Vol 4-№-41-41-2019

1. No 41 (2019)
Р.4
The scientific heritage
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2. CONTENT
PEDAGOGICAL SCIENCES
Phung Thi Hang
SCHOOL PSYCHOLOGICAL SUPPORTIVE ACTIVITY FOR
SECONDARY SCHOOL STUDENTS IN VIETNAM............3
Phí Thị Hiếu
MEASURES TO PREVENT CHILD ABUSE FROM THE
FAMILIES (RESEARCHED IN VIETNAM) ........................6
Vu Thanh Hoa
ACTUAL CONTENTS OF EDUCATING ABUSE
PREVENTION SKILLS FOR PRESCHOOLERS IN QUẢNG
NINH PROVINCE ..........................................................9
Aivazova E., Seliwanov O.
PHYSICAL CULTURE IN THE STRUCTURE OF
PROFESSIONAL EDUCATION......................................13
Bilyakovska О.
THE MODERN FORMS OF EDUCATION IN THE
PROFESSIONAL TRAINING OF FUTURE TEACHERS ....15
Gorokhova N., Kulakovskaya M.
THE PROBLEM OF CHOICE OF PEDAGOGICAL
TECHNOLOGY IN EDUCATION ...................................18
Zhakypbekova G.
METHODICAL BASES OF USE OF IT INFRASTRUCTURES
BASED ON DIGITAL TECHNOLOGIES..........................21
Kalimova A., Kudusheva G., Baizhunusova G.
PREREQUISITES FOR THE DEVELOPMENT OF
INTEGRATION............................................................24
Kozlov D.
BARRIERS IN THE DEVELOPMENT OF THE
INNOVATION CULTURE OF THE GENERAL SECONDARY
EDUCATION LEADER..................................................29
Kohan S., Grabovskaya Y.,
Sedyakina E., Nugmanova A.
PSYCHOLOGICAL-PEDAGOGICAL INTERACTION
BETWEEN TEACHERS AND STUDENTS WITH HEALTH
DISORDERS ................................................................31
Panchenko D.
POTENTIAL OF INTEGRATION OF MEDICINE
AND ARTS IN TEACHING RUSSIAN
AS A FOREIGN LANGUAGE.........................................34
Prostorova A.
ORGANIZATION AND MAINTENANCE OF SPEECH
THERAPY ASSISTANCE TO MENTALLY RETARDED
STUDENTS OF BOARDING SCHOOL VIII TYPE ............36
Tussupbekova M.
INTRODUCTION OF RUBRICS FOR ASSESSING
STUDENTS’ KNOWLEDGE ON “PROFESSIONALLY-
ORIENTED” DISCIPLINE IN HIGHER SCHOOL..............39
Vdovychenko R., Shapochka K.
FORMATION OF STUDENT YOUTH VALUE ATTITUDE
TO PROFESSIONAL ACTIVITY .....................................43
PHILOLOGICAL SCIENCES
Ahapitova A.
MOTIVATION AS A KEY FACTOR IN SECOND
LANGUAGE LEARNING ..............................................47
Bricheva M., Nescheretova T.,
Sasina S., Skhalyakho E., Tikhonova A.
COMPUTER TERMS-ABBREVIATIONS IN THE ENGLISH
LANGUAGE................................................................49
Zakamulina M.
FRENCH IN QUEBEC: NORM’S PROBLEM (BASED ON
FRENCH SOURCE) ......................................................52
PSYCHOLOGICAL SCIENCES
Vovchenko O.
FORMATION OF EMOTIONAL INTELLIGENCE IN
CHILDREN OF PRIMARY SCHOOL AGE WITH
DISABILITIES OF INTELLECTUAL DEVELOPMENT:
PSYCHOLOGICAL SUPPORT .......................................57
Hrabishchuk S.
INFLUENCE OF SOCIO-PSYCHOLOGYCAL FEATURES ON
SELF-ACTUALIZATION OF FUTURE PSYCHOLOGISTS IN
CONDITIONS OF CONTEMPORARY SOCIETY..............60

3. The scientific heritage No 41 (2019) 3
PEDAGOGICAL SCIENCES
SCHOOL PSYCHOLOGICAL SUPPORTIVE ACTIVITY FOR SECONDARY SCHOOL STUDENTS
IN VIETNAM
Phung Thi Hang
Associate Professor Ph.D of Psychology
The University of Education – Thai Nguyen University
Abstract
The article has mentioned the actual situation of school psychological supportive activity at secondary schools
in Vietnam through the following aspects: contents of activities; forms of organizing activities; levels of partici-
pation and results of the subjects performing school psychosocial supportive activity. On that basis, suggestions
have been made for contributing to improving the effectiveness of school psychological supportive activity in
Vietnam generally and at secondary schools in Vietnam particularly.
Keywords: Psychological consultation, school psychological supportive activity, secondary schools, second-
ary students, psychological disorder, psychological disturbance
1. Introduction
School psychosocial support is a field of research
that began to gain special importance in the 1980's
when psychological disturbances became serious in
modern industrial society. Especially, the need for be-
ing supported with school psychology among school
students and university students (hereafter called stu-
dents) was concerned to research as it was one of the
important bases for establishing and defining the con-
tents to be researched by psychological departments in
schools (Egbochuku, 2008; Nyutu & Gysbers, 2007;
Morgan, Stiffan, Shaw & Wilson, 2007 etc.). For Euro-
pean and American countries, the trend of surveying the
actual situation of school psychological supportive ac-
tivity was developed through the 1980's and 1990's; In
particular, surveying the need for school psychological
support and difficulties in implementing this activity
for students became inevitable that counseling centers
in schools from elementary to tertiary level attached
importance to annual and periodical performance.
Currently, in Asian countries generally and in Vi-
etnam particularly, school psychosocial supportive ac-
tivity is still a relatively new definition in the research
field. However, it can be noticed that the trend of sur-
veying the actual situation of school psychology sup-
port has become a prominent trend. The research results
have contributed to creating a practical basis for edu-
cating young generations, aiming to develop the gener-
ations in a comprehensive manner in accordance with
the general trend of the times.
Psychological development among students goes
through different stages of the ages. In particular, the
age of secondary school students (SSS) is considered as
the period of "transition", "bridging" from children to
adults. At this age, they may encounter certain difficul-
ties in learning, communication, value of life orienta-
tion, careers guidance etc. These difficulties can make
them fall into a state of repression, tension, and anxiety,
or even psychological disorders such as stress, depres-
sion, emotional disorders, behavioral disorders etc.
Therefore, the study to timely grasp the difficulties and
obstacles among SSS is greatly significant in support-
ing them, early intervention, and helping them to get
knowledge and skills to cope with external influences
or internal psychological difficulties, helping them to
be fully developed in terms of personality.
2. Surveyed object and research methodology
- Surveyed object: A survey was conducted on a
group of 264 objects, including 104 teachers and 160
students at secondary schools in Thai Nguyen province
- a province in the Northern midlands region of Vi-
etnam.
- Research methodology: A combination of re-
search methods such as conversation, observation,
questionnaire surveys, activity product research etc was
performed.
3. Research results
3.1. The nature of school psychological support-
ive activity
The nature of school psychology supportive activ-
ity can be understood as follows: School psychosocial
supportive activity is the kind of activities that help and
counsel students to improve their ability of solving
problems and difficulties in learning, social relations
and career guidance by themselves; enhance the quality
of teachers, parents and other educational forces in
early identification of difficulties and psychological
disturbances among students; at the same time, develop
appropriate prevention and intervention programs in
schools. All of this is to ensure the stability of psycho-
logical health for students and to create the best condi-
tions for them to participate in learning, training, and
developing their personalities.
Thus, school psychosocial supportive activity
plays a very important role in supporting students, their
families, schools and society. School psychosocial sup-
port is primarily geared towards students. Thanks to
these kinds of activities, students can build up their own
ability of understanding psychology, their mental
health, get involved in training activities on self-caring
and coping with psychological difficulties at each age,
and be equipped with some knowledge and skills to
identify psychologically abnormal signs. This will ena-
ble them to seek support or notify their parents, teach-
ers, and friends of those.
3.2. Actual situation on school psychology sup-
portive activity at secondary schools.
In order to find out the actual situation of school
psychology supportive activity at secondary schools,
surveys were conducted on the aspects such as the con-

