Suchergebnisse

У статті розкрито актуальність проблеми стану здоров'я дітей дошкільного віку; охарактеризовано сутність феномену «здоров'язбереження» та обґрунтовано необхідність виховання потреби збереження здоров'я у дошкільників; визначено принципи здоров'язбереження. Засвідчено, що здоров'язбереження дітей в педагогічному аспекті варто розглядати, як цінність, систему, процес і результат. ; The article tells about the actuality of the subject of preschoolers' health status. The necessity to organize the health maintaining process for preschool children is caused by understanding the fact that children may be taught easy in the early age and we should develop in them some habits of health promoting which will become a component of our culture and will influence on the society positively. The essence of the health preservation process is explained in the article as well. The health maintaining process in pedagogical aspect is considered to be a value, a system and a result. Considering that health preservation is a value in preschool education, it can be treated like a state, social and a personal value. Health maintaining as a system characterizes the health aspect of functioning of preschool educational institutions the effectiveness of which depends on the aim and the content of the activity, on the tools which are used in the process of health preservation and the principles which should be basic for this kind of pedagogical system. (The principles of science, accessibility, visibility, consistency and consistency, age, taking into account individual characteristics, activity, humanization, democratization, integration, and unity of the kindergarten and the child's family). Health maintaining as a process in pre-school education involves the development, education and training which is not harmful to children's health and which creates a safe and comfortable staying in kindergarten, provides individual educational trajectory of a child, to prevent stress or some kind overload or fatigue. The result of health preservation activities in preschools is a base of child's literacy, culture and competence. We believe that Ukrainian problems of health in kindergartens are particularly relevant, this is connected with the presence of negative medical and demographic situation in Ukraine and the unfavorable trend of indicators of children's health. Therefore, there is a necessity in the formation of new ideas based on the preservation of health and the child's consciousness, which requires the teachers of preschool education level to use careful selection methods, special tools, content and organizational forms.

Taking into account the analysis of scientific pedagogical sources, the article summarizes the views on the formation of preschool speech therapy in the period from 1945 to 1959. The data on the main tendencies of its development in the village are specified, the problems connected with the training of speech therapy staff oriented in their work to pre-school children living in rural areas are outlined. It is noted that the development of the system of preschool education institutions, as one of the organizational forms of providing speech therapy in rural areas, in the first post-war years largely depended on the decisions of the government of the country. The position of the Ministry of Education of the Ukrainian SSR wasquite active in this in the 1950s. With a view of qualitative preparation ofchildren for school the question on creation of stationary rural kindergartens was discussed. It is established that the tasks, content and methods of educational andeducational work in mass kindergartens in accordance with the guidelines for all age groups have become more specific and specific. Despite the fact that they contained sections on the development of the native language, problems ofalinguistic nature, basically, remained without attention of their workers. Logopedic preschool aid was not formed. Only here and there it was provided byeducators of mass kindergartens and speech therapy centers, aimed at providing speech therapy to schoolchildren and children of older groups of kindergartens. Work in rural area in this direction was not conducted. It was noted that the purposeful preparation of speech therapists in the higher education system of Ukraine was notcarried out. The first set of students in the specialty «Defectology. Oligophrenopedagogy and speech therapy» with the qualification of a special school teacher and speech therapist was held only in 1957–1958 school year. Preparation ofdefectologists of preschool institutions in Ukraine in the 50's was not conducted and was not planned in the near future. ; С учетом анализа научного педагогических источников в статье обобщены взгляды на процессы формирования дошкольной логопедической помощи в период с 1945 по 1959 гг. Уточнены данные об основных тенденциях ее развития на селе, очерчены проблемы, связанные с подготовкой логопедических кадров, ориентированных в своей работе на детей дошкольного возраста, проживающих в сельской местности. Установлено, что задачи, содержание и методы образовательно-воспитательной работы в массовых детских садах в соответствии с руководящими положениями по всем возрастным группам стали более конкретными и определенными. Несмотря на то, что они содержали разделы по развитию родного языка, проблемы языкового характера, в основном, оставались без внимания их работников. Логопедическая дошкольная помощь не была сформирована. Лишь кое-где еепредоставляли воспитатели массовых детских садов и логопедические пункты, ориентированные на предоставление логопедической помощи школьникам и детям старших групп детских садов. Работа в селах в этом направлении не велась. Отмечено, что целенаправленная подготовка логопедов в системе высшего образования Украины не производилась. Первый набор студентов по специальности «Дефектология. Олигофренопедагогика илогопедия» сполучением квалификации учитель специальной школы илогопед состоялся только в 1957–1958 учебном году. Подготовка дефектологов дошкольных учреждений в Украине в 50-хгг. не проводилась ивближайшее время не планировалась. ; З урахуванням аналізу наукового-педагогічних джерел у статті узагальнено погляди на процеси формування дошкільної логопедичної допомоги в період з 1945 по 1959 рр., уточнено дані про основні тенденції їїрозвитку на селі, окреслено проблеми, пов'язані з підготовною логопедичних кадрів, зорієнтованих у своїй роботі на дітей дошкільного віку, що мешкають усільській місцевості. Встановлено, що завдання, зміст і методи освітньо-виховної роботи в масових дитячих садках відповідно до керівних положень завсіма віковими групами стали більш конкретними і визначеними. Незважаючи на те, що вони містили розділи з розвитку рідної мови, проблеми мовного характеру, в основному, залишалися поза увагою їх працівників. Логопедична дошкільна допомога ще не була сформована. Лише де-не-де їїнадавали вихователі масових дитячих садів та логопедичні пункти, зорієнтовані на надання логопедичної допомоги школярам і дітям старших груп дитячих садків. Робота в селах з цього напрямку не велася. Відзначено, щоцілеспрямована підготовка логопедів в системі вищої освіти України нездійснювалася. Перший набір студентів за спеціальністю «Дефектологія. Олигофренопедагогика і логопедія» з отриманням кваліфікації вчитель спеціальної школи і логопед відбувся тільки в 1957–1958 навчальному році. Підготовка дефектологів дошкільних установ в Україні в 50-хрр. непроводилася і найближчим часом не планувалася.

