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The concept of everyday pedagogical support is rather widely used in modern pedagogy; however, neither its pedagogical potential nor its specifics and importance in the child's development have been fully understood and explored. Therefore, the aim of this article is to analyse and summarise research ideas about the structure of everyday pedagogical support, resulting in developing it as a theoretical construct and verifying it in the pedagogical reality. The construct of everyday pedagogical support has been analysed in the article, using an NVIVO 12 programme from the point of view of children.

The article is dedicated to the problem of psychological and pedagogical support of social workers' professional development. We have specified the factors of psychological andpedagogical support effectiveness. Research methodology. The matter of future specialist's professional development is considered to be a mental and practical activity which is aimed at self-adaptation to personal and professionally significant goals. The results of the research. It has been stated that future social worker's professional development is related to the external and internal threshold states passing which an individualcomes to professionally significant, qualitative personal changes. Discussion. We have established the main directions of providing psychological and pedagogical support for future specialists in the sphere of social work. Conclusion. The effectiveness of psychological andpedagogical support is determined by the following factors: self-determination and voluntary participation; activating education results; taking into account and developing social workers' educational needs; the use of the dichotomic and humanistic approaches; social workers' selfdetermination; interactive mode of cooperation, democratic style of communication. © 2017.

The paper starts by considering the factors that determine the development of musical abilities and emphasizes the role of adequate support within institutional music education. It references an adequate pedagogical approach in the choice of content and their didactic-methodological operationalization. In order to determine the importance of an adequate pedagogical approach in that sense, research was conducted on a sample of 118 preschool children in the preschool institution "Veselo detinjstvo" in Raska, ie, experimental verification of the impact of applying optimal didactic-methodological postulates in developing musical abilities. The results of the application of the experimental program showed positive effects in the development of musical abilities, in relation to the established practice, which implies stronger support of music pedagogues to educators. It is concluded that it is necessary to provide a better type of support to educators starting from initial education, and also through professional development, in order to adequately support children's musical potentials and talents, from the earliest age.

Although Early Learning Frameworks have recently been published by the provincial government in Manitoba, Canada, varied quality still exists in child care centres in this province. This project investigates the potential of a Pedagogical Support Document to enhance quality in Manitoba's Early Learning and Child Care (ELCC), as a follow up to the Early Learning Frameworks, by way of further supporting early childhood educators' pedagogical practice. I argue that a Pedagogical Support Document can contribute to ELCC quality and I make suggestions for its content and dissemination. More specifically, I recommend that the content of a Pedagogical Support Document include broad principles that afford professional judgment and interpretation, based on observation and documentation strategies. In addition, I suggest that a Pedagogical Support Document be conceptualized as a living document that is co-created by policy makers and early childhood educators over time. This approach allows ELCC programs to develop contextually relevant curriculum with locally constructed outcomes for children. Finally, I recommend that ongoing professional development related to the Pedagogical Support Document is necessary in order to make meaningful and sustainable policy and practice connections in Manitoba. ; Education, Faculty of ; Unreviewed ; Graduate

The effectiveness of psychological andpedagogical support is determined by the following factors: self-determination and voluntary participation; activating education results; taking into account and developing social workers' educational needs; the use of the dichotomic and humanistic approaches; social workers' selfdetermination; interactive mode of cooperation, democratic style of communication

STYNSKA Viktoriya – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/PROKOPIV Liubov – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/To cite this article: Stynska, V., & Prokopiv, L. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Article historyReceived: June 2, 2019Received in revised form: June 22, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article outlines the origins of the history of socio-pedagogical support for motherhood and childhood in Ukraine in the context of the rise of support and mutual assistance processes in Eastern Slavic tribes back at the stage of their development corresponding to a primitive society.The historical and pedagogical analysis of the development of social and pedagogical support for motherhood and childhood in 1905–1918 is substantiated as the period of rise of social and pedagogical support for motherhood and childhood at the governmental level, which was determined by: the adoption of the first programs ...