4. 4 The scientific heritage No 41 (2019)
tents, and forms of organizing activities; levels of par-
ticipation and achieved results of the subjects that per-
formed the school psychosocial supportive activity.
3.2.1. Actual situation on school psychology sup-
portive activity at secondary schools.
Survey results are shown in Table 2.
Table 1.
Assessment of the surveyed objects on the levels of performing school psychological supportive activity at sec-
ondary schools
No. Contents of school psychological supportive activities
Levels of performance
Frequentl
y
Occasionally Never
No. % No. % No. %
1
Consulting on psychological age, gender, marriage, family,
adolescent reproductive health
192 72.7 55 20.8 17 6.4
2
Consulting on life skills; cultural behaviors; preventing and
fighting violence and abuse; building a safe, healthy and
friendly educational environment.
136 51.5 79 29.9 49 18.6
3
Consulting on enhancing the ability of coping with and solv-
ing problems that arise in relationships with families, teach-
ers, friends, and in other social relationships.
157 59.5 94 35.6 13 4.9
4
Consulting on skills, effective learning methods and careers
guidance.
198 75 58 22 8 3
5
Introducing and supporting the students with mental disorders
(beyond the ability of school consultation) to centers or psy-
chotherapists
112 42.4 41 15.5 111 42
Table 1. The survey above illustrates the contents
of the school psychological supportive activity were
performed in 5 aspects. In particular, contents number
1 and number 4 were evaluated as the most frequent,
with a good rate of comments (72.7% and 75%). This
has shown that the content was related to the mind and
physiological age; the content of learning was often
more consultative. Content number 5 was the least con-
cerned and performed. Through learning about this, we
have known that teachers cum consultants often per-
form their consultation based on the knowledge and
skills they have gained during studying at university
and in teaching practice. Meanwhile, the field of school
consultation and psychotherapy are still quite new to
teachers. This has directly influenced on the levels of
their consultative contents.
3.2.2. Actual situation on the form of organizing
school psychological supportive activity at secondary
schools.
Survey results are shown in Table 2.
Table 2.
Assessment of the survey subjects on organizing school psychological supportive activities at secondary schools
No.
Forms of organizing school psychological supportive
activity
Level of performance
Frequently Occasionally Not yet
No. % No. % No. %
1 Through teaching activities 148 56.1 94 35.6 22 8.3
2
Through extracurricular educational activities (culture, arts,
sports ...)
136 51.5 117 44.3 11 4.2
3 Through class activities, flag ceremony activities 185 70.1 71 26.9 8 3
4 Direct psychological support at the consulting room 11 4.2 65 24.6 188 71.2
5 Telephone psychological support 47 17.8 49 18.6 168 63.6
6
Support online via Internet, Facebook social network; School
website ... (Set up information channels, provide documents,
regularly discuss with students' parents on psychological
developments and private matters that need consulting and
supporting for students)
76 28.8 83 31.4 105 39.8
7
Invite experts in educational psychology to provide thematic
consultation (Organize seminars, extracurricular activities,
clubs, forums on the topics related to the contents that need
consulting for students)
21 8 149 56.4 94 35.6
8
Through self-training and self-improvement activities among
students (Provide students with documents, pictures, videos
... for their self-study)
105 39.8 128 48.5 31 11.7
9 Through activities of experiencing 111 42 132 50 21 8
10
Through the activities of Parents' Association; Psychological
support at home and in the the locality
96 36.4 138 52.3 30 11.4

5. The scientific heritage No 41 (2019) 5
Table 2. According to the evaluation by teachers
and students, the school psychological supportive ac-
tivity at secondary schools was taken place in a wide
range of forms. Specifically, the frequently and com-
monly used forms were often associated with teaching
activities, extracurricular educational activities, and
those of the locality and parents' associations etc. Direct
psychosocial support in consulting room was very lim-
ited (71.2% of the comments stated that it had not been
performed yet). It can be seen that school psychological
supportive activity at secondary schools were mainly
performed in the form of educational integration activ-
ities. The specific form of "specialized" consultation as
"direct psychological support in consulting rooms" was
very limited.
3.2.3. Actual situation of the level of participa-
tion and results achieved by the subjects performing
school psychosocial supportive activity at secondary
school.
The results are shown in Table 3.
Table 3.
The assessment of the surveyed objects on the level of participation and results achieved by the subjects per-
forming school psychological supportive activity at secondary schools
Subjects
Level of participation
Results
(students’ attitude towards consult-
ing process)
Frequently Occasionally Not at all Satisfied
Partly
satisfied
Not yet
satisfied
No. % No. % No. % No. % No. % No. %
Psychological and
Educational experts
0 0 53 20.1 211 79.9 183 69.3 53 20.1 28 10.6
Homeroom teachers 174 65.9 78 29.5 12 4.5 152 57.6 86 32.6 26 9.8
Subject teachers 153 58 92 34.8 19 7.2 147 55.7 67 25.4 50 18.9
Teachers in charge of
Unions
107 40.5 129 48.9 28 10.6 125 47.3 72 27.3 67 25.4
Administrative Board 167 63.3 96 36.4 1 0.4 169 64 71 26.9 24 9.1
Experts of Education
and Training
Department
10 3.8 36 13.6 218 82.6 146 55.3 79 29.9 39 14.8
Parents Associations 28 10.6 91 34.5 145 54.9 139 52.7 78 29.5 47 17.8
Parents and family
members
147 55.7 73 27.7 44 16.7 167 63.3 68 25.8 29 11
School nurses 11 4.2 38 14.4 215 81.4 105 39.8 64 24.2 95 36
Table 3 has shown that the participants in school
psychosocial supportive activity included different sub-
jects. Generally, the level of participation of the sub-
jects tended to be directly proportional to the achieved
results. Specifically, homeroom teachers, administra-
tive board members, parents, and family members were
evaluated to participate in supporting at the most fre-
quent level, and the corresponding result achieved the
highest satisfaction among students. In fact, they are the
ones who are in more frequent contact with and close
to students, and understand their feelings and aspira-
tions etc. Therefore, it is easier for them to carry out the
work of consulting and supporting to students than the
others. However, there was no presence of consultants
or consulting officers - those who were highly trained
in counseling and psychological consultation, thus the
effectiveness of supportive activity was not very high.
4. Conclusion
At secondary schools in Vietnam, school psycho-
logical supportive activity has not been performed as a
specifically "professional" activity. The consulting
contents are still too basic, and they do not fully support
the issues in the psychological life of students; forms of
organizing are inappropriate; schools are in the short-
age of a team that includes well-trained and fostered
consultants on consulting and psychological consulta-
tion etc. Hence, the effectiveness of support is not so
high.
In order to overcome the above-mentioned limita-
tions, schools need to make appropriate investment in
school psychological supportive activity in terms of
both facilities and human resources; they also need to
build school counseling rooms; select, train and foster
teachers with relevant qualities and competencies to
meet the requirements of school psychological support-
ive activity. In this way by approaching the research
through implementing strategies (looking at cause and
effect) in a forward thinking manner; can psycholo-
gists, teachers and schools begin to administer a more
suitable and student centered environment that will im-
prove overall quality of school life for students in Vi-
etnam.
References
1. Trần Thị Minh Đức (2003), “Thực trạng tham
vấn ở Việt Nam: từ lý thuyết đến thực tế”, Tạp chí Tâm
lý học, số 2, tr10-16.
2. Trần Thị Minh Đức (2012), Giáo trình tham vấn
tâm lý, NXB Đại học Quốc gia, Hà Nội.
3. Carl Rogers (1994), Tiến trình thành nhân (Bản
dịch), NXB Thành phố Hồ Chí Minh.
4. Nguyễn Thị Oanh (2003), Tư vấn học đường,
Tuyển tập các bài báo đăng Báo Phụ nữ Chủ nhật, TP
Hồ Chí Minh.