The scientific research is devoted to the problems of legal regulation of labor relations of preschool education employees. The legislative and by-laws that regulate the labor relations of kindergarten workers are analysed. The works of individual scientists in the field of law, who investigated the problems of legal regulation of preschool education are studied.The methodological basis of the study was general scientific and special legal cognitive methods. To study the problem, we used the systemic, theoretical-legal, formal-dogmatic, comparative legal methods of cognition, as well as the state-legal modeling method.The status of teaching staff in a preschool education institution is held by the director, his or her deputy, educators, and the teacher's assistant. In addition, assistants to the educator and nanny, who do not have the status of a pedagogical worker, can work in the kindergarten. At the same time, the legislation does not fix the criteria for distinguishing the functions of an assistant and an assistant educator. The law does not allow distinguishing between a caregiver and a nanny.The following features of the legal regulation of the labor activity of workers in preschool education can be named. The legislation establishes the requirements for persons who wish to work at preschool education institutions. A reduced working time has been established, and an increased duration of the annual basic leave is provided. Legislative and by-laws establish the specifics of remuneration in the field of preschool education. An additional ground is provided for the dismissal of teachers in preschool education - committing an immoral offense.It was proposed to make a list of amendments to the Law of Ukraine On Preschool Education. The rules of law that enshrine the duration of reduced working hours or the leave duration in the field of preschool education should be enshrined in law, and not by-laws.The Law of Ukraine On Preschool Education should provide that teaching staff perform educational and ...

