach to him/her according to his/her age characteristics, individual traits of character. Folk wisdom has formed a great basis of folklore. All these things has become a strong foundation for forming a confident, optimistic, independent child who believe in himself/herself, who is ready to defend his/her land, country and family.

The perspectives for further researches in the line of research

This research hasn’t revealed all the aspects of the problem. The perspective themes for further researches are the study of development of attitude to a child and childhood in different periods of Ukraine’s historic development and at the present stage.

LITERATURE

1. Абраменкова В. Современная общая познавательная ситуация изучения ребенка и предмет социальной педагогики детства / В.Абраменкова: [Електронний ресурс]. – Режим доступу: http://www.sad26.ru/library-1-abramenkova.

2. Бєлан Г. Світ дитинства в педагогічному тезаурусі кінця ХІХ – початку ХХ століття / Г. Бєлан // Історико-педагогічний альманах. – 2012. – № 1. – С. 4-6.

3. Гайова Є. Дитина в традиційних звичаях і віруваннях українців Закарпаття / Є.Гайова // Література. Фольклор. Проблеми поетики: зб. наук. пр. – К.: КНУ імені Тараса Шевченка, 2010. – Вип. 34. – С. 70-80.

4. Грушевський М. Дитина у звичаях і віруваннях українського народу / М.Грушевський / [упор. тексту Я.Левчук]. – К.: Либідь, 2006. – 256 с.

5. Лисенко Н. Дитина і дитинство в етнопедагогіці / Н.Лисенко // Народознавча компетентність дітей і молоді: принципи та методи дослідження: зб. наук. пр. – Івано-Франківськ: Прикарпатський національний університет імені Василя Стефаника, 2007. – С. 98-112.

6. Непіт Л. Українське дитинознавство як складова української етнопедагогіки / Л.Непіт, С.Палій // Науковий вісник Чернівецького університету. – Чернівці: ЧНУ імені Юрія Федьковича, 2009. – Вип. 433. Педагогіка та психологія. – С. 109-113.

7. Побірченко Н. Питання національної освіти та виховання в діяльності українських Громад (друга половина ХІХ – початок ХХ століття): [монографія] / Н. Побірченко. – К.: Науковий світ, 2002. – 331 с.

8. Скуратівський В. Берегиня / В. Скуратівський. – К.: «Радянський письменник», 1987. – 280 с.

UDC 159.9; 316.35

I. Mayakova,

PhD in Psychology,

associate professor of department

of applied psychology

Sevastopol City University
TEACHING TOLERANCE IN CHILDREN'S ENVIRONMENT BY TRAINING METHOD
Statement of the problem. As it is noted in the scientific literature, the formation of the personality must begin in the childhood, and it must begin with the native culture. Native language and native culture are the basis for the subsequent social self-identification of a child. A person can be successfully integrated into the culture of the majority when he has formed as a representative of a particular culture [1, p.32]. If only a person knows and respects the native culture, he can learn to respect the culture of other people with whom he has to interact in everyday life, to enter into the cultural dialogue with the representatives of other nationalities. The better a person knows his culture, the more successful he can make intercultural dialogue, as each person is interesting to another for his uniqueness, originality, and it is largely due to the people, who belong to different cultures, their different social and cultural experience. Need to get used to the idea that cultural diversity is not a barrier to establish a good relations, but the value, the general possession that has to be proud of, which attracts and draws people together. It is the basis for mutual recognition, understanding, mutual fortifying and tolerance.

Purpose of the article is to attract the attention of school teachers, parents, practicing psychologists to the topical and not sufficiently revealed subject of the education of tolerance. Also the article aims to familiarize with the fragment of practical work in this direction.

The purpose of teaching tolerance is to foster in the young generation some needs and readiness for constructive interaction with individuals and groups of people regardless of their ethnic, social, religious affiliation, opinions, worldview, certain ways of thinking and behavior.

Achieving this goal is possible if specific tasks are solved, they are grouped into two interrelated units:

I. Fostering in children and adolescents the peacefulness, acceptance and understanding other people, the ability to interact with them positively:	II. The generation of tolerance in society and in the field of education:
1) formation of negative attitude to violence and aggression in any form;	1) prevention of terrorism, extremism and aggression in society;
2) formation of respect and recognition to themselves and to the people, their culture;	2) humanization and democratization of the existing relationships of adults and children, a system of teaching and education;
3) expanding capabilities to interethnic and interreligious cooperation;	3) inclusion in the educational reforms the leading ideas of pedagogy of tolerance;
4) expanding capabilities to the tolerant communication, to the constructive interaction with the society regardless of their identity and worldview;	4) reformation the training system for future teachers to teaching tolerance in children and adolescents.
5) teaching young generation the traditions and the standards of behaviour, which are adopted by the native speakers, not only in order to develop the skills of "acceptance of dissimilarity", but also to develop skills to respond to the behaviour of foreign interlocutor adequately.