6. 6 The scientific heritage No 41 (2019)
MEASURES TO PREVENT CHILD ABUSE FROM THE FAMILIES (RESEARCHED IN VIETNAM)
Phí Thị Hiếu
Associate Professor Ph.D of Thai Nguyen University of Education
Viet Nam
Abstract
In the article, the author has addressed the fact that problem of child abuse is becoming more and more serious
in the world generally and in Vietnam particularly. Based on the results of theoretical research and the review of
educational experience, the author has proposed the measures to prevent child abuse from their families.
Keywords: Abuse, children, family, measures, abuse prevention, child abuse prevention
1. Introduction
In Childen Law 2016, child abuse is defined as
follows: Child abuse refers to any act that results in
harm to the body, emotionally, psychologically, honor
or human dignity of such child through violence against
the child, child exploitation, sexual abuse, trafficking,
neglect and abandonment, and other forms of causing
harm to the child [3]. In general, child abuse takes
many forms: sexual abuse, physical violence, mental
abuse, neglectation, exploitation and trafficking of
children [2].
The issue of child abuse is of special concern by
governments and the international communities. Six of
the eight millennium development goals are aimed at
improving the quality of life and implementing chil-
dren's rights, bringing children the best living and de-
velopmental conditions. The United Nations Conven-
tion on the Rights of the Child, ratified by Viet Nam on
February 20, 1990, provides that children have rights,
including the right to non-discrimination against chil-
dren, the right to protection and care, Right not to be
separated from parents, Right to health care, Right to
education, Right to live in a healthy environment, Right
to freedom of expression, Right to protection against
abuse, Right to protection against sexual abuse, Rights
to protection against exploitation, etc.
In Viet Nam, the implementation of children's
rights has been increasingly focused on. On October 10
- 11, 2017 in Hanoi, MOLISA , in coordination with the
United Nations Children's Fund in Viet Nam
(UNICEF), organized the Consultation Draft
Workshop on the 5-6th
national reports on the
implementation of the United Nations Convention on
the Rights of the Child. Speaking at the workshop,
UNICEF Deputy Representative in VietNam, Yoshimi
Nishino assessed that Vietnam has made a great strides
in implementing the recommendations of the United
Nations Children's Rights Commission. This is the fact
that Vietnam has adopted the Child Law 2016 with
many new articles of law; The Government of Vietnam
has established a National Committee for Children
headed by the Deputy Prime Minister. Adtionally, the
establishment of Family and Adolescent Court or Law
on Organization of People's Courts 2014 is a specific
step to aim at effectively implementing the Party's
views and policies and the State's laws on protection
and development for Vietnamese families; protecting,
caring for and educating children in general and
handling adolescents who violate the law in particular.
However, the challenge that Vietnam is facing is the
fact that there are still a number of children living in
poverty, suffering from forms of violence including do-
mestic violence, school violence and other forms of
violence [7]. Speaking at the opening ceremony of the
National Telephone Exchange for Child Protection -
111, Minister of Labor, Invalids and Social Affairs Đào
Ngọc Dung said: "Vietnam is the first country in Asia
and the second one in the world that has ratified the
United Nations Convention on the Rights of the Child
without reservation of any provisions. Since then, the
legal system providing for the implementation of
children's rights in Vietnam has been continuously
supplemented, amended and completed from the
highest legal document, Constitution 2013 and
Children Law 2016. The Government has made great
efforts to address the issues of violence and child abuse
through enacting a system of laws and policies to
prevent and address violence and child abuse etc.
However, sadly on average annually, thousands of
children have died from various causes, most of which
are due to drowning and child abuse. In recent years,
there have been many violent, abusive and murder
cases of children in many localities causing confusion
and pressing in public opinion. It is time that we not
only stop at calling for sharing but also need to ask
every agency, organization, and all family members in-
cluding parents and siblings to embark on the act of
stopping and promptly dealing with the above-
mentioned acts "[9].
In addition, recent statistics have shown an
alarming situation of child abuse, especially sexual
abuse. The problem of child abuse has been increasing,
not only in rural, mountainous, and remote areas but
also in many big cities. Deputy Director of the
Department of Children - Ministry of Labor, Invalids
and Social Affairs, Vũ Thị Kim Hoa reported that,
during the first 4 years (2015-2018) and in the first 6
months of 2019, there were 7,829 cases of child abuse
nationwide, with 7,767 abused children [4]. According
to statistics of the Ministry of Public Security, in 2018,
1,547 cases of child abuse were detected in Vietnam, of
which, 1,269 cases of sexual abuse (accounting for 82%
of the total number of child abuse cases), and Hanoi
City ranked first in the country in terms of numbers of
child abuse cases [8]. Notably, the age at which
children are abused is getting lower and lower [6; 5].
Children may be abused by different perpetrators
(parents, relatives, and acquaintances, or strangers,
teachers, etc.) in different locations or environments,
such as at home, in neighbor houses, at school, in public
places etc. That situation poses an urgent need for child
abuse prevention and requires the participation of

7. The scientific heritage No 41 (2019) 7
society as a whole, including parents of children.
Because the family domocile is the first environment, a
place to form, nurture and educate human personality.
When a child is young, the family plays a special role
for the child, when most activities of the child
completely depend on their parents and family
members. Therefore, in the prevention of child abuse,
parents, adults and guardians must identify the risks of
child abuse from their families, at school and in society
to have proper measures in order to take suitable actions
to prevent and combat child abuse from specific
culprits.
In this article, we have referred to the measures to
prevent child abuse from their families. The research
methodology includes mainly theoretical research
methods and summarizing educational experience.
2. Measures to prevent child abuse from their
families
2.1 Raising awareness of child abuse behaviors
and the importance of child abuse prevention among
family members
- Parents, relatives and guardians actively learn, at
the same time, propagate, disseminate and share with
everyone in the family about the nature of child abuse,
causes of abuse, forms of abuse, kinds of people who
may abuse children, places that abuse may occur and
the consequences of each act of child abuse; content
and ways to prevent child abuse; families'
responsibility in coordinating with schools and
communities to educate children and prevent child
abuse. In forms of child abuse, physical violence
(beating, shoving children etc), mental abuse (verbal
abuse, insultating, threatening children, comparing
children with other children so that they feel much
worse etc), and child neglect (neglecting to care for the
child's emotions, not feeding the child, not treating the
sick child etc) occur quite commonly in families.
Sometimes, adults mistakenly think that these are
effective ways to educate children so that children must
stop behaving in a matter that adults do not admire.
Therefore, understanding the harmful effects of these
behaviors is extremely necessary for parents or adults
to minimize them in the process of caring, nurturing
and educating children:
- Parents and relatives in the family must learn
about the psychological and physiological
characteristics of children at each age, understand the
personal characteristics of their children, and then
choose an appropriate educational method. Children,
especially preschoolers, are inherently hyperactive,
sometimes they are unable to distinguish right from
wrong, good or, bad, and the ability to control their
emotions is still basic, so they are more likely to engage
in spontaneous behaviors, such as sudden crying or
irritability when there is a need; or other behaviors that
adults do not condone. If adults do not understand this
feature of the children, adults will think that the child is
spoiled, stubborn and then use tough measures to
educate the child such as hitting, scolding, threats and
punishment ect. However, these educational forms just
can cause physical and mental trauma to children, and
counterproductive, even make children more stubborn,
distrustful and against adults. Therefore, understanding
the child's psychological characteristics to have
appropriate behaviors such as distracting children,
encouraging and praising their strengths, suggesting the
right way for children to have good results but
interested in performing is necessary.
2.2. Reviewing and assessing the risks that
children may be abused to be alert and prevent
- Parents, relatives or guardians discuss the risks
of child abuse corresponding to each form and
perpetrator of such abusive behaviors: risk of child
sexual abuse; risk of children being abducted;
situations where children are abused, verbally abused,
neglected at home and at school. For sexual abuse,
perpetrators may be family members, acquaintances or
neighbors and finally strangers that children meet out-
side. Not only girls, but also boys can also be sexually
abused when they encounter perverts, who are homo-
sexual. For physical and mental violence, a child may
encounter it at home and at school, or in a public place
where the cause is often due to the fault of the child.
Similarly, children may be neglected by their own
families because their parents or relatives are busy with
their own affairs, and they are either neglected or
discriminated (children are female, children are step
kids etc). At school, children are neglected by an
irresponsible teacher or caregiver due to their being ei-
ther naughty or cranky; or they have a special educa-
tional need such as autism, or are physically disabled.
- The parents or relatives of children are alert,
preventing to all situations where the child may be
abused. For example, to prevent sexual abuse against
children, it is necessary to consider and assess the per-
sonal characteristics of the people who live nearby or
often come to visit and play with their families, often
interact with children. Remind children to take
precautions, or carefully take care of children when
they are playing or interacting with those people. Chil-
dren should not be sent to someone to take care of them
when that person or primary caregiver can be poten-
tially risky for child abuse. In order to avoid their chil-
dren from being abused children when they make
mistakes, parents or adults should always think of the
consequences of this behavior, practise self-restraint,
find ways to release emotions appropriately when in
anger, help children to form their own appropriate re-
sponse when they realize that they are about to be
spanked, such as quickly apologizing to their parents,
telling their parents "do not hit me please", running
away etc. At the same time, help them to form their
good habits, order compliance, regularly remind them
so that they will not make mistakes.
- Parents should also be aware of the role and
responsibility of the family in coordinating with the
school to care for, nurture, educate children in general,
and prevent child abuse in particular at school. For
preschoolers, parents must know how to protect their
children such as choosing a reputable, quality childcare
institutions; regularly supervise the care and education
of their children at educational institutions; promptly
notify the authorities if any violation in those institu-
tions. In addition, parents need to pay close attention to
their children's expressions, especially psychological
manifestations or bodily injuries, in order to promptly