IVAKH Svitlana – Candidate of Pedagogical Sciences, Associate Professor of the General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko str., 24, Drohobych, 82100, Ukraine (slinkolven@ukr.net)orcid:0000-0003-4488-1527ResearcherID: http://www.researcherid.com/rid/D-4430-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140944To cite this article: Ivakh, S. (2018). Peredumovy osvitnoi diialnosti predstavnyts zhinochoho rukhu u konteksti rozvytku ukrainskoho shkilnytstva Halychyny (kinets XIX – persha tretyna XX st.) [Precurses of educational activity of representatives of women's movement in the context of development of Ukrainian schooling in Halychchyna (end of the XIX – the first third of the twentieth century)]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 85‒103. doi:10.24919/2313-2094.7/39.140944 [in Ukrainian]. Article historyReceived: 24 March 2018Received in revised form: 7 May 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. Based on the analysis of the legislative-normative base and statistical data, the article studies the process of the formation of Ukrainian schooling in Galicia at the end of the nineteenth and first third of the twentieth century. It was emphasized that its development within the limits of the Austro-Hungarian Empire and Poland was limited to both socio-economic and political factors, which disturb the Ukrainian educated public, in particular the organizers of the women's movement.On the basis of the logical-historical analysis, the preconditions for the deployment of the active activities of women's associations, the prominent figures of the women's movement in the area of Ukrainian schooling in Galicia, are identified. Among the most significant were: unsatisfactory organization of school education for girls within the Austro-Hungarian Empire, which were found to be lacking in popular schools, in particular, girls' longevity, low attendance, limited co-ordination; the level of educational process in the existing state women's elementary schools is lower than in males, and their predominantly anti-Ukrainian character; the official limitation of women's secondary and higher education; the absence of Ukrainian institutions for vocational education of women's youth, and the anti-Ukrainian nature of pre-school and out-of-school education in the province.It is proved that certain preconditions became the basis for forming the main directions of pedagogical activity, which concerned, first of all, the participation of women-ukrainians in the development of the network of Ukrainian private women's elementary schools, out-of-school and preschool educational institutions.Participation of Ukrainian women in the establishment of the system of national schooling in the region served as confirmation of the evolutionary processes in the women's movement, which went from separate educational measures among its members to active systematic pedagogical and educational work in the broad masses of the population.It was noted that the Ukrainian women's movement in Galicia during the period under study expressed the actual pedagogical problems that were in sight of the entire Galician community: the preservation of the physical, spiritual and moral health of the Ukrainian people in the absence of their own state and the training of younger generations to participate in the revival and reconstruction of independent Ukraine.Acknowledgments. Sincere thanks to the head of the General Pedagogy and Preschool Education Department of Drohobych Ivan Franko State Pedagogical University, in particular Prof. Pantyuk Tetyana.Funding. The author received no financial support for the research, authorship, and/or publication of this article. ; ІВАХ Світлана – кандидат педагогічних наук, доцент кафедри загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, Дрогобич, 82100, Україна (slinkolven@ukr.net)orcid:0000-0003-4488-1527ResearcherID: http://www.researcherid.com/rid/D-4430-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140944Бібліографічний опис статті: Івах, С. (2018). Передумови освітньої діяльності представниць жіночого руху у контексті розвитку українського шкільництва Галичини (кінець ХІХ – перша третина ХХ ст.). Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 7/39, 85‒103. doi:10.24919/2313-2094.7/39.140944.Історія статтіОдержано: 24 березня 2018Прорецензовано: 7 травня 2018Подано до редакції: 10 липня 2018Доступ он-лайн: 12 вересня 2018 Анотація. У статті здійснено логіко-історичний аналіз передумов розгортання активної діяльності жіночих товариств, визначних діячок жіночого руху в ділянці українського шкільництва Галичини; доведено, що визначені передумови стали підґрунтям для формування основних напрямів педагогічної діяльності, яка передовсім стосувалася участі жінок-українок у боротьбі з неграмотністю, у відстоюванні права на здобуття освіти в рідномовній школі, у становленні та розвитку мережі українських приватних жіночих початкових шкіл, позашкільних і дошкільних виховних інституцій.

IVAKH Svitlana – Candidate of Pedagogical Sciences, Associate Professor of the General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko str., 24, Drohobych, 82100, Ukraine (slinkolven@ukr.net)orcid:0000-0003-4488-1527ResearcherID: http://www.researcherid.com/rid/D-4430-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140944To cite this article: Ivakh, S. (2018). Peredumovy osvitnoi diialnosti predstavnyts zhinochoho rukhu u konteksti rozvytku ukrainskoho shkilnytstva Halychyny (kinets XIX – persha tretyna XX st.) [Precurses of educational activity of representatives of women's movement in the context of development of Ukrainian schooling in Halychchyna (end of the XIX – the first third of the twentieth century)]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 85‒103. doi:10.24919/2313-2094.7/39.140944 [in Ukrainian]. Article historyReceived: 24 March 2018Received in revised form: 7 May 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. Based on the analysis of the legislative-normative base and statistical data, the article studies the process of the formation of Ukrainian schooling in Galicia at the end of the nineteenth and first third of the twentieth century. It was emphasized that its development within the limits of the Austro-Hungarian Empire and Poland was limited to both socio-economic and political factors, which disturb the Ukrainian educated public, in particular the organizers of the women's movement.On the basis of the logical-historical analysis, the preconditions for the deployment of the active activities of women's associations, the prominent figures of the women's movement in the area of Ukrainian schooling in Galicia, are identified. Among the most significant were: unsatisfactory organization of school education for girls within the Austro-Hungarian Empire, which were found to be lacking in popular schools, in particular, girls' longevity, low attendance, limited ...