STYNSKA Viktoriya – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/PROKOPIV Liubov – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/To cite this article: Stynska, V., & Prokopiv, L. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Article historyReceived: June 2, 2019Received in revised form: June 22, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article outlines the origins of the history of socio-pedagogical support for motherhood and childhood in Ukraine in the context of the rise of support and mutual assistance processes in Eastern Slavic tribes back at the stage of their development corresponding to a primitive society.The historical and pedagogical analysis of the development of social and pedagogical support for motherhood and childhood in 1905–1918 is substantiated as the period of rise of social and pedagogical support for motherhood and childhood at the governmental level, which was determined by: the adoption of the first programs of state protection of motherhood and childhood; the adoption of the Law on Social Security in Case of Illness (1912); the opening of Milk Drop Offices and their structural units (Advisory Board, Social Assistance Council, Single Mother's Home), which contributed to the development of social and pedagogical support for maternity and childhood in the sphere of health care; active activities of the Society for the Protection of Maternity and Childhood, which promoted the ideas of: the benefits of breastfeeding, the recognition of motherhood as a job that should be paid by the government, the promotion of patronage; the opening of the child care medical department within the newly formed People's Comissariate for Health Care.It has been established that in the period under review, the governmental initiatives in the field of maternity and childhood protection were initiated, as well as mechanisms for their implementation.Acknowledgments. The authors are grateful to the management and staff of the Vernadsky National Library of Ukraine, the State Archives of Kiev Region for their help in compiling and systematizing materials on the investigated problem. Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors. ; CТИНСЬКА Вікторія – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/ПРОКОПІВ Любов – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/Бібліографічний опис статті: Стинська, В., & Прокопів, Л. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Людинознавчі студії. Серія «Педагогіка», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Історія статтіОдержано: 2 червня 2019Прорецензовано: 22 червня 2019 Подано до редакції: 20 липня 2019Доступ он-лайн: 24 вересня 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). У статті окреслено витоки історії соціально-педагогічної підтримки материнства й дитинства в Україні у контексті зародження процесів підтримки та взаємодопомоги у східнослов'янських племен, які перебували на такій стадії свого розвитку, що відповідає первісному суспільству.Здійснений історико-педагогічний аналіз розвитку соціально-педагогічної підтримки материнства й дитинства у 1905–1918 рр. обґрунтовано як період зародження соціально-педагогічної підтримки материнства й дитинства на державному рівні, що визначалося: прийняттям першої програми охорони державою материнства й дитинства; ухваленням Закону «Про соціальне страхування у разі хвороби» (1912 р.); відкриттям закладів «Крапля молока» та їхніх структурних підрозділів (Консультаційна Рада, Рада Соціальної Допомоги, Дім Самотньої Матері), які сприяли розвитку соціально-педагогічної підтримки материнства й дитинства у сфері охорони здоров'я; активною діяльністю Товариства захисту материнства й дитинства, що просувало ідеї: переваг грудного вигодовування, визнання материнства роботою, яка має оплачуватися на державному рівні, популяризації патронажу; відкриттям відділу ОХМД у складі новоутвореного НКСЗ.Установлено, що в досліджуваний період фактично було започатковано державні ініціативи у сфері охорони материнства й дитинства, а також механізми їхньої реалізації.