8. 8 The scientific heritage No 41 (2019)
detect treatment for children, and coordinate to handle
invasive abuse behaviors. In particular, parents need to
spend a lot of time to look after their children, do not
entrust all caring responsibilities to educational
institutions. To avoid being kidnapped, parents do not
let children play alone in a deserted place and always
keep an eye on them; in a crowded place like a
supermarket or park, adults have to take the child's
hands, always stay close to them, do not let them run
away from you etc.
2.3 Building a healthy family culture, using
scientific methods of educating children in
accordance with children's physiological
characteristics
- Parents and adults do not swear, use bad
language, do not perform violence when resolving
conflicts in the family; Do not spank, verbally abuse or
insult when children make mistakes; do not compare
children with others to make them feel inferior and
ashamed; No argument or smashing furniture in front
of children, which really scares them.
- Parents and adults always listen to and care for
children to understand their feelings, thoughts and
desires; encourage them to speak out their thoughts;
always spend time with them; Do not use electronic
devices such as televisions, computers, phones to
replace talking, playing with them.
- Specially, adults do not joke and cuddle by
touching their private parts because it makes them think
that this kind of behavior is acceptable when being
abused.
- Parents and adults in the family must identify a
system of cultural and ethical values that conform to
social norms and realize them in every aspect of family
life such as: Building an atmosphere of rational -
minded harmony in the family; the mutual interest and
respect among members; logical daily routines;
consistent behavior manners in family and family -
social relationships with ethical standards In particular,
special attention to the values in children's education
such as independence, autonomy; self-restraint; neat
and tidy habits; care and sharing with everyone around;
behavior in family relationships, society in accordance
with moral standards.
- Parents and adults in the family must set an
example for children to follow in terms of behavior and
the necessary habits in life, there must be a consensus
between words and actions, and there is and agreement
between family members on educational methods.
- Respect children's personality; guide children to
follow the requirements of adults and become good
habits in life; help children to be well-aware of values
in the ways of educating, thereby help children identify
right and wrong, distinguish the behaviors, gestures of
love and cuddling which are in conformity with ethical
standards from the those behaviors of child abuse and
sexual abuse.
- Parents create opportunities for children to get
acquainted and interact with the surrounding
environments, helping children to have practical
experiences of ethical standards; flexibly adapt to
family cultural values and social cultural values.
2.4. Collaborating with schools and communities
for a good performance of child abuse prevention
- Parents and adults in the family take the initiative
in preventing all risks of child abuse in different
environments, and at the same time, closely coordinate
with schools and local authorities in performing this
activity organized by the schools and the localities.
Specifically, parents, adults and guardians should
prevent child abuse from themselves and other relatives
at home. Additionally, it is necessary to monitor the
activities of child care, education, and nursing at
schools, promptly detect signs of child abuse (if any)
from teachers and staff in order to coordinate with the
schools to handle the issue; detect and prevent timely
and notify local authorities of the cases of child abuse
or support the authorities in preventing child abuse.
- Families actively contribute comments to
schools and localities on the contents, methods and
forms of organizing child abuse prevention activities.
- If child abuse at home results in serious
consequences via any family member, then the
guardians or other relatives of the child should actively
coordinate with the skateholders to strictly handle the
perpetrator, and avoid covering or solving intern family
matters due to psychological shame, apprehension
affecting family honor; If child abuse occurs at a school
where the perpetrator is a teacher or a staff member of
the school, or outside the family where the perpetrator
is a neighbor or acquaintance, avoid being respectful
and compromising with the perpetrator but the family
of the victim must coordinate closely with the
concerned auhotrities to severely punish the
perpetrators, to the full extent of the law, and at the
same time, deter those who are likely to cause similar
acts for children.
2.5. Formulating child abuse prevention skills
for children
This measure can be done when the child enters
kindergarten age, the age at which the child is able to
receive and formulate basic life skills, including anti-
abuse skills.
- Parents or guardians equip their children with the
knowledge of the manifestations of each child abuse
behavior at home, at school, and in residential areas
where children live when traveling, going out, or
interacting with strangers and other dangerous
situations etc.
- Help children to form the skills to prevent abuse,
including the following specific skills: Skills of
observing the surrounding; Skills to know where you
are, who you are in contact with; Skills to know how to
communicate personal situations.
- Help children to form the skills of handling
situations when being abused, including: Decide how
to react; Look for help; skills to escape from the abuser;
Fighting and self defense skills to find opportunities to
escape. Sometimes drastic resistance in appropriate
situations can deter abusers. However, this is a difficult
skill for children and can only be used for older
preschoolers. Because most children are physically
weaker, the use of this skill should be used quite
cautiously because if not successful, then it will make
the situation even worse. Moreover, it is necessary to

9. The scientific heritage No 41 (2019) 9
form other skills in children such as: Skill of controlling
emotions; skills of observing and memorizing the
details of abusers; Cooperative skills to find abusers.
Formulating anti-abuse skills for preschoolers can
be carried out anytime, anywhere, in all activities of
their families (when playing with children, bathing or
toileting for children etc); through communicating and
behaving with people around, participating in social
activities of the residential area etc. Through these
aspects, in each specific situation of life, parents and
adults provide in-depth instruction to help children use
their abuse prevention skills in an appropriate way
3. Conclusion
On the basis of theoretical research and
summarizing educational experience, five measures to
prevent child abuse have been suggested in general and
preschool child abuse in particular, namely: Raising
awareness of child abuse behaviors and the importance
of child abuse prevention among family members;
Reviewing and assessing the risks that children may be
abused to be alert and prevent; Building a healthy
family culture, using scientific methods of educating
children in accordance with the child's physiological
characteristics; Collaborating with schools and
communities for a good performance of child abuse
prevention; Formulating child abuse prevention skills
for children. These measures are closely related and
dialectically united, so they need to be implemented in
a synchronous and flexible manner which is practical in
each family situation and the suitable to the
environmental characteristics in each locality. During
the implementation, families need to coordinate closely
with schools and local community organizations to
ensure the effectiveness of this activity.
References
1. Australian AID và World Vision (2014), Phòng
ngừa xâm hại tình dục trẻ em (Tài liệu dành cho cha
mẹ, người chăm sóc trẻ), Dự án Tuổi thơ - Chương trình
phòng ngừa do AusAID tài trợ và Tổ chức Tầm nhìn
thế giới thực hiện.
2.Vũ Thanh Hòa (2018). Một số vấn đề lý luận về
các hình thức xâm hại trẻ em. Tạp chí Thiết bị giáo dục,
số 181, tr.63-65.
3.Quốc hội nước Cộng hòa xã hội chủ nghĩa Việt
Nam (2016). Luật trẻ em.
4. Minh Hà, Báo động tình trạng xâm hại trẻ em,
https://baovephapluat.vn/van-hoa-xa-hoi/doi-song-xa-
hoi/bao-dong-tinh-trang-xam-hai-tre-em-74866.html
5. Long Hồ, Độ tuổi nạn nhân là trẻ em bị xâm hại
ngày càng nhỏ, https://hcmcpv.org.vn/tin-tuc/do-tuoi-
nan-nhan-la-tre-em-bi-xam-hai-ngay-cang-nho-
1491854394
6. Thu Trang, Độ tuổi bị xâm hại tình dục ở trẻ em
ngày càng thấp, http://daidoanket.vn/xa-hoi/do-tuoi-bi-
xam-hai-tinh-duc-o-tre-em-ngay-cang-thap-
tintuc108305
7. Việt Nam ngày càng thực hiện tốt hơn quyền trẻ
em
http://www.molisa.gov.vn/vi/Pages/chitiettin.aspx?ID
News=27082
8. Nguyễn Trường, 1141 trẻ em bị xâm hại tình
dục trong năm 20180, https://dantri.com.vn/xa-
hoi/1141-tre-em-bi-xam-hai-tinh-duc-trong-nam-
2018-2019011217304825.htm
9. Khai trương “Tổng đài 111” – Dịch vụ công đặc
biệt bảo vệ trẻ em
http://www.molisa.gov.vn/vi/Pages/chitiettin.aspx?ID
News=27384
ACTUAL CONTENTS OF EDUCATING ABUSE PREVENTION SKILLS FOR PRESCHOOLERS IN
QUẢNG NINH PROVINCE
Vu Thanh Hoa
MA. in Education
Department of Basic Sciences
Ha Long University, Quang Ninh Province
Abstract
The author of the article has presented the actual situation of educating providing them with the knowledge
to prevent and identify risks of abuse; abuse prevention skills; skills to handle situations when being abused. The
research results have shown that these educational contents have not been implemented at kindergartens. From the
actual research, the author has suggested the impact of raising awareness on child abuse and fostering skills of
organizing child abuse prevention activities for preschool teachers.
Keywords: abuse, preschoolers, preschool teachers, abuse prevention education, abuse prevention skills
1. Introduction
Currently, child abuse is a serious problem world-
wide and in Vietnam particularly. According to statis-
tics of the Ministry of Public Security, in 2018, 1,547
cases of child abuse were detected in Vietnam, of
which, the number of cases of child sexual abuse were
1,269 (accounting for 82% of the total number of child
abuse cases) with 1,233 abusers and 1,141 children.
Child abuse causes serious physical and mental
consequences for victims. In fact, most children have
psychological and behavioral disorders after being
abused; children become fearful and lose faith in rela-
tionships with people around. Preschool age plays a
particularly important role and it is the golden period in
the development of children's personality. At this age,
children need to receive and be educated with values
and behaviors in accordance with social ethical
standards, creating a basis for personal development as
they age. The physical and mental trauma that children
encounter at this age can have consequences and
become obsessive to them throughout their lives.
Therefore, the activity to educate children with skills