IVAKH Svitlana – Candidate of Pedagogical Sciences, Associate Professor of the General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko str., 24, Drohobych, 82100, Ukraine (slinkolven@ukr.net)orcid:0000-0003-4488-1527ResearcherID: http://www.researcherid.com/rid/D-4430-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140944To cite this article: Ivakh, S. (2018). Peredumovy osvitnoi diialnosti predstavnyts zhinochoho rukhu u konteksti rozvytku ukrainskoho shkilnytstva Halychyny (kinets XIX – persha tretyna XX st.) [Precurses of educational activity of representatives of women's movement in the context of development of Ukrainian schooling in Halychchyna (end of the XIX – the first third of the twentieth century)]. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 85‒103. doi:10.24919/2313-2094.7/39.140944 [in Ukrainian]. Article historyReceived: 24 March 2018Received in revised form: 7 May 2018Accepted: 10 July 2018Available online: 12 September 2018 Abstract. Based on the analysis of the legislative-normative base and statistical data, the article studies the process of the formation of Ukrainian schooling in Galicia at the end of the nineteenth and first third of the twentieth century. It was emphasized that its development within the limits of the Austro-Hungarian Empire and Poland was limited to both socio-economic and political factors, which disturb the Ukrainian educated public, in particular the organizers of the women's movement.On the basis of the logical-historical analysis, the preconditions for the deployment of the active activities of women's associations, the prominent figures of the women's movement in the area of Ukrainian schooling in Galicia, are identified. Among the most significant were: unsatisfactory organization of school education for girls within the Austro-Hungarian Empire, which were found to be lacking in popular schools, in particular, girls' longevity, low attendance, limited co-ordination; the level of educational process in the existing state women's elementary schools is lower than in males, and their predominantly anti-Ukrainian character; the official limitation of women's secondary and higher education; the absence of Ukrainian institutions for vocational education of women's youth, and the anti-Ukrainian nature of pre-school and out-of-school education in the province.It is proved that certain preconditions became the basis for forming the main directions of pedagogical activity, which concerned, first of all, the participation of women-ukrainians in the development of the network of Ukrainian private women's elementary schools, out-of-school and preschool educational institutions.Participation of Ukrainian women in the establishment of the system of national schooling in the region served as confirmation of the evolutionary processes in the women's movement, which went from separate educational measures among its members to active systematic pedagogical and educational work in the broad masses of the population.It was noted that the Ukrainian women's movement in Galicia during the period under study expressed the actual pedagogical problems that were in sight of the entire Galician community: the preservation of the physical, spiritual and moral health of the Ukrainian people in the absence of their own state and the training of younger generations to participate in the revival and reconstruction of independent Ukraine.Acknowledgments. Sincere thanks to the head of the General Pedagogy and Preschool Education Department of Drohobych Ivan Franko State Pedagogical University, in particular Prof. Pantyuk Tetyana.Funding. The author received no financial support for the research, authorship, and/or publication of this article. ; ІВАХ Світлана – кандидат педагогічних наук, доцент кафедри загальної педагогіки та дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка, вул. Івана Франка, 24, Дрогобич, 82100, Україна (slinkolven@ukr.net)orcid:0000-0003-4488-1527ResearcherID: http://www.researcherid.com/rid/D-4430-2018DOI: https://doi.org/10.24919/2313-2094.7/39.140944Бібліографічний опис статті: Івах, С. (2018). Передумови освітньої діяльності представниць жіночого руху у контексті розвитку українського шкільництва Галичини (кінець ХІХ – перша третина ХХ ст.). Людинознавчі студії: зб. наук. праць ДДПУ імені Івана Франка. Серія «Педагогіка», 7/39, 85‒103. doi:10.24919/2313-2094.7/39.140944.Історія статтіОдержано: 24 березня 2018Прорецензовано: 7 травня 2018Подано до редакції: 10 липня 2018Доступ он-лайн: 12 вересня 2018 Анотація. У статті здійснено логіко-історичний аналіз передумов розгортання активної діяльності жіночих товариств, визначних діячок жіночого руху в ділянці українського шкільництва Галичини; доведено, що визначені передумови стали підґрунтям для формування основних напрямів педагогічної діяльності, яка передовсім стосувалася участі жінок-українок у боротьбі з неграмотністю, у відстоюванні права на здобуття освіти в рідномовній школі, у становленні та розвитку мережі українських приватних жіночих початкових шкіл, позашкільних і дошкільних виховних інституцій.

