2024 Issue №2

This study posits a correlation in younger school children between high levels of current stress and reduced self-acceptance, as well as between an increase in current stress and decreased satisfaction with emotional and instrumental support. The respondents were 131 pupils aged 8 to 12 years from years 3 and 4 of a school in the Moscow region. Methodologically, the study relied on the Bazhin-Etkinds colour relationship test, which helped analyse the ranks of preferred colours associated with the concept of ‘self’ and the categories of ‘self-acceptance’, ‘self-rejection’, ‘positive evaluation’, and ‘negative evaluation’. It also employed the F-SozU K-22 questionnaire in the version proposed by Kholmogorova and Petrova to determine satisfaction and types of social support. The Perceived Stress Scale — Children (PSS-C) was used to measure current stress in children. The study showed that the need for instrumental support among younger school children increases with the intensification of stress. Emotional support and social integration in stressful situations often prove ineffective, which can be attributed to insufficient support from family and friends and the fact that children experiencing intense stress narrow their circle of contacts, thereby limiting support from others.

The updated federal state educational standard designates the development of functional literacy as one of the intended outcomes for elementary school. Achieving this educational result is possible by engaging with the student in both the current developmental zone and the zone of proximal development. Such work, which requires preparing future teachers for this specific professional activity, can be organised through individualised interaction between the teacher and pupils. This study aims to examine the problem of individualisation in response to the need to individualise primary school pupils’ education while developing functional literacy and to assess the feasibility of preparing future teachers to master relevant professional competencies. Methodologically, the study draws on the competence-based approach, the findings of Volf Merlin and his associates regarding integral individuality as intra- and meta-individuality and the ideas developed under the supervision of Oleg Grebenyuk about individuality as the primary objective of a teacher’s professional role, the evolving nature of a future teacher’s individuality and the importance of cultivating the capacity for making meaningful professional choices. Theoretical sources were explored using methods of analysis and synthesis, while empirical research involved the group discussion method. The study emphasised the importance of focused efforts to cultivate among students of pedagogical universities the professional competencies needed for an individualised educational approach. It also uncovered the potential of a professional examination in evaluating the level of these competencies. In this line of thinking, the examination will serve as a motivation for enhancing the educational curriculum and the environment at a pedagogical university.

This article presents research findings on the potential of the educational process at a University college. It analyses the concepts of ‘potential’, ‘society’, and ‘potential of the educational process’. A model of educational potential is proposed and the requirements of the federal state standard for general and professional competencies within the disciplines Fundamentals of Life Safety and Life Safety in students of technology is examined. The study uncovers and examines forms of educational and extracurricular activities, delineates the principles behind the structure of educational potential and identifies three components of this potential: organisational, substantive and methodological.