10. 10 The scientific heritage No 41 (2019)
against child abuse at kindergartens is extremely
necessary.
In order to study the actual contents of educating
children on child abuse prevention skills at
kindergartens in Quang Ninh province, from May to
November 2018, we conducted the survey by
questionnaires and in-depth interviews on a group of
1,800 kindergarten teachers.
The implementation of contents of educating on
prevention and fighting skills for preschoolers is
assessed based on the following scales: frequently (1
point); sometimes (2 points); not yet performed (3
points). Average data conveyed as follows: Frequently
from 1.00 to 1.66 points; sometimes: from 1.67 to 2.33
points; Not yet performed: From 2.34 to 3.00 points.
2. Actual content of educating on abuse preven-
tion and fighting skills for preschoolers in Quang
Ninh province
Surveying the actual contents of educating on
child abuse prevention and for preschoolers, we ob-
tained the following results
Table 1.
Actual contents of educating on abuse prevention and fighting skills for preschoolers
Contents
Level
(n=1,800)
Total
of
points
Points
on
averageFrequently Sometimes
Not
yet
Providing children with knowledge about the pri-
vate parts of the body and principles to protect
their private parts
125 366 1,309 4,784 2.66
Providing children with
the knowledge about
the manifestations of
child abuse behaviors
Sexual abuse 113 230 1,457 4,944 2.75
Mental violence 0 52 1,748 5,348 2.97
Neglecting children 0 0 1,800 5,400 3.00
Physical violence 0 45 1,755 5,355 2.98
Child kidnapping and
trafficking
566 675 559 3,593 2.00
Child exploitation 0 8 1,792 5,392 2.99
Forming skills to recog-
nize risks of sexual
abuse, physical, mental,
neglection, exploitation
and trafficking for chil-
dren
At home 5 23 1,772 5,367 2.98
At school 0 12 1,788 5,388 2.99
In residential areas where
children live, when trav-
eling, going out, when in-
teracting with strangers
and other dangerous situ-
ations
122 214 1,464 4,942 2.75
Forming skills of
preventing from being
abused for children
Skills to observe the
surrounding
87 205 1,508 5,021 2.79
Skills to know where you
are, who you are in
contact
35 186 1,587 5,168 2.87
Skills to know about
communication
situations, personal
situations
32 146 1,622 5,190 2.88
Forming skills of
handling the situation
for children when being
abused
Skills to decide how to
react
11 23 1,777 5,388 2.99
Skills to look for help 14 98 1,688 5,274 2.93
skills to escape from the
abuser
11 28 1,761 5,350 2.97
Fighting skills to find
opportunities to escape
12 43 1,745 5,333 2.96
Skill to control emotions 8 26 1,766 5,358 2.98
Skill to observe and
memorize the details of
culprits
7 19 1,774 5,367 2.98
Cooperative skills to find
culprits
8 27 1,765 5,357 2.98
The results of the table above showed that:
Contents of educating on preventing and fighting
against abuse for preschoolers at kindergartens in
Quang Ninh province have not been focused on, nor
implemented. The overall average point of skills ranges
from 2.00 to 3.00 points, which indicates a not-yet
implemented status.

11. The scientific heritage No 41 (2019) 11
- About providing children with the knowledge to
prevent abuse
Equipping children with the knowledge of the
private body parts and the principles of protecting their
private parts was implemented by a small number of
teachers on a frequent level (125/1800, reaching 6.9%)
and sometimes (366 / 1800, reaching 20.3%), the rest
was not implemented. The overall average point of this
level was 2.66. Thus, the most necessary knowledge to
form skills of child sexual abuse prevention and
fighting program has not been provided adequately.
Results were similar in the content of Equipping
children with knowledge about the manifestations of
child abuse behaviors, specifically: apart from focusing
on providing children with the knowledge on
Abduction, trafficking and sexual abuse (the average
points accounted for 2.00 and 2.75 respectively), the
other contents (child neglection, physical violence,
mental violence) were almost not mentioned in the
school's educational activities.
In our opinion, the main reason comes from the
limitations in awareness among the managers and
preschool teachers of child abuse and the importance of
educating them on child abuse prevention skills for
preschoolers. Therefore, in order to raise awareness
among the educational forces in and out of the school
of child abuse and the importance of educating child
abuse prevention skills is an important measure to take
in implementation of child abuse prevention in general
and preschool children in particular.
- About equipping children with skills to prevent
child abuse
Regarding the formation of skills for children to
identify risks of sexual abuse, physical violence, mental
violence, neglection, exploitation and trafficking
The results of the table above indicated that the
formation of skills for preschoolers to identify the risks
of abuse is mainly assessed at an unfulfilled level,
especially the risks at school. In the process of organiz-
ing educational activities, teachers paid more attention
to the risks of child abuse occurring in residential areas
where children live, when traveling, going out, or when
interacting with strangers and other dangerous situa-
tions. (Average score was 2.75). Perhaps, due to the tra-
ditionally educational concept of "whip for love – beat
for love" and the identification of child abuse and sex-
ual abuse, preschool teachers have not recognized all
the risks of child abuse which can take place in their
own families or schools. This is a limitation that needs
to be overcome to contribute to improving the quality
of educating anti-abuse educational skills for pre-
schoolers at school.
- About the formation of child abuse prevention
skills
Skills to prevent children from being abused
include components such as: observing your
suroundings, knowing where you are, and who you are
in contact with. As well as the perception of being able
to communicate effectively in a potentially dangerous
situation. Skills to know about communication
situations and personal situations. Very few teachers in
the survey sample focused on these educational con-
tents although these are vitally important skills that can
help children avoid being abused. Specifically: forming
skills to observe the surounding for children means
training children so that anywhere they stay or go, they
know to observe the characteristics of things and phe-
nomena around them. This enables them to feel and rec-
ognize a comfortable and safe situation versus an un-
safe or threatening one, so they can identify the poten-
tial risk of abuse which aids the child in preventing it.
In addition, the skills to know where you are and who
you are in contact with help children to have skills and
habits of spatial orientation. The clear awareness of
who is in contact with them helps children to be more
attentive and raises their awareness of safety and inse-
curity more clearly; from which children can actively
apply the lessons taught by their teachers to escape in
case of invasive situations.
Along with that, the skill of recognizing the com-
munication situation, personal situations helps children
to be well-conscious to recognize his / her communica-
tion situations: Is the child alone or accompanied? Can
the companion be reliable? Does the child like or not
like the situation that he or she or person they are in
contact? (Someone makes him play games or things
that he/she doesn't like, they seduce or threaten him /her
etc); He is annoyed and frightened or he witnesses his
friend being frightened by others etc. Knowing clearly
the communication situation will help children become
more explicit and alert when telling adults about the
stories that upset or frighten them, and also help her to
prevent the situations of abuse etc.
Thus, the survey results show that it is necessary
to raise teachers’ awareness as well as to foster them
with the knowledge and skills to organize anti-abuse
educational activities for children at preschools.
- About educating the skills to handle situations
when being abused for
The average point of the implementation of edu-
cational contents on skills of handling situations when
being abused for preschoolers ranges from 2.93 to 2.99,
mainly at the level of not yet implemented.
Skills of handling situations when being abused
include component skills, such as skill in deciding how
to react (standing still, shouting, running, biting the
abuser's hand, or pretending to cooperate with the
abuser in order to find opportunities to escape etc);
skills of looking for helpers (quickly identifying and
observing in order to be able to find suitable helpers in
the situations when being abused: quick orientation to
search for those around who to stay closest to children,
or run to the ones who are the most trustworthy if pos-
sible to seek help); skills of escaping from the abuser
when hand-held, hugged, or gagged by him etc; skills
of fighting back to find a chance to escape; sometimes,
fierce resistance, such as a painful bite on the hands, or
a hard kick on the private parts in appropriate situations
can deter the culprits.
However, this is a difficult skill for children and
can only be used for older preschoolers. In addition, the
ability of controlling emotions is also an extremely im-
portant skill in helping children to stay calm and iden-
tify danger, finding opportunities to escape, or the abil-
ity of cooperating to punish culprits. In many cases, be-
cause of being unable to control emotions, children's

