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The article attempts at analyzing the scientific problems included in the works of the famous scholar from Voronezh State University Vladislav Anatol’evich Svitel’skiy about the creative activity of A. Platonov. The scholar’s studies before and after the abolition of strict censorship outlined the benchmarks in the investigation of the writer’s legacy, which have not always been properly interpreted in modern science. The urgency of the paper consists in reestablishing a true dialogue with the works of the literary critics, who were among the first to describe the writer’s artistic world, and in revealing adequate interpretations of their ideas. Methodologically, the article is based on the theoretical views of V. A. Svitel’skiy, stemming from the nature of the talent of the great scholar from Voronezh. The scholar focuses on the principles of philosophical-poetical generalization in the prose of Platonov, the image of the author and the means of expression of the author’s position under the conditions of creation of censored works, the genre nature of “Chevengur”, his gender specificity, “participation” of the lyrical dominant in the modeling of the democratic consciousness in the novel as one of the great achievements of Platonov’s artistic talent. The retrospective approach made it possible to concentrate attention on the urgency of a number of Svitel’skiy’s ideas in the contemporary Platonov studies and to simultaneously realize the modern tendencies in the study of the writer’s legacy and their perspectives. The conclusions of the article are based on the detailed study of the papers written by Svitel’skiy and the works of the scholars developing his ideas, as well as on his activity as editor and publisher. He was editor-in-chief of the “Philological Notes” of Voronezh University founded by A. A. Khovanskiy in 1860. He initiated the creation of the “Platonov Vestnik”, an information bulletin, which reflected the “new findings” of foreign scholars about Platonov. Due to his continuous effort, the number of scholars from various countries engaged in serious studies of Platonov’s texts grew considerably to include H. Günther (Germany), T. Langerak (Netherlands), M. Liubushkina-Koch (France), etc. The reflections about the fate of scientific ideas and their implementation in real life are mentioned in Svitel’skiy’s letters. Their author is a real Teacher – a clever and a patient one.

Bakalaura darba temats: „Radošās darbības veicināšanas iespējas 4 - 5 gadīgiem bērniem dizaina un tehnoloģiju nodarbībās”. Bakalaura darba autore: Kristīne Reine Darba zinātniskā vadītāja: Dr. paed. Māra Urdziņa- Deruma Pētījuma mērķis: Pētīt 4 - 5 gadu vecu bērnu radošās darbības veicināšanas iespējas dizaina un tehnoloģiju rotaļnodarbībās. Pētījuma jautājums: Ar kādiem materiāliem un metodiskajiem paņēmieniem tiek veicināta radošā darbība dizaina un tehnoloģiju rotaļnodarbībās 4 - 5 gadīgiem bērniem. Pētījuma uzdevumi: 1.Analizēt literatūru par radošo darbību, tās veicināšanas iespējām. 2.Izzināt un analizēt 4 - 5 gadu vecu bērnu attīstības likumsakarības pētāmās problēmas aspektā. 3.Izzināt un atklāt daudzveidīgu materiālu un metodisko paņēmienu izmantošanas iespējas 4 - 5 gadu vecu bērnu radošās darbības veicināšanā. 4.Izveidot rotaļnodarbību plānus radošās darbības veicināšanai. 5.Veikt empīrisko pētījumu un apkopot rezultātus. Bakalaura darbs sastāv no divām daļām: teorētiskās un empīriskās. Teorētiskās daļas 1. nodaļā autore ir aprakstījusi autoru: I. Kraģa, L. Roķes, B. Kaļķes, I. Briškas, D. Kalējas, E. Dombravas, A. Šteinbergas, R. Geskes, S.Vordas u.c. atziņas par radošo darbību un 4-5 gadu vecu bērnu attīstības īpatnībām. Teorētiskās daļas 2. nodaļā tiek atklāti daudzveidīgi materiāli, izstrādājumi un metodiskie paņēmieni dizaina un tehnoloģiju nodarbībās radošās darbības veicināšanai dažādu autoru skatījumā E. Dombrava, I. Dikelsone, I.Vindberga, F. Vata u.c. Empīriskajā daļā 3. nodaļā aplūkoti izstrādātie rotaļnodarbību plāni radošās darbības veicināšanai 4-5 gadus veciem bērniem pirmsskolā. Empīriskajā daļā 4. nodaļā ir dots pētāmās grupas raksturojums, izstrādāti radošās darbības kritēriji un līmeņi un atspoguļota pedagoģiskā izmēģinājuma darbības norise. Darbs sastāv no ievada, 4 nodaļām, 9 attēliem, 11 tabulām, secinājumiem, priekšlikumiem, 52 literatūras un izmantoto avotu saraksta, 6 pielikumiem. Darba apjoms: 56 lapaspuse. Atslēgas vārdi: daudzveidīgi materiāli, metodiskie paņēmieni, pirmsskola, radošā darbība., The topic of the bachelor's thesis: "Opportunities of promoting creative activity for 4-5 year old children in design and technology classes". The author of the bachelor work: Kristīne Reine Scientific supervisor: Dr. paed. Māra Urdziņa- Deruma Aim of the research: To research the possibilities of promoting the creative activity of 4-5 year old children in design and technology play-classes. The question of the research: What materials and methodological techniques are used to promote creative activity in design and technology play-classes for 4-5 year old children. The tasks of the research: 1. To analyze the literature on creative activity, the possibilities of its promotion. 2. To cognize and analyze 4-5 year old children's regularities of development in the aspect of the researched problem. 3. To cognize and discover the possibilities of using various materials and methodological techniques in promoting the creative activity of 4-5 year old children. 4. Create play-lesson plans to promote creative activity. 5. Carry out empirical research and summarize the results. The bachelor's thesis consists of two parts: theoretical and empirical. In Chapter 1 of the theoretical part, the thesis author has described the authors: I. Kraģa, L. Roķe, B. Kaļķe, I. Briška, D. Kalēja, E. Dombrava, A. Šteinberga, R. Geske, S. Vordas, etc. quotes about creative activity and peculiarities of development of 4-5 year old children. In Chapter 2 of the theoretical part are revealed various materials, products and methodological techniques for the promotion of creative activity in design and technology classes from the point of view of various authors E. Dombrava, I. Dikelsone, I. Windberg, F. Vata and others. In Chapter 3 of the empirical part, are considered the developed play-lesson plans for the promotion of creative activity for 4-5 year old children in preschool. In Chapter 4 of the empirical part, is given the description of the research group, developed the criteria and levels of creative activity and reflects the course of the pedagogical experiment. The bachelor's thesis consists of an introduction, 4 chapters, 9 images, 11 tables, conclusions, proposals a list of 52 references and sources used, 6 annexes. Thesis consists of: 56 pages. Keywords: diverse materials, methodological techniques, preschool, creative activity.