STYNSKA Viktoriya – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/PROKOPIV Liubov – Candidate of Pedagogical Sciences, Associate Professor, Bohdan Stuparyk Pedagogy Department, Vasyl Stefanyk Precarpathian National University, Shevchenko Str., 57, Ivano-Frankivsk, 76000, UkraineE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/To cite this article: Stynska, V., & Prokopiv, L. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Article historyReceived: June 2, 2019Received in revised form: June 22, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article outlines the origins of the history of socio-pedagogical support for motherhood and childhood in Ukraine in the context of the rise of support and mutual assistance processes in Eastern Slavic tribes back at the stage of their development corresponding to a primitive society.The historical and pedagogical analysis of the development of social and pedagogical support for motherhood and childhood in 1905–1918 is substantiated as the period of rise of social and pedagogical support for motherhood and childhood at the governmental level, which was determined by: the adoption of the first programs of state protection of motherhood and childhood; the adoption of the Law on Social Security in Case of Illness (1912); the opening of Milk Drop Offices and their structural units (Advisory Board, Social Assistance Council, Single Mother's Home), which contributed to the development of social and pedagogical support for maternity and childhood in the sphere of health care; active activities of the Society for the Protection of Maternity and Childhood, which promoted the ideas of: the benefits of breastfeeding, the recognition of motherhood as a job that should be paid by the government, the promotion of patronage; the opening of the child care medical department within the newly formed People's Comissariate for Health Care.It has been established that in the period under review, the governmental initiatives in the field of maternity and childhood protection were initiated, as well as mechanisms for their implementation.Acknowledgments. The authors are grateful to the management and staff of the Vernadsky National Library of Ukraine, the State Archives of Kiev Region for their help in compiling and systematizing materials on the investigated problem. Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors. ; CТИНСЬКА Вікторія – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: svt9@ukrnet.uaorcid:0000-0003-0555-3205ResearcherID: https://publons.com/researcher/1779450/victoria-vs-stynska/ПРОКОПІВ Любов – кандидат педагогічних наук, доцент, кафедра педагогіки імені Богдана Ступарика, ДВНЗ «Прикарпатський національний університет імені Василя Стефаника», вул. Шевченка, 57, Івано-Франківськ, 76000, УкраїнаE-mail address: prk1@i.uaorcid:0000-0001-8661-510XResearcherID: https://publons.com/researcher/1709326/liubov-prokopiv/Бібліографічний опис статті: Стинська, В., & Прокопів, Л. (2019). The origin of socio-pedagogical support of motherhood and childhood in Ukraine (1905–1918). Людинознавчі студії. Серія «Педагогіка», 9/41, 120–131. doi:10.24919/2413-2039.9/41.175705.Історія статтіОдержано: 2 червня 2019Прорецензовано: 22 червня 2019 Подано до редакції: 20 липня 2019Доступ он-лайн: 24 вересня 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/). У статті окреслено витоки історії соціально-педагогічної підтримки материнства й дитинства в Україні у контексті зародження процесів підтримки та взаємодопомоги у східнослов'янських племен, які перебували на такій стадії свого розвитку, що відповідає первісному суспільству.Здійснений історико-педагогічний аналіз розвитку соціально-педагогічної підтримки материнства й дитинства у 1905–1918 рр. обґрунтовано як період зародження соціально-педагогічної підтримки материнства й дитинства на державному рівні, що визначалося: прийняттям першої програми охорони державою материнства й дитинства; ухваленням Закону «Про соціальне страхування у разі хвороби» (1912 р.); відкриттям закладів «Крапля молока» та їхніх структурних підрозділів (Консультаційна Рада, Рада Соціальної Допомоги, Дім Самотньої Матері), які сприяли розвитку соціально-педагогічної підтримки материнства й дитинства у сфері охорони здоров'я; активною діяльністю Товариства захисту материнства й дитинства, що просувало ідеї: переваг грудного вигодовування, визнання материнства роботою, яка має оплачуватися на державному рівні, популяризації патронажу; відкриттям відділу ОХМД у складі новоутвореного НКСЗ.Установлено, що в досліджуваний період фактично було започатковано державні ініціативи у сфері охорони материнства й дитинства, а також механізми їхньої реалізації.

The article focuses on problems of special education and psychological-pedagogical support for students with learning disabilities. The research aim is to identify current trends in special education for these students, certain conditions and factors that impact their academic performance and development of life competencies. Research methods: analysis of today's legislation, regulations, proceedings papers, guidance and other policy documents on special educational needs for students with learning disabilities in public elementary and middle school; analysis of statistical data on education for students with learning disabilities in 2019/2020 academic year in all 85 constituent entities of Russian Federation; an online random sample survey among specialists who work in public schools that students with learning disabilities attend. Conclusions based on the conducted study are as follows: the number of students with learning disabilities on inclusive terms is increasing; there is a legal backing and methodological support for special education in public elementary schools; special education conditions need to be provided not only in public elementary school but also in middle school; inclusive education specialists are lacking knowledge on learning, teaching and psychological-pedagogical support for students with learning disabilities in today's school environment; there is a shortage of special education professionals in schools and learning centres. The results of the study can be used to develop educational policy, learning plans, programmes and to improve quality of inclusive education specialists training.