12. 12 The scientific heritage No 41 (2019)
screaming, or crying when realizing increasing the
abusers frustration and putting the child at higher risk
will stimulate the abuser and push children into more
dangerous situations, even leading to the fact that their
life could be taken.
Besides, the ability of observing and memorizing
characteristics of the abuser and skill of cooperating in
investigations can help to provide useful information to
find the abuser etc. However, the survey results show
that these skills have not yet been gvien the primary fo-
cus needed to equip preschoolers with the knowledge
needed to recognize, or prevent abuse. Talking with us,
Ms. N.H.N, a kindergarten teacher in Uong Bi city said:
In fact, the culprits of child abuse are often their par-
ents, family members and preschool teachers originat-
ing mainly from the concept of traditional education in
Vietnam as "whip for love – beat for love". Adddition-
ally, scolding or threatening children from adults is just
for the aim that children will obey, that they will stop
behaviors that adults (parents / grandparents / rela-
tives / teachers etc) do not want them to have. However,
they do not know the emotional trauma and negative
experiences that a child must experience. Therefore, in
our opinion, educating preschoolers on mental abuse
prevention is something that even grow-ups/ educators
don't think of. At school, education on abduction pre-
vention skills for children is our top priority.
3. Conclusion
The research results show that: Contents of
educating on abuse prevention skills for preschoolers at
preschools in Quang Ninh province (including
providing children with the knowledge to prevent
abuse, forming skills such as skills to identify risks of
sexual, physical and mental abuse, neglecition,
exploitation and trafficking of children; skills to
prevent from being abused; skills to handle situations
when being abused) have not been given adequate
attention, mainly assessed at an unfulfilled level.
Educating children on the skills of sexual abuse
prevention and kidnapping prevention is the most
focused on, but only by a small number of teachers
implemented this frequently.
The main cause of this situation is due to the
limited awareness among teachers of the forms of child
abuse and the capacity of organizing in educating life
skills generally, and the skills of abuse prevention for
preschool children particularly.
This actual situation requires effective measures to
help preschool teachers have a corect understanding of
the nature of abuse and its manifestations, while
fostering them with skills of organizing educational
activities on preventing and fighting against abuse for
children at school and in the community.
References
1. Australian AID và World Vision (2014), Phòng
ngừa xâm hại tình dục trẻ em (Tài liệu dành cho cha
mẹ, người chăm sóc trẻ), Dự án Tuổi thơ - Chương trình
phòng ngừa do AusAID tài trợ và Tổ chức Tầm nhìn
thế giới thực hiện.
2. Vũ Thanh Hòa (2018), Một số vấn đề lý luận về
các hình thức xâm hại trẻ em, Tạp chí Thiết bị giáo dục,
số 180, tr.63-65.
3. Quốc hội nước Cộng hòa xã hội chủ nghĩa Việt
Nam (2016),Luật trẻ em.
4. Thủ tướng chính phủ (2017),Chỉ thị 18/CT-Ttg
của Thủ tướng chính phủ về việc tăng cường giải pháp
phòng, chống bạo lực, xâm hại trẻ em, ngày 16 tháng 5
năm 2017.
5. Nguyễn Trường,1.141 trẻ em bị xâm hại tình
dục trong năm 2018, https://dantri.com.vn/xa-
hoi/1141-tre-em-bi-xam-hai-tinh-duc-trong-nam-
2018-2019011217304825.htm

13. The scientific heritage No 41 (2019) 13
ФИЗИЧЕСКАЯ КУЛЬТУРА В СТРУКТУРЕ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
Айвазова Е.С.
Южно-Российский институт управления –
филиал Российской академии народного хозяйства и государственной службы при Президенте РФ
доцент кафедры физического воспитания,
кандидат педагогических наук,
Ростовский филиал Российской таможенной академии
доцент кафедры физической подготовки,
Селиванов О.И.
Ростовский филиал Российской таможенной академии
доцент кафедры физической подготовки,
кандидат философских наук.
PHYSICAL CULTURE IN THE STRUCTURE OF PROFESSIONAL EDUCATION
Aivazova E.,
South-Russia Institute of Management - branch of the Russian Presidential Academy of National Economy
and Public Administration
Docent of Cathedra of Physical Training,
Candidate of Pedagogical Sciences,
Docent of the physical training department
of the Rostov branch of the Russian Customs Academy
Seliwanov O.
Docent of the physical training department
of the Rostov branch of the Russian Customs Academy,
Candidate of philosophical Sciences.
Аннотация
В статье рассматривается понятие физической культуры, а так же ее влияние на профессиональную
деятельность и на успешное конкурирование на рынке труда.
Abstract
The article deals with the concept of physical culture, as well as its influence in professional activity and on
the successful competition in the labor market.
Ключевые слова: физическая культура, физическое развитие, физическое воспитание, здоровье, про-
фессиональная деятельность.
Keywords: physical culture, physical development, physical education, health, professional activity.
На сегодняшний день конкурентоспособность
на рынке труда определяется множеством факто-
ров, например, уровень освоения знаний, умения,
навыки, трудоспособность и уровень здоровья. В
отборе на высокооплачиваемые должности и пре-
стижную работу, помимо собеседования и тестов, с
помощью которых определяется профессиональная
пригодность, также проводят психологические те-
сты и медицинский осмотр.
По мнению Президента РФ Путина В.В. «глав-
ная задача многочисленных международных, наци-
ональных соревнований … как раз в том и заключа-
ется, чтобы формировать культуру здорового об-
раза жизни»1
.
Профессиональное направление физической
культуры в высшем учебном заведении является
включением в процесс физического воспитания
студентов помимо обеспечения условий формиро-
вания информационного, мотивационного и пове-
денческого компонентов физической культуры ин-
дивида. Способствуя готовности личности к само-
определению в ведении здорового образа жизни, а
1
Заседание Совета при Президенте по развитию физиче-
ской культуры и спорта. 27 марта 2019 года. Москва
также к определению средств и методов физиче-
ской культуры, которые позволят подготовить ин-
дивида физически и психологически к особенно-
стям будущей профессиональной деятельности.
Трудно оценить роль физической культуры в
процессе формирования личности. Научно дока-
зано, что именно во время выполнения физических
упражнений увеличивается эмоциональный фон че-
ловека, выявляется склонность к ответственности и
проявлению лидерских качеств.
Физическая культура – это самостоятельная
область общечеловеческой культуры. Является
специфическим процессом и результатом человече-
ской деятельности, средством и способом физиче-
ского совершенствования. Физическая культура –
важный фактор, воздействующий на основные
сферы жизни человека. Физическая культура лич-
ности формируется в течение всей жизни, выража-
ясь в форме задатков, под влиянием воспитания,
окружающей среды и т.д.