Стаття присвячена висвітленню проблеми становлення та розвитку ідей наступності у вихованні й навчанні дітей дошкільного та молодшого шкільного віку в педагогічній теорії і практиці українського шкільництва кінця ХІХ – на початку ХХ століття. Історико-педагогічний аналіз означеного феномену в цих хронологічних межах дав змогу вивчити сутність ідей наступності у вихованні, навчанні дітей дошкільного та молодшого шкільного віку: підготовленість дитини дошкільного віку до навчання в школі; реформування початкової школи на ідеях дошкільного виховання; єдність організаційних форм, принципів, методів роботи дошкільних закладів та початкової школи; наступність змісту навчання й виховання дитини. Ці розвідки виявили нові факти, що характеризують поступ ідей наступності. ; The article is devoted to the problems of development of ideas of continuity in the upbringing and education of preschool and primary school age children in the theory and practice of the late XIX – early XX century. Continuity as a phenomenon that characterizes the internal organic connection of universal, physical and spiritual development of the preschool and primary school age children, internal training during the transition from one stage of identity formation to another is considered. The purpose of the article is to describe the development of ideas of continuity in the upbringing and education of preschool and primary school age children in the theory and practice of the late XIX – early XX century. The following research methods are used in the study: the method of genetic analysis of historical sources for reconstruction of continuity as pedagogical phenomenon; theoretical analysis of educational thought to isolation characteristics and continuity. The article analyzes the views of prominent scientists of late XIX – early XX century, namely Nataliia Lubenets, Timothy Lubenets, Sofia Rusova, Stepan Siropolko, Jakiv Chipiga, Anton Makarenko, Antonina Hendryhivska. To study the peculiarities of practical realization of the ideas of continuity in the upbringing and education of preschool and primary school age children, in the indicated chronological limits, archival documents of definite period are studied, which are situated in the Central State Historical Archives of Kyiv and the Central State Archives of higher authorities and government of Ukraine. Historical and pedagogical analysis of the definition of the phenomenon in these chronological limits allowed to explore the essence of ideas of continuity in the upbringing and education of preschool and primary school age children: school age child readiness for school; reforming primary school on the idea of pre-school education; unity of organizational forms, principles, methods of pre-schools and primary schools; continuity of the content of training and education of the child. Detection of new facts expand the realm of history of education for the development of ideas of continuity in educational thought and practice of Ukrainian education. Against this background of considerable scientific and practical interest is the further study of the nature and ways of realization of continuity in labor education of children of preschool and primary school age.

Preschool education is given much attention to in China, as the foundation built in childhood may and should become the necessary condition for successful development of the country in mid and short term. Contemporary system of preschool education in China is regulated by certain laws; there are different kinds of preschool institutions; there is a law regulation the work of kindergatrens, the system of staff training, schientific and methodological foundation, etc. However these components are the result of a long way of the genesis and development of preshool education in China. The analysis of history made it possible to single out five staged in the genesis of preschool education: 1949– 1965 - reproductive; 1966–1976 - autonomous; 1977–2000 - integrativecumulative; 2001- up to present – integrative-productive. The basis for these stages were the following: historical and political conditions in China; laws regulating educational system in general and kindergartens in particular; educational programs and teaching methods; teaching staff for educational establishments. It is obvious that in the first stage – propaedeutic – the abovementioned parametres and pahenomena are either absent or present in some simple forms, often temporal. The second stage is characterized by the adoption of the Sovit experience in education development, that is why this stage is called reproductive. The third stage, coinciding with the Cultural revolution in China, according to the law "negation of negation", brought all the achievement of the previous stage to nought. However, the change of political situation in China after 1977, caused serious changes in the system of preschool education inspired by the achievements in this sphere abroad. Finally, in the XXI century there is a tendency to establish their own educational system in China, which adopts the best achievements of the past, but at the same time it preserves its national identy and specificity. ; Дошкільній освіті у Китайській Народній Республіці приділяють досить ...