The article focuses on problems of special education and psychological-pedagogical support for students with learning disabilities. The research aim is to identify current trends in special education for these students, certain conditions and factors that impact their academic performance and development of life competencies. Research methods: analysis of today's legislation, regulations, proceedings papers, guidance and other policy documents on special educational needs for students with learning disabilities in public elementary and middle school; analysis of statistical data on education for students with learning disabilities in 2019/2020 academic year in all 85 constituent entities of Russian Federation; an online random sample survey among specialists who work in public schools that students with learning disabilities attend. Conclusions based on the conducted study are as follows: the number of students with learning disabilities on inclusive terms is increasing; there is a legal backing and methodological support for special education in public elementary schools; special education conditions need to be provided not only in public elementary school but also in middle school; inclusive education specialists are lacking knowledge on learning, teaching and psychological-pedagogical support for students with learning disabilities in today's school environment; there is a shortage of special education professionals in schools and learning centres. The results of the study can be used to develop educational policy, learning plans, programmes and to improve quality of inclusive education specialists training.

The paper presents the essence and needs of support in the lives of people with disabilities. It shows that in order to adapt support to the individual needs of people with disabilities it is necessary to introduce elements improving the aid system. It indicates the tasks and importance of factors of the system supporting people with disabilities individually and in the social and professional environment. Legislative solutions in force were presented, which are aimed at stimulating professional activity and integrating disabled people and their families into the environment. The paper offers solutions to improve the system of equalization of opportunities in social and professional life of people with special needs. The importance of supporting professional activity and employment in the labour market was discussed. An attempt was made to assess the factors determining the effectiveness of the system, taking into account the implemented aid programs, grants, benefits and tasks of organizations and institutions supporting people with disabilities in social and professional life. The importance of integration, family support, support of the environment as well as adaptation of the system to the needs of people with disabilities was presented. Among the listed factors relating to people with disabilities, the importance of preparation, professional development and adaptation to the open labour market was presented. The social perception of disability is also of particular importance, which, if properly shaped, can reduce the problem of functioning of people with disabilities in social and professional life. People with disabilities show differing levels of need for safety, independence or accessibility to social infrastructure. This diversity depends on the support of families of people with disabilities, their caregivers and aid institutions and organizations, including those providing education, rehabilitation and vocational activity services. The paper presents activities, which are the starting point for looking for new solutions and improving current solutions for adapting support to the individual needs of people with disabilities

В связи с возрастающей потребностью приемных родителей в получении помощи со стороны специалистов является актуальным определение факторов эффективности помощи замещающим семьям. На основе этих факторов создаются социально-педагогические условия, которые способны обеспечить широкие возможности для развития личности, что является основной целью педагогического сопровождения. Цель исследования заключается в выявлении особенностей социализации детей-сирот в условиях приемной семьи и определении обстоятельств, влияющих на ее эффективность. Для достижения цели автором были проанализированы работы, посвященные специфике социализации детей-сирот, способам облегчения этого процесса; среди приемных родителей было проведено анкетирование. Анализ анкет выявил актуальный социальный запрос на организационно-педагогическое сопровождение приемных семей. Причины такого запроса связаны с тем, что замещающие родители в приемной семье не всегда могут самостоятельно справиться с возникающими проблемами различного характера. Также на основе полученных данных были выявлены сущность и содержание организационно-педагогического сопровождения социализации приемных детей, рассмотрены условия его эффективного функционирования. Были изучены технологии работы педагога с детьми-сиротами и их приемными родителями, способы повышения социально-педагогической компетентности родителей. Статья предназначена для специалистов органов опеки и попечительства, сотрудников интернатных учреждений, социальных педагогов, студентов образовательных учреждений, планирующих работать в сфере социального обслуживания.
Due to the increasing need of foster parents to receive support from specialists, it is relevant to determine the factors of effectiveness of support to such families. On the basis of these factors, socio-pedagogical conditions are created to provide ample opportunities for personal development, which is the main goal of pedagogical support. The purpose of the study is to identify the features of socialization of orphans in foster families and to determine the circumstances affecting its effectiveness. To achieve this goal, the author analyzed the works devoted to the specifics of socialization of orphaned children, ways to facilitate this process. A questionnaire was conducted among foster parents. The analysis of the questionnaire revealed a relevant social demand for organizational and pedagogical support of foster families. The reasons for such a demand are due to the fact that foster parents in a foster family are not always able to cope with difficulties on their own. Moreover, on the basis of the data obtained, the essence and content of organizational and pedagogical support for socialization of foster children were identified, the conditions for its effective functioning were considered. The techniques of the teacher's work with orphaned children and their foster parents, ways to improve the socio-pedagogical competence of parents were considered. The article is intended for specialists of guardianship and custody bodies, employees of boarding institutions, social educators, students planning to work in the field of social services.