14. 14 The scientific heritage No 41 (2019)
Физическую культуру необходимо рассматри-
вать как особый вид культурной деятельности. Ре-
зультатом ее деятельности является полезность для
общества и личности. Образование, воспитание,
профессиональная деятельность являются сферами
проявления физической культуры в социальной
жизни человека.
Физическая культура выражается как инте-
гральное качество индивида, то есть условие и
предпосылки его эффективной учебно-профессио-
нальной деятельности, является общим показате-
лем профессиональной культуры как цель самораз-
вития. Она характеризует свободное самоопределе-
ние индивида, избирая на различных этапах
жизненного цикла из множества ценностей только
те, которые наиболее важны.
Знания определяют кругозор личности в сфере
физической культуры и подразделяются на теоре-
тические, методические и практические.
1.Теоретические – охватывают исторические
аспекты развития физической культуры, законо-
мерности работы организма человека, физическое
воспитание и саморазвитие.
2.Методические – помогают понять, как ис-
пользовать полученные знания.
3.Практические – способствуют понятию того,
как эффективно выполнять то или иное действие.
Целью физической культуры является форми-
рование культуры личности. Результатом ее дея-
тельности являются: формирование ориентации на
здоровый образ жизни и отличных черт характера.
Физическая культура – это социально-детер-
минированная область общей культуры человека,
представляющая собой качественное, системное
состояние, характеризующаяся определённым
уровнем социального образования, физического со-
вершенства, приобретенных в результате воспита-
ния и интегрированных в физкультурно-спортив-
ной деятельности и психофизическом развитии.
Физическая культура личности является во-
площением в человеке результата физической дея-
тельности человека, освоении умений и навыков.
Духовным компонентом физической культуры
личности является совокупность знаний в области
физического развития. Они выступают в качестве
способов реализации социальных потребностей.
Необходимо отметить, что усвоение знаний в
процессе занятия физической культурой является
важным элементом в развитии личности.
Физическая культура личности – это часть
культуры, усвоенная человеком, единство физиче-
ских или спортивных знаний, необходимых для
удовлетворения своих потребностей.
Физическое здоровье является одним из важ-
ных показателей, с его помощью характеризуется
уровень, а также изменения в состоянии здоровья
населения. Это обусловлено современными усло-
виями рыночной экономики, высоким уровнем кон-
куренции на рынке труда и постоянно развиваю-
щимся производством.
Систематическое занятие спортом способ-
ствует положительному влиянию на организм чело-
века. Активный образ жизни не только способ-
ствует укреплению физического здоровья, но и
улучшает психическое состояние человека. Сохра-
нять физическую активность важно не зависимо от
возраста.
Занятие физической культурой и спортом на
постоянной основе ведет к улучшению функцио-
нальных особенностей человека, стабилизации об-
мена веществ. В противном случае может наблю-
даться атрофия мышц, ухудшение работы различ-
ных систем, например, нервной, дыхательной и
других.
К числу основных физических качеств чело-
века способных обеспечивать высокую конкурен-
цию на рынке труда относят силу, быстроту, вынос-
ливость, реакцию. Способность организма успешно
переносить неблагоприятные условия зависит как
от врождённых, так и от приобретенных качеств.
Она весьма подвижна и успешно поддается трени-
ровкам. Научно доказано, что физическая трени-
ровка, выполняемая путем совершенствования фи-
зиологических свойств, повышает устойчивость че-
ловека к изменениям температуры, снижает
заболеваемость и повышает работоспособность.
Физическая культура является важной частью
жизни любого человека, но с развитием научно-тех-
нического прогресса наблюдается существенное
снижение физической активности. В настоящее
время прогнозируется недостаток двигательных
нагрузок, что ведет к ухудшению качества жизни
людей.
Потребности в физической культуре являются
главными побудительными, направляющими и ре-
гулирующими силами поведения индивида. По-
требности тесно взаимосвязаны с эмоциями.
Удовлетворение потребностей личности со-
провождается положительными эмоциями, а неудо-
влетворение – отрицательными. Обычно выбирая
профессиональный род деятельности человек, ста-
рается остановить свой выбор на том виде деятель-
ности, где может наибольшим образом удовлетво-
рить свои потребности. Из любого действия инди-
вид старается получить максимум положительных
эмоций.
Выделяют следующие виды мотивов:
 физическое совершенствование;
 дружеская солидарность, продиктованная
желанием быть рядом с друзьями;
 соперничество, характеризующееся стрем-
лением самоутвердиться в своей среде;
 подражание;
 спортивный мотив;
 средство развлечения, отдыха;
 комфорт, желание заниматься в комфорт-
ных условиях и т.д.
В заключении необходимо отметить, что в
процессе физического воспитания происходит воз-
действие и на биологическую основу, и на биосоци-
альную. А значит невозможно говорить о физиче-
ской культуре, опираясь только на развитие физи-
ческих качеств человека, не учитывая при этом

15. The scientific heritage No 41 (2019) 15
ценностных ориентаций, степень развитости инте-
ресов и потребностей личности. Физическая куль-
тура в системе профессиональной деятельности
способствует поддержанию высокой функциональ-
ной дееспособности организма, укрепляет здоро-
вье, повышает стрессоустойчивость, противодей-
ствует влиянию неблагоприятных факторов труда.
Список литературы
1.Гланц С. Медико-биологическая статистика.
– М.: Практика, 1998. – 459 с.
2.Гуревич К.Г., Гачегов М.А., Маев И.В. Ос-
новы здорового образа жизни. – М.: Пермь, 2017. –
106 с.
3.Физическая активность. ВОЗ. [Электронный
ресурс] // ВОЗ. – 2014. – Информационный бюлле-
тень № 384. Режим доступа:
http://www.who.int/mediacentre/factsheets/fs385/ru/,
свободный (06.03.2016).
4.Физическая культура студента: Учеб-
ник/Под ред. В.И. Ильинича.-М.: Гардарака, 2018. -
448с.
5.Ющук Н.Д., Маев И.В., Гуревич К.Г. Здоро-
вый образ жизни и профилактика заболеваний. –
М.: Практика, 2015. – 412 с.
СУЧАСНІ ФОРМИ НАВЧАННЯ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ВЧИТЕЛІВ
Біляковська О.О.
orcid.org/0000-0003-2880-6826
кандидат педагогічних наук, доцент
кафедри загальної педагогіки та педагогіки вищої школи
Львівського національного університету імені Івана Франка
THE MODERN FORMS OF EDUCATION IN THE PROFESSIONAL TRAINING OF FUTURE
TEACHERS
Bilyakovska О.
Ph.D., Associate Professor at the Department
of General Pedagogy and Pedagogy of High School,
Ivan Franko National University of Lviv
Анотація
У статті розглядаються питання теоретичних аспектів електронного навчання та змішаного навчання
у професійної підготовки майбутніх вчителів. Проведено дослідження основних факторів, що впливають
на успіх та ефективність впровадження сучасних форм навчання у традиційну освіту. Реалізація принципів
змішаного навчання сприяє створенню нових підходів у підготовці майбутніх вчителів, які базуються на
інтеграції традиційних форм організації освітнього процесу і технологій електронного навчання. Елект-
ронне та змішане навчання сприяють здійсненню модернізації навчання, а також підготовці конкуренто-
спроможних майбутніх учителів.
Abstract
The article deals with the questions of theoretical aspects of e-learning and blended learning in professional
training of future teachers. Main factors research has been made and their influence into success, efficiency of
implementing modern forms of training in traditional education. Realization of blended learning principles con-
tributes to creation of new approaches in the training of future teachers, which are based on the integration of
traditional forms of educational background organization and e-learning technologies. E-learning and blended
learning make for carry out learning modernization and preparation of competitive future teachers.
Ключові слова: форми навчання, професійна підготовка, електронне навчання, змішане навчання.
Keywords: forms of education, professional training, e-learning, blended learning.
Зміни, що відбуваються в сучасних освітніх
системах, тісно пов’язані з пошуком нових практи-
чних рішень, спрямованих, насамперед, на забезпе-
чення якості професійної підготовки майбутніх фа-
хівців в контексті вдосконалення змісту освіти, ці-
лісної організації освітнього процесу, пошуку
нових організаційних форм, методів, засобів і тех-
нологій навчання. Зазначимо, що система профе-
сійної підготовки вчителів є невід’ємною частиною
всієї системи освіти, зумовлена й вирізняється ро-
ллю в набутті знань про сучасні глобальні та націо-
нальні проблеми, підготовці молодої генерації до
реалізації прийнятих програм соціального, еконо-
мічного та культурного розвитку країни, станом
знань про прагнення та соціальні потреби, а також
розумінням особливостей та значення професії вчи-
теля.
У зв’язку з входженням системи освіти Укра-
їни до Болонського процесу, інтеграцією в європей-
ський освітній простір відбувається її модернізація.
Ключовими питаннями щодо забезпечення якості
освіти стало впровадження кредитно-трансферної
системи навчання, використання інформаційно-ко-
мунікаційних технологій, розширення меж само-
стійної роботи студентів, інноваційної діяльності в
освітньому середовищі закладів вищої освіти. Го-
ловний вектор усіх інновацій освітньої системи
спрямований на забезпечення якості підготовки