Sofia F.Rusova (nee Lindfors) (1856-1940) was a teacher, writer, journalist, Doctor of Sociology at the Ukrainian Sociological Institute, Professor of Pedagogy at the M.P.Dragomanov Ukrainian High Pedagogical Institute in Prague, Czechoslovakia, head of the preschool and extra-school education department in the Government of the Ukrainian People's Republic (1917-1921), head of the Ukrainian branch of the International Women's Organization, organizer of the first kindergarten in Ukraine and well-known public figure of her era. She has left a rich pedagogical heritage (more than 300 of her works have been currently introduced into scientific use) that contains many interesting ideas, notions and conclusions on topical issues of public education, pedagogy, national schooling and education. The historiography of Sofia Rusova (1856-1940) work legacy research in Ukraine, starting from the first articles (1991) and up to the last one in 2012 was revealed in the article. Specific research works were analysed and their essential provisions were identified. ; Софія Федорівна Ліндфорс Русова (1856-1940), педагог, письменниця, журналістка, усесвітньо відома громадська діячка, доктор соціології Українського соціологічного інституту і професор педагогіки Українського високого педагогічного інституту імені М.П. Драгоманова в Празі, керівник дошкільної і позашкільної освіти в уряді Української Народної Республіки, голова української філії Міжнародної жіночої організації, організатор першого в Україні дитячого садка. Вона залишила велику педагогічну спадщину (нині в науковий обіг введено понад 300 праць), в яких викладена велика кількість цікавих ідей, положень і висновків з актуальних проблем розвитку народної освіти, педагогіки, національної школи і виховання. У статті розкривається історіографія досліджень творчої спадщини Софії Федорівни Русової (1856–1940) у новітній Україні, починаючи з перших публікацій (1991 р.) і закінчуючи останніми – 2013 р. Аналізуються окремі дослідницькі праці, відзначаються їх найважливіші ...

The object of research is the formation of territorial communities based on swarm intelligence. In the process of research, a problem is identified that arises in the formation of territorial communities inUkraine, namely the unstable political situation due to the introduction of many reforms.In order to solve this problem, the aim is creation of an automated approach to the formation of territorial communities according to certain evaluation criteria.The proposed method is used on the example of Zastavnivsky district of the Chernivtsi region (Ukraine) on such criteria as: the availability of hospitals, fire departments, police departments, kindergartens, and social institutions. With the help of swarm algorithms, 5 administrative centers and 19 settlements are created, satisfying the conditions of the task. The gray wolf and the bats algorithms formed a community and the center is determined, and the method of multi-criteria optimization optimizes the parameters of administrative units.Geo-information technologies, statistical data of settlements of the Zastavnivskyi district of the Chernivtsi region, gray wolf and bats algorithms and the method of multi-criteria optimization make it possible to obtain the result of the process of formation of territorial communities of the proposed method. Due to these aspects, an automated process of forming territorial communities is obtained. ; Запропоновано метод формування територіальних громад за допомогою алгоритмів кажанів та сірих вовків. Розроблено математичну модель методу формування громад. Досліджено ефективність виконання методу на прикладі формування територіальних громад у Чернівецькій області (Україна). Тестування запропонованого методу виконується на базі ГІС технологій і статистичних даних. ; Предложен подход к формированию территориальных общин при помощи алгоритма летучих мышей и серых волков. Разработана математическая модель метода формирования территориальных общин. Исследована эффективность работы метода на примере формирования территориальных общин в Черновицкой области (Украина). Тестирование предложенного метода исполняется на базе ГИС технологий и данных статистики.