Music listening is one of the significant and frequent activities that take place within the framework of preschool music education. In this paper, our intention was to investigate the modalities in this field within the normative documents and professional publications used and published in Serbia from the end of the 19th century until today, identify similarities and differences among these guidelines, and determine to what extent they are aligned with foreign literature in this field. In the introduction of this paper we created a theoretical framework that summarizes the key points and results of foreign research in this field. Subsequently, the publications used or published in Serbia were analyzed, using the content analysis technique, through selected categories - importance of music listening / goals and tasks in this field, criteria for selecting compositions for listening /suggested number of music pieces per year and methodical approach in the field of music listening. In this paper, we identified several key topics in the field of pre-school music listening, present in both the foreign literature and the analyzed publications, and highlighted some differences in opinions presented in the analyzed publications. We have outlined the ways in which the importance of music listening has been addressed in some of the publications and summarized the goals set in the field of music listening. We found that in most publications the repertoire is limited to simple classical and traditional musical pieces and that only some publications gave a slightly wider view of the music repertoire. We concluded that there were no major disagreements among the authors regarding the methodical approach in the field of music listening. Namely, the music listening activity is usually composed of an introductory, central and final part. The first listening is devoid of questions and information about the music piece, while the next ones are followed by certain tasks, questions or conversations about a single musical characteristic.We noticed that the verbal response of children is dominant, while the response through movement, musical or the artistic expression is largely neglected. The importance of increasing the variety of procedures within the music listening activities in pre-schools and the implementation of empirical research, which would confirm the validity of procedures often applied in practice, were pointed out.

В статье описывается возможность применения игрового метода в процессе начального обучения плаванию дошкольников. The article describes the possibility of using the game method in the process of primary swimming training for preschoolers.

В статье рассматриваются научные проблемы, обоснованные в трудах ученого Воронежского государственного университета Владислава Анатольевича Свительского о творчестве А. Платонова., The article attempts at analyzing the scientific problems included in the works of the famous scholar from Voronezh State University Vladislav Anatol'evich Svitel'skiy about the creative activity of A. Platonov., Филологический класс, Issue Т. 25, № 2, Pages 114-125

Undeniable pedagogical value finds itself in humor. Including humor in the pedagogical arsenal of tools, methods and techniques, can be a significant reserve to increase the efficiency of training and personal development. A number of modern researchers (Sh. A. Amonashvili, K. Maurice, L. F. Spirin , V. Prokopenko , M. I. Stankin) note of the teacher's personality character traits, together with empathy - the ability to empathize, kindness to others, necessary emotional character traits - the presence of optimism and sense of humor. Main reasons preventing the use of humor in the classroom are emphasized: fear of violation of discipline, desire of not being ridiculous, negative attitude to the class, the personal qualities of the teacher (low sociability, inflexible thinking). However, in pedagogical process nowadays there are no science-based researches on the problem of methodological and psycho-pedagogical potential of humor. The purpose of this article is to consider humorс as a pedagogical tool, highlight the function of humor in teaching activity, analyze methodological techniques based on humor such as allusion, irony, pun, grotesque, paradox, psevdokontrast and also to consider table use of humor in teaching activities involving the implementation of humor in the foreign language lessons Несомненную педагогическую ценность обнаруживает в себе юмор. Включение в педагогический арсенал средств, методов и приемов, основанных на знании методического потенциала юмора, может стать существенным резервом повышения эффективности процесса обучения, воспитания и развития личности. Ряд современных исследователей (Ш. А. Амонашвили, К. Морис, Л. Ф. Спирин, В. И. Прокопенко, М. И. Станкин) отмечают среди характерологических особенностей личности учителя, наряду с эмпатией – способностью сопереживать, доброжелательностью к другим, необходимыми эмоциональными особенностями характера, - наличие оптимизма и чувства юмора. Среди основных причин, препятствующих употреблению юмора на уроке, выделяют: страх нарушения дисциплины, боязнь показаться смешным, негативное отношение к классу, личные качества педагога (низкая коммуникабельность, негибкость мышления). Однако в педагогике до настоящего времени нет целостных научно обоснованных исследований по проблеме методического и психолого-педагогического потенциала юмора. Цель данной статьи рассмотреть юмор как педагогическое средство, выделить функции юмора в педагогической деятельности, проанализировать такие методические приемы, основанные на юморе как: намек, ирония, каламбур, гротеск, парадокс, псевдоконтраст, а также рассмотреть таблицу применения юмора в педагогической деятельности, предполагающей реализацию юмора на занятиях по иностранному языку