16. 16 The scientific heritage No 41 (2019)
майбутніх фахівців, зокрема майбутніх вчителів.
Власне спрятимуть цьому певні зміни у підходах до
організації освітнього процесу, а саме: 1) здійс-
нення моніторингу запитів ринку щодо компетен-
цій сучасних вчителів і розробка та складання осві-
тніх програм за результатами дослідження; 2) про-
ведення практикумів, тренінгів, ділових ігор із
залученням фахівців із різних типів освітніх закла-
дів; 3) створення програми розвитку чи корекції
ключових компетенцій, що знадобляться майбут-
нім вчителям після завершення навчання у закладі
вищої освіти, удосконалення педагогічних практик.
У підготовці майбутніх вчителів, склалася
усталена система професійної підготовки, в якій пе-
реважають традиційні форми проведення занять:
лекції, практично-семінарські заняття, лабораторні
заняття, консультації, заліки, екзамени, різні форми
позааудиторної роботи. Однак, перехід професійної
підготовки майбутніх вчителів на компетентнісну
основу зумовлює потребу впровадження сучасних
технологій, форм, методів навчання для забезпе-
чення її якості та відповідності сучасним вимогам
та викликам.
На переконання дослідників, до головних про-
блем, які постануть перед вчителями найближчим
часом, належать:
– ускладнення змісту освіти, гарантування ви-
сокого рівня освітніх стандартів;
– самостійне визначення та виконання творчих
і дослідницьких завдань;
– певні труднощі, що пов’язані з процесом ви-
ховання;
– постійне оволодіння новими технологіями
навчання та виховання;
– розв’язання складних професійно-педагогіч-
них завдань, які вимагають інтеграції знань, прак-
тичних умінь і навичок із суміжних наук (філосо-
фія, психологія, економіка, правознавство та ін.);
– ефективна робота в єдиному мережувому
просторі, що передбачає раціональне використання
сучасних інформаційних технологій в освітньому
процесі.
Власне, це й вимагає застосування нових під-
ходів у процесі професійної підготовки майбутніх
вчителів, трансформації традиційних методів і
форм організації навчання та впровадження іннова-
ційних, які спроможні покращити якість і результа-
тивність освітнього процесу в умовах безперерв-
ного збільшення обсягів навчальної інформації, яку
повинні засвоїти студенти.
Вважаємо за доцільне акцентувати на такій фо-
рмі навчання як електронне (e-learning), яке висту-
пає ефективним інструментом, для одержання та
пошуку знань студентами. Електронне навчання –
це система, яка користується все більшим інте-
ресом серед студентів усього світу. Можна ствер-
джувати, що електронне навчання – це форма під-
готовки, робота у віртуальному світі, навчальному
середовищі, яке створює викладач, аби запустити
курс на задану тему. В XXI столітті, більшість лю-
дей працює і, на жаль, також відпочиває за
комп’ютером. Про це свідчать факти зростання по-
пулярності електронних книг, доступних в елект-
ронних магазинах або розмов, дискусій, що ве-
дуться в соціальних мережах. Електронне навчання
стає своєрідною освітньою концепцією. Поняття
«e-learning» трактується як: дистанційна освіта, он-
лайн-освіта, навчання у віртуальному середовищі,
навчання за допомогою інформаційно-комунікацій-
них технологій [5]. Також, «е-learning розуміється
як дистанційне навчання за допомогою електрон-
них носіїв інформації. Це інтерактивний метод нав-
чання, в якому застосовуються новітні досягнення
інформаційних технологій, а передача навчального
контенту та іншої інформації відбувається голов-
ним чином через Інтернет та комп’ютерні мережі
LAN, часто використовуючи аудіо-відео матеріали
та компакт-диски» [3]. Окрім того, електронне нав-
чання, як форма навчання, полягає у самостійності
набуття знань із використанням сучасних інформа-
ційних технологій, пошуку інформації в Інтернеті
та на спеціально підготовлених платформах. Таке
навчання, як процес, не виключає участі традицій-
них методів навчання, форм навчання, залежать від
припущень, прийнятих у навчальній програмі [3].
Зауважимо, що електронне навчання у процесі
підготовки майбутніх вчителів можна використову-
вати з метою:
здійснення самостійної роботи з електрон-
ними матеріалами, використовуючи комп’ютер,
мобільний телефон і т. ін.;
надання та одержання консультацій, прове-
дення нарад, оцінювання віддаленого експерта (ви-
кладача), можливість дистанційної взаємодії;
створення розподіленої спільноти користу-
вачів, які ведуть спільну віртуальну навчальну дія-
льність;
своєчасної неперервної доставки електрон-
них навчальних матеріалів;
стандартизації та сертифікації електронних
навчальних матеріалів, технологій, дистанційних
засобів навчання;
формування та підвищення інформаційної
культури всіх суб’єктів освітнього процесу;
засвоєння, популяризації та передачі іннова-
ційних педагогічних технологій, підвищення ефек-
тивності діяльності вчителів;
розвитку навчальних Веб-ресурсів;
можливості у будь-який час, з будь-якого мі-
сця здобувати сучасні знання;
доступності освіти [1].
Електронне навчання, базуючись на Інтернет-
технологіях, спрямоване на інтерактивну самоос-
віту студентів і інтенсивну тюторську підтримку з
боку викладача. В ході електронного навчання ви-
кладач організовує комфортне освітнє середовище,
в якому кожен студент стає учасником продуктив-
ної взаємодії, самоорганізовує власну навчальну ді-
яльність, оцінює результати, як своєї роботи, так і
одногрупників, порівнюючи їх із обумовленим зра-
зком, розвиває навички мислення та творчого по-
шуку.
Близька за змістом до e-learning така форма як
blended learning (змішане навчання), тобто комбіно-
вана, традиційна та віддалена форма підготовки, за

17. The scientific heritage No 41 (2019) 17
якої можливе обговорення навчальних проблем,
питань в Інтернеті, а також зустрічі викладача зі
студентами «віч-на-віч». Ця форма набирає популя-
рності та все більше застосовується при викладанні
в університетах, що складається з дистанційного
представлення студентам певних правил, визна-
чень та теорій під час занять за допомогою Інтер-
нету [7]. Науковці (D. Kranz, N. Würffel, D. Rösler)
трактують blended learning як «орієнтовану на ско-
рочення витрат (часу та коштів) суміш (mix) різних
методів і форм навчання. Завдяки оптимальній ком-
бінації та виваженому пропорційному співвідно-
шенню традиційного, електронного навчання та са-
мостійної роботи можна досягти високих результа-
тів» [6].
Дослідниця C. Wiepke до складових змішаного
навчання відносить: теорії, методи і засоби. Зок-
рема, його основою є теорії конструктивізму, когні-
тивізму та біхевіоризму, методами – методи син- та
асинхронного навчання, засобами – on- та off-line
навчання. Так, у межах синхронного навчання від-
бувається робота на заняттях, індивідуально або у
групах, асинхронне ж передбачає самостійну ро-
боту, перерваний у часі контакт між викладачем та
студентом, або студентами між собою, а також не-
формальне навчання. До on-line засобів належать
Web-сторінки, чати, відео конференції, віртуальні
класи, електронна пошта, робота з додатками, а до
off-line засобів – програми на CD-ROM, відео- та
друковані матеріали, програми телебачення, фраг-
менти документальних і художніх фільмів [4].
В процесі професійної підготовки майбутніх
вчителів blended learning (змішане навчання) має
ряд переваг, а саме: 1) сприяє здобуванню знань в
процесі продуктивного спілкування студентів і ви-
кладача; 2) зважає на індивідуальні особливості
сприйняття інформації (уможливлює вибір кожним
студентом зручного для себе способу сприйняття);
3) виключає вірогідність втрати інформації так, як
електронний курс дозволяє повертатися до будь-
якої частини матеріалу, що вивчається; 4) уможли-
влює попереднє самостійне вивчення навчального
матеріалу в електронному вигляді, дозволяє ство-
рити єдину базу знань; 5) дає можливість продукти-
вно засвоювати нові знання, закріпляти раніше оде-
ржані знання; 6) урізноманітнює форми й методи
організації навчання; 7) передбачає гнучкість про-
грами, можливість вибору модуля навчання; 8) сти-
мулює розвиток навичок самостійного навчання та
пошуку інформації; 9) уможливлює оперативне
одержання зворотного зв’язку; 10) дозволяє обрати
зручний темп, час і місце для навчання (персоналі-
зація процесу навчання); 11) створює можливість
поєднання навчання з роботою.
Реалізація принципів змішаного навчання
сприяє створенню нових підходів у підготовці май-
бутніх вчителів, які базуються на інтеграції тради-
ційних форм організації освітнього процесу і тех-
нологій електронного навчання. Зокрема метою
змішаного навчання, виступає прагнення об’єднати
переваги традиційного й електронного навчання та-
ким чином, щоби включити недоліки обох форм на-
вчання [2].
Отже, використання сучасних організаційних
форм навчання сприяє якості професійної підгото-
вки, відкриває простір для самостійної діяльності
майбутніх вчителів, забезпечує сучасними якіс-
ними знаннями, формує у них здатність до самоос-
віти, самопізнання, самовдосконалення.
Список літератури
1. Кадемія М.Ю. Використання інтерактивних
технологій навчання. Теорія і практика управління
соціальними системами, 2013. № 3. С. 127-128.
2. Кун К. Е-learning – электронное обучение.
Информатика и образование, 2006. № 10. С. 18.
3. Madej М., Faron A., Maciejewski W. E-
learning w dydaktyce szkoły wyższej – założenia,
doświadczenia, rekomendacje. Wrocław: Wyższa
Szkoła Handlowa we Wrocławiu, 2016. S. 11-12.
4. Mitschian H. Multimedia. Ein Schlagwort in der
medienbezogenen Fremdsprachendidaktik. Deutsch als
Fremdsprache, 2004. № 3. S. 132-133.
5. Penkowska G. Meandry e-learningu. War-
szawa: Difin, 2010. S. 29.
6. Rösler D., Würffel N. Blended Learning im
Fremdsprachenunterricht. Fremdsprache Deutsch. Heft
42, 2010. S. 8.
7. Wiśniewska M. Formy i metody nauczania w
szkole wyższej. Kwartalnik Naukowy Uczelni Vistula,
2017. Nr 1 (51). S. 156.