The object of research is the formation of territorial communities based on swarm intelligence. In the process of research, a problem is identified that arises in the formation of territorial communities inUkraine, namely the unstable political situation due to the introduction of many reforms.In order to solve this problem, the aim is creation of an automated approach to the formation of territorial communities according to certain evaluation criteria.The proposed method is used on the example of Zastavnivsky district of the Chernivtsi region (Ukraine) on such criteria as: the availability of hospitals, fire departments, police departments, kindergartens, and social institutions. With the help of swarm algorithms, 5 administrative centers and 19 settlements are created, satisfying the conditions of the task. The gray wolf and the bats algorithms formed a community and the center is determined, and the method of multi-criteria optimization optimizes the parameters of administrative units.Geo-information technologies, statistical data of settlements of the Zastavnivskyi district of the Chernivtsi region, gray wolf and bats algorithms and the method of multi-criteria optimization make it possible to obtain the result of the process of formation of territorial communities of the proposed method. Due to these aspects, an automated process of forming territorial communities is obtained. ; Запропоновано метод формування територіальних громад за допомогою алгоритмів кажанів та сірих вовків. Розроблено математичну модель методу формування громад. Досліджено ефективність виконання методу на прикладі формування територіальних громад у Чернівецькій області (Україна). Тестування запропонованого методу виконується на базі ГІС технологій і статистичних даних. ; Предложен подход к формированию территориальных общин при помощи алгоритма летучих мышей и серых волков. Разработана математическая модель метода формирования территориальных общин. Исследована эффективность работы метода на примере формирования территориальных общин в Черновицкой области (Украина). Тестирование предложенного метода исполняется на базе ГИС технологий и данных статистики.

The basic problems and ways of reforming social-humanitarian sphere in the process of decentralization of power in Ukraine. The ways and mechanisms of effective local governance and decentralization of power to create and maintain a complete living environment for citizens, providing high quality and accessible public services in the social and humanitarian sphere, satisfying the interests of citizens in all spheres of life in the territory. The necessity of formation of the legislative framework for the activities of local authorities and executive bodies in the socio-humanitarian sphere in the new territorial basis with defined powers and resources. Local government reform and decentralization of government in Ukraine can not be effectively implemented without reforming the social and humanitarian sphere, as the existing system of social and humanitarian services remains inadequate and does not meet European standards of democratic governance. At present, most communities fail to provide the population with proper services and without uniting them around centers of economic activity, such territorial communities will not have prospects for further development. Today we have a bad state of material resources: health care, social security, kindergartens, schools, art and culture, sports and leisure; low level of public safety; lack of funds for social development (budget constraints). Therefore, the need to create capable territorial communities is dictated by the demand of time. That is why today it is urgently needed to form capable territorial communities through the voluntary association, capable of providing the appropriate level of service provision, in particular in the field of education, culture, health care, social protection, housing and communal services, taking into account human resources, financial support and development social infrastructure of the corresponding administrative-territorial unit. ; . ; Проаналізовано основні проблеми та напрями реформування соціально-гумані-тарної сфери в процесі ...

The article provides a comprehensive analysis of life, creative heritage, public activities aimed at defending the rights of children, of Mariya Lopatkova, Polish writer, influential figure in education, founder of the direction of guardianship and educational activities– pedagogy of heart. The main problems solved by the M. Lopatkova have been reflected: democratization of the school life, increasing the attention to children with disabilities, building a happy society. The necessity of restoring the priority of love over material values; the need to eliminate competition in primary schools have been shown. M. Lopatkova emphasized the need for love, mutual understanding and friendship as the leading values of pedagogy of heart, without which spiritual injury occurred. The ideas relevant in the Ukrainian educational space and the school system have been revealed. They are the following: realization of the program "To kindergarten without crying"; communication in schools on the basis of pedagogy of heart; development of the pupils' intelligence simultaneously with their emotional and social development; care for a child with disabilities from the society, the school, educational institutions; creating opportunities for his/her comprehensive development; combination of pedagogy of heart with social pedagogy; training a prospective teacher who is an example to follow, loves children and defends their rights; forming an educational ideal – a perfect person, who combines significant achievements with modesty, the desire to provide help and support to those who need it; building a happy society on the bases of rapprochement with nature, spirituality restoration, overcoming social injustice in politics and economics, elimination of bureaucracy from public life, counteraction to selfishness, aggression, greed. ; У статті здійснений усебічний аналіз життєвого шляху, творчої спадщини, громадської діяльності, спрямованої на відстоювання прав дітей, Марії Лопаткової, польської письменниці, освітньої діячки, засновниці напряму опікунсько-виховної діяльності – педагогіки серця. Відображено основні проблеми, які розв'язувала педагогиня. Виявлено ідеї, актуальні в українському освітньому просторі, вітчизняному шкільництві. Акцентовано увагу на обґрунтуванні М. Лопатковою доцільності поєднання педагогіки серця із соціальною педагогікою.

The article provides a comprehensive analysis of life, creative heritage, public activities aimed at defending the rights of children, of Mariya Lopatkova, Polish writer, influential figure in education, founder of the direction of guardianship and educational activities– pedagogy of heart. The main problems solved by the M. Lopatkova have been reflected: democratization of the school life, increasing the attention to children with disabilities, building a happy society. The necessity of restoring the priority of love over material values; the need to eliminate competition in primary schools have been shown. M. Lopatkova emphasized the need for love, mutual understanding and friendship as the leading values of pedagogy of heart, without which spiritual injury occurred. The ideas relevant in the Ukrainian educational space and the school system have been revealed. They are the following: realization of the program "To kindergarten without crying"; communication in schools on the basis of pedagogy of heart; development of the pupils' intelligence simultaneously with their emotional and social development; care for a child with disabilities from the society, the school, educational institutions; creating opportunities for his/her comprehensive development; combination of pedagogy of heart with social pedagogy; training a prospective teacher who is an example to follow, loves children and defends their rights; forming an educational ideal – a perfect person, who combines significant achievements with modesty, the desire to provide help and support to those who need it; building a happy society on the bases of rapprochement with nature, spirituality restoration, overcoming social injustice in politics and economics, elimination of bureaucracy from public life, counteraction to selfishness, aggression, greed. ; У статті здійснений усебічний аналіз життєвого шляху, творчої спадщини, громадської діяльності, спрямованої на відстоювання прав дітей, Марії Лопаткової, польської письменниці, освітньої діячки, засновниці напряму опікунсько-виховної діяльності – педагогіки серця. Відображено основні проблеми, які розв'язувала педагогиня. Виявлено ідеї, актуальні в українському освітньому просторі, вітчизняному шкільництві. Акцентовано увагу на обґрунтуванні М. Лопатковою доцільності поєднання педагогіки серця із соціальною педагогікою.

The article studies the issue of the theory and practice of the elementary education development in Great Britain of the 19th century. A correlation between private initiative and State assistance in the formation process of the elementary schools net has been defined and proved by the samples from the history of the elementary education development. Special attention is given to the investigation of R.Owen's private initiative on people education activity. Three periods in this activity have been identified according to changing R.Owen's philosophy, publishing new works, searching for new forms of his private initiative on people education activity. New Lenark's period in his education activity has been considered. The main trends of R.Owen's education activity in the denoted period have been characterized. The goal of R.Owen's public and education activity has been determined as paying attention of people and British government to the issue of creating and activity of elementary education schools. Assistance for two British educational specialists has been defined as one of the main trends in R.Owen's education activity. Taking a part in the creating standards base of the elementary education development including Factory Acts (1802-1819) has been described as a considerable contribution in R.Owen's education activity. R.Owen as a founder of kindergarten in Great Britain in 1816 ( a part of his Institute) has been ascertained in the investigation. R.Owen's studying both native and foreign educational specialists experience has been pronounced the significant part of his education activity. It is concluded that elementary education school activity in Great Britain of the 19th century is characterized by private initiative. R.Owen's education activity has received recognition in the elementary education development in Great Britain of the 19th century. ; Статья анализирует роль просветительской деятельности Р. Оуэна в процессе становления элементарной системы образования Великобритании XIX века. Определена мера общественной, частной и государственной инициативы в деятельности учебных заведений в Великобритании в данный период. Особое внимание уделено изучению основних направлений просветительской деятельности Р. Оуэна. ; Стаття аналізує роль просвітницької діяльності Р.Оуена у процесі становлення елементарної системи освіти Великої Британії XIX століття. Визначено міру громадсько-приватної та державної ініціативи у діяльності закладів елементарної освіти у Великій Британії у зазначений період. Основну увагу приділено вивченню основних напрямків просвітницької діяльності Р.